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Tytuł:
Wyniki badań nad stanem odżywienia i sposobem żywienia dzieci jednej ze szkół podstawowych w województwie poznańskim. Cz. I. Ocena stanu odżywienia
Rezul'taty issledovanija po sostojaniju otkormlenija i sposobu pitanija detejj odnojj iz nachal'nykh shkol v vojevodstve poznanskim. Chast I. Ocenka po sostojaniju otkormlenija
Results of studies on nutritional status and dietary patterns of children in one primary school from Poznan province. I. Appraisal of nutritional status
Autorzy:
Mandrowska, A.
Konieczna, W.
Kowalski, J.
Szczygiel, A.
Ksiezny, S.
Dietl, B.
Powiązania:
https://bibliotekanauki.pl/articles/874589.pdf
Data publikacji:
1963
Wydawca:
Narodowy Instytut Zdrowia Publicznego. Państwowy Zakład Higieny
Tematy:
zywienie dzieci
dzieci szkolne
szkoly podstawowe
woj.poznanskie
stan odzywienia
sposob zywienia
stan zdrowotny
ocena stanu odzywienia
human nutrition
child
school child
primary school
Poznan voivodship
nutritional status
nutritional model
health status
Źródło:
Roczniki Państwowego Zakładu Higieny; 1963, 14, 2
0035-7715
Pojawia się w:
Roczniki Państwowego Zakładu Higieny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Higieniczna ocena rozkładów zajęć w szkołach podstawowych
Gigieniceskaja ocenka programmov ucebnyh zanjatii v nacalnyh szkolah
Hygienic appraisal of class schedules in primary schools
Autorzy:
Zdunkiewicz, L.
Mandrowksa-Xinxo, A.
Powiązania:
https://bibliotekanauki.pl/articles/876199.pdf
Data publikacji:
1970
Wydawca:
Narodowy Instytut Zdrowia Publicznego. Państwowy Zakład Higieny
Tematy:
szkoly podstawowe
zajecia edukacyjne
ocena higieniczna
liczebnosc
lekcje
primary school
educational activity
hygienic assessment
population
lesson
Źródło:
Roczniki Państwowego Zakładu Higieny; 1970, 21, 2
0035-7715
Pojawia się w:
Roczniki Państwowego Zakładu Higieny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rozmiary nieprzystosowania społecznego uczniów warszawskich szkół podstawowych
The extent of social maladjustment among children of Warsaw elementary schools
Autorzy:
Ostrihanska, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/699042.pdf
Data publikacji:
1982
Wydawca:
Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:
nieprzystosowanie społeczne
szkoła podstawowa
uczniowie warszawscy
nieprzystosowanie szkolne
demoralizacja
kradzież
wagary
agresja
spożywanie alkoholu
social maladjustment
primary school
Warsaw students
school maladjustment
demoralization
theft
truancy
aggression
alcohol consumption
Opis:
In the school year 1976/77 the Department of Criminology, Institute of State and Law, Polish Academy of Sciences, began research whose object was - among others - to ascertain the extent of social maladjustment among children from Warsaw elementary schools. As socially maladjusted were recognized children, whose behavior was characterized by a complex of comparatively persistent symptoms pointing to inobservance by those children of fundamental rules of behavior obligatory for the youth of this age (that is, truancy, hour-long gallivating round the streets without control, keeping company of demoralized colleagues, thefts, running away from home, drinking, taking drugs, sexual demoralization, vandalism, aggression). In the study were included all children of 3rd- 8th grades of 50 elementary schools in Warsaw: it was a random sample from all schools of this type in the city. There were over 600 classes included in the study, with the total of 17,662 children aged 9- 15.             The main object of the study was to find out how many children with the symptoms of social maladjustment there are among the pupils of grades 3- 8. It was to be achieved by obtaining information from the teachers about those among their pupils whose behavior covered by the definition of social maladjustment as presented above.             The extent of social maladjustment among the children of Warsaw elementary schools was found to be substantial, as there were 6.5% of socially maladjusted children in the classes examined (10% of the boys and 2.7% of the girls). The extent is greater in the higher grades (there were as many as 15.4% of socially maladjusted boys and 4.4% of such girls in the 8th grade), and lower in the lower grades (respectively 7.4% of boys and 1.4% of girls in the 3rd grade). From the 7th grade an exceptionally distinct increase is pronounced.             