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.

scholarly journals PROFESSIONAL ORIENTATION AND ENROLLMENT OF SECONDARY SCHOOL GRADUATES AT THE UNIVERSITY

2013 ◽  
Vol 3 (2) ◽  
pp. 26-38
Author(s):  
Sead Rešić ◽  
◽  
Hariz Agić ◽  
Keyword(s):  
Decision Making ◽  
Secondary School ◽  
Secondary Schools ◽  
Continuing Education ◽  
Continuous Improvement ◽  
University Education ◽  
Orientation Program ◽  
Professional Orientation ◽  
Technical Schools ◽  
The University

Creating an environment for more efficient university education is closely related to effective planning, conducting and continuous improvement of realization of professional orientation program for students in elementary and secondary schools. The lack of personal vision of professional development for students in elementary and secondary schools, even several months before applying at university is defeating for the inputs in the process of higher education. The aim of this research was to evaluate the opinion of examinees – secondary school graduates (comprehensive schools, technical schools and those affine) – on issues regarding their intentions and decisions about continuing education, and to determine how these decisions were made. The analysis of gathered data revealed that the continuing of their education is not in sufficient accordance with their choice of secondary school. The results showed that the choice of current school and professional orientation program for students in elementary and secondary schools is not in accordance with their decision-making regarding continuing education at the university.

scholarly journals Полонистика в Московском Государственном Университете имени м. В. Ломоносова

2015 ◽  
Vol 36 ◽  
pp. 225-233
Author(s):  
Наталия [Naliia] Ананьева [Anan'eva]
Keyword(s):  
20Th Century ◽  
Subject Matter ◽  
Scientific Work ◽  
State University ◽  
Language And Literature ◽  
Polish Language ◽  
Student Training ◽  
The Subject ◽  
Second Year ◽  
Slavic Studies

Polish studies at Lomonosov State University in MoscowPolish Studies at Moscow University are one of specialisations of the department of Slavic Studies at the Faculty of Linguistics. The beginnings of Slavic Studies as a university discipline dates back in 1835. In the 20th century such outstanding scholars as Afanasij Sieliszczew and Samuił Bernsztejn worked as lecturers here. The Polish language and literature together with Czech, Serbo-Croatian and Bulgarian department has existed permanently until today. The Chair of Polish Studies is currently held by the author of the article. Enrolment for Polish Studies takes place once three years. Groups consist of ca. 10–15 people. There is a division into two specialisations – linguistics and literature since the second year of studies. The article presents the subject matter of research and scientific work of didactic workers and their main publications. Student training in Poland and lectures of Polish specialists help mastering fluency in the Polish language.

scholarly journals An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture

2016 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Sotco Claudius Komba ◽  
Sarah Vincent Chiwamba
Keyword(s):  
Teacher Training ◽  
Secondary School ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Profession ◽  
Cross Sectional ◽  
Training Programmes ◽  
The University ◽  
University Teacher Training ◽  
Education Courses

<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

‘Haar geheele geest ademt deftigheid en waardigheid’

2021 ◽  
Vol 137 (3) ◽  
pp. 85-106
Author(s):  
Tommie van Wanrooij
Keyword(s):  
National Culture ◽  
Scientific Work ◽  
Public Intellectual ◽  
Content Type ◽  
University Of Leiden ◽  
Language And Literature ◽  
Literary Societies ◽  
Editorial Work ◽  
Literary Histories ◽  
The University

Abstract Joannes Matthias Schrant (1783-1866) became the first professor of Dutch Language at the University of Ghent from 1818 to 1830 and was appointed professor at the University of Leiden from 1831 to 1853. Several scholars of Dutch studies have discussed Schrant’s scientific work and concluded that he was an unimportant and uninteresting figure, mainly for his insignificant role in the development of Dutch studies, because he only built upon the scientific ideas of Matthijs Siegenbeek and did not offer his own insights on language and literature. In this article, I adjust this negative view of Schrant as an insignificant figure by studying his scholarly work in the context of the ‘cultivation of culture’ (). Schrant was a typical cultivator of national culture: his speeches, literary histories, and editorial work show he was an active scholar who disseminated, sustained, and extended existing ideas about national culture. He did not just disseminate these ideas in his function of professor, but also as a member of the literary societies Regat Prudentia Vires and the Maatschappij der Nederlandsche Letterkunde, and as a public intellectual.

scholarly journals Low Levels of Teacher Information Literacy Awareness and Collaboration Between Librarians and Teachers in Information Literacy Instruction

