Celem przedstawionego w artykule badania była ocena podejścia nauczycieli wychowania fizycznego do zdrowotnych aspektów prowadzonego przez nich przedmiotu w kontekście nowych zadań wynikających z aktualnych przepisów oświatowych. W badaniu ankietowym wzięło udział 444 nauczycieli wychowania fizycznego i 1544 uczniów z klas maturalnych. Nauczyciele wysoko lokowali zdrowy styl życia i zdrowie wśród 13 celów wychowania fizycznego. Jednocześnie ok. 40% uczniów uznało, że nauczyciele nie są dla nich źródłem wiedzy o zdrowiu, a 15% uczennic i 19% uczniów stwierdziło, że nigdy nie słyszało o zdrowiu podczas lekcji wychowania fizycznego. Nauczyciel wychowania fizycznego nie jest wzorem zdrowego stylu życia dla ok. 32% dziewcząt i blisko 40% chłopców. Niezbędne wydaje się znowelizowane programów kształcenia przyszłych nauczycieli wychowania fizycznego w szkołach wyższych. Kompetencje w zakresie prowadzenia programów promocji zdrowia i metodyki edukacji zdrowotnej powinny zajmować znaczące miejsce w systemie kształcenia i doskonalenia tej grupy zawodowej. Szczególnie istotne wydaje się doskonalenie w zakresie metod i form organizacyjnych zajęć ruchowych, uwzględniających celowy przekaz informacji o zdrowiu – zwiększenie intelektualizacji procesu wychowania fizycznego.
EN
Assessment of physical education teachers’ approaches to health aspects of physical education lessons was the aim of the study in the context of objectives for new regulations in education – taking a leading role in health education. 1544 secondary school leavers and 444 teachers of physical education, were investigated. The method chosen for this research was diagnostic survey, a survey technique using questionnaires created by the European Association for Physical Education and the author. Examined teachers ranked the importance of the healthy aspects of physical education, a healthy life style and health in the hierarchy of the objectives of physical education. Approximately 40% of pupils reported that teachers were not a source of knowledge about health – as many as 15,4% of school-girls and 19,4% of school-boys claimed they had not encountered discussion of health during physical education. Teachers of this subject are not role models for healthy life styles according to 32% of school-girls and almost 40% of school-boys. It seems appropriate to revise universities’ training courses for future teachers of physical education. Competence in promoting health and health education should be prioritized for this group. Improving methods and organizing activities for the propagation of health information – increasing the weight of academic training as applied to physical education, seems to be especially important.
For many centuries, investing in financial markets was only for the very rich. However, since the Second World War it has become both possible and necessary for larger parts of the population to make investment decisions. “Possible,” because wealth became more equally distributed and “necessary,” because of the increase in life expectancy and the need to provide an (extra) income during retirement. In Europe it was MiFID I while in the United States it was FINRA Rule 2111 that gave direction to financial advisers. In their individual ways, both regulations state that they expect good care on the part of the advisor, but they do not specify what good investment advice looks like. Thus, investment advisers looked back to a sixty year old theory (Mean Variance Theory from H. Markovitz) that treated money as the only and ultimate life goal and proposed selection of a single investment portfolio based on efficiency in terms of “risk” (variance) and return for each investor. The postulated “optimal variance” was called the “risk profile.” The paper proposes that investments be used to attain real life goals. In doing so, it becomes obvious that investments should be molded around and created as a function of these goals. Therefore, it becomes natural to have multiple sub-portfolios, each with its own risk profile. With respect to the Maslowian Portfolio Theory, the author adds a framework that puts emphasis on needs and, in a natural way, applies a hierarchy to goals as well as making sure that no goals are missed. The aim of the paper is to propose a practical implementation of the Maslowian Portfolio Theory as well as to study its impact.
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