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Foreign Experience in Training Future Engineering Educators for Modeling Technological Processes

: Programs, Best Practices, and Recommendations. Journal of Engineering Education , Volume 100, No 1, pp. 89–122. 4. Felder, R. M., Brent, R. (2016). Teaching and Learning STEM : a Practical Guide . San Francisco, CA : Jossey-Bass, 336 p. 5. Goodhew, P. (2010). Teaching Engineering All You Need to Know about Engineering Education but Were Afraid to Ask. Liverpool : UK Centre for Materials Education, 203 p. 6. International Society for Engineering Education. (2010). ING PAED IGIP . Retrieved 28.02.2017 from : http

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Changes and Threats to the Employee Development Under Social and Economic Conditions Within Global Labour Market

Abstract

The main theme of the article is the thesis that man's engagement in the process of professional work is engaged in a number of antinomies. The problem of contemporary economics has been analyzed. It has been revealed that situation in which the majority of people excluded from social debate due to their lack of competences become a useful medium subjected to various and constant manipulation by mass media. This leads to the situation where actions undertaken in order to solve the problems stemming from participation in the contemporary work market do not provide satisfactory solutions. It has been stressed that a way to overcome the limiting factors, including, biological limitations, is through cooperation, requiring approval of a non-personal group objective, the realization of which requires taking into consideration many factors, characterized by the context of action. We do not dispose of the prognostic theory covering the entire functioning of man and satisfactory manners of dealing with the challenges people face. Perhaps the reason for such a state of affairs is inability of the society treated as a system to provide “self-explanation” and in this situation the way to solve man's problems is a constant process of examination of reality man creates and undertaking pragmatic attempts to solve the dilemma he faces.

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Social and Occupational Activation of People at Risk of Social Exclusion in Poland Against the Background of the EU Cohesion Policy

Abstract

The subject of the article is social and occupational activation of persons at risk of social exclusion. The phenomenon of social exclusion is an important socio-economic problem today and an important area for the implementation of the priorities of EU cohesion policy. This policy sets out the indicators to be achieved by 2020. Among the specific measures to achieve the set goals particularly significant is the implementation of the concept of supported employment targeted at people at risk of social exclusion. It has been outlined that the core document defining current EU policies and guidelines is the aforementioned “Strategy for Smart, Sustainable and Inclusive Growth, EUROPE 2020” setting out the following key priorities for the focus of for EU Member States: 1) intelligent development - development of knowledge- and innovation based economy, 2) sustainable development - supporting a more resource efficient, more environmentally-friendly, and more competitive economy, 3) inclusive growth - supporting economy with high employment rate which ensures social and territorial cohesion. It has been stated that. “National Strategy for Social Integration for Poland” the areas of exclusion include: 1) living in unfavorable economic conditions, 2) unfavorable effect of social processes resulting from massive, dynamic developmental changes, 3) insufficient life capital, 4) lack of access to appropriate institutions, 5) experiencing discrimination, 6) personal traits that hinder the use of common social resources. It seems that the basis task of a researcher in this context is not so much solving but rather identification of a problem stemming from objective conditions generating phenomena of marginalization and social exclusion. This analytical effort, taken in the frames of different research orientations is aimed at changing mechanisms ruling this process. It is not so much about providing universal solutions as these may be different for each society and must be looked for taking consideration of local economic and specific cultural conditions.

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Professional engagement in child protection: promoting reflective practice and deeper connection with the lived reality for children

Abstract

This paper uses first person inquiry and presentational form to argue the case for a sensory approach to understanding professional connection and disconnection with children who may be being abused. The approach is underpinned by an epistemology or theory of knowledge which stems from a participatory world-view where appearances are not permanent or separate from us: the act of perception takes place between the active sensible world and our own bodies, where ‘otherness’ expresses itself directly to our senses. Thus perception, conceived in this way, can lead to right action in the moment; or discounting what is actually being said by a child and disconnection. Buber’s notion of the ‘I-You’ is used to explore feelings and the movement to relation when professionals witness children’s ‘stories of suffering’ (Buber, 1965; Laub, 1992; Jones, 2008). The paper concludes by arguing the case for practitioners to become researchers of their own practice in rigorously facilitated inquiry groups. It is argued that this form of practitioner-research serves to quality assure frontline practice, and create new knowledge (or practice wisdom) such that feelings can be constructively worked with to improve connection with the lived reality for children.

