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The paper presents the results of a pilot study on post-secondary school students' interest in geography itself and geography university studies as well as an approach to geography as a scientific discipline. The continuous drop in post-secondary students' population poses a problem to universities, including the field of geography, therefore the research findings may be the support for taking steps intended to counteract the decline in geography studies popularity.
Post 1989, major changes have been made in the teaching of Geography at school. Until then, Geography was expected to provide pupils with "reliable" and "stable" information. For this reason, great emphasis was placed on the astronomical underpinnings of geography, characteristic features of the geographical environment (particularly geological structure and relief) as well as the role of natural conditions in agriculture. In the curriculum, economic issues received a conventional treatment, especially those related to countries of the Communist bloc, while population, social and political issues were only marginally discussed, partly to avoid indoctrination of youth. Contemporary curricula look at the world in a much more dynamic way and put more emphasis on social issues. Examples here include references to electoral geography, conflicts relating to the development of the Amazon Rainforest or various forms of NGO's aid to the poorest countries. All this means that programmes must be updated on a continuous basis. We are not only supposed to impart knowledge, but also to show pupils how to perceive problems in the world at large, how to observe and form their own opinions. The scope of geographic studies used to be spitefully summed up as being "from geology to theology''. Today, Geography at school is definitely evolving "from geology'' to a more or less satisfactory humanisation of teaching.
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Background. Despite the known benefits of physical activity for children, inactivity levels remain high in Europe. Schools are considered ideal settings for promoting physical activity. Nonetheless, they often fail to achieve their full potential in increasing the levels of exercise among students. This study aimed to examine the current evidence regarding physical activity promotion in the European Union school context, and to understand how key scientific evidence and World Health Organization (WHO) guidance are used. Material and methods. Representatives of all 28 European Union Member States were asked to complete a survey to understand their national school-based physical activity practices. Results. Responses from 22 countries were received. Of all the initiatives, most included fostering of positive attitudes to physical activity or health, while a few incorporated genderbased considerations in their design. Lastly, intersectoral collaboration in the creation of the physical education curricula is yet to be fully integrated among European Union Member States. Conclusions. There is a substantial focus on physical activity promotion in schools across the European Union, although the school context could be utilized to a greater degree. In general, further efforts in this area are required in order to have a stronger positive effect on physical activity levels in European Union children.
Providing the population with safe and good quality food is one of the most important objectives of every country. The outbreak and spread of foodborne diseases is independent of a country’s location or development level, and may occur everywhere. As most children spend their days at educational institutions, we shall focus on their food safety. Not only for their present state of health, but also because childhood nutrition and diet will basically determine their health in their adulthood and thus, influence the future economic and social performance of their society. This paper introduces background information about school catering in Hungary, based upon the results of an overall food safety survey. The results of our research showed that the food safety level of the different kitchen units is mostly determined by the level of food processing activities. The technical and technological level of the school kitchens did not significantly influence the food safety level of the kitchens. According to the results of our survey, improving the knowledge and the attitudes of employees in school kitchens is more important than technical and technological conditions.
