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Biografia inżyniera Jerzego Budzyńskiego (1892-1979) na podstawie zasobu archiwalnego Instytutu Badawczego Dróg i Mostów

Author(s): Marek Mistewicz / Language(s): Polish Issue: 2/2023

The article describes the life of Jerzy Budzyński, born in 1892 in Warsaw, a student of the gymnasium branch of the Warsaw E. Konopczyński School, a student of the Belgian University of Liège, and a graduate of the Warsaw University of Technology. Fragments of his unpublished diary show how Polish independence organizations were formed in the early 20th century: the Association of Polish Progressive and Independence Youth “Filarecja”, the Union of Active Struggle, the Riflemen’s Association, and the Polish Military Organization. The content of the justifications for the applications for the threetime decoration of the Cross of Valor document Jerzy Budzyński’s participation in the capture of the Mokotów Airport in Warsaw in November 1918 and the self-sacrificing fight in defense of Łomża against the Soviet III Cavalry Corps of Gai-Khan (Gai Dmitrievich Bzhishkyan), at the end of July 1920. During the interwar period, Budzyński was the head of the Road Traffic Division of the Road Department in the Ministry of Transport, creating conditions for the development of road transport and the construction of modern roads in Poland. After the war, as the head of the Poviat Road Administration in Grójec, he rebuilt roads and bridges, e.g. using bridge structures donated by the United Nations Relief and Reconstruction Administration (UNRRA). Budzyński ended his professional career working at the Central Research and Development Center for Road Technology (currently the Road and Bridge Research Institute) as the manager of the Center for the Scientific, Technical and Economic Information and Documentation, disseminating world achievements in road technology in Poland. Jerzy Budzyński’s personal file has been preserved in the archives of the Road and Bridge Research Institute, containing source documents of great value for research on the history of Poland in the 20th century.

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LECȚIA – ÎNTRE TRADIȚIONAL ȘI MODERN

Author(s): Teodor Pătrăuţă / Language(s): Romanian Issue: 24/2021

The Golden rule in this respect is to give the child the possibility to speak. Only in this manner will he learn to speak, to listen, to discuss. The school must create the necessary framework for the student to accelerate the deepening of his expression in an oral manner. The school must multiply and diversify the real communication situations, which should maintain and fathom the need of expression and communication. One of the used techniques is the discussion. The discussion offers students the possibility of taking turns between the professor and the student. Its structure hasn’t changed, yet. Social aspirations have evolved in time, the psychological and sociological data of the educative problems have modified and developed.The professor-student communication, a complex phenomenon, has been systematically studied in time, not only through the view point of the issuer. Modern didactics, during the last three decades, also deals with the message receptor, namely the student, who is no longer seen as a passive participant, but an active one. Therefore, one must not pay the entitled attention solely to the professor’s act of teaching, but also to the manner of its reception. Changes have occurred also in the educators’ mentality. Their excessive severity has been considerably reduced together with the transfer of generations. The professor and the teacher have acknowledged that during lessons, an authoritative professor easily distracts students’ attention, them being actually hostile towards the professor’s dominance. Children only give the impression of listening, of being obedient, interested in the lesson. After all, yesterday, today but also tomorrow there will be a clash of the old and the new, between the modern and the tardy.

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ONISIFOR GHIBU AT JENA AND THE LINGUISTIC UTRAQUISM IN TRANSYLVANIA AFTER 1918

Author(s): Laura Laza / Language(s): Romanian Issue: 24/2021

Onisifor Ghibu played a key role in the education in Romanian language in Transylvania, both before and after 1918. His theories, which he developed during his studies in Germany, decisively influenced the multicultural profile of the Transylvanian school after 1918. His doctoral thesis defended at the University of Jena in 1909 was one of the headstones of plurilingualism and pluriculturalism in education in the new Romanian state founded after the Union of Transylvania with Romania. This paper attempts to trace the influence the school of Jena might have had upon Ghibu and the role of the theories he developed in his thesis in the Transylvanian education policy after 1918.