The percentage of boys revealing symptoms of social maladjustment is 3,7 times higher than that of girls. Among girls, there is a more pronounced increase in the extent of social maladjustment in higher grades as compared with lower grades, than it is the case among boys. Among the eldest girls the symptoms of social maladjustment intensified than among the eldest boys.             The study revealed also large differences in the extent of social maladjustment among different schools. The percentage of socially maladjusted children ranged from 2.3% in the ’’best” school to 17% in the "worst" one. The classes in the "worsts" schools were found to be smaller than those in the “best” ones where the disclosure of a smaller number of socially maladjustment children could have been connected with the poorer acquaintance of the teachers with their pupils in larger classes. The districts of the “worst” schools were also often defined by the head-masters as "difficult”, that is inhabited by families estimated by them as unfavorable educational environment.             The definition of social maladjustment assumed in the study revealed first of all the children who: gallivanted (77% of socially maladjusted boys and 75% of girls), played truant (70% of boys and 79% of girls), kept company of demoralized colleagues (55 and 44% respectively). The next most frequently occurring type of behavior was stealing (1/3 of boys and 1/5 of girls), while it was seldom that the children with the symptoms of social maladjustment were considered as drinking alcohol (merely 16% of boys and 14% of girls), which result not only from the fact that the children start drinking in the higher grades, but also from the teachers being only poorly informed as to the extent of drinking among their pupils. Running away from home occurs seldom among the socially maladjusted children (13% of boys and 15% of girls), as well as the symptoms of sexual demoralization (which were, however, found in as many as 20% of socially maladjusted girls from the highest grade, and in only 5% of boys from this grade); the teachers gave no information whatever as to the taking of drugs by socially maladjusted children.             In the obtained picture of social maladjustment among school children there was a variety of the types of behavior regarded as symptoms of maladjustment; the intercorrelations between separate symptoms were not strong. Connections between these symptoms are more frequent and stronger in the case of children from higher grades, in whom the process of social maladjustment is more intense. The child from the 3rd grade defined as socially maladjusted is first of all a neglected child: gallivanting, playing truant, keeping company of demoralized colleagues, often behaving aggressively. Among the 8th grade children a larger cumulation of various types of behavior was found and also other symptoms were noted much more frequently. In the lower grades, truancy is the behavior which initiates and intensifies the process of social maladjustment: among those playing truant the cumulation of other symptoms can be found much more often than among other children. In the case of older boys, it is the company of demoralized colleagues that acquires the initiating and intensifying role in the process of social maladjustment.. It increases and shapes aggressive attitudes, provides patterns and encouragement to drinking alcohol, and is also conducive to gallivanting, stealing and sexual demoralization.             According to the teachers, the majority (over 2/3) of the socially maladjusted children had severe learning problems, which had distinct repercussion on their unsatisfactory school progress. Such children were termed maladjusted to school education. Apart from the socially maladjusted children, the teachers also named 6,2% of boys and 3,5% of girls from the examined classes as revealing symptoms of school maladjustment. Every sixth boy from the classes included in the study was socially maladjusted or maladjusted to school, and every sixteenth girl. As the children grew up, there was a trend to cumulation of the symptoms of social and school maladjustment in them. Among the socially maladjusted boys from the lowest grades, an essential dependence was found between their reading and writing problems and their truancy, which - as stated above - initiates the process of social maladjustment in these grades. When asked about the causes of the child’s learning problems, which occur among the half of socially maladjusted children, the teachers indicated the insufficient care at home and bad family situation as the cause. Among boys, this cause is particularly important in the case of socially maladjusted children from lower grades (2/3 of all cases), and diminishes in the higher grades when - according to the teachers - it is the child himself who is to blame, particularly for his laziness.             