Search results

1

The effect of chronic exercise on a biomarker of bone resorption in healthy adults

100%

Yusni Y., Rahman S.

Family Medicine & Primary Care Review

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2019

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issue 3

270-276

XX

Background. Long-term exercise contributes to the inhibition of osteoblast cell activity and to the decrease of bone resorption. Objectives. The research objective was to analyze the chronic effect of regular, long-term physical activity and physical inactivity on carboxyterminal collagen cross-linking telopeptide levels (CTx) and calcium levels in healthy adults. Material and methods. This study was a prospective cohort study. Fifty-four men and women, aged 17–26 years, were divided into 2 groups of 27 people each: exercise and non-exercise. This research was carried out from April 2015 to April 2016 at the Faculty of Medicine, Syiah Kuala University, Aceh, Indonesia. Bone resorption can be determined by measuring the carboxyterminal cross-linking telopeptide of collagen (CTx). The data were analyzed using Student’s t-test and regression correlation analysis with a significance level of 5%. Results. The highest levels of CTx were found in the non-exercise group; the lowest levels of CTx were in the exercise group (1.6 ng/mL and 0.30 ng/mL, respectively). This difference in CTx levels between groups was statistically significant (0.52 ± 0.22 ng/mL vs 0.72 ± 0.28 ng/mL; p = 0.005). Calcium was significantly higher in the exercise group than in the non-exercise one (9.67 ± 0.30 vs 9.01 ± 0.21 mg/dl; p = 0.006). There was a negative correlation between calcium levels and CTx in the exercise group (r = 0.038; p = 0.001). Conclusions. Regular exercise led to lower CTx levels and increased calcium levels. The increase in calcium is an effect of the decrease in CTx in healthy adults. Regular exercise decreases bone resorption and increases bone calcium

2

Osobowość pacjentek z cukrzycą typu 2

100%

Kocemba I., Instytut Psychologii U. Ł.

Acta Universitatis Lodziensis. Folia Psychologica

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2003

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vol. 07

EN

The aim of this study was to estimate the relationship between personality of 66 healthy women and 66 women with type 2 diabetes. The average age of both groups was 63. I use the 16th Personality Factors Test by Cattell. A lower level of intelligence characterizes the personality of a diabetic, they are more submissive, effusive and responsible. They are calmer and more practical in their behavior. Healthy women are more self-sufficient and unconventional.

3

ТЕОРЕТИЧНІ Й МЕТОДИЧНІ ЗАСАДИ НЕФОРМАЛЬНОЇ ОСВІТИ ДОРОСЛИХ: АМЕРИКАНСЬКИЙ КОНТЕКСТ

88%

Терьохіна Н.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

206-213

EN

The article deals with the theoretical and methodological principles of non-formal adult education in the USA, it examines the evolution of adult education in the American educational literature; the key factors of adult education in the United States are settled, its importance at the present stage of development of society is revealed; the theoretical principles of adult education are justified. It is proved that adult education is the oldest type of education in the United States. It has a long history and a number of opportunities for lifelong learning. Adult education has emerged as non-institutional form of education and has been developing for more than four centuries. The main stages in the development of adult education include: establishment of the first colleges and universities, the establishment of the Republic, implementation of the ideas of Thomas Jefferson about general civic education, the adoption of Morill’s Bill and opening land-grant universities, immigration, organization of distance education programs and summer schools for adults. The most important historical stages are: establishment of the club «Junto» (1727) by Benjamin Franklin, organizing of the first schools, libraries, Chautauqua Institute (1874), adoption of the Constitution, which provided financial support for adult education, the creation of the American Association of Adult Education, first summer sessions of the National Training laboratories and others. Adult education is the oldest type of education in the United States. It has a long history and a number of features. In the late XIX – beginning of the XX century adult education in the United States was considered as additional education, not related to employment; it was an activity specifically organized to teach people whose age and social roles characterize them as adults. Since the middle of the XX century adult education in the American educational environment is characterized as a complex, flexible and multifunctional system, aimed to help people to meet educational needs, to adapt to the changes of socio-economic environment and at the development and improvement of American society. The study has showed that the development of institutional forms of adult education, launching of permanent financial support from the federal government and the adoption of appropriate legislation, the establishment of American Association of Adult Education as a coordinating body for all activities in this sphere at the national level, and with it the isolation of adult education in independent branch, recognition by the state and society of its importance give the reasons to believe that the US system of adult education in general was formed in the first half of the XX century. Education as the most popular social institution has an impact on the formation of the consciousness of society, regulates the processes of self-development of citizens. Adult education is considered as a mechanism for achieving economic development, ensuring civil progress and democratic public life; an expression of social responsibility for the formation of human and social capital, which is a key element of modern society of knowledge.

