scholarly journals Polish language as an element of identity (on the example of statements by Poles and Russians from Kaliningrad Oblast)12

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Kinga Kuszak ◽  
Katarzyna Sadowska
Keyword(s):  
Immanuel Kant ◽  
Kaliningrad Oblast ◽  
Polish Language ◽  
The University ◽  
Education Process

The article discusses the issue of Polish language as an element of identity of Poles and Russians living in Kaliningrad. The authors, during a visit to the University of Immanuel Kant, had the opportunity to do interviews with Poles and Russians living in Kaliningrad, for whom Polishis an  important element of identity. The authors divided the respondents into two groups for whom Polish is an element of inherited identity and for whom Polish is an element of identity acquired in the education process. These analyzes precede reflections on the specifics and history ofKaliningr ad and the kaliningrad district.

scholarly journals Język polski jako element tożsamości (na przykładzie wypowiedzi Polaków i Rosjan z obwodu kaliningradzkiego)

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Kinga Kuszak ◽  
Katarzyna Sadowska
Keyword(s):  
Immanuel Kant ◽  
Polish Language ◽  
The University ◽  
Education Process

The article discusses the issue of Polish language as an element of identity of Poles and Russians living in Kaliningrad. The authors, during a visit to the University of Immanuel Kant, had the opportunity to do interviews with Poles and Russians living in Kaliningrad, for whom Polishis an  important element of identity. The authors divided the respondents into two groups for whom Polish is an element of inherited identity and for whom Polish is an element of identity acquired in the education process. These analyzes precede reflections on the specifics and history ofKaliningr ad and the kaliningrad district.

Model of Education Program Value Increase

2018 ◽  
Vol 27 (7) ◽  
pp. 142-152
Author(s):  
A. V. Garmonova ◽  
N. A. Ryakhina ◽  
E. E. Sokolova
Keyword(s):  
Education Program ◽  
Professional Education ◽  
Competitive Advantages ◽  
University Management ◽  
Highly Qualified ◽  
Medical Organization ◽  
Centers Of Excellence ◽  
Regional Labour Markets ◽  
The University ◽  
Education Process

The article describes the experience of the private further professional education establishment in integration with private medical organizations as a hi-tech clinic base. The purpose of the experience was to work out an education program of professional retraining which enables medical organization to extend the range of its services. The demand for such programs investment stems from the gap between the professional level of medical workers training at universities and the needs of hi-tech segment of cosmetology service which requires highly qualified specialists.The gap between the increasingly changing market demands and the existing higher education offer may be bridged through involvement of practicing professionals in education process.The authors consider the best Russian and foreign practices of interaction between private medical establishments and private education establishments aimed at creation Centers of Excellence on the example of Neo Clinic Tuymen. The presented model shows the competitive advantages of a professional retraining education program characterized by a big concentration of resources per student and a high value of education service. The article may be useful for the university management in Russia in developing and updating strategies and programs of practice-oriented education that will meet the requirements of regional labour markets, concrete organizations and employers and contribute to graduates’ adaptation to actual production process. 

scholarly journals The Hidden Contents in the Professional Military Education Process

2021 ◽  
Vol 30 (4) ◽  
pp. 141-153
Author(s):  
Markéta Licková
Keyword(s):  
Learning Outcomes ◽  
Hidden Curriculum ◽  
Military Education ◽  
Educational Process ◽  
Professional Military Education ◽  
Knowledge And Skills ◽  
The University ◽  
Education Process ◽  
Strategic Studies

Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, hidden content can affect the achieved learning outcomes, as well as their deliberate disclosure and appropriate processing. The aim of the article is to describe whether and with what benefit can the concept of the hidden curriculum be applied to professional military education in the Centre for Security and Military Strategic Studies environment.

scholarly journals Study skills acquired by university alumni: analysis of the Cardinal Stefan Wyszyński University graduates’ career survey

2017 ◽  
Vol 7 (2) ◽  
pp. 291-304
Author(s):  
Dariusz Stępkowski
Keyword(s):  
Theoretical Model ◽  
Labour Market ◽  
Study Skills ◽  
University Graduates ◽  
Repeated Analysis ◽  
Career Analysis ◽  
The Right ◽  
The University ◽  
Career Survey ◽  
Education Process

The career analysis conducted among the alumni of universities is dominated in Poland by the tendency to verify which competencies (demanded mostly by the labour market) they have acquired and how they have managed to cope with finding employment. The ability of studying is a rarely discussed problem, which is unjustifiably considered necessary only during the course of study. However, this ability leads to shaping the extent of academic thinking, also understood as a specific way of solving problems – not only purely academic ones but professional ones as well. The author of the presented article, while referring to pedagogical concepts of S. Hessen and D. Benner, has developed a theoretical model of study skills and subsequently conducted its empirical verification by performing a repeated analysis of selected data obtained in 2016 during the Cardinal Stefan Wyszyński University graduates’ career analysis.The conducted replication has proved that, firstly, the exploration of study skills among the alumni has not been taken into account when examining careers of the graduates, which might have served as feedback regarding the modification of the education process at the university; secondly, it seems that the graduates have acquired study competence at least to a certain degree, which finds evidence in success achieved by most of them – i.e. finding employment; and, thirdly, satisfaction of completing studies is linked with the feeling of having the right competence and consequently with recommending the university to others.

scholarly journals Poetry in Teaching Grammar to the Advanced Users of Polish as a FL

