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1

ШЛЯХИ ПІДВИЩЕННЯ МОТИВАЦІЇ ДО ВИВЧЕННЯ ДИСЦИПЛІНИ «ЛАТИНСЬКА МОВА ТА ОСНОВИ МЕДИЧНОЇ ТЕРМІНОЛОГІЇ» В МЕДИЧНОМУ УНІВЕРСИТЕТІ

100%
Куліченко А.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 5(49)
279-286
EN
The article deals with the ways of increasing motivation towards the academic discipline ‘Latin and the Fundamentals of Medical Terminology’ at the medical university and proves their usefulness. Specifically, the author’s attention is focused on such methodical aspects as: ‒ the greeting and farewell in Latin. The author believes that it is important for the first-year students as a form of respect to language and to a lecturer; ‒ the usage of the Latin proverbs and sayings. Firstly, by using the given educational material the lecturer may achieve an educational (moralizing) goal in the classroom. Secondly, a proverb is one of important tools in the phonetic warming up that helps students to prepare their organs of speech for different activities in class. Thirdly, through proverbs and sayings students learn many words and master grammar rules; ‒ self-study of the Latin proverbs and sayings during the school year. Students are proposed to learn by heart a certain number (about 50) of eloquent expressions during the school year. They choose interesting proverbs by themselves; ‒ encyclopedic minutes. This is a short presentation of some informative facts (myths, legends) that related to the peculiarities of the Latin language; ‒ different projects. Students can be involved as listeners or speakers into studentsʼ research societies (circles) organized by the Department of Foreign Languages; in the studentsʼ scientific conferences at all levels; in cultural events related to foreign languages, including Latin. The following methods are used in the article: analysis, synthesis, generalization, classification, interpretation of pedagogical sources with the purpose to determine the conceptual and terminological apparatus; observation ‒ with the purpose to identify the ways of increasing motivation towards the academic discipline ‘Latin and the Fundamentals of Medical Terminology’. The prospect of further research is the analysis of the student’s interest while studying the discipline Latin and the Fundamentals of Medical Terminology (foreign languages) at the medical university.
2
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Results of Study of Special Competence of Special Subjects Lecturers in Higher Military Educational Institutions

100%
RYBCHUK O.
Edukacja-Technika-Informatyka
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2019
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vol. 10
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issue 1
139-145
EN
The article deals with the essence of special competence of lecturers of special subjects in higher military educational institutions as a multidimensional integral formation, which is a structural complex of professional qualities, abilities and approving of a lecturer as a pedagogic activity subject, that enable him/her to realize successfully certain pedagogic functions as a pedagogic activity subject in the military education system. There were substantiated and experimentally verified the organizational and pedagogic conditions increasing the productivity of development of special subjects lecturers' special competence.
3

АТЕСТАЦІЯ ЯК ОДИН ІЗ МЕТОДІВ ОЦІНЮВАННЯ ДІЯЛЬНОСТІ ВИКЛАДІЧІВ ВИЩОЇ ШКОЛИ УКРАЇНИ (ДРУГА ПОЛОВИНА XX – ПОЧАТОК XXI СТОЛІТТЯ)

100%
Ткаченко О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 5(59)
376-387
EN
The article touches upon the content and the importance of attestation as one of the methods of teachers’ evaluation in the theory and practice of higher school during an investigated period; the characteristic features of the analyzed problem at the legislative level are viewed. It was found out, that during an analyzed period attestation of the pedagogical workers was conducted with different aims and in different forms and in accordance with various criteria. In the 70th of the XX century the main aim of the attestation was to improve lecturers’ professional skills, their pedagogical mastery and creativeness. During the 80th of the XX century attestation was widely connected with the problem of higher school teachers’ moral stimulation. The results of social competition on the best lecturer, assistant, supervisor as the main form of attestation were the key points during the attestation. In the aspect of the investigated problem 1987 was especially important when the government of the country allowed taking into account students’ opinion at the competitive electing of faculty advisors. In the 90th of the XX century – at the beginning of the XXI century the main goal of the attestation was to raise the quality of higher education, formation of a teacher with the high level of mastery and competence. The government decree On attestation of pedagogical workers of 1993 was a serious step forward in solving the problem of teachers work’ stimulation and differentiation of their salary and material support for lecturers’ professional self-improvement and proficiency. At the beginning of the XXI century the question of finding quantitative criteria for the evaluation of various aspects of the educational process, which would give objective information on strong and weak aspects of the activities of the higher education institution, its departments and employees, become a prerequisite for the improvement of teachers’ work. The examples of realization of pedagogical workers’ attestation in different higher educational establishments of Ukraine are analyzed; some drawbacks of attestation such as the absence of the only elements such as the object, the purpose, the main tasks and the criteria of evaluation are listed. The form attestation, its periodicity and technology, the results of evaluation and their further use remain still unsolved up to now.
4

