Search results

1

Investigating Impact of US, Europe, Frontier and BRIC Stock Markets on Indian Financial Stress Index

100%

Singh A., Singh M.

Journal of Banking and Financial Economics

|

2016

|

issue 2(6)

23-44

EN

The emerging markets are slowly opening up their respective financial markets to foreign investments, thereby making the latter markets more sensitive to cross-market information transmissions. There are different transmission mechanisms ranging from trade related to financial linkages. However, statistically, both price discovery and conditional volatility act as transmission mechanisms, whereby information in one stock market has an impact on another. In this regard, the present study attempts to empirically analyse the impact of global information transmissions, i.e., stock market returns and conditional volatility on overall Indian financial stress and its various sub-components by employing different econometric models comprising Johanson Cointegration, Vector Autoregression and its various counterparts, Component GARCH (1,1) model and multivariate OLS regression models ranging from October 2003 to October 2014. The study firstly constructed Indian financial stress index owing to non-existence of a standardised index. The results reported that the one month lagged returns in the BRIC stock markets have an impact on the financial stress index of India. The stress in the Indian financial system responds statistically signifi cantly to the Brazilian and Chinese market returns, with a greater degree of integration after two months. A statistically signifi cant impact of the shortrun volatility has also been observed running from the European markets to the Indian financial system contemporaneously. Furthermore, unexpected volatility in the BRIC markets also has an impact on the Indian financial stress contemporaneously as well as dynamically. The present study provides an insight to the international investors regarding the response of Indian financial system and its sub-components toward global information transmissions.

2

Écrire la mémoire selon Caroline Lamarche. À propos de L’Asturienne et de La Fin des abeilles

89%

Zbierska-Mościcka J.

Quêtes littéraires

|

2022

|

issue 12

246-257

EN

The article proposes a reading of two books by Caroline Lamarche, L’Asturienne and La Fin des abeilles, in the context of a reflection on family memory, which is considered here to be the foundation of the sense of self. The works in question are part of the broad current of autobiographical texts which have proliferated since 1980. Lamarche’s recent books offer an example of original memorial writing anchored in the uncertainty of the present time that seeks its roots and its raison d’être in the past. The article focuses on the poetics of these texts on the one hand, and, on the other, on the way in which the work of memory is manifested here. Anne Muxel’s sociological reflection on family memory complements this analysis by providing the necessary methodological tools. The notions of transmission, reviviscence and reflexivity proposed by Muxel demonstrate the meaning of remembrance, for both individual and community.

FR

L’article propose une lecture de deux livres de Caroline Lamarche, L’Asturienne et La Fin des abeilles, dans le contexte de la réflexion sur la mémoire familiale qui est considérée ici comme fondatrice du sentiment de soi. Les œuvres en question s’inscrivent dans le large courant de textes autobiographiques qui prolifèrent depuis 1980. Les livres récents de Lamarche offrent l’exemple d’une écriture mémorielle originale ancrée dans l’incertitude de l’époque présente qui cherche ses racines et sa raison d’être dans le passé. L’article s’intéresse, d’une part à la poétique de ces textes et, de l’autre, à la manière dont se manifeste ici le travail de la mémoire. La réflexion sociologique d’Anne Muxel sur la mémoire familiale complète cette analyse, en fournissant les outils méthodologiques nécessaires. Les notions de transmission, de reviviscence et de réflexivité proposées par Muxel montrent le sens de l’acte de mémoire, aussi bien pour l’individu que pour la collectivité.

3

Odkladacia podmienka (condicio suspensiva) a počiatočná lehota (dies a quo) v závete podľa občanského zákoníka č. 89/2012 Sb.

88%

Kleňová V.

