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1

TEMPERAMENT TRAITS AMONG MEN PRACTICING HIGH RISK SPORTS (Cechy temperamentu u mezczyzn uprawiajacych sporty wysokiego ryzyka)

100%
Guszkowska M., Boldak A.
Psychologia-Etologia-Genetyka
|
2010
|
vol. 22
7-26
EN
The aim of this study was to present temperamental characteristics of men practicing high risk sports, to determine their differentiation according to sport discipline and to find the relationships between temperament and sensation seeking. The research involved 158 males aged 17 to 45, practising recreational high risk sports, namely: parachuting (n=98); wakeboarding (n=30); snowboarding (n=30). The group of parachutists was divided into two sub-groups – experts (n=50) and novice (n=48) based on the number of jumps executed. 'The Formal Characteristics of Behavior – Temperament Inventory' (FCB-TI) and Polish version of 'Sensation Seeking Scale' (SSS-IV) were applied. Men practicing high risk sports were featured by high level of activity and briskness and presented temperament structure with great possibilities of stimulation processing. They were not homogenous group, snowboarders and wakeboarders were characterized by stronger sensation seeking, higher level of activity and emotional reactivity than parachutists. Temperamental selection was not observed among parachutists – the number of jumps executed did not differentiate the temperament and sensation seeking characteristics. The relationships between temperament and sensation seeking were determined. In factorial analysis three factors were obtained: active sensation seeking, psychic resistance and need for physical and intellectual stimulation.
2
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Krytycznie o polityce oświatowej MEN negującego demokratyzację oświaty publicznej w III RP

100%
Śliwerski B.
Problemy Wczesnej Edukacji
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2011
|
vol. 7
|
issue 14(2)
8-21
PL
The paper addresses the issue of educational policy undertaken by the Ministry of National Education of Poland over the period of the last two decades. Drawing on the assumptions of critical pedagogy, the author analyses education macro-policy, the condition of educational institutions and various socializing environments and tries to reveal forms of violence and power embedded in them. The author claims that the Ministry negates democratization of education and neglects the values of democracy and democratic citizenship. He also reveals many sites and mechanisms of structural and symbolic violence that negatively affect the quality of educational processes. In his concluding remarks, the author argues that a truly public education should be based on the principles of decentralization, self-governance and subsidiarity.
3
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A animalidade do homem em contos de Miguel Torga) Source: Studia Iberystyczne (Journal of Iberian Studies

88%
Araújo Branco I.
Studia Iberystyczne
|
2010
|
vol. 9
127-140
EN
This article discusses the animality of the human characters in short stories of the Portuguese Miguel Torga (1907-1995), embedded in Bichos, Contos da Montanha and Novos Contos da Montanha. The animals themselves serve as a counterpoint to the man, contributing to a reflection on what are the human characteristics and what are the wild. The characters are grouped according to their traits: alienation; the strength of instinct; the use of strategies markedly animals; etc. In the end, it is concluded that Torga intended to highlight the animal dimension of the man and the humanity of the animal, showing how both have the same origin, the mother earth.
4

VPLYV FYZIKÁLNYCH A PSYCHOSOCIÁLNYCH RIZIKOVÝCH FAKTOROV V DÁTACH EUROPEAN WORKING CONDITIONS SURVEY 2010 (EWCS) NA VNÍMANIE BEZPEČIA NA PRACOVISKU U ŽIEN A MUŽOV

75%
Výrost J.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2013
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vol. 16
|
issue 1
-
EN
In the article the impact of two groups of work risk factors on the perceived safety was analysed in the data of the EWCS 2010. The obtained results confirmed that presence of physical and also psycho social risk factors influence negatively the level of perceived work safety. For women to the most influential factors belong tiring and painful positions, exposure to the materials which can be infectious, loud noise (physical), stress, and handling of angry clients (psychosocial factors). For men these are tiring and painful positions, dust, low temperature, heavy loads (physical), stress, and handling of angry clients.
5

RODOVÉ ROZDIELY VO VNÍMANÍ POZITÍVNYCH A NEGATÍVNYCH ASPEKTOV PRELÍNANIA PRÁCE A RODINY ZAMESTNANÝCH OSÔB

75%
Fedáková D., Tomková J., Torbová Z.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2012
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vol. 15
|
issue 1
-
EN
Paper focuses on perception of work-family enrichment and work-family conflict by employed men and women. We analysed differences in perception of positive and negative work-family spill-over between males (N=52) and females (N=55) on the sample of 107 Slovak respondents. Groups do not differ in age, in number of children at home. All respondents are full-time employed, married and live in the eastern part of Slovakia.
6

EMOCIONÁLNA A SOCIÁLNA INTELIGENCIA MUŽOV A ŽIEN

75%
Kentoš M., Birknerová Z.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
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2011
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vol. 14
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issue 4
-
EN
In the present study we analyse the degree of emotional and social intelligence of women and men. The research was carried out on the sample of 650 respondents from Prešov and Košice region. The results are dominated by an absence of significant sex differences in emotional and social intelligence. Significant correlations were also detected between the two examined constructs.
7