According to the teachers, among the families of socially maladjusted children those are prevailing who - for various reasons - are incapable of coping with their protective and educational tasks. Among the socially maladjusted children, the contribution of those from incomplete families (approximately 1/3 of the families of socially maladjusted boys and as many as 42.2% of the families of girls) and those brought up by mothers alone (approximately 1/4 of boys and 1/3 of girls) is much greater than in the average population. The degree of education of the parents is usually low with physical workers prevailing, and while the fathers usually have some professional training, the majority of mothers have no profession at all. In the families examined both parents usually work out of home (which is typical of a Polish urban family).             In the families of over 1/3 of maladjusted boys and nearly 1/2 of girls, there are conditions that decided about their distinct socially deprived character as educational environment. According to the teachers, alcoholism or excessive drinking of one of the parent accurs in over 1/3 of these families. The family background of socially maladjusted girls is more socially negative than this of boys. The intensity of negative characteristics of the environment was particularly explicit among the children whose social and school maladjustment symptoms were cumulated.             The majority of socially maladjusted children had learning problems concerning at least two school subjects. The majority had also problems in learning to read and write and were still below the level of their grade at the time of the study as regards their command of these skills which are essential for school education.             Protective and educational activities undertaken by schools in respect of socially maladjusted children are minimal as compared with the needs. Only 10% of boys and 15% of girls visit day-rooms or day stay-in schools. As few as 11% of boys and 8% of girls attend youth clubs in the culture clubs. While the day-rooms and day stay-in schools are visited by children from worse family environment, usually those taken better care of in their families attend youth clubs.             A large part (approximately 2/3) of socially maladjusted children were included in the "summer holiday action” and participated in holiday camps. Also, regarding a large part of them psychologists and educators were consulted; however, the teachers await assistance of guidance centre not only in the form of diagnosis but also of a long-term treatment of maladjusted child and his family.
Źródło:
Archiwum Kryminologii; 1982, VIII-IX; 191-231
0066-6890
2719-4280
Pojawia się w:
Archiwum Kryminologii
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nutritive value of daily food rations in selected populations from the Wielkopolska Region. III. Questionnaire studies of primary school children
Autorzy:
Duda, G.
Gertig, H.
Kulesza, C.
Maruszewska, M.
Przyslawski, J.
Purczynski, A.
Szajkowski, Z.
Ucinska, D.
Powiązania:
https://bibliotekanauki.pl/articles/1371749.pdf
Data publikacji:
1992
Wydawca:
Instytut Rozrodu Zwierząt i Badań Żywności Polskiej Akademii Nauk w Olsztynie
Tematy:
food ration
Polska
human nutrition
child
daily food ration
Wielkopolska region
primary school
nutritional value
Źródło:
Polish Journal of Food and Nutrition Sciences; 1992, 01, 3
1230-0322
2083-6007
Pojawia się w:
Polish Journal of Food and Nutrition Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nutritive value of daily food rations in selected populations from the Wielkopolska Region. IV. Laboratory assessment of recostructed representative and random food rations consumed by primary school children
Autorzy:
Szajkowski, Z.
Gertig, H.
Duda, G.
Kulesza, C.
Maruszewska, M.
Przyslawski, J.
Drabowicz, E.
Ucinska, D.
