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    Tytuł:
    Odpowiedzialne zarządzanie szkołą
    Autorzy:
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639341.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    change, educational challenges, educational management
    Opis:
    All educational institutions struggle with new conditions in which they operate. Changing context of school functioning is connected with dramatic civilization transformations. In order to effective operating and to realizing tasks, schools and other institutions need to be aware of new challenges. Systemic weaknesses however make it difficult. Defining priorities and preparing staff able to provide educational management are two very urgent needs.
    Źródło:
    Zarządzanie Publiczne; 2009, 2 (6)
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Charakterystyka samochodowego transportu osobowego na szczeblu centralnym resortu obrony narodowej
    Autorzy:
    Mazurkiewicz, Grzegorz.
    Powiązania:
    Zeszyty Naukowe / Akademia Sztuki Wojennej 2017, nr 3(108), s. 89-105
    Data publikacji:
    2017
    Tematy:
    Ministerstwo Obrony Narodowej (Polska)
    Transport wojskowy samochodowy
    Logistyka wojskowa
    Artykuł z czasopisma naukowego
    Opis:
    Bibliografia na stronach 104-105.
    Dostawca treści:
    Bibliografia CBW
    Artykuł
    Tytuł:
    How Do Teachers Understand Democratic Education, Equal Opportunities and Their Roles in School
    Autorzy:
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639574.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    To talk about democracy in school, several basic principles must be observed that secure democratic organization of schoolwork and equal access to education. The aim of this study, then, was to inquire into teachers’ beliefs towards controversial behaviors that might be noticeable in schools (e.g. relations with students, extra-curricular tutoring, and teachers’ attitudes towards his/her own work (intrinsic/extrinsic).By focusing on questions such as: Who do teachers perceive as responsible for their professional development; How do teachers perceive their work with “good” and “bad” students; and How do teachers perceive their ability to influence the workings of their school? we are led to understand the manner in which teachers beliefs play out in school. These beliefs become important if school is to fulfill its role for democratic society.
    Źródło:
    Zarządzanie Publiczne; 2008, 4
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Droga do zawodu. Szkolne wyzwania a proces stawania się nauczycielem
    Autorzy:
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639696.pdf
    Data publikacji:
    2007
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    The way to profession. Educational challenge and becoming a teacherCommon education is one of the main goals for every society. Specific tasks of the educational system change dependently on the context of school operation and employees of the school. This paper shows the way in which personal and professional experiences determine teachers’ vision of school.Choice of the professional career follow three main scenarios. Personal experiences from school are described with language of emotions and significantly impact the practice of teachers work. First years of work as a teachers majority of respondents describes as unpleasant experience. Respondents are able to evaluate schools in which they work and precisely describe their own ideas of the good school.
    Źródło:
    Zarządzanie Publiczne; 2007, 3
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Leadership and mental models. Study of school principals’ awareness
    Autorzy:
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639306.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    Educational leadership
    mental models
    change
    development
    Opis:
    The main purpose of the proposed paper is to analyze paradigms (theoretical frames) of leadership owned and used by school principals. The analysis is based on the results of the research conducted for the purpose of defining and describing the school principals’ way of thinking about leadership for education. For the purpose of building framework for research it was assumed that four leadership paradigms might be defined. Leadership might be understood through classic paradigm of leadership (domination of the significant person or elite group); or transactional paradigm (influence and negotiations); or visionary paradigm (called sometimes charismatic where the most import ant is clear vision); or organic paradigm (existing in multicultural and diverse world where leadership is flexible and leaders change dependently on a situation) Three methods have been used: interview with 99 principals of schools (of different type), observation in the same number of schools and analyses of the blogs (written on-line by school principals). It is common to ignore the mental models (or paradigms) used by people what brings certain outcomes for every initiative. It is necessary for policy making, change projects or developmental initiatives to recognize and take under consideration the diversity of possible perspectives (mental models) owned by those who are working in the concerned area, in this case head teachers. Civilization changes influence context and demands towards schools. Those challenges impact the modernization of schools. One of the common expectation towards management are more open - participative mode of the decision making process and the involvement of employees in sharing responsibilities. Unfortunately different initiatives towards inclusion of employees into management and leadership processes bring rather disappointing results because they ignore ideologies and assumptions of people who decide about school functioning. Analysis of the results of the research should improve the understanding of the school reality by showing strategies and decisions adequate to the state of “educational consciousness”.
    Źródło:
    Zarządzanie Publiczne; 2012, 4(20); 27-48
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Kadra ucząca dorosłych: warunki, kompetencje i rozwój
    Autorzy:
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639375.pdf
    Data publikacji:
    2009
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    adult educators
    adult learning
    changes
    development
    Opis:
    The paper presents reflections rising from a study on adult learning professions in Poland. Changes in the socio-political and legal context created phenomena that have occurred in the adult education systems, mechanisms and approaches. The article focuses on the impact of those processes on a specific professional group – adult educators. Because of the increasing importance of life long learning and the promising vision of a knowledge society, new initiatives in education open challenging possibilities for human development.Based on interviews with practitioners the article describes the professional situation of adult educators: training, development, awareness, values, priorities and practice. There  is a new trend noticeable in these interviews – the emergence of a new kind of educator. The specific working style of this new group (operating like a closed caste) with a specific language and communication style, value system, ethics and critical skills resulted in the creation of the new culture of life long learning. The culture of adult educators has developed skills of survival in fragmented reality of Polish educational policy, a chaotic legal frame and the strong pressure of labour market.
    Źródło:
    Zarządzanie Publiczne; 2009, 1 (5)
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What Might it Mean to Democratize School Reform?
    Autorzy:
    Fischer, John M.