2019 ◽  
Vol 5 (1) ◽  
pp. 55-72
Author(s):  
Marzena S. Wysocka
Keyword(s):  
Language Awareness ◽  
Teaching Literature ◽  
Advanced Learners ◽  
Language And Culture ◽  
Teaching Context ◽  
Polish Language ◽  
The University ◽  
Written Assignments ◽  
Teaching Grammar ◽  
Insight Into

The article offers an insight into problematic issues the advanced learners of Polish as a FL cope with in terms of grammar in speaking and writing. It opens with a brief insight into teaching literature, poetry including, in a FL classroom. What follows includes types of poems and their potential to be used in the teaching context, mainly when teaching grammar. Having presented  the scope of linguistic problems experienced by the users of Polish as a FL, the type and frequency of grammatical problems are discussed. Polish grammar-based issues the foreigners struggle with constituted the main area of the research conducted among 146 students of the Polish Language Course attending the School of Polish Language and Culture at the University of Silesia in Katowice, Poland. The findings come from oral and written assignments produced by the sample in question, and, most frequently, reflect grammatical mistakes that are persistent and difficult to eliminate from the linguistic repertoire. Given that,  ways of using poetry as a means of a “grammar refresher” are suggested. These include a few examples of activities based on poems to be used  when trying to overcome particular linguistic difficulties, together with implications for teachers raising students’ language awareness and developing reflection on language per se.

Engineer-in-Residence: Strategy for Increasing Relevance in Transportation Education

2003 ◽  
Vol 1848 (1) ◽  
pp. 45-49 ◽  
Author(s):  
Daniel Pritchard ◽  
Edward A. Beimborn
Keyword(s):  
Education Program ◽  
Civil Engineering ◽  
Real Life ◽  
Applied Science ◽  
University Of Wisconsin ◽  
Life Problems ◽  
College Of Engineering ◽  
The University ◽  
Education Process

Results are reported of the implementation of an engineer-in-residence concept in the Department of Civil Engineering and Mechanics at the University of Wisconsin–Milwaukee College of Engineering and Applied Science. This concept brings an experienced practitioner to campus specifically to mentor students and faculty in the application of engineering and management principles to real-life problems and to provide additional relevancy to the education process. Success of the concept is measured by evaluations completed by students and faculty. On the basis of the findings of these evaluations, the concept is a promising way to provide expanded relevancy to a transportation education program.

Heinrich Kayser, 1853-1940

1955 ◽  
Vol 1 ◽  
pp. 135-143 ◽  
Keyword(s):  
Immanuel Kant ◽  
French Revolution ◽  
Army Officer ◽  
Russian Army ◽  
The Family ◽  
History Of ◽  
Greek Mathematics ◽  
Serious Disease ◽  
The University ◽  
East Prussia

A few years before his death, Heinrich Kayser was persuaded by some of his friends to write down his memoirs. He prepared a manuscript of 342 pages which was never published. The present history of his life is based largely on this autobiography. Heinrich Kayser was born at Bingen on the Rhine on 16 March 1853. His great-grandfather, Johann Jacob Kayser, coming from peasant stock in East Prussia, was the first to change to an academic profession. He was parson, land surveyor, and philosopher who applied unsuccessfully for the professorship at the University of Königsberg which was later occupied by Immanuel Kant. Kayser’s grandfather, August Immanuel Kayser, was a prominent lawyer in Königsberg who acquired a large feudal estate (Friedrichsberg). His father, Johann Jacob Heinrich Kayser, was prevented from completing his studies of law by a serious disease of his eyes and took over the estate of his father, spending much of his time travelling all over Europe. Kayser’s mother, Dorothea Amélia von Metz, was the daughter of a Russian army officer, a refugee from the French revolution. The parents were married in Moscow (1843) and after a few years at Königsberg moved to Bingen where Heinrich Kayser was born as the youngest of a family of five. Since the family moved several times, Kayser’s education in his younger years was somewhat irregular. During several years his father gave him instruction in Latin, Greek, mathematics and history. He finished his schooling at the Sophiengymnasium in Berlin in 1872.

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 29-55
Author(s):  
Adam Massalski
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Work ◽  
Biological Research ◽  
Teaching Staff ◽  
University Employees ◽  
Language And Literature ◽  
Polish Language ◽  
The University ◽  
Achievements In Mathematics

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

Educational Support of the Course Nursing Procedures and Interventions

2015 ◽  
Vol 4 (1) ◽  
pp. 28-39
Author(s):  
Markéta Babičová ◽  
Ingrid Nagyová
Keyword(s):  
Main Part ◽  
Full Time ◽  
Test Results ◽  
Educational Support ◽  
Study Programs ◽  
E Learning ◽  
Health Studies ◽  
The University ◽  
First Time ◽  
Education Process

Abstract The course Nursing Procedures and Interventions is being taught at the Faculty of Medicine of the University of Ostrava within the scope of the study programs Nursing and Midwifery. Despite the fact that the main part of the course is dedicated to the practical medical skills, it is suitable not only for students of full-time studies, but also for students of combined studies. The teaching of the course is organizationally demanding, because of which a Moodle e-learning course has been developed. The article describes the aims and the education process of the course Nursing Procedures and Interventions with the support of e-learning. It deals especially with the testing of theoretical knowledge of students within the e-learning course, which has three phases - when introduced to the course for the first time, during the course, and at the end of it. The article presents the comparison of the test results of different education periods. The article also deals with the more complicated issues and parts of the course and also compares students’ results with regard to their previous specialty - if they already encountered any kind of health studies or if the course is their first experience with this kind of education.

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