4

Satisfaction with Life Scale analyses among healthy people, people with noncommunicable diseases and people with disabilities

88%

Bendíková E., Nemček D., Kurková P., Lubkowska W., Mroczek B.

Family Medicine & Primary Care Review

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2018

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issue 3

210-213

5

ІНТЕРПРЕТАЦІЯ ПОНЯТТЯ НЕФОРМАЛЬНА ОСВІТА: ПОГЛЯД НІМЕЦЬКОМОВНОГО СУСПІЛЬСТВА

88%

Солощенко В.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

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issue 10(44)

198-206

EN

Variability of interpretation of concept of informal education from a position of the researchers of German-speaking countries is shown in the article, namely Germany, Austria, Switzerland and others. It is defined that education throughout life contains certain types of training: formal, non-formal and informal. It is proved that the concept of informal education has wide variability of the interpretation, its essence consists in existence of a certain organized, systematic educational activity which is carried out behind the territory of a formal education system for a guarantee to the chosen (certain) types of training of separate subgroups of the population, both adults, and children. The terms «formal», «non-formal» and «informal» serve the systematization and description of the multifaceted learning processes that may occur consciously or by chance in various contexts and be organized in very different ways; their use however is still not uniform. The terms have been discussed extensively, including in the feasibility study prepared as part of the «Lifelong learning passport with certification of informal learning». For the Commission of the European Communities on the other hand formal and non-formal learning are unequivocally intentional, informal learning is “not necessarily” so. Informal learning thus takes place in all life contexts; it may be intentional and directed but also, as in most cases, be done quite incidentally. It does not usually lead to any certification. Non-formal learning processes on the other hand under the EU’s definition take place outside the main systems of general and vocational education and may, but do not have to, lead to formal certificates. The definition used by the OECD in the guidelines for this activity defines different boundaries: Formal learning refers to learning through a programme of instruction in an educational institution, adult training center or in the workplace, which is generally recognized in a qualification or a certificate. Non-formal learning refers to learning through a programme but is not usually evaluated and does not lead to a certification. Informal learning refers to learning resulting from daily work-related, family or leisure activities. The main criterion that differentiates formal learning from the other two forms of learning for the OECD is the qualification and certification of learning. This means that CET resulting in a recognized certificate counts as formal learning. Non-formal learning also takes place in organized contexts but is generally not a subject to evaluation or certification – and hence does not lead to an entitlement. The OECD’s definition of informal learning primarily targets unintentional learning processes on the job, in the family or during leisure time.

6

My adult son, my adult daughter – reflections of mothers of children with profound intellectual disabilities

87%

Aksamit D., Marcinkowska B.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 26

PL

Diana Aksamit, Barbara Marcinkowska, My adult son, my adult daughter – reflec-tions of mothers of children with profound intellectual disabilities. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 255–269. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI: https://doi.org/10.14746/ikps.2019.26.12 Everyone has the right to participate in society, regardless of his or her current personal situation, level of psychosocial functioning or experience. No reason can justify marginalisation or exclusion of people from social life at any stage of their lives. The aim of the article is an attempt to characterise the adulthood of people with profound intellectual disabilities on the basis of subjective assessment of their mothers. The methodology applied was that of a qualitative research, where the main research technique was narrative interviews. The results of the research demonstrate that adulthood is the stage of life when people with profound intellectual disabilities and their caregivers require special support in mental, spiritual, social, societal and educational dimensions.

