Search results

1

Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations

100%

PRZYBYSZEWSKA D.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

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2019

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issue 24

83-108

PL

Dominika Przybyszewska, Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations. Interdisciplinary Contexts of Special Pedagogy, no. 24, Poznań 2019. Pp. 83-108. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.05 Inclusive education is one of the available forms of education for students with disabilities in Poland. Inclusion classrooms have fewer student and an additional teacher assistant. The schools in which this type of education takes place should meet a number of requirements. They start with the infrastructure and available teaching aids, and end with the teacher training and the availability of specialists. However, these are only prerequisites. In addition to them, the attitude of teachers and their training, the atmosphere prevailing in the school and the relations between students are important. All these elements are components on which success depends. The article presents the opinions of parents whose children attend such classes. Their voice is consistent with the results obtained by other researchers and the reports of the Supreme Audit Office (NIK)- there are no teaching aids, it isnot always possible to talk to specialists (staff shortages), the individualization used in working with students is insufficient, and the relations in classes are only seemingly good.

2

Transformation of family ties

92%

Sorys S. A.

Family Forum

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2020

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vol. 10

15-35

PL

Rodzina i wytworzone przez nią więzi rodzinne kształtują postawy i zachowanie człowieka, który w niej wzrasta. Mają również decydujący wpływ na charakter rodziny, którą założy w przyszłości. Wartości wyniesione z domu rodzinnego umożliwią mu budowanie i umacnianie więzi rodzinnych, opartych w dużej mierze na doświadczeniach jego własnych i rodziny. Kontekstem przeprowadzonych badań była współczesna rodzina, która pomimo wielu przeobrażeń, jakie zaszły w jej obrębie w wyniku przemian kulturowych i cywilizacyjnych, nadal jest nieodłącznym elementem życia człowieka, z pełniącą i główną rolą w rozwoju dziecka, jednocześnie określając jego światopogląd już jako dorosłego człowieka. Celem badań było ukazanie zmian następujących w obrębie wzajemnych relacji między rodziną a jednostką, w perspektywie czasowej od okresu określanego okresem tzw. późnej nowoczesności czy „społeczeństwem ponowoczesnym” aż do współczesności (ponowoczesności). Autor wykazuje, iż obecny kształt rodziny, który przez wielu badaczy jest określany jako jej kryzys czy nawet upadek, jest efektem długiego procesu polegającego na zmianach wzajemnych obowiązków i jednocześnie chęcią indywidualnego rozwoju członków tejże rodziny. Prowadzi to do odrzucania dotychczasowych form i więzi, utraty tradycyjnych przekonań, wiedzy i norm oraz tworzenia nowego rodzaju więzi społecznych. Zastosowano metodę naukową w postaci etnografii wielostanowiskowej (Marcus 2003), która jest metodą prowadzenia badań w warunkach nieciągłości formacji kulturowych, gdy ponadlokalne czynniki wpływają na sytuację w danej lokalności, wywołując rozmaite „praktyki, niepokoje i dwuznaczności” (Marcus 2003, s. 170). Z niniejszych badań wyciągnięto wnioski, iż rodzina mimo wykazanych słabości, nadal stanowi ważną instytucję dla jednostki. Jest ona również jedyną instytucją, która jest w stanie bronić jednostkę przed negatywnymi aspektami wynikającymi z ponowoczesności. Wobec powyższego, w polityce Państwa potrzebne i konieczne jest większe zwrócenie uwagi na przeobrażenia więzi rodzinnej w nieustannie zmieniających się warunkach społeczno-kulturowych, w których maleje rola tradycyjnej rodziny.