Právník. Teoretický časopis pro otázky státu a práva (The Lawyer - Scientific Review for Problems of State and Law)

|

2018

|

vol. 157

|

issue 1

14-30

EN

Determining the suspensive condition, the testator makes the right that is to be created dependent on an uncertain event, determining the dies a quo on an event, certain to occur. The paper deals with the question whether a suspensive condition and a dies a quo, because of uncertainty of the creation of the right in the first case and certainty of its creation in the second, according to the Civil Code No. 89/2012 Coll. have a different effect on the restricted right. The authoress comes to the conclusion that a conditional right is dependent on the occurrence of the determined event in terms of its existence, the time-limited right only in its enforcement.

SK

Podmienkou robí poručiteľ vznik práva závislým od neistej udalosti, doloženie času naopak spočíva v určení udalosti, ktorá nastať musí. Príspevok sa zaoberá otázkou, či sa neistota vzniku obmedzeného práva v prvom prípade a istota jeho vzniku v prípade druhom, v Občianskom zákonníku č. 89/2012 Sb. prejavuje aj v odlišnom pôsobení na obmedzené právo. Autorka dospieva k záveru, že podmienené právo je od nastúpenia určenej udalosti závislé čo do svojej existencie, termínované právo iba čo do svojej žalovateľnosti.

4

On the Domination of Transmission Approach and the Lack of Transaction – Parents in Municipal Primary Schools

88%

Lulek B.

Edukacja-Technika-Informatyka

|

2017

|

vol. 8

|

issue 4

125-134

EN

The scientific purpose of the study is to present results of researches devoted to relations be-tween parents and teachers in municipal primary schools, in categories of a wider description of mutual connections of the aforementioned entities. The article consists of three main elements. The first one refers to the source literature and based on it outlines the surface for own researches. The second one refers to the presentation of methodological assumptions of the conducted research procedure. The third one includes an analysis of the collected research material. The presented research material allows to notice a peculiar bipolarity in relations between parents and teachers in municipal primary schools, covering transmission and transaction social relations, characterized by subjectification or objectification of parents by teachers or other school employees. In the municipal primary schools which participated in the research, parents indicate dominant objectification, based on information transmission from the teacher towards the parents, lacking a dialogue and deeper transactions with teachers of their own children, as the basic element of interpersonal relationships. Parents inform about a discrepancy between the horizon of their expectations and the surface of experiences, which facilitates the popularization of the transmission perspective, illustrating objectifications between teachers and parents.

5

The risk of contracting Ebola virus and its prevention

88%

Lesňáková A., Rovný I., Hlinková S.

Państwo i Społeczeństwo

|

2016

|

issue 4

117-125

EN

Ebola is a severe, acute viral disease, characterized by the sudden onset of fever, vomiting, and profuse diarrhoea, leading to severe dehydration, haemorrhagic diathesis, signiﬁcant blood loss, shock, often with a fatal outcome. The disease is transmitted by either direct contact with blood or other bodily ﬂuids of live or deceased infected people. Transmission may also occur by unprotected sexual contact or by direct contact with the blood or body ﬂuids of animals. Before 2013, the maximum number of infected people in a single outbreak of Ebola was 425. This ﬁgure was signiﬁcantly exceeded during the largest wave of Ebola that began in December 2013 in West Africa. The epidemiological situation is being closely monitored by the states of the European Union. The World Health Organization has issued recommendations for travellers to countries aﬀected by the Ebola virus.

6

Transmission of Texts and New Technologies: Memory or Transformation?

75%

Pietrzak-Thebault J.

Załącznik Kulturoznawczy

|

2015

|

issue 2

212-239

EN

The paper discusses some aspects of possibilities and dangers that new digital technologies bring in the camp of transmission of texts, especially the literary ones, and their scholar edition. While the new trends and achieve- ments are still under discussion, a glance towards the similar situation of some 500 years ago, when printing press was introduced to replace, step by step, a manuscript communication, could be useful to understand what we experience and to foresee some ways these new technologies will probably undertake.

7

Father and Daughter: A Recovered Link in Chitra Banerjee Divakaruni’s Queen of Dreams

75%

Gouaux‑Rabasa L.

