Temat: geografia ekonomiczna - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Organizacja przestrzenna grup kapitałowych jako problem badawczy geografii ekonomicznej
Autorzy:: Stryjakiewicz, Tadeusz
Wajda, Jacek
Powiązania:: https://bibliotekanauki.pl/articles/438993.pdf
Data publikacji:: 2003
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: grupy kapitałowe
geografia ekonomiczna
Opis:: Ziemia, praca i kapitał – to trzy główne czynniki produkcji wyróżniane przez klasyczną ekonomię. O ile ziemia wraz z jej bogactwami i użytkami, a także czynnik pracy(ludzie z ich kwalifikacjami i umiejętnościami) stanowią przedmiot zainteresowania nie tylko ekonomii, ale i geografii od początku jej istnienia, to kapitał – jego przepływy i przestrzenną alokację należy uznać za zaniedbany problem badawczy w geografii ekonomicznej. Wpływa na to szereg przyczyn, ale najważniejszymi są zapewne: trudno uchwytny (a przy zastosowaniu obecnych technik komunikacyjnych wręcz „niewidzialny”, niematerializujący się) charakter obrotu kapitału oraz poufność danych.
Źródło:: Prace Komisji Geografii Przemysłu Polskiego Towarzystwa Geograficznego; 2003, 6; 27-48
2080-1653
Pojawia się w:: Prace Komisji Geografii Przemysłu Polskiego Towarzystwa Geograficznego
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Problematyka pracy w badaniach z zakresu geografii społeczno-ekonomicznej w Polsce i krajach anglosaskich
The issue of labour research in the field of socio-economic geography in Poland and in the Anglophone countries
Autorzy:: Piróg, Danuta
Powiązania:: https://bibliotekanauki.pl/articles/438909.pdf
Data publikacji:: 2015
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: geografia pracy
geografia społeczno-ekonomiczna
kierunki badań
rynek pracy
pracownik
employee
geography of labour
labour market
research streams
socio-economic geography
Opis:: Rynek pracy wraz z mechanizmami jego funkcjonowania był i nadal jest ważnym elementem badań dotyczących przemian strukturalnych układów przestrzennych. Skala, dynamika i znaczenie zmian zachodzących na rynkach lokalnych i regionalnych oraz na globalnym rynku pracy jest ogromna. Badania z zakresu geografii społeczno-ekonomicznej, w tym geografii przemysłu i usług, które nie uwzględniałyby aspektu uwarunkowań i problemów rynku pracy, uniemożliwiałyby przeprowadzenie poprawnej analizy i formułowanie wniosków. Geografowie rozumieją tę potrzebę, co ujawniło się w wielu publikacjach naukowych. Celem artykułu jest dokonanie przeglądu prac z zakresu geografii społeczno-ekonomicznej z lat 1945–2013, poświęconych problematyce rynku pracy, ze szczególnym uwzględnieniem ewolucji nurtów badawczych jako konsekwencji przemian polityczno- -gospodarczych i społecznych w Polsce oraz analiza zmian paradygmatu w badaniach z zakresu geografii rynku pracy w krajach anglojęzycznych.
The labour market perceived as the mechanisms of its functioning, has been and still is an important part of research devoted to structural changes in various scales of spatial systems. The scale and range of current changes taking place on the local, regional and global labour market is so large that industry and service studies have to take them into consideration. Research in this field, which would not add labour market problems, seems to preclude a proper scientific analysis and formulating conclusions. Geographers have understood this need and it can be seen in several papers. The purpose of the article is to review the scientific papers in the field of socio-economic geography published in the years 1945–2013 which were devoted to labour market problems. The analysis focuses on the evolution of main research streams (as the consequences of political, economic and social changes in Poland) and the change in the paradigm of labour research in geography in Anglophone world (from a geography of labour to a labour geography).
Źródło:: Prace Komisji Geografii Przemysłu Polskiego Towarzystwa Geograficznego; 2015, 29, 4; 127-143
2080-1653
Pojawia się w:: Prace Komisji Geografii Przemysłu Polskiego Towarzystwa Geograficznego
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Ocena wykształcenia kompetencji przedmiotowychz geografii społeczno - gospodarczej a wybrane aspekty innowacyjności w edukacji i kształceniu nauczycieli
Evaluation of subject specific competence in socioeconomic geography and selected aspects of innovation in teachers education and training
Autorzy:: Osuch, Wiktor
Powiązania:: https://bibliotekanauki.pl/articles/471505.pdf
Data publikacji:: 2012
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: geografia społeczno-ekonomiczna
edukacja
innowacyjność
e-learning
innowacyjne modele kształcenia
innowacyjne specjalności studiów
kompetencje a rynek pracy
socio-economic geography
education
innovation
innovative models of education
innovative specializations of study
competencies and labor market
Opis:: Although Poland has gone through a period of many various trials regarding the introduction of different changes in the educational system (involving everything from types of schools, through levels of teaching, changes in curricula for each school subject, syllabuses and textbooks, to the modification of teaching aims and content for each subject), very little, in fact, has been done to promote the necessary remodelling of work that would ensure the shaping of a truly modern teacher. The author of this article has been conducting research on the development of subject specific and didactic competence of geography teacher trainees for over ten years. Personal and interpersonal competencies of graduates of higher education significantly affect their chances on the labour market. A profile of the graduate should also help potential employers choose competent employees. Information provided in the profile of the graduate enables employers to check whether during the course of studies the potential employee developed the desired skills. The author of this paper believes that acquisition of the appropriate competences by geography students – candidates for teachers – constitutes the most important element of professional training of future teachers, including geography teachers. The subject of the research presented in this paper is the evaluation of professional competence in the field of the socioeconomic system of the contemporary world. Research in this area should successfully contribute to the optimization of the teacher-training process, including geography teacher-training, and to the development of an effective and efficient model of teacher-training and competence acquisition.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis Studia Geographica; 2012, 3 Innowacyjność usług turystycznych w układach przestrzennych; 122-137
2084-5456
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Schüler/innen- und Lebensweltorientierung einschließlich ökonomischer Kompetenzentwicklung im Unterrichtsgegenstand „Geographie und Wirtschaftskunde” an österreichischen Schulen