EN

The family and the family ties it creates shape the attitudes and behavior of a person who grows in it. They also have a decisive influence on the character of the family that they will start in the future. The values acquired in the family home will enable him to build and strengthen family ties, largely based on his own and family experiences. The context of the research was the modern family, which, despite the many transformations that have occurred within it as a result of cultural and civilization changes, is still an inseparable element of human life, with a leading and leading role in the development of a child, at the same time defining its worldview as an adult. The aim of the research was to show the changes occurring within the mutual relations between the family and the individual from the time perspective from the period defined by the so-called “Late modernity” or “postmodern society” up to the present (postmodernity). The author shows that the current shape of the family, which many researchers refer to as its crisis or even collapse, is the result of a long process involving changes in mutual obligations and at the same time the desire for individual development of members of that family. This leads to the rejection of existing forms and ties, the loss of traditional beliefs, knowledge and norms, and the creation of a new type of social bond. The scientific method was applied in the form of multi-station ethnography (Marcus 2003), which is a method of conducting research in conditions of discontinuity of cultural formations, when supra-local factors influence the situation in a given locality, causing various “practices, anxieties and ambiguities” (Marcus 2003, p. 170). The conclusions from this study were that the family, despite the weaknesses shown, is still an important institution for the individual. It is also the only institution that is able to defend an individual against negative aspects resulting from postmodernity. Therefore, in the policy of the state, it is necessary and necessary to pay more attention to the transformations of the family bond in the constantly changing socio-cultural conditions, in which the role of the traditional family is diminishing.

3

Decyzja klasyfikacyjna. Charakter prawny oraz tryby kontroli i weryfikacji

92%

Kalisz T.

Nowa kodyfikacja prawa karnego

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2015

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vol. 36

67 - 82

EN

Classification is the process of dividing convicts sentenced into groups according to certain criteria by directing them to the proper type of prison and imprisonment system and by their proper distribution within the prison. The aim of this treatment is to create the best possible conditions of working with convicts, to counteract the harmful effects of demoralized convicts on other inmates as well as to ensure personal safety. The article presents the basic legal problems in issuing and verifying the classifying decision.

4

Rufnamen kontrastiv: Ein deutsch-georgischer Vergleich

92%

Aehnlich B., Bakradze M., Gobiani M., Wünsch J.

Linguistische Treffen in Wrocław

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2022

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issue 21

17-33

EN

This socio-linguistic and cultural-linguistic article deals with naming fashions and naming strategies in a German-Georgian comparison. It is based on a study conducted simultaneously in Germany and Georgia in 2016 with more than 1.000 study participants, in which the motives behind the choice of names were surveyed. The article focuses on the assignment of names in both countries and examines naming motives and individualization tendencies in a contrastive way. The following hypotheses are reviewed in this paper: (1) There are culture-specific differences in the choice of given names between Germany and Georgia, which are reflected in different naming motives. (2) In Germany, the rate of individualization is higher than in Georgia. (3) In both Germany and Georgia, class-specific naming leads to the perception of names as particularly negative or positive. Current research on trends in given names often focuses on the linguistic subfields that influence the main motives for choosing names. For example, phonetic structure analyses provide insights into how euphony is created, and which sounds or sound combinations are perceived as particularly euphonic. These studies take a particular look at the role of gender. However, individualization tendencies also have an influence on the repertoire of first names and affect the variants of individual first names. The present study follows up on these research questions but extends them from a contrastive point of view. Based on the comparative survey, information is to be gained about which motives are in the foreground in the choice of first names in both countries and about the tendencies to give children a particularly individual name. The perception of names with particularly positive or negative connotations will also be contrasted.

5

A sociological perspective on the phenomenon of solo-living in Eastern Europe: An attempt at conceptualization

92%

Yashkina D.

