Léčba smyslem: Základy a aplikace logoterapie

The book consists of edited lectures Frankl delivered as a visiting professor to students at Southern Methodist University in Dallas, Texas, during the summer semester of 1966. It is the third publication by Viktor Emil Frankl (1905–1997) to appear in the Classics series published by Czech publisher Portal.

Berufsrelevante L2-Schreibkompetenz fördern durch Fordern

This article outlines approaches on how to support writing skills and text competence when teaching German as a foreign language. The main question is whether and how dealing in detail with one’s own mistakes and actively analysing one’s own writing process can contribute to improving writing skills in teaching German as a foreign language. Reflections which were written down during the 2013/14 winter and 2016 summer semester at the University of Graz by students studying German as a foreign language, level C1, serve as basis for this article. These reflections refer to texts gathered within one semester respectively. They address subjects relevant to the daily life of a translator in training, such as economics, law, culture, medicine and technology. During this period of reflection, students addressed the question of whether their approach to writing texts has changed in the course of one semester. In addition, they were asked to focus on which mistakes were made repeatedly and to which error category they belonged. Furthermore, they examined the areas in which they feel that they have personally improved and see their strengths. This article aims to demonstrate to what extent this teaching approach succeeded.

E-learning w nauczaniu medycznego języka angielskiego

The aim of the present article is to describe the methods and forms of e-learning implemented to classes of medical English to Polish students in the summer semester in 2020 at Nicolaus Copernicus University (NCU) in Torun. The theoretical framework of the proposed e-learning was based on the assumptions voiced by constructivism. The article also discusses the results of two anonymous surveys concerning classes of medical English, which were administered among students of Collegium Medicum NCU. The first survey was administered after one week of e-learning (in March) and the second one after the last class of e-learning (in June). Over one hundred respondents took part in each survey. A number of apps were used in the distance education described in the article, inter alia: MS Teams, MS Forms, Fiszkoteka, Kahoot, LearnClick, OBS Studio, YouTube, etc. The results of the surveys demonstrate that a vast number of students who took part in the online course of medical English were satisfied with this form of learning, which they found effective, motivating and attractive.

Multiple-Solution Tasks in Pre-Service Teachers Course on Combinatorics

In the paper, we present a study devoted to the utilization of multiple-solution tasks (MSTs) in combinatorics as a part of a pre-service teachers course on didactics of mathematics from the view of the mathematics teachers’ specialized knowledge (MTSK) theoretical framework. The study was carried out over the standard course of a summer semester in 2021. The course was attended by 13 pre-service teachers (PSTs). It was carried out online, due to COVID-19 restrictions. Ten combinatorial multiple-solution tasks were assigned to the PSTs. Analyzing pre-service teachers solutions to these tasks, we sought the description and better understanding of the combinatorial knowledge of the topic from the perspective of MSTK. The results revealed some critical aspects of mathematical knowledge in combinatorics that pre-service teachers education should focus on.

It’s a Challenge, Not a Threat: Lecturers’ Satisfaction During the Covid-19 Summer Semester of 2020

The summer semester had just begun at Austrian and German universities when Covid-19 was declared a global pandemic by the World Health Organization. Thus, in March 2020, all universities closed their campuses, switching to distance learning within the span of about a single day. How did lecturers handle the situation? Were they still able to turn the situation into a positive one? What were the main obstacles with this difficult situation, and where there conditions which helped them to overcome the new challenges? These are research questions of the present survey with a sample of 1,152 lecturers at universities in Austria and Germany. The survey focuses on the lecturers’ appraisals of the novel situation as challenging or threatful. These appraisals are important for approaching a situation or shying away from it. However, how well a person adjusts to a novel situation is also influenced by personal and environmental resources which help to overcome the situation. The present survey focused on four possible sources of influence: internal assessments of the situation determining it to be threatening and/or challenging, personal resources, attitudes, and support by the organization. It was investigated to which degree these sources of influence could contribute to the lecturers’ satisfaction (or dissatisfaction) with their teaching processes. A multiple regression with three criterion variables describing university lecturers’ perceived satisfaction with distance teaching was carried out. Predictor variables were the lecturers’ appraisals of challenge and threat, perceived support by the university and sense of belonging to the university, temporal resources, proficiency in using digital technologies, length of teaching experience, and gender. Lecturers were mostly satisfied with their teaching activities. Together with the perception of a low threat potential, challenge appraisals contributed strongest to satisfaction. In comparison, assessments of actual personal resources, skills in the use of digital technologies, teaching experience, and temporal resources were important but contributed less to satisfaction than challenge appraisals. It seems that lecturers were only able to use these resources when the technological resources were available and when the lecturers were confident in their technical abilities.

“A Swissman in the Middle of Germany”

In the summer semester of 1930, Barth moved to Bonn. He was soon drawn into a conflict with German nationalists about the German pacifist and theologian Günther Dehn, whom Barth defended. A few months after Adolf Hitler’s appointment as Reich Chancellor in 1933, Barth wrote Theological Existence Today!, declaring that church and theology constitute a boundary for every state, even a totalitarian one. At the same time, Barth’s domestic situation grew more difficult, leading him to consider divorce. In 1934 Barth co-authored the Barmen Theological Declaration of the Confessing Church. Barth didn’t conform with even minor regulations at the university and refused to swear the loyalty oath to Hitler without an addendum. This led to Barth’s suspension as professor, followed by a disciplinary criminal process, in which Barth protested that Hitler was treated as a second God. The process led to Barth’s compulsory retirement in 1935.

Challenges and Obstacles of Distance Learning in Higher Education

The chapter characterizes the transformation of the learning process from full-time to distance learning on the example of Faculty of Economics, Matej Bel University in Slovakia, during the COVID-19 epidemic in the form of case study. The chapter analyses the strengths and weaknesses of this process during the summer semester 2019/2020 based on the secondary data and results of a questionnaire survey among faculty students realized in 2 rounds – in the first stage of transformation (April 2020) and after the end of summer semester (June 2020). It identifies the key steps that have (or had) to be taken to overcome the second wave of the COVID-19 pandemic and the key challenges for the future development of virtual learning as a full compensation of full-time form of study from the students' and faculty's perspective. This case is an example of smart education in crisis situations. The results show that distance learning can be a suitable complement to the fully presence learning process, and temporarily, it can replace it in emergency situations.

THE THROWING VELOCITY AT DIFFERENT PHASES OF TEACHING HANDBALL ELEMENTS

The aim of this research is to study the ball throwing velocity at different phases of teaching handball elements to female students in their first year of study at Faculty of Kinesiology, Zagreb. The set of variables contains three throwing velocity tests: 1. handball throwing velocity from the standing position (ST), 2. basic shot throwing velocity (RT) and 3. jump shot throwing velocity (JT). The speed of the ball was estimated by a radar gun (Stalker ATS) three times for each shooting type and it was expressed in km/h unit. Measuring was conducted twice in the course of the summer semester of the academic year 2017/2018. The first measuring was carried out after the first lesson and the second one a month later. The average throwing velocities recorded during the first measuring were: ST - 59.25 km/h, RT - 61.60 km/h and JT 61.62 km/h. On the following occasion, the average results were: 59.36 km/h (ST), 61.33 km/h (RT) and 61.33 km/h (JT). No statistically significant differences in the observed set of variables were found by using the t-test for the dependent samples on either occasion. The obtained results can be interpreted in regard to the methods of directing and evaluating the teaching process, as well as in regard to an effective program for improving explosive throwing power.