Wyniki wyszukiwania - Biblioteka Nauki

1

„Uczę się uczyć” – autonomia jako klucz do sukcesu w nauce języków obcych

100%

Witkowska M.

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nr 4

63-79

PL

Znajomość języków obcych jest uznana za jedną z kluczowych umiejętności we współczesnym świecie, dlatego poszukiwane są metody uczenia się, które będą szybkie i skuteczne. Strategie uczenia się języków są liczne i różnorodne, jednak niezwykle istotną kwestią jest stosowanie tych, które są efektywne dla każdego indywidualnie. Samodzielna praca nad wiedzą i umiejętnościami językowymi to klucz do sukcesu w nauce języków obcych. Warto podjąć wysiłek, aby nauczyć się uczyć, tj. zostać autonomicznym uczniem, ponieważ tylko wtedy nauka będzie mogła odbywać się nie tylko w wieku szkolnym, ale i przez całe życie. Poziom samodzielności znacznie wpływa na skuteczność tej nauki. W niniejszym artykule zaprezentowany jest projekt, który skłania uczących się do odkrycia własnego stylu uczenia się, i tym samych pomaga rozwinąć postawę autonomiczną w procesie uczenia się języka angielskiego i innych języków obcych.

EN

Knowing foreign languages (FL) is considered crucial in today’s world, that is why one searches for methods which enable quick and successful learning. There are numerous and varied FL learning strategies, however, one needs to find those that will be effective for him- or herself personally. Autonomous foreign language work is the key to success. Learning self-study techniques is worth the efftort and time as then one may continue learning through one’s life. The level of learner’s autonomy will significantly influence the effectiveness of learning. The article present a project that helps its participants – FL learners discover their learning styles and strategies and become an independent language learner of English and any other foreign language.

2

Nauczyciel – badacz. O zastosowaniu badania w działaniu przez nauczycieli i przyszłych nauczycieli języków obcych

100%

Witkowska M.

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nr 2(24) B

125-139

EN

Action research (AR) as a research method has been recommended in the process of educating foreign language (FL) teachers as well as developing their teaching skills for decades. Many teacher education experts, including Elliott (1991) are of the opinion that the method contributes to teachers’ professional develpoment as they can extend their theoretical knowledge of the processes of learning and teaching through gaining the practical knowledge. Moreover, action research evokes the need for reflection upon one’s teaching activities. One may wonder whether FL teacher-practitoners apply AR in their teaching and how, if at all, it influences their classroom teaching. In order to learn about it, the author of the article conducted a questionnaire which provides interesting information about FL teachers’ attitude towards AR. The article aims at promoting AR as well as encouraging FL teachers and teacher-trainees to use the method in their work.

3

Dealing with hypodysfibrinogenemia during pregnancy with a successful outcome

45%

Faflik Z. , Witkowski M. , Witkowska M. , Smolewski P. , Robak T.

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nr 4

102-105

EN

Background: Fibrinogen is a protein playing pleiotropic role in human body. It is engaged in maintaining hemostasis. Congenital fibrinogen disorders comprise quantitative and qualitative fibrinogen anomalies. The symptoms range from bleeding, thrombosis to asymptomatic at all what is the most common case. Hypodysfibrinogenemia with lower level of fibrinogen of reduced activity, is the least common of all congenital fibrinogen disorders. Case report: A 31-year-old woman was reported at the 21 weeks of gestation, suffered from genital tract bleeding and there was a history of stillbirth. Clinical examination with no pathology, however laboratory tests revealed coagulation abnormalities due to prolonged thrombin test, decreased protein S and lower fibrinogen level (70 mg/dl). Autoimmune diseases were excluded and the diagnosis was widened with rotational thromboelastometry and genetic test for hypodysfibrinogenemia. The patient was treated with fibrinogen substitution and prophylactic dose of heparin throughout pregnancy and 2 weeks following labour. At 39 week of gestation Caesarean section was done, with no complications. Results: Genetic test revealed heterozygous mutation in fibrinogen gamma gene confirming hypodysfibrinogenemia. Due to bleeding manifestation in this patient of congenital fibrinogen disorders, fibrinogen substitution was implemented with heparin as a paranticoagulant prophylaxis, what turned out to be successful and enabled the patient to maintain the pregnancy. Conclusions: As hypodysfibrinogenemia symptoms are diverse the management is difficult and each patient’s therapy should be planned separately. Pregnancy may be the first time when congenital fibrinogen disorders reveal and it is especially challenging to prevent from obstetrical complications.