Autorzy:: Fridrich, Christian
Powiązania:: https://bibliotekanauki.pl/articles/471368.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:: kompetencje
model dydaktyczny
edukacja ekonomiczna
geografia w Austrii
upodmiotowienie
competencies
didactic model
Economic Education
Geography in Austria
empowerment
Opis:: The main focus of the curriculum of the subject area “Geography and Economic Education” in Austria is the action of humans in natural space, economy and society. This includes various aspects and consequences of these human actions in our world. Moreover, humans are also in the focus of didactics and teaching in the classroom. That means an orientation towards pupils and their ideas, previous knowledge, everyday life, interim competences etc. Since the great change of the Austrian curriculum in 1962, Economic Education became an equal part of the subject area “Geography.” During the first years many teachers fought against this change, namely the integration of Economic Education with Geography, instead of identifying the chances and opportunities. A good instruction from the didactic point of view is the combination of geographic and economic contents and aims. Even now, more than 50 years later, many teachers and also their pupils like Geography much more than Economic Education. What is Economic Education? The main aim of Economic Education is to empower kids and youths in their lives within the society penetrated by economy. The detailed areas and aims are discussed within this study. As a first approach to this complex topic a number of aspects is discussed in this article. The curriculum of “Geography and Economic Education” shows that most of the topics concern both areas (Geography and Economic Education). Those include globalization, implications of tourism on space and economy, the European Union and its consequences for countries, people(s) and economy etc. Previous studies show that the level of economic knowledge of pupils is low or very low. Also adults as teachers, politicians and in some aspects even economists show low economic knowledge. The question is if in order to improve their life situation economic competences of pupils are more important than just knowledge. What seems to be more alarming is the low interest of pupils in Economic Education, which is proved by studies. One main aim of the present empiric study of the author was to find out the reasons for the low interest of pupils in Economic Education. Therefore a cluster of research questions are developed: (1) How do teachers assess the importance of the main topics of the curriculum at the lower secondary level? (2) What are the types of teachers when we consider their opinion of economy in general and of Economic Education? (3) What are the detailed aspects which reduce the interest of pupils in Economic Education? (4) For which target groups and purposes can a didactic model of Economic Education help to improve this situation? The empiric study was conducted at all schools at the lower secondary level (grade 4–8) in Vienna with ample time for them to take part in this survey. The return rate of the questionnaires was 65,7%, the total number of participating teachers of Geography and Economic Education was N=527. Because of the mostly closed questions of the questionnaire quantitative methods were applied for this part of the study, such as: variance analysis, Wilcoxon-test, contingence analysis, cluster analysis, factor analysis, and correlation analysis. According to the research questions there were three main findings. The assessment of the importance of economically dominated curriculum topics by teachers was significantly bad and the author’s previous observations and experiences were proved. Four types of teachers concerning their interest in economy in general and Economic Education could be identified. The group with the worst attitudes state that also their pupils have a bad attitude towards Economic Education. One reason is the transfer of bad attitudes from teachers to their pupils. Another reason could be the statement of teachers who ascribe a low interest to their pupils in order to reduce their instruction of Economic Education. The discussion and interpretation shows that Economic Education must be more oriented towards the everyday life of pupils to meet their interest. Their ideas, experiences and concepts must be in the centre of the instruction. This means that their lives that are filled with economy-based issues must be the starting point of instruction at the lower secondary level – in other words: the approaches must be drawn from life. The main aim of Economic Education must be to enable young people to take mature actions in our society. Mature in this context means self-determined, responsible and competent. Entrepreneurship education is only a small part of Economic Education, therefore should not be confused with Economic Education. Finally, the discussion of results leads to a didactic model of “everyday-oriented Economic Education” in which kids and young adults are situated in the centre. As they are surrounded by economy every step of the way, they need a competent Economic Education which prepares them for mature actions in four big economic areas of our society: private households, consumption, working world and society. Three main competence levels are regarded as essential in this context: a) remembering and understanding, b) applying and analysing, c) evaluating and creating. Economic Education does not guarantee mature actions, it only enables them. For all that a human can also act inadequately (irrationally, as if unadopted to a special situation, irresponsibly etc.). Furthermore, actions are influenced by internal aspects, such as motives, codes, and values, as well as external factors, such as actions of other humans, constraints and restrictions. Having acquired those competences young people can play a vital role in shaping their “environments of life,” which are also affected by unintended consequences of actions. Nevertheless, these shaped “environments of life” are again the starting point for the process of instruction (see graphic chart on the next page). This didactic model of Economic Education can help to improve the initial as well as the in-service teacher training by showing clearly the process, aims, areas, and influences of Economic Education. It may help to sensibilise future teachers and teachers in schools for adequate approaches to Economic Education which is part of a modern instruction of “Geography and Economic Education” and part of a profound general education of every human in our complex society.
Źródło:: Annales Universitatis Paedagogicae Cracoviensis Studia Geographica; 2014, 6 Innowacje w kształceniu geograficznym i przyrodniczym; 33-52
2084-5456
Pojawia się w:: Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
Dostawca treści:: Biblioteka Nauki

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