The article analyzes occurrences related to conducting classes for “seniors 50+”, targets of the design of such an offer and the strengths and weaknesses of this approach. These issues are considered in the context of the theory associated with aging, as well as with the changes which are taking place in society. In conclusion it has been shown that these activities can play a preventive and developmentoriented function.
The article gives psychological and pedagogical characteristics of the process of acquiring geographic knowledge. It is noted that forming geographic knowledge takes place at three levels of mental reflection of surrounding reality. They are: a sensory-perceptual level, an idea level and a conception level. Perceptual images are formed at the sensory-perceptual level (as the result of a treatment of sensations). These images are fundamental in forming geographic ideas and conceptions. It is stressed that a very important moment in the process of forming object knowledge is perception. It should not be a passive contemplation, but it should be a goal-directed observation. It is noted that at the idea level of the structure of object image is changing when transferring from feeling and perception to idea. Some its features are underlined (stressed) and some features are reduced. Conception is defined by leading elements of the content of geographic knowledge at school. It is reported that one part of them is adopted by pupils on the basis of ideas, imagination forms, wider conceptions and another is learned by pupils on the basis of generalization of previous conceptions. It is emphasized that all the listed levels of mental reflection are correlated in the real life activity of each person. It is noted that one or another mental process or concrete form of activity never exists separately on the certain level of reflection, but it defines its specific structure. What exactly level will be leading depends on the aim of educational activity and tasks. The interdependence of forming geographic knowledge and different kinds of activity is emphasized, because knowledge is formed as a result of various activities (activity of perception, activity of imagination, practical-subject activity) and at the same time the knowledge will guide and direct an activity.The article defines the main structural components of the forming process of geographic knowledge – perceiving information about the object under study, idea consolidation in memory, practical application of knowledge. The perspective of our research will be an identification of the ways to improve the efficiency of the process of formation of geographical ideas and concepts. 142
An essential element of the teaching system, which is of vital importance, is the set of educational methods. A prominent place amongst these is occupied by those methods that develop creative activity; this is because the main element that results in the maximizing of the child’s developmental chances is its creative activity. The article presents the following methods that actively develop the nursery school pupil’s creativity: the project method, the construction of board games, Celestyn Freinet’s techniques, Maria Montessori’s method, Carl Orn’s method of physical expression through actions, Alfred and Maria Kniess’ method of rhythmical gymnastics, Weronika Sherborne’s Developmental Movement, Josef Gottfrid Thulin’s method of making stories through physical actions, Emil Jagues-Dalcroze’s method, Edwin E. Gordon’s method of developing the love of music, Bati Strauss’ method of active listening to music, theatre, drama, music therapy, Maxwell Malz’s method of forming a positive image of oneself, and the practise of creative visualization for children. The methods listed above are dinerent ways of working with children that rely on releasing their free creative expression, in contrast to traditional teaching methods that oppose those methods that activate the educational process. They are educational and developmental methods for children who are at nursery school, and they facilitate unconstrained activeness and creation.
Student scientific movement in Poland is over 150 years old. Its history is best recognized by a model (which is an idealization tool) as the theory of social movements poses too many problems. In this way three models emerge: traditional (1851 - 1947), socialist (1948 - 1989) and contemporary. In all three models a scientific circle is a dominant organization form, having the features of community and association. Institutional processes influence the activity of student movement in a negative way. Stiffening of structures leads to crises as the collective action of this type is strongly dependent on the charisma of local activists. Apart from the issues conditioned by the scientific policy, a number of immanent difficulties is being observed, e.g., the problems of ”fictitious members”, evanescence or lack of professionalism. The review of the solutions present on European universities leads to the conclusion that scientific circles – including all their burdens – are an excellent scientific opportunity for research active students.
The paper refers to the problem of prohibition of competition imposed on the members of the board of directors and the supervisory board of a cooperative. The Author analyses the concepts of "competitive business" and "competitive activity" and their mutual relationship, as well as the consequences of non-compliance with the prohibition. On the basis of interpretation of the existing legal provisions and views of judicature, the Author enunciates de lege ferenda conclusions in terms of their clarification and elimination of doubts.
The importance of professional training cannot be overemphasized. In any organization, it is conducive to a better implementation of the tasks, and through it – increasing efficiency. For those directly involved – employees – lifelong learning is the premise of job retention. The aim of this paper is to present the results of research study – both quantitative and qualitative – describing ways in which employers may support employees’ educational activity.
