Wyniki wyszukiwania - Biblioteka Nauki

1

The new concept of laboratory support for educational institutions and scientific establishments

100%

Kozub P. , Kozub S. , Lukianova V. , Borysova L. , Taraduda D. , Kachur T.

Archives of Materials Science and Engineering

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2021

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tom Vol. 107, nr 1

32--41

EN

Purpose: To develop a new concept of laboratory support for learners at different levels of education to maintain a high education quality in conditions of limited opportunities, such as lockdown, lack of funding, etc. Design/methodology/approach: To create a new concept, the practical experience of school teachers, educators of technical colleges and universities, research workers, as well as experience of scientists in the educational field published in open information' sources was taken into account. The development of a new concept was carried out from 2014 to 2016, and its implementation, introduction into the educational process, and possible ways to solve technical and organizational difficulties from 2016 to the present. In the last year, special attention was paid to distance learning. Findings: The development and the first practical steps to implement the new concept of updating the laboratory support of educational institutions clearly demonstrate of its practical implementation' feasibility. Positive consequences from the implementation were identified as constant improvement of laboratory equipment, increase in the educators’ level, transformation of virtual distance learning based on lectures and videos into real learning with "live" visual demonstration of physical, chemical, biological and other processes and experimental research. As a recommendation, should wish that at the state level to recommend the implementation of this approach and to propose some legal mechanisms to overcome identified problems. Research limitations/implications: The present study was conducted for Ukrainian educational institutions with the involvement of foreign students from different countries studying in Ukraine. Practical implications: The introduction of a new concept into the educational process in countries with a weak economy will improve the educational quality and reduce the cost of creating laboratory support. Originality/value: Equipment should not only be a teaching tool, but also a teaching subject.

2

Teaching Experimental Chemistry in English Schools / Nauczanie Chemii Doświadczalnej W Angielskich Szkołach

100%

Szydło Z. A.

Chemistry-Didactics-Ecology-Metrology

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2012

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tom 17

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nr 1-2

7-25

EN

An historical background to the teaching of chemistry is presented, together with examples of great teachers from the past. Some aspects of the modern English school chemistry syllabus are discussed, both from the point of view of its theoretical content and its aim in helping children to develop practical skills. Chemistry Clubs, Open days and popular science lectures are also mentioned as a means of stimulating interest in chemistry as taught in schools.

PL

W artykule przedstawiono tło historyczne nauczania chemii; podano także przykłady wybitnych nauczycieli z przeszłości. Omówiono wybrane elementy programu nauczania chemii w szkołach angielskich z punktu widzenia zawartości teoretycznej, jak również przydatności w rozwijaniu przez uczniów umiejętności praktycznych. Jako dodatkowe sposoby wzbudzania zainteresowania chemią szkolną przedstawiono także działalność kółek chemicznych, organizowanie dni otwartych oraz wykładów popularnonaukowych

3

Teaching Experimental Chemistry in English Schools

100%

Szydło Z. A.

Chemistry-Didactics-Ecology-Metrology

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2012

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tom R. 17, NR 1-2

7--25

EN

An historical background to the teaching of chemistry is presented, together with examples of great teachers from the past. Some aspects of the modern English school chemistry syllabus are discussed, both from the point of view of its theoretical content and its aim in helping children to develop practical skills. Chemistry Clubs, Open days and popular science lectures are also mentioned as a means of stimulating interest in chemistry as taught in schools.

PL

W artykule przedstawiono tło historyczne nauczania chemii; podano także przykłady wybitnych nauczycieli z przeszłości. Omówiono wybrane elementy programu nauczania chemii w szkołach angielskich z punktu widzenia zawartości teoretycznej, jak również przydatności w rozwijaniu przez uczniów umiejętności praktycznych. Jako dodatkowe sposoby wzbudzania zainteresowania chemią szkolną przedstawiono także działalność kółek chemicznych, organizowanie dni otwartych oraz wykładów popularnonaukowych.

4

"Krvavá lázeň v Kraslicích." Tragické vyústění jedné demonstrace v životě jednotlivce, obce a státu:

100%

Klečacký M.