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STANDARDELE ÎN CURRICULUM DE LIMBA ȘI LITERATURA ROMÂNĂ

Author(s): Ștefania-Roxana Ciobanu,Bogdan Rațiu / Language(s): Romanian Issue: 24/2021

This study helps teacher to understand standards settings, due to the fact that standards settings, cut scores, performance standards are fairly unknown for the majority of the teachers, because our curriculum does not use them, and gives a description of possible standards settings for the Romanian Language and Literature curriculum (gymnasium level). The first part of the study represents an approach to the concept of standards settings, emphasizing the representative bibliographic resources from the Anglo-Saxon area, thus we focus on defining the concept of standard, on the relationship between competencies and standards, between the subcomponents of competence and performance level descriptions, In the second part, we give examples of performance standards, the way we think they are going to describe best students’ knowledge and achievements.

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THE IMPORTANCE OF GAMES IN LEARNING MINIHANDBALL IN PRIMARY SCHOOL

Author(s): Dan-Mihai Rohozneanu / Language(s): Romanian Issue: 24/2021

Education through play aims at training and socializing the student, without the student realizing that he is making an effort. He is not under any pressure; he progresses at his own pace and develops his ability to communicate with other colleagues. In this article we present aspects related to the game and its functions, the didactic game as a method used in the training process and the importance of the game in the physical education lessons in the primary cycle. We refer mainly to the motor learning contents specific to minihandball. We present the necessary steps to be taken to form the ability to play minihandball and the importance of games for learning minihandball.

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A LITERARY REVIEW OF SCHOOL LEADERSHIP POLICY REFORMS AND THE ROLE OF SCHOOL LEADERS

Author(s): Marian CIONTESCU / Language(s): Romanian Issue: 24/2021

This review of the literature on school management policy reforms and the role of school leaders aims to understand the factors influencing the adoption of these reforms and trends that lead to policy changes in this area. The analysis shows that there is an eclectic set of research that covers the management of a school from different perspectives. A political perspective associates school management reforms with contextual changes related to decentralization, autonomy, accountability and an increasing focus on school outcomes. The perspectives of improving the didactic act, of the school, recognize the key role of the school leader in changing the education. The results of this review indicate that, although there is a lot of research on school leadership, the analysis and promotion of policies to support and strengthen school leadership roles to support school improvement seems to have received less attention.

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L’ÉDUCATION ROUMAINE DE L’ENTRE-DEUX-GUERRES AUX ANNÉES DU COMMUNISME

Author(s): Sabin-Gavril PĂȘCAN / Language(s): French Issue: 24/2021

Education is the field and activity of training and education (through the school); by extension all educational institutions. The history of Romanian education can be structured in parallel with the lines of formation of the Romanian state. Before 1800, education in the Romanian space was marked by limited educational opportunities. The political projects of the formation of the modern Romanian state in the first half of the 19th century favoured the increase of interest in the field of education, as well as the gradual construction of an educational system. In the evolution of modern education in Romania, from the Union of Principalities (1858) to the present day, seven pillars of change have been identified: 1864, 1924, 1948, 1968, 1978, 1995 and 2011. With regard to the evolution of education in the years of communism, three major moments have been noted: 1948, 1968 and 1978. After the First World War, the characteristics of education in Romania changed with the integration of the various systems, thanks to the Union of Principalities, which had the effect of increasing the territory and the number of citizens. At the end of the Second World War, the Soviet occupation completely changed the educational system in Romania. The liberal education system, of French registration, specific to the interwar period, was changed by a Stalinist system.

