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The Roma people make one of the ethnic minorities recognized in Poland. In comparison in education which is based on continuation of their tradition, the Roma education aims at making the transmission of Polish culture more easy. In Poland in the years 2004-2013 the "Programme for the Roma communities". Its most important element was education which makes a sort of challenge. The teacher has to organize the learning process in order to overcome many obstacles. It is necessary to motivate the pupils to work, to integrate the class despite the existing cultural differences, including the initiating cooperation with parents. Gaining trust of the Roma milieu is one of the most important elements having influence on the success of the enterprise of education of children coming from those minorities. It is also important to diminish the social distance of Poles towards them and to getting rid of prejudice and fighting existing stereotypes.
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Higher education in Poland dates back to the beginnings of the Middle Ages. During the following centuries in large urban centers they were created other universities: University of Lubranski in Poznan (1519), University of Vilnius (1579), The Academy of Zamosc (1594), and University of Lviv (1661). The period of national slavery slowed the development of Polish culture and education, including higher education. The dynamic development of research and academic centers became possible only after Poland regained its independence in 1918. Previously existing universities were reactivated and new academic centers were systematically created. The legal basis for the organisation and functioning of higher education in Poland were set out in separate laws from 1920 and 1933 (amended in 1937). World War II suspended the activities of universities, and the policy of occupiers was focused on the extermination of the Polish intelligentsia and the destruction or theft of the achievements of the Polish nation in the fields of science, culture and education. Higher education conducted secret teaching, issuing diplomas and giving clandestine titles and degrees. New possibilities for the development of higher education in Poland occurred after the end of World War II, but in a different socio-political reality.
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New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learners activists and 2 adult educators. By applying Mezirow’s individual transformation and Freemen group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learners activists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identify ed. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.
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Sva ljudska bića rađaju se slobodna i jednaka u dostojanstvu i pravima – tako počinje prvi član „Opće deklaracije o ljudskim pravima”. To znači da svi mi od trenutka rođenja posjedujemo određena prava koja se nazivaju ljudskim pravima. Ljudska prava su zajamčena svakom čovjeku na temelju njegova postojanja kao čovjeka i ona su neotuđiva, što znači da ne mogu nikome biti oduzeta. Ona su u svim područjima osnova mirnog zajedničkog suživota: kako u međunarodnoj, tako i u nacionalnoj politici, u mjestu gdje stanujete ili u porodici. Ona se tiču svakog pojedinca i zagarantirana su svakome.
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The main goal of this study is to analyze the influence of the extracurricular offer on the attractiveness of the study location, analyzing four universities from Germany. This study aims to determine the involvement of students in extracurricular activities, their awareness, and to formulate recommendations for the University of Applied Sciences Worms. The research focuses on the sports activities offer. The study has been accomplished using the bibliographic study, the methodology of qualitative and quantitative research, using various secondary and primary sources. Using the survey method, data from 699 students from Germany, registered in the university year 2013/2014 were gathered. The collected data were analyzed through univariate and bivariate analysis. As a result of the study, specific gaps from each region are identified regarding the extracurricular offer of the analyzed universities and recommendations for the University of Applied Sciences Worms are formulated.
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Worldwide globalization processes influence the changes taking place in business, public administration. This process also affected the higher education system. As a result the appearance of a new process – Mobility – This is the free movement of people. An increasing number of foreign students choosing to study Lithuanian higher schools. Also, various mobility programs (e.g. Socrates programs - ERASMUS) encourage teachers to go to other countries to lecture, to gain experience. These changes are increasing the requirements for academic institutions and their staff. Achieving high-quality studies with students from other countries, it is necessary to find out the available teachers and improvement of intercultural competencies. That’s why the problematic questions are arising: Does the teachers have development of intercultural competencies? Does the institution is ready to accept students from other countries? Is teaching intercultural competences affected age of teacher’s, lecture for students from other countries? Purpose – analyze the theoretical aspects of intercultural competence and intercultural competence expression of a higher education institution. Tasks: To analyze the theoretical aspects of intercultural competence; finding out lecturers of higher education institutions held intercultural competencies. Research methods: analysis of scientific literature, systematization, data analysis using SPSS 17.1 program. Empirical – pilot study has shown that teachers have a number of development of intercultural competencies. The data shows that teachers are interested in other historical, political, demographic facts, traditions, etiquette, behavior norms, and other national education system, teaching things, the documentation governing the education and higher education. They are aware of the cultural differences of the other party, the other party tries to learn basic communication phrases, is able to conduct lectures in English, Russian, select appropriate subject content taught in the methods of working with students from other countries to take advantage of diversity of the audience, I can not only make, but keep in touch with representatives of other countries, are able to understand other people's attitudes Lithuania, Lithuanian respect. Teachers are tolerant of other cultures view the behavior, not stereotypes, attitudes of another culture representatives, working with students from other countries is able to empathize with the other situation, the sense of responsibility for their academic performance in working with students from other countries are sincere, friendly, goodnatured interaction with the other cultural background, and I understand another culture and language impact the learning process. The results of the research show that teachers underestimate their knowledge of other taboos and a favorite topic of conversation. Also, teachers do not agree with the statement that knowledge of cultural adaptation processes. Professors who lectured Erasmus students are more interested in other countries' educational system and the teaching methods and better assess their existing knowledge of English. Comparing of teachers age and acquired competencies found that older teachers tend to appreciate their willingness to teach classes in Russian than in English.
