scholarly journals The Convent of Premonstratensians in Imbramowice:

2020 ◽  
Vol 5 (2) ◽  
pp. 191-206
Author(s):  
Beata Skrzydlewska
Keyword(s):  
Educational Activity ◽  
Social Culture ◽  
Decent Life ◽  
Landed Gentry ◽  
Polish Culture

During the several hundred years of its history, The Convent of Norbertine Sisters in Imbramowice has become a permanent part of Polish culture. A cloistered order, seemingly cut off from the outside world, is a place where a rich social culture is created. Educational activity was among many areas of the Norbertine sisters’ activity. The Norbertine nuns ran the Institute for girls from landed gentry many years before the partitions of Poland. Zofia Grothówna mentioned this many times in the convent chronicle. However, the institute was closed due to the repressions caused by the outbreak of the January Uprising in 1864. Many years later, Maria Nidecka, the abbess of the convent from 1897 to 1917, opened a so-called Non-resident School for Village Children. Her idea was continued by the abbess Anzelma Wiśnicka, thanks to whom the Household School for Girls was established. Its shape was influenced by the School of Household Works for Women, founded by Jadwiga Zamoyska in Kórnik near Poznań in 1882, and transferred to Kuźnice near Zakopane. The Household School for Girls in Imbramowice was officially opened on 15 November 1919 and was then named the Norbertine Girls Lower School of Agriculture, and from 1939 the Private Female Agricultural School of St. Norbert's Sisters in Imbramowice. The main goal of the Norbertine sisters when organising the school was to prepare Polish girls for a decent life in the independent Poland, reborn after many years of partitions. Unfortunately, with the advent of the Polish People's Republic, the school in Imbramowice was closed.

O literaturze i życiu literackim Wolnego Miasta Krakowa: 1816-1846

2021 ◽  
Author(s):  
Zenon Jagoda
Keyword(s):  
Literary Tradition ◽  
Social Culture ◽  
False Information ◽  
Literary Life ◽  
Literary Process ◽  
The Republic ◽  
Polish Culture ◽  
Time Frames ◽  
The City

The book presents literary phenomena of the Free City of Krakow, a political formation created by the Congress of Vienna, remaining under the protectorate of the Holly Alliance. The time frames of the historical and literary narration of the work correspond to the period which marks the existence of the Free City of Krakow (the Republic of Krakow). In 1816-1846, a change of literary epochs occurred in the Krakow region and the most valuable part of the Krakow literature of the Romanticism was created. The book arose from the need of systematising of knowledge about this literature, correction of false information, obliterating of unknown areas, reconsideration of a prevailing opinion about importance of the Krakow centre in the literature of the Late Enlightenment and Romanticism in the Polish culture. A literary process within the discussed period has been divided by the author into four phases (1816-1828, 1828-1830, 1831-1840, 1841-1846). This periodisation functions as a compositional factor of the book. Beside literature, the author presents broadly literary life of the city (periodicals and printing, institutions, literary communication, as well as literary tradition and awareness, social circles of literature reception), and set of conditions and circumstances from the scope of social culture, customs, politics, accompanying the literary life.

Educational activity of the Ukrainian Greek Catholic Church in the 20-30th years of the twentieth century

1997 ◽  
pp. 26-32
Author(s):  
Vitaliy Pereveziy
Keyword(s):  
Twentieth Century ◽  
Catholic Church ◽  
Educational Activity ◽  
Educational Activities ◽  
Younger Generation

The main purpose of the educational activities of the Ukrainian Greek Catholic Church in the 20-30th years of the twentieth century. was the upbringing of the younger generation. The Church's Church created a holistic system of its activities, which was intended to broaden the Christian upbringing.

Is Distance Teaching-Learning-Evaluation Triad a Form of Digital Art?

2020 ◽  
Vol 1 (2) ◽  
pp. 3-19
Author(s):  
Tatiana Antipova ◽  
Ioana Riurean ◽  
Simona Riurean
Keyword(s):  
Point Of View ◽  
Educational Activity ◽  
Distance Teaching ◽  
Software Support ◽  
Alternative Teaching ◽  
Evaluation Procedures ◽  
Learning Evaluation ◽  
Teachers And Students ◽  
Computer Knowledge ◽  
Teaching Learning

The pandemic situation at the beginning of March 2020 forced teachers to develop alternative teaching methods, and most important to find the best ways to keep teaching for every student no matter the situation, as for example, the lack of computer knowledge or hardware/software support. Teachers worldwide struggled to support, encourage, find the best ways not only to help students to keep learning but support them emotionally. At the end of the academic year, teachers made efforts to develop fair, appropriate evaluation procedures adapted to distance education. This paper summarizes the Distance Teaching-Learning-Evaluation (DTLE) evolution in Russia and Romania and some methods developed from March to December 2020 to support the educational activity. Some benefits, challenges and difficulties are identified during the same period of time in different DTLE scenarios, from the point of view of teachers and students, as well. Examples of new adapted methods, dedicated to the DTLE scenarios are al-so addressed in this work.

