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Język tekstów legislacyjnych i jego ocena normatywna – na przykładzie wybranych aktów prawnych

100%
Sornat K.
Studia Iuridica
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2020
|
vol. 83
220-233
PL
The article presents the results of a linguistic-stylistic analysis of selected three acts, posted on the official website of the Journal of the Polish Republic in November and December 2016. As pointed out by the author, in spite of the specific terminology and phraseology, legal language can not be considered as a separate code (which is, for example, the Polish ethnic language), because it has not developed its own grammar. Therefore, if the author speaks of the legal language, she means rather the legal style, understood as a variety of the special (functional) Polish general language, assessed from the perspective of the normative rules of a general language. The analysis has shown that the examined legislative texts contain primarily the syntax errors (57% of all errors), followed (in terms of the number of occurrences) by the errors regarding the other subsystems of language. In a total of 39 pages the author recorded 292 violations of the linguistic correctness. Despite revealing numerous imperfections of the studied writings, the results of the overall analysis proved them satisfactory. Negligible number of grammatical shortcomings, flawless spelling, small number of mistakes concerning the government and isolated cases of syntactic homonymy demonstrate good quality of the studied texts. However, the authors need to ensure greater accuracy in terms of formation, reduce the number of the troublesome participle clauses and multi-nominal constructions, use more suitable expression, and avoid the heavy style.
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Diagnoza interpretatywna jako „nowy” sposób diagnozowania problemów w pracy socjalnej/społecznej

100%
Jarkiewicz A.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2020
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vol. 33
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issue 1
EN
The article aims to present theoretical and methodological assumptions of interpretative assessment along with practical implications of its application. A presentation of a “new” approach of assessing problems in social work was presented with normative diagnosis commonly used in institutions related to social work. The analysis of both ways of recognizing problems in social work was focused on showing the differences between two approaches in their theoretical, methodological and practical dimensions. To clarify the argument, the author used an empirical example of the assessments of one case but made in two approaches. Assessments (normative and interpretative) come from two classes conducted as part of education for students of social pedagogy at the bachelor level. During study, students are required to conduct, first of all, a case diagnosis in a normative approach as part of the subject of training of diagnostic skills and subsequently, as part of the interpretative asessment classes, analyse the same case, based on different theoretical and methodological assumptions.
PL
W niniejszym artykule przybliżono założenia teoretyczno-metodologiczne diagnostyki interpretatywnej wraz z praktycznymi implikacjami jej zastosowania. Prezentację „nowego” sposobu diagnozowania w pracy socjalnej przedstawiono w odniesieniu do powszechnie stosowanej w instytucjach związanych z pracą socjalną/społeczną diagnozy normatywnej. Analiza obu sposobów rozpoznawania problemów w pracy socjalnej została skierowana na ukazanie odmienności tych podejść w ich wymiarze teoretycznym, metodologicznym i praktycznym. W celu uzupełnienia wywodu wykorzystano przykład empiryczny – diagnozę jednego przypadku, ale dokonaną w dwóch ujęciach. Diagnozy normatywna i interpretatywna pochodzą z dwóch zajęć przeprowadzonych w ramach kształcenia dla studentów pedagogiki społecznej na poziomie licencjackim. W trakcie studiów studenci mają obowiązek przeprowadzić diagnozę przypadku w ujęciu normatywnym w ramach przedmiotu kształcenie umiejętności diagnostycznych, natomiast w ramach zajęć elementy diagnostyki interpreatywnej analizują ten sam przypadek, bazując na odmiennych od normatywnych założeniach teoretyczno-metodologicznych.
3

ОЦІНЮВАННЯЙ НАРАХУВАННЯ КРЕДИТІВ У ПРОЦЕСІ НАВЧАННЯ БАКАЛАВРІВ У ГАЛУЗІ МІЖНАРОДНИХ ВІДНОСИН В УНІВЕРСИТЕТАХ КАНАДИ

84%
Істоміна К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 8(52)
211-219
EN
The research paper presents a thorough study of regulatory and assessing components of the learning process in the context of professional training in the Canadian systems of higher education. The main subject of the research is oriented towards the study of the undergraduate programs for professional training of the future specialists in the field of International Relations and to the analysis of the grading policies and scales, which are used within the Bachelor’s degree requirements in the universities of Canada. The subject of the article also covers the theoretical investigation of the credit systems functioning in the Canadian systems of higher education as well as the process of receiving credits by students. Furthermore, the paper turns to defining and interpreting the main and basic terms used in the Canadian universities to designate the notion of academic course credits. Predominantly, the methodological framework comprises theoretical methods of information processing, logical synthesis, analysis of the received data, and generalization of the outcomes. In the course of the investigation, theoretical studies of the scientific resources as well as numerous program documents of Canadian universities establishing norms, strategies and policies regulating the assessment process of students’ academic achievements were effectively conducted. The article provides the overview of the functioning grading scales, policies and principles of fair students’ assessment, which represent an indispensable part of any undergraduate academic calendar and are essential for successful achievement of the program’s objectives and goals. It reviews the grading policies and credit systems of major universities providing academic undergraduate programs for International Relations field. The general, convergent, and divergent peculiarities of the structure and application of grading of the students’ academic achievements commonly used by the leading universities in different provinces and territories of Canada were investigated. The topicality of the subject of this research cannot be overestimated as the study of the successful experience of the effective students’ assessment implemented in the systems of higher education in Canada is a valuable source for the future scientific researches for the sake of acquiring the necessary information to create more favorable conditions for the harmonious development in the sphere of higher education in Ukraine and to bring positive changes in it. The results of this theoretical investigation lay a solid foundation for further research in the field of professional training of future specialists in International Relations in the Canadian universities. Consequently, the prospects of future investigations were outlined in the article, namely the study of the development and assessment of learning outcomes at the universities and the peculiarities of the systems of credit transfer in Canada.
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