7

Nasilenie przestępczości młodocianych i dorosłych w latach 1958-1962 na podstawie statystyki sądowej

76%

Jasiński J.

Archiwum Kryminologii

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1965

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issue III

283-365

EN

In the years 1958-1962 a certain slight increase of adult delinquency (until 1960) and later its slight decline has become apparent. This is affirmed by police statistics (relating to the number of crimes registered and revealed by the police), by the data of the Public Prosecutor's Office (containing information on reported crimes) and by the data of Law Courts (containing the number of convictions). In the years 1958-1962 the yearly number of convictions amounted to about 300 thous. This constitutes an increase of about 70 per cent as compared with the level of 1951 which however was due partly to an enlargement of the competence of Iaw courts. The frequency of convictions of adults measured by the delinquency coefficient (calculated per thousand of criminally liable persons i.e. persons over 17 years of age) amounted to a level of 17,2 in 1960 i.e. 62 per cent higher than in 1951. In 1962 that frequency was expressed by the coefficient 15.5 which indicated an average of 1 conviction on 65 criminally liable persons. Among the total of persons convicted by the Courts of Law juveniles under 17 years of age formed only a very small group (5-9 per cent), nevertheless, together with the young adults (17-20 years of age) they already constituted about 20 per cent of all the convicted. Persons under 30 (practicalły those aged 10-29) constituted half of the total of juveniles found guilty and convicted adults. Poland, together with Yugoslavia and Hungary, seems to belong to that group of countries where against the background of adult delinquency the juvenile and young adult delinquency does not, according to statistics relating to convictions, present a particularly serious problem. In a series of countries, persons under 20-21 years of age constituted more than a half of revealed offenders (e.g. England and Wales, Canada) and in some of them even two thirds of the total (Ireland, Norway, Sweden). Delinquency coefficients denoting frequency of convictions indicate that its degree was highest among the young adults (i.e. those aged 17-20) and adults aged 21-24 and 25-29. In 1962 approximately every 41 person in each of these age groups was convicted. A small increase of the frequency of convictions which occurred in 1958-1960 was most strongly reflected by the convicted of precisely those age groups. Its subsequent decline was there the least noticeable. Out of the total of 300 thous. persons convicted in 1962 about 245 thous. were men and about 55 thous. women. The number of convicted women in relation to 100 convicted men was continually diminishing (though not without certain oscillattions): it was 35 in 1951 and only 22 in 1962. Poland together with Yugoslavia and Hungary, also with Belgium, belongs to the countries with a high percentage of women among the convicted adults (about 20 per cent of the total). In most countries it is much lower and does not even reach 10 per cent (e.g. Norway, Finland, Sweden, Canada, France). The frequency of convictions of men was expressed by the coefficient 29.2 in 1960, which indicates a 70 per cent increase as compared with 1951. It was merely 9 per cent lower than in 1937 (the coefficient was then 31.5). In 1962 the delinquency coefficient for men amounted to 27.0. In that year there was on the average one conviction on 36 criminally liable men. The frequency of convictions of women was expressed by the coefficient 5.3 in 1962 which indicates a mere 2 per cent increase as compared with 1951. In the years 1958-1959 that degree of frequency was however much higher. The coefficient has then reached the level of 6.9 and was even higher than in 1937 when it amounted to 6.6. Among the total of men convicted by the law courts the juveniles constituted 6-10 per cent and together with young adults 20-22 per cent in the years 1958-1962. The percentage of women among the convicted bareIy amounted to 2-4 per cent and 12-13 per cent. Half of the convicted men was somewhat under thirty and half of the women under thirty five years of age. Among the convicted men hardly every tenth man was fifty years old or over. Among the convicted women every sixth one was of that age. The relation between the number of convicted men and women differed in particular age groups: in 1962 there were 15 women to 100 convicted men aged 17-20, 17 to 100 aged 25-29 years, 27 to 100 aged 35-39, 32 to 100 aged 45--49 and 48 to 100 aged 60 and over. Frequency of convictions of juveniles and young men reached a very high level in the course of the period under investigation. In the years 1960-1962 one out of every 23 men aged 17-29 was convicted. Delinquency coefficients for men in older age groups (over 30 years of age) were rapidly diminishing; the value of the coefficients for men aged 35-39 equalled two thirds of the value of the coefficienits for the 17-20 age group, about a half for the 45-49, about one third for the 50-59 and about one eighth for the age group of sixty and over. The highest frequency of convictions of women occurred among those aged 21-24. It was higher among women of 40 or even 45 than among those aged 17-20. The decline in the frequency of convictions of women over 50 was relatively twice lower than that of men. In a series of European countries various groups of juvenile and not adult offenders have the highest delinquency coefficient, as for example in England and Wales, Norway and Sweden. In other countries, among which beside Poland and Hungary also German Federal Republic and Switzerland should be counted, the maximum degree of frequency of convictions concerns various age groups of adults in