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The article describes the experience of distance learning of specialists of the press-services of government bodies. Distance course "communication management" is aimed at training of press for the under-secretaries of state and municipal authorities, departments, agencies, district administrations and other structures. Despite the fact that professional activity in the field of public relations (including public sector) provides Federal State educational standard of higher education with respect to the "Advertising and public relations", for many practitioners in this area the most relevant is short-term (up to 6 months) program for retraining and improvement of professional skill. In this connection, it became necessary to develop such a course. This article provides review of the implementation of course "Communication management" for employees of press services of state and municipal authorities. Training program, technical means, methodical and didactic technologies and techniques, indicators of satisfaction of trainees according to program results, self-assessment of effectiveness course by instructors and organizers of learning are considered. The experience of the implementation of the distance course "Communication Management" made it possible to analyze the strengths and weaknesses in the training of press officers of state authorities, revise and update its content, improve the technical and technological part, improve the learning process as a whole.
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In the modern information society, knowledge sharing and management contributes to the organizations' flexibility and its ability to respond to the market changing requirements. Due to the increased complexity of modern applications, Knowledge Management (KM) has become one of the critical success factors of software development projects. This paper describes a course structure that was designed to increase the students understanding about the importance of knowledge sharing and management. The Software Engineering (SE) course which is intended to familiarize the students with all aspects of the Software Development Life Cycle (SLDC) was taught twice by the same lecturer and used team based assignments that followed the SDLC. In the first version each team was responsible for its own project and all the project's assignments were performed by the same team. However, due to the increased understanding, in recent years, about the importance of soft skills to the future graduates' vocation, the course was changed to address the issue of KM as well. In the second version, the course used "rolling" assignments like the "Continue the Story" game. Each project was divided among three teams and each team had to continue and enhance the assignment that was previously prepared by another team. Utilizing this mechanism, knowledge sharing plays an important role and each team is both influenced by other teams and influences other teams. This interconnected network of dependencies enhanced the students understanding about the importance of sharing information and knowledge, as was demonstrated by the assignments' grades (on average) that in spite the additional work needed, were very similar to the grades of a first version of the course.
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The essay Fans of Europe (Europas Liebhaber) brings up the issue of whether cultural education can be reflected in literature. By this one shows that essay writing is a profitable manner of confrontation and in the context of the school education of values a contribution towards the education for Europe can be customized. Thus literature unfolds a socio-political action within the framework of aesthetic education. This is important considering exactly the present-day developments and it is significant because of this as both the teenagers and young adults belong to one and the same generation, who grew up in a peaceful and united Europe: on the one hand one develops the conscience of shared European values and on the other hand one contributes to the education for peace.
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Practice in Romania universities is regulated by the Education Law, which stipulates the students' obligation to perform it. In the case of students' specialty professional practice at economic agents, the Labor Code has also provisions that apply to them. The Labor Code is completed by the other provisions of labor legislation in Romania, in harmony with EU norms and rules of international labor law. The orders of the Ministry of Education on professional practice stipulates that conducting internship in university programs is developed under the Framework Convention between the organizer of practice (university), practice partner (economic agent) and practitioner (student). The Electronic Sheet of Practice (ESP) requires also three different perspectives for student practitioner, faculty member (practice mentor) and economic agent. Using Electronic Sheet of Practic instrument, faculty members practice mentors can post their programs including students' practice results. The existence of such assessment tools and their use in accordance with the law governing the practice of students ensure professional assessment and uniformity of training, fostering their careers accessibility. Such tools, appropriate to each stage of specialty practice development, could be judiciously organized in the European Union countries. The need for such tools, which represent a support unit for the specialty practical training of students, is felt during this period in Romania, which, as its membership of the European Union, must find solutions to meet both commitments and to resolve social problems they face. The educational activities and products of the project, are evaluated favourably by the students who intend to continue their implementation, including in new projects development of the some aspects of the project developed.
