The profile of the Polish foundry engineer in the Industry 4.0 age is presented in the present paper. The presented results were obtained by means of three research methods consisting of: analyses of professional expertise documents, questionnaires filled-up by the executive staff of foundry enterprises and analyses of work offers for the foundry engineer position. The investigations indicated the key competences of the foundry engineer, demanded currently by employers and meeting the requirements of the Polish foundry sector. The obtained results were discussed in relation to the fourth industrial revolution and its requirements with regard to the engineering staff. This concept is based on information technology and robotizing, which means the total automation of industrial production processes as well as the widespread access to data and machines. Such an approach requires changes in applied machines, technologies and employees’ competencies. The competences of employees constitute the element deciding on the company success, aimed at obtaining a competitive advantage. Therefore adjusting the employees’ competencies to continuously changing reality is so essential.
This paper concerns the meaning and use of complex linguistic skills in social life, including in the professional sphere. After an introduction based on theories of language as ‘capital’ and data about Poles’ current language skills, the author presents her own research. The object of the study was to examine the social value of multilingualism in contemporary Poland by comparing the views of students, employers, and language-service providers. The research involved questionnaires, expert interviews, and qualitative and quantitative analysis of employment advertisements. On the basis of the results, it can be stated that the value of multilingualism is variously interpreted depending on the appraising entity. Poland is not, at least at present, a market for homo poliglottus, as multilingualism would appear to be underappreciated.
Current fast development requires continuous improvement of employees’ skills and knowledge.
Therefore, companies are looking for the best way for improving the employees’ qualifications
and understanding of new concepts and tools which have to be implemented in
manufacturing areas. One method employs gamification for this purpose. The aim of this
paper is to present how gamification can increase the acquisition of knowledge concerning
lean manufacturing concept implementation. Gamification is an active learning approach for
people who will understand the subject easier by ‘feeling’ and ‘touching’ personally the analysed
problems. The research utilized a questionnaire which assessed the game participants’
engagement level. The assessment focused specifically on the participants’ motivation, cognitive
processing and social aspects. The participants were also examined before and after the
game in order to assess the increase of their understanding of different lean manufacturing
topics and tools. Five different games with different groups of participants were played. The
results confirmed the hypothesis that gamification has a positive impact on the knowledge
acquisition as well as on motivation, cognitive processing and social aspects. Finally, various
insights on how to better design, conduct and utilize gamification in the similar technical
context are presented.
The paper focuses on the social education of younger students, which I see as an important area of activity that enables a better understanding of oneself, others and the world. However, this can only be achieved if social topics include issues arising from the needs of individuals and social expectations and if expository methods of teaching are replaced by a reflective problem approach. & en “the different one” will cease to be perceived as inferior, dangerous, marked by stereotypes, and will seem interesting, worth knowing, and the world will become a space for the child to explore and discover in order to know it better and act in it more skillfully. The paper is a study report. The starting point for discussion are two conceptual categories of “the inactive bystander effect” and “the active bystander effect” taken from the Heroic Imagination Project by Philip Zimbardo, which I illustrate with the results of ethnomethodological studies conducted among 7–9-year old children during their classes about social issues. The research objective is to reconstruct the features of social knowledge and the process of its acquiring in the classroom. The paper includes a theoretical part that explains the idea and nature of social education with the emphasis on so-called new thematic areas resulting from the needs of individuals and social expectations. Then the paper describes the concept of the studies. The next section presents the research outcomes and highlights several areas of analysis, including lesson topics on social education, methods of their implementation, and the social importance that is revealed during communication practices. The final part contains research conclusions and summarizing reflections.
The article presents youth expectations towards:
– school, presented by the competences of the eighteen-year-old,
– the world, reflecting the concept of one’s own identity,
– oneself expressing the condition measured by satisfaction with oneself.
The summary tries to answer the question: can the expectations be fulfilled?
This paper points out assumptions and reasons for using digital technologies, the importance of using digital technologies in teaching and management. It also refers to the digital technologies and digital competences as an essential part of the competency model of a teaching staff in education. It also points out the fact that existing competency models need to be further explored, decomposed, and formulated as an illustration by the digital competences extensions.
The article presents reflections on the intergenerational educational-research project entitled “Restoring the Memory of the City”. This project was carried out by the University of the Third Age in Toruń in partnership with the Faculty of Education of the Nicolaus Copernicus University in Toruń within the “Patriotism of Tomorrow” framework announced by the Polish History Museum and financed by the Ministry of Culture and National Heritage. This project was based on Pierre Nora’s concept of memorial sites and modern vision of patriotism. In didactic and methodological layer it was embedded within the framework of action research, thereby allowing to combine historical contents with pedagogical method of their modern transfer. The text shows the objectives and results of the project. Also, it describes its course and activities undertaken throughout its duration. Presenting the results of this project focused on the multidimensionality of related with them intergenerational process of learning
Clients’ satisfaction with financial advice provided by professional advisors depends on how this advice has fulfilled their expectations and goals. However, once a recommendation is made, a client is unable to predict and evaluate the real financial outcome of the advisor’s proposal. In such a case, she/he can base her/his assessment on the characteristics ascribed to the financial advisor: her/his epistemic authority (competence) and level of caring. Additionally, clients expect to receive a “tailor-made” solution that takes into account her/his individual needs and characteristics. In the present study, we asked participants to evaluate financial experts who had recommended risky vs safe investments. The recommendations were congruent or incongruent with the clients’ risk tolerance (high vs low). The kind of recommendation influenced the participants’ evaluations of the advisors (and as a result, the clients’ perceived satisfaction) only for low-risk tolerance clients. For these clients, investment recommendations that were not adjusted to their levels of risk tolerance led to lower evaluations of the advisors and consequently to lower evaluation of satisfaction with their visits. These lower evaluations regarded both dimensions: the interpersonal aspect (caring) and competence in the field of finance (epistemic authority). Such incongruence between risk tolerance and the riskiness of the recommendation did not affect high-risk tolerance clients’ advisor evaluations.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.
The subject of the considerations put forward in this article is an evaluation of the quality, in substantive and ethical terms, of the specialist translation into Polish of Henryk Hiż’s article ‘Peirce’s Influence on Logic in Poland’. The translation subjected to evaluation here was published in 2015 in the specialist philosophical journal Studia z Filozofii Polskiej [Studies of Polish Philosophy] (October 2015, pp. 21–33). In the presented evaluation, I point out substantive and ethical violations committed by interpreter, calling attention to (a) the flouting of the principle cuilibet in arte sua ; (b) manipulation of source material; (c) dishonesty in philological-textological development; (d) improper editorial preparation; (e) disregard of the subsequent literature on the subject; (f) deliberate and unjustified abridgement of the original text. The deficiencies enumerated in points (a)–(f) are the result of interpreter’s adoption of the ‘publish or perish’ strategy, the overriding goal of which is to publish an article in a high-impact journal with the aim of achieving the most favourable bibliometric result in the shortest possible time, at a cost to the integrity and ethical responsibility of the translator-researcher.