Eastern Review

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2020

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vol. 9

169-187

EN

This article examines the phenomenon of solitary living as a consequence of the processes of individualization that are characteristic of the entire modern world. The urgency of this problem arises from the increase in the number of individuals who prefer to live alone. Although this trend is typical for Eastern Europe, as it is for the rest of the world, it is not widely considered in scientific circles. Whilst analyzing scientific literature in different spheres (philosophy, economics, psychology, sociology) and statistical data on solitary living, the author has come to the conclusion that to describe the phenomenon in a sociological vein, it is most appropriate to consider solitary living as a “solo-living” lifestyle. The article also examines the main studies of solitary living in Eastern Europe, and through such work, it was concluded that there is not enough research: current research mainly considers single living among the older generation, despite the fact that the number of young people who prefer this lifestyle continues to grow. In the course of the study, the author was faced with the problem of layering related concepts: solos, singles, solo-living, single-person households, and others. To avoid this problem, the author distinguishes between these concepts and makes an attempt to conceptualize the concept of “solo-living”, offers the author’s definition, and outlines further research prospects.

6

Binnendifferenzierung und Individualisierung im Fremdsprachenunterricht – eine Chance für legasthene Lerner

92%

Jaworska M.

Acta Neophilologica

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2012

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issue XIV/2

35-45

EN

The article presents the problem of the stimulation of the second language learning by students with particular difficulties in reading and writing (developmental dyslexia). Since dyslexic students show multiple disorders in learning not only foreign languages but also their mother tongue, it is essential to provide them with special support during their foreign language classes. The problems discussed in the article concerns the characteristic of the disorders, their influence on the second language learning and the emerging difficulties. The key element of the discussion is the analysis of the opportunities to support dyslectic students during foreign language classes by implementing the principles of inner differentiation and individualization, which take into account the student’s particular needs and individual features.

7

Modernization of higher education in Poland. The perspective of reflexive modernization

92%

Karczmarczuk K.

Przegląd Socjologiczny

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2009

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vol. 58

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issue 4

31-45

EN

The article critically examines the modernization of the Higher Education (HE) sector from the perspective of reflexive modernization. The source of radical change of HE in Poland was the neoliberal institutional solution, opening HE institutions to privatization, competition and marketization and liberating them from the heteronomous bureaucratic structure legitimized by the conditions of the previous system. To explain the nature of the changes in Higher Education, three analytical categories of reflexive modernization are used as heuristic tools: individualization, risk and reflexivity.

8

Theoretic Principles of the Adaptive Teaching Process

92%

Kostolányová K.

The New Educational Review

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2013

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vol. 34

208-219

EN

The article describes a new form of e-learning – adaptive e-learning. The theory of this form is based on a series of pedagogical-psychological rules which are aimed at the technical possibilities of today’s IT. The very basics of adaptive e-learning is comprised of the student’s learning style and a group of algorithms which will assign a suitable study material to the student according to his/her learning style. This whole process is automatized and secured by a virtual teacher – control manager. Its functions will be described in detail in this article.

9

Bez kultury różnic nie ma demokracji

82%

Irigaray L., Szopa K., Lebek K.

Śląskie Studia Polonistyczne

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2019

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vol. 13

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issue 1

21-34

EN

The text aims at outlining a new concept of democracy that is based on respecting differences, starting with sexuate difference which – according to Luce Irigaray – makes up a foundation for human individuation. Drawing upon philosophical and political democracy models originating in ancient Greece, Irigaray unmasks their exclusion-based character, proving that they are incapable of facilitating a culture filled with respect for differences amongst citizens regardless of their sex/gender. Luce Irigaray proposes that a new democratic model is required, the one that would include democracy’s most profound facet, namely – human subjectivity.

10

Typy individualizácie mládeže v podmienkach ohrozenia nezamestnanosťou

81%

Macháček L.

Sociální pedagogika (Social Education)

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2013

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vol. 1

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issue 1

37-47

EN

The issue of long-term youth unemployment in the Slovak Republic is considered to be a problem that can be solved by adopting a new intergenerational social contract. Youth policy after 1993 allowed young people to respond adequately to the challenges of modernization of the three sectors in the new literacy: language, computer and civil. There has been no response from the state policy to the new civilization challenge, which is the result of long-term unemployment: Gaining the ability to work. The author justifies the need for the development of specific program transition (transition from school to work). It should start with projects encouraging parents to engage their children in domestic work and community service in the village, we could go on with a wide range of small jobs for pupils and students during secondary school education and could culminate in restoring experienced apprenticed mobility of graduates in the area of unified Europe.