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Статията представя дискусията по време на Втория университетски симпозиум по социална педагогика на 1 декември 2016 г. Научният форум в чест на 25-годишнината от създаването на специалност „Социална педагогика“ в България и 20-годишнината от създаването на катедра „Социална педагогика и социално дело“ включва три тематични направления: „История на социалната педагогика“, „Теоретични проекции и сравнителни аспекти на социалната педагогика“ и „Социалната педагогика и социалната работа – съвременни подходи и актуални практики“.
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In 1844 Karl Mager used the term “social pedagogy” for the first time in one of his reviews; later the term becomes very different from its original understanding content and interpretations. For Mager “social pedagogy” is that pedagogy, which sets the framework of the moral education of the person who lives in a society developing on the basis of universal moral law and the principles of freedom and equality.
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The paper analyses, based on extensive research, problems of engagement of social workers in pedagogical and educational institutions of Serbia and Bosnia and Herzegovina. Social work in pedagogical and educational institutions is differently defined, but authors agree in defining it as separate area of social work – school based social work. In world, school based social work has a long history of development in all of its aspects. However, experience of Serbia and Bosnia and Herzegovina in introducing school based social work has been different. In difference of most of developed countries, in pedagogical and educational system of Southeast Europe, social work isn’t included according to established needs of pupils and their families. Motivation for research of school based social work in Serbia and Bosnia and Herzegovina is a knowledge that professional social work has been inexcusably neglected in general intention to improve pedagogical and especially social and preventive functions of education. In last two decades information of various deviations on early age have became increasingly evident, which demands engagement of adequate pedagogical and educational professions, amongst which social work is one of most important in prevention, counseling and social action aspects Various authors of this issue from Serbia and Bosnia and Herzegovina highlight that need for professional based social work in schools and pre-school education is a great and complex and require larger and better social action. This is because of various social problems of children and pupils, that have developed in recent years. However, social care for pupils problems isn’t planned and continuous, but is dealth “from case to case”. This is in contrast with a goal of school based social work, which is prevention of social problems as well as efficient care in alleviating negative effects once problems arise. In our 2013 research in schools in Republic of Srpska (entity of Bosnia and Herzegovina) various social deviations are present in all their degrees (from mild to severe). In pre-school (kindergarten) education in Serbia, partially are present poverty of children, discrimination of poor children, discrimination of children from marginalized groups, disrespect of children rights and neglect of children. Subject of presented research is analysis of current legislation in this area, as well as a presentation of actual problems and needs of professional social work in preschool, primary and secondary educational institutions.
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Two potent mathematical and statistical methods of response surface methodology (RSM) and genetic algorithm (GA) based on artificial neural network (ANN) were employed for prediction and optimization of three-constituent synthetic engine oil. Polyalpha olephin-4 (PAO4) Hitec 5780 (HI 5780), and Hitec 11100 (HI 11100) were used as base oil and the additives of the engine oil, respectively. The models were applied for the percentage of oil constituents and viscosity at 40 ˚C (Vis at 40 ˚C), viscosity at 100 ˚C (Vis at 100 ˚C), Viscosity index (VI), flash point (FP) and Noack of the finished oil. The range of the viscosity at 40 ºC and 100 ºC were selected according to ISO viscosity grade for engine oil. The optimization includes maximization of FP and VI and minimization of Noack. The obtained results showed that ANN has higher potential and capability and more accuracy for prediction and optimization of the process.
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The paper is dedecated to the International Linguistics Olympiad in 2016. What are presented are the results of the Bulgarian participants, some of the tasks and their solutions.
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Thermodynamically, bosons and fermions differ by their statistics only. A general entropy functional is proposed by superposition of entropic terms, typical for different quantum gases. The statistical properties of the corresponding Janus particles are derived by variation of the weight of the boson/fermion fraction. It is shown that di-bosons and anti-fermions separate in gas and liquid phases, while three-phase equilibrium appears for poly-boson/fermion Janus particles.
