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The article proposes an analysis of the readiness level of universities for using the predictions available through systems of learning analytics, in order to ensure the academic success of students, especially for those at risk of dropout.The proposed approach aims to highlight the need for connections to be established between the determinant factors of the success of the studies, as it turns out from the categories of already collected data through Learning Management Systems, versus information derived from recent studies conducted by using the students' perspective. They show fewer links with measures based on meritocracy or employment prospects in the labour market, than with qualitative indicators connected with the development of the skills that students consider relevant, in particular, the orientation towards embodied and emotional success, the formation of critical and reflective thinking that conditions the satisfaction of completing the studies seen as a "continuous challenge", especially to make authentic choices for the professional future. Based on an improved inventory of indicators, including qualitative ones, which also value students’ opinions, data collection through early warning systems can be significantly improved so that intervention strategies can be configured to support students in situations "of risk".Beginning with this premise, we conclude by highlighting some challenges for the management of human resources necessary for the implementation of the predictions of learning analytics in universities, in order to increase the retention rate of students, devoting special attention to stimulating teachers’ metacognitions in order to identify the areas of intervention at the level of the didactic activities.
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After a long holiday rest, on October 2, 2017, it was time to return to the school bench. The beginning of the academic year is a good time to meet educators, agree and revise individual classes, read and learn about new ministerial guidelines, as well as beloved syllabuses. It is also a time to welcome new students who have entered the structures of the Intercollegiate Institute of Church Music for the first time.
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W dniach 17–22 listopada 2017 roku odbyły się XIII Dni Muzyki Kościelnej Archidiecezji Krakowskiej. Honorowym patronem dorocznego festiwalu był metropolita krakowski arcybiskup Marek Jędraszewski, zaś wśród organizatorów znaleźli się: Archidiecezjalna Komisja Muzyki Kościelnej w Krakowie, Międzyuczelniany Instytut Muzyki Kościelnej w Krakowie, Akademia Muzyczna w Krakowie, Uniwersytet Papieski Jana Pawła II w Krakowie, Archidiecezjalna Szkoła Muzyczna I i II stopnia w Krakowie, Państwowa Ogólnokształcąca Szkoła Muzyczna II stopnia w Krakowie, Centrum Edukacji Artystycznej oraz parafia Najświętszego Salwatora w Krakowie, parafia Matki Bożej Ostrobramskiej w Krakowie i parafia Świętego Jan Chrzciciela w Krakowie.
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Entrepreneurship has been a functioning term in academic literature for a long time, however, the research and discussions concerning its importance among the youth take more place in modern science. In economics, this term denotes a tendency to take new risks or seek and realize unconventional projects. The direct approach is to start and run one’s own business. A one-person business activity is the dominant form of an idea realization about the entrepreneurship on a small range. From the moment the annex I to an ordinance 364/2004 came to life, the micro-enterprise stands out as the most common when it comes to the size of one-person business activities. The article concentrates on the measurement and analysis of the level of businesses among students of Lublin universities, related mainly to the desire and initiative of starting-up and running one’s own business. The aim of the article is to increase the level of perception of the knowledge about the youth’s entrepreneurial attitude, especially those possessing extended economic and financial knowledge. The research was possible thanks to a survey covering the representative sample of the population of students of economics, management, and finance at Lublin universities. The choice of this sample was random and focused on different majors. The results and conclusions were collected according to the majors, age, gender, and previous experience of the responders.
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Within the concept of professional development of the personality, psychological regularities and conditions for personal and professional development of students and teachers in higher education have been studied. The concept determine a special level of interaction between students and teachers, in which the process of unified development of the internal content of the subjects unfolds: their integral personal characteristics and self-awareness. For the first time in our longitudinal research, an attempt was made to introduce the technology of professional development of the personality into the practice of professional teachers’ training, directed within the framework of a unified system for simultaneous, continuous personal and professional development of students and teachers as the main subjects of the educational space and as its co-subjects. Technology stages were correlated with the students’ higher education courses and modified for age and specialty peculiarities of the participants. Subjects of the educational space (teacher-student) are considered in unity as a special self-developing community called a poly-subject. It is singled out and experimentally proved that this community possesses the quality of subjectivity, the ability to develop and display integral personal characteristics (directivity, competence, flexibility) most effectively, to build internal and external group subject-subject relations, to work successfully under difficult conditions of socio-cultural transformations, and to predict the construction of a professional space for those student who are taught to become teachers.
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The ongoing technological expansion implies a number of changes in the area of modern school, thus influencing the didactic aspects of the teacher’s role in the educational process. The information and communication technologies commonly established have placed the teacher in need to acquire suitable competences in the field of their use and the ability to use them properly in the education process, thus creating a modification of the message content. Although the introduction of digital technologies to teaching has become undeniable, the opinion of students of the teaching specialization at the Jan Kochanowski University in Kielce and the University of Rzeszów seems to be interesting: Do they think that the contemporary teacher is still ahead of choice or already has the necessity of using modern technologies in their work, and to what extent? Obtaining the answer to this question was the goal of the research. The research analysis showed that, according to students, digital technologies should be used by teachers to a large extent but traditional teaching methods cannot be completely replaced by them, they should be used in parallel with them.
