Book review: Roman Pelczar, Main Schools; in Galicia in the years 1775-1873
Review of: Roman Pelczar, Main Schools; in Galicia in the years 1775-1873, Wydawnictwo Uniwersytetu Rzeszowskiego, Rzeszów 2021, pp. (313)
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Review of: Roman Pelczar, Main Schools; in Galicia in the years 1775-1873, Wydawnictwo Uniwersytetu Rzeszowskiego, Rzeszów 2021, pp. (313)
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The study aimed to map the prevalence of social media disorder in secondary school youth. We used an abbreviated version of the Social Media Disorder Scale (SMD) and the Body Shape Questionnaire (BSQ-16B). The reliability of the questionnaires used in the research, indicates that they have sufficient internal consistency. A total of 637 rerespondents participated in the study. Their ages ranged from 15 to 19 years (AM=16.63). The results of the study showed social media impairment in 11.1% of the respondents, confirming a statistically significant difference in terms of the gender of the adolescents in favour of girls, and in terms of the degree of concern about their appearance, in favour of those who are more concerned about their appearance. Furthermore, a statistically significant difference in the degree of concern about their appearance in terms of gender, was confirmed in favour of girls.
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The paper presents a special educational perception of some inter/multidisciplinary aspectsand attributes of the typology of family dysfunction and the characteristics of multi-problem families (based on the results of the own research of one of the authors). The authors of this paper wish to emphasise the importance of the life skills of family members, which are relevant intra-family resources,and the activities of external agencies that support the family in overcoming the crisis it is/have beenin. They also present the authors’ model of social activity, which creates a constructive way for the development of the so-called multi-problem family. It is based on the assumption that the support of multiproblemfamilies should be focused on providing them with holistic and adequate (according to their profile and specific needs) compensatory assistance, such as stabilising and developmental assistance inthe field of social (dis)advantage, and many other forms of support and assistance, such as prevention, resocialisation, rehabilitation, or counselling and family therapy. The intervention in destigmatising support, considering creative and interactive methods of individual and group work, including many other aspects of the process of (not only school) education and socialisation of the human being.
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This paper examines the reasons why children with Down syndrome struggle to developself-care skills. The importance of cultivating self-care habits in this population is highlighted, along with an exploration of the methods used to promote these habits. The crucial role of education in the development of self-care habits is emphasised and the main approaches in this area are outlined. Inaddition, the „Lekotek Special Training Programme“, which has been implemented in many countries,is examined, including an analysis of its objectives. The paper also includes the outlined work plan for the promotion of self-care training in children, which is in line with the principles of this programme. Finally, the paper concludes with the final outcome and possible recommendations.
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The field of early diagnosis and intervention in children at an early age is still a hot topic in Slovakia and abroad. It is based on the paradigm that early identification of children potentially at risk allows for early and appropriate intervention, which leads to better prognosis and more effective compensation of developmental deficits. This article focuses on the diagnosis of impaired communication skills in the early years up to the age of 3 in children potentially at risk in this area. This group includes children who have been diagnosed with hydrocephalus as a result of damage to the central nervous system, which places them at risk of communication and language impairment in both the receptive and expressive domains. The aim of this article is to give a brief overview of some foreign diagnostic tools used not only abroad but also in Slovakia for the assessment of children‘s communication skills at an early age.
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The perception of the present-day society on the National Archives is incomplete. On long term, the educational visits could correct this shortcoming, since the systematic involvement of this institution in educational projects and partnerships with the education institutions would have a growth of its visibility in the public space as result. When being conceived in an attractive manner, the workshops and the lectures organized now by the National Archives are directed towards a group of age between 7 and 25 year-old, by familiarising children, teenagers, and young persons with the archives and delivering them details about the institutional responsibilities with regard to the conservation, processing and capitalization of the documents. In order to diversify and make these activities more efficient, various elements from the education programs constantly improved by the National Archives in France and United Kingdom in the last 70 years should be implemented. Whether assumed suitably by the National Archives of Romania and the Romanian schools, this educational process would bring benefits to the Archives, since the nowadays pupils, once they become adults, would have a correct vision upon the importance of the Archives for the society
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This article discusses the idea of the establishment and activities of the Higher Hotel Management School in Kraków, in the period 1932–1939. At the time, this educational institution was the only one in the country training future employees of the hotel industry. In turn, interwar Kraków was an important point on the map of the development of Polish tourism. My study is based on source materials found in the collection of the National Archives in Kraków (ANK). The main point of reference is the Presidium Files of the Chamber of Industry and Commerce in Kraków (IPHKr), dating from 1862–1939. Among the materials used are: the reports of the meetings of the Chamber of Industry and Commerce, the Hotel School Files and the guidelines for the authors of hotel high school programs (1938–1939). In addition, the reports and trade journals published in print are referenced, such as: Restaurator and Hotelarz Polski. Owing to a lack of studies directly related to the topic in question, the study includes a publication by Tomasz Kargol, Izba Przemysłowo¬ ¬Handlowa w Krakowie w latach 1850–1939 (2003), in which the author devoted one chapter to the issue of the interwar period. Chapter on interwar tourism education in the capital of Lesser Poland.
