Wyniki wyszukiwania - BazTech

1

Inżynieria przedsięwzięć budowlanych – nauka, kształcenie, współpraca

Sobotka Anna

Przegląd Budowlany

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2021

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R. 92, nr 7-8

37--44

PL

Artykuł zawiera informacje na temat inżynierii przedsięwzięć budowlanych jako jednej ze specjalizacji dyscypliny naukowej inżynieria lądowa i transport oraz jako specjalności na kierunku kształcenia budownictwo. Przedstawia zwięzłą charakterystykę rozwoju tej wiedzy, naukowców tworzących jej podstawy teoretyczne oraz wieloletnią współpracę środowiska akademickiego wydziałów budownictwa w zakresie tej tematyki.

EN

The article provides information on construction project engineering as one of the specialisations of the scientific discipline of civil and transport engineering and as a specialisation in the field of construction studies. It briefly describes the development of this knowledge, the scientists creating its theoretical foundations, and the long-standing cooperation of the academic community of construction faculties in this field.

2

Kształcenie akademickie w zakresie automatyki i informatyki na kierunku inżynieria środowiska

Urbaniak Andrzej, Sroczan Eugeniusz M.

Gaz, Woda i Technika Sanitarna

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2020

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Nr 11

21--28

PL

W artykule przedstawiono realizację wybranego fragmentu programu kształcenia na kierunkach inżynierii środowiska obejmującego zakres inżynierii elektrycznej, automatyki i informatyki. Uwzględniono nową klasyfikację dyscyplin oraz różne koncepcje kształcenia w zakresie przedmiotów kierunkowych i niekierunkowych. Wskazano na niezbędne treści z zakresu elektrotechniki, elektroniki oraz automatyki i informatyki, które powinny się znaleźć w nowoczesnym kształceniu akademickim. Wskazano również na znaczenia specjalizowanych materiałów dydaktycznych ukierunkowanych dla studentów kierunku inżynieria środowiska. Zaprezentowane konkluzje oparto na ponad 20-letnim doświadczeniu z realizacji kształcenia w Politechnice Poznańskiej o profilu ogólno akademickim oraz w PWSZ w Gnieźnie o profilu praktycznym.

EN

In this paper, the implementation of a selected part of the education program in the fields of environmental engineering covering the scope of electrical engineering, automation and information technology, is presented. A new classification of scientific disciplines and various educational concepts in the field of directional and non-directional subjects were taken into account. It was indicated which contents in the field of electrical engineering, electronics, automation and information technology should be included in modern academic education. The importance of specialized didactic support materials dedicated for environmental engineering students was also indicated. The presented conclusions are based on over 20 years of experience in the implementation of general academic education at the Poznan University of Technology and a practical profile of studies at the Hipolit Cegielski State University of Applied Sciences in Gniezno.

3

Legal and organizational aspects of Polish landscape architecture in the years 1998-2017

Sobota M., Drabiński A.

Architektura Krajobrazu

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2017

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nr 4

32--53

EN

The authors of this article analyzed selected aspects of Polish landscape architecture in the last twenty years, especially considering changes in Polish legislation and their impact on the implementation of European Landscape Convention into the national legal order. What is more authors present many legal definitions which are included in generally applicable provisions and put into practice by a landscape architect. Legal aspects of practicing this kind of profession are also mentioned in the following article. The authors, within the organizational aspects of landscape architecture, review nationwide, non-governmental organisations, whose aim - among other ones - is promotion and development of landscape architecture as a field of science and also as a profession.

PL

Autorzy dokonali analizy wybranych uwarunkowań polskiej architektury krajobrazu w ostatnim dwudziestoleciu. Szczególny nacisk położony został na zmiany w polskim ustawodawstwie, gdzie autorzy ukazują m.in., w jaki sposób ustawodawca, dokonując zmian w przepisach, wprowadza postanowienia Europejskiej Konwencji Krajobrazowej do krajowego porządku prawnego. Ponadto autorzy przytaczają liczne legalne definicje pojęć znajdujące się w aktach prawa powszechnie obowiązujących, wykorzystywane w praktyce przez architekta krajobrazu. W artykule wskazano również prawne uwarunkowania wykonywania zawodu architekta krajobrazu. Autorzy w ramach uwarunkowań organizacyjnych architektury krajobrazu dokonali przeglądu ogólnopolskich organizacji pozarządowych, których celami są promowanie i rozwój architektury krajobrazu jako dyscypliny naukowej i zawodowej.

