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The article refers to relations in the process of communication between teacher and students. The author uses classical literature and an expert interview with an experienced school teacher to bring her point across. The author feels that the described issues are of particular significance for beginner pedagogues. Shakespeare's genius gives a broad perspective on the subject of communication, because in both comedies and dramas we observe the importance of the communication aspect, which may be transferred to the relationship between students and the teacher. This gives a broad picture of the possible scenarios that will appear in the teacher's work and allows one to draw conclusions from the heroes' mistakes, which may be identical to those made in the relationships with students.

The article is devoted to a critical review of the European Parliament Resolution of February 16, 2017 on the regulations in the field of robotics. The authors analyze the approaches of the creators of the law in terms of perception of autonomous robots as subjects of law and pay attention to the legal liability for damage caused by robots. The authors conclude that the concept of robots as the subject of law and the possibility of endowing robots with artificial intelligence with the qualities of a legal or electronic entity are arguable. First of all, the legal personality of robots raises the problem of responsibility and protection of the rights of potential victims. The resolution of the European Parliament emphasizes the need for such a legal structure that will ensure the harmonization of the interests of developers and sellers of autonomous robots, users and victims – the imposition of liability on the manufacturer or liability insurance.

Literaturverz. S. [343] - 361. - Zsfassung in engl. und franz. Sprache. - Zsfassung in engl. Sprache u. d. T.: A social revitalization through theatrical play as assessed by the representatives (authors and receivers) of the dramatic art of Legnica, Nowa Huta and Wałbrzych

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

In recent decades, society has fundamentally changed; there are political changes affecting education and, consequently, demands on teachers' work change, as well as parents' and society's expectations of teachers. The main aim of this qualitative research is to map the changes in the conditions of teachers' work in the Czech Republic in the last thirty years according to the subjective perception of teachers-experts, i.e. respondents. The respondents are teachers who have been active in the profession for at least thirty years. All the respondents are women working as primary school teachers (Dáša, Lucie, Jana, Danka, Blanka, Dominika, Karolína).In the research we deal with the following areas: interpersonal relationships at the workplace, communication and cooperation with pupils' parents, and the teacher-pupil relationship.The most important results of this research are as follows. The respondents are aware of and perceive the decreasing authority of the teacher today. They point out that the teacher's authority has degraded in the eyes of pupils, parents, and society. The most widespread problem faced by teachers is the disruptive behavior of pupils, which may interfere with teaching.Moreover, today's teachers sometimes have to deal with parents who are completely uncritical of their children, whom they trust completely. When problems arise, these parents never see the root cause in their child but in other classmates or, most frequently, in the teacher. If a child receives a bad grade, these parents are willing to go to the teacher and try to find the error on their side rather than in their own children.

This report discusses the following topics: basics of the vocational training system in Poland; causes of change in the development of vocational schools; formal and legal aspects of the school cooperation with the environment; modernization of vocational schools based on the development programs; combining the flexibility of employment with the Teacher Card.

Spór o granicę austriacko-węgierską przy Morskim Oko był po rozbiorowym rabunku (1772 r.) kontynuacją ciągnącego się od XVI w. konfliktu granicznego między Królestwem Polskim a Węgrami. Próby ugodowego ustalenia granicy nie przyniosły przez niemal cały XIX w. efektu. W 1879 r. majątek graniczny po stronie węgierskiej (Jaworzyna) kupił pruski książę Chrystian Hohenlohe i podjął działania w celu zajęcia spornego terytorium. Jednak gdy hrabia Władysław Zamoyski w 1889 r. kupił w Galicji dobra (Zakopane) położone z drugiej strony spornego obszaru, zdecydowanie przeciwstawił się roszczeniom pruskiego magnata. Konflikt o własność prywatną (konflikt prawa cywilnego) eskalował w postaci sąsiedzkich gwałtów i trafiał przed sądy, jednak ich orzeczenia, bez ustalenia przynależności politycznej (państwowej) spornego terytorium, nie mogły wiązać zwaśnionych stron. Wobec zagrożenia bezpieczeństwa i spokoju na granicy austriacko-węgierskiej (doszło nawet do grożenia przez żandarmów węgierskich urzędnikom sądowym Galicji bronią palną) rządy w Wiedniu i Budapeszcie doszły do porozumienia, ustalając poufnie linię podziału. Ponieważ uznano, że publiczne ujawnienie rządowego kompromisu, wiążące się z przyznaniem do wzajemnych ustępstw obu stron, zostanie wykorzystane w walce politycznej zarówno w Austrii, jak i na Węgrzech, postanowiono zrzucić odpowiedzialność za kompromis na międzynarodowy sąd polubowny. W artykule autor przedstawia rozwiązania oraz instrumenty polityczne i prawne, do których sięgnęły władze obu państw, by zapewnić taki wyrok sądu rozjemczego, który realizowałby wcześniej przyjęte międzyrządowe porozumienie, a równocześnie przenosiłby na trybunał odium za dokonane ustępstwa. ; The dispute over the Austro-Hungarian border at Morskie Oko was, after the predatory partition of Poland in 1772, a continuation of a border conflict between the Kingdom of Poland and Hungary which started in the 16th century. The attempts to amicably delineate the border did not yield any results for the majority of the 19th century. In 1879, Christian Hohenlohe, a Prussian Prince, bought a border estate situated on the Hungarian side (a village called Jaworzyna) and he subsequently took steps with a view to seize the disputed territory. However, Count Władysław Zamoyski purchased lands in Galicia (Zakopane), located on the other side of the border, in 1889 and then he firmly resisted the claims of the Prussian magnate. The conflict concerning private property (a civil law conflict) continued to escalate and resulted in violence in the area and ended up in courts afterwards. However, without determining the political (state) affiliation of the disputed territory, no decisions made by the courts could be binding for the feuding parties. In the face of danger to safety and peace at the Austro-Hungarian border (there were even threats aimed at Galician court clerks with the use of firearms by Hungarian gendarmes), the governments in Vienna and Budapest came to a covert agreement and delineated a demarcation line. It was deemed that public disclosure of the compromise as well as of the concessions made by both parties would be used in political conflicts in both countries. As a consequence, it was decided that the blame should be put on the international arbitral tribunal. The paper presents solutions as well as the legal and political instruments used by both governments in order to secure such a court decision which would implement the international agreement they had previously reached and, at the same time, it would allow to lay the blame for the concessions on the tribunal.

