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Now showing 1 - 5 of 17

Recent Submissions

Психолого-педагогичексие основы развития речи на гагаузском языке учащихся V-x – IX-x классов [Teză]
(2026) Кочанжи, Надежда; Репида, Татьяна (Научный руководитель)
Oбоснование психолого-педагогических основ и разработка концепции развития речи на гагаузском языке (уровень диалогической речи) учащихся V-х – IX-х классов. Изучить психолого-педагогическую, лингводидактическую и методическую литературу по проблеме исследования, обосновать лингводидактические предпосылки развития речи. Проанализировать состояние обучения гагаузскому языку: анализ куррикулума, учебников, педагогического опыта, определить условия социальной среды. Разработать концепцию развития речи на гагаузском языке (уровень диалогической речи) учащихся V-х – IX-х классов, создать модель развития речи на гагаузском языке (уровень диалогической речи), экспериментально её апробировать.
Психолого-педагогичексие основы развития речи на гагаузском языке учащихся V-x – IX-x классов [Rezumat]
(2026) Кочанжи, Надежда; Репида, Татьяна (Научный руководитель)
Oбоснование психолого-педагогических основ и разработка концепции развития речи на гагаузском языке (уровень диалогической речи) учащихся V-х – IX-х классов. Изучить психолого-педагогическую, лингводидактическую и методическую литературу по проблеме исследования, обосновать лингводидактические предпосылки развития речи. Проанализировать состояние обучения гагаузскому языку: анализ куррикулума, учебников, педагогического опыта, определить условия социальной среды. Разработать концепцию развития речи на гагаузском языке (уровень диалогической речи) учащихся V-х – IX-х классов, создать модель развития речи на гагаузском языке (уровень диалогической речи), экспериментально её апробировать.
Programe probaționale destinate agresorilor familiali: practici internaționale și naționale [Articol]
(CEP USM, 2025) Isac, Oxana
The paper focuses on probation programs for domestic violence offenders, based on the national framework of the Republic of Moldova and relevant international practices. The main objective is to analyze the effectiveness of these interventions in reducing recidivism and modifying violent behavior. The research employs a comparative methodology, drawing on documentary analysis of legal frameworks, public policies, and best practices from several European countries, as well as data from the Republic of Moldova. The findings highlight a range of interventions, from cognitive-behavioral programs to those centered on promoting offender accountability. The author emphasizes the importance of developing coherent implementation mechanisms and strengthening interinstitutional cooperation to ensure an effective and sustainable response to domestic violence.
Auditul social – instrument de evaluare a calității serviciilor sociale bazat pe evidențe și dovezi [Articol]
(CEP USM, 2025) Dilion, Marcela
In the period July - October, 2024, the social audit of social services was carried out within the framework of the Project “Local Partnerships for Energy Efficiency in Social Services” funded by the European Union, co-financed and implemented by the Soros Foundation Moldova, in partnership with I.P. Keystone Moldova and A.O. “Social Innovation Fund of Moldova”. About 400 people were involved in the social audit process, including representatives of non-profit organizations, social service providers, managers and staff of 66 social services, as well as their beneficiaries. The findings of the social services audit reflect non-compliance with minimum quality standards, more than half of the audited services are not accredited, the staff is not supplemented with specialists, case management is applied sporadically.
Serviciile sociale integrate ca instrument pentru dezvoltarea competențelor sociale la copiii din centrele de plasament temporar [Articol]
(CEP USM, 2025) Coroban, Cristina
The article analyzes the role of integrated social services in developing social competencies among children temporarily placed in residential-type centers, highlighting the need for coordinated intervention at the family, community, and institutional levels. Based on empirical data and theoretical frameworks (Bronfenbrenner, Rutter, Sen, Bandura), it is argued that skills such as communication, cooperation, and conflict resolution can be strengthened through educational programs, psycho-emotional support, and community involvement. The study reveals the positive effects of multidisciplinary approaches on children’s social interactions, social integration, and the prevention of problematic behaviors, underlining the importance of professional training and active family involvement. Integrated interventions, tailored to individual and community contexts, are essential for promoting social inclusion, emotional well-being, and the active participation of children in community life.