4

Modern methods of teaching engineers studying environmentally friendly composites

Kuciel S., Kuźniar P.

Czasopismo Techniczne. Mechanika

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2015

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Y. 112, iss. 4-M

81--92

EN

This paper explains why and how to teach engineering students studying structural materials obtained from renewable sources. It describes modern approaches in the education of materials science including focussing on design strategies, sustainability and the use of modern educational tools.

PL

W artykule wyjaśniono w jakim celu i jak uczyć przyszłych inżynierów o konstrukcyjnych materiałach pozyskiwanych z odnawialnych surowców. Opisano nowoczesne podejście do nauki o materiałach, uwzględniając proces projektowania i zrównoważony rozwój oraz korzystanie z nowoczesnych narzędzi edukacyjnych.

5

Jakość dostrzegania problemów i zadań poznawczych - istotny czynnik wychowania do twórczości. T3/ZOOM techniką wspomagania rozwoju myślenia twórczego uczących się

Olczak M.

Zeszyty Naukowe. Rozprawy Naukowe / Politechnika Łódzka

|

2013

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Z. 470

1--511

EN

The ability to perceive a problem is hard to overestimate since it is crucial in order to obtain outstanding creative achievements, particularly in the area of scientific and discovery research. Some western heuristic systems do not even mention solving problems any more, but they deal with taking chances. Running a business may be (so far!) smooth and devoid of problems. However, if one perceives the existing possibilities of a new activity, they can avoid problems in the future and get ahead of the competition. Admittedly, new problems arise this way, but not as a result of ineptness but by a creative perception of what could be done. T3/ZOOM is a technique of perceiving problems and cognitive tasks. It consists in searching a problem/task in a given situation through “penetrating” it. „Penetrating” may go in two directions: • „penetrating” through zooming in, narrowing the field of perception, reaching the detail, what is called in this technique „a magnifying glass”, • and „penetrating” through zooming out, searching a broader context, called in this technique „a wide-angle lens”. Each direction of penetration has three insights, called respectively: • what is seen “at a single glance”; • what is less visible; • what cannot be seen, but definitely exists. According to the definition by W. Dobrołowicz, the technique is an operational mechanism steering the individual mind activities. In T3/ZOOM the operational mechanism is a penetration of a situation through zooming in and zooming out as well as a suggestion to perform that penetration in three stages, through consecutive insights. According to this approach T3/ZOOM is a technique. Assigning (perhaps exceedingly) rules, which construct heuristic methods, one may also confirm the legitimacy to call T3/ZOOM an heuristic technique. The first rule refers to the fact, that while designing the method one needs broad experience in solving tasks as well as the understanding of the methods of solving them. The author possesses theoretical and practical experience within the methods and techniques of solving tasks. The second rule governing the process of constructing the method points out the need to clearly define the direction of component measures. This requirement is presented in T3/ZOOM technique as a penetration of a situation in two directions („magnifying glass”, wide-angle lens”). Another rule building up the heuristic method is the necessity to sort out component measures. In T3/ZOOM this rule is expressed in organizing the directions of penetration of situations through the description of their insights (“what is seen at a single glance”, “what is less visible”, ”what cannot be seen, but definitely exists”). The last rule, which should be taken into consideration while constructing the heuristic method is: a – to describe the method according to its origins; b – to explain notions constructing the method; c – to formulate directives, i.e. general recommendations referring to the desired attitudes of the solving person or to formulate the recommendations of the valuation rule; d – to describe its stages and overall structure; e – to formulate hints and exercises, which might be useful for the solving person; f – to describe the applicability of the method and conditions of its efficiency; g – to mention at least one example of using the method as an empirical proof of its effectiveness. Referring to the requirement to describe the origins of the method (a), and in this case the technique, the prototype of T3/ZOOM was a training of creation exercise, which is my authorship, and its stage: perceiving. Notions (b) used to describe the T3/ZOOM technique are clearly defined. Penetrating is an act of active observation of the situation, consisting in either missing out the detail of a given situation or in presenting this situation in a “global” context. The directives (c), which are referred to when using the T3/ZOOM technique are typical, and obvious at the same time for a creative thinking. They definitely comprise: the main directive – think divergently, i.e. differently, seek for any possible approaches towards the situation, seek for multiple references of the discussed situation, do not limit your possibilities of a creative insight into the situation as well as further