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The article presents a proposal for the development of the creative and artistic potential of a child in early school age. Potential is treated by the author as discovering the possibilities and abilities that, thanks to the conditions and atmosphere in the education process, a child develops and shapes. This is related to the issue of creativity and self-realization through creative activities, with discovering and exceeding one’s abilities in the course of the creative educational process. The education of a child should go towards the development of his creativity, understood as shaping a person who is integrated in the cognitive, emotional and operational spheres. A free person, independent in making decisions, valued, without a sense of guilt. The result is the development of the child’s natural abilities and skills, and thus its potential mental strength in current activities. Based on research, including her own, the author presents a proposal for the development of a child’s creative potential in the field of art based on the education of his visual perception.
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The article presents an ethnolinguistic didactic model of Ukrainian language communicative competence formation in students of elementary level in general secondary education institutions with instruction in the national minorities’ languages (Hungarian, Romanian, Polish, Slovak, Bulgarian, etc.). It singles out and substantiates the model’s structural components; determines the purpose and content of teaching Ukrainian language to bilingual students; outlines the key blocks of the model of Ukrainian language communicative competence; determines pedagogical conditions for the Ukrainian language communicative competence formation in elementary school students taught in the national minorities’ languages (adaptation and pedagogical support of elementary school students in the educational space of Ukraine; ensuring positive motivation of elementary school students to study the Ukrainian language; a developing communicative Ukrainian language environment for elementary school students; the involvement of elementary school students in active Ukrainian speaking activities); determines the levels of the Ukrainian language communicative competence formation in elementary school students taught in the national minorities’ languages (high, satisfactory, low).
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The study emphasizes the importance of developing teaching strategies and learning contexts that might create a proper frame for engaging students in interactive communicative activities in order to allow them to learn in a more effective way that part of the vocabulary which is the most difficult, meaning the expressions that have figurative charge. The main idea is that in any language some idioms, although constructed strictly related to the specific cultural space, can be understood and learned by reference to universally valid cultural values. Some cognitive mechanisms are activated the moment the non-native learners use operations with various semantic categories, such as synonymy, explanatory paraphrases based on homonymy and polysemy.
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Starting from the place of drama texts in the middle school curriculum and the challenges in their reception and comprehension, the author emphasizes that the curriculum model of personal development allows for the appreciation of theatrical language, which, due to its specificity, promotes personal growth and development. The article explores the connection between children's role-playing games and the origin of dramatic art, highlighting the importance of drama language/theatrical language and the concept of "theatricality" in the intellectual and personal development of students. From the perspective of "exceptional learning," the role of education is to provide diverse learning contexts and various activities, and improvisation exercises can be integrated as learning activities oriented towards personal development.
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Current research highlights the importance of art and its benefits in the holistic development of the individual in the educational process. The literature focuses mainly on the visual arts and music, while studies on dance, namely folk dance, and its contribution to the overall health of the individual are just beginning. The aim of the present study was to analyze the contribution of folk dance and its identity dimension in examining the holistic approach of the individual in the educational process. In particular, the contribution of folk dance during the school age represents the foundation of the development of the individual and his holistic approach. Folk dance is a practice of forming the cultural identity of individuals that allows them to self-identify, on the one hand, and redefine themselves on the other. Certain characteristics of mental resilience studied in relation to folk dance appear to contribute positively to children’s holistic psycho-emotional development, providing multiple benefits. Research has shown that folk dance works beneficially and holistically across all ages, genders, socio-cultural and socio-economic backgrounds. Thus, this article reports the conclusions of a study in the field of artistic-choreographic education highlights the identity dimension, the ends and goals of folk dance in the educational process.
