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1

Problems of Implementation of Information Technology in the Housing Sector in Russia

100%
Kirsanov S. A., Safonov Y. N.
Baltic Journal of Real Estate Economics and Construction Management
|
2015
|
vol. 3
|
issue 1
72-80
EN
The considerable problems in the provision of a transparent and clear system of settlement between the enterprises supplying housing and utilities services and the owners of flat buildings include the insufficient provision of metering devices, the absence of a system collecting and analysing this information and the data of the current balances of utilities, as well as the absence of a common data base of the residents. To solve the above-mentioned problems, it is necessary to implement strict normative requirements related to the application of the metering devices and arrange the uniform municipal bases of information resources, which would include the automated information collection, payment servicing of utility consumers in a single window, the control over the unsanctioned utility consumption, the data exchange with the branch state automated systems and other measures.
2

Cyber-threat Prevention in Czech Pedagogical Reality

86%
Bělík V., Hoferková S.
Pedagogika Społeczna
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2017 (R. XVI)
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issue 1(63)
129-137
PL
Korzystanie z technologii informacyjnych staje się integralną częścią współczesnej edukacji. Artykuł ma na celu podkreślenie faktu, że technologie informatyczne mogą także stanowić zagrożenie, a zagadnienia związane ze środowiskiem cyfrowym, sieciami społecznymi i nowymi formami zachowań ryzykownych związanych z technologiami informacyjnymi to zjawiska kluczowe dla pedagogów i środowiska pedagogicznego. Artykuł przedstawia również praktyczne sposoby pracy pedagogicznej w zakresie profilaktyki skupionej na tych zjawiskach.
EN
The usage of information technologies is becoming an integral part of modern education. This text aims to highlight the fact that information technologies may also pose a threat. Phenomena of cyber-environment, social networks, and new forms of risk behaviour issues connected to information technologies are crucial for pedagogues and pedagogical environment. It is also introducing practical ways how to work with these phenomena in terms of prevention.
3
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Changing the paradigm of acquisition and cataloging in Polish research libraries. The impact of new information technology

72%
Sanetra K.
Przegląd Biblioteczny
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2017
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vol. 85
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issue Special Issue
70-88
XX
Thesis/purpose of the article – the purpose of this article is to present the impact of new information technologies on building and cataloguing library resources, and the ways modern research libraries have been functioning in the last 25 years. Methods – the analysis presented in the article is based on a thorough review of the literature, including conference proceedings, reports documenting the activities of research libraries, a study of statistical data illustrating changes in library holdings as well the author’s own knowledge and expertise acquired in the course of her work at the Jagiellonian Library and in cooperation with other libraries. Results / conclusions – the dissemination and implementation of new information technology has resulted in libraries starting to work in a hybrid model. Using modern tools they support both analogue and digital data as well metadata. Librarians, analysing the use of resources offered to users, favour to an increasing extent an access library model. The creation and development of this hybrid information environment has resulted in a wide cooperation of librarians that seems to facilitate meeting the coming challenges and changes in the way libraries will function in 21st century, where an important part will most likely be played by the further development of information technology.
4
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Content available

Using of informations technologies and global network in educational process in a high and secondary school

72%
OLEXIJIVNA KOSTENKO S., Petrivna KOVALCHUK O.
Edukacja-Technika-Informatyka
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2010
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vol. 1
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issue 2
169-174
EN
Research is conducted by the anonymous questioning of 260 students which study in the 8–11-th classes of Scientifically natural lyceum № 145 city of Kyiv and 50 students of faculties of veterinary medicine and aquatic bioresurses National University of Nature and Bioresources of Ukraine. It is discovered, that beginning from the 9-th class of school students actively use the network of Intrenet to prepare for lessons at school, and later in university. With age the percetage of children (from 35 to 90%) which perceive Global Network as the most accessible information resource grows proportionally. Schoolchildren actively and sufficiently often use Internet resources to prepare for the themes of biology of simple middle levels. At the time of giving of module tasks, 68% of students prefer taking their modules on paper rather than on a computer screen. The majority of students lecture material better with the use of educational films (56%) and slide projectors (33%). 29% of students use a Internet resources everyday, and 45% accept the idea. Students note that during studies at school only 29% of the polled students had free access to the Internet, and 27% did not have this advantage.
PL
Badania były przeprowadzone anonimowo wśród 260 uczniów, którzy uczą się w 8–11 klasach Liceum o profilu biologicznym (nr 145 w Kijowie) i wśród 50 studentów wydziałów weterynarii i gospodarki wodnej Narodowego Uniwersytetu Zasobów Naturalnych Ukrainy. Stwierdzono, że od 9 klasy uczniowie aktywnie używają sieci Internet, by przygotować się do lekcji w szkole i później zajęć na uniwersytecie. Z wiekiem procent dzieci (od 35 do 90%), który postrzega, że Internet jest najdostępniejszym zasobem informacji, proporcjonalnie rośnie. Uczniowie aktywnie i wystarczająco często używają zasobów Internetowych, aby przygotować się z tematów z biologii na podstawowym i średnim poziomie. Jednak 68% uczniów preferuje podawanie zadań modułowych na papierze niż na ekranie monitora. Większość studentów uważa, że materiał wykładu jest lepszy z użyciem projektorów (56%) i rzutników (33%). 29% studentów używa zasobów Internetowych codziennie, a 45% sporadycznie. Badania w szkole pokazują, że tylko 29% z ankietowanych uczniów miało swobodny dostęp do Internetu i 27% było pozbawionych tej możliwości.
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