Powiązania:
https://bibliotekanauki.pl/articles/1371763.pdf
Data publikacji:
1992
Wydawca:
Instytut Rozrodu Zwierząt i Badań Żywności Polskiej Akademii Nauk w Olsztynie
Tematy:
food ration
Polska
human nutrition
child
laboratory research
daily food ration
Wielkopolska region
primary school
nutritional value
Źródło:
Polish Journal of Food and Nutrition Sciences; 1992, 01, 3; 87-94
1230-0322
2083-6007
Pojawia się w:
Polish Journal of Food and Nutrition Sciences
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
School Readiness in a Multicultural Context: an Exploration of the Issues Using Cultural Psychology as an Appropriate Methodology
Autorzy:
Sundelowitz, Errol
Macdonald, Carol
Powiązania:
https://bibliotekanauki.pl/articles/29520308.pdf
Data publikacji:
2006-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
School readiness
Cultural Psychology
school literacy
parental involvement
primary/elementary school
reading
literacy
methodology
Opis:
Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.
Źródło:
The New Educational Review; 2006, 10; 131-144
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
From researchers to primary school: dissemination of scientific research results on the beach. An experience of environmental education at Nefza, Tunisia
Autorzy:
Fanini, L.
El Gtari, M.
Ghlala, A.
El Gtari-Chaabkane, T.
Scapini, F.
Powiązania:
https://bibliotekanauki.pl/articles/49185.pdf
Data publikacji:
2007
Wydawca:
Polska Akademia Nauk. Instytut Oceanologii PAN
Tematy:
ecology
Tunisia
Mediterranean coastal zone
sandy beach
environmental education
management
primary school
MEDCORE project
Nefza
Opis:
Within the framework of the MEDCORE project on the ecology and management of Mediterranean coastal areas we decided to include the local dissemination of scientific results in Tunisia. The involvement of a local public school, and the joint work of local teachers and of local and international researchers, was chosen as a dissemination method because of the role of the school as an educational centre and the natural interest and curiosity characterising the schoolchildren. As the subject of the experience of dissemination a beach-dune system was considered suitable because of it was near, familiar and easy to reach, and also because of the economic importance of such environments, which generate considerable income as a result of tourists frequenting them. In environmental education, however, less emphasis is placed on this particular environment. A test performed before and after a school trip to the beach showed an increase in knowledge among children about beach-dune systems. Correlations between the gender and background of the children with their previous knowledge and information acquired from the field experience were analysed, and found to be not significant. All the children were equally receptive to environmental issues, regardless of their gender or background (urban/rural environment). One of the main results obtained through this experience is the effectiveness of sharing knowledge with local people, as stakeholders of study sites. The next step in the process of disseminating scientific knowledge for the benefit of the local community should be to examine its possible long-term effects.
Źródło:
Oceanologia; 2007, 49, 1
0078-3234
Pojawia się w:
Oceanologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The popularity of milk and dairy products with families of children attending the primary school in Letovice [Czech Republic]
Popularnosc mleka oraz produktow mlecznych wsrod rodzin, ktorych dzieci uczeszczaja do szkol podstawowych w Letovicich [Republika Czeska]
Autorzy:
Jurikova, J
Laparidis, K.
Bieberlova, L.
Powiązania:
https://bibliotekanauki.pl/articles/875304.pdf
Data publikacji:
2008
Wydawca:
Narodowy Instytut Zdrowia Publicznego. Państwowy Zakład Higieny
Tematy:
popularity
parent
Letovice
Czech Republic
human nutrition
primary school
milk
preference
dairy product
child
Opis:
The aim of this studies was to find out how often families with young children buy milk and whether the parents are interested in school offer of milk. One hundred and three parents of the children attending the junior level of the primary school in Letovice, The Czech Republic, were taking part in the research. The research was taken in question-forms. The whole form included 13 questions, however the thesis supplies answers to only some of them. It was found out that prevalent majority of the families of the focused group of pupils lives in the city. The questioned families had mostly four members: a mother, a father and two children. To the question how often they buy milk, most families answered "seldom". It is mostly families of four who buy milk on a daily basis (this was stated by as much as 10% of questioned families of four members). Yoghurts are bought by families with four members mostly a few times a week (32% of questioned families of four answered so) or daily (15.5% of questioned families of four answered so). To the question ascertaining the parents' interest, as the case may be, in supplying milk and dairy products for a consideration to the children directly at school, 78 parents answered in the affirmative, which is 75.7% of respondents. It means that the parents are interested in state-aided school milk.
