Search results

1

Perception of risk and risk-taking among the lucky and the luckless

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Kolemba M., Maciuszek J.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 3

358-370

EN

The experience of good fortune and misfortune often reveals itself in the context of risk. We posed the question of whether there are differences between the lucky and the unlucky in perceiving and undertaking risky behaviours, and if these differences constitute predictors of good or ill fortune. A range of instruments were applied in the research to examine groups of lucky and unlucky individuals in respect of their propensity for taking risk, attitudes towards the risk occurring in various domains, the functions of risky behaviours and manner of taking risky decisions depending on the adopted perspective. The research results indicate a number of differences between the differentiated groups. It occurred that the lucky have a greater tendency than the unlucky to take risks, especially in the social and financial (investment) domains; they prefer instrumental risk; and they are more flexible in applying perspectives for potential outcomes when making risky decisions. We conclude that the results received can be interpreted in the context of predictors of good and bad luck.

2

Czym jest szczęście? Analiza zagadnienia na podstawie koncepcji Władysława Tatarkiewicza

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Dalke J., Szulc A., Broniewska M., Brzoska A., Zimmermann M.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2013

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issue nr 21

149-160

EN

The aim of this article is the analysis of the term of the happiness on the basis of theWładysław Tatarkiewicz’s conception. According to his workO szczęściu (AboutHappiness) happiness is defined here as justified, full, constant satisfaction fromthe life as a whole. Considering the individual elements of this definition leads tothe better understanding of the term and lets to assign the area of its application.The article also attempts to response the two fundamental questions concerning the happiness. The first: is the happiness the aim or rather the result of our endeavours?And the second: does the happiness depend on ourselves or rather on the external circumstances?

3

Percepcja ryzyka niepowodzenia zawodowego wśród studentów

99%

Wódz J., Szczepańska-Woszczyna K.

Studia Edukacyjne

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2018

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issue 51

287-308

EN

The author reflects on the risk of professional failure among students. He believes that in this case we have a vague definition of professional failure. He indicates both causes, those independent of humans and those related to their own actions or negligence. Then he refers to the category of occupation and its place in times of uncertainty. Pointing to the factors determining the perception of the risk of professional failure, he emphasizes the role of the University, which gives support to its students in the process of their professional risk assessment.

4

Minu lapsepolve ‘onn’ ja ‘onnetus’ seoses hariduse ja oppimisega: uliopilaste malestusi kooliajast

86%

Soo K., Kutsar D.

Mäetagused

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2019

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vol. 74

99-124

EN

This article focuses on young adults’ autobiographical memories of childhood. The aim was to explore which lucky and unlucky events students recollected concerning school attendance, how they presented themselves and other important persons and which meanings these memories had for narrators. The data consisted of 70 memories. In 2015–2017, the undergraduate students, who participated in the course “Children and Childhoods”, were asked to write two recollections about lucky and unlucky experiences concerning education and learning, with the aim to re-connect them with their own childhood experiences. This cognitive exercise tried to overcome the childhood amnesia of young adults who are struggling with the creation of their own life career, leaving childhood behind (also called as quarter-life crisis by Arnett, 2007). We applied the method of thematic qualitative analysis. The following categories were revealed in the narratives: event considered as ‘happy’ or ‘unhappy’, self-description, description of others, emotions, assessment of the experiences, meanings of the experiences for the present life. In the ‘happy’ memories, the students mainly described supportive, encouraging, and motivating teachers and parents who were able to raise their interest in learning and attending school. Another source of happiness was getting good grades, participating in competitions, and gaining recognition by teachers and parents. Positive social relationships at school, including well-integrated classmates, understanding and caring teachers, and exciting school events, played an important role in ‘happy’ memories. Emotions and effects described in the ‘happy’ memories consisted of pride, high self-esteem, success, and desire to learn and have high academic achievement. Experience of school bullying was the prevailing topic memorised as ‘unhappy’. The narrators told stories from the positions of both the victim and the bystander. They mentioned the reasons of bullying, such as good grades and success in schoolwork, different appearance and ethnic background, and poor material conditions of the family. The bullies were mostly classmates and older pupils, in one case a teacher. The students narrated that bullying caused social isolation, feeling of hopelessness, and decline of self-esteem. Most of the stories about bullying came to positive solutions, but the teachers, as written by the students, were seldom the persons who provided help or even noticed the victim. The ‘unhappy’ memories included experiences with the teachers who depreciated pupils, treated them unfairly or were too strict and demanding. The unprofessional teachers caused disappointment and loss of confidence. The students wrote in the ‘unhappy’ stories that they were afraid of answering at the blackboard and disclosing a bad grade to their parents. The narrators described how they tried to hide the bad grade from their parents by falsifying it or parent’s signature in the school report. Parents’ supportive reaction to their wrong behaviour astonished the students. In the identity talks, they were studious, conscientious and active children. In the memories of ‘unlucky’ experiences, the students represented themselves as sufferers who, thanks to personal strengths or someone’s assistance, were able to resolve the unpleasant situation and achieve the desired goal (e.g., to finish school, to enter university). In sum, childhood autobiographical memories of school attendance were related to social relationships and important persons in children’s lives. Moreover, the cognitive exercise of re-connecting young adults with their childhoods opened a way to lively discussions in the course “Children and Childhoods”, and prepared students for in-depth understanding of children’s subjective worlds.

