The paper considers the technique of modeling and formation educational components of the planned training of CDIO Syllabus, realized in the form of the educational adaptive environment of engineering education. The following key concepts of the methodology have been accepted: competence models of the stages of the CDIO initiative, the method of project training, syntax for describing the concepts of the domain, models for mapping support concepts in the form of expressions of knowledge and ontological engineering.

Embedded software and dedicated hardware are vital elements of the modern world, from personal electronics to transportation, from communication to aerospace, from military to gaming, from medical systems to banking. Combinations of even minor hardware or software defects in a complex system may lead to violation of safety with or even without evident system failure. a major problem that the computing profession faces is the lack of a universal approach to unite the dissimilar viewpoints presented by computer science, with its discrete and mathematical underpinnings, and by computer engineering, which focuses on building real systems and considering spatial and material constraints of space, energy, and time. Modern embedded systems include both viewpoints: microprocessors running software and programmable electronic hardware created with an extensive use of software. The gap between science and engineering approaches is clearly visible in engineering education. This survey paper focuses on exploring the commonalities between building software and building hardware in an attempt to establish a new framework for rejuvenating computing education, specifically software engineering for dependable systems. We present here a perspective on software/hardware relationship, aviation system certification, role of software engineering education, and future directions in computing.

Industrial engineers gather knowledge during their bachelor studies through lectures and

practical classes. The goal of practical class might be an extension of knowledge and/or a

consolidation and application of already gathered knowledge. It is observed that there exists

a gap between theory learnt during lectures and practical classes. If practical classes require

holistic approach and solving complex tasks (problems), students strive with understanding

relations and connections between parts of knowledge. The aim of this article is to show an

example of a simple practical assignment that can serve as a bridge between lectures and

practical classes through discussion of interactions and relations between parts of theoretical

knowledge. It is an example of in-class simulating of a line and cellular layout considering

discussion of elements impacting and impacted by the type of layout (e.g. learning curve,

changeovers, etc.). In-class verification of the presented approach confirmed its usability for

teaching industrial engineers and bridging the gap between theory delivered through lectures

and more advanced practical classes.

B a c k g r o u n d: The digital rectal examination (DRE) is a part of the standard physical examination and a useful diagnostic tool for detecting various lower gastrointestinal tract abnormalities. However nowadays it has been observed that medical students might not be properly prepared for performing and interpreting of DRE. The purpose of the study was to evaluate the knowledge and experience of Polish medical students about DRE.

Ma t e r i a l a n d M e t h o d s: A prospective study was carried out using a questionnaire accessible via internet platform. The survey consisted of 12 questions and considered experience as well as practical and theoretical knowledge about DRE. 976 responses from nine Polish medical universities were included in the study.

R e s u l t s: 38.68% of students have never performed DRE with “lack of opportunity during courses” (71.09%) as the most common reason. Among responders who performed this examination only 12.72% had done it more than two times. Usefulness of DRE was mostly assessed as high and very high (55.63%). Students in the self-assessment part indicated low and very low (18.72% and 39.61%) technical abilities and also low (25.34%) interpretation skills.

C on c l u s i o n: The knowledge of Polish medical students about DRE is insuffi cient. Medical universities should pay particular attention to this fi eld of examination to improve theoretical as well as practical skills of future doctors.

The article deals with issues concerning the pedagogical aims of studying traditional humanities in present realities of Polish society, which at the end of the 20th century overthrew communism. The new political and civilization conditions have caused major social changes that require a new approach to the humanities. Meanwhile, in Poland there is still a traditional and conservative cult of national identity and heritage, which prevents the development of an open society based on cultural tolerance and understanding of the differences that separate us from the West and other cultures. Humanities should be an academic tool for shaping an individual and creative personality and not for preserving national cultural and historical mythology. Such social pedagogy leads to a closed society oriented towards the past and not towards modernity. An educational policy that promotes this attitude treats cultural heritage as a tool of political control over society. In our times, humanities consist in discovering and interpreting the world around us and in forming an independent thinking. Literature, philosophy and other liberal arts cannot be just a sterile studying of a dead tradition.

The article outlines the conceptual assumptions of pedagogy underlying university education, re-defined with regard to the dynamic conditions underlying contemporary culture. The authors concentrate on constitutive educational forms that define the nature of semiosis in education, as well as their exposure and transformation. In connection with this, there is a focus on the concept of “symbolic politics”, which aims to liberalize the practice of pedagogy, freeing it from the dictatorship of a transmission form of education, as well as creating conditions for strengthening discursive relationships and a reflexive discursive attitude. As a result of the implementation of this form of symbolic politics, those involved in education do not promote the prevailing discourse but become agents capable of discursive reflection in action as well as participants in processes of discursive design and creation.

In the text the author makes a critical assessment of legal solutions regulating the education of teachers in Poland. In the realms of argument, he refers to his own experiences as a member of the Polish Accreditation Committee. The presentation of those experiences reveals areas of omissions, irregularities, and even pathologies in the process of conferring teaching qualifications on graduates of schools of higher education. The author derives the sources of the status quo from imperfections or contradictions in the documents regulating the same areas of education, as well as from the struggle of schools of higher education to survive in the market, leading to a dramatic reduction in the quality of education. The text ends in demands for necessary modifications of the standards of teacher education and changes in legislation.