Objectives: The objective of this article is to identify the reasons for the emergence of urban sprawl in Poland, with particular reference to selected medium-sized cities in the Małopolska voivodeship, located at different distances from Kraków. The second objective of this article is to indicate the awareness of the authorities of these cities of the influence of the core city (Kraków) and their efforts to use this phenomenon for their own developmental goals. Research Design & Methods: Documents defining the socio-economic development policies of Limanowa, Niepołomic and Nowy Targ were used for the analysis, as well as selected quantitative data indicating the direction and strength of the urban sprawl. An important element of this article is an indication of the consequences of this phenomenon and remedies for public administration of various levels in Poland. The model of gravitational potential was utilised as the research basis. Contribution / Value Added: As an added value, an attempt should be made to indicate the relation between the values of indicators and the policy of local development (actions of local authorities to eliminate negative effects of the urban sprawl phenomenon).Implications / Recommendations: Although the urban sprawl phenomenon is involuntary (and ubiquitous), it can be controlled, and the lack of actions to control consequences will make them even more acute. Solutions should be systemic in nature and implemented at the level of central administration in Poland, but the attitude of local authorities is also important. In addition, the influence of Kraków on its functional surroundings has a different strength and character. From the point of view of local authorities, it is important to diagnose strength and character (positive or negative) in order to properly choose the direction of the given city's development policy.
CEL NAUKOWY: Celem prezentowanego artykułu jest próba znalezienia odpowiedzi na pytanie, czy i w jaki sposób projekty edukacyjne skierowane do najmłodszych wpisują się w trzecią misję uczelni. PROBLEM I METODY BADAWCZE: W pierwszej części artykułu dokonano przeglądu literatury przedmiotu poświęconej trzeciej misji uczelni oraz edukacji obywatelskiej. Szczególna uwaga została zwrócona na znaczenie współczesnych uniwersytetów dla realizowania celów dydaktycznych i wychowawczych wpisujących się w koncepcję „edukacji dla przyszłości”. W części empirycznej artykułu przedstawiono analizę studium przypadku – projektu edukacyjnego realizowanego przez Uniwersytet Ekonomiczny w Krakowie w latach 2019-2021. PROCES WYWODU: W artykule przytoczyłyśmy pojęcie edukacji obywatelskiej, wpisującej się w założenia przyjętej przez 23 polskie szkoły wyższe Deklaracji Społecznej Odpowiedzialności Uczelni. Przyjmujemy tezę, że udział szkół wyższych w budowaniu indywidualnych i środowiskowych zasobów kapitału społecznego i obywatelskiego może być realizowany w ramach projektów wpisujących się w trzecią misję uczelni. WYNIKI ANALIZY NAUKOWEJ: Na podstawie przeprowadzonych studiów literaturowych oraz analizy case study stwierdzono, iż projekty edukacyjne skierowane do dzieci w wieku szkolnym, realizowane w ramach trzeciej misji uczelni, znacząco wpływają na budowę „kapitału obywatelskiego” uczestników. WNIOSKI, INNOWACJE, REKOMENDACJE: Efekty projektów innowacyjnych należących do obszaru szeroko rozumianej edukacji obywatelskiej, zwłaszcza w jej wymiarze moralnym, są znacznie trudniej mierzalne niż kompetencje społeczne o charakterze socjotechnicznym. Jednak prowadzenie projektu edukacyjnego pozwala na rejestrowanie zmian w sposobie myślenia i działania uczestników, a zatem pośrednio oceniania osiągniętych celów. Wśród rekomendacji warto podkreślić konieczność poszerzania wkładu uczelni w edukację obywatelską, zwłaszcza poza wielkimi miastami.
ABSTRAKT: W niniejszym artykule autorzy podejmują próbę analizy zjawisk, które mają charakter kryzysogenny w odniesieniu do miast. Odnoszą te zjawiska do współczesnych megatrendów i czynników charakteryzujących współczesne uwarunkowania rozwoju miast wraz z potencjalnymi zagrożeniami dla rozwoju społeczno-gospodarczego. Istotnym elementem artykułu jest próba ukazania zjawisk o społeczno--kulturowych, gospodarczych i przestrzennych konsekwencjach. Jest to próba interdyscyplinarnego spojrzenia na problem zagrożeń wynikających z różnorakich aspektów funkcjonowania miast.SŁOWA KLUCZOWE: kryzysogenność miast, odporność miast, miasto dualne, społeczno-gospodarcze przemiany miast ABSTRACT: In this article, the authors attempt to analyze phenomena that cause crises in the case of contemporary cities. The authors refer the phenomena to contemporary mega-trends and phenomena that characterize the determinants of urban development, together with potential threats to socio-economic potentials of Polish cities. An important element of this article is an attempt to show the phenomena of socio-cultural, economic and spatial consequences. One of the results that the authors would like to achieve is to take an interdisciplinary look at the problem of threats resulting from various aspects of the functioning of modern cities.
The projectChildren's University (CU) aims to improve the aspirations, attainment, and skills of pupils aged 5-14 by providing learning activities beyond the normal school day. This trial focused on pupils in Years 5 and 6 (aged 9-11), and activities included after-school clubs, visits to universities, museums, and libraries, and 'social action' opportunities such as volunteering in the community. Local CU teams worked with schools to identify opportunities, and organise and monitor the activities. Children volunteered to take part and selected the activities they wished to attend, with the target of completing at least 30 hours of activity per year. Participation in activities was rewarded through credits, certificates, and a 'graduation' event attended by parents. 68 primary schools participated in this efficacy trial from March 2014 until July 2016. 2,603 pupils reported in an initial survey that they would like to take part in the kinds of activities offered, and these 'volunteer' pupils formed the main comparison groups. 1,452 of these pupils were in the 36 schools randomly allocated to receive the CU intervention, and 1,151 were in the 32 schools randomised to the control group. This project evaluated the impact of CU on pupils' reading and maths in Key Stage 2 tests, and on non-cognitive outcomes such as 'teamwork' and 'social responsibility' measured through an attitude survey. Results were obtained for Year 6 pupils after one year and for Year 5 pupils after two years. The headline findings below are based on the results for the 1,258 Year 5 pupils after two years. Surveys and interviews were conducted to explore other aspects of the intervention such as: participants' feedback, challenges of implementation, and control group activity. This trial was jointly funded by the Cabinet Office. EEF security ratingThe findings for maths and social responsibility have moderate security. The findings for reading and teamwork have low to moderate security. This was an efficacy trial, which tested whether the intervention can work under developer-led conditions. It was a randomised controlled trial conducted at a reasonably large scale. The number of pupils with missing data is low: no school dropped out of the trial, and only 2% of volunteer pupils in the initial survey are missing KS2 scores. Before the trial started, there was reasonable balance of the school background characteristics between the group receiving Key conclusions1. Children in the CU schools made 2 additional months' progress in reading and maths compared to children in the other schools. The finding for maths has moderate security, and the finding for reading has low to moderate security.2. Children in CU schools made small gains in 'teamwork' and 'social responsibility' compared to children in the other schools. The finding for social responsibility has moderate security and the finding for teamwork has low to moderate security.3. Children ever eligible for Free School Meals (FSM) made 1 additional month's progress in maths, no additional progre...
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