Romanica Silesiana

|

2017

|

vol. 12

EN

Chitra Banerjee Divakaruni is an English-speaking writer who was born in India in 1956 and is currently living in the United States. In Queen of Dreams published in 2004 she depicts the conflicts between Rakhi, a young American in her thirties living in California, and her India-born parents. Rakhi reproaches them for refusing to initiate her to Indian culture, particularly blaming her father for not being able to communicate. However, the mother’s death is the trigger for the father’s story. The father becomes the one who tells his daughter about life in India, thus embodying the missing cultural link in Rakhi’s family tree. The aim of this article is to offer an analysis of the father-daughter relationship as presented in Queen of Dreams. It intends to put into light the part played by the father in helping his daughter understand the way transgenerational loyalties work, and create a new identity of her own.

8

Przekaz informacji służbowych i prasowych w ocenie żołnierzy Wojska Polskiego

75%

Łatacz J., Gronek K.

Bezpieczeństwo Obronność Socjologia

|

2015

|

issue 3

186-189

9

Gestural Choreographies: Moving Between Bodies

75%

Ames M.

Didaskalia. Gazeta Teatralna

|

2024

|

issue 179

165-187

EN

Choreography grounded in gesture by learning disabled dancers transmits learning disability cultures and experiences. Performers transform concepts and practices of mainstream dance and work towards an expanded aesthetics. This article considers the work of Welsh group Cyrff Ystwyth, a company of people with various capacities who follow the lead of choreographers with learning disability. My methodology relies on a heuristic approach defined by Clark Moustakas: ‘In heuristics, an unshakeable connection exists between what is out there, in its appearance and reality, and what is within me in reflective thought, feeling and awareness’ (1990, p. 12).

10

Théâtralisation de la transmission dans le Maître de Santiago de Montherlant

71%

Hemaïdi H.

Quêtes littéraires

|

2019

|

issue 9

113-124

EN

The question of the master-disciple relationship is highlighted in Le Maître de Santiago (The Master of Santiago) of Montherlant by a theatricalization of the transmission. Lively and tense dialogue, conflicting situations and divergent points of view undermine family and friend relations as well as ideological affinities. For the 1519 Spaniards the chance to go to America is a golden opportunity. This frantic race behind the gain that uses evangelism as a pretext, seduces the knights of the Order of Santiago, but greatly displeases their leader. The focus of this dramatization on the dispute in question allows us to identify the figures of masters, those of disciples and, through their relations, the affirmed values. Alvaro Dabo, who acts as a guide to the Order of Santiago, is undoubtedly the main figure of master. By cultivating the paradox and opposing the desire of his peers, he does not set himself up as a transmitter of good-manners and of know-how, but he nevertheless manages to formulate the values to which he is attached: nobility of soul, generosity, humility. The disciples are divided into five categories. The "Aristotelian" figure (Bernal and Vargas) comments and interprets the master's speech. The "Epicurean" figure (Olmeda) aims to achieve happiness. The parricide disciple wants to eliminate Alvaro. Letamendi is the embodiment of a bad student. Mariana, the incarnation of the master’s "alter ego", looks like the master without being his pale copy. Being tense, the relations that govern the two instances give a dynamic to the process of transmission. Alvaro tries to confine himself to silence, but before disappearing he wants to transmit his message. Two essential values constitute its content: history teaches us that one must be distrustful of negative forces; commitment requires moral qualities such as self-sacrifice and charity. Montherlant approves of his character's condemnation of colonization but he does not adhere to his extremism.