directives – do not judge the point of view of the situation beforehand, do not criticize your insights into the situation. T3/ZOOM technique (d) is marked by two directions of the penetration of a situation: the former expressed by an observation narrowing the field of perception of a situation, the latter – heading in an opposite direction – i.e. the broadening of a field of perception. Moreover each direction of penetration has three “stages”. Thanks to them a conscious thought analysis takes place, a directed, clearly defined path of a thought course. An original exercise (e) preparing to an effective usage of T3/ZOOM technique is a task described below, and it belongs to the training of creativity and its stage: perceiving. The original contents of the exercise recommended looking at certain „objects” through an imagined microscope. This exercise might also undergo certain modifications. The first one could refer to a change or multiplying of „objects” meant to be observed through a microscope. The second modification could take into consideration three “stages” used in T3/ZOOM technique, i.e. to impose on the person solving the exercise the need to perform three consecutive insights into the “object”. The third transformation within the contents of the exercise might be connected with the request to capture the „object” in the wide context, i.e. – apparently – to zoom out the microscope lenses (to increase the distance between the lenses and the object) and in the narrowed context, i.e. – apparently – to zoom in the lenses into the “object” (to decrease the distance between the lenses and the object). T3/ZOOM technique is recommended (f) for a creative solving of a problem defined as perceiving a problem. It is perceived as efficient if a person solving a problem finds six problems/cognitive tasks in a certain situation. However, more problems/cognitive tasks may be found. If the technique is used by a group of people, the number of perceived problems and cognitive tasks increases. The efficiency of the T3/ZOOM technique – the technique of perceiving problems and cognitive tasks – is confirmed by its usage in academic education. This technique has been used in searching the topic of the project in the projects method as well as in finding the cognitive task, which was the main theme of a BA thesis. The projects method is characterized by different phases of the project realization. I have adopted three-phase scheme of the projects method, i.e.: • the project preparation, • the project realization, • the project evaluation. This apparently simple and obvious scheme of performing the project tasks has an advantage to describe in detail the typical activities of a teacher and students in each phase. The students activities in the project preparation phase include: • consideration of the existing good practice examples, • team building for the project realization, • choice of the topic, • gathering of preliminary information, • preparation of the project description (summary), • identification of sources of advice and assistance, • elaboration of the detailed plan of activity (timetable). T3/ZOOM technique has been used to “choose the project topic”. “The choice of the project topic” to realize the project by means of the projects method was performed in two phases. In the first phase students, taking into account their interests – defined the area of consideration and commenced to perceive problems within that area by means of T3/ZOOM technique. They received an “instruction” about the technique itself, the method of usage as well as information that there is a possibility to broaden the problem search by multiplying the perception of problems in each ”insight”. The first phase of “the choice of the project topic” was concluded by the choice of one problem out of many of those perceived by the students. The second phase of “the choice of the project topic” to realize the project by means of the projects method included negotiations. Each student selected one “individual” problem, which they meant to develop in the project. Thus the project group, which comprised five to six students, included five to six selected problems. Then those groups – through discussions – had to choose one problem to realize which would be accepted by all group members. The choice of the problem to realize by means of the projects method has been done on the basis of: • the interest in the problem expressed by all group members, • the value and social significance of the problem, • the unique approach to the problem or • the typical character of a problem, which means perceiving the same problem by several persons in the group. T3/ZOOM technique has also contributed to the perception of the main theme of the BA thesis. By means of this technique students discovered the multiplicity of cognitive tasks; and among them they pointed out those which they found new or valuable; one by one – they chose one cognitive task which could become the main theme or at least the beginning of the BA thesis. The promoters, by accepting the cognitive task chosen by a student, allowed students to develop the task in the thesis, recognizing its accuracy and cognitive value. However, it’s worth emphasizing that only a limited number of cognitive tasks were developed in the BA theses. The author finds the reason for this in the „stiff” academic education system. Despite numerous needs expressed by the scientific and economic environments, the