11

Individualization and Differentiation for Achieving Educational Progress in Children in Kindergarten

81%

Engels-Kritidis R.

Journal of Preschool and Elementary School Education

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2015

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issue 8

13-27

EN

The publication outlines the importance of individualization and differentiation when selecting and developing educational content, as well as when planning the goals of pedagogical interactions in the kindergarten. The results of a study involving experimental and control groups of 3–4- and 6–7 year-old children are presented; they indicate greater improvement in the progress of children in the group where an individual and differentiated approach had been systematically applied to all pupils.

12

Medzigeneračné vzťahy v optike sociologickej teórie

70%

Ondrejkovič P.

Sociální pedagogika (Social Education)

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2013

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vol. 1

|

issue 1

48-63

EN

The issue of relations between the generations is one of the important factors of the dynamics of social development. Intergenerational relationships are affected by the characteristics of youth, the process of individualization, the loss of traditional certainties, "tribalism" and "nomadism", insecurity and violence. Permanently generating new tensions and insecurity, as well as fear and anxiety associated with finding new certainties, are often connected with escape from reality. The issues of globalization and ambivalence, including the opposites, are becoming the central living paradigm of the young generation. The ambivalence stems from the growth of the possibilities of social action, on one hand, and the incoming threats and risks arising from the need to manage and overcome the ever more complex and difficult life tasks, without any support in previous forms of socialization, on the other. Teachers, psychologists and social workers should be properly educated with fresh knowledge on the younger generation and the new situation that can be characterized as a megatrend.

13

Sfera miłości i intymności w humanistycznych ceremoniach ślubnych

70%

Rejowska-Pasek A.

Prosopon. Europejskie Studia Społeczno-Humanistyczne

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2018

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issue 2(23)

133-141

EN

The main distinctive feature of the humanist rites of passage, indicated by their propagators is their individual and human-oriented character. This is shown among others in marriage oaths, constructed by the young couples. Humanist vows are personalized, elements from practice sphere and every-day life are blended into them. The pattern of “romantic love” constitute a framework for majority of oaths, but it is more often replaced by the idea of “confluent love”. Previous analysis of interviews with masters of ceremonies has made possible to formulate the hypothesis that meanings displayed in humanist marriage ceremonies are the testimony of change which is concerned with marriage, love and intimacy. Marital vows do not indicate the relationship of a lifetime but (polemical against Catholicism) a relationship “to the end of love”. Love is also declared by phrases such as “long-lasting as possible” and not by “until death do us part”. The performative “I vow” is increasingly being replaced by “I promise” or “I swear”, which indicates less power of influence. The promise of fidelity was eliminated from the majority of oaths. The analyzed data mainly comes from the semi-structured interviews with masters of humanistic ceremonies, but also from the quality content analysis of the humanistic ritual’s scenarios, speeches and oaths.

14

O reformowaniu szkolnictwa wyższego w Polsce w latach 1989–2009 i towarzyszącej temu debacie publicznej

70%

Dziedziczak-Foltyn A.