It is an old pursuit to find the balance between nature and society (within the individual and the sum of people). In order to talk about a healthy society, it is necessarry to have the people making up the society healthy too. The health condition of the individuals affects the society, creating a close connection amoing individuals and society. Health, mental and physical well-beings of members of society affects the economy, since a healthy workforce leads to developing economy, which hence can provide the requirements and conditions that ensure a mentally and physically healthy way of living for the society. Sport, everyday exercise, therefore regular training can also play an important social role, and can greatly contribute to social well-being. Decreased physical activity, sitting lifestyle are both specific traits of economically developed countres, and turns into a more and more threatening public health problem world-wide, which contribute to the development or aggravation of such chronic diseases and health damages, like morbid obesity, heart diseases, diabetes, hypertension, locomotor diseases, malignant tumors, depression. The topic of our research is related to mainly the subject of primary school healthcare programs. The measurements have been taken in 12 different educational institutions, which included primary, secondary, vocational schools, and a 6-grade school. The actuality of the topic is proven by the increased obesity appearing at more younger ages, and we intend to shed some light on the fact, that with a good healhcare strategy and short-term goals we can achieve positive results shortly on the fields of school healthcare.
The main aim of this article is to discuss the obstacles that limits the activity of people in the elderly. The author analyzes the urban space, the home space, contrast the problems found in to the solutions offered by modern technology. The author also makes a diagnosis that the cessation of seniors' activity is not the result of aging, but the effect of preventing movement through external factors. Analyzing examples (literature, architectural manifestos, advertising), she states that the desire to move and overcome barriers is a natural need of every human being.
The article presents the activity of the Sisters of St Catherine, Virgin and Marty in Pieniężno (Mehlsack) in the years 1856–1876 and 1889–1945. In 1856 three sisters of St Catherine in Braniewo took up educational activity at the Catholic elementary school for girls in Pieniężno (Mehlsack). On 9 September, 1856 a contract of employment was signed between the Town Council of Pieniężno and the Order of St Catherine in Braniewo represented by Mother Apolonia Stuhrmann, Superior General. The Presbyter Marquard of Frombork participated in the event. In 1870 the sisters were additionally entrusted with teaching younger classes at a school attended by boys and girls. The number of sisters increased to five then. On 13 May, 1876, at the time of the Kulturkamph, the sisters were removed from the Pieniężno schools. Secular staff were appointed to fill their positions. Then the sisters returned to their convent in Braniewo. After 13 years, on 7 January, 1889 the sisters of St Catherine returned to Pieniężno to take up the job of nursing at St George’s Hospital. Soon the number of halls and the space for patients proved to be insufficient. A plot adjacent to the hospital was purchased and within the years 1912–1913 a larger, modern 50-bed hospital was built with collected money. It was fitted with the most modern equipment. There was also a chapel. In 1929 a twenty-bed paedriatric department for sick children and infants was opened in the hospital. The hospital was the property of the Catholic parish. It was subordinate to the department of education under the management of consecutive deans. Medical service was fulfilled by one of the physicians who practised in the town; nursing was done by the sisters of the Order of St Catherine. In 1930 six sisters worked there. During World War II (1939) a part of the hospital functioned as field hospital. Because of enormous amount of work the number of sisters increased to ten. On 11 February 1945 when the war front reached Orneta and military operations were nearing Pieniężno the last wounded patients were sent to field hospitals in the north of the country. The sisters had to leave the hospital too. On the night of 12/13 February they left Pieniężno.
The article consists of two parts: the first one includes the introduction to art therapy theory, the second one indicates the possibilities of its application in youth education. Agata Kiwacka and Joanna Letkiewicz‑Zamora - with over 20 years of experience in teaching the Polish language, they both work in integration classes in the Middle School No. 1 with Integration Departments in Bytom. They are also special educators in typhlopedagogy and art therapy. They have been using elements of art therapy during Polish classes. They want to expand their work, so they wrote their own programme, which was deployed in the integration classes in the middle school. They share their experiences from the past four years. They are continuously improving, so that the work they have taken on, would continue to give even more to the young people. They help the pupils get to know and accept themselves. They want the pupils to be aware of their worth, open-minded, and creative. So that in the future, they can become “different people.” This change in the young people is happening right in front of their eyes.