the young groups of age. Analysing frequency of convictions occurring in various areas of the country one can theoretically use two kinds of coefficients: calculated according to the place of crime perpetrated by the convicted person, and according to the place of residenoe of the convicted person. Differences, existing between estimates of frequency of delinquency based on these coefficients present themselves as follows: they are of no particular importance when all-country data are examined, they are of some slight importance in case of particular voivodships, of greater importance when frequency of convictions in town and oountry is being defined and of prirnary importance at estimating that frequency of convictions in town and country in particular voivodships and in most of the 22 largest towns in Poland. Coefficients, based on the data relating to the place of crime, indicated in many voivodships larger differences in the degree of frequency of convictions in town and country than the coefficients based on the data relating to the domicile of the convicted persons. Although the town becomes the place of crime much more often than the countryside, the difference between the "criminality" of the town and village dwellers is rather small. The extent of differences between estimates of frequency of convictions in town and country in particular voivodships based on both those coefficients proved to be correlated with the extent of daily travels to and from work in these voivodships. Also analogous differences between estimates of frequency of convictions in the 22 largest towns in Poland were connected with extent of daily travels to work. In 1951 the delinquency coefficient for adults in the town (14.7) was 86 per cent higher than in the countryside (8.0). In 1962 the coefficient in the town (18.1) was already only 41 per cent higher than in the countryside (12.8). The general increase of the frequency of convictions which occurred in the last twelve years period was more influenced by its changes in the coutryside than in the town. In the years 1959-1962 one out of 30-32 men and one out of 115-149 women was convicted in town, while one out of 39-44 men and one out of 189-256 women was convicted in the country. In 1960 every twentieth man at the age of 17-20 was convicted in town. The frequency of convictions of 17-20 year olds definiteiy dominated over the frequency of convictions of other groups of adults only in the case of men in towns; as regards men in the countryside that preponderance was slight. In towns the frequency of convictions of women aged 17-20 was somewhat lower than of those aged 21-24 and in the country definitely lower than the frequency of convictions of all older women (even 45-49 years old). In 1960 the delinquency coefficient for men (29.2) was 4.4 times higher than the delinquency coefficient for women (6.6) and the differences in frequency of convicted men and women were smaller in town than in the country. Largest diffenences in the frequency of convictions of men and women were noted among those aged 17-20, convicted for offences committed in the country, and the smallest occurred among the oldest convicted who committed offences on the town. Differences in the frequency of convictions between town and country as well as between men and women, were smaller in western and northern territories than in the remaining areas of the country. Also the delinquency coefficients were higher in western and northern territories than in other areas. A proper analysis of factors determining differences in the frequency of convictions of adults in different areas is particularly complicated. It seems that putting forward and verifying the hypotheses which explain the constantly occurring differences in coefficients calculated for particular voivodships, ought to take place not in connection with an analysis of data relating to all convicted adults jointly but separately for those convicted for certain categories or groups of offences, separately for men and women and separately for different age groups. A relationship has been ascertained in the regional distribution of men and women delinquency, and that in all age groups; it was very strong regarding the relatively younger convicted (viz. higher, medium and lower degree of the frequency of convictions regarding both men and women appeared as a rule in the same voivodships). That relationship was weaker in the older groups. An analysis of the regional repartition of the frequency of convictions of men convicted in different age groups has shown that this repartition was most similar in case of persons belonging to the neighbouring age groups and diminished in those farther apart. As regards persons aged 60 and over this repartition somewhat differed from that encountered in other age groups. The same correlations even more strongly marked, applied also to women. Taking into consideration coefficients for the total of adults, it has been stated that in the years 1951, 1955, 1957 and 1960 a relatively higher degree of frequency of convictions continually appeared in western territories and in the Katowice voivodship (moreover, in Warsaw and Łódź). Also relationships between the regional differentiation of frequency of convictions and migration of the population have been established, their appearance being due both to the last war and its consequences as well as to the industrialization and urbanization of the country. The distribution of frequency of convictions (in particular voivodships) contains statistical tables concerning, among others, the structure of dela statistically significant similarity. Numerous statistical tables concerning questions briefly outlined in the sumrnary are included in the text of the author's work. The annex contains statistical tables concerning among others, the structure of deliquency and recidivism.

