排序方式： 共有21条查询结果，搜索用时 15 毫秒
1.
The Polish higher education system has undergone profound changes since 1989. In particular, state institutions have gained a great deal of autonomy, and private institutions have been organized. Student enrollments have skyrocketed, but funding per student has decreased, along with faculty salaries. The system of higher education as it stands today requires deft strategic management based on competent analyses and accurate information. Thus, in order to better address matters of policy, governance, and management collectively, the Polish doctoral degree granting institutions have formed the Conference of Rectors of Academic Schools in Poland (CRASP) that in turn has decided to support the creation of an independent research institute. The work of this Institute will cover almost all aspects of higher education and science. It will function foremost according to a networking principle. The results of its research projects will be made available, not only to CRASP itself, but also to other interested parties. 相似文献
2.
Jerzy J. Smolicz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1991,37(1):33-52
While it has been agreed by the members of the European Community (except the UK) that all secondary students should study two EC languages in addition to their own, in Australia the recent emphasis has been on teaching languages for external trade, particularly in the Asian region. This policy over-looks the 13 per cent of the Australian population who already speak a language other than English at home (and a greater number who are second generation immigrants), and ignores the view that it is necessary to foster domestic multiculturalism in order to have fruitful links with other cultures abroad. During the 1980s there have been moves to reinforce the cultural identity of Australians of non-English speaking background, but these have sometimes been half-hearted and do not fully recognise that cultural core values, including language, have to achieve a certain critical mass in order to be sustainable. Without this recognition, semi-assimilation will continue to waste the potential cultural and economic contributions of many citizens, and to lead to frustration and eventual violence. The recent National Agenda for a Multicultural Australia addresses this concern.
Zusammenfassung Während die Mitglieder der europäischen Gemeinschaft (mit Ausnahme von Großbritannien) übereinkamen, daß alle Schüler der Sekundarstufe zusätzlich zu ihrer Muttersprache zwei EG-Sprachen lernen sollten, wurde in Australien neuerdings besonderer Wert auf Sprachunterricht für den Außenhandel, besonders im asiatischen Raum, gelegt. Diese Politik läßt die 13 Prozent der australischen Bevölkerung außer acht, die zuhause bereits eine andere Sprache als Englisch benutzen (und eine größere Anzahl von Einwanderern der zweiten Generation) und ignoriert den Standpunkt, daß man einheimische Multikultur pflegen muß, um fruchtbare Beziehungen zu ausländischer Kultur herzustellen. In den 80er Jahren gab es Bestrebungen zur Wiederherstellung der kulturellen Identität von Australiern nicht englischsprachiger Herkunft, aber sie waren manchmal nur halbherzig und erkannten nicht, daß kulturelle Kernwerte, einschließlich der Sprache, einen gewissen kritischen Umfang erreichen müssen, um sich behaupten zu können. Ohne diese Erkenntnis wird die Halbintegration weiterhin mögliche kulturelle und ökonomische Beiträge vieler Australier ersticken und zu Frustration und u.U. zu Gewalt führen. Die vor kurzem ins Leben gerufene National Agenda for a Multicultural Australia (Nationaler Plan für ein multikulturelles Australien) spricht diese Sorge an.
Résumé Au moment où les membres de la Communauté européenne (à l'exception du Royaume Uni) reconnaissent que tous les élèves du secondaire devraient étudier deux langues de la CE en sus de la leur, l'Australie met l'accent sur l'enseignement des langues étrangères pour le commerce extérieur, particulièrement en Asie. Cette politique ne tient pas compte des 13 pour cent d'Australiens qui parlent déjà une langue autre que l'anglais à la maison (et d'un grand nombre de personnes appartenant à la deuxième génération d'immigrants), et ignore la perception qu'il est nécessaire de promouvoir un multiculturalisme national pour pouvoir nouer des liens fructueux avec d'autres cultures étrangères. Au cours des années 80, des mouvements ont tenté de renforcér l'identité culturelle des Australiens non anglophones, mais ces efforts, bien souvent hésitants, ne reconnaissent pas entièrement le fait que les valeurs culturelles communes, comme la langue, doivent atteindre une certaine masse critique pour pouvoir être soutenues. Sans cette reconnaissance, la semi-assimilation continuera de gaspiller les contributions culturelles et économiques potentielles de nombreux citoyens, pour aboutir enfin à la frustration et éventuellement à la violence. Le Programme national proposé récemment pour une Australie multiculturelle répond à ce problème.相似文献
3.
Jerzy J. Smolicz Illuminado Nical 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):507-526
The Philippines has a bilingual education policy, using English and a major indigenous language, Tagalog, renamed "Filipino". This article describes a study on the problem facing approximately two thirds of the population who do not have English or Filipino as their first or home language. Senior secondary school students were asked abut their attitudes towards English, Filipino and their home language (Cebuana, Ilocano or Waray). Attitudes to the three languages differed. Some respondents favoured Filipino over English, others vice versa. Most respondents showed attachment to their home languages. The study concluded that it is possible for Filipinos to be literate in their mother tongue and still be fluent in Filipino, as the national language of the country, with English continuing in its role as the international language. 相似文献
4.