Celem pracy było stwierdzenie, jak często kupowane jest mleko przez rodziny z dziećmi i czy rodzice są zainteresowani ofertą spożywania mleka w szkole. W badaniu wzięło udział 103 rodziców uczniów szkoły podstawowej pierwszego stopnia w Letovicích (Republika Czeska). Badania przeprowadzono metodą ankietową. Ankieta zawierała 13 pytań; w niniejszej pracy zamieszczono opracowanie wybranych pytań. Większość ankietowanych rodzin zamieszkiwało w mieście i były to rodziny 4-osobowe: matka, ojciec i dwójka dzieci. Najwięcej rodzin dokonywało zakupu mleka rzadko. Czteroosobowe rodziny codziennie kupowały mleko (10 % badanych) a jogurt - kilka razy w tygodniu (32 % badanych) lub codziennie (15,5 % badanych). 75,7 % ankietowanych rodziców było zainteresowanych odpłatnym dostarczaniem mleka oraz produktów mlecznych dzieciom bezpośrednio w szkołach.
Źródło:
Roczniki Państwowego Zakładu Higieny; 2008, 59, 3
0035-7715
Pojawia się w:
Roczniki Państwowego Zakładu Higieny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wychowanie dla zrównoważonego rozwoju w nauczaniu zintegrowanym szkoły podstawowej
Education for balanced development in integrated primary school
Autorzy:
Mielczarek, Artur W.
Powiązania:
https://bibliotekanauki.pl/articles/1817404.pdf
Data publikacji:
2008-12-31
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
edukacja ekologiczna
szkoła podstawowa
ecological education
primary school
Opis:
The importance of education for balanced development in integrated primary school is really vital. School is one of the institutions which must supply its students with certain knowledge about the natural environment, teach them responsibility towards the natural environment and themeselves, make them aware of the dangers created by modern civilization and teach, how to use the natural resources in proper way. In the year 2004 was carried out research checking the efficiency of natural science in grade I-III of primary school teaching, the material presented below shows achieved results and the influence of natural science on young students.
Źródło:
Studia Ecologiae et Bioethicae; 2008, 6, 1; 405-419
1733-1218
Pojawia się w:
Studia Ecologiae et Bioethicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Assessment of Teachers Exposure to Noise in Selected Primary Schools
Autorzy:
Augustyńska, D.
Kaczmarska, A.
Mikulski, W.
Radosz, J.
Powiązania:
https://bibliotekanauki.pl/articles/177972.pdf
Data publikacji:
2010
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
primary school
noise
annoyance
harmfulness
questionnaire study
survey
acoustical measurements
Opis:
The assessment of teachers’ exposure to noise in primary schools was carried out on the basis of: questionnaire studies (covering 187 teachers in 3 schools), noise measurements at the teachers’ workplaces, measurements of the school rooms acoustic properties (reverberation time and speech transmission index STI in 72 classrooms), analysis of statistical data regarding hazards and occupational diseases in the education sector. The studies have shown that noise is the main factor of annoyance in the school environment. Over 50% of questioned teachers consider noise as annoying and near 40% as very annoying or unbearable. A-weighted equivalent continuous sound pressure levels measured in classrooms, teacher rooms and common rooms are in the range of 58–80 dB and they exceed 55 dB (criteria of noise annoyance). The most frequently reported subjective feelings and complaints (over 90%) are: growth of psychical and emotional tension, irritation, difficulties in concentrating, hoarseness, cough. Noise in schools is also a harmful factor. High A-weighted equivalent continuous sound pressure levels ranging from 80 to 85 dB, measured in corridors during pauses and in sports halls, can cause the risk of hearing damage among PE teachers and persons oversensitive to noise. The latter concerns both teachers and pupils. High background noise levels (55–65 dB) force teachers to raise their voice. It can lead to the development of an occupational disease – chronic voice disorders due to excessive vocal effort lasting for at least 15 years. In the education sector 785 new cases of this disease were reported only in 2008. Poor acoustics in classrooms (reverberation time ranging from 0.8 to 1.7 s, STI < 0.6 in 50% of classrooms) have an adverse influence on speech reception and make the teaching and learning processes difficult.