Przegląd Socjologiczny

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2009

|

vol. 58

|

issue 3

51-75

PL

Artykuł poświęcony jest reformowaniu szkolnictwa wyższego w Polsce w latach 1989–2009 a ściślej mówiąc regulacjom prawnym, które bądź to weszły w życie, bądź jako projekty nowelizacji prawa wskazywały propozycje zmian w funkcjonowaniu szkolnictwa wyższego na przestrzeni ostatnich 20 lat. Zarysowane w ten sposób zostały dzieje reform pozwalających na stopniowe modelowanie systemu szkół wyższych równolegle do zmian gospodarczych, społecznych i politycznych w Polsce, a także na realizację Procesu Bolońskiego i umiejscowienie się w europejskiej przestrzeni edukacyjnej. Celem artykułu jest zilustrowanie procesu reformowania szkolnictwa wyższego także z perspektywy debaty publicznej, która towarzyszyła stanowieniu prawa w tym obszarze. Głosy bezpośrednio zainteresowanych reformami reprezentantów środowiska akademickiego, zazwyczaj krytyczne, dotyczą nie tylko zasadności wielu z proponowanych zmian, ale przede wszystkim dowodzą słabości samej reformy – kolejności podejmowanych w kierunku przygotowania reformy działań, wadliwego przygotowania dokumentów rządowych, sposobu przeprowadzania konsultacji społecznych. W szerszym kontekście wskazuje się na słabość polityki edukacyjnej państwa w odniesieniu do szkolnictwa wyższego

EN

The article critically examines the modernization of the Higher Education (HE) sector from the perspective of reflexive modernization. The source of radical change of HE in Poland was the neoliberal institutional solution, opening HE institutions to privatization, competition and marketization and freeing them from the heteronomic bureaucratic structure legitimized by the conditions of the previous system. To explain the nature of the changes in Higher Education, three analytical categories of reflexive modernization are used as heuristic tools: individualization, risk and reflexivity.

15

Zaspokojenie potrzeb seniora jako użytkownika i konsumenta usług w zamyśle projektanta oraz inwestora na przykładzie projektu prywatnego domu seniora w Ustroniu

70%

Fross K., Politechnika Śląska w Gliwicach

Acta Universitatis Lodziensis. Folia Oeconomica

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2013

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vol. 297

EN

The final consumer of business principles of investor, and the design decisions always on end as final customer also. Then he be able to the best evaluate really or object fulfils his needs. However senior is specific customer, often about individual needs, expectations, opinions. Is fulfilment in one object these varied individual needs for tens persons possible? Or it is possible to guarantee the content conditions of residence as well as spending of time in “new house” the house of senior is what? It it one concrete example of commercial object was tried was how to show exante evaluations they stood helpful in qualification of needs, expectations and standards. It was presented was way the thinkings with the help of investor as well as possibility of realization architectural methods. It problems were described was programmings and undertaking important financial decisions as well as funktional-spatial.

16

Social Class, Life Events and Poverty Risks in Comparative European Perspective

70%

Vandecasteele L.

International Review of Social Research

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2015

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vol. 5

|

issue 1

61-74

EN

In this article I examine the role of social class for poverty transitions. Social class has traditionally been an important predictor of social inequalities, but it is sometimes argued that it has lost its relevance for explaining precariousness and economic risk in contemporary societies. This paper reviews the debate regarding the relevance of social class, the literature on life course dynamics as well as the tensions and links between the social stratification framework and the dynamic perspective on economic risk. In the empirical partI assess the importance of life events as predictors of poverty in combination with social stratification variables. The results show that the risk of experiencing poverty triggering life events is not equally spread across populations, but rather varies across welfare states and linked to social class, gender and education level. Secondly, random effects discrete-time hazard models in thirteen European countries show the relative importance of life course events and social stratification determinants as predictors of poverty entry.

17

The Cosmopolitan Game? Contemporary Football in The Light of Ulrich Beck’s Theory

70%

Kossakowski R.

