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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.

Socialisation of private law in the second half of the 19th century brought about a new approach to a civil process and its purpose. The main characteristics of the evolution of the civil procedure in the 19th and 20th centuries was limited autonomy of the parties to a process. This limitation was introduced to ensure fair, expedient and cost-effective judgment. A tendency to replace the principle of an adversarial trial with elements of an inquisitorial trial was observed in civil law as well as common law systems. Relevant changes were fi rst made in the Franz Klein Austrian code of civil procedure, followed by departures from the formal truth in the civil process implemented in the system in Germany, Hungary, the Swiss cantons of Zurich and Bern, in Poland, and later, in the second half of the 20th century, also in France. In the common law system, the reform of 1999 ascertained judges a number of discretionary powers to help them establish the facts in a civil proceeding. Those changes added the public element in the civil procedure, but the very idea of a private process and the protection of private interests has been maintained. The totalitarian regimes which emerged in some European states considerably distorted the process of shaping the relationship between the state and the individual. In the socialist civil proceeding, the principle ne eat iudex ultra petita partium was replaced with ex offi cio ultra petita, which was a novelty characteristic of the civil procedure of totalitarian states. The departure from an adversarial principle in the socialist civil process was not much different from the general tendencies observed in the civil procedure in West European states. After the political transformations and change of the regime, former states of the Eastern Bloc sought to signifi cantly increase the autonomy of the parties in a civil process. However, as experience of the Western European states shows, certain public elements must be taken into account in a civil procedure if the European Convention on Human Rights is to be observed.

Socialisation of private law in the second half of the 19th century brought about a new approach to a civil process and its purpose. The main characteristics of the evolution of the civil procedure in the 19th and 20th centuries was limited autonomy of the parties to a process. This limitation was introduced to ensure fair, expedient and cost-effective judgment. A tendency to replace the principle of an adversarial trial with elements of an inquisitorial trial was observed in civil law as well as common law systems. Relevant changes were fi rst made in the Franz Klein Austrian code of civil procedure, followed by departures from the formal truth in the civil process implemented in the system in Germany, Hungary, the Swiss cantons of Zurich and Bern, in Poland, and later, in the second half of the 20th century, also in France. In the common law system, the reform of 1999 ascertained judges a number of discretionary powers to help them establish the facts in a civil proceeding. Those changes added the public element in the civil procedure, but the very idea of a private process and the protection of private interests has been maintained. The totalitarian regimes which emerged in some European states considerably distorted the process of shaping the relationship between the state and the individual. In the socialist civil proceeding, the principle ne eat iudex ultra petita partium was replaced with ex offi cio ultra petita, which was a novelty characteristic of the civil procedure of totalitarian states. The departure from an adversarial principle in the socialist civil process was not much different from the general tendencies observed in the civil procedure in West European states. After the political transformations and change of the regime, former states of the Eastern Bloc sought to signifi cantly increase the autonomy of the parties in a civil process. However, as experience of the Western European states shows, certain public elements must be taken into account in a civil procedure if the European Convention on Human Rights is to be observed.

W artykule została przedstawiona konfrontacja obrazu Polski i Polaka, prezentowanego w wybranych podręcznikach do nauki języka polskiego jako obcego, z obrazem tychże, widzianym oczyma studentów lublańskiej polonistyki. Okazuje się, że prezentowany wizerunek Polski i Polaka w podręcznikach jest nieprawdziwy, wyidealizowany, co wynikać może z chęci ich pozytywnej prezentacji, zwłaszcza na tle krajów europejskich. Warto też podkreślić, że jest on zgodny z wytycznymi programowymi Unii Europejskiej i zdecydowanie różni się od studenckich wyobrażeń na temat Polski i Polaków, wynikających z funkcjonowania stereotypów. Dlatego przy korzystaniu z takiego podręcznika ważna jest rola nauczyciela, potrafiącego równoważyć dysproporcje między materiałem w nim przedstawionym a tym zyskanym z innych źródeł. ; The article presents a comparison of the image of Poland and Poles as seen in selected textbooks for learning Polish as a foreign language, with the image of them as seen by the Polish philology students in Ljubljana. It seems that the presented image of Poland and Poles in textbooks is false, idealized, which may result from the desire to be presented in a positive manner, especially in comparison with other European countries. It should be emphasized that it complies with programming guidelines of the European Union and is very different from the students" perceptions regarding Poland and Poles, which results from stereotypes. Therefore, when using such a textbook, the role of a teacher, who can balance the disparities between the material from the textbook and material from other sources, is very important.