FR

La question du rapport maître-disciple est mise en évidence dans Le Maître de Santiago de Montherlant par une théâtralisation de la transmission. Dialogue vif et tendu, situations conflictuelles et divergences de points de vue ébranlent aussi bien les relations familiales et amicales que les affinités idéologiques. Pour les Espagnols de 1519 partir en Amérique est une aubaine. Cette course effrénée derrière le gain qui utilise l’évangélisation comme prétexte séduit les chevaliers de l’Ordre de Santiago mais elle déplaît énormément à leur chef. La focalisation de cette dramatisation sur le différend en question permet de dégager les figures du maître, celles du disciple et, à travers leurs relations, les valeurs affirmées. Alvaro Dabo, qui agit en tant que guide de l’Ordre de Santiago, est sans conteste la principale figure du maître. En cultivant le paradoxe et en s’opposant au désir de ses pairs, il ne s’érige pas en passeur de savoir-vivre et de savoir-faire, mais il parvient tout de même à formuler les valeurs auxquelles il est attaché : noblesse d’âme, générosité, humilité. Les disciples se répartissent en cinq catégories. La figure « aristotélicienne » (Bernal et Vargas) commente et interprète le discours du maître. La figure « épicurienne » (Olmeda) vise à atteindre le bonheur. Le disciple « parricide » souhaite éliminer Alvaro. Letamendi est l’illustration du mauvais élève. Mariana, incarnation de l’« alter ego », tient du maître sans en être une pâle copie. Tendues, les relations qui régissent les deux instances confèrent une dynamique au processus de transmission. Alvaro cherche à se murer dans le silence, mais il tient à transmettre avant de disparaître. Deux valeurs essentielles constituent la teneur de son message : l’histoire nous enseigne qu’il faut être méfiant à l’égard des forces négatives, l’engagement requiert des qualités morales telles que le sacrifice de soi et la charité. Montherlant approuve chez son personnage la condamnation de la colonisation, mais il n’adhère pas à son extrémisme.

11

Le devoir de mémoire et le droit à l’oubli : deux représentations littéraires

71%

Malinovská Z.

Svět literatury – Časopis pro novodobé literatury (World of Literature – Journal for Modern Literatures)

|

2020

|

vol. XXX

|

issue Zvláštní číslo – Le monde de la littérature

187-195

EN

The paper proposes an interpretation of two aesthetically convincing contemporary novels (L. Salvayre: La Compagnie des spectres, and C. Mavrikakis: Fleurs de crachat) dealing with the issues of memory (individual and collective, communicative and cultural). It proves that both texts, focusing on the intergenerational transmission of memories of the tragic events of World War II, come to the same conclusions as well-known memory theorists. On the one hand, they suggest that the duty to remember the victims of the past cannot be negated. On the other, they remind that memory cannot be promoted to the goal and the sole purpose of existence. Indeed, it is always necessary to keep the right measure, the so-called juste mémoire (Ricœur). Phenomena such as saturation of memory by traumatic events (Robin), selective trauma-centred memory, “sacralisation” or “abuse of the memory” (Todorov) threaten the mental health of the individual.

12

Mémoire et filiation dans La Nuit d’obsidienne et Retour à Satyah de François Emmanuel

66%

Grabowska E.

Studia Romanica Posnaniensia

|

2016

|

vol. 43

|

issue 4

113-132

EN

François Emmanuel, renown Belgian contemporary writer and practicing psychotherapist, has so far published more than fifteen novels which are all focused on recurring and obsessive questions about memory, heritage and unknown past. The first two of his publications, Retour à Satyah (1989) and La Nuit d’obsidienne (1992) had been written during and little after his stay in Poland at the Jerzy Grotowski’s Teatr Laboratorium in Wrocław. It was also the end-stage phase of the belgitude tendance, the period of intense reflexion about Belgian identity, language, literature and attitude towards the individual and national past. In the same time, an increasing interest in ancestors’ lives in relation in one’s identity issues started in the field of autobiographical writing (récits de filiation, hétérographie, autofiction). Although the writer never openly positioned himself about the belgitude nor has he ever written novels of autobiographical nature, his fictional works reflect the big reflexions of his time’s literature. As well the thematic as the form of Emmanuel’s novels echo contemporary anxieties and illustrate the functioning of memory and transmission.

13

Transmisja i reprodukcja wartości kulturowych w szkole na przykładzie wybranych mniejszości narodowych i etnicznych a kontekst społeczny. Elementy założeń teorii Pierre’a Bourdieu i Basila Bernsteina

63%

Dobrowolska B.