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This paper presents a study of how a cohort of students respond when they encounter a single module delivered via a blended/flipped learning approach at a point when the rest of their learning occurs in more traditional face-to-face learning environments. The study is based on a case study at the School of Communications, Dublin City University where the author has pioneered online delivery of module content blended with F2F moderation of small-scale seminar sessions based on the online content. The paper introduces the practical difficulties – for both tutor and student – of “being first” in the sense of creating course content and learning to interpret/process content delivered in a non-traditional fashion.
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The main purpose of this paper is to determine the most frequently used propaganda forms of expression in the film Triumph of the Will by Leni Riefenstahl. This research target may be presented in the form of the following questions: Which propaganda forms of expression have been used in the film? Which symbols have been used to convey the message in Leni Riefenstahl’s film? The answers to these questions will be interpreted in the context of Stewart M. Hoover’s theory “from medium to meaning.” Its author paid attention to the essential question: To what extent do media convey meaning? To what extent do they give meaning to a phenomenon? Analogically, a question may be asked, with reference to Riefenstahl’s film: to what extent her film might have given meaning to the Nazi propaganda? What was the role of cinema in Adolf Hitler’s policy and in popularising his views? The article is a review paper. Its indirect goal is to draw attention to the transfer of meaning in audiovisual communication.
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The Decameron represents the maximum of realism in literary art through which Bocaccio laid the foundations of a literary prose and a language used in the following centuries by successive writers. The subjects can be considered of French inspiration, but the action is located in Florence, the cradle of the Italian language but also literature. It is well received in France and its translation inspired Marguerite de Navarre in the later creation of the masterpiece Heptaméron. It is impressive the perfection of Decameron's architecture - 10 young people, 10days, 10 short stories, 10 themes, but also the force with which the author creates situations that react to the darkness of the Middle Ages, freeing the consciousness from the prejudices, counteracting hypocrisy, the false authors of miracles and laying the foundations of a new epoch: The Renaissance.
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The publication of the EU Global Strategy in 2016, led to the development of several new instruments one of them, being the permanent structured cooperation (PESCO), that had already existed for a decade but was waiting for the right moment to be implemented. PESCO can be considered the biggest project for European security to date, which brings together the EU Member States, the European Commission, the Council of the European Union and the European External Action Service, the main actors when it comes to the Union’s foreign and security policy. The authors argue that the Open PM2 methodology should be used to manage PESCO. The necessary education and training for project managers and team leaders should be offered by the European Security and Defence College (ESDC) and its 140 network partners, under the auspices of the Open PM2 Centre of Excellence by using the well-established and widely recognised e-learning management system of the number one CSDP training provider. The article provides concrete solutions and a detailed training needs analysis.
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The article is the chapter from the book written for German readers. This book is about one of the most vital "pedagogic movement" in the interwar Poland: "movement of the friend of children", founded and run by educationists, who had strong belief in socialistic ideology. This article consists of four parts. The first one presents the famous vision of "hauses made of glass" described by Stefan Żeromski in his last novel "Przedwiośnie". This part also shows an attempt of Warsaw Biulding Society to make the vision real. The second part is devoted to precursors, genesis, forms of activity and development of Workers' Society of Friends of Children, founded in 1926. It contains a lot of comparisons and references both to Austian and German movement of friend of children. The third part presents, basing on case study, the activity of Workers' Society of Friend of Children in the Warsaw district Żoliborz. This dictrict, in respect of scale and complexity, resembles the Hellerau housing estates in Dresden in the beginning of XX century. The fourth part is "a general view of post-war days of the movement of friend of children". In this part the author draws a conclusion that the continuator of pre-war "movement of friends of children" being in service with State, giving up the vision of "hauses made of glass" and "cooperative republic" utopia unfortunately stopped being "the fighters of tomorrow" and became ordinary social workers or communistic propagandists.
