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Indywidualizacja a system w postępowaniu penitencjarnym w świetle kodeksu karnego wykonawczego

100%
Rondalska D.
Nowa kodyfikacja prawa karnego
|
2019
|
vol. 54
223-238
EN
The article is devoted to the principle of penitentiary proceedings for individuals during the implementation of imprisonment and its coherence with executive systems. The author analyzes both the concept and the content of this principle. She also discusses how it is articulated in the Executive Penal Code. As a result, the article states that this is institutional individualization. In this context, it considers how individualization is consistent with standardized systems of implementation for punishment. It draws attention to various system definitions in Polish penitentiary literature. It estimates that only the system of “programmed impact” creates full conditions for combining (in practice) the level of the system with the level of the individual, i.e. a particular convict. Finally, it states that the title of Section 3 of the Criminal Code is formulated incorrectly, because it can be read that it is about the individualization of punishment, and not about dealing with the convict. This makes it quite difficult to unequivocally assess the way in which solutions aimed at implementing the principle of individualization of imprisonment in prisons are implemented.
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Reforma szkolna z roku 2016 – troska o ucznia czy innowacja na zamówienie polityczne

100%
Rondalska D.
Studia Edukacyjne
|
2017
|
issue 45
291-309
EN
This article is devoted to the school reform of December 2016. The author discusses its appropriateness, the way it is introduced, and the social climate that accompanies it. This reform re-introduces the state from before 1998, i.e. an 8-year-long primary school and eliminates the junior school. The author raises a question about the justification for the reform, assuming that it does not take into account the results of the study on the effects of the 1999 reform, but may be politically-motivated. Another thesis concerns the repetition of the application errors of the previous reform as well as the formal way of introducing changes into the school system, especially the school network. The author points to a great social resistance against the reform, especially the way it is conducted and predicts that due to the hasty implementation of the reform and application errors, its effects may be half-hearted.
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