Edukacja Międzykulturowa

|

2018

|

vol. 8

|

issue 1

89-104

EN

Family and school are not always compatible educational environments, even more so in the case of cultural differences resulting from various national and ethnic status. There is a need for conducting multidisciplinary analyses regarding transmission and reproduction of cultural values and the role of school in accounting for said differences in school practice. School is facing special tasks of a regulatory, axiological, and adaptive nature serving both the integration of culturally diverse environments and cultural potential of minorities. The overview of dissimilarity of habitus of three selected minority and ethnic groups (Vietnamese, Chechen, and Romani) in the presented study is preceded by theoretical considerations including elements of Bordieu’s and Bernstein’s theories. Each theory underlines issues regarding social stratification which, due to differences in habitus, levels of linguistic competence and the symbolic “violence” of culture of the majority, raises questions about educational opportunities and social integration of minorities within the school space. In addition to examples of good social integration (Vietnamese students), we also find school to be a place of interactional barriers (Chechen students) and a space where students consciously chose to isolate themselves in order to protect their own identity (the Romani).

PL

Rodzina i szkoła nie zawsze stanowią kompatybilne środowiska wychowawcze, zwłaszcza w sytuacji różnic kulturowych, wynikających z przynależności do odmiennych narodowo i etnicznie grup. Istnieje potrzeba wielodyscyplinarnych analiz dotyczących transmisji i reprodukcji wartości kulturowych i roli szkoły w uwzględnianiu owych różnic w praktyce szkolnej. Przed szkołą pojawiają się szczególne zadania o charakterze regulacyjnym, aksjologicznym, adaptacyjnym, służącym jednocześnie integracji środowisk kulturowo odmiennych ale uwzględniających także potencjał kulturowy grup mniejszościowych. W prezentowanym artykule odmienność habitusów trzech wybranych mniejszości i grup etnicznych (Wietnamczycy, Czeczeni i Romowie w polskiej szkole) została poprzedzona teoretycznymi rozważaniami z wykorzystaniem elementów teorii Pierre’a Bourdieu i Basila Bernsteina. W każdej z nich podkreśla się kwestie związane ze stratyfikacją społeczną, która z uwagi na różnice w habitusach, poziomach sprawności lingwistycznej i „przemocy” symbolicznej kultury grupy większościowej stawia pod znakiem zapytania szanse edukacyjne i integrację społeczną mniejszości w przestrzeni szkoły. Obok przykładów dobrej integracji społecznej (uczniowie wietnamscy) szkoła jest miejscem barier interakcyjnych (uczniowie czeczeńscy) oraz przestrzenią, w której dokonuje się świadomy wybór izolacji w celu ochrony własnej tożsamości (Romowie).

14

Korytarze przesyłowe w ustawodawstwie Stanów Zjednoczonych Ameryki

63%

Sokół M.

internetowy Kwartalnik Antymonopolowy i Regulacyjny

|

2017

|

vol. 6

|

issue 6

96-112

PL

Niniejszy artykuł obiera za przedmiot nieczęsto podejmowaną w polskiej literaturze problematykę korytarzy przesyłowych w Stanach Zjednoczonych Ameryki jako jeden z elementów mających zapewnić szeroko pojęte bezpieczeństwo energetyczne. Korytarz przesyłowy to wyodrębniony normatywnie teren, o specjalnym statusie prawnym, z istnieniem niekiedy zamanifestowanym w sposób faktyczny, na którym mają być albo już są posadowione urządzenia przesyłowe, obarczony specyficznymi funkcjami, definiującymi istotę korytarza. Autor wychodzi od rozważań nad kwestią dostępu przedsiębiorców przesyłowych do nieruchomości obarczonej urządzeniami przesyłowymi, następnie przechodzi do wskazania podziału na różne rodzaje korytarzy przesyłowych i dokonuje ich szczegółowego omówienia wraz z przedstawieniem refleksji nad ich wzajemnymi relacjami.

