Wyniki wyszukiwania - Biblioteka Nauki

1

Creative E-Course Model in English for Engineering Students

100%

Rumpīte D.

Signum Temporis

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2008

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tom 1

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nr 1

54-62

EN

Introduction A topical task is to research the methodology of designing an online course in English for Specific Purposes (ESP) to foster students' communicative and creative thinking skills in their integrity.Aim of the Study To design a creative online course model in ESP for engineering students.Materials and Methods Ministry of Education and Science of Latvia, and Riga Technical University project "Development of Online Course Design and Delivery Approach in Creative Learning of ESP".Results The set of criteria developed in designing a creative online ESP course may be also applied in other languages, and includes specific course content, creative process support and corresponding course administration.Conclusions The suggested model is integrated and complex, and enables development of students' professional, communicative and thinking skills.

2

Developing ICC within the Activity Theory

100%

Siek-Piskozub T.

Glottodidactica

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2017

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tom 44

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nr 1

149-162

EN

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

3

Activity theory as a foundation for active ageing policy: The Maltese experience

88%

Formosa M.

EXLIBRIS Biblioteka Gerontologii Społecznej

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2020

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nr 1 (18) /2020 Old age - international perspective – theory and practice

13-24

EN

Reflecting upon the possibility of value-free policy that is unfettered from any epistemic morals, this article focuses on the overt and covert influences involved in the choice of the Maltese government to hinge ageing policy on activity theory. The influence of activity theory on international and national ageing policies reached unprecedented heights as the World Health Organization, United Nations Economic Commission for Europe and European Union all began championing the concept of active ageing as the foundation for ageing policy in their respective member organisations. An Active Ageing Index was also developed to quantify the extent to which older persons can realise their potential for active ageing lifestyles. Malta also supported such a policy ethos and in November 2013 the Maltese government launched the National Strategic Policy for Active Ageing: Malta 2014-2020. While this strategic policy was successful in enabling higher rates of employment, social participation, and independent living amongst persons aged 60-plus, at the same time it overlooked the heterogeneity of older persons in terms of socio-economic status, gender, ethnicity, sexuality, disability. The possibility that active ageing lifestyles are stifled by older persons’ experiences of ageism and age discrimination was also overlooked. It is augured that the second National Strategic Policy for active ageing policy in Malta, targeting the years 2021 - 2027, mitigates against such lacunae by employing a more democratic understanding of activity theory and active ageing ideals.

4

The Dialogical concept of consciousness in L.S. Vygotsky and G.H. Mead and its relevance for contemporary discussions on consciousness

88%

Koczanowicz L.

Polish Psychological Bulletin

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2011

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tom 42

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nr 2

65-70

EN

In my paper I show the relevance of cultural-activity theory for solving the puzzles of the concept of consciousness which encounter contemporary philosophy. I reconstruct the main categories of cultural-activity theory as developed by M.M. Bakhtin, L.S. Vygotsky, G.H. Mead, and J. Dewey. For the concept of consciousness the most important thing is that the phenomenon of human consciousness is consider to be an effect of intersection of language, social relations, and activity. Therefore consciousness cannot be reduced to merely sensual experience but it has to be treated as a complex process in which experience is converted into language expressions which in turn are used for establishing interpersonal relationships. Consciousness thus can be accounted for by its reference to objectivity of social relationships rather than to the world of physical or biological phenomena.

5

Next generation smart system: 4-layer modern organization and activity theory for a new paradigm perspective

75%

Prihatmanto A. S. , Sukoco A. , Budiyon A.

Archives of Control Sciences

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2024

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tom Vol. 34, No. 3

589--623

EN

This research article discusses a new paradigm in smart system development using the 4-layer framework and activity theory from the perspectives of ontology, epistemology, and axiology. The study aims to understand how this paradigm can influence the development of smart systems and provide insights into its theoretical and practical implications. The 4-layer modern system comprises instrumentation, information systems, business intelligence, and gamification, which are the core components of a smart system. Each layer plays a crucial role in data collection, information processing, business analysis, and gamification implementation at the top layer. The integration of these layers forms a solid foundation for the development of efficient and innovative smart systems. In addition, activity theory is utilized to analyze the interactions among users, technology, and the environment within the context of smart systems. From an ontology standpoint, this research views smart systems as complex socio-technical entities involving human, technological, and process aspects. In terms of epistemology, a multidisciplinary approach is employed to combine knowledge from areas such as computer science, information systems, and human-computer interaction. In the realm of axiology, this study recognizes the ethical values and social implications that must be considered in the development and implementation of smart systems. By integrating the new smart system paradigm using the 4-layer modern systems and activity theory, this research contributes to the understanding of the dynamics and development potential of smart systems. The results of this study can provide guidance for practitioners, researchers, and decision-makers in developing more effective, efficient, and user-oriented smart systems in various contexts.

