Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Individual" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-15 z 893
Tytuł:
Identification and description of individual lifestyles as characteristics of life activity
Autorzy:
Miseng, Daria
Powiązania:
https://bibliotekanauki.pl/articles/2125564.pdf
Data publikacji:
2020-02-21
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
individual lifestyle
individual values
lifestyle construction
life practices
Opis:
Recent research suggests that individual values play a significant role in the structuring and functioning of a lifestyle. In the present study we empirically examine the relation between individual values and lifestyles and describe its peculiarities. The article covers the results of quantitative content analysis and principal component analysis, carried out for empirical indicators of lifestyle for Ukrainian high school students and undergraduates (N = 170). The results are presented by eleven components distinguished as a result of the empirical study, which describe individual lifestyles in their connection with basic human values. Our findings suggest that basic human values serve as the ground for individual lifestyle construction and life practices or arrangements.
Źródło:
Roczniki Psychologiczne; 2019, 22, 3; 233-256
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Consideration about moral accomplishment: a necessity in today’s world
Autorzy:
Tutuianu, Iulia
Powiązania:
https://bibliotekanauki.pl/articles/628267.pdf
Data publikacji:
2015
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
God, individual, perfection
Opis:
Unlike in  the atheist existentialism, the Christian one finds the individual in palpable situations, seen as opportunities in the process of personal accomplishment. The existentialism is not a quietude philosophy, but it asks for permanent effort. The religious man has a meaning, a purpose, The Encounter with Absolute, his entire life being part of Propedeutica. He replaces the anguish with hope, with the joy of being closed to God which occurs in each moment when we are aware that we follow our destiny.
Źródło:
Journal of Education Culture and Society; 2015, 6, 2; 83-89
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Miejsce stylu indywidualnego w dyskursie naukowym
The position of individual style in scientific discourse
Die Position des Individualstils im wissenschaftlichen Diskurs
Autorzy:
Mareš, Peter
Powiązania:
https://bibliotekanauki.pl/articles/473930.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Warszawski i Uniwersytet Rzeszowski
Tematy:
individual style
scientific discourse
Opis:
The article is devoted to the question of the opportunities for the utilization of individual authorial style provided in scientific discourse and scholarly communica¬tion. While established conventions and the high degree of normativity of scientific texts act in opposition to authorial originality, yet it is evident that individual authorial styles are expressed in this genre. The article aims to describe the resources used in the expression of individual style: essen¬tially, it is a matter of preferring specific choices from a set of established and generally accepted means of scientific discourse while reducing or eliminating others. Further on, this can even involve the inclusion of means which are not considered a legitimate part of scientific discourse (expressive or figurative means and the like). Specific aspects of individual styles are demonstrated using examples from texts by eminent Czech linguists.
Artykuł odpowiada na pytanie, jakie możliwości użycia indywidualnego stylu autorskiego stwarzają dyskurs naukowy i komunikacja naukowa. Choć teksty naukowe podlegają obowiązującym w tej dziedzinie konwencjom i wykazują wysoki stopień normatywności, jednak jest rzeczą oczywistą, że i w nich również znajdują wyraz indywidualne style autorskie. Celem tego opracowania jest opis środków służących wyrażaniu stylu indywidualnego: zasadniczo sprowadza się to do preferowania wyboru pewnych środków, przy równoczesnej redukcji czy eliminacji innych środków stanowiących przyjęty i ogólnie uznawany repertuar stylu naukowego. W dalszej kolejności może tu wchodzić w grę wprowadzanie środków, które nie sa uważane