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Jakość usług instytucji użyteczności publicznej (IUP) a dobrobyt społeczny

100%
Biernacki M.
Zarządzanie Publiczne
|
2010
|
issue 3 (11)
19-32
EN
Subjective judgment of the prosperity in Poland does not become better despite a constant economic growth. CBOS (Centre of Public Opinion Research) researches show that for Polish people (97%) health is the most essential matter and that 75% persons are dissatisfied with the health service activity. Even only these numbers let observe the lack of the public prosperity optimization in Poland. Public utility services are personal, so they affect directly a feeling of the well-being. Undoubtedly, the quality of the services mentioned affects positively or negatively the prosperity of the whole population. A possibility of a public utilities evaluation in five dimensions has been shown in this paper: (1) in a professional dimension, i.e. efficiency; (2) in an economical dimension, i.e. productivity; (3) in a process-wise dimension, i.e. TQM; (4) in a personal dimension, i.e. consumer satisfaction; and (5) in a social dimension, i.e. public prosperity improvement.
2
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Does math education in Poland teach creative thinking?

100%
Biernacki M.
Didactics of Mathematics
|
2014
|
issue 11(15)
5-12
EN
This work is a continuation of the article (Biernacki, Czesak 2013), which examined the most recent results (2012) of the Program for International Student Assessment. It turned out that Polish students have significantly improved their results in general subjects, but have great difficulties with creative thinking (the results are below the median). Analysis of the results of examinations in mathematics for students of the first year of two departments confirmed that students have great difficulty with problem solving. The author proposes to encourage students through the use of exercises and labs to take more time to solve tasks that require creative thinking, especially those relating to real-world problems of physics and economics.
3

The effectiveness of education and economic growth

100%
Biernacki M.
Mathematical Economics
|
2011
|
issue 7 (14)
5-18
EN
It has been shown in the article that education in Poland is very efficient up to the middle level, though, this prepared human capital does not affect the economic growth in Poland measured by the GDP per capita. One of the main unsolved problems is the lack of cohesion of higher education and the national economy, which is expressed, among others, by the lack of the correlation between the graduate structure and the labor market. In the last twenty years the number of students in Poland has increased almost five times, hence the concern for a higher education quality improvement and, as a consequence, for economic growth. The article is an attempt of analysis of the reality of the above mentioned state.
4
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Elements of differential equations in the mathematics course for students of economics

100%
Biernacki M.
Didactics of Mathematics
|
2015
|
issue 12(16)
5-10
XX
The article presents a proposal of one lecture with elements of differential equations included in a 30-hour course in mathematics for students of economics at the University of Economics in Wrocław. The author puts forward a presentation of some basic methods for solving first order differential equations exemplified by two macroeconomic growth models: the Domar model and the Solow model.
5

APPLICATIONS OF THE INTEGRAL IN ECONOMICS A FEW SIMPLE EXAMPLES FOR FIRST-YEAR STUDENTS (Zastosowania calki w ekonomii)

100%
Biernacki M.
Didactics of Mathematics
|
2010
|
issue 7(10)
5-14
EN
One fundamental problem encountered when effectively teaching mathematics to students of economics is communication with learners that lack an adequate background. In the past, more than 66 per cent of freshmen enrolled at one of the faculties of our university did not take their school-leaving examinations in mathematics, even at the elementary level. One method to encourage students to better learning includes the examples of areas in economics where they can apply mathematical concepts. Usually, the course in mathematics is relatively short and offered in the first semester, therefore it is not quite easy to actually introduce necessary economic concepts, even if only intuitively. Nevertheless it is worth trying. The paper gives several simple and useful examples of an integral's applications in economics, such as estimating resources based on the intensity function of a flow; calculating a consumer's surplus; the time value of capital; comparing levels of social wealth.
6
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Is an average Polish student proficient in solving difficult and new problems?

63%
Biernacki M., Misztal A.
Didactics of Mathematics
|
2015
|
issue 12(16)
11-24
XX
Using selected assignments from admission tests for the Wrocław University of Economics during 1993-2004 and the results of the examinations in mathematics, the authors show the need to implement the teaching of problems. The paper includes the solutions to problems from admission tests with comments regarding the most typical mistakes made by students. Our findings agree with the results of the PISA 2012 results in Creative Problem Solving, where Polish 15-year-old students scored below the median, ranked 27th among 40 countries, in spite of being ranked 8th in mathematics among 34 OECD countries.
7
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Ocena działalności i efektywności kształcenia wrocławskich liceów

63%
Biernacki M., Ejsmont W.
Studia Ekonomiczne
|
2017
|
vol. 318
13-22
PL
Celem artykułu jest ocena działalności liceów wrocławskich na potrzeby procesu optymalizacji alokacji zasobów i polepszenia jakości kształcenia. Obie zasady skuteczności (effectiveness) kształcenia i efektywności (effeciency) decydują o sprawności działalności instytucji [por. Lubińska (red.), 2009]. Ocena powinna mieć wpływ na odkrywanie poziomu jakości kształcenia, rozumianego zarówno jako proces nauczania, jak i uczenia się, a szczególnie na zwiększenie wydajności i skuteczności działań instytucji, rozumianych jako poprawa potencjału wiedzy i umiejętności uczniów, a w wymiarze globalnym poprawa dobrobytu społecznego.
EN
The aim of this article is to assess the activities of secondary schools Wroclaw for the purposes of optimizing the allocation of resources and improve the quality of education. Both the principle of effectiveness (effectiveness) and efficiency of education (effeciency) decide about the efficiency of the institution [see: Lubińska T. (ed.), 2009]. The assessment should have an impact on discovering the quality of education, understood both as a process of teaching and learning, and especially to increase the efficiency and effectiveness of institutions, understood as strengthening the potential of knowledge and skills of the students and the global improvement of social welfare.
8
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Efektywność kształcenia we wrocławskich liceach

63%
Biernacki M., Ejsmont W., Uniwersytet Ekonomiczny we Wrocławiu; Wydział Zarządzania I. i. F. I. Z. M.
Acta Universitatis Lodziensis. Folia Oeconomica
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2011
|
vol. 253
EN
In the article authors try to measure the effectiveness of learning in secondary schools in Wroclaw. For this purpose, they use models for panel data. The use of panel models to measure the effectiveness have been launched by Aitkins and Longford in 1986. Our work focuses on the use of the ideas presented by these authors, which we apply to data describing the results of secondary schools and matriculation exams, and school characteristics.
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