- Author:
Mariusz Palak
- E-mail:
mpalak@ur.edu.pl
- Institution:
Uniwersytet Rzeszowski
- ORCID:
https://orcid.org/0000-0002-8890-9328
- Year of publication:
2024
- Source:
Show
- Pages:
123-135
- DOI Address:
https://doi.org/10.15804/npw20244107
- PDF:
npw/41/npw4107.pdf
The image of the city in the minds of young users of Rzeszów’s space
In the era of increased competition between cities, building a positive image of the city is becoming an important element of marketing strategies. The image of a city includes all subjective ideas of reality that are formed in people’s minds as a result of perception, the influence of mass media and informal information messages. The image of a city includes both physical and emotional elements. Physical elements are objective characteristics of a place, such as its size, location, spatial structure, condition of infrastructure and type of development. Emotional elements include people’s emotional attitude and sympathy towards a given place. Therefore, all promotional activities undertaken by the authorities and changes in the city space may affect these image elements. Some changes may have a positive impact while others may have a negative impact on one’s image. The aim of the article is to present the results of a study on the image of Rzeszów. The study was conducted in spring 2022 on a sample of 415 students of the University of Rzeszów. The CAWI technique was used to collect data. These are not the first analyzes of the city image phenomenon. Previous publications show that the subjective image of the city in the minds of its inhabitants is positive. Residents point out to many good changes that have taken place in urban space in recent years. The most important ones included increasing the city’s aesthetics, improving the quality of streets and expanding the city to include surrounding towns. Unlike previous studies, which were mainly devoted to measuring hard and soft quality of life indicators, this time the focus was on assessing the specificity and originality of Rzeszów in the minds of the respondents.
- Author:
Frantisek Lustig
- E-mail:
fl@plk.mff.cuni.cz
- Institution:
Charles University in Prague
- Author:
Zdena Lustigova
- E-mail:
lustigo@plk.mff.cuni.cz
- Institution:
Charles University in Prague
- Author:
Veronika Novotna
- E-mail:
veronika.novotna@lfp.cuni.cz
- Institution:
Charles University in Prague
- Author:
Martin Malčík
- E-mail:
martin.malcik@osu.cz
- Institution:
University of Ostrava
- Year of publication:
2012
- Source:
Show
- Pages:
56-69
- DOI Address:
https://doi.org/10.15804/tner.12.30.4.04
- PDF:
tner/201204/tner3004.pdf
Laboratory-based courses play a critical role in scientific education, yet there is disagreement among science and engineering educators about whether and which types of technology mediated lab work should be involved to promote learners’ better conceptual understanding, design skills or professional skills. In this study we tried to evaluate the efficiency of different types of e-labs, using Ma, Nickerson four dimensional models of educational goals. We found different patterns and enlarged the model to 5 dimensions. We attempted to clearly specify the differences, advantages and disadvantages of all 3 kinds of e-labs according to educational goals to be reached. We also tried to investigate which aspects of the laboratory experience are most essential to learners and if those lab characteristics are related to learner characteristics or prior experience. In the second part of the study we focused on investigating (not verifying) the hypothesis that it is not the actual nature of the laboratories, but the beliefs that students and teachers have about them, which may determine the effectiveness of different lab types.
- Author:
Natasa Brankovic
- E-mail:
natasa.brankovic@pef.uns.ac.rs
- Institution:
University of Novi Sad, Serbia
- Author:
Vesna Rodić
- Institution:
University of Novi Sad, Serbia
- Author:
Svetlana Kostović
- Institution:
University of Novi Sad, Serbia
- Year of publication:
2012
- Source:
Show
- Pages:
45-55
- DOI Address:
https://doi.org/10.15804/tner.12.29.3.03
- PDF:
tner/201203/tner2903.pdf
School culture is one of the indicators of school quality. Effective school leaders are continually working on changing the school, analyzing and examining why their school needs to become a better place for all students and employees. To change school culture it is very important to determine at what level it is, what elements representing it are satisfactory, and which elements are essential to be changed with the goal of improving them. The aim of this study was to determine indicators of school culture in primary schools and on this basis to determine its level. Indicators of school culture were viewed from the point of view of 562 teachers, assistants and other staff in primary schools. Through factor analysis seven indicators of school culture were distinguished in primary schools: encouraging joint work, evaluating employee achievement, teacher collegiality, principal-teacher feedback, learning partnership, colleagues’ compliments and personal involvement of teachers.
- Author:
Štefan Chudý
- E-mail:
chudy@fhs.tbu.cz
- Institution:
Tomas Bata University in Zlin, Czech Republic
- Year of publication:
2008
- Source:
Show
- Pages:
243-257
- DOI Address:
https://doi.org/10.15804/tner.08.16.3.18
- PDF:
tner/200803/tner1618.pdf
The paper is oriented to professional and personality preparation of social pedagogues at TBU. In our paper, we will endeavour to elaborate a functional model of competences, which will be verified in practice and subsequent reflection on the professional preparation of social pedagogues at TBU in Zlin. We shall base upon the knowledge and observations contained in the current professional literature as well as working practices (ie praxis). Decision-making competences – on which our attention and activities are focused in this paper, are highly specific competences. The decision-making competence is not understood (by us) from the perspective of technical, economic, or social policies, but rather from the perspective of key competences – which are the load-bearing competences, and at the same time, include within themselves a dimension of other competences and these individual competences intermingle to various degrees as does their content.
- Author:
Katarzyna Szorc
- E-mail:
k.szorc@uwb.edu.pl
- Institution:
Uniwersytet w Białymstoku, Polska
- ORCID:
https://orcid.org/0000-0002-8911-6979
- Author:
Ewelina Rzońca
- E-mail:
e.rzonca@uksw.edu.pl
- Institution:
Uniwersytet Kardynała Stefana Wyszyńskiego, Polska
- ORCID:
https://orcid.org/0000-0002-6434-9207
- Year of publication:
2024
- Source:
Show
- Pages:
81-93
- DOI Address:
https://doi.org/10.15804/kie.2024.03.05
- PDF:
kie/145/kie14505.pdf
Emotions in the learning process – theoretical concepts and research review
To develop key competencies, it is necessary to build learning environments taking into account their dimensions. The learning process is complex, and emotions are one of the extremely important factors. It is worth adding that both learning and emotions are dealt with by researchers from various fields, including: psychology, pedagogy, neurobiology. The authors present the theoretical foundations of learning and the theory of emotions from various perspectives. The article is a review because it presents the results of Polish and foreign research on the importance of emotions in the learning process. As research shows, emotions influence the level of motivation and the results obtained. However, the analysis of research results indicates the need to address this topic, as it is a niche area of research, especially in Poland. Moreover, the importance of emotions in the process of acquiring knowledge and skills should be taken into account and, therefore, the mental well-being of students and teachers should be taken care of.