The Age of Autonomy

2018 ◽  
Author(s):  
Stefan Winter
Keyword(s):  
Eighteenth Century ◽  
Paradigm Shift ◽  
Large Scale ◽  
Social Disparities ◽  
Local Autonomy ◽  
Economic Context ◽  
Southern Turkey ◽  
Leadership Structure ◽  
Landed Gentry ◽  
Tribal Leadership

This chapter follows the rise to power of the Shamsins, the Bayt al-Shillif, and associated ʻAlawi families as Ottoman tax concessionaries. It shows that their position of local autonomy, rather than having evolved out of some domestic or “tribal” leadership structure, resulted from a paradigm shift in Ottoman provincial administration as well as from a very favorable economic context, in particular the development of commercial tobacco farming in the northern highlands around Latakia. If the eighteenth century witnessed the emergence of a veritable Ottoman–ʻAlawi landed gentry, it also saw increasing social disparities lead to large-scale emigration away from the highlands toward the coastal and inland plains as well as toward the Hatay district of what is today southern Turkey.

TEORI KECERDASAN, PENDIDIKAN ANAK, DAN KOMUNIKASI DALAM KELUARGA

1970 ◽  
Vol 6 (1) ◽  
Author(s):  
Muskinul Fuad
Keyword(s):  
Multiple Intelligences ◽  
Educational Activity ◽  
Howard Gardner ◽  
Human Beings ◽  
Brain Functions ◽  
Starting Point ◽  
The Family ◽  
Education Today ◽  
The Brain ◽  
Spatial Logics

The education system in Indonesia emphasize on academic intelligence, whichincludes only two or three aspects, more than on the other aspects of intelligence. For thatreason, many children who are not good at academic intelligence, but have good potentials inother aspects of intelligence, do not develop optimally. They are often considered and labeledas "stupid children" by the existing system. This phenomenon is on the contrary to the theoryof multiple intelligences proposed by Howard Gardner, who argues that intelligence is theability to solve various problems in life and produce products or services that are useful invarious aspects of life.Human intelligence is a combination of various general and specific abilities. Thistheory is different from the concept of IQ (intelligence quotient) that involves only languageskills, mathematical, and spatial logics. According to Gardner, there are nine aspects ofintelligence and its potential indicators to be developed by each child born without a braindefect. What Gardner suggested can be considered as a starting point to a perspective thatevery child has a unique individual intelligence. Parents have to treat and educate theirchildren proportionally and equitably. This treatment will lead to a pattern of education that isfriendly to the brain and to the plurality of children’s potential.More than the above points, the notion that multiple intelligences do not just comefrom the brain needs to be followed. Humans actually have different immaterial (spiritual)aspects that do not refer to brain functions. The belief in spiritual aspects and its potentialsmeans that human beings have various capacities and they differ from physical capacities.This is what needs to be addressed from the perspective of education today. The philosophyand perspective on education of the educators, education stakeholders, and especially parents,are the first major issue to be addressed. With this step, every educational activity andcommunication within the family is expected to develop every aspect of children'sintelligence, especially the spiritual intelligence.

Regional Disparities of the Social Innovation Potential in the Visegrad Countries: Causes and Consequences

2018 ◽  
Vol 5 (1) ◽  
pp. 36-42
Author(s):  
György Kocziszky ◽  
Dóra Szendi
Keyword(s):  
Social Innovation ◽  
Technical Innovation ◽  
The European Union ◽  
Social Culture ◽  
Complex Character ◽  
Innovation Potential ◽  
The Social ◽  
Territorial Disparities ◽  
Active Contribution ◽  
Visegrád Countries

Abstract The international literature is paying significant and increasing attention to the analysis of the regions’ innovation potential, and its active contribution to economic growth and competitiveness. Beside the classical, technical innovation, also the social innovation is getting even more emphasis. It can solve as alternative basically in the case of the peripheral territories. The convergence of peripheries is a stressed priority in the European Union. The territorial disparities are resulting in significant social and political problems also in the case of the Visegrad countries’ regions. The authors in their research represent a possible method for the measurement of regional (NUTS-2) level social innovation potential on the example of the Visegrad countries, and they also analyse the causes and consequences of disparities. The applied complex social innovation index can be calculated as a result of three pillars (economic, social, culture and attitude), and several components. As a result of the created patterns can be concluded that compared to the economic indicators, the disadvantage of the peripheries is not so significant in the case of the social innovation index, because of the complex character of the index. In the second part of the research, the authors analyse and evaluate also the methods, which can be adequate for increasing the social innovation potential.

Derechos económicos, sociales y culturales más vulnerados a personas en situación de desplazamiento

2016 ◽  
Vol 9 (14) ◽  
pp. 130-135
Author(s):  
Carlos Torres Cetina
Keyword(s):  
Human Rights ◽  
Everyday Life ◽  
Displaced Persons ◽  
Derechos Humanos ◽  
Decent Life

El presente artículo tiene como finalidad reflexionar so- bre los derechos económicos, sociales y culturales (desc), unos de los más vulnerados a las personas en situación de desplazamiento en Colombia; se tendrán en cuenta los re- portes de organizaciones especializadas en el tema, como el Departamento para la Prosperidad Social (dps) y la Consultoría para los Derechos Humanos y el Desplaza- miento (codhes). Se busca conocer y describir en qué consisten los desc, su importancia para una vida digna, y cómo en situación de desplazamiento las personas están sujetas a nuevas di- námicas en sus vidas, que hacen que adopten otro tipo de acciones y actividades que no eran propias de su cotidia- nidad. This article aims to reflect on what are the Economic, So- cial and Cultural most violated of people in situation of displacement in Colombia, will take into account reports from organizations such as the Department for Social Prosperity (dps) and the consultancy for Human Rights and Displacement (codhes), organizations specializing in this subject. This article seeks to understand and describe what these desc and their importance for a decent life for each per- son, and how as displaced persons are subject to new dy- namics in their lives causing them to take other actions and activities that were not typical of everyday life. 

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