higher education institutions do not develop elite, but they limit the individual students’ creativity, and thus they waste their talents. To prove this, let us look at the method of formulating topics of the diploma theses – the promoters present to the students a list of already formulated topics and the students are supposed to pick one topic and develop the diploma thesis. Students do not have any possibility to create the topic of their own theses, which means they cannot find the topic through the creative perception of cognitive tasks. The starting point for the research in T3/ZOOM issues as a technique of perceiving problems and cognitive tasks is the certainty of theoreticians and practitioners of education that it is necessary to introduce heuristic knowledge into education of children and youth. Z. Pietrasiński, claiming that the upbringing into the creative life style is the superior aim of shaping attitudes and creative skills, pointed out the need for the intensive training of heuristic skills. Within this training, he put great emphasis on teaching heuristic methods. The author claims that the conscious and planned learning of heuristic methods accelerates the development of creative skills among the talented youth, and it allows average and less talented youth to obtain better results in this area. „The knowledge about operations”, the knowledge „I know that” according to J. Kozielecki is not possible without teaching productive methods. The student, using these methods, makes a creative (or expansive) transgression, i.e. they cross their own material, social, symbolic borders which allows them to develop their particular areas of personality: cognitive, instrumental, motivational, emotional. A. Góralski defines heuristic as “the knowledge about the methods of preparation, fulfilment and evaluation of creative achievements, as well as the knowledge and skills of acquiring and transferring this kind of knowledge and skills”. Heuristic is the methodology of creation – each creation, cognitive as well as artistic, practical and the one realized in education. Heuristic treats creation as craftsmanship. The author notices that there are masters in this area, there is tradition, corporate governance, there are professional know-how, rules and patterns which may be described and which should be taught. Heuristic strives to discover the rules which govern the creation and to present them in patterns of creation, i.e. systems of conduct promoting the fulfilment of creative achievements. According to the author practice makes the basis of the concept of elite education and training of talents in the school of masters. It is worth to know how to use methods which help to consciously inspire and stimulate the creation of ideas. However, J. Łaszczyk claims that it is insufficient to know the directives and heuristic methods, the range of their usage and their efficiency. It seems essential to acquire skills and ease in using them – this means the necessity of practical exercises. E. Nęcka based the concept of “teaching the creation” on carrying out lessons during which pupils and students learn the principles of creative thinking as well as basic techniques of problem solving, and the methods of breaking the barriers hindering the creation of new and valuable ideas. The creative thinking activated, among others, by using the methods and techniques of creative problem solving is as important as other school subjects. The best example is the educational programme „Order and adventure. Lessons of creativity” by K.J. Szmidt. With the view that school – unintentionally – slows down the spontaneous activity and creative attitudes of children and youth, W. Dobrołowicz designs the psycho-didactics of creativity. The addressees of the psycho-didactics of creativity are teachers and tutors whose professional aim is to organize the didactic and upbringing process allowing the development and fostering of creative talents of pupils and students. The learners of psycho-didactics of creativity possess theoretical and practical knowledge on the process of creation and its requirements, they know issues on psychology of creation, heuristic, inventics. The author cannot imagine the education of the creation teacher without both the above mentioned knowledge and without their own individual innovative ideas. The knowledge about the heuristic methods becomes the basic knowledge on the methods of heuristic conduct for the teacher themselves and the knowledge passed on to students. Human thinking is connected with two phenomena: on the one hand thinking is accompanied by unlimited freedom, on the other hand – contradictory – a kind of captivity. We are bound to think. According to E. de Bono thinking based on spontaneous reactions is insufficient in modern life – we need something more. And what we need is „efficiency”. The author comprehends efficiency as the ability to act and to effectively finish the commenced undertakings. What is particularly significant in this consideration is to teach how to think – how to think efficiently, productively and to treat education in thinking as equally important to teaching how to read or count. The effective “efficient creative thinking” is realized, among others, by the tools and techniques of creative problem solving. T3/ZOOM technique – the technique of perceiving problems and cognitive tasks – aspires to join the popular and commonly used techniques in creative problem solving.