Artykuł opisuje najpopularniejsze wskaźniki (tzw. indeksy) oraz sposoby ich łączenia i interpretacji w politologicznych badaniach porównawczych. Przy ich pomocy analizować można wpływ systemu wyborczego na kształt struktury systemu partyjnego. Autor, na przykładzie mieszanych systemów wyborczych w Rosji i na Ukrainie oraz systemu proporcjonalnej reprezentacji w Polsce, przedstawia wpływ wybranych elementów systemów wyborczych na konfigurację systemów partyjnych mierzoną przy wykorzystaniu m.in efektywnej liczby partii politycznych. Zwraca także uwagę na poziom koncentracji systemu partyjnego jako jedną z konsekwencji systemu wyborczego. Artykuł weryfikuje wiele obiegowych poglądów na temat politycznych skutków systemów wyborczych oraz uczy jak przy pomocy metody indeksowej można weryfikować twierdzenia na temat wpływu poszczególnych elementów systemu wyborczego na system partyjny. Jednocześnie pokazuje jak interpretować uzyskane w toku badania wskazania indeksów. ; The article describes the most common indicators (so-called indices) and the methods of combining as well as interpreting them in the political science comparative studies. An employment of these indices allows the analysis of the impact of electoral systems on party ones. Using Russian and Ukrainian mixed electoral systems and Polish proportional representation as an example, the author expounds the impact of given elements of electoral systems on configuration of party systems. Proceeding so, he gauges the effects of the influence in question by deploying the so-called effective number of parties formula. The author points out that amongst others effects of this interconnection of systems there is also the impact on the concentration level of party systems. Additionally, this paper debunks a plethora of popular opinions concerning political effects of electoral systems and teaches how one can verify those opinions employing the index method and how to interpret the indices.

The situation during the current pandemic caused by COVID-19, this time of isolation, difficult health situations, and often familial and social trouble, increasingly provokes a reflection on the literature that is offered in the curriculum for pupils at early school age. My focus in this article is texts of audiovisual literature that use the code of new media and address the issue of dysfunction in the home, which can also be exacerbated in these difficult times. I am referring to the loneliness of a child, adults' disregard and misunderstanding of children, and domestic violence, but also the needs of people with mental disabilities and the situations of their relatives, especially the youngest ones. It is worth noting that guidelines formulated by the government for early literature classes were not based on or preceded by conversations with children in order to explore the aforementioned issues. Meanwhile, literature defined as a kind of thought laboratory, among other things, stands in opposition to governmental regulations. Especially in the current situation, students need literary works which speak to them through relevant content and through the media poetics to which contemporary children and adolescents are accustomed. A reflective teacher can use such books to guide the children to make a discovery about the world, find their own place the texts of identity audiovisual literature which, in building a narrative, fits into the categories of audiovisuality proposed by Adam Regiewicz and deals with the forementioned problems. ; Sytuacja związana z aktualnym czasem pandemii spowodowanej wirusem COVID -19, czas odizolowania, trudnych sytuacji zdrowotnych i niejednokrotnie społecznych, rodzinnych wywołuje ze zwiększoną siłą przemyślenia dotyczące literatury proponowanej uczniom w wieku wczesnoszkolnym oraz możliwości jej lektury na pierwszym etapie zorganizowanego kształcenia. Chodzi o teksty literatury audiowizualnej, wykorzystującej kod nowych mediów i koncentrujące się wokół tematyki związanej z problemem, który w czasie pandemii może być zwielokrotniony. Jest nim dysfunkcja domu rodzinnego, w której mieści się samotność i niezrozumienie najbliższych, potrzeby osoby dotkniętej upośledzeniem umysłowym, a nawet domowa przemoc. Jak dotąd, ministerialnie konstruowane wytyczne dla początkowej komunikacji literackiej nie proponują rozmów z dziećmi zgłębiających przywołane wyżej zagadnienia. Tymczasem literatura definiowana między innymi jako swoiste laboratorium myślowe stoi na stanowisku a contario do urzędniczego. Dodatkowo lektura młodszego ucznia wspólnie z dzisiejszą rzeczywistością upomina się o takie utwory, które za pośrednictwem medialnej poetyki, własnej treści i refleksyjnego nauczyciela pozwoli dziecku dokonać rozpoznania w świecie i jednocześnie uporać się z życiowymi trudami. Artykuł akcentuje teksty literatury audiowizualnej, tożsamościowej, korzystającej w budowaniu narracji z rozwiązań technologicznych oraz zajmujące się wspomnianą tematyką.

