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Synthesis of theory and practice in andragogue training

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Zubrickienė I., Adomaitienė J.
Journal of Modern Science
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2015
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issue 2(25)
369-394
EN
Th e article analyses opportunities and possibilities for synthesis of theory and practice in training of andragogues for vocational activity. Th ese opportunities disclose themselves in vocational practice of students, studying in the programme of Andragogy. Th e modern approach to relationship of theory and practice in studies supposes their unity, though coming into confl ict in the study process sometimes. It is to be emphasized that theoretical and practical training remains to be the components of an integral process. Th ey are linked into the aggregate of diff erent and complementing experiences, which becomes evident in the process of practice. It is the refl ective study model, successfully employed in vocational practice that creates conditions for application of available theoretical knowledge and practical skills in specifi c working situations, gaining of abilities and experience that are necessary for future vocational activity. Th e accomplished empiric research showed the students’ approach to the unity of theory and practice in vocational activity. It also gives evaluation to the expedience of practice for the future vocational activity of andragogues. In the process of practice the respondents disclosed diff erent aspects in employment of theoretical and practical knowledge in practical situations. Th e research also highlighted the merits and demerits of vocational practice in the process of andragogic studies, which enables the department of Andragogy to check once again the quality of implemented studies, to make corrections in the study programme and take it closer to demands of the changing situation. Th eoretical and empiric analysis enabled to ground opportunities and possibilities for the synthesis of theory and practice in the process of studies and training of andragogues for practical activity.
2
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The efficacy of vestibular rehabilitation in patients with chronic unilateral vestibular dysfunction

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Smółka W., Smółka K., Markowski J., Pilch J., Piotrowska-Seweryn A., Zwierzchowska A.
International Journal of Occupational Medicine and Environmental Health
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2020
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vol. 33
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issue 3
273-282
EN
ObjectivesVestibular rehabilitation leads to a gradual diminution of the subjective and objective symptoms that accompany the vestibular disorders. The aim of the study was to compare the impact of 2 different types of vestibular rehabilitation on vestibular compensation in patients with chronic unilateral vestibular dysfunction.Material and MethodsThe study was conducted on a group of 58 subjects (43 females and 15 males) aged 40–64 years, who presented with chronic unilateral vestibular dysfunction and were hospitalized. The patients were randomly assigned to either of the 2 groups established. The study was conducted in a 6-week period. Group 1 consisted of patients who underwent customized group vestibular rehabilitation in an outpatient setting. The program was performed once a week for 1 h 30 min, under the supervision of a physiotherapist and a physiatrist. Group 2 was instructed to perform Cawthorne–Cooksey exercises and simple balance exercises twice a day for 15 min.ResultsAn improvement in the outcomes of the Dynamic Gait Index as well as the Berg Balance Scale was statistically significant for group 1. The time for fulfilling the task in the Timed Up and Go Test improved in both groups (p < 0.05). The subjective estimation of the symptoms evaluated with the use of the Dizziness Handicap Inventory and the Visual Analogue Scale revealed a statistically significant improvement in both groups, yet it was higher in group 1.ConclusionsThe compensation achieved after 6 weeks of the customized, supervised outpatient rehabilitation program in group 1 was superior to the results of the home-based unsupervised Cawthorne–Cooksey and balance exercises.
3
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Utilization of practical knowledge in teaching accounting and taxes

51%
Filipczyková H.
Edukacja Humanistyczna
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2020
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issue 2
121-132
EN
One of the basic elements of economic education is teaching accounting and taxes. We are currently seeing increasing pressure on the quality of accounting information. Unfortunately, accounting practice and teaching of accounting and taxes vary considerably. Traditional passive teaching methods are now considered obsolete and ineffective. There is a need to make greater use of active forms of teaching that better link learning and practice. The aim of this article is to analyse the degree of use of practical knowledge, especially in the form of case studies in teaching accounting and taxes among accounting teachers at business academies and similar types of economically oriented secondary schools with an economic focus and on the basis of it formulate recommendations for teaching accounting at these schools.
PL
Jednym z podstawowych elementów edukacji ekonomicznej jest nauczanie księgowości i podatków. Obecnie odnotowujemy rosnącą presję na jakość informacji księgowych. Niestety praktyka i nauczanie księgowości i podatków różnią się w znacznym stopniu. Tradycyjne pasywne sposoby nauczania są obecnie uznawane za przestarzałe i nieefektywne. Należy w większym stopniu korzystać z aktywnej formy nauczania, która lepiej umożliwi połączyć nauczanie z praktyką. Celem niniejszego artykułu jest przeanalizowanie poziomu wykorzystania praktycznej wiedzy, przede wszystkim w formie studiów przypadków w nauczaniu księgowości i podatków przez nauczycieli księgowości na akademiach handlowych i podobnych typach szkół średnich z kierunkiem ekonomicznym i na tej podstawie formułowanie zaleceń dotyczących nauczania księgowości w szkołach.
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