EN

The present article chooses as its subject a somewhat unpopular, at least in Polish literature, matter of transmission corridors in the United States of America, as one of the elements that are to ensure widely understood energy security. A transmission corridor is a normatively isolated terrain of a special legal status (with its existence sometimes manifested in a factual way), where transmission infrastructure are, or will be located, which plays specific roles that define the very essence of the corridor. The author begins with the deliberation on the issue of the right of transmission entrepreneurs to use the land (covered by the transmission infrastructure ), presents the division between different types of transmission corridors and gives their detailed description as well as discusses their relations.

15

Translation theory from students’ perspective: an indispensable professional prerequisite or a tedious curricular obligation?

63%

Giczela-Pastwa J.

Między Oryginałem a Przekładem

|

2017

|

vol. 38

55-79

EN

The paper presents and analyses the outcomes of a survey study conducted with the participation of BA and MA students in a translation programme, aimed at gaining insight into the students’ views on translation theory usefulness. It was initially assumed that theory appreciation would develop along with growing translation experience, however, the nature of the predicted correlation appeared more complex. The author attempts to determine what factors may influence the observed interconnection and affect the subjects’ opinions.

16

Transformacja czy transmisja? Edukacja humanistyczna wobec problemów „przeniesienia” w relacji pedagogicznej

63%

Kruszelnicki W.

Kultura i Edukacja

|

2013

|

issue 1(94)

42-61

EN

In my paper I discuss in pedagogical context the mechanism which Freud referred to as “transference”, and expand this subject with pedagogically relevant commentaries of Jacques Lacan who has proposed to inscribe the Freudian concept of transference into the wider context of the functioning of the authority comprised by the problematic of knowledge as such. The aim of this examination is not only to draw attention to numerous psychoanalytical insights into man’s existence in culture that may enrich pedagogical reflection with new intellectual stimuli, but also to show both positive, and negative sides of the mechanism of transference in education (consisting respectively in facilitating the process of learning and debilitating it) and in this way consider from a different perspective the ambivalence of the teacher’s authority in the classroom.

17

W poszukiwaniu uwarunkowań transmisji międzypokoleniowej – znaczenie pełnionej roli rodzinnej w kontynuowaniu wzorców rodzicielstwa

63%

Farnicka M.

Psychologiczne Zeszyty Naukowe

|

2016

|

issue 1

11-35

PL

Celem prezentowanych badań było poszukiwanie przejawów transmisji międzypokoleniowej w zakresie wzorców realizowania zadań rozwojowych wczesnej dorosłości ze szczególnym uwzględnieniem rodzicielstwa. W ramach zbudowanego modelu badawczego, starano się wyjaśnić wpływ transmisji międzypokoleniowej na podejmowanie i realizowanie rodzicielstwa przez młodych dorosłych w obszarze wiedzy społecznej oraz oczekiwanego doświadczenia. W trakcie postępowania badawczego przebadano 109 trójpokoleniowych rodzin (N = 407 osób). Rezultaty badań zobrazowały różnorodność procesu transmisji międzypokoleniowej głównie w zależności od płci i przynależności do danej kohorty. Wykazano także częstszą podatność na transmisję rodzinnych modeli zachowań wśród kobiet oraz silniejsze procesy transmisji między sąsiednimi pokoleniami.

EN

The goal of the study was the search for similarity between generations in respect of social knowledge and expected experience connected with parenthood. In the research model, the following variables were distinguished: he concept of normative development in three generations, the sense of influence on one’s own life and expectations towards future related to the time of realization of parenthood. In the explored area research group was consist from N = 407 individuals from 109 families. It turned out that: structures of social knowledge on normativeness do not have a relevant influence on the structures of expected experience – women are more prone to transmission of family models of behaviors.

18

Epistle on the Celebration of Easter (CPG 4612): Transmission and Context of the Slavonic Version in the Late 15th–16th Centuries

63%

Lytvynenko V. V.