5

Uncovering the True “Wealth” of Happiness —Examining the Limitations that Govern Croesus’s Question about Happiness and Aristotle’s Subsequent Reply

86%

Segev A.

Analiza i Egzystencja. Czasopismo Filozoficzne

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2013

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issue 24

165 - 176

EN

The goal of the article is to present the context in which we, modern readers and scholars, make meaningful use of the words “happiness,” “luck,” and “fortune.” This discussion starts by examining Croesus’s question to Solon, who is the happiest man on earth, and then continues by analyzing Solon’s reply that a man can only be called happy after his death. Next, it aims to show what is implied and meant in Solon’s obscure reply. As the article explores, it turns out that Solon is talking about the transient fortune (ευτυχιη) and the permanent fortune (ολβος), measured after the number of fortunate moments in one’s lifespan, and not about the subjective disposition of being happy, as the modern speaker uses this term. At this point, the article offers Aristotle’s reading of Solon and his alternative interpretation of Solon’s concept of happiness. According to Aristotle, happiness is more a matter of character, of quality rather than quantity. The article continues by isolating the term “happiness” from the quantitative factor which still plays a role for Aristotle. In conclusion, the article presents a paradox that stems from conceiving happiness as a quantitative matter; that is, that not even death can serve as an ultimate final stage after which we could conclusively declare someone to have been happy or not.

6

Aplikacje teorii chaosu w rozważaniach nad edukacją jako drogą do szczęścia

72%

Wenta K.

Podstawy Edukacji

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2015

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vol. 8

35-47

EN

The issue of luck in education is entangled in the strands of contradictions that can not be solved by linearity. Applications of chaos theory in a discussion on education as a path to happiness reveal some aspects of using qualitative analyzes. Therefore, aiming to overcome neopositivism and linearity in the testing procedures need to be continued and extended in the educational research related to the theory of chaos.

PL

Problematyka szczęścia w edukacji uwikłana jest w sploty sprzeczności, których nie daje się rozwiązać przy pomocy liniowości. Aplikacje teorii chaosu w rozważaniach nad edukacją jako drogą do szczęścia ujawniają tylko niektóre aspekty przy zastosowaniu analiz jakościowych. Dlatego zmierzając do przezwyciężenia neopozytywizmu i liniowości w procedurach badawczych, zachodzi potrzeba kontynuacji i rozszerzenia badań pedagogicznych związanych z teorią chaosu.

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Polskie i angielskie paremie o szczęściu

72%

Jaszczewska M., Noińska M.

Forum Filologiczne Ateneum

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2022

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vol. 10

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issue 1

109-124

EN

The purpose of this article is to compare Polish and English proverbs referring to the concepts of happiness, luck and fortune (corresponding to one Polish polysemous lexeme szczęście). The authors describe the interdependence of the concepts in question in European culture and compare their linguistic expression in Polish and English. In the analyzed paremiological material there are numerous proverbs with similar or even identical meaning in both languages, which can be explained by the universal nature of paremies and common cultural heritage, e.g., happiness and luck are usually described as changeable, fleeting and unpredictable; fortune is often personified. Some discrepancies can also be observed, which can be accounted for by different mentality and various folk traditions. Moreover, folk superstitions reflected in the analyzed material are nation specific.

PL

Celem artykułu jest analiza lingwokulturologiczna polskich i angielskich przysłów odnoszących się do pojęcia szczęście (ang. happiness, luck, fortune). Autorki opisują współzależność pojęć szczęście, los i fortuna w kulturze europejskiej oraz porównują ich konceptualizację w języku polskim i angielskim. W analizowanym materiale paremiologicznym występuje wiele przysłów o podobnym lub nawet identycznym znaczeniu w obu językach, co można tłumaczyć uniwersalnością paremii i wspólnym dziedzictwem kulturowym, m.in. szczęście zwykle opisywane jest jako zmienne, ulotne i nieprzewidywalne; często występuje personifikacja fortuny. Można również zaobserwować pewne różnice, związane z odmienną mentalnością oraz tradycjami ludowymi. Ponadto przesądy ludowe odzwierciedlone w analizowanym materiale są specyficzne dla danego kraju.

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Sprawiedliwość w opiece zdrowotnej z perspektywy różnych koncepcji liberalnego egalitaryzmu

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Juzaszek M.