This publication was created as part of the Human Capital "PIP: The Future of professional Education - local partnership to increase the adaptability of vocational teachers" program at the request of the Regional Labour Office in Bialystok, in the framework of Measure 8.1 Development of employees and enterprises in the region, sub-measure 8.1.3 Strengthening the partnership for local adaptation, co-financed by the European Union under the European Social Fund. The aim of the project is to develop the end of June 2015 collaboration solutions of local institutions and companies for the modernization of enterprises and vocational schools in the Podlaskie region in terms of forms of work organization, forms of performing work, work-life balance and adaptability of professional teachers threatened with unemployment.

Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality. ; Mariusz Wielebski, Od orzeczenia o potrzebie kształcenia specjalnego do indywidualnego programu edukacyjno-terapeutycznego [From the decision on special education eligibility to an individual educational and therapeutic plan]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 339-354. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.19 In my article I would like to show the complicated way from the decision about special education to individual educational and therapeutic plan. I am going to show how government statements are sometimes hard and complicated for parents, teachers and other specialists, who are looking after the children with special educational needs. I try to show everyday life in my job – teacher, specialist of pedagogical therapy. I hope my article will help and change our reality.

The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy. ; The modern model of state education in Russia promotes patriotism and devotion to the authorities. Young people must be proud of their origin and, in spite of deteriorating material conditions, should stay in the country contributing to its development. Cadet Corps Alumni are an example of a patriotic education model. Several years of learning in the military school shapes their beliefs and teaches them complete surrender to authority. Patriotism, combined with the sense of external threat, has become the driving force behind the reconstruction of the Russian superpower. One of the cornerstones of the school is the acceptance of Putin's Russia by spreading the vision of becoming an international representative of the country. The increase in military spending and functioning of military schools such as the Corps of Cadets give rise to fears that in the future Russia the army will become one of the tools of the superpower on the arena of foreign policy.

In the 21st century, information is golden. The question is whether in his book entitled Open Source Intelligence Techniques: Resources for Searching and Analyzing Online Information Michael Bazzell teaches us how to get it? This review answers this question by providing an objective overview on the publication. The introduction contains certain biographical information on the author, including information on his experience and its impact on the development of the open-source intelligence (OSINT). Next, the reviewer goes on to describe the solutions that M. Bazzell proposes to his readers, followed by the assessment of the work's goal and reasoning, the author's familiarity with the recent studies in the field, as well as the language of and the logic behind the statements. The review ends with a summary of the strengths and weaknesses of the publication and a clear view on the work.

The effectiveness of teaching the religion depends on the degree of the linguistic efficiency for the sender and for the recipient and by the degree of linguistic awareness of the religion instruction teacher i.e. his knowledge about mechanisms of the linguistic intercommunication. In the religious education transmission it seems essential to be perceiving language of the religious education by pupils. Amongst pupils and religion instruction teachers from primary schools and post-secondary a belief that the new manuals are adapted for the age and the level of the religious knowledge of pupils is dominating, they aren't proposing more serious linguistic problems concerning remarks. This belief results from the low-end acquaintance of the religious /terminology pupil's/ and of religion instruction teacher's /conformism/. Pupils of upper secondary schools are more conscious of their gaps in the knowledge of a language religious however the little percentage is only trying to make up for these gaps through the participation in active religious education /especially this beyond the school/.

The subject of the analysis is the idea of internal trainers in the civil service (government administration offices). I consider an internal trainer as a civil service employee who, beyond his/her own basic scope of responsibilities, teaches others in the subjects he/she majors. In the research I use the perspective of knowledge and human resources management. The main reference point is the AMO paradigm, which determines the conditions of people management effectiveness. In line with it, effective employees (trainers in this case) are able (prepared for their role), motivated (intrinsically or extrinsically) and institutionally given the opportunity to act. In the article, I present the actions which the administration can undertake in each of these areas. I also analyse the advantages and disadvantages of the idea of internal trainers and refer to its criteria of success. Against this background I present a case study - the functioning of the group of internal trainers at the Chancellery of the Prime Minister.

Despite the plethora of conducted research and analyses, their actual use in the design and implementation of public policies is quite limited. The latest research indicates that an effective strategy to strengthen the use of public policy research results in practice is knowledge brokering. The article demonstrates the use of an educational innovation enabling knowledge brokering teaching through practice - by means of a simulation game-based workshop. The past experience connected with the use of "Knowledge 176 Karol Olejniczak, Dominika Wojtowicz Studia z Polityki Publicznej Brokers" game to teach public sector professionals in Poland, the United States and Canada has confirmed that the game helps to: (1) understand the role of the public policy research and analysis results, (2) master the six key skills of knowledge brokers and (3) understand the broker's limitations in influencing the decision-making process. Public administration institutions can make use of "Knowledge Brokers" for the practical training of their analytical personnel and raising its organizational capacity to carry out public policies based on evidence.