2018 ◽  
Vol 13 (3) ◽  
pp. 88-90
Author(s):  
Ruby Warren
Keyword(s):  
Northern Ireland ◽  
Secondary School ◽  
Secondary Schools ◽  
Standardized Testing ◽  
Information Literacy ◽  
Staff Member ◽  
School Library ◽  
Teaching Staff ◽  
Library Staff ◽  
Axial Coding

A Review of: McKeever, C., Bates, J., & Reilly, J. (2017). School library staff perspectives on teacher information literacy and collaboration. Journal of Information Literacy, 11(2), 51-68. https://doi.org/10.11645/11.2.2187 Abstract Objective – Researchers sought to determine school library staff perspectives on the information literacy knowledge held by secondary school teachers, and teacher relationships with the library. Design – Interviews analyzed with thematic and axial coding. Setting – Secondary schools in Northern Ireland. Subjects – 21 schools across Northern Ireland were selected as a sample, including urban, rural, integrated, grammar, and secondary schools. 16 schools ultimately participated. Methods – Semi-structured interviews were conducted with one library staff member at each selected secondary school. Interview audio and notes were transcribed and coded thematically both manually by the researchers and using NVivo. Categories were identified by open coding, then relationships identified via axial coding. Main Results – The majority (10 of 16) of library staff members interviewed expressed that they had not been asked about information literacy by teachers, and only one library staff member described a truly collaborative instructional relationship with teaching staff. The majority of staff expressed either that teachers were familiar with concepts related to information literacy but did not know the name for them, or, that they thought information literacy was entirely unfamiliar to teachers at their school. Staff frequently cited competing priorities (for example, standardized testing) and limited class time as potential causes for teachers not focusing on information literacy concepts. Conclusion – Both cultural and policy changes need to be made in schools to prioritize information literacy as a core competency for both students and teachers. The researchers call for greater intra-school collaboration as a means to achieve this cultural change.

Opening remarks

1964 ◽  
Vol 161 (982) ◽  
pp. 2-3
Keyword(s):  
National Park ◽  
Scientific Work ◽  
Soil Science ◽  
Teaching Staff ◽  
Research And Teaching ◽  
Biological Interest ◽  
North Borneo ◽  
The Government ◽  
The University ◽  
Science Investigations

First, I should like to say a word about the objects of the expedition. These were threefold. The most important one, of course, was to study an area of very great biological interest. The second was our belief that such a study would be of substantial aid to the Government in the plans which we understood they were making for the establishment of a National Park in the Mt Kinabalu region. This, I am glad to say, has in fact turned out to be the case. Our third object was to enlist the help of scientists living and working in that region in a co-operative enterprise in the hope that we might establish a tradition of scientific study of natural resources among the research and teaching staff of the Universities in the region. This again we were able to achieve in some measure and we hope to continue our co-operation in the next expedition. The expedition was led by Mr E. J. H. Corner, F. R. S., of the Botany School of Cambridge, and he was accompanied by Mr G. P. Askew of Newcastle, who took charge of the soil science investigations, and by Mr J. A. D. Stainton, who acted as photographer as well as a botanist. Mr Corner was also joined in the botanical work by Dr Chew Wee Lek from the Singapore Botanic Gardens. Professor J. L. Harrison, from the University of Singapore, was with the expedition for part of the time and studied small mammals and their parasites. Mr B. E. Smythies, Conservator of Forests in Sarawak, who is a prominent ornithologist, also spent some time with the expedition. The expedition was visited by interested people working in North Borneo, and this contributed substantially to the development of local understanding of the value of the area and of the scientific work that was being done in it.

scholarly journals O serbsko-polskich kontaktach (krótki chronologiczny przegląd do końca XIX wieku)

2018 ◽  
Vol 9 (1) ◽  
pp. 85-98
Author(s):  
Milosav Ž. Čarkić
Keyword(s):  
Polish Literature ◽  
Language And Literature ◽  
Polish Language ◽  
The University

The plurality of Polish literature in different forms is culturally diversified, withpolitical and historical contacts resulting in the appearance of modernism in both Serbia andPoland. The research performed by a Polish scholar from Serbia Miroslav Topić, has undoubtedlyshowed that essential changes in the poetry of Vojislav Ilić have coincided with him receivinga book of poetry (Poezye II) from the forerunner of Polish modernism Waclaw Rolicz-Lieder.It can, therefore, be assumed that this was the main reason in directing Ilić towards symbolism.The relationship between Rolicz-Lieder and Ilić also contributed to Polish language and literaturebecoming a subject in The Higher School of Belgrade just a few years later, in 1895. It should benoted that the Department of Polish language and literature still exists as a part of Slavic studiesin the Faculty of Philology at the University of Belgrade and the Faculty of Philosophy in NoviSad. Similarly, Serbian language and literature are studied in many universities in Poland suchas Warsaw, Cracow, Opole, Łódź, Gdansk and Torun among others.