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The article is the chapter from the book written for German readers. Its topic concerns one of the most vital "pedagogic movements" in the interwar Poland: "The movement of the pupils' councils". the aricle consists of six parts. The first one is devoted to memorise one of the finest and most famous books for children: Król Maciuś Pierwszy (The King Maciuś the First) written by Janusz Korczak (1878-1942). The second part briefly presents the activity and work of this doctor, wrtier and undoubtedly the most famous Polish educationist worldwide. The third part shows the activity of the childre councils, which were brought into being by janusz Korczak in the "House of Orphans" (the orphanage for the Jewish children) and in "Our House" (the orphanage for Polish children). The fourt part gives an insight into two main origins of the Polish "movement of the pupils' councils": a home origin - connected with the activity of National Education Committee during the Enlightenment period and a foreign one connected with the educational reflecion and activity of Friedrich Wilhelm Foerster and Adolph Ferriere. The fifth part presents the theory and practise of the Polish "movement of the pupils' councils" during the interwar period. Finally, the sixpart is a "general view of he post-war days of the movement of the pupils' self-governments". In this part the author gives utterenace to a hope that, thanks to system transformation in Poland after 1989, it will be possible to take a step forward in the realisation of the utopia of the children democracy, of which the King Maciuś the First had been dreaming.
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The articel is the chapter from the book written for German readers. This book is about one of the most vital "pedagogic movement" in the interwar Poland: "ritual adult education movement," founded and run by educationistis connected with the rural movement. The article consists of six parts. The first one presents the conflict between intellectual and peasant cluture; the author adduces here to the belles-let-tres and publicism as well as to nowadays already classical historical and sociological writings. The second parts is dovoted to the Danish ariginal of the rural adult education and its Polish beginnings. The third part gives a detalied description of three main sets of the polish rural adult education movement: national-catholic, left-oriented and state-oriented institutions. The fourth part is devoted to two educational conferences (in Łowicz in 1937 and Krzemieniec in 1938), which were ery important to the development of the rural adult education movement and were compared with Hohenrodter Bund that existed in Germany between 1923 and 1929. The fifth part prestents activities of two rural adult education centres linked with left-oriented peasant movement (in Szyce and Gać) and the opinions of their founder- Ignacy Solarz. The sixth past is "a general view of post-war days of the rural adult education movement." In this part the author draws a conclusion that the peasant masses have admittedly become a nation, but the culture created by those people has become a substantial part of the polish national intellectual culture. The peasants have become farmers- but the conflict between intellectual and peasant cultura hasn't died out yet.
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Nie gramy przeciwko sobie, tylko dążymy do tego samego celu (...) – praktyki zawodowe i rady pracowników w MŚP w Niemczech
805,800 persons were recoded as being interested in entering training in Germany in 2017. Of these, just under 65 percent progressed to vocational education and training (VET ) within the dual system. A total of two thirds of those in employment in Germany have completed dual VET Federal Institute for Vocational Education and Training 2018). The fact that more than half of school leavers opt for vocational education and training as part of their educational pathway (Federal Institute for Vocational Education and Training 2015) is also a consequence of the high (average) quality of training and of the resultant good prospects of employment. Soskice (1994) argues that one of the important prerequisites for the high level of training quality is the cooperation that takes place between the competent bodies (mostly chambers of crafts, chambers of commerce and industry) on the one side and the works councils and trade unions on the other. This context is widely taken as a given within the relevant literature, especially in the case of the works councils, which are accorded extensive information and participation rights for the purpose of securing quality of training at the company within the scope of the German Labour Management Relations Act (§§ 96–98 Labour Management Relations Act / Betriebsverfassungsgesetz, BetrVG). However, what are the determining factors for a high quality of apprenticeship training? The focuses of this paper are the issue of the understanding of apprenticeship training quality developed by works councils at small and medium-sized enterprises (SMEs) and the way they contribute at company level with regard to apprenticeship training matters.
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The article traces a range of performances staging Gogol’s play Marriage in Bulgaria with a special emphasis on the respective translations into Bulgarian. The theory features translation and adaptation mechanisms specifically applied to cultural realia. The staging in the Sofia Theatre is highlighted. The methodology applied belongs to the framework of cross-cultural communication studies and employs cultural-historic and reception approaches.