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In Romania, the Roma community is one of the largest ethnic minority groups. Despite their numbers, Roma children face significant challenges in access to education. This disparity has long- term consequences not only for the Roma community but for Romanian society as a whole. Addressing the educational needs of Roma children is crucial for fostering an inclusive society that values diversity and provides equal opportunities for all its citizens. This article aims to explore the challenges and solutions regarding the education of Roma children, in order to provide an overview of the current situation and the steps needed to improve access to education for this community. International policies on the relationship between Roma children and education are relatively recent. They show the role and place of education in the development of society. It is a tool to shape the future.
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The private secondary school (Realgymnasium) in Skalat operated from 1911 to 1914, and had good financial backing and support from the local community. It filled an educational gap in a district that was poorly connected to other cities. In the gymnasium Jewish students dominated quantitatively over Roman Catholics and a small group of Greek Catholics. The collection of teaching resources was systematically increased and a number of educational activities were undertaken, a school orchestra was formed, a program of excursions was developed, and a scout troop was supported. The school’s existence was brought to an end by World War I and the difficult post-war situation. It exemplified the emancipation aspirations of students coming from a provincial town, especially of Jewish origin.
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Artificial intelligence technologies are constantly advancing and becoming more and more usable in various aspects of our lives. Their use in education has received considerable attention in recent years, with a growing number of educational institutions and organizations exploring the potential benefits of AI-based technologies. One of the latest phenomena is ChatGPT, a chatbot with a conversational AI interface developed by OpenAI. As one of the most advanced applications of artificial intelligence, ChatGPT has attracted much public attention worldwide. This article presents several potential advantages, limitations, challenges and ethical aspects related to the use of ChatGPT in educational settings.
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The work represents an attempt to take a step in the direction of building a connection between scientific developments in the field of instrumental phonetics and the teaching of Bulgarian as a foreign language. Technological studies point to problem areas of the pronunciation of the Bulgarian language by speakers of closely related languages such as Ukrainian. As an object of attention and corrective work, we noted some segmental deviations in the articulation of (е, ə, о, tʃ , t), slow pace of speech and articulation, fluency disorders, positional accent deviations and those in accent realization (indiscernible difference in the acoustic ques of stressed and unstressed units) and inconsistent reduction. We believe that audio and visual demonstrations have a place in teaching pronunciation in Bulgarian as a foreign language. A „translation“ of the specialized terminology of linguistics and illustrative materials are needed, which serve not only for illustration, but also as material for one‘s own production in comparison with that of native speakers.
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The aim of the article is to analyze Polish textbooks used in elementary (folk) schools in Galicia in the period 1774–1873. It mainly concerns trivial and main schools. The information base consists of archival sources, printed sources, diaries, and studies. The article shows the organizational structure of folk schools, the legal conditions for printing school textbooks, and the role of Austrian and Galician authorities in allowing them to be used. In addition, books for individual subjects and classes were collected and analyzed. The article indicates that, in schools, apart from German textbooks (constituting the vast majority), numerous books published in Polish were also used. This was especially the case in schools not subject to state authorities, i.e., in parish and commune schools.
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The National School Council, as a public educational institution, did much in the field of education. Despite a noticeable asceticism resulting from the policy of loyalism to the Austrian partitioner, in terms of upbringing, the values promoted by the Council were often continued as the basis of educational work in Polish secondary schools in the Second Republic. This is particularly true of the formation of students’ attitudes toward religious and national values, which dominated both the assumptions of national and state education. Thus, the members of the Council realized how important to the process of upbringing are the general moral values that young people are confronted with on a daily basis, and those which they will acquire. In addition, they recognize how considerable an educational effort will have to be made by teachers and parents for them to acquire these values in normal life. Despite often difficult, sometimes even critical, educational situations, numerous graduates of Galician high schools made a lasting mark in the social, political, and cultural life of the Second Republic.
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Two main political movements in interwar Poland were the National Democracy and the Sanation. Their representatives developed their own educational teleology, in which they ascribed an important role to the family, seeing it as the primary environment for child development. They endeavored to influence the educational functioning of the family, and, therefore, pursued projects to pedagogize the family, including the establishment of parent organizations that offered parents lectures, courses, and seminars, and published magazines on family issues. This text takes a closer look at the activities of a nationwide organization that sympathized with National Democracy – the Union of Parents’ Associations – which sought, among others, a strong fusion of family and school, to effectively carry out the educational tasks assigned to them. Using selected periodicals from the interwar period, the article also outlines the difficulties of family-school cooperation and their causes.
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