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The article is devoted to a brief biography, scientific achievements and views of Meir Korzennik, a writer, publicist and Ph.D. laureate of the Jagiellonian University, as well as a teacher and tutor of Jewish youth. The study describes his doctoral thesis on the reception of Montesquieu in Poland, and addresses the legal category of orphan works.
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The hierarchical Priesthood is a subject of research of the humanities, including the sociology of religion. The hierarchical Priesthood is also a matter of interest for average people, especially for those who believe deeply in God and are religious. In this article I reveal the approach, the attitudes and the critical assessments of Polish youth towards the Priesthood and priests. The population involved in the research are students of selected general and profiled high schools in Kalisz (456) and students of the College of Communication and Management in Poznań from four majors: sociology, pedagogy, IT and management (426). My research was performed twice in 2011, in order to discover the way and scope of secondary school and college students’ attitudes towards the institution of Priesthood and priests in Poland. In the time between those two rounds of research, in Poland there had been some major socio-political and economic changes that affected the position and role of the Catholic Church in the Polish state and its appreciation in the Polish nation. The question is whether those changes affected the attitudes and critical estimates of Polish youth towards the Priesthood and parish priest. This question shall be answered in my article. Generally, the examined group of secondary school students in Kalisz and college students in Poznan have demonstrated positive attitudes towards the Priesthood and the priests are perceived as a factor helping people fulfill their religious and moral duties. This help is provided by priests in various ecclesial environments. In the opinion of these respondents, the hierarchical priesthood is in particular a religious vocation, and at the same time a special work (occupation) that requires from the priests dedication, courage, empathy and faith in God. Students more often add that these priesthood qualities should be demonstrated by candidates for priests. No doubt, young Poles know that some of the priests do not match those requirements and reached Priesthood in an unfair way without a religious vocation. The examined secondary and college students in 78% of cases do not agree with the institution of obligatory celibacy, calling it into question as unfounded and unrealistic. They are convinced that priests should have their own wives and families, just like in other Christian Churches, and at the same time serve people with their religious competence in the Church.
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Research background: The study was conducted and based on the project The assessment of mental condition, financed by the Ministry of Health as part of the National Health Program for 2016–2020 (operational objective 3: Prevention of mental health problems and improvement of mental well-being of society). The article focuses on a group of teachers and university lecturers from eight voivodeships selected for the study, whereas burnout was selected from the areas of mental disorders. Purpose: The main objective of the study was to identify the regularities in the relationship between the level of professional burnout and selected demographic characteristics in the group of teachers and university lecturers. Additionally, the spatial diversity of the percentage of respondents diagnosed with occupational burnout was examined. Research methodology: Two methods from the multi-dimensional statistical analysis were used: a classification tree analysis, and a correspondence analysis. Results: The methods used allowed to classify the studied professional group in terms of the degree of occupational burnout. The results obtained using both the classification trees and multidimensional correspondence analysis allowed the identification of similar regularities regarding the impact of demographic variables on the level of occupational burnout. Novelty: The application of multidimensional statistical analysis methods to study mental health based on individual, unique data from eight Polish voivodeships.
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The studies were focused on the intellectual development of Polish students participating in the Erasmus Programme. The basic theoretical context of the research was the theory of reflective judgment by Patricia King and Karen Strohm Kitchener. Pre-reflective, quasi-reflexive or reflective judgment may be triggered in the face of the challenge of dealing with a problem that has no unambiguous solution. The main research question concerned the level of reflective judgment of students participating in the foreign student exchange program. In addition, several other factors related to the family (eg parents’ education) and education of the respondents (eg level of studies) were taken into account. Sixty people participated in the study. The basis for the diagnosis of the level of reflective judgment was the data collected with the help of a standardized interview of reflective judgment. The results of the research clearly indicated a high level of reflexive judgment of the Erasmus Programme participants. The results of studies are in line with the basic assumptions and objectives of international student exchanges, i.e. raising the level of education and strengthening the intellectual potential of the beneficiaries of these programmes.
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The purpose of this exploratory analysis was to capture students’ generic tendencies in the organization of original research term papers written by graduate within the same linguistic, cultural, and disciplinary territory. A model proposed by Sheldon (2011) was benchmarked against a corpus of 60 English research term paper introductions to identify the saliency of move schemes along with step and sub-step realizations. At step-level analysis, the proportion of the various steps within Move 2 (indicating a gap, adding to what is known, and presenting positive justification) exhibited a pervasive lack of rhetorical tendency that contradicted the previous genre-based findings. Such an exploration, offers implications for English for research publication purposes instruction and academic literacies based on academic conventions and norms.