Kilka programów polityki rolnej, zatwierdzonych w ostatnich dziesięcioleciach przez Parlament Szwedzki, stworzyło podstawę dla nieoficjalnej polityki żywieniowej. Na początku lat 70-tych Szwedzka Rada Zdrowia i Opieki Społecznej rozpoczęła kampanię „Żywienie i Wysiłek Fizyczny”, aby dzięki różnym środkom polityki zdrowotnej dostarczyć ludziom więcej okazji do poprawy zdrowia. Działalność ta w roku 1971 zaowocowała pierwszymi wskazówkami żywieniowymi. W roku 1983 rząd szwedzki wyznaczył Grupę Ekspertów ds. Żywienia i Zdrowia. W tym raporcie grupa ta wskazała, które zmiany w spożyciu były pożądane z punktu widzenia zdrowia publicznego i jakie były możliwości zmiany modelu spożycia, a tym samym także produkcji żywności. W roku 1985 Szwedzka Rada Zdrowia i Opieki Społecznej oraz Narodowy Zarząd ds. Żywności ogłosiły nowe wskazówki żywieniowe. Celem tych zaleceń jest obniżenie ryzyka rozwoju schorzeń zależnych od żywienia oraz przedwczesnych zgonów spowodowanych wadliwym żywieniem i niedostateczną aktywnością fizyczną, a także poprawa dobrego samopoczucia. W 1987 roku Narodowy Zarząd ds. Żywności rozpoczął realizację programu działań związanych z żywieniem i zdrowiem. Program ten oparty jest na następujących zaleceniach: energia pochodząca z tłuszczu nie powinna przekraczać 35% całkowitego spożycia energii, należy obniżyć spożycie rafinowanych cukrów o 3%, natomiast 45-50% spożywanej energii powinno pochodzić z produktów obfitujących w skrobię, spożycie błonnika powinno wynosić przynajmniej 30 gramów dziennie, spożycie chlorku sodu nie powinno przekraczać 7-8 gramów dziennie. Narodowy Zarząd ds. Żywności będzie obecnie popierał rozwój produkcji żywności o niskiej zawartości tłuszczu, cukru, soli a także o wysokiej zawartości błonnika. Pożądane jest, żeby w przyszłości kampanie cenowe i reklamowe lub inne działania rynkowe propagowały tego rodzaju produkty. Narodowy Nadzór ds. Żywności będzie popierał regionalne i lokalne działania mające na celu poprawę zwyczajów żywieniowych. Zakłady żywienia zbiorowego stanowią ważny przedmiot oddziaływania, a działania informacyjne powinny skoncentrować się na zakładach żywienia zbiorowego wydających pełne posiłki i mających stałych klientów. Narodowy Nadzór ds. Żywienia oraz lokalne rady zdrowia publicznego planują obecnie, jak te ostatnie mogłyby uczestniczyć w tej działalności. Między różnymi jednostkami administracyjnymi istnieje duże zróżnicowanie systemu obiadów szkolnych. Przeprowadzany obecnie szeroki program badawczy dokonuje przeglądu i oceny posiłków szkolnych w całej Szwecji. Narodowy Zarząd ds. Żywienia będzie pomagał zarządom lokalnym w podejmowaniu decyzji dotyczących celów przeglądów żywieniowych planowanych z myślą o śledzeniu obecnej sytuacji i będzie je także wspomagał metodami oceny realizacji celów. Narodowy Nadzór ds. Żywności pracuje nad poprawieniem sposobu etykietowania żywności, aby ułatwić konsumentom wybór właściwych produktów. Oznakowanie pewnych rodzajów produktów spożywczych specjalnym symbolem ułatwi konsumentom planowanie zdrowej diety. W dyskusji na temat symbolu i produktów, które powinny być nim oznaczone zdecydowano, że głównym przedmiotem zainteresowania powinna być zawartość tłuszczu i błonnika. Program etykietowania dotyczy głównie produktów spożywczych odgrywających ważną rolę w spożyciu tłuszczu i błonnika. Znakowanie symbolem jest obecnie dozwolone w przypadku następujących produktów: minaryny (margaryny o niskiej zawartości tłuszczu) o zawartości tłuszczu wynoszącej 40% lub mniej, świeże lub fermentowane mleko o niskiej zawartości tłuszczu (zaw. tłuszczu 0,5%) oraz mleko odtłuszczone w proszku, twarde sery zawierające 17% tłuszczu lub mniej. Znakowanie mąki i ziarna symbolem jest dozwolone jedynie w przypadku produktów spełniających szwedzką normę dla pełnej mąki. Program etykietowania wywołał wielkie zainteresowanie i wiele okręgów a także sieci sprzedaży detalicznej planuje rozpoczęcie realizacji podobnych programów, stosując w większości własne symbole. Narodowy Zarząd ds. Żywności nadzoruje indywidualne programy.
The article describes the process and procedures of allowing geography textbooks for schools for the public use by an expert appointed by the Minister of Education. The author shares comments on former and present forms and structures of a review along with their flaws and merits. Observations concerning the cooperation between the experts and the publishers of textbooks are also presented, as well as reflections on geography textbooks written by 1) geographers - academic workers, 2) geography teachers, 3) geography educationalist or academic workers employed in schools.