Studia Ceranea

|

2022

|

vol. 13

125-135

EN

This article examines the Slavonic version of the Epistle on the Celebration of Easter (CPG 4612) by focusing on the issues of transmission and context. It begins with a brief overview of the manuscript tradition and the title of this writing, and then asks what function the epistle carried in medieval Russia where it was copied. The author argues that this function was primarily theological rather than technical (related purely to paschal calculations and calendar). For that purpose, the author does several things. First, he shows that there are good reasons to assume that this epistle was perceived as part of the Athanasian corpus of Orations against the Arians, whose copying was occasioned by the rise of the Judaizers – a group of Russian heretics that denied the most fundamental Orthodox doctrines and exploited the eschatological crisis in 1492 to lead the Christians astray. And second, the author explores the evidence from Iosif Volockij and comes to the conclusion that his Enlightener contains similar theological concerns about the celebration of Easter as we find in the epistle.

19

Présentation de la modélisation en PNL. Relation maître–apprenti

62%

Wiacek Le Verger A.

Roczniki Humanistyczne

|

2019

|

vol. 67

|

issue 8: Lingwistyka korpusowa i translatoryka

185-200

EN

This article presents, in a didactic approach, one of the fundamental tools of Neuro Linguistic Programming: modeling. The bias is to consider the modeling approach as a tool that optimizes learning and efficiency in getting results. In the master-apprentice relationship the act of learning is done by observation, imitation, transmission. The teacher transmits knowledge and know-how but also a « savoir-être » which is fundamental in the realization of a craft work. The teacher has an educational responsibility towards his/her apprentice. The apprentice listens to his/her teacher, acts under his/her influence and performs a job according to his/her instructions to become a “master” in turn. This learning is based on a certain dynamic of trust between these two people. Neuro Linguistic Programming (NLP) offers a number of tools in communication, in relationship building, that identify strategies in behavior. Modeling is a powerful tool which clarifies how a person performs an action that leads to a satisfactory and even excellent result. It gives, thanks to an analysis in the form of questions, a certain number of criteria which allow the learner to carry out an action, a task, a work in an optimal way, following the example of his model. The exercise of modeling seems very relevant to us in a “Master–apprentice” relationship.

PL

Niniejszy artykuł przedstawia, w podejściu dydaktycznym, jedno z podstawowych narzędzi programowania neurolingwistycznego: modelowanie. Celem jest rozważenie podejścia do modelowania jako narzędzia, które mogłoby zoptymalizować proces uczenia się i jego wydajność. W relacji mistrz–uczeń uczenie się odbywa się poprzez obserwację, naśladownictwo, transmisję. Nauczyciel przekazuje wiedzę i umiejętności, ale także « savoir-être », który ma zasadnicze znaczenie w realizacji pracy rzemieślniczej. Nauczyciel ma odpowiedzialność pedagogiczną wobec swojego ucznia. Uczeń słucha swojego nauczyciela, działa pod jego wpływem i wykonuje pracę zgodnie z jego instrukcjami, aby z kolei zostać „mistrzem”. Ta nauka opiera się na pewnej dynamice zaufania między tymi dwiema osobami. Programowanie neurolingwistyczne (NLP) oferuje szereg narzędzi komunikacji, które pozwalają wskazać strategie w zachowaniu. Modelowanie to potężne narzędzie, które wyjaśnia, w jaki sposób osoba wykonuje działanie, które prowadzi do zadowalającego, a nawet doskonałego wyniku. Daje, dzięki analizie w formie pytań, pewną liczbę kryteriów, które pozwalają uczącemu się wykonać akcję, pracę, w optymalny sposób, na wzór swojego modelu. Wykonywanie modelowania wydaje nam się bardzo istotne w związku takim jak „mistrz–uczeń”.