Musa Latrinalis: Gender Differences in Restroom Graffiti

1996 ◽  
Vol 78 (3) ◽  
pp. 871-880 ◽  
Author(s):  
Emma Otta ◽  
Paulo Reinhardt Santana ◽  
Luciana Menin Lafraia ◽  
Rachel Lenneberg Hoshino ◽  
Renata Plaza Teixeira ◽  
...  
Keyword(s):  
Gender Differences ◽  
Secondary School ◽  
Secondary Schools ◽  
Gender Gap ◽  
High Frequency ◽  
University Campus ◽  
Men And Women ◽  
Significant Difference ◽  
Brazilian Students ◽  
The University

The purpose was to analyze gender differences in the graffiti written on restroom walls by Brazilian students. We compared graffiti produced by men and women at secondary schools and on the university campus. We expected that the gender gap would be narrower in the older and more schooled group of undergraduates. Of the total of 1349 graffiti collected in 56 restroom stalls, 37% came from the university and 63% from secondary schools. At secondary schools we found less graffiti in women's than in men's restrooms, but no significant difference on the university campus In both places romantic contents predominated in women's restrooms but in men's restrooms they were virtually absent. A striking finding, which is contrary to previous studies, was the high frequency of sexual graffiti in women's restrooms on campus, comparable to that found in men's restrooms. Sex became a more central theme of both men's and women's graffiti on campus than in secondary schools. On the whole, a greater number of categories distinguished the sexes at the secondary school than on campus (7 vs 2). This supports the hypothesis of a narrower gender gap with increasing education.

scholarly journals Literatuur leren onderzoeken in de klas

2018 ◽  
Vol 23 (3) ◽  
pp. 235-255
Author(s):  
Lucas van der Deijl ◽  
Feike Dietz ◽  
Els Stronks
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Literary History ◽  
Current Field ◽  
Literary Scholarship ◽  
Research Education ◽  
Literary Research ◽  
School Subjects ◽  
Language And Literature ◽  
Dutch Language

Abstract Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuurIn Dutch secondary schools, pupils rarely learn how to research Dutch language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dutch literary history as a collection of literary and historical facts rather than a status questionis of the current field of literary scholarship. In this article we argue that the connection between the Geschiedenis van de Nederlandse literatuur (GNL) and LitLab.nl ‐ a digital laboratory for literary research on secondary schools ‐ could support the development of a scientific research disposition and facilitate the shaping of pupils as literary researchers. We discuss the theoretical and didactic background of LitLab in order to demonstrate how an adjusted and more accessible version of the new GNL could be integrated in the curriculum by using LitLab as a medium.

scholarly journals Moral Education in Secondary Schools: What, how, and why?

Pedagogika ◽  
2020 ◽  
Vol 69 (4) ◽  
Author(s):  
Tomáš Hejduk
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Everyday Life ◽  
Moral Education ◽  
School Curriculum ◽  
Philosophical Approach ◽  
Life Orientation ◽  
Formative Stage ◽  
National School ◽  
The University

Abstract: The paper argues for a philosophical approach to the teaching of moral education in secondary schools. Because students at this level are already capable of conceptual thinking, but are still at a formative stage, teachers can encourage them in their autonomous thought and life orientation through reference to meta-ethical authorities. In terms of these authorities, students may be led to fi nd that there is something (beauty, truth, goodness) other than the ordinary, narrow concerns of everyday life. At the same time, truth or beauty should be unveiled in everyday life; ordinary matters such as language must be revealed as moral concerns, and be liberated from vulgarity. For this to provide a suffi cient experience of things beautiful and good, I argue, the ethos of moral education at secondary schools should reflect the ethos of the university. I also argue that we need this kind of education to counterbalance the expanding informational and consumer character of our society, and to give meaning to the life of every participating individual. Finally, I warn against doctrinal simplifi cation, specifically, the misuse of the liberal spirit of the university and moral education (using the example of the Czech National School Curriculum). Keywords: secondary school; moral education; virtue ethics; the idea of the university

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