RODOVÉ ROZDIELY VO VNÍMANÍ BEZPEČIA

75%
Bozogáňová M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2013
|
vol. 16
|
issue 1
-
EN
This paper focuses on the perceived safety and gender differences in different countries. We analysed data from the 5th round of the European Social Survey. The sample consists of 52 437 respondents from 27 participating countries. The results indicate that in all countries, women have lower rates of perceived safety than men. Individual countries differ in size differences in the perceived safety of men and women. Scales measuring relationship quality, commitment in relationship and relationship with parents in partners not living in marriage
8

WHO DOESN’T TAKE A RISK, NEVER GETS TO DRINK CHAMPAGNE: WOMEN, RISK AND ECONOMICS

75%
Adamus M.
Človek a spoločnosť. Internetový časopis pre pôvodné teoretické a výskumné štúdie z oblasti spoločenských vied
|
2018
|
vol. 21
|
issue 2
16 - 30
EN
This paper provides an overview of studies, mainly experimental, on risk aversion of women and men. First, it discusses results indicating greater risk aversion among women and linking it with biological characteristics. Then it lists studies refuting these differences or pointing to sources other than biological. The entire discussion will be framed in the context of Identity Economics (IE) suggesting that women’s risk preferences may be linked with identity and thus also with normative requirements placed on them. The main aim of the study is to examine whether commonly accepted claims are not persistent stereotypes and whether differences arise out of social, cultural or contextual rather biological causes. It presents arguments supporting the hypothesis that women are a varied group and their risk attitudes are sensitive to even slight contextual alterations. The main subject of the paper is risk aversion – one of the most important factors believed to differentiate women from men and affecting their incomes, social status and generally professional success. The main aim of the study is to demonstrate that risk aversion is not absolute and immune to manipulations. The paper shows that women are a much more diverse group than many papers claim and risk attitudes are sensitive to slight modifications, including used measures, and is strongly affected by social and cultural factors.
9

MEN AND WOMEN AT WORK: THE EFFECTS OF OBJECTIFICATION ON COMPETENCE, PAY, AND FIT FOR THE JOB

75%
Rollero C., Tartaglia S.
Studia Psychologica
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2013
|
vol. 55
|
issue 2
139 – 152
EN
In spite of the growing interest in objectification, very few studies have examined the effects of objectification of others, in reference to both men and women. The present research is focused on the consequences of objectification in the occupational domain. The main goals were: a) investigating the effects of objectification on the perception of men’s and women’s competence and pay; and b) investigating the effects of objectification on the perception of men and women as suitable for high- versus low-status jobs. Results showed that objectification does not affect the perception of competence, but increases the estimated pay. For high-status jobs, the effect of objectification interacts with gender increasing women’s fit for a masculine job and decreasing men’s fit for a feminine occupation. Finally, objectification increases the suitability for low-status jobs, and this is particularly true for women holding service-oriented professions. Implications are discussed.
10

DO MEN CONFORM MORE THAN WOMEN IN THE RECOGNITION AND LABELLING OF EMOTIONS?

75%
Procházka J., Laugnerová M., Dočekalová S., Hlaváčková A., Morháčová V., Nešporová K., Ježek S., Vaculík M.
Studia Psychologica
|
2016
|
vol. 58
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issue 4
251 - 258
EN
The study focuses on differences between women and men in recognizing negative emotions from facial expressions and the conformity of women and men while labelling the emotions. Previous research has indicated that women conform more than men when the stimuli used are more comprehensible for men. This research seeks to establish whether this phenomenon can be observed when the stimuli are more comprehensible to women. In this study, 24 women and 25 men labelled the facial expressions of negative emotions, first in private and subsequently in a group with four confederates. In private, women were more successful than men in recognizing facial expressions. However, no differences were observed between women and men in respect to conformity while being in a group. The results show that the displaying of emotions is a gender specific stimulus that does not affect conformity.
11
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MEN’S TRANSITION TO ADULTHOOD IN THE CZECH REPUBLIC

75%
Chromková Manea B.-E., Moravcová L.
Sociológia (Sociology)
|
2016
|
vol. 48
|
issue 3
215 – 246
EN
This paper aims to bring a new perspective to and understanding of the way that Czech men aged 40-55 entered into adulthood in the light of the life course perspective and given specific key life events and historical context. We examine entry into adulthood (operationalized as entry into first marriage), depending on the timing and whether men do or do not go through certain life transitions (e.g. transition from education to first job, gaining independence from parents and first child’s conception). The data have been taken from the Male Reproductive Behaviour Study conducted in 2011. Given the specificity of our data (retrospective) and stated goals, we employ discrete-time event history analysis and estimate the effects by use of binary logistic models. Timing of first marriage was related to completing school, labour force participation and leaving the parental home (at least for men who had entered first marriages before 1990). Completing education occupies a special place among these three transitions. It was commonly the first event in a series of partial transitions of entering into adulthood. The effect of completing education on entering into marriage was negative only in the case of premarital conception. Premarital conception also moderated the effects of labour force participation and parental home leaving.
12

