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    Policja w systemie zarządzania kryzysowego
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Tur, Sandra
    W dobie postępującej cywilizacji świat społeczny stoi przed nowymi wyzwaniami, jakimi jest bezpieczeństwo. Zapewnienie bezpieczeństwa, bez względu na jego wymiar, jest istotnym elementem ładu społecznego. Wraz z postępem technologicznym system bezpieczeństwa narażony jest na zagrożenia, płynące z najmniej oczekiwanych miejsc, jakim jest Internet. Internet z jednej strony statyczny, z drugiej podlega stałej dynamice i zmianom. Będący w użyciu przez „niewłaściwe” osoby, może stać się polem do ataków, nad którymi nie jesteśmy w stanie zapanować. Ze względu na dużo większą skalę zagrożenia bezpośredniego dla społeczności są katastrofy naturalne bądź spowodowane działalnością ludzką, przede wszystkim to one będą fundamentem artykułu. Katastrofy naturalne to nagłe zjawiska przyrody, o dużej skali i znaczącym negatywnym wpływie na egzystencję człowieka. W materiałach policyjnych sytuacje kryzysowe kojarzone są ze splotem wydarzeń i okoliczności mogących prowadzić do utraty kontroli nad rozwojem sytuacji.
  • Rekord
    An American short story course: an attempt at integrating content and language learning
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Popławska, Marta
    Teaching literature in a foreign language at university level brings multiple challenges connected with the level of students’ general knowledge, expertise in literary theory or literary analysis as well as their language skills. Having the above-mentioned ideas in mind, the author of the study attempted to research into and employ alternative approaches and methods in order to diversify literature classes and adapt them to the needs of today’s students, also the struggling ones. Literature classes seem to provide almost perfect CLIL setting, where literary theory and literary analysis can be naturally combined with language analysis and learning. Thus, the following paper describes American Short Story classes that were conducted from CLIL perspective and seeks to inquire into the issue of integrating literature reading with writing skills. Numerous advantages suggest that content and language learning might be beneficial for students giving them an opportunity to develop their knowledge of and sensitivity to cultural as well as linguistic issues, additionally enhancing their independence and confidence in the learning process.
  • Rekord
    Integration of content and language in culture classes at English Philology
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Fiutka, Ewa
    In the world of global economy where multilingualism is considered a great asset, researchers are constantly searching for new ways to improve foreign language teaching and learning. CLIL (Content and Language Integrated Learning) seems to be compatible with the new demands. It is becoming recognised as a valuable approach to adopt when teaching factual content and aspects of language which can help EFL students develop their language competence effectively by means of students’ communication skills as well as immerse in the target language culture. Such instructional goals can be successfully dealt with in the culture classes at the tertiary level of education. The development of an adequate range of vocabulary and academic reading skills within particular areas of study becomes a major focus of many educationists nowadays. As a result, students are given an opportunity to understand the reading material better and, what follows, they can improve their writing and interpreting skills.
  • Rekord
    Elements of content and language integrated learning in the British history and culture course for English Philology students
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Sawczuk, Daniel
    Among many approaches to foreign language teaching, CLIL (Content and Language Integrated Learning) seems to be universal enough to comply with the European Higher Education Area objectives that specify the expected learning outcomes for a given qualification, including knowledge, skills and attitudes (http://www.ehea.info/article-details.aspx?ArticleId=65). An important document, namely The European Framework for CLIL Teacher Education, as explained by Marsh et al. (2010: 6-11), defines major principles to be followed by professional teachers implementing curricula designed for teaching selected content subjects and an additional language in an integrated manner. Such curricula also aim to develop several interdependent key competences that describe the basics of lifelong learning. The key competences include: communication in the mother tongue and foreign language(s), digital competence, learning to learn, social and civic competences, and cultural awareness and expression.
  • Rekord
    Cross-disciplinary literacy: supporting cultural content study through language analysis
    (Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej, 2015) Dąbrowska, Izabela
    To function successfully in the present-day world people need to develop special literacies enabling them to move across various content fields. It is the more important as they increasingly wish to learn to understand the world on their own from their personal interactions with others, cultural conventions or the omnipresent exposure and interaction with public media, including the most powerful resource – the Internet (Wallace, 2003: 8). However, one’s own independence in discovering how the world is structured and run and how it is described in the language sphere is very often illusionary. It thus becomes crucial to advocate solutions which highlight the need to read and reason with information of varying types and complexities. Such an attitude may help to engage with the broad knowledge that in today’s world transcends national and cultural boarders.