Ireneusz Białecki Maciej Jakubowski Jerzy Wiśniewski 《European Journal of Education》2017,52(2):167-174
The impact of the PISA study on Polish education policy has been significant, but probably different from any other country. Poland has not experienced the so‐called ‘PISA shock’, but its education system has been benefiting considerably from PISA. For experts and policy makers, it has been a useful and reliable instrument that has made it possible to measure the effects of consecutive reforms of the school education system. Moreover, PISA and other international studies have influenced the perception of education policy in Poland. The latter has shifted from an ideology‐driven, centralised policy to an evidence‐informed policy, developed with the involvement of multiple stakeholders, although this has mostly affected the thinking of experts and policy makers rather than the general public. The new government (in power from 2015), following public opinion polls, has reversed most of the previous education reforms, eliminating lower secondary schools introduced in 1999. 相似文献
5.
Pawe? Olczyk Katarzyna Komosińska-Vassev Katarzyna Winsz-Szczotka Ewa M. Ko?ma Grzegorz Wisowski Jerzy Stojko Katarzyna Klimek Krystyna Olczyk 《Journal of Zhejiang University. Science. B》2012,13(11):932-941
Objective
This study was aimed at assessing the dynamics of vitronectin (VN), laminin (LN), and heparan sulfate/heparin (HS/HP) content changes during experimental burn healing.Methods
VN, LN, and HS/HP were isolated and purified from normal and injured skin of domestic pigs, on the 3rd, 5th, 10th, 15th, and 21st days following thermal damage. The wounds were treated with apitherapeutic agent (propolis), silver sulfadiazine (SSD), physiological salt solution, and propolis vehicle. VN and LN were quantified using an immunoenzymatic assay and HS/HP was estimated by densitometric analysis.Results
Propolis treatment stimulated significant increases in VN, LN, and HS/HP contents during the initial phase of study, followed by a reduction in the estimated extracellular matrix molecules. Similar patterns, although less extreme, were observed after treatment with SSD.Conclusions
The beneficial effects of propolis on experimental wounds make it a potential apitherapeutic agent in topical burn management. 相似文献6.
Marcelina Łopińska Jerzy Stanisław Gielecki Anna Żurada 《Anatomical sciences education》2022,15(5):886-897
The flipped spotters learning model is a modern student activity-based and learner-centered method in medical education. The aim of the study was to determine if the flipped spotters learning model improves students' learning. Participants were 1214 medical students of Polish (PD) and English (ED) divisions between 2013 and 2019 academic years at the University of Warmia and Mazury in Olsztyn, Poland. They were divided into a traditional group (control group) and a flipped spotters learning group (treatment group). Each flipped spotters learning group was asked to label anatomical structures on various specimens according to the structures name list prepared by the teacher on the multiple stations. The flipped spotters learning group leaders were instructed to take pictures with the appropriately marked structures on each of the human body prosections. After completion of the class, each flipped spotters team received photos for evaluation. In the flipped spotters learning model, the students strengthened their skills and knowledge by matching specimens independently as a form of practical laboratory activities. Students' performance in gross anatomy practical examinations between the group utilizing the flipped spotters learning model, and the group with the traditional teaching model was compared. Students participating in the treatment group achieved, on average 9.9 percentage points higher among PD students, and 13.0 percentage points higher among ED students than the control group in all nine practical examinations (the effect size ranging from 0.47 to 0.95). The results suggest the positive impact of flipped spotters model on improving student's performance in the practical examinations. 相似文献
7.
Arthur Louis Odom Jacob M. Marszalek Elizabeth R. Stoddard Jerzy M. Wrobel 《International Journal of Science Education》2013,35(17):2351-2374
The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices. 相似文献
8.
Anna Wolanczyk-Medrala Anna Dor Wioletta Szczepaniak Tomasz Tomkowicz Jerzy Liebhart Bernard Panaszek 《Journal of sports sciences》2013,31(13):1467-1471
Abstract A few studies have reported data on the prevalence of exercise-induced bronchospasm in high school and university athletes. Recently published data suggest that exercise-induced bronchospasm may affect up to 39% of American university athletes. To date, no data describing this pathology in athletes from Central Europe have been published. The aim of the present study was to establish the prevalence of exercise-induced bronchospasm in pupils attending sports mastership classes in secondary school as well as students of the University of Physical Education in Wroclaw. The participants were 77 athletes (30 women and 47 men) aged 16–27 years (mean 17.3 years). Only one athlete (1.29%) diagnosed with atopic asthma before testing experienced a fall in forced expiratory volume in one second (12.9% FEV1) compared with baseline, which showed that the exercise test result was positive. From a clinical point of view, the ventilation disturbance was asymptomatic. In the other participants, there were slight but statistically significant rises in FEV1 (P < 0.02). The results of our study indicate a very low prevalence of exercise-induced bronchospasm in the population of athletes examined. 相似文献
9.
Over the last 20 years, Poland has gone through a major transition process in which the challenges for education in terms of new approaches to learning and teaching have been compounded by broader changes such as the democratisation of structures and processes and the major economic and social changes. This article is a case study that examines the early stages of significant shifts in the learning and teaching process, the stepped approach that was taken and the different international influences. It was decided to focus on the top-down, policy level actions in order to trace how influences have shaped current policy on outcomes-based approaches and key competences, which are increasingly implemented in schools today. The Polish education and training system has been through a complex series of reforms, many simultaneously. The introduction of outcome-based approaches and key competences is part of much broader reforms that have affected mindsets and attitudes by having addressed the structure of the system (e.g. the length of compulsory education), school governance, the roles of principals and teachers, teacher training, etc. Parents' expectations have evolved and students are growing up in a much more connected environment with Internet and social networks and an exponential development of access to ICT and the need for digital competences and a range of key competences for lifelong learning and work (Gordon et al., 2009). Although change has taken place at all levels and in all sub-sectors of the system, this article focuses on general education in primary and secondary schools. 相似文献
10.