STEREOTYPES CONCERNS AND DISCREET EXISTENCE OF DIFFERENCES BETWEEN MEN AND WOMEN IN RISK-AVERSION – A REPLICATION STUDY

75%
Adamus M., Grežo M., Dudeková K.
Studia Psychologica
|
2021
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vol. 63
|
issue 3
221 – 251
EN
The present research conceptually replicates and extends the results of a study on the relation between individuals’ sex, their risk attitudes and stereotype threat (Carr & Steele, 2010). The authors reported that differences between men and women in risk aversion emerged only after activating negative stereotypes about women’s performance in mathematics. A total of 321 Slovaks, whose are randomly assigned to control or experimental treatments, answered questions on their risk aversion, anxiety, analytical reasoning and gender self-concept. We expected to observe differences between men and women only after activating stereotypes. Aware of the issues with the consistency of different risk aversion measures, we investigated whether the effect of stereotype threat on risk aversion differs across three different risk aversion measures. Additionally, we explored whether this effect depends on how the stereotype threat is activated (explicit vs. implicit activation). Finally, to explain the mechanism through which stereotypes foster women’s risk aversion, we explored the moderating effect of gender self-concept and mediating effects of anxiety and analytical reasoning on the relationship between stereotype threat and risk aversion. In general, the study found no differences between men and women in risk aversion and did not replicate the original effect of stereotype threat on risk aversion.
13
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SUBJECTIVE IDENTIFICATION OF ONE'S OWN POSITION WITHIN THE STRATIFICATION SYSTEM OF SLOVAK SOCIETY (Subjektivna identifikacia vlastnej pozicie v stratifikacnom systeme slovenskej spolocnosti)

63%
Bahna M., Dzambazovic R.
Sociológia (Sociology)
|
2010
|
vol. 42
|
issue 2
87-112
EN
In the paper authors first review the overall situation in the study of stratification of the Slovak society. After introducing objective and subjective measures of social stratification, they focus on subjective placement in the stratification system of men and women. Inspired by previous research in western societies they try to establish how important the characteristics of a respondent's partner are for his or her subjective placement in the stratification system of society. The authors measure subjective placement using two scales – a named class scale and a free top to bottom scale to conclude, that the scale using class names increases the measured influence of education and type of work. This difference is attributed to class labels (e.g. working class), which implicate certain education levels and type of employment. When comparing the subjective placement of men and women they find, in accordance with previous findings from other countries, that women in Slovakia generally take into account the characteristic of their partners (sharing model) compared to men, who usually do not use partner's characteristic when placing themselves within the stratification system (independence model). By comparing their results from 2001 and 2008 data the authors find a modest shift in the subjective placement of women towards the independence model in 2008.
14
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Terapia dydaktyczna a rozpoznawanie edukacyjnych potrzeb uczniów

38%
Trochimiak B.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2015
|
issue 2(28)
55-65
PL
Określenie „umysłowe potrzeby edukacyjne” (UPE) rozumiane jest jako konieczność zastosowania rozwiązań, co do których zakłada się, że umożliwią zrównoważone funkcjonowanie umysłowe, przynosząc w ten sposób korzyści w edukacji uczniów. Realizacja osobistych UPE może się odbywać poprzez udział w Terapii Dydaktycznej (TD). Terapia ta powstała na bazie wyników analizy procesu edukacyjnego metodą Trzy Aspekty Formy (TAF). Treningi prowadzone w ramach terapii spełniają swoją funkcję edukacyjną poprzez wspomaganie aktywności umysłowej w kategorii misyjnej, fenomenologicznej i kulturowej. Poznanie procedury równoważenia tych trzech podstawowych aktywności umysłowych realizuje dydaktyczną cechę terapii. Zrównoważenie aktywności misyjnej, fenomenologicznej i kulturowej rozumiane jest jako świadoma akceptacja ich nierozłączności w procesie podejmowania decyzji. W treningach TD wykorzystywana jest skala aktywności kulturowej. Narzędzie to wraz z modelem podejmowania decyzji – wynikającym z założeń metody TAF – pozwala uczestnikowi terapii na skonstruowanie systemu wartości z kulturowym punktem odniesienia, umożliwiającym zmierzanie do podstawowego celu życiowego stania się dobrym, mądrym i silnym człowiekiem.
EN
The term Mental Educational Needs (MEN) should be understood as the need to adopt solutions for which it is assumed that they will enable balanced mental functioning, thus bringing benefits to the education of students. The fulfilment of individual MEN can be carried out through participation in Didactic Therapy (DT). This therapy is based on the analysis of the educational process with the use of the Three Aspects of Form (TAF) method. Training conducted as part of the therapy fulfills its educational role by supporting mental activity in the missionary, phenomenological and cultural categories. If the process of balancing these three basic mental activities is understood, the didactic function of the therapy is accomplished. The balance of missionary activities, phenomenological activities and cultural activities is understood as a conscious acceptance of their inseparability in the decision making process. The DT training uses a cultural activity scale. This tool, along with the decision making model (resulting from the assumptions for the TAF method), allows the therapy participant to construct a system of values with a cultural reference point that should help him or her achieve the primary objective of life: to become a good, wise and strong person.
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