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Almanya’dan Türkiye’ye Göç Eden Bilim İnsanlarından Mimar Ord. Prof. Dr. Ing. H. C. Gustav Oelsner’in Kısa Yaşam Öyküsü ve Ona Ait Bazı Anılar

Author(s): Çağatay Üstün,Seçil Özçiftçi / Language(s): Turkish Issue: 1/2023

In the last period of the Ottoman Empire, the delay in transforming into an innovative style due to the deterioration of the educational structure since the 19th century did not allow the system, which had been built according to old traditions and habits, to be corrected. The curriculum and operation of the institutions in the form of madrasahs managed by foundations was not in the status of colleges. Following the end of the empire and then the establishment of the Republic of Turkey, the efforts to have modern educational institutions became definite with the 1933 University Reform, which was initiated in line with the directives of President Gazi Mustafa Kemal Atatürk. On January 30, 1933, some of the people who fled the oppression as a result of the political turmoil in Germany wanted to choose Turkey as their temporary settlement. For this reason, experts in their fields were invited to our country in order to improve the quality of education given with the university reform. For this reason, experts in their fields were invited to our country in order to improve the quality of education given through the university reform. As a result, after the correspondence with Turkey through Albert Einstein, the honorary president of OSE (Oeuvre de Secours aux Enfants), it was seen that some of the scientists came to take part in the university structuring of our country. Of these scientists, Ord. Professor Dr. h. c. Gustav Oelsner (1879-1956) is an important name who primarily worked at the Graduate School of Engineering in Istanbul, contributed to the processes of this scientific structuring and the fields of architecture and urban planning in our country, with his presence in the process until the establishment of Istanbul Technical University, and trained students. While mentioning his short life story and the establishment phase of Istanbul Technical University in our article, we aim to include short quotations and make a positive contribution to the history of Turkish architecture by making use of a memoir booklet in Çağatay Üstün's archive and published for the first year of his death (1957).

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A Brief History of Romanians in the Serbian Banat

Author(s): Mircea Măran / Language(s): English Issue: 1/2022

Romanian inhabitants live in nearly forty villages in that part of Banat which used to belong to the former state of Yugoslavia and which now belongs to the Autonomous Province of Vojvodina, i.e. Republic of Serbia. The Romanian inhabitants were colonized in the area, i.e. in the space of contemporary Vojvodina, mostly in the 18th and the first decades of the 19th century from the eastern parts of Banat. A number of villages were inhabited by settlers from other parts of Romanian ethnic space, before all from Oltenia, Transilvania and Crişana. The newcomers were settled in the places existing since the Turkish, and even medieval times, while in some cases completely new settlements were established. After the World War I and the dismemberment of the Austro-Hungarian monarchy, Banat was divided between the Kingdom of Serbs, Croats and Slovenes and Romania. The status of the Romanian minority in Banat was regulated by international contracts signed after the World War I, as well as by various Yugoslav-Romanian contracts. Therefore, conditions were created for the Romanian national minority in the Yugoslav (Serbian) Banat to exercise their national rights, which enabled their survival in the region to the present day. Today, the Romanian minority is found on the territory of the Autonomous Province of Vojvodina. Despite their significant decrease in numbers, they still have a rich cultural life and are active in different domains of the society. They preserve their identity due to the existence of schools taught in the Romanian language, of the Romanian Orthodox Church, as well as due to national mass media that have program in the languages of the minorities as well.

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PROVOCĂRILE ACTUALE ALE ÎNVĂȚĂMÂNTULUI DE TIP SIMULTAN

Author(s): Elena Lucia Mara / Language(s): Romanian Issue: 25/2021

Simultaneous education has once again become a topic of interest for public policy makers, for education policy specialists, for local and central authorities and of course for teachers. Maintain a fair balance between classroom learning and homework through additional homework and hands-on activities. This is extremely important, especially if we take into account the fact that, in general, the parents of children learning in simultaneous education are not involved in carrying out school tasks. The disadvantages of simultaneous education are also numerous, and the lack of measures to eliminate or at least reduce it will lead to a poor-quality educational act. The teacher is, without a doubt, one of the first models of a child, as well as one of the first figures permanently invested with authority. Behavior, relationship skills, ability to get involved are therefore essential in the case of a teacher, as it has a significant impact on student development at all levels.