Moderní dějiny: sborník k dějinám 19. a 20. století (Modern History: Studies into 19th and 20th century history)

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2020

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tom 28

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nr 2

123-140

EN

The case study examines the events of one of a series of anti-government demonstrations in the summer of 1899. The Kraslice riots, which resulted in shooting by the gendarme assistance and several losses of life, are seen from the perspective of the various actors (opposition leaders, state apparatus, and leaders of the community), their motivation, and the dynamics of the demonstration being placed into the context of the political struggle between liberal and nationalist factions for the administration of the town and the furthering of their followers in provincial and the imperial elections.

5

"Nechť Třebíč se stane moravským Kladnem!" Veřejný prostor, politika ulice a dělnické hnutí v Třebíči na přelomu 19. a 20. století:

100%

Šmejkal B.

Moderní dějiny: sborník k dějinám 19. a 20. století (Modern History: Studies into 19th and 20th century history)

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2020

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tom 28

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nr 2

85-101

EN

In this article, based on his bachelor thesis, the author deals with the role of the working-class movement in the public space in late 19th and early 20th century Moravia. The key study the author examines is of a city of Třebíč, one of the centers of the shoe industry and working-class movement in late Habsburg Moravia. The author made a spatial analysis of the city, determining different areas and their development over the time. Based on that, he additionally carried out an analysis of various ways the working-class movement was entering the public space and communicating within, such as strikes, demonstrations, riots and meetings.

6

Metaphysics in the Lublin Philosophical School

80%

Krąpiec M. A. , Maryniarczyk A. , McDonald H.

Studia Gilsoniana

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2016

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tom 5

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nr 2

391-427

EN

The article is aimed at presenting the way in which metaphysics is understood and cultivated in the Lublin Philosophical School, Poland. It includes such topics as: the definition of metaphysics, metaphysical cognition (its object and the method for singling it out), ways of metaphysical demonstration and rational justification, and the relation of metaphysics to other domains of philosophy. In the light of the information delivered, it can be concluded that metaphysics in the Lublin Philosophical School is understood as a way of knowing in which the reason employs the universal laws of being and thought and strives to discover the first and singular factors or causes that render free of contradiction that which exists and which is given to us in a germinal way in the empirical intuition of the material world.

7

Upadek, zwycięstwo? Powstanie Styczniowe w sądach Norwida

80%

Toruń W.

Studia Norwidiana

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2015

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tom 33

29-49

EN

The article is concerned with Norwid’s critical opinions connected with the January Uprising. The period preceding it, abounding in great patriotic-religious demonstrations in Warsaw, was considered by the poet as a very positive and by all means original one. On the other hand, he thought that the very uprising and its course was a secondary act, devoid of logic and aim. The author of Fulminant repeated his judgments, sometimes harsh ones, in the memorials, letters and poetical works that he wrote at that time. His critical opinions of the low level of the insurrectionist press, or the unwilling participation of the Polish intelligentsia in the insurrectionist actions, were not always just and true. In many cases Norwid simply did not accept historical facts. Maybe it was his personal traumas of an underestimated, or even rejected poet, that were voiced in this way. The attitude of a prophet shouting in the wilderness was a temptation that was difficult to resist. The awareness of his own mission, the imperative that he should proclaim the truth, encouraged Norwid to assume uncompromising stances. He tried to render the position of alienation, or even of rejection by referring to Sophocles’ legendary figure, Philoctetes, bit by a venomous snake and left by the Greeks on the island of Lemnos. The writer’s numerous press articles written in the period of the Uprising will be those magic, but unable to reach the target, arrows shot by Philoctetes.

8

Upadek, zwycięstwo? Powstanie Styczniowe w sądach Norwida

80%

Toruń W.

Studia Norwidiana

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2015

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tom 33

29-49

EN

The article is concerned with Norwid’s critical opinions connected with the January Uprising. The period preceding it, abounding in great patriotic-religious demonstrations in Warsaw, was considered by the poet as a very positive and by all means original one. On the other hand, he thought that the very uprising and its course was a secondary act, devoid of logic and aim. The author of Fulminant repeated his judgments, sometimes harsh ones, in the memorials, letters and poetical works that he wrote at that time. His critical opinions of the low level of the insurrectionist press, or the unwilling participation of the Polish intelligentsia in the insurrectionist actions, were not always just and true. In many cases Norwid simply did not accept historical facts. Maybe it was his personal traumas of an underestimated, or even rejected poet, that were voiced in this way. The attitude of a prophet shouting in the wilderness was a temptation that was difficult to resist. The awareness of his own mission, the imperative that he should proclaim the truth, encouraged Norwid to assume uncompromising stances. He tried to render the position of alienation, or even of rejection by referring to Sophocles’ legendary figure, Philoctetes, bit by a venomous snake and left by the Greeks on the island of Lemnos. The writer’s numerous press articles written in the period of the Uprising will be those magic, but unable to reach the target, arrows shot by Philoctetes.