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Learner corpus research continues to provide evidence of how formulaic language is (mis)used by learners of English as a foreign language (EFL). This paper deals with less investigated multi-word units in EFL contexts, namely, phrase-frames (Fletcher 2002–2007), i.e. sets of n-grams identical except for one word (it is * to, in the * of). The study compares Lithuanian and Polish learner writing in English in terms of phrase-frames and contrasts them with native speakers. The analysis shows that certain differences between Lithuanian and Polish learners result from transfer from their native languages, yet both groups of learners share many common features. Most importantly, the phrase-frame approach highlights structural peculiarities of learner writing which are otherwise difficult to capture.
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The present research is aimed at examining the relative importance of the competing motivators of the sequencing of reason clauses in a corpus of research articles of applied linguistics. All the finite reason clauses accompanied by their main clauses in this corpus were collected. Random forest of conditional inference trees is the statistical modelling in this study. The findings showed that sentence-final reason clauses outnumber sentenceinitial ones. Moreover, subordinator choice and bridging, which are discourse-pragmatic constraints on clause positioning, emerged as the two more powerful predictors of the ordering of reason clauses in this corpus. Furthermore, the complexity of the clause turned out to be a stronger processing-related predictor than the length of the clause.
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Doctor Honoris Causa is an academic degree awarded to someone who has contributed in a special way to a specific field or to society, or Church in general. In the years 2015 to 2018 The Pontifical University of John Paul II has conferred the degree of Doctor Honoris Causa on Professor Elie Wiesel – 30 June 2015, The Pope Benedict XVI – 3 July 2015, Archbishop Celestino Migliore – 16 October 2015, Rev. Professor Michał Heller – 22 June 2016, Cardinal Professor Gerhard Ludwig Müller – 16 October 2017, Professor Rémi Brague – 11 January 2018. This article presents all these persons acclaimed by UPJPII their efforts to promote the peaceful resolution of conflict throughout the world by promoting interfaith dialogue, understanding, incisive intelligence and their significant contribution to the Church.
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The article deals with the problem of the influence of the innovative educational environment of the university on the development of digital STEM competences in the process of training teachers of the new formation. It is determined that the innovative educational environment of the university consists of organisational, educational, methodological, and technological and information resources, the purpose of which is to create conditions for the development of digital STEM competences of teachers. The main aspects of introduction and development of STEM education in different countries of the world are analysed. Particular attention is paid to the functioning of the STEM Centre, which is the basis of the innovative educational environment of the pedagogical university. The practical experience in introduction of STEM education at Ternopil Volodymyr Hnatiuk National Pedagogical University is summarised. The peculiarities of the influence of the innovative educational environment of the university on the development of digital STEM competences are explored.
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Despite the growing empirical interest in academic procrastination in the distance learning, there are only limited studies on the determinants of this phenomenon in the blended learning programmes. The present study investigates the relationships between general self-efficacy, two types of procrastination (active and passive procrastination), and the behavioural tendency to postpone learning activities in a blended learning university course using Moodle platform. Results indicate that passive procrastination is strongly positively associated with procrastination in blended learning, while perceived self-efficacy and active procrastination are unrelated to the self-reported task delays during the blended learning course. In addition, the negative link between the reported number of previous completed blended-learning courses and procrastination in blended learning is observed. Practical and theoretical implications of these findings for a blended learning environment are discussed.
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This paper gives a clear view of the historical development of church schools, faculties of theology, and religious education in the territory of the present Czech Republic and the Slovak Republic. The comparison of developments in both countries makes it possible to see far more clearly not only the present situation, but also the historical tradition in these three areas, where there have been alternate periods of divergent development and the same development in these lands. This makes it possible to see not only the present in a brighter light, but also the tendency of future development, especially reflected strongly in the relationship between religious teaching in schools and catechesis.
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Moje pierwsze kontakty naukowe z profesor Lidią Białoń w WSM i w ogóle nie należały do miłych. Mieliśmy do siebie nawzajem pretensje nie znając się osobiście. Był to czas tuż po moim przyjściu do WSM. Nie trwało to jednak długo. Pogodziła nas sesja naukowa (konferencja) zorganizowana przez naszą Uczelnię w Zakopanem. Powiedzieliśmy sobie wtedy „po męsku” o co komu chodzi i przyznaliśmy się oboje do winy. To był jednocześnie początek pewnej fraternizacji.
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Pierwsze moje spotkanie z Panią profesor Lidią Białoń odbyło się w roku 1998 na terenie Wyższej Szkoły Menedżerskiej w Warszawie. Rozmawialiśmy o możliwościach zatrudnienia w Katedrze Marketingu i Przedsiębiorczości. Podczas rozmowy odniosłem wrażenie, że jest osobą niezwykłą o wysokiej kulturze osobistej. W ciągu dwudziestu lat współpracy podziwiałem Panią profesor za rozległą wiedzę, umiejętności i kompetencje nauczyciela akademickiego. Z Jej inspiracji naukowych powstało wiele opracowań szczegółowych mających uznanie w kręgach naukowych w kraju i za granicą. Niektóre opracowania znalazły się w Bibliotece Kongresu Stanów Zjednoczonych AP i Bibliotece Uniwersytetu Indiana w Stanach Zjednoczonych oraz w Narodowej Bibliotece Francji w Paryżu, a także w Bibliotece Historycznej w Moskwie.
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