The article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational ...institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringing of a modern individual, deprived stereotypes of the past, the democratization of the education system in the light of European experience, preparation for an accession to the EU, the self-regulation possibility of a new educationsystem). The new accents of the school education contents were analyzed (safe and healthy for the pupil’s health, focusing on the construction of their own values systems, their development and improvement, the obligation to enhance children’s independence through the provision of a high level of internal self-government, the elimination of a single educational programme in the senior classes and the opportunity for students to choose their own future profession). It has been concluded that reforms implemented at the turn of the 20th and 21st centuries in the Republic of Poland reflected obvious advantages in systemic educational processes. One of the major trends in systemic reform was the introduction of the three-level structure of the school system “6 + 3 + 3” (six year primary school, three-year gymnasium and a three-year profile lyceum). The result of reforms was the adaptation of education levels and upbringing to periods of children and young people development, ensuring their better understanding of themselves, other people and the world; educational chances equalization; improving the quality of education. The prospective areas of research in this area include the study of reforms in preschool education as a starting point for a holistic education system in Poland, the disclosure of organizational and content aspects of child’s preparation for schooling.
Relacja mówiona zarejestrowana w ramach Programu Historia Mówiona realizowanego w Ośrodku "Brama Grodzka - Teatr NN" (www.historiamowiona.teatrnn.pl). Wyraża ona wyłącznie subiektywne wspomnienia i ...poglądy świadka historii, które nie mogą być utożsamiane z oficjalnym stanowiskiem Ośrodka.
Relacja mówiona zarejestrowana w ramach Programu Historia Mówiona realizowanego w Ośrodku "Brama Grodzka - Teatr NN" (www.historiamowiona.teatrnn.pl). Wyraża ona wyłącznie subiektywne wspomnienia i ...poglądy świadka historii, które nie mogą być utożsamiane z oficjalnym stanowiskiem Ośrodka.
Relacja mówiona zarejestrowana w ramach Programu Historia Mówiona realizowanego w Ośrodku "Brama Grodzka - Teatr NN" (www.historiamowiona.teatrnn.pl). Wyraża ona wyłącznie subiektywne wspomnienia i ...poglądy świadka historii, które nie mogą być utożsamiane z oficjalnym stanowiskiem Ośrodka.
The ‘open building’ approach grew out of research and early projects starting in the 1960s, aimed at overcoming the rigidity of the prevailing top‐down housing process in the Netherlands. Geared to ...ensuring user control and sustainability in the built stock, it involves coordinating stakeholders in the real estate development process, enabling variety and change to become efficient. Architect, researcher and educator
Stephen Kendall
explains the approach and describes pioneering projects in Europe, Japan, China, the US and Russia, as well as detailing instances around the world where it has become part of public policy.
Relacja mówiona zarejestrowana w ramach Programu Historia Mówiona realizowanego w Ośrodku "Brama Grodzka - Teatr NN" (www.historiamowiona.teatrnn.pl). Wyraża ona wyłącznie subiektywne wspomnienia i ...poglądy świadka historii, które nie mogą być utożsamiane z oficjalnym stanowiskiem Ośrodka.
During 2005–2008, field studies were conducted at two locations in Chongqing, China, to assess the potential effects of transgenic rice expressing Bacillus thuringiensis (Bt) Cry1Ab protein on the ...nontarget ground-dwelling collembolan community in three postharvest seasons. Collembolans in non-Bt and Bt rice fields were sampled with pitfall traps during each of two postharvest seasons of 2005/2006 and 2006/2007 and litterbag traps during each of three postharvest seasons of 2005/2006, 2006/2007, and 2007/2008. Ground-dwelling collembolans in rice fields during the postharvest seasons were abundant, whereas community densities varied considerably between the two locations and among the three seasons. A total of 67,310 collembolans, representing three species, Entomobrya griseoolivata, Hypogastrura matura, and Bourletiella christianseni, were captured during the three postharvest seasons. E. griseoolivata was the predominant species, accounting for 87.7% of the total captures, followed by H. matura (10.7%) and B. christianseni (1.6%). In general, there were no significant differences in species compositions and abundances of each species between Bt and non-Bt paddy fields, suggesting no significantly impact of plant residues of Cry1Ab rice on collembolan communities during postharvest seasons.
U radu se analiziraju postignuća učenika osmih razreda te završnih razreda gimnazija i četverogodišnjih strukovnih škola iz domene geografija Hrvatske. Ostvareni rezultati na ispitima vanjskoga ...vrednovanja komparirani su kroz dvodimenzionalnu matricu: osnovna škola – srednja škola, 2008. – 1988. Na kraju primarnog obrazovanja prosječna razina učeničkih postignuća o geografskom položaju i smještaju, prirodnogeografskim i društvenogeografskim obilježjima Republike Hrvatske jest 49,1%, a na kraju sekundarnog obrazovanja 47,9%. Ostvarena razina postignuća niža za 1,2 postotna poena na kraju sekundarnog obrazovanja nije statistički značajna, no s obzirom na selektirani uzorak i očekivani kumulativni učinak učenja i poučavanja rezultat je prenizak. U radu se analiziraju rezultati za sadržajno potpuno usporedive ispitne čestice i potvrđuje spoznaja da nema kumulativnog učinka ni napretka u razini postignuća primjenom novoga nastavnog programa. Također se iznose rezultati istraživanja stavova učenika o geografiji kao nastavnom predmetu u osnovnoj školi provedenih 1988., 2003. i 2008.
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