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Once translated into images, food acquires a broader meaning. Food is no longer merely something to eat, but to show, share and look at. The increasing amount of images and pictures of dishes on our social networks, associated with hashtags such as #foodporn, expresses this renewed social, communicative and provocative function of food. However, the exhibition of these images is quite ambivalent when it comes to establishing determined patterns of visual and social relationships with and between users. The aim of this article is to analyze and attempt to provide mediation to this ambivalence. The pornographic exposition of food images no longer presupposes a transitive form of consumption by the user, but becomes pure and self-reflexing spectacle. The images are obscene (Baudrillard [1981] 1994) and characterized by an excess of transparency on their object which abolishes any form of seduction (Baudrillard [1979] 1990). Barthes ([1980] 1981) defines this kind of image as unary. Pornographic images are an emblematic example. In terms of their self-evident objectivity, these pictures lack any punctum, any piercing sign of a relationship with or openness to the observer (see Eco 1962; 1979). Nevertheless, behind their apparent transparency, the images are always products of specific perspective cuts, and still able to convey mystery, meaning and involvement. The unary image of food is a further fragment in a series of multiple perspectives on the same object. Such potentiality is actualized in our (social) media culture in which sharing and continuous remediation of images and pictures of food constitute a complex storytelling of the object. This, in turn, fosters further participation by the users. The ambivalence between the indifference of the pornographic image and the involvement in the serialization of the detail is synthetized by the notion of fetishism (Baudrillard [1972] 2019). The social (and) media scenery seems to exemplify and radicalize a sort of commodity fetishism, in which social relationships between users are shaped and mediated by (social) media relationships between images of food.
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This article discusses the #metoo movement in the Polish theatre. The author, referring to the thesis by Agnès Grossmann, notes that just like in the cinema, in which #metoo was initiated, the theatre reproduces images of women subjected to the male gaze. She then looks at how this problem of representation translates into the working conditions of women in the theatre. The paper presents the current state of research and actions regarding violence (including sexual violence) in theatres around the world. Applying these considerations to Poland, the author writes how this problem resonates with the situation of women in Poland. In the context of the theatre, the location of substantive and practical preparation for #metoo were theatre schools. Surveying events in the two most important and prestigious centres of theatre education, the author first makes a diagnosis of existing problems and then examines the process of combating them through the prism of Sarah Ahmed's concept of “walls” and the affective theory of paranoia and reparation according to Eve Kosofsky Sedgwick
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The monograph (Auto)Reflection of an Early Childhood Education Teacher. A Practical View showcases theoretical, methodological and empirical aspects of early childhood education teacher’s everyday work. The volume concerns a certain reflection and auto-reflection on the part of the teacher, whose duties entail optimal planning and organization, as well as the subsequent realization, control and evaluation not only of their students’ work (in the teaching-learning process), but also their own. Moreover, the volume attempts to approach such reflection and auto-reflection on the part of the teacher in the context of the learning through doing theory proposed by Wojciech Kojs, and to showcase, in the light of this theory, the importance of the research agency of the subject.
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In the past decade, there has been a continuous increase of educational activities using technology to support the active process of learning. Either in form of social media, communication groups or elearning platforms, the technology and internet helps learning processes by making virtual space a meeting point for interactive activities connected with learning: communication, project development, implementation and dissemination, reflection and post-project/follow up innitiatives. The de-monopolisation of virtual space with the 2.0 era and use the current 3.0 generation allows more and more users to become contributors to the content available online, with a double facet issue: increase of quantity of content and number of contributors vs problematic quality of content, sources of documentation and validity of information provided. Still, the learning triggered by the means of internet is a valuable way to keep learners interested and active in the process. The last Ericsson ConsumerLab report - Learning and Education in the Networked Society announces the end of education era and start of the true learning era in a networked society - more individualized learning process, more personal-oriented and self-managed. The present study presents how an interactive platform to support the project of learning active citizenship and participation though the pupils’ council within schools at national level can be the tool for the process and the result of technology mediated learning.
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taking into account the teaching-learning process in the context of the blended and elearning environments. It also considers the strong relationship between universities and the competitive job market due to the fact that all the beneficiaries of the education system need to be aware of what skills and competences are built and evaluated in higher education and how assessment is conducted in order to obtain relevant results. In this respect, assessment is viewed both as formative and informative. The case study presents some formative techniques that have been applied in a Business Communication course to assess students’ skills when communicating for business purposes.
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