scholarly journals Czym jest współczesna ekologia człowieka

2003 ◽  
Vol 1 (1) ◽  
pp. 63-95 ◽  
Author(s):  
Anna Siniarska ◽  
Napoleon Wolański
Keyword(s):  
Human Ecology ◽  
Human Life ◽  
Scientific Discipline ◽  
Human Environment ◽  
Dynamic Component ◽  
International Biological Programme ◽  
Education And Health ◽  
Research Perspectives ◽  
Stage Of Development ◽  
Biological Programme

Human ecology is a synthetic transdisciplinary science concerned with human life and culture as a dynamic component of ecosystems. Human ecology (HE) synthesizes parts of the knowledge of several classical disciplines in a specific way. The essence of HE is the interaction between humans and the total environment. While the whole idea of HE is originated in anthropology, the first time the term .human ecology" was used in geography and next in sociology. Historically, in its monodisciplinary stage of development, the problems of several classical disciplines related to man and environment were called human ecology. The next stage was the multidisciplinary state, related to IBP (International Biological Programme), presenting a patchwork of information without syntheses. Contemporary HE offers more than a patchwork of knowledge and is based on system theory. In human ecology, human evolution and ontogeny are understood as processes of adaptation and adjustment to the environment. HE may be considered to have two parallel foci: an academic HE as a scientific discipline, and an action-oriented HE (environmental engineering, preservation, education, and health protection against environmental deterioration). In HE several divisions and research perspectives may be defined: 1. Philosophical problems of HE; 2. Social and biological problems of human-environment; 3. Environmental problems of human biology and 4. Cultural adaptive behavior.

Nitrogen fixation

1976 ◽  
Vol 274 (934) ◽  
pp. 341-358 ◽  
Keyword(s):  
Nitrogen Fixation ◽  
Metabolic Regulation ◽  
Higher Plants ◽  
Focal Point ◽  
Nitrogenase Activity ◽  
Nitrogen Fixing ◽  
Blue Green Algae ◽  
International Biological Programme ◽  
The 1960S ◽  
Biological Programme

The International Biological Programme served as a focal point for studies on biological nitrogen fixation during the 1960s. The introduction of the acetylene reduction technique for measuring nitrogenase activity in the field led to estimates becoming available of the contribution of lichens, blue-green algae, nodulated non-legumes and bacterial-grass associations, as well as of legumes. Other studies carried out on the physiology and biochemistry of the process led to the eventual purification and characterization of the nitrogenase enzyme. These studies, collectively, provided the springboard for current work, so essential in view of the present energy crisis, on how to increase the use and efficiency of nitrogen-fixing plants, on the metabolic regulation of the nitrogenase enzyme and on the genetics of the nitrogen-fixing process, both in higher plants and in free-living micro-organisms.

scholarly journals Environmental Ecology versus Human Ecology

2021 ◽  
Vol 47 (3) ◽  
pp. 10-22
Author(s):  
Szczepan Szpoton
Keyword(s):  
Human Nature ◽  
Human Ecology ◽  
Human Life ◽  
The Gift

A collation of environmental ecology with human ecology was the essence of the article. The field of the research included the topics: blending the range of care for ecosystem with the responsibility for our own human nature; presenting a connection between sexuality and procreation concentrated on the gift of marital unity yet protecting the dignity of human procreation; pointing at the areas of human life where the “ecological conversion” takes place.

scholarly journals Anthropological Foundations of Global Education

2020 ◽  
Vol 26 (1) ◽  
pp. 270-281
Author(s):  
Andrzej Gzegorczyk
Keyword(s):  
Student Development ◽  
Cultural Production ◽  
Educational System ◽  
Global Education ◽  
Human Life ◽  
Main Idea ◽  
Modern World ◽  
Human Environment ◽  
Starting Point ◽  
The Individual

The first Ukrainian translation of the text by Andrzej Grzegorczyk "Anthropological Foundations of Global Education". Andrzej Grzegorczyk (1922-2014) asks the question: is the current construction of the world educational system theoretically justified in terms of human cognitive needs in the modern world, and does it have prospects for development? The theoretical starting point for the rational substantiation of the construction of a modern educational program needed in our era can be represented by distinguishing two components of the picture of human life: 1) stages of development of knowledge of the child and 2) branches (spheres) of human activity to which the school should prepare. Andrzej Grzegorczyk offers his own vision of the sequence of formation of the student's personality. Based on the achievements of socio-evolutionary psychology, he proposes to correlate ontogenesis and phylogeny in education. The young human individual goes, in particular, through successive phases of development, in each of which in turn is dominated by the following four educational and developmental processes initiated by the natural human environment (as well as school). The stages of learning correspond, thus, to the prospects of student development: from the narrowest (family-tribal) perspective to the universalist, which is a synthesis of what tradition brings, as well as acquired knowledge and development of a sense of universal values. Thus, the stages (levels) of education can, in his opinion, be called as follows: 1) family-tribal, 2) traditionally national-religious, 3) individual-rationalist-scientific, 4) universalist-synthetic. The second dimension of the education program is the field / field of study. Presenting the problems of creative realization of values ​​in public life, they can be arranged according to certain parameters: guidelines for activity, way of seeing one's place in society, forms (mechanisms) of action to which the individual is usually subject or implements at this stage, related norms and positions. Among the positions of special attention deserves the experience of self-worth. In the formation of the educational system should include in the content of education the following topics related to culture, the following parameters: type of culture, the main idea of ​​culture of this type, characteristics of the richness of cultural production of this type and related type of knowledge.

Leonhard Euler and the Theory of Ships

2008 ◽  
Vol 52 (04) ◽  
pp. 274-290
Author(s):  
Horst Nowacki
Keyword(s):  
18Th Century ◽  
Scientific Discipline ◽  
Scientific Development ◽  
Modern Theory ◽  
Practical Applications ◽  
Stage Of Development ◽  
Scientific World ◽  
Leonhard Euler ◽  
The Rich ◽  
First Time

On April 15, 2007, the scientific world commemorated Leonhard Euler's 300th birthday. Euler's eminent work has become famous in many fields: mathematics, mechanics, optics, acoustics, astronomy, and geodesy, even in the theory of music. This article will recall his no less distinguished contributions to the founding of the modern theory of ships. These are not so widely known to the general professional public. In laying these foundations in ship theory, as in other fields, Euler was seeking "first principles, generality, order and above all clarity." This article will highlight those achievements for which we owe him our gratitude. There is no doubt that Leonhard Euler was one of the founders of the modern theory of ships. He raised many fundamental questions for the first time and through all phases of his professional lifetime devoted himself to subjects of ship theory. Thereby he gave a unique profile to this still nascent scientific discipline. Many of his approaches have been of lasting, incisive influence on the structure of this field. Some of his ideas have become so much a matter of routine today that we have forgotten their descent from Euler. This article will synoptically review Euler's contributions to the foundation of this discipline, will correlate them with the stages of Euler's own scientific development, embedded in the rich environment of scientific enlightenment in the 18th century, and will appreciate the value of his lasting aftereffects until today. The same example will serve to recognize the fertile field of tension always existing between Euler's fundamental orientation and his desire to make contributions to practical applications, which has remained characteristic of ship theory to the present day. Without claiming completeness in detail, this article aims at giving a coherent overview of Euler's approaches and objectives in this discipline. This synopsis will be presented primarily from the viewpoint of engineering science in its current stage of development.

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