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The article shows, on the example of discussion about the lowering of the school age, how it can be analysed by means of communication mechanisms distinctive of the social representation theory (anchoring, objectification) and the procedure of media discourse research in what way the media and citizens create social representations concerning socio-political problems, including educational problems. Social representations as a key tool describing the reality give meanings within the frame of the perceived world and join the private and the public reality. The knowledge encompassed in the representations clarifies the reality. The author’s own analysis included press materials published in the on-line versions of Rzeczpospolita, Gazeta Wyborcza and the web page Interia in years 2013–2014.
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The subject of the article is to present an outline of the reception of Julian Tuwim’s works in the last decade. “The Prince of Poets” of the interwar period, well known in the post-war era, is less and less known today. Post-war generations of poets made no particular references to Tuwim and his poetry, and even though many critical works are being published about him, Tuwim’s works do not engage critics who would be able to reconnect his writing with the contemporary world. Tuwim is disappearing from school literary curricula, contemporary readers remember only his children’s poems and one can doubt whether this situation can be changed by an extensive, multifaceted work by Piotr Matywiecki Twarz Tuwima (Tuwim’s face), the comprehensive and readable biography of the poet. It is an important book which tackles a number of vital questions concerning for instance the tragic alienation of the Polish Jew who lived between two cultures and wanted to be excluded from neither.
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Making use of folk traditions in education contributes to one’s vocabulary and passes the traditions on to new generations. Therefore folk songs have an important function. In this article we examined Ministry of National Education’s textbooks which are set to be used from 5th grade to 8th grade in 2015-2016 school years. The folk song Çanakkale Türküsü under the title oral tradition placed in the textbooks for 7thgrades published by Meram publication hause are examined as examples. In addition to this we surveyed a bunch of activities that Çanakkale Türküsü involved with. And also some representative activities based on the folk poem “Koşma” and a folk song called “Demirci Mehmet Efe” are prepared in the direction of the goals made in Turkish Language Education Program. Furthermore we traced Turkish cultural values in these folk songs. As a result it is suggested in the article that folk songs can be utilized in order to accomplish the goals made in Turkish language education programs and can be utilized to pass the cultural values on to new generations.
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У раду се разматрају неке од последица повратка цркве у јавну сферу: њеног растућег ауторитета, улоге у обликовању националног идентитета и утицаја на свеукупна друштвена и политичка збивања у данашњој Србији. У вези са тим указује се на ефекте које широка друштвена промоција религије/православља, посебно увођење веронауке у државне школе, има на формирање свести и опредељења нових генерација младих.
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This paper examines the strike of the pupils of the Royal High School (Kraljevska Velika Gimnazija) in Osijek in 1912 based on archival sources and contemporary press articles. It analyses the reasons behind the strike, describes its course and the consequences for its participants as well as public opinion about it, and then draws certain conclusions. The mentioned strike is placed in the historical context of the events in Croatia, first of all the crisis that erupted after Slavko Cuvaj was appointed as ban (viceroy) of Croatia and dissolved the Croatian Parliament, which triggered a protest among the students at the University of Zagreb. After a clash between the students and the police, the youth of Sarajevo joined the protests out of solidarity. One of the youths, Salih Šahinagić, was wounded, but a rumour circulated that he had died, which turned out untrue, but not before it caused a reaction among high school pupils throughout Croatia, including in Osijek. The Royal High School is used as an example of what the pupils’ strike of 1912 looked like on the local level. First, on 24 February 1912, the pupils of Osijek, having heard of Šahinagić’s wounding, held demonstrations that consisted of moving through the city in procession, singing patriotic songs, and chanting anti-Hungarian paroles. A few days later, when news came that their colleague from Sarajevo had died, the pupils of Osijek decided not to go to school, and went on strike on 28 February 1912. They once again walked through the city, sang patriotic songs, and chanted anti-Hungarian paroles, but this time there was also a mi-nor clash with the City Police Forces. The strike ended the very next day. In March, the strike of high school youths spread from Sušak, through Zagreb, and into other parts of Croatia, since there were fears that the pupils who participated in previous demonstrations would be expelled from their schools. There is little data regarding this strike in Osijek, but it is likely that it lasted only one day, after which the pupils agreed at an assembly that they’d return to school. The public supported the pupils during the strike. The only pupil who was seriously punished for participating in the strike was Mato Mijatović, who was expelled from school. The other pupils were severely reprimanded. The pupils’ strike showed that the new generation of youths was ready to fight for their beliefs, and that the process of their radicalisation was continuing. It would culminate with the assassination of Franz Ferdinand.
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