Model of a Christian Academic Teacher in the Education of Tomorrow

100%
Krul’ R.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 2
8-14
EN
Vocational training, functioning of an academic teacher in the profession and personal development are the selected areas of the author’s scientific research inquiries, based on the Christian concept of Man as the image of God and the perception of the value of a person in being a Human. Christian academic teacher has been defined as an advocate who lives with faith, conscious of the gift of his teaching vocation. In the environment of his life and work, he penetrates the academic and social structures with evangelical values. As a guardian of human existence, he supports Man in his comprehensive development. He helps him to recognize, extract and develop his innate talents. The conviction of the author as to the validity of forecasting and building an alternative structure of a personal model as a Christian academic teacher appeared in the course of his own considerations, the assimilation of negative assessment of academic reality, changes in thinking about the teacher, issues of peudetology. The principal hope of the author for success of an idea of academic teacher model and his personal formation as a Christian lecturer named proponent, is to base the process of his formation on personal pedagogy of Jesus as a Master. Hence, construction of an alternative to other solutions - a model of personal Christian lecturer as an advocate and a witness of faith - fills a gap in academic situation of pedeutology educational crossroads at the threshold of the twenty-first century, and is an attempt to modernize this segment of academic reality. It has been assumed that humanism in the educational process of higher school in the education of tomorrow means renewal, continuous creation, safeguarding and development of the human dimension of educational entities.
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Wojskowi wykładowcy warszawskiej Szkoły Aplikacyjnej Artylerii i Inżynierii i ich udział w powstaniu listopadowym

84%
Kita J.
Acta Universitatis Lodziensis. Folia Historica
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2019
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issue 104
81-108
EN
In the time of the Kingdom of Poland until the outbreak of the November Uprising, the army played an important social, political, educational and national role. It was an eye in the head of state authorities, as well as a nationally conscious part of society. Being an officer gave social prestige and enabled a career, also a political one. Hence, the youth from the families of the social elite tried to get the right education to get officer’s skills. The best military school at that time was the Application School of Artillery and Engineering in Warsaw. Her lecturers were outstanding officers, who in the vast majority had extensive knowledge and experience gained from the completed schools and participation in the Napoleonic battles. At the outbreak of the November Uprising, they faced the decision to break the oath made to the Tsar/King. Almost all university lecturers joined the fight against Russia in 1831 and performed the duties entrusted to them until the end of the uprising. Two of them died in defense of the sovereignty of the Kingdom of Poland, others remained after the defeat in the country, taking the oath of loyalty to Tsar Nicholas I. None of the lecturers at the Application School went abroad. In the inter-uprising period, they undertook various duties, most often removing themselves from public life. The uprising meant that they became political realists.
PL
W czasach Królestwa Polskiego do wybuchu powstania listopadowego ważną rolę społeczną, polityczną, wychowawczą i narodową odgrywała armia. Była ona oczkiem w głowie władz państwowych, a także świadomej narodowo części społeczeństwa. Bycie oficerem dawało prestiż społeczny i umożliwiało karierę, również polityczną. Stąd też młodzieńcy wywodzący się z rodzin elity społecznej starali się zdobyć odpowiednie wykształcenie, aby zdobyć szlify oficerskie. Najlepszą uczelnią wojskową była wówczas Szkoła Aplikacyjna Artylerii i Inżynierii w Warszawie. Jej wykładowcami byli znakomici oficerowie, którzy w zdecydowanej większości mieli dużą wiedzę i doświadczenie wyniesione z ukończonych szkół i uczestnictwa w walkach napoleońskich. W chwili wybuchu powstania listopadowego stanęli oni przed decyzją złamania przysięgi złożonej carowi/królowi. Niemal wszyscy wykładowcy uczelni przystąpili do walki z Rosją w 1831 r. i wykonywali powierzone im obowiązki do końca powstania. Dwaj z nich zginęli w obronie suwerenności Królestwa Polskiego, inni pozostali po klęsce w kraju, składając przysięgę wierności carowi Mikołajowi I. Żaden z wykładowców Szkoły Aplikacyjnej nie udał się na emigrację. W okresie międzypowstaniowym podjęli różne obowiązki, najczęściej usuwając się z życia publicznego. Powstanie sprawiło, że stali się realistami politycznymi.
6
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Epizodysta naukowy – o pracy nauczyciela akademickiego. Między dydaktyką a nauką