    Mazurkiewicz, Grzegorz
    Powiązania:
    https://bibliotekanauki.pl/articles/639588.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    The goal of education is to prepare individuals for the new world of global connections, competition and the labor market by means of an educational process that works to get students ready for activity, responsibility and deliberation. Within these issues schools and teachers are the focus of much concern. Many reform efforts work to  remove autonomy from the school. “Deskilling,” viewing school improvement through the lens of packaged programs that work to script teachers, prescribe what they should do in their context, and pull more and more control to central authorities, is not a new phenomenon. Recently, however, teachers have been recognized as necessary leaders in school reform.How might those based in universities proceed to work and change the situation we find in schools? Rather than one-shot, one-way school reform efforts and programs which are known to have little impact compared to long-term, collegial work, our work with schools should be based on building professional relationships. Democratic school  reform is possible. By working (as it was mentioned) to link schools, universities and communities in engaged, reciprocal, networks of support we can strengthen the outcomes and the success of school reform in ways that lift up students, teachers, communities, universities and democratic societies themselves.
    Źródło:
    Zarządzanie Publiczne; 2008, 4
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Conversations, Dialog and Deliberation: Leaders Moving Towards the Democratization of School Reform
    Autorzy:
    Mazurkiewicz, Grzegorz
    Fischer, John
    Armaline, William
    Powiązania:
    https://bibliotekanauki.pl/articles/943029.pdf
    Data publikacji:
    2008
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Opis:
    This work emerged over the course of the conference, Re/forming Education: Linking Schools, Universities and Communities for Democratic School Reform. During sessions held as part of the conference, participants were asked to engage in dialog about the issues presented. These dialog sessions, held most often in small groups, included note taking and group writing. As a result, this piece is the product of the multiple voices (Superintendent, Principal, Professor, Non-governmental Organizations) present during the conference. While the piece in no way reflects the complete thoughts of one individual, it does share some of the essence of the deliberation that occurred.
    Źródło:
    Zarządzanie Publiczne; 2008, 4
    2084-3968
    Pojawia się w:
    Zarządzanie Publiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Evolution Of The Results Of 1500 Liver Transplantations Performed In The Department Of General, Transplant And Liver Surgery Medical University Of Warsaw
    Autorzy:
    Krawczyk, Marek
    Grąt, Michał
    Grąt, Karolina
    Wronka, Karolina
    Krasnodębski, Maciej
    Stypułkowski, Jan
    Masior, Łukasz
    Hołówko, Wacław
    Ligocka, Joanna
    Nyckowski, Paweł
    Wróblewski, Tadeusz
    Paluszkiewicz, Rafał
    Patkowski, Waldemar
    Zieniewicz, Krzysztof
    Pączek, Leszek
    Milkiewicz, Piotr
    Ołdakowska-Jedynak, Urszula
    Najnigier, Bogusław
    Dudek, Krzysztof
    Remiszewski, Piotr
    Grzelak, Ireneusz
    Kornasiewicz, Oskar
    Kotulski, Marcin
    Smoter, Piotr
    Grodzicki, Mariusz
    Korba, Michał
    Kalinowski, Piotr
    Skalski, Michał
    Zając, Krzysztof
    Stankiewicz, Rafał
    Przybysz, Marta
    Cieślak, Bartosz
    Nazarewski, Łukasz
    Nowosad, Małgorzata
    Kobryń, Konrad
    Wasilewicz, Michał
    Raszeja-Wyszomirska, Joanna
    Piwowarska, Jolanta
    Giercuszkiewicz, Dorota
    Sańko-Resmer, Joanna
    Rejowski, Sławomir
    Szydłowska-Jakimiuk, Monika
    Górnicka, Barbara
    Wróblewska-Ziarkiewicz, Bogna
    Mazurkiewicz, Michał
    Niewiński, Grzegorz
    Pawlak, Jacek
    Pacho, Ryszard
    Powiązania:
    https://bibliotekanauki.pl/articles/1395614.pdf
    Data publikacji:
    2015-05-01
    Wydawca:
    Index Copernicus International
    Tematy:
    liver transplantation
    survival
    outcomes
    donors
    center experience
    center volume
    Opis:
    Liver transplantation is a well-established treatment of patients with end-stage liver disease and selected liver tumors. Remarkable progress has been made over the last years concerning nearly all of its aspects. The aim of this study was to evaluate the evolution of long-term outcomes after liver transplantations performed in the Department of General, Transplant and Liver Surgery (Medical University of Warsaw). Material and methods. Data of 1500 liver transplantations performed between 1989 and 2014 were retrospectively analyzed. Transplantations were divided into 3 groups: group 1 including first 500 operations, group 2 including subsequent 500, and group 3 comprising the most recent 500. Five year overall and graft survival were set as outcome measures. Results. Increased number of transplantations performed at the site was associated with increased age of the recipients (p<0.001) and donors (p<0.001), increased rate of male recipients (p<0.001), and increased rate of piggyback operations (p<0.001), and decreased MELD (p<0.001), as well as decreased blood (p=0.006) and plasma (p<0.001) transfusions. Overall survival was 71.6% at 5 years in group 1, 74.5% at 5 years in group 2, and 85% at 2.9 years in group 3 (p=0.008). Improvement of overall survival was particularly observed for primary transplantations (p=0.004). Increased graft survival rates did not reach the level of significance (p=0.136). Conclusions. Long-term outcomes after liver transplantations performed in the Department of General, Transplant and Liver Surgery are comparable to those achieved in the largest transplant centers worldwide and are continuously improving despite increasing recipient age and wider utilization of organs procured from older donors.
    Źródło:
    Polish Journal of Surgery; 2015, 87, 5; 221-230
    0032-373X
    2299-2847
    Pojawia się w:
    Polish Journal of Surgery
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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