8

Wspólnotowe priorytety w dziedzinie edukacji religijnej dorosłych

75%

Zając M.

Roczniki Pastoralno-Katechetyczne (Pastoral and Catechetical Annals)

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2009

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vol. 1(56)

79-89

EN

A great deal of aid in defining the role of an adult in a pluralist society may come nowadays from the field of religious education comprised within the catechesis of adults. In its assumptions it emphasizes the fact that the ultimate aim of a man’s activity is not only the physical and material promotion of the person, but giving the Christian testimony as well. It also reminds about the necessity to be engaged in educational activities aiming at creating the attitudes of a devoted service to another man in an ecclesiastical community. The catechesis of adults is a challenge and a binding index in education of adults, which first of all touches the conscience. Faithfulness to it is a test of humanity and its internal truth. At the same time it is an attempt to give a meaning to religious education of adults.

9

Nation-State’s ‘Political Ineptitude’ in Citizen’s Identity Processes: A Case Study Using Identity Structure Analysis

75%

Põdder H.

Baltic Journal of European Studies

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2013

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vol. 3

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issue 1

136-154

EN

The conceptual and methodological tools of Identity Structure Analysis (ISA) are applied to a particular instance of an individual at variance with dominant societal norms in order to demonstrate the efficacy of ISA for elucidating complex identity processes in socio-historical and biographical context. The empirical results presented in this article indicate that the interrelationship between societal constraints and individual values and beliefs are shown to be effectively detailed using ISA.

10

Media - ethical and psychological effects

75%

Gluchmanová J.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 2(23)

87-92

EN

This article tries to outline the basic issue associated with watching TV. I focused my attention primarily on the impact of inappropriate media texts on the harmonious development of human personality.

11

Niesamodzielne pełnoletnie dziecko – rozwód rodziców i alimentacja na rzecz dziecka

75%

Wybrańczyk D.

Ruch Prawniczy, Ekonomiczny i Socjologiczny

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2022

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vol. 84

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issue 2

43-56

EN

The aim of the article is to present a few selected material legal issues concerning an adult child who is still dependent, which arise in connection with the divorce proceedings of his or her parents. The article refers to the negative divorce premise, that is, the inconsistency of the divorce decree with the principles of social coexistence in the context of including an adult child of divorcing parents, and presents issues associated with the maintenance of an adult dependent child. The research was based on an analysis of legal acts, combined with the comparative legal method. As regards the negative condition for divorce, it should be considered that the welfare of dependent children is properly protected. The article also shows that other European countries vary in terms of the age at which parents’ obligation to provide for their children ceases. The analysis of foreign regulations leads to the conclusion that the age to which parents should support their children does not coincide with their legal independence.