6

Inżynieria odnawialnych źródeł energii - analiza wybranych aspektów kształcenia

Mroziński A., Flizikowski J., Tomporowski A.

TTS Technika Transportu Szynowego

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2013

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R. 20, nr 10

3347--3353

PL

W artykule przedstawiono opis nowego kierunku studiów inżynierskich pn. Inżynieria Odnawialnych Źródeł Energii utworzonego na Wydziale Inżynierii Mechanicznej UTP w Bydgoszczy.

EN

In the paper were presented the description of the new engineering study direction on the name Renewable Energy Sources Engineering created on Faculty of Mechanical Engineering University of technology and Life Sciences in Bydgoszcz.

7

Obecny stan nauczania akademickiego na Wydziale Aeronautyki Uniwersytetu Technicznego w Kosicach

Adamcik F., Olejnik F.

Zeszyty Naukowe. Transport / Politechnika Śląska

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2011

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z. 71

5-10

PL

Wydział Lotnictwa Politechniki w Koszycach, kształcący ekspertów lotnictwa, został poddany unowocześnieniu i przeszedł na trzystopniowy system studiów. Artykuł zawiera krótki przegląd status quo w zakresie pierwszego i drugiego stopnia kształcenia w szkolnictwie wyższym. Ostatnie pięć lat okazało się skuteczne w realizacji misji szkoły, która – zgodnie z celami ustalonymi dla tej instytucji szkolnictwa wyższego – umacniłą swoją pozycję jako w pełni uznawane centrum nauki i badań naukowych.

EN

The Faculty of Aeronautics of the Technical University in Kosice that educates aviation experts has undergone a necessary reconstruction within the transition to three – degree system of study programs. The contribution offers a brief overview of the status quo in the area of the first and second degrees in university education. The period of recent five years have proven successful in fulfilling the school´s mission in accordance with the goals set for this higher education institution, establishing itself as a fully recognized centre of tuition and research.

8

Kształcenie i dokształcanie inżynierów : czy warto i czy można wykorzystać doświadczenia amerykańskie?

Nowak A. S.

Drogi : lądowe, powietrzne, wodne

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2010

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[nr] 3 (23)

64-71

PL

Przedstawiamy propozycję wykorzystania sprawdzonych doświadczeń amerykańskich dla zwiększenia efektywności nauki i nauczania na krajowych politechnikach. Wiele elementów systemu amerykańskiego jest nieprzystosowalnych do warunków europejskich, a polskich w szczególności. Jednakże pewne rozwiązania przyjęte w Ameryce mogą być pomocne w Polsce.

EN

The author describes the American educational system and presents the ideas how to improve the methods of educating young engineers on Polish technical universities.

9

Uwarunkowania funkcjonowania prawa autorskiego w uczelniach wyższych

Nowacka U.

Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Edukacja Techniczna i Informatyczna

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2009

|

T. 4

313-321

EN

The knowledge of issues connected with protection of copyrights is essential to shape scientists and students' proper attitude towards claiming, enforcing and using these rights. The benefits of protection copyrights at universities are enormous: the possibility of commercialization the result of scientific research, the promotion of the university itself as a research centre and the most important factor the increase awareness of students and research workers concerning the need to protect the results of their research, and at the same time to make the school more innovative.

10

Ansoff's strategic success paradigm - empirical evidence supports its success with firms competing in a turbulent environment. Why then is it absent from academic strategic management textbooks?

Kipley D., Lewis A.

Organizacja i Zarządzanie : kwartalnik naukowy

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2009

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nr 4

71-88

EN

The purpose of this paper is twofold; first, a typology examining the multiple dimensions of H. Igor Ansoff s Strategic Success Paradigm and the frequency of use of each of the paradigm's components relative to the formulation of corporate level strategy in for- profit and not-for-profit organizations. Based on evidence from industry journals, there is both an implicit and explicit acknowledgement of its acumen and it's efficacy as a whole or in part with multinational, multi-business firms faced with volatile, discontinuous, novel and environmental dynamism. The strategic success paradigm is empirically validated and supported by industry evidence that provides results of a firm's increased financial performance. However, there is a noticeable lack of visibility of Ansoff s Strategic Success Paradigm within the traditional academic strategic management textbooks. Therefore, the second focus of this paper will attempt to determine through a pragmatic perspective, why this dichotomy exists with respect to the Strategic Success Paradigm's acceptance in industry and its noticeable absence from academic texts.

PL

Cel niniejszego artykułu jest dwojaki: po pierwsze, typologia rozpatrywana w wielu wymiarach Strategicznego Paradygmatu Sukcesu Ansoffa oraz częstotliwość wykorzystania poszczególnych komponentów paradygmatu w odniesieniu do strategii formułowanej na poziomie korporacji w organizacjach profit i non profit. Na podstawie dowodów pochodzących z publikacji branżowych istnieją zarówno pośrednie, jak i bezpośrednie potwierdzenia wnikliwości i skuteczności tej koncepcji jako całości lub w części odnoszącej się do międzynarodowych, wielobranżowych firm o zmiennej, nieciągłej i uzależnionej od środowiska dynamice. Paradygmat sukcesu strategicznego został empirycznie potwierdzony i poparty dowodami z branży, które wskazują na polepszenie wyników finansowych przedsiębiorstw. Jednakże, zauważalny jest brak widoczności Paradygmatu Sukcesu Strategicznego Ansoffa w podstawowych podręcznikach akademickich zarządzania strategicznego. Dlatego drugim celem tej pracy jest próba określenia z perspektywy pragmatycznej przyczyn istnienia tej dychotomii w odniesieniu do przyjęcia Paradygmatu Sukcesu Strategicznego w praktyce przedsiębiorstw oraz jego zauważalnego braku w publikacjach akademickich.