Background. In childhood and adolescence, adequate nutrition is vital for ensuring correct physical, mental and emotional development as well as effective learning ability. Thus, the acquiring of such healthy lifestyle behaviour is also important later in adult health. Objectives. To assess and compare the dietary habits of pupils attending middle school in Poland and the Czech Republic, who live in the border regions between these countries. Material and methods. The study tool was a nutrition questionnaire dived into a section on socio-economic status and one on detailed dietary habits. Subjects were 202 pupils recruited from Poland and 202 from the Czech Republic. Statistical analyses were performed by the Statistica Ver. 9.0 software, where the Chi2 test was used to evaluate the significance of differences between the data, taking p<0.5asthe critical value. Results. There were 47% of pupils eating 4-5 meals daily and 49% and 50% ate breakfast and lunch respectively. Milk or dairy drinks were daily drunk by 24% pupils daily and 14% ate hard or processed cheese. Fish was consumed 1-2 times weekly by 46% subjects and fruit and vegetables were daily eatenby 49% and 36% of pupils respectively. Conclusions. Pupil’s dietary habits were found to be unfavourable in both countries. There were significant differences between the countries tested, especially in how frequently breakfast and lunch were eaten, as well as in the intakes of milk and dairy products and in the consumption of fast-food and sugary drinks.
The objecive of the paper is to answer the following questions: • How was the role of Geography among other school subjects was changing during education system transformation in Poland? • How were the students' attitudes towards Geography as a school subject were changing at that time? In order to meet the above objectives, a three-stage survey was conducted: in 1989, in 2002 and in 2010. Questionnaire containing 22 questions was a basic research tool. The questionnaire concerned students' attitudes toward Geography as a school subject. It was observed that the students had been interested in Geography before the education system reform. It was perceived as a useful subject, both in further education and day-to-day life. Unfortunately, in the following years of transformation, after the introduction of education system reform, students' attitudes towards Geography changed. The students did no longer appreciate this subject. They more and more often suggest that Geography is a subject which does not arouse interest.
The Common Agriculture Policy’s Fruit Scheme and School Milk Program are EU-wide institutional attempts to encourage consumption of selected food products among children by increasing their availability in schools. The number of pupils participating in both schemes in Poland has reached more than 67% and 38% of the appropriate target groups. Pilot studies, carried out in 2010 and 2011, indicate what products are most preferred by Polish schoolchildren from among those made available to them through the schemes. Circa 86% of the surveyed children living in cities would like to obtain more milk products in schools, especially yogurts. In order to make both CAP schemes more nutrition-oriented the education component should be strengthened since the availability and the price are important, but not exclusive determinants of food choice.
The objective of the study was to assess the status of physical education at different levels of school education in rural and urban areas of Przemyśl County. The study included physical education teachers working in primary, middle and high schools. The analysis showed that most of the schools in the city have better conditions for the implementation of obligatory physical education classes. In addition, most teachers complain about conditions in schools. According to physical education teachers, combined classes, lack of equipment and appropriate sports base are the most common causes of making it impossible for them to accomplish the program of physical education in schools in the Przemyśl County.
Background: The purpose of the research was to check opinions of students of various stages of education in the Pomeranian province about the attractiveness of Nordic Walking in comparison with other activities. Material/Methods: About 500 intentionally selected students participated in the survey. These were students of 11-18 years of age. Half of them participated in Nordic walking PE lessons. The researched students’ schools were localized in the Pomeranian province in Poland. Methods of a diagnostic survey using two questionnaires were applied. The first one was used to assess the level of students’ physical activity and was also used to research health behaviours of children and adolescents in Europe (HBSC). The second one – our own – was created to asses the attractiveness of Nordic walking. In the first part, the subjects ranked Nordic walking in comparison with other forms of physical activity. In the second part, they declared eagerness to attend such lessons. Results: The collected data imply a vast diversity of students’ opinions about the attractiveness of Nordic walking in comparison with other forms of physical activity and indicate the need to do research in the area of students’ preferences in planning PE lessons at school. Conclusions: It seems that in subsequent years of education, NW will gain followers among this group because it is a natural form of movement, whose health effects are starting to be seen not only by teachers but also by students.
The paper deals with the issue of economic effectiveness of education. It has been assumed that education is possible thanks to the system of objective evaluation of teaching results on individual levels of education and thanks to the recording of expenditures by school authorities. On that basis an attempt has been made to separate the factors determining the effectiveness of expenditures made.
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