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STRATEGII MODERNE DE PREDARE – ÎNVĂȚARE ADAPTATE ÎNVĂȚĂMÂNTULUI SIMULTAN

Author(s): Elena Lucia Mara / Language(s): Romanian Issue: 25/2021

Simultaneous education is a challenge for all those involved in this process, whether it is teachers, representatives of the Minister of Education or school inspectorates, educators of educational policies, parents or students. Although teachers working in this type of education must achieve the same level of performance as those working in education with homogeneous classes, they do not benefit from real support from the actors involved. The teacher therefore has the responsibility to create a functional group (class of students) that must be managed, implementing the chosen teaching strategies and getting involved in finding the most effective techniques to carry out an educational act of in designing lessons, the teacher takes into account innovative strategies that he joins with those considered traditional. The learning act implies the responsibility of the teacher and his / her permanent involvement, a situation that allows him / her to evaluate the chosen strategies and to improve or replace them where appropriate.

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TRADITIONAL AND MODERN IN THE ACT OF TEACHING, LEARNING AND EVALUATION

Author(s): Corina Tonita / Language(s): Romanian Issue: 25/2021

The student, while learning, performs repeated processes of valorization and critical appreciation that are useful for him as a basis for making guidance decisions in his own training and development. The old methods, also called traditional or classical, are essentially those that call for direct communication and are being transformed as well. These methods focus on reproductive memory, which is of no interest to children. The attempt to oppose the new methods to the old ones can only be destined to simplify things. The contemporary education system in Romania is characterized by openness and dynamism towards the new, developing at the same time with the requirements of the modern society in which we live - with economic, cultural, but especially scientific-technical progress. The modernization of education aims at all components of the educational process starting with the content and continuing with the methods, means and forms of organization. Today we use the video projector in classes in almost all activities. There can be no opposition between traditional and modern education, because there is no clearly delimited "threshold" where the traditional ends and where the modern begins. Therefore, the present material analyzes the issue in detail.

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Manifestations of students' "clip thinking" in working with a scientific text

Author(s): Alla Belousova,Olga Efremova / Language(s): English Issue: 3/2023

The purpose of this article is to research the manifestations of clipped thinking in students when reading scientific texts in the educational process. The study involved 42 students in 2-4 courses studying in the direction of "psychological and pedagogical education" at the Taganrog Institute of A.P. Chekhov. To determine the severity of clipped thinking, we used an experimental survey methodology. Based on the material of students' work with a psychological text, the article examines the peculiarities of students' perception and understanding of certain provisions of the text, depending on the degree of severity of the indicators of clip thinking as a cognitive style, characterized by the efficiency of processing information of a significant volume, areflexia, and insufficient criticality. The study revealed that with insufficient comprehension of the text, some students tend to intuitively use the protective mechanism of avoidance, reducing the assessment of some provisions of the text.

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SPECIFICUL JOCULUI DIDACTIC ÎN ÎNVĂȚĂMÂNTUL PRIMAR

Author(s): Elena Lucia Mara / Language(s): Romanian Issue: 26/2021

During low school, the vocabulary doubles, and the child changes his language positively, by mastering the rules of grammar and pronunciation, acquiring writing and reading skills, skills for learning synonyms and antonyms, improving expression. There may be some pronunciation errors such as dysgraphia, dyslexia. The schemes used require the active participation of imaginative processes, especially reproductive imagination. The student is often in a position to reconstruct the image of a reality. Another specific feature is that these children are beginning to be interested in the outcome of the game. It attracts not only the fun aspect, but also the opportunity to manifest collectively, to show their skill and skill. Due to the fact that inhibitory mechanisms begin to develop at this age, children can stay calm during the game, not to embarrass their classmates, to answer only when asked, when it is their turn, etc. The rules of the game are beginning to be more general. Now the games with more rules are becoming accessible, and the participants are starting to pay more and more attention to them. However, it is necessary that the rules be formulated and explained clearly in advance, possibly demonstrating the actions that children must take in the game.