6

Problemy uczenia się wielopoziomowego w sieciach w świetle teorii działań

75%

Janiszewski A.

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tom z. 118

217--225

PL

Funkcjonowanie układów sieciowych umożliwiających uzyskiwanie dostępu do wiedzy lokalnej i światowej, a następnie jej transferowanie i współtworzenie nowych rozwiązań wpisuje się w obszar zainteresowań teorii uczenia się i tworzenia wiedzy. Oddziaływanie czynników istotnych dla powodzenia podejmowanych przedsięwzięć budowania zasobów wiedzy w oparciu o zasoby zewnętrzne na różnych poziomach w organizacji jak i na drodze relacji międzyorganizacyjnych jest coraz dokładniej wyjaśniane w oparciu o powszechnie wykorzystywane teorie uczenia się, kapitału społecznego, czy klasteringu. W artykule podjęto próbę zastosowania do opisu wskazanych zjawisk teorii działań celem zweryfikowania czy ta perspektywa poznawcza pozwala zadać nowe pytania i znaleźć ewentualne nowe wyjaśnienia dla procesów tak istotnych dla innowacyjności.

EN

Dual networks that are expected to enable organizations to gain access to both local and global knowledge and next to transfer and co-create new solutions are a field of interest of learning and knowledge creation theory. Key factors decide on the success of strategies that entail building organizational knowledge resources based on external resources located on both many different level within the organization and outside the organization and they are more and more thoroughly described by commonly known theories of learning, social capital or clustering. The paper aims at analyzing those phenomena making use of activity theory in order to verify whether this theoretical perspective allows researchers to ask new questions as well as to find possible new explanations for processes as important for the innovativeness as those under discussion in the paper.

7

Covid pandemic as a disruptive factor enhancing ICT use in social sciences’ teaching practices

63%

Maruszewska E. W. , Eisenbardt M. , Tuszkiewicz M.

Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska

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2022

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tom z. 160

383--407

EN

Purpose: Our research attempts to understand a change in social sciences’ academics' teaching practices that can be observed during the COVID pandemic and that are predicted after the pandemic. Design: We investigate – in the light of the Blin’s and Munro’s activity theory (2008) – whether the COVID pandemic is a disruptive factor that may lead to the transformation of social sciences academics’ teaching practices. The research instrument was a worldwide survey conducted among social sciences’ academics. Findings: COVID pandemic has already introduced changes into academics’ teaching practices in a form of broad ICT usage as well as initiated changes in the teaching activities design. Research limitations: The number of responses is limited to 382 with only a collection of 77 responses from outside of Europe. We applied a general approach for ICT means not asking respondents about particular ICT tools. COVID as a pandemic evolves continuously indicating the need for further, in-depth research in this field. Practical implications: COVID pandemic might serve as a disruptive factor enforcing further changes in social sciences’ academic teaching practices after the pandemic. Social implications: Our results indicate that the quality of social sciences teaching has worsened during the pandemic and most of the respondents do not predict significant changes in the quality of teaching after the pandemic compared to the quality of teaching before the pandemic. Originality: We contribute by showing that introduction of a new tool (ICT) and modified teaching activity design resulted in a serious alteration of the teaching practice of social sciences’ academics. We did not confirm that COVID disruption was expansive enough to permanently transform teaching practices of social sciences academics, hence we suggest that obstacles to successful incorporation of ICT in teaching practices are still present. We showed that ICT is predicted to be used more frequently rather than before (when it was only utilised as a platform to transfer traditional material) and will not modify the well-established practices referring to instructional tools. Our study suggests that the relation between teacher and teaching activity design is not mediated by ICT tools, which may result in resistance from the teachers.

8

Czas wolny ludzi starszych w świetle teorii aktywności

63%

Różański T.