FR

Cet article présente, dans une approche didactique, un des outils fondamentaux de la Programmation Neuro-Linguistique : la modélisation. Le parti pris est de considérer la démarche de la modélisation comme un outil qui pourrait optimiser l’apprentissage et l’efficacité dans son résultat. Dans la relation maître–apprenti l’acte d’apprentissage s’effectue par observation, imitation, transmission. Le maître transmet un savoir et un savoir-faire mais également un savoir-être qui est fondamental dans la réalisation d’une œuvre artisanale. Le maître a une responsabilité pédagogique face à son apprenti. L’apprenti écoute son maître, agit sous son influence et réalise un travail selon ses indications pour devenir un jour « maître » à son tour. Cet apprentissage est basé sur une certaine dynamique de la confiance entre ces deux personnes. La Programmation neuro-linguistique (PNL) propose un certain nombre d’outils en communication, en relation, qui permettent d’identifier des stratégies dans les comportements. La modélisation est un outil performant qui permet de clarifier de quelle manière une personne réalise une action qui aboutit à un résultat satisfaisant et même excellent. Elle donne, grâce à une analyse sous forme de questions, un certain nombre de critères qui permettent à l’apprenant de réaliser une action, un travail, une œuvre de manière optimale, en suivant l’exemple de son modèle. L’exercice de la modélisation nous paraît très pertinent dans une relation telle que « maître–apprenti ».

20

Szekspirowskie okruszyny

51%

Mydla J.

ER(R)GO: Teoria – Literatura – Kultura

|

2019

|

issue 39

99-114

EN

As a point of departure the author comments on the fragmentary (quotation-like) presence of Shakespeare in contemporary culture. Then he goes on to use Roman Jakobson’s model of communication to analyse several examples of how the Shakespeare quotation has been appropriated by means of transference into a new context. Using Jakobson’s model enables us to study the changes which the original text undergoes in the process of cultural transmission.

PL

Punktem wyjścia są konstatacje na temat fragmentarycznej („cytatowej”) obecności Szekspira w kulturze współczesnej. Następnie wykorzystano schemat komunikacji Romana Jakobsona do analizy wybranych przykładów przywłaszczeń tekstu szekspirowskiego w postaci cytatu przeniesionego w nowy kontekst. Zastosowanie schematu umożliwia wniknięcie w przetworzenia, jakim ulega znaczenie oryginału w procesie transferu kulturowego.

Refine search results

Investigating Impact of US, Europe, Frontier and BRIC Stock Markets on Indian Financial Stress Index

Écrire la mémoire selon Caroline Lamarche. À propos de L’Asturienne et de La Fin des abeilles

Odkladacia podmienka (condicio suspensiva) a počiatočná lehota (dies a quo) v závete podľa občanského zákoníka č. 89/2012 Sb.

On the Domination of Transmission Approach and the Lack of Transaction – Parents in Municipal Primary Schools

The risk of contracting Ebola virus and its prevention

Transmission of Texts and New Technologies: Memory or Transformation?

Father and Daughter: A Recovered Link in Chitra Banerjee Divakaruni’s Queen of Dreams

Przekaz informacji służbowych i prasowych w ocenie żołnierzy Wojska Polskiego

Gestural Choreographies: Moving Between Bodies

Théâtralisation de la transmission dans le Maître de Santiago de Montherlant

Le devoir de mémoire et le droit à l’oubli : deux représentations littéraires

Mémoire et filiation dans La Nuit d’obsidienne et Retour à Satyah de François Emmanuel

Transmisja i reprodukcja wartości kulturowych w szkole na przykładzie wybranych mniejszości narodowych i etnicznych a kontekst społeczny. Elementy założeń teorii Pierre’a Bourdieu i Basila Bernsteina

Korytarze przesyłowe w ustawodawstwie Stanów Zjednoczonych Ameryki

Translation theory from students’ perspective: an indispensable professional prerequisite or a tedious curricular obligation?

Transformacja czy transmisja? Edukacja humanistyczna wobec problemów „przeniesienia” w relacji pedagogicznej

W poszukiwaniu uwarunkowań transmisji międzypokoleniowej – znaczenie pełnionej roli rodzinnej w kontynuowaniu wzorców rodzicielstwa

Epistle on the Celebration of Easter (CPG 4612): Transmission and Context of the Slavonic Version in the Late 15th–16th Centuries

Présentation de la modélisation en PNL. Relation maître–apprenti

Szekspirowskie okruszyny