Diametros

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2014

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issue 42

106-123

PL

Artykuł ten ma na celu przedstawienie polskiemu czytelnikowi różnych koncepcji sprawiedliwości w ochronie zdrowia w ramach nurtu liberalnego egalitaryzmu. Autor zebrał najbardziej istotne, wpływowe i reprezentatywne teorie z tego nurtu, by zaprezentować, w jaki sposób w demokratycznym państwie można zapewnić sprawiedliwą służbę zdrowia, szanując jednocześnie wolność oraz moralną równość jednostek. Zaprezentowane zostaną: teoria sprawiedliwości Johna Rawlsa, teoria otwartych możliwości Normana Danielsa, zbiór koncepcji egalitaryzmu trafu, idea idealnego rozsądnego ubezpieczenia Ronalda Dworkina, koncepcja demokratycznego egalitaryzmu Elizabeth Anderson, zbiór koncepcji egalitaryzmu wszystkich rodzajów trafu oraz teoria Shlomi Segalla.

EN

This article aims at presenting to the Polish reader a number of different conceptions of justice in health care, represented by the advocates of liberal egalitarianism. The author has given an overview of the most relevant, influential and representative theories, held by the liberal egalitarians, in order to present the way in which, in a democratic state, both just health care and respect for freedom and moral equality of individuals can be provided. The following issues will be discussed: John Rawls’s theory of justice, Norman Daniels’s theory of justice including health possibilities, varieties of luck egalitarianism, Ronald Dworkin’s “prudent insurance” ideal, Elizabeth Anderson’s democratic egalitarianism, a family of theories of egalitarianism of all kinds of luck and the theory of Shlomi Segall.

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Poker – gra szczęścia czy umiejętności? Przegląd analiz teoretycznych i empirycznych oraz wnioski dla regulacji

58%

Czajkowski M.

Ekonomia. Rynek, Gospodarka, Społeczeństwo

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2015

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issue 40

33-57

PL

Na temat tego, czy poker jest grą szczęścia (losową) czy grą umiejętności toczy się w Polsce i na świecie ożywiona dyskusja, także akademicka. Od rozstrzygnięcia tej kwestii uzależnia się zakwalifikowanie pokera na równi z grami hazardowymi i jego penalizację. Artykuł stara się odpowiedziećnatopytanienapodstawieprzeglądubadańteoretycznych, symulacyjnych, eksperymentalnych i empirycznych, poświęconych tematyce gry w pokera, a w szczególności jego najbardziej popularnej odmianie – Texas Hold’em. Wyniki jednoznacznie wskazują, że choć w grze występuje element losowy, w długim okresie to umiejętności odgrywają kluczową rolę, nie mniejszą niż w przypadku niektórych innych dyscyplin sportowych. Poruszany jest problem kwantyfikacji losowości pokera – minimalnego okresu, po jakim umiejętności zyskują przewagę nad szczęściem. Proponowane jest także bardziej pragmatyczne podejście do regulacji, opierające się nie tyle na udziale losowości w grze, ile na rachunku zysków i strat, z uwzględnieniem wyceny kosztów i korzyści zewnętrznych, takich jak wpływy z podatków, miejsca pracy, dobrobyt konsumentów, oraz przestępstwa i uzależnienia związane z pokerem, a w przypadku delegalizacji – pokerowym podziemiem.

EN

Whether poker is a game of luck or skills remains open to debate, both in Poland and abroad. The answer to this question determines if poker is classified as gambling and potentially penalized. This paper pro- vides the merits to answer this question based on the review of theo- retical, simulation-based, experimental and empirical studies devoted to the game of poker, and in particular – Poker Texas Hold’em. The results univocally show that although there is a component of chance in poker, it is the skills that matter in the long run (to the similar ex- tent as in sports). Quantifying chance in poker is also discussed – the minimum amount of time required for skills to statistically outweigh chance. In conclusions, I propose a more pragmatic approach to regu- lation – based not on classifying poker as a game of luck or a game of skill, but rather taking the cost and benefit analysis into account, which includes externalities and consumers’ welfare change associ- ated with either of the solutions – legalizing or delegalizing poker.

Refine search results

Perception of risk and risk-taking among the lucky and the luckless

Czym jest szczęście? Analiza zagadnienia na podstawie koncepcji Władysława Tatarkiewicza

Percepcja ryzyka niepowodzenia zawodowego wśród studentów

Minu lapsepolve ‘onn’ ja ‘onnetus’ seoses hariduse ja oppimisega: uliopilaste malestusi kooliajast

Uncovering the True “Wealth” of Happiness —Examining the Limitations that Govern Croesus’s Question about Happiness and Aristotle’s Subsequent Reply

Aplikacje teorii chaosu w rozważaniach nad edukacją jako drogą do szczęścia

Polskie i angielskie paremie o szczęściu

Sprawiedliwość w opiece zdrowotnej z perspektywy różnych koncepcji liberalnego egalitaryzmu

Poker – gra szczęścia czy umiejętności? Przegląd analiz teoretycznych i empirycznych oraz wnioski dla regulacji