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tom 23

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nr 1

PL

Celem niniejszego artykułu jest ukazanie problemu czasu wolnego ludzi starszych w perspektywie teorii aktywności. Punktem wyjścia podjętych rozważań było wyjaśnienie pojęć „starość” i „starzenie się”. W dalszej kolejności przedstawiono ważniejsze zagadnienia dotyczące aktywności człowieka w okresie późnej dorosłości oraz zaprezentowano główne założenia teorii aktywności. Następnie określono pojęcie czasu wolnego, omówiono cechy aktywności wolnoczasowej, a także wskazano na funkcje czasu wolnego. Zwrócono również uwagę na strukturę budżetu czasu seniorów oraz dominujące wśród nich typy aktywności wolnoczasowej. W następnej kolejności przedstawiono problem czasu wolnego ludzi starych w kontekście teorii aktywności, zwracając szczególną uwagę na zagadnienia dotyczące aktywizacji seniorów.

EN

The purpose of this article is to show the problem of the leisure time of older people from the perspective of activity theory. The starting point for these considerations was to clarify the concepts of “old age” and “aging”. Next, the most important issues of human activity in late adulthood were presented, and the main assumptions of activity theory were described. Then, the concept of leisure time was defined, the features of leisure time activity were discussed, and the functions of leisure time were indicated. Attention was also paid to the structure of the time budget of seniors and the types of leisure time activity dominating among them. Also the problem of leisure time of old people in the context of activity theory was presented, with special attention paid to the issues of activation of seniors.

9

Austriacka szkoła ekonomii i jej przedstawiciele

51%

Janik M.

Roczniki Ekonomii i Zarządzania

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2014

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tom 6(42)

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nr 2

43-75

PL

Szkoła austriacka przeżywała okresy świetności oraz zastoju. Pierwsza fala ekonomistów austriackich, takich jak C. Menger, F. Wieser, E. Bőhm-Bawerk zdobyła tak duże uznanie, iż większość jej założeń zostało praktycznie wcielonych do głównego nurtu. Następne pokolenie, czyli F. von Hayek oraz L. von Mises, również cieszyło się dużym uznaniem wśród ekonomistów, jednak większość ich życia przypadła na okres, kiedy niesłychaną popularność zdobywały teorie J.M. Keynesa, wskazując łatwą drogę wyjścia z kryzysu lat 1929-1935, będącego rzekomo kryzysem gospodarki kapitalistycznej, tak propagowanej przez Hayeka czy Misesa. Szkoła austriacka odzyskała swą renomę w latach siedemdziesiątych dwudziestego wieku, kiedy najbardziej rozwinięte gospodarki świata zostały dotknięte przez największy kryzys gospodarczy od lat trzydziestych. Kryzys ten polegał na jednoczesnym występowaniu wysokiej inflacji oraz bezrobocia, tj. stagflacji. W teorii Keynesa zjawisko to nie miało wytłumaczenia. Również w latach siedemdziesiątych Nagrodą Nobla z ekonomii wyróżniony został Hayek, co spowodowało wzrost zainteresowania szkołą austriacką. W tym samym czasie ogromną pracę dla rozwoju i popularyzacji szkoły austriackiej wykonali działający na amerykańskich uniwersytetach naukowcy: I. M. Kirzner oraz M. Rothbard.

EN

The Austrian school of economics experienced both its heyday and stagnation. The first wave of Austrian economists, such as C. Menger, F. von Wieser, E. von Böhm-Bawerk was so widely recognized that most of its assumptions were practically incorporated into the mainstream. The next generation, that is F. von Hayek and L. von Mises, also enjoyed universal recognition among economists, however, most of their lifetimes fell on the period when J. M. Keynes’ theories became immensely popular, as they showed an easy way to overcome the crisis of 1929-1935 that was allegedly a crisis of the capitalist economy, the economy so much promoted by Hayek or Mises. The Austrian school regained its renown in the 1970s, when the world’s most developed economies were affected by the greatest economic crisis since the 1930s. The crisis consisted in simultaneous occurrence of a high inflation and unemployment, that is stagflation. In Keynes’ theory this phenomenon was not explained. It was also in the 1970s that Hayek was awarded the Nobel prize, which aroused interest in the Austrian school. At the same time I. M. Kirzner and M. Rothbard who worked in American universities did great work to develop and promote the Austrian school.