In the context of modernization of the pre-school education institutions of Ukraine within the framework of individually oriented and competent approach is a change of priorities for education – on the child's development, on the accumulation of knowledge – on the ability to apply them in specific situations. Providing self-development of preschool children in a prepared environment causes the introduction in the educational process of the activity approach. Therefore, the problem of studying the updated achievements of the past to identify those that can be adapted to the modern educational space is up-to-date. According to the results of the theoretical analysis the interpretation of key concepts, namely, the «idea», «activity», «action», «approach» in the philosophical, psychological and pedagogical sense is presented. The absence of a holistic historical and pedagogical research activity approach to training and education of pre-school children, in our opinion, has a negative impact on the development of both the historical and pedagogical science and practice of implementation of the activity approach in the modern educational process in the kindergarten. Theoretical analysis reveals that in its essence and content of the concept of the activity approach is complex and multi-faceted education, which includes an analysis of the formation of self-realization, self-development of the person as the subject of activity. The basic idea of the activity approach in the educational process is not connected with the activity as such, but with the activities, which is a means of formation and development of the child. The transformation of ideas of the activity approach in historical and pedagogical context of the twentieth century is revealed. It was found out that the content of this concept in the 30’s in psychology was regarded as «the principle of the activity»; in the 70th of XX century appeared in the scientific revolution definition of «active approach». In the second half of the 80th – student-activity approach, focused not only on the assimilation of knowledge, but also on the ways of their assimilation, thought and action, the development of cognitive effort and creativity of the child that has been recognized as one of the system-forming factors restructuring the education system. Further development of the activity approach in psychological and educational research over 90s is associated with a change in the educational paradigm (90 years of the twentieth century), since the transformation took place in the student-activity-oriented concept of education. Generalization of the characteristics, especially the development of the ideas of the activity approach in educational theory, due to deterministic requirements of the society for the education of children in different historical periods is made.
The definitions and structure of educational activity, educational-cognitive activity, heuristic activity and educational-cognitive heuristic activity are examined in the article, and also it is found out, that only educational activity which has integral character is instrumental in development of a student, and represents a system of interdependent components: reasons, educational aims, educational actions, actions of control and estimation. Specific features of educational activity are those associated with the assimilation of junior pupils’ theoretical knowledge. During the execution of learning tasks the actions of aimed at mastering general ways of orientation in the relations between known and unknown quantities, phenomena, components of objects, situations, processes and the like. Action monitoring and evaluation give them the opportunity to check the correctness of the implementation of the training action, evaluate the success of somebody’s entire academic tasks. Learning activities in primary school is subject to certain laws. One of them is the fact that all teaching takes place in the shape of a detailed presentation to the pupils’ of the major components of the learning activities in which they actively engage. In academic work, the pupil consciously sets him/herself the same goals as are currently in front of the school that is ultimately educate oneself to a fully developed and socially mature person. This is called the educational-cognitive activity. The educational-cognitive activity begins to form in pupils from the first days at school. The formation of a full-fledged educational-cognitive activity usually ends at the 6–7 class. In author’s opinion educational-cognitive heuristic activity better ensures the development of the junior pupils, because in addition to the components inherent in the educational activity are attached: substantive, operational and procedural, motivational, organizational, methodological components, as well as the objectives, products, and methods. On the basis of the analysis are defined the concept and characteristics of educational-cognitive heuristic activity of junior schoolchildren, which we will use in our further study.
The aim of the research issue is to study the potential of project method as the means of future preschool specialists’ professional competences. Objectives of the study are as follows: to prove the necessity of students professional training in physical education optimization and improving of preschool children health and welfare; to consider the practical aspects of the method as a system component projects of various technologies in the process of future preschool teachers’ professional competence formation in sports and improving health activities. Object of study: preschool teachers’ professional competences formation process. The subject of the study is the usage of the project method for future preschool teachers’ professional competence formation. Methods: analysis, synthesis, systematization of research data for determining the theoretical and practical solution to the problem of the study. Results: the investigation makes it possible to make such theoretical generalization: students’ work on the project developing reflects current trends of training technologizing; students’ awareness of the necessity of improving the quality of students’ professional preparation to innovative activity in children’s health forming makes the getting of professional competence; educational project’s usage that is based on independent research activity enables improving the quality of specialist’s training, who can solve non-standard professional tasks and form creative attitude to life. It is found out that application of the project method requires a change in the positions of the teacher and students, beause the teacher performs organizational function, which is aimed at developing independent research and creative activity of students. Practical significance of this study can be claimed in the development of professional training programs focused at preschool education. Conclusions and recommendations: the educational process of higher education institution must take into account the technology of professional training aimed at acquiring and getting the experience and ability to carry out professional activities in terms of updating its objectives, content and technology. Further research will be directed at the educational projects’ developing at different educational levels of training.
Nowadays, principles of the sustainable development concept are present in almost all areas of life, play a key role in efforts to protect the environment, activities for the community and economic development. One of the "beneficiaries" of this concept are the enterprises, both small local as well as those with a global reach. In almost every operating company, in a greater or lesser extent, pillars of sustainable development are used, but before this happened - these companies have to go through a few steps, that led to the full implementation of the sustainable development concept and its application in practical terms. This article presents and describes in detail, the various stages of completion of which is the existence and the practical use of the sustainable development concept in its activities.