Źródło:
Archives of Acoustics; 2010, 35, 4; 521-542
0137-5075
Pojawia się w:
Archives of Acoustics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczyciele Puszczy Zielonej o edukacji regionalnej
Teachers forest green on education was to give regional
Autorzy:
Gogolewska-Tośka, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2164613.pdf
Data publikacji:
2010-12-15
Wydawca:
Ostrołęckie Towarzystwo Naukowe
Tematy:
edukacja regionalna
szkoła podstawowa
gimnazjum
metody aktywizujące
patriotyzm
regional education
primary school
middle school
patriotism
activating methods
Opis:
Celem artykułu było zaprezentowanie opinii badanych nauczycieli szkoły podstawowej i gimnazjum na temat edukacji regionalnej. Aby powyższy cel zrealizować, przeprowadzono sondaż diagnostyczny, który wykazał, że treści z zakresu rozwijania wiedzy o kulturze własnego regionu i jej związków z kulturą europejską są podejmowane przez ¾ badanych respondentów.
The purpose of the article was to give survey of teachers of primary and secondary education on the region. To achieve this objective diagnostic survey was carried out, which showed that the content of the development of knowledge about the culture of their own region and its links with European culture are taken by three-quarters of surveyed respondents.
Źródło:
Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego; 2010, Zeszyt, XXIV; 59-66
0860-9608
Pojawia się w:
Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podpora vytváření kompetencí k technické tvořivé činnosti v pregraduální přípravě učitelů 1. stupně ZŠ
Wspomaganie rozwoju kompetencji tworzenia sytuacji dydaktycznych w przygotowaniu zawodowym nauczycieli na pierwszym etapie edukacyjnym
Autorzy:
HAVELKA, MARTIN
SERAFÍN, ČESTMÍR
KROPÁČ, JIŘÍ
Powiązania:
https://bibliotekanauki.pl/articles/455484.pdf
Data publikacji:
2010
Wydawca:
Uniwersytet Rzeszowski
Tematy:
praktyka dydaktyczna
szkoła podstawowa
dydaktyka szczegółowa
didactic practice
primary school
subject didactics
Opis:
Naznačená koncepce disciplíny Speciální didaktické praktikum pro 1. stupeň si klade za cíl dílčím způsobem přispět k realizaci takového pojetí výuky na 1. stupni ZŠ, které může přispět ke zvýšení zájmu žáků o technické a přírodovědné vyučovací předměty.
W artykule przedstawiono koncepcję przedmiotu Specjalna praktyka dydaktyczna dla szkoły podstawowej przygotowującego nauczycieli do realizacji treści nauczania z zakresu techniki i przedmiotów przyrodniczych na pierwszym etapie szkoły podstawowej.
The article presents the conception of the subject Special didactic practice for primary school preparing teachers for implementing teaching the contents in the scope of technical education and science at the stage one of primary school.
Źródło:
Edukacja-Technika-Informatyka; 2010, 1, 2; 130-1306
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Acoustics of Classrooms in Primary Schools - Results of the Reverberation Time and the Speech Transmission Index Assessments in Selected Buildings
Autorzy:
Mikulski, W.
Radosz, J.