PL

Celem artykułu jest przedstawienie kilku wybranych materialnoprawnych kwestii dotyczących dziecka pełnoletniego, lecz jeszcze niesamodzielnego, pojawiających się w związku z postępowaniem o rozwód jego rodziców. Odniesiono się m.in. do negatywnej przesłanki rozwodowej, jaką jest sprzeczność orzeczenia rozwodu z zasadami współżycia społecznego w kontekście objęcia nią pełnoletniego dziecka rozwodzących się rodziców, oraz zaprezentowano zagadnienia związane z alimentacją pełnoletniego niesamodzielnego dziecka i alimentami na potrzeby rodziny ustalanymi w postępowaniu zabezpieczającym. Badania oparto na analizie aktów prawnych, jednocześnie wykorzystując metodę prawnoporównawczą. W zakresie wskazanej wyżej negatywnej przesłanki orzeczenia rozwodu należy uznać, że dobro dzieci niesamodzielnych jest właściwie chronione. W artykule wykazano również, że w innych państwach europejskich różnie kształtuje się wiek dziecka, z ukończeniem którego wygasa obowiązek jego utrzymania przez rodziców. Analiza zagranicznych regulacji skłania do wniosku, że granica wieku, do której rodzice powinni wspierać dzieci, nie pokrywa się z ich samodzielnością prawną.

12

Epidemiology of physical activity in adult Polish population in the second decade of the 21st century. Results of the NATPOL 2011 study

75%

Drygas W., Sakłak W., Kwaśniewska M., Bandosz P., Rutkowski M., Bielecki W., Rębowska E., Prusik K., Zdrojewski T.

International Journal of Occupational Medicine and Environmental Health

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2013

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vol. 26

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issue 6

846-855

EN

Objectives: The aim of the study was to assess physical activity (PA) level in a representative sample of Polish adults.Materials and Methods: A cross-sectional analysis was performed among 2413 randomly selected individuals (51.5% women) aged 18-79 years, who participated in the Nationwide Study of Occurrence of Risk Factors of Cardiovascular Diseases NATPOL 2011 (March-July 2011). The study procedures consisted of a questionnaire as well as of anthropometric, blood pressure and biochemical measurements. Leisure-time, occupational and commuting PA were assessed by the use of a questionnaire interview. Results: About 48.2% of adults do exercise for at least 30 minutes on most days of a week. About 11% of the respondents declare a sedentary lifestyle. About 26.5% of working population report hard physical work, while sedentary work is reported by 47.6% of the employed participants. Active commuting is declared by 27.3% of working/studying population. About 47.2%, 36.6%, and 15.3% spend < 15, 15-30, and > 30 min per day, respectively, on this kind of PA. Conclusions: PA level of more than half of Polish adults is still not satisfactory. Promotion of an active lifestyle should concern mainly leisure-time and commuting PA with paying special attention to substantial differences in various socio-demographic groups.

13

Motivation factors of adult learning

75%

Lukianova L.

The New Educational Review

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2016

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vol. 44

223-229

EN

Motivation is the driver of adult learning. The paper reveals the importance and peculiarities of adults’ learning process. There has been analyzed the impact of external and internal factors on the efficiency of adult learning; various approaches to the typology of intrinsic motivation are presented. The author has also considered the components of motivational sphere (emotional aspect, the set aims, the ability to learn), which can significantly influence the level of adult learning motivation.

14

Poziom lęku u osób chorych na cukrzycę

75%

Kocemba I., UŁ I. P.

Acta Universitatis Lodziensis. Folia Psychologica

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2004

|

vol. 08

EN

Diabetes in an incurable disease. The diabetes treatment consists of keeping the blood glucose at a low level. The first aim of this study was to estimate the relationship between anxiety of healthy women and women with type 2 diabetes The second aim was to estimate the relationship between anxiety and metabolic control in diabetic women. The first group which was examined consisted of 66 women with type 2 diabetes who were at hospital and second group was formed of 66 healthy women. The average age of both groups was 53. I used the State Trait anxiety Inventory (STAI) by C. D. Spilbergera and glycosylated hemoglobin for glycemic control. The research indicates that the diabetic women had a significantly higher level of trait anxiety and poorer metabolic control was correlated with state anxiety.