84%
Barańska M., Nowak-Kluczyński K.
Studia Edukacyjne
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2019
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issue 53
161-185
EN
Work at the university is a special type of professional activity. Being an academic teacher is a veryi nteresting, responsible and complex profession, but there is room for tasks, duties and roles between didactics and science which is not included in any definition. In the sheer volume of teaching, administrative and logistical duties, research is coming to the fore.
7
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Lecturer and authority

67%
STAKHNEVICH V., DANKEVYCH L.
Edukacja-Technika-Informatyka
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2010
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vol. 1
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issue 1
219-223
EN
The aim of education today is to foster in young people trust to dynamic knowledge, understanding the need for development of their creative capabilities. Lecturer’s work is versatile, humane and rich in content, it requires profound preparedness and assumes many aspects. One of the important values in estimating the personality of a lecturer is their authority as a component sign of this profession. Authority of a lecturer is an integral description of his professional, pedagogical and personality meaningfulness in a collective, which is revealed through their interaction and relationships with colleagues and students and influences the efficiency of educational-upbringing process.
PL
Celem współczesnej edukacji jest to, aby młodzi ludzie pokładali ufność prowadzenia ich do poznawania dynamicznej wiedzy, rozumienia potrzeby rozwoju ich zdolności twórczych. Praca wykładowcy jest wszechstronna i bogata w humanistyczne wartości, a to wymaga głębokiego przygotowania w wielu aspektach. Jedną z ważnych wartości w jej ocenie jest osobowość wykładowcy, w tym autorytet jako składowy znak tego zawodu. Autorytet wykładowcy jest integralnym komponentem jego przygotowania zawodowego, pedagogicznego i wagi osobowości w grupie. Jest on ujawniany przez współdziałanie i relacje z innymi wykładowcami i studentami oraz wpływa na jakość procesów nauczania i wychowania.
8
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Profesor Janusz Szczepański, historyk wojny 1920 roku, badacz dziejów Mazowsza, mistrz i przewodnik adeptów Klio

67%
Załęczny J.
Studia Mazowieckie
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2022
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vol. 17
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issue 2
13-31
EN
The fi gure of Professor Janusz Szczepański plays an important role in the academic community of historians of the 20th century and researchers of the history of Mazovia. His insightful research made it possible to analyze the causes, course, and effectsof the war of 1920 and contributed to the dissemination of knowledge about it. The Professor’s publications are extremely important to learning about the history of Mazovia, reconstructing the past of Mazovian cities and their communities. ProfessorSzczepański is a respected lecturer, a master for a large group of historians. He impresses with his knowledge, diligence, as well as modesty and kindness. This is worth mentioning not only on the occasion of his jubilee.
PL
Postać Profesora Janusza Szczepańskiego odgrywa ważną rolę w środowisku naukowym historyków XX w. oraz badaczy historii Mazowsza. Jego wnikliwe kwerendy umożliwiły przeprowadzenie analizy przyczyn, przebiegu i skutków wojny 1920 r. i przyczyniły się do upowszechnienia wiedzy na jej temat. Publikacje Profesora są niezwykle ważne dla poznania historii Mazowsza, odtworzenia przeszłości mazowieckich miast i ich społeczności. Profesor Szczepański jest cenionym wykładowcą, mistrzem dla licznego grona historyków. Imponuje wiedzą, pracowitością, a także skromnością i życzliwością. Warto o tym wspominać nie tylko z okazji jubileuszu.
9
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Próba uruchomienia studium generalnego dominikanów we Wrocławiu na początku XV wieku

67%
Turek J.
Roczniki Historyczne
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2018
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vol. 84
EN
Autor stara się wykazać, że w 1407 r. dominikanie we Wrocławiu podjęli próbę uruchomienia przy swoim konwencie studium generale. Miało zostać przeniesione z Krakowa, gdzie jego funkcjonowanie napotkało problemy kadrowe. Pomysł przeniesienia studium popierał zrazu prowincjał zakonu, a zwieńczeniem zabiegów miała być kapituła generalna we Wrocławiu. Wobec oporu braci z Krakowa plan nie został jednak zrealizowany. The author argues that in 1407 the Dominicans of Wrocław made an attempt at forming the studium generale in their monastery. It was to be moved from Cracow, where its functioning was endangered by lack of faculty members. The idea was initially supported by the provincial of the order and the decision was to be made at the meeting of the general chapter in Wrocław. However, as the brethren of Cracow opposed the project, the plan was not realised.
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