Man is a creative being. The article presents the notion of creative activity of children, as well as clarifying the notions of activity and creativeness. The paper mainly describes the ways of stimulating creative language activity in children, in particular Freinet’s method of free texts.
The Patient Rights Ombudsman has become another body for the investiga-tion of patients’ claims . For independence from the State bodies, the Ombudsman should be a single, term-limited body appointed and dismissed by the Sejm . He can pass the case to the public prosecutor’s office, appoint experts and request for expertise . To sum up, the Ombudsman is one of the mechanisms to ensure respect for patient rights . However, the act on PR does not limit the scope of the constitu-tional powers of ombudsmen, who may also take action in the area of health pro-tection . The ombudsman can ask them to take action within their competence . The analysis of the reports of the Office of the Patient Rights Ombudsman and the views of the representatives of the doctrine of patient rights, allows to draw some conclusions concerning the violations of the rights of patients . A particu-larly widespread phenomenon was violation of the right to consent to the provi-sion of health benefits, as well as restricting access to health services . Medical personnel do not respect the rights of the patient to the respect for their intimacy and dignity, and the right to information . Patients are not aware of the process and way of treatment and do not know the refund policy . Most cases of violations in Poland was due to ignorance of the applicable laws . Patients’ claims relating to their rights will improve the quality of provided health benefits and determine the 10position of the patient as an equal participant in the health system . Patients have unparalleled access to medical knowledge via modern means of communication, they have never had such possibilities for controlling the regularity of medical actions . The effect of these changes is an increase in the number of claims against the medical staff the entities providing medical services . To sum up, the execution of patient rights requires continuous education among medical personnel, which should be carried out on the initiative of the heads of the entities and professional authorities . We should also improve awareness of patients by conducting national information and communication actions.
Polish Ethnological Society (PES) [Polskie Towarzystwo Ludoznawcze] was established on the 9th February, 1895 in Lviv as Ethnological Society [Towarzystwo Ludoznawcze]. The name was changed in 1947. This article presents the most important facts from the history of PES (the beginnings, twenty years of interwar period, times after the Second World War) as well as organizational structure (branches and sections) and various activities (publishing, library, archives, Center for Ethnographic Documentation and Information [Ośrodek Dokumentacji i Informacji Etnograficznej], Polish Ethnographic Atlas [Polski Atlas Etnograficzny], Kolberg´s Center [Pracownia Kolbergowska], Opening Education Center [Pracownia Edukacji Otwierającej] and others). International cooperation was also described, including Czech threads. A crucial moment in the functioning of the Society was the change of borders in Central Europe after the Second World War. Lviv was left outside Poland and the head office was moved first to Lublin, then to Poznan. Since 1953 it has been located in Wroclaw.
The volunteering of seniors is quite a new idea in Poland and raises a lot of controversies even among seniors themselves. Volunteering is more popular among young people. The young generation which is considered to be active on the vocational, educational and family fields has one more social task - volunteering. The elderly people – retired, who have more free time to do different things, also want to be active citizens but are identified with passive role in the community. The aim of the article is to present a fragment of social world. The article is divided into two parts – theoretical and empirical ones. The first part presents idea of three models of learning: learning to get old, learning by being old and learning in later life, theoretical discussion about formal, non-formal and informal volunteering in the context of activity of seniors (referring to University of the Third Age as the example of non-formal volunteering of seniors). The other part presents analyse of the data collected from the seniors’ volunteers from “Foundation of Active Senior” presenting volunteering as the space of seniors’ learning.
The development of information technology, increase demand for mental work, shortening product life cycle and competing of the quality meant that knowledge is widely considered to be one of the most important resources of the organization. Taking into account activities related to the process of knowledge management (such as the acquisition of knowledge from the environment, identifying its in the organization, knowledge sharing) and their sources (internal and external stakeholders) can be noted that any knowledge management requires the involvement of employees. Based on the analysis of the employees engagement was found that managing knowledge should be supported by the affective commitment and focused on work organization and environment. They exhibit a specific behavior. Recognizing this problem for interesting the empirical research was carried out. Their goal was to identify the prevalence of involvement of employees in knowledge management and the desired employee behavior in the various activities of this processes. The study conducted among enterprises of Lubuskie province. The research used a survey method. It was found that the surveyed enterprises implement the activities related to knowledge management in a selective manner. In the light of the adopted criteria only one (out of 102) of the surveyed companies could be considered as knowledge management. It also seems that the attention is not focused on the creation of knowledge but its acquisition and protection. Taking into account the results of research on behavior conducive to knowledge management can be concluded that the climate for creativity exists at the level of teams but not the organization.
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