9

Australijska uczta

80%

Zatorski S.

Przegląd Gastronomiczny

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2001

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tom 54

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nr 06

54

10

The commonly accepted statement (το ομολογουμενον) as a starting point for a theological discussion – Eunomius and Gregory of Nyssa

80%

Przyszychowska M.

Vox Patrum

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2017

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tom 68

139-148

PL

W debacie Eunomiusza z Grzegorzem z Nyssy obie strony konfliktu używały jako podstawowego i nieodpartego argumentu stwierdzenia, że głoszone przez nich tezy są powszechnie przyjęte. Obaj stosowali na określenie twierdzenia powszechnie przyjętego termin tÕ ÐmologoÚmenon, który w tradycji filozoficznej wywodzącej się od Arystotelesa oznaczał prawdziwą i pewną przesłankę prowadzącą do wiedzy absolutnej. W takim znaczeniu termin ten był szeroko stosowany nie tylko w filozofii – zamiennie z wyrażeniem koinaˆ oennoiai – ale także w retoryce. Ta właśnie argumentacja używana zarówno przez Eunomiusza, jak i przez Grzegorza z Nyssy, dowodzi, że ich dyskusja nie była czymś, co dzisiaj nazwalibyśmy kwestią religijną, ale prawdziwą naukową/filozoficzną debatą, prowadzoną zgodnie z powszechnie przyjętymi (nomen omen!) zasadami.

EN

During the debate between Eunomius and Gregory of Nyssa as a basic and irrefutable argument both parties to the conflict used the statement that the theses they promoted were commonly accepted. Both of them defined the commonly accepted statement with the Greek term tÕ ÐmologoÚmenon which in the philosophical tradition derived from Aristotle meant true and reliable premiss that led to absolute knowledge. In such a meaning that term – interchangeably with the expression koinaˆ oennoiai – was used not only in philosophy but also in rhetoric. The methods used by Eunomius and Gregory of Nyssa show that their dispute was not what we would today call a religious issue, but a truly scientific/philosophical debate conducted in accordance with the commonly accepted (nomen omen!) rules.

11

THE ESSENTIAL CONNECTION BETWEEN COMMON SENSE PHILOSOPHY AND LEADERSHIP EXCELLENCE

36%

Redpath P. A.

Studia Gilsoniana

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2014

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tom 3: supplement

605-617

EN

This article argues that, strictly speaking, from its inception with the ancient Greeks and for all time, philosophy and science are identical and consist in an essential relationship between a specific type of understanding of the human person as possessed of an intellectual soul capable of being habituated and a psychologically-independent composite whole, or organization. It maintains, further, that absence of either one of the extremes of this essential relationship cannot be philosophy/science and, if mistaken for such and applied to the workings of cultural institutions, will generate anarchy within human culture and make leadership excellence impossible to achieve. Finally, it argues that only a return to this “common sense” understanding of philosophy can generate the leadership excellence that can save the West from its current state of cultural and civilizational anarchy.

12

THE NATURE OF COMMON SENSE AND HOW WE CAN USE COMMON SENSE TO RENEW THE WEST

31%

Redpath P. A.

Studia Gilsoniana

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2014

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tom 3: supplement

455-484

EN

Since most pressing today on a global scale is to be able to unite religion, philosophy, and science into parts of a coherent civilizational whole, and since the ability to unite a multitude into parts of a coherent whole essentially requires understanding the natures of the things and the way they can or cannot be essentially related, this paper chiefly considers precisely why the modern world has been unable to effect this union. In so doing, it argues that the chief cause of this inability to unite these cultural natures has been because the contemporary world, and the West especially, has lost its understanding of philosophy and science and has intentionally divorced from essential connection to wisdom. Finally, it proposes a common sense way properly to understand these natures, reunite them to wisdom, and revive Western and global civilization.