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ACTIVITĂȚILE LUDICE ÎN GRĂDINIȚĂ

Author(s): Elena Lucia Mara / Language(s): Romanian Issue: 26/2021

Play has always been considered a specific human activity, which transforms reality into an imaginary plane, in order to fulfil personal desires. The peculiarities of each game, the reactions of those who participate, but also the repercussions generated by practicing certain games allowed the identification of certain functions specific to recreational activities. Their diversity allowed the specialists to delimit specific functions as follows: psychological priority functions, priority pedagogical functions and social functions. The didactic game must be studied carefully before being performed with the group of children. The educator must know well the didactic task of the game, the elements of the game that can be used, to respect the rules of the game, applying them correctly in the activity she leads.

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APTITUDINEA PEDAGOGICĂ ȘI EMPATIA– ÎNTRE NECESITATE ȘI EXCELENȚĂ DIDACTICĂ

Author(s): Teodor Pătrăuţă / Language(s): Romanian Issue: 26/2021

The school and university space is not a place where, following an academic ritual, only one subject or theme from the program is treated. This is, above all, a medium of communication, an environment in which an educational action takes place involving the global behavior of some formed personalities and of those undergoing training. The school and university space can be considered a meeting between generations, mediated by needs, influences, socialization, having laws, rules and a dynamic of its own. I would be very happy if these aspects were understood by those who manage today's pandemic situation. To educate is to teach the educable to construct and build a deep knowledge of what not belongs exclusively neither to the educator nor to the educated, but is a product of the competence of building the expression of the freedom of the learner. Good or very good person, the teacher must contain in his psycho-pedagogical structure a pedagogical aptitude and exceptional empathy.

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THE DEVELOPMENT OF THE PSYCHO-SOCIAL DIMENSION OF CHILDREN THROUGH THERAPEUTIC STORIES

Author(s): Ana Tarnovschi / Language(s): Romanian Issue: 26/2021

The therapeutic story comes as help for the child to adapt to the changes that take place in his life, to accept what appears to be different, to make the change flexible over time. Each child follows a specific path to his or her development, depending on his or her possibilities and abilities in different stages of ontogeny. Thus, depending on the age of the child and the problem he or she is facing, therapeutic stories come to penetrate the child's subconscious in the form of the child's behavior.

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MODELS OF SOCIAL INNOVATION IN PUBLIC LIBRARIES. A LITERATURE REVIEW

Author(s): Camelia-Irina Căldărușă / Language(s): Romanian Issue: 26/2021

Social innovation is a multidisciplinary process aimed at solving wicked problems. Social innovation in the public sector, and specifically in public libraries, challenges the traditional organisational models and changes the status-quo, while sustaining the paradigm shift of the library space from collection to creation and social interaction. Through a literature review, the current article aims at defining what is social innovation and what are its main forms of expression in public libraries.

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PUBLIC LIBRARY AS A FACILITATOR IN SOCIAL INCLUSION PROCESS

Author(s): Corina DOVÎNCĂ / Language(s): Romanian Issue: 26/2021

The aim of this paper is to present and discuss about the connection between concepts like social exclusion, social inclusion and vulnerability, and the public library, which can play an important role as a facilitator or intermediar in access to information and services, as instruments of social integration. Public libraries are collaborative centres blending information provision, opportunities and human services for all members of a community and can be a community anchor for vulnerable populations or for those categories of users with special needs. Also is about awareness of the role that the Romanian public library can play in fulfilling its users’ special needs and how it can contribute to the social inclusion process.

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THE EDUCATIONAL IMPACT ON ACADEMIC SUCCESS

Author(s): Marta Mutașcu (Gana) / Language(s): English Issue: 26/2021

This review of the international research literature was conducted within the Observatory of Educational Success, established in July 2013. The aim is to present, as far as possible, the concept of educational success, which quickly sheds light on the confusion and / or correlation between the notions of educational success: educational success and academic success. In the pact for educational success, the ministry of national education refused what it called leverage, but what could also take the form of missions. The missions that seek to take into account the child and the student as a whole, in other words, consider both their well-being and their integration into society as part of a comprehensive education, mobilizing the various educational communities.

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