Kultura i Edukacja

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2014

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issue 5(105)

36-62

EN

In article author takes advantage of sociological theory of German thinker – Ulrich Beck – to analysis of contemporary football. He assumes that idea of cosmopolitanization developed by Beck instances interesting analytical tool to the scrutiny of that sport. The concept of cosmopolitanization emphasising on interpenetration of global flows and local environment appears as adequate to such examination. From one perspective some actors in global football field (eg. FIFA) put a lot of pressure on the rest actors (expelling national teams from countries with unstable political situations), but on the other hand football field constitutes a mixture of various influences, different kinds of “cosmopolitanization” (“coerced”, “latent”, “non-deformed”) and local dimensions of modernity. In the case of football fans it is justified to cover every day experiences with football by notion of “banal cosmopolitanization”. The author considers necessity to create the new units of analysis in exploration of contemporary football. Units from classical sociology, derived from world of first modernity need to be replaced (or enriched at least) by ones prepared in result of cosmopolitan turn in social sciences. Simultaneously, like other spectrums of social life (science, politics, identities and so on), football is found under influences of conditions of global manufactured uncertainty and risk. In article there are a few instances of risks connected to football.

18

Indywidualizacja a system w postępowaniu penitencjarnym w świetle kodeksu karnego wykonawczego

70%

Rondalska D.

Nowa kodyfikacja prawa karnego

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2019

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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.

19

Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym

66%

Pawlak M.

Neofilolog

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2011

|

issue 36

301-318

EN

Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks in-clude numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively pro-moted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.

20

HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY

58%

Pawlak M.

Neofilolog

|

2019

|

issue 52/1

179-195

EN

The process and outcome of second or foreign language (L2) learning are mediated by an array of variables, the most important of which are perhaps individual difference (ID) factors (cf. Dörnyei, 2005; Dörnyei, Ryan, 2015; Pawlak, 2012a, 2017a). It is therefore not surprising that such factors have been addressed by hundreds, if not thousands, of studies in the last several decades, and while the foci or methodology of such research have inevitably been subject to change, the role of individual variation in L2 has been taken for granted. Apart from illuminating the role of various ID factors, researchers have also attempted to draw up recommendations concerning how what we know about these factors can inform classroom practice. A question arises, though, about teachers’ awareness of different facets of individual variation, the steps they take to capitalize on learners’ individuality in providing instruction, and the degree to which they can be expected to successfully deal with ID factors in the classroom. The paper tackles these issues by reporting on a questionnaire study which involved 37 Polish teachers of English at different educational levels. The results indicate that, while the respondents are cognizant of indi-vidual differences and address them in teaching practice, their under-standing thereof is limited and so are the actions they embark on in this respect.

Refine search results

Functioning of inclusion classrooms in the opinion of parents – organization, teacher training, individualized instruction and social relations

Transformation of family ties

Decyzja klasyfikacyjna. Charakter prawny oraz tryby kontroli i weryfikacji

Rufnamen kontrastiv: Ein deutsch-georgischer Vergleich

A sociological perspective on the phenomenon of solo-living in Eastern Europe: An attempt at conceptualization

Binnendifferenzierung und Individualisierung im Fremdsprachenunterricht – eine Chance für legasthene Lerner

Modernization of higher education in Poland. The perspective of reflexive modernization

Theoretic Principles of the Adaptive Teaching Process

Bez kultury różnic nie ma demokracji

Typy individualizácie mládeže v podmienkach ohrozenia nezamestnanosťou

Individualization and Differentiation for Achieving Educational Progress in Children in Kindergarten

Medzigeneračné vzťahy v optike sociologickej teórie

Sfera miłości i intymności w humanistycznych ceremoniach ślubnych

O reformowaniu szkolnictwa wyższego w Polsce w latach 1989–2009 i towarzyszącej temu debacie publicznej

Zaspokojenie potrzeb seniora jako użytkownika i konsumenta usług w zamyśle projektanta oraz inwestora na przykładzie projektu prywatnego domu seniora w Ustroniu

Social Class, Life Events and Poverty Risks in Comparative European Perspective

The Cosmopolitan Game? Contemporary Football in The Light of Ulrich Beck’s Theory

Indywidualizacja a system w postępowaniu penitencjarnym w świetle kodeksu karnego wykonawczego

Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym

HOW TEACHERS DEAL WITH INDIVIDUAL DIFFERENCES IN THE LANGUAGE CLASSROOM: RESULTS OF A STUDY