At present, the Bologna Declaration is the most important document for the academic community worldwide. This act, signed in 1999 by 29 European education ministers, lists goals that are expected to bring European education systems closer together. The implementation of the Declaration's objectives and their adoption in the development of tertiary education is known as the Bologna Process. The main goal of the Bologna document is to establish the European Higher Education Area by 2010. This noble goal is to be pursued by implementing transparent and comparable systems of research degrees, adopting an education system based on three cycles and common application of credits. Harmonisation of academic communities across Europe would not happen without efforts to promote student and teacher mobility or without joint European efforts to improve the quality of education. Eight years have passed since the Bologna Declaration was signed. The academic community has taken steps to pursue its objectives so it is interesting to see how far they have been put into practice at universities. This will help us to assess the mobilisation of the entire Bologna movement in extenso. Also, such analysis will identify areas where progress has been most significant and those where more effort is required. The arrangements developed by education ministers in Bologna in 1999 and during subsequent (cyclical) meetings in Berlin (2001), Prague (2003), Bergen (2005) and London (2007) should, or even must, be translated into practice. With this in view, the Author attempts to describe the actual progress towards implementation of the Bologna objectives as this considerably influences the development of Poland's higher education. However, not all domestic universities seem to be sufficiently involved. In his discussion, the Author relies on findings from studies conducted in public and non-public schools of tertiary education in the Kujawsko-Pomorskie voivodship (one of Poland's provinces). Recapitulation of those studies is likely to produce the real picture of progress towards the Bologna objectives in Poland's higher education. ; Deklaracja Bolońska jest obecnie najważniejszym dokumentem dla środowiska akademickiego w skali globalnej. Akt ten, podpisany przez 29 europejskich ministrów szkolnictwa wyższego w 1999 r., formułuje cele prowadzące do zbliżenia europejskich systemów kształcenia. Realizacja dezyderatów zawartych w Deklaracji, a także ich dostosowanie do zmian zachodzących w szkolnictwie, nazywane są Procesem Bolońskim. Głównym celem zapisów zawartych w bolońskim dokumencie jest stworzenie do 2010 r. Europejskiego Obszaru Szkolnictwa Wyższego. Realizacja tego szczytnego celu polega na wdrażaniu przejrzystych i porównywalnych systemów stopni naukowych, przyjęciu systemu kształcenia opartego na trzech poziomach kształcenia i powszechnym stosowaniu systemu punktów kredytowych. Harmonizacja środowisk akademickich Europy nie nastąpiłaby także bez promowania mobilności studentów i nauczycieli akademickich oraz współpracy europejskiej w zakresie podnoszenia jakości kształcenia. Od podpisania Deklaracji Bolońskiej minęło już osiem lat. Środowisko akademickie stara się wdrażać te założenia, dlatego też warto przeprowadzić rozeznanie, w jakim stopniu i zakresie są one urzeczywistniane w uczelniach. Umożliwi to ocenę mobilizacji całego ruchu bolońskiego in extenso. Wskaże też, w których dziedzinach postęp jest największy, a w których należy zwiększyć wysiłki. Uzgodnienia wypracowane przez ministrów szkolnictwa wyższego w Bolonii w 1999 r. oraz podczas późniejszych (cyklicznych) spotkań - w Berlinie (2001), Pradze (2003), Bergen (2005) i Londynie (2007) - powinny, a nawet muszą, znaleźć odzwierciedlenie w praktyce. Z tego względu autor podjął próbę określenia stanu faktycznego implementacji założeń Procesu Bolońskiego. Wywiera ona bowiem znaczny wpływ na rozwój polskiego szkolnictwa wyższego. Jednak nie wszystkie krajowe uczelnie biorą w niej udział wystarczająco efektywnie. Autor opiera swe rozważania na wynikach badań przeprowadzonych w publicznych i niepublicznych szkołach wyższych województwa kujawsko-pomorskiego. Rekapitulacja tych badań może jednak przedstawiać realny obraz realizacji założeń ruchu bolońskiego w polskim szkolnictwie wyższym.