Powiązania:
https://bibliotekanauki.pl/articles/177048.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
primary school noise
reverberation time
speech transmission index
STI
Opis:
The article presents results of our own research regarding acoustic properties of 110 classrooms in five typical primary schools in Warsaw. The target of the re- search was to assess the classrooms using established criteria. These criteria include the reverberation time and the speech transmission index. The research has shown a large diversity of acoustic properties of classrooms within each of the schools and between the schools, resulting from the classroom equipment and the school building construction. In addition, the assessment has indicated that classrooms in schools researched do not meet the established acoustic criteria (reverberation time and speech transmission index). Because the classroom equipment is different for younger forms (integrated teaching) and for older forms (subject teaching), the results have been analyzed separately for rooms for younger forms (0–III) and for rooms for older forms (IV–VI). Synthetic results prove the advisability of such di- vision. Correlation analysis has been conducted for the speech transmission index STI and reverberation time Tmf , as well as for the speech transmission index STI and the suggested reverberation time Twf defined in a similar manner as Tmf , but in a wider frequency range. The correlation between the speech transmission index STI and Twf is higher than that between the STI index and Tmf . The reverberation time Twf can therefore be used for a more precise assessment of acoustic properties of interiors with regard to verbal communication than Tmf . In addition, the paper presents estimated analysis results of the influence of selected classroom equipment (carpets) on its acoustic properties.
Źródło:
Archives of Acoustics; 2011, 36, 4; 777-793
0137-5075
Pojawia się w:
Archives of Acoustics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elements of mathematical literacy in primary teacher training
Autorzy:
Prídavková, A.
Powiązania:
https://bibliotekanauki.pl/articles/121712.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Humanistyczno-Przyrodniczy im. Jana Długosza w Częstochowie. Wydawnictwo Uczelniane
Tematy:
mathematical literacy
teacher training
teachers in primary school
umiejętności matematyczne
kształcenie nauczycieli
nauczyciele szkół podstawowych
Opis:
Mathematical literacy is an ability to be developed not just in pupils but also in teachers. It is a constituent part of their undergraduate teacher training. The courses listed under the programmes of study offered by the Faculty of Education, University of Prešov provide a platform for developing mathematical literacy of students - prospective teachers in primary school. The courses syllabi include OECD PISA tasks. They are utilized as means of exploration of theoretical starting points in certain domains of arithmetic and algebra. The article offers the task analysis carried out from the aspect of the present elements of mathematical literacy. We also present some examples of the way who w particular primary mathematics topics from the syllabus are interpreted in terms of mathematical literacy.
Źródło:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics; 2011, 16; 297-304
2450-9302
Pojawia się w:
Scientific Issues of Jan Długosz University in Częstochowa. Mathematics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Obraz polskiej rodziny w elementarzach szkolnych II Rzeczypospolitej
Presentation of the Polish family in primers used in the Second Republic of Poland (in Poland between the twoWorldWars)
Autorzy:
KOCHAN, KATARZYNA
Powiązania:
https://bibliotekanauki.pl/articles/435600.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Wrocławski. Wydział Nauk Historycznych i Pedagogicznych. Instytut Pedagogiki. Zakład Historii Edukacji
Tematy:
early primary education, primary school, primers, learning to read and
write (literacy), education, family, interwar period, interwar Polish Republic.
Opis:
The interwar period was a time of great significance in the history of the Polish nation. It was characterised by immense enthusiasm because of Poland's newly regained independence, however, the country wrestled with many post-partition problems. One of them was, for instance, a lack of a cohesive administration system resulting from regional administrative differences among the Polish partitioned territories. The main task for education, also in need of adjustment to the new circumstances, was to standardise its system because of the dissimilar educational procedures available in the Second Republic. The new social, political and economic situation also required up-to- date syllabuses and corresponding textbooks. Hence, 31 primers were published in the interwar period. Their reading texts dealt with various thematic fields ; they were, for example, associated with the subject of the family as being close to the children's experience and feelings.The present paper aims at comparing if, and to what extent, the portraits of families presented in the primers were adequate to real models of families in the interwar Poland.
Źródło:
Wychowanie w Rodzinie; 2011, II, (2/2011)
2082-9019
Pojawia się w:
Wychowanie w Rodzinie
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 280

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