15

Aspects of early familiarization of children with media content in the education environment

63%

Kłosińska T.

Konteksty Pedagogiczne

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2018

|

vol. 2

|

issue 11

119-133

PL

We współczesnym szkolnictwie, w obszarze pierwszego etapu kształcenia, niepoślednią rolę odgrywać powinno przygotowanie do wyzwań przyszłości. W obliczu zmian cywilizacyjnych przed edukacją stoją wyzwania, którym musi ona podołać. Realizacja tego przedsięwzięcia rodzi jednak pewne dylematy weryfikowane przez rzeczywistość. W proces wychowania do mediów zaangażowani powinni być także rodzice.

EN

In the modern schooling system, at the first stage of education pre-paration for challenges of the future should perform the key role. In the face of civilization changes, education faces many new demands it must cope with. However, implementation of this project raises some dilemmas verified by reality. Therefore, parents should be engaged in the process of education in the media.

16

Aspects of early familiarization of children with media content in the education environment

63%

Kłosińska T.

Konteksty Pedagogiczne

|

2018

|

vol. 2

|

issue 11

119-133

PL

We współczesnym szkolnictwie, w obszarze pierwszego etapu kształcenia, niepoślednią rolę odgrywać powinno przygotowanie do wyzwań przyszłości. W obliczu zmian cywilizacyjnych przed edukacją stoją wyzwania, którym musi ona podołać. Realizacja tego przedsięwzięcia rodzi jednak pewne dylematy weryfikowane przez rzeczywistość. W proces wychowania do mediów zaangażowani powinni być także rodzice.

EN

In the modern schooling system, at the first stage of education pre-paration for challenges of the future should perform the key role. In the face of civilization changes, education faces many new demands it must cope with. However, implementation of this project raises some dilemmas verified by reality. Therefore, parents should be engaged in the process of education in the media.

17

Infantylizm – niewykorzystany potencjał w perspektywie stawania się dorosłym. Mały książę Antoine’a de Saint-Exupéry’ego – „doświadczenie infantylizmu”

63%

Ratkowska-Pasikowska J.

Edukacja Elementarna w Teorii i Praktyce

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2019

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vol. 14

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issue 1(51)

9-19

PL

W artykule nie chodzi o perspektywę indolencji, ale o wykorzystywanie potencjałów dzieciństwa do budowania swojej dorosłości. W tym celu przywołuję poetycką opowieść Mały książę Antoine’a de Saint-Exupéry’ego, która w znakomity sposób prezentuje relacje między dorosłym a dzieckiem, relacje symboliczne między byciem dzieckiem a byciem i stawaniem się dorosłym. Idąc tym tropem, wykorzystanie do analiz Małego księcia jest kluczem do zrozumienia kategorii infantylizacji, oddając tym samym sposób i treść aplikacyjności wartości. Rozważania rozpoczynam od próby zdefiniowania infantylizacji, włączając w ten dyskurs reprezentacje G. Bachelarda, B.R. Barbera a także C.G. Junga. Następnie przywołuję kategorię powieści, traktując ją jako „laboratorium ludzkiej egzystencji” (Jaworska-Witkowska) a tym samym jako wdzięczny materiał analiz, kluczowy dla dyskursu pedagogicznego. W kolejnej części tekstu pojawia się kilka tropów (od)czytań Małego księcia z refleksją pedagogiczną w tle.