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The Czech Republic in FP7: Low participation with high collaborative excellence

The Framework Programmes for research and technological development (FPs) are very important instruments fostering the growth of the European Union’s potential needed to achieve breakthrough solutions to urgent and difficult problems that are unlikely to be properly tackled at the level of individual national research and development systems. The FPs mainly support projects with considerable “European added value” that stem from transnational collaboration in research, development, and innovation (R&D&I). However, attempts to measure the collaboration [1, 8] are still rather rare and usually based on analysing project results. This article deals with a simple index [2, 3], which might be interpreted as representing the value of “collaborative potential” of EU member countries. Namely, for each given country the index quantifies the ability of its teams to collaborate in transnational consortia with teams from the most prestigious European scientific institutions. Since the “standard” indicators used in FP assessment characterize the participation of member countries in FP7 rather than quantitatively analyse their collaboration [4, 1], the proposed index should complement the usual studies focused on analysing per country participation in FP7. This article confirms the low participation of Czech (CZ) teams in FP7, which was discussed in many previous studies. However, we want to argue that the participating CZ teams collaborate with teams from premier European institutions more intensively than teams from many other member countries.

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in ERGO
Transformation and Trend of Doctoral Education in China and Poland (1980s – 2010s). A Comparative Study

Abstract

The past 30-strong years has seen remarkable achievements that both Poland and China have made in Doctoral Education along different paths though. Drawing on policy research and extensive data, this paper sets out to examine the transformations of doctor education across the two countries within these intervening years. It is found that the changes in Poland were mainly influenced by the political transitions, its integration with European education system, and particularly the Bologna Process while China’s educational reform was amenable to the national economic policy and the government behavior. As regards the prospect of doctoral education, the two countries have both common grounds and differences. Poland and China will have more diversified structure in doctoral education, pay closer attention to STEM discipline’s developments as well as external and intermediary assessment in quality control. Also, the managements of doctoral programs in two countries will be characterized by further decentralization of government and internationalization of education. In the next few years, however, the scale of China’s doctoral education will remain at the current level or even expand modestly, whereas that of Poland’s doctoral education is likely to shrink due to the population decline.

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R&D infrastructures supported by the Operational Programme Research and Development for Innovation - human resources sustainability

Infrastruktury pro výzkum a vývoj podpořené z Operačního programu Výzkum a vývoj pro inovace - udržitelnost z hlediska lidských zdrojů

Kvalita výzkumné infrastruktury v Česku byla zatím hodnocena v porovnání s vyspělými "západními" ekonomikami jako spíše podprůměrná. Zároveň je ale zřejmé, že dostupnost špičkové výzkumné infrastruktury je významným faktorem nejen pro kvalitní výzkum, ale i pro mezinárodní spolupráci či spolupráci s aplikačním sektorem. Dosavadní deficit ve sféře výzkumné infrastruktury by měly pomoci řešit současné operační programy a jejich prostřednictvím budovaná nová výzkumná centra. Jaký však bude efekt těchto nových výzkumných infrastruktur, závisí především na schopnostech či možnostech přivést do těchto center kvalitní výzkumné týmy a pracovníky. Příspěvek proto hodnotí z několika hledisek vývoj lidských zdrojů ve výzkumu a vývoji a dílčí trendy dává do souvislosti s indikovanými požadavky vznikajících center. Analýza ukazuje, že v dílčích oborech se může objevit potřeba počtu nových pracovníků, která překračuje nárůst zaměstnanosti odpovídající současným trendům, a tím ohrozit stávající či nová výzkumná centra, potažmo očekávané dopady spojené s jejich výstavbou.

Open access
in ERGO