11

Analiza postaw studentów wobec naruszania praw własności intelektualnej

Nowacka U.

Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Edukacja Techniczna i Informatyczna

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2008

|

T. 3

205-224

EN

Knowledge as intellectual property has become the most precious element of the value of each organisation and plays a dominant role in present market economy based on free competition and market mechanism. The article shows the results of examining students' knowledge and attitudes towards violation of intellectual property. Research has shown that young people who start their academic education do not have basic knowledge concerning the protection of intellectual property and due to this fact they cannot respect rights resulting from possessing products of intellectual property. Knowledge forms the basis for making students conscious of the need for respecting these rights. It is also the basis for taking care of making use of the products of their own intellect in the professional or commercial way in the future.

12

Rozwój kształcenia na kierunku Transport na Politechnice Śląskiej

Wilk A.

Zeszyty Naukowe. Transport / Politechnika Śląska

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2005

|

z. 57

9-16

13

Permanentna ocena i samoocena podstawą sukcesu

Wiśniewski G.

Zeszyty Naukowe AON

|

2005

|

nr 4(61)

169-172

EN

The author, working for a few years at the NATO Defence College (NDC) in Rome, shares his considerations with the readers of the College work. He believes that NDC is an institution open to new challenges and teaching how to think strategically. Describing the didactic process, he pays a particular attention to the system of evaluation. It is a very complex system which includes many different elements. It is also laborious and requires method. However, due to this system, there is a possibility of the didactic process permanent correction and consequently its optimisation. Therefore, it is worth.

14

Idea elektronicznego zapisu wykładu geometrii wykreślnej

Kaproń P.

Journal Biuletyn of Polish Society for Geometry and Engineering Graphics

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2003

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Vol. 13

28--30

PL

W artykule przedstawiono ideę wykorzystania multimedialnych właściwości komputera jako narzędzia ułatwiającego studentom opanowanie Geometrii Wykreślnej.

EN

The idea of using multimedia properties of the computer as a tool simplifying the descriptive geometry mastering is presented in the article.

15

Wykorzystanie nowych technologii informacyjnych w edukacji studentów

Łoboda K.

Zeszyty Naukowe AON

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2001

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nr 3(44)

190-196

EN

Electronic multimedia tools (television, computer, Internet) play a vital role in a didactic process. In teaching the computer (the Internet) may be treated as a subject to teach or as a technical device supporting didactic process. They are intermediaries in transmitting knowledge and skills between a student and teacher – they take over the function of a handbook, register the effects of learner's work, point out to obstacles, are an efficient and useful tool to present various kinds of methods and solutions. Currently the basic element of studying is student's individual work taking use of microcomputer programs and the Internet. Information technology is a combination of computer science with other cooperative areas and technologies that influence its application in the society. Computer science task is to collect, store, present and use information to communicate between objects, systems and people. The main goal of students' information education is to prepare an individual to use information technologies in private and professional life. If students adopt creative attitudes in the educational process, acquire tools and methods, discover and develop abilities, then they will be able solve real problems in future.

16

Dydaktyka przedmiotu "Grafika inżynierska" w kontekście obraz 52 dorocznej konferencji ASEE/EDGD

Górska R. A.

Materiały Seminarium Geometrii i Grafiki Inżynierskiej

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1998

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z. 5

16--22

EN

The discussions at the 52nd annual mid-year conference of the Engineenng Design Graphics Division of the American Society of Engineering Education focused on the development of a new, modern Engineering Graphics curriculum for the 21 st century. The conference took place in Madison, Wisconsin, between October 24-26, 1997. New concepts in teaching engineering graphics courses are based on the premise that 2-D drafting (i.e. creating engineering drawings) is no longer the central of the discipline. The new paradigm of modern engineering involves conceptual design, solids & surface modelling, manufactunng simulation, assembly modeling and documentation preparation. Several discussions took place dunng the conference, which were focused on the role of descriptive geometry in a modern graphics curriculum for engineering students. This paper outlines papers presented at the conference with the purpose to present a reader ideas and current issues being discussed by American graphics educators.