Searching and exploring the motives of continuing in the profession may be an important objective of efforts undertaken by researchers and people directly responsible for the organization and quality of work. Identifying the needs and expectations of the employee is an important element of her/his adaptation in the work environment. Because the age of life is one of the factors affecting the perception of the world and work, in this article motives of continuing professional activity in group of special educators are described in the age of life context.
Władysław Łuszczkiewicz was an art historian, artist, pedagogue, an outstanding personality of nineteenth-century Krakow, active in many fields. He was a professor at the Cracow School of Fine Arts, and in the years 1857–1873 and 1893–1895 he was the headmaster of this school. He was a teacher of many artists, of which it is enough to mention only the greatest — Jan Matejko, Stanisław Wyspiański, Józef Mehoffer and Artur Grottger. In 1883, Łuszczkiewicz was appointed the director of the National Museum in Krakow. He managed this institution until his death, that is until 1900. Among the oldest source materials belonging to the Archive of the National Museum in Krakow, we can find the correspondence of former students of the School of Fine Arts addressed directly to their former teacher — Professor Łuszczkiewicz, who was at this time the director of the National Museum in Krakow. Based on selected letters, the article presents their interesting subject matter and presents the issues in which the students wrote to their Master. The attempt to describe the relation between former students and their master revealed in letters will be made.
Various experiences related to research work, including the less successful ones, are all part of the research process. Awareness of their existence allows to draw conclusions from one’s mistakes and a more responsibly design of a research. This article aims to understand the traps a researcher, exploring intellectual disability, may fall into. As a result of search and reflection, three kinds of traps can be listed: resistance — submission, norm — pathology, correctness — negligence.
In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.
The complexity of the phenomena associated with the course of the cognitive processes that determine an efficient learning, excludes the possibility of collecting knowledge in other ways than neuronal-information. It excludes also possibilities of interpreting it, in other ways than with use of respectively formalized cognitive models. The presented paper is a kind of summary of the latest achievements in this field.
The need to generate innovative solutions clearly is closely related with professional activities of special education teachers. The specificity of functioning of people with disabilities, unpredictability of actions and behaviours, developmental disharmoniousness imposes the searching and implementing of customized solutions, improvements and modifications to adjust the educational process to the needs and capabilities of this group of students. The presented beliefs have become the basis for research activities allowing to describe the innovativeness of special education teachers in their workplace. The main aim of this article is to attempt to determine the relationship between innovativeness in the workplace and locus of control in special education teachers group.