EN

The aim of the article is not to discuss the perspective of indolence, but to focus on using childhood potential in building adulthood. For this purpose, the author invokes the philosophical tale The Little Prince by Antoine de Saint-Exupéry, which perfectly illustrates the relationship between an adult and a child, a symbolic relationship between being a child and being and becoming an adult. Following this logic, the use of The Little Prince is the key to understand the category of infantilization, thereby reflecting the way and content of value applicability. The author begins her considerations with the attempt to define infantilization, entering the representations by G. Bachelard, R. Barber and C.G. Jung into the discourse. The next step is referring to the category of the novel as “the laboratory of the human soul” (Jaworska-Witkowska), and thus as rewarding material for analysis which is crucial for the pedagogical discourse. The second part of the text includes several ways of interpreting The Little Prince, with pedagogical reflection in the background.

18

Andragogika a pedagogika – dwubiegunowe spojrzenie na proces nauczania

63%

Grupa R.

Zeszyty Naukowe Uczelni Warszawskiej im. Marii Skłodowskiej-Curie

|

2013

|

issue 3(41)

129-136

PL

Niniejszy artykuł jest próbą określenia definicji słów pedagogika oraz andragogika. Pomimo, że oba pojęcia dotyczą zagadnienia nauczania, w artykule ukazano, jak wiele różnic oraz kontrowersji wśród teoretyków budzą oba wyrazy. Autor analizując oba pojęcia zwraca uwagę zarówno na ich znaczenie historyczne a także na ich realne odzwierciedlenie w codziennym zastosowaniu.

EN

This article is an attempt to determine the definition of the words: pedagogy and andragogy. Although the two concepts relate to the issues of education, the article presents a number of differences and controversies raised by theoreticians. By analyzing the index concepts, the author highlights both their historic significance as well as real reflection in daily use.

19

Środowisko edukacyjne człowieka dorosłego jako problem pedagogiki społecznej i andragogiki

63%

Jankowski D.

Rocznik Andragogiczny

|

2006

|

vol. R. 2006

47-65

20

Doświadczanie dorosłości osoby Głuchej w ujęciu jednostkowym i społecznym

63%

Woźnicka E.

Rocznik Andragogiczny

|

2020

|

vol. 27

EN

The following article attempts to show the specifics of shaping the identity of Deaf people, as well as their entering into adulthood. The situation of Deaf people in Poland is changing, more and more people are taking up university courses, and access to the labour market for this group of people is increasing. They can also count on the support of sign language interpreters. Certainly, these amenities affect the sense of independence and autonomy when comes to the tasks arising from adulthood. However, can we talk about the full implementation of developmental tasks arising from adulthood in the subjective, individual understanding? What role does social and cultural identity play in the entering of Deaf people into adulthood?

PL

W artykule podjęto próbę ukazania specyfiki procesu kształtowania się tożsamości osób Głuchych*, a także wchodzenia w okres dorosłości. Sytuacja osób Głuchych w Polsce ulega zmianie, coraz więcej z nich podejmuje studia, zwiększa się dla tej grupy dostępność do rynku pracy, osoby Głuche mogą liczyć na wsparcie tłumaczy języka migowego. Te udogodnienia wpływają na poczucie niezależności i autonomii w podejmowaniu zadań związanych z okresem dorosłości. Jednak czy w rozumieniu subiektywnym, jednostkowym możemy mówić o pełnym realizowaniu przez te osoby zadań rozwojowych wynikających z okresu dorosłości? Jaką rolę w kontekście wchodzenia w dorosłość odgrywa tożsamość społeczno-kulturowa u osób Głuchych?

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Infantylizm – niewykorzystany potencjał w perspektywie stawania się dorosłym. Mały książę Antoine’a de Saint-Exupéry’ego – „­doświadczenie infantylizmu”

Andragogika a pedagogika – dwubiegunowe spojrzenie na proces nauczania

Środowisko edukacyjne człowieka dorosłego jako problem pedagogiki społecznej i andragogiki

Doświadczanie dorosłości osoby Głuchej w ujęciu jednostkowym i społecznym

Infantylizm – niewykorzystany potencjał w perspektywie stawania się dorosłym. Mały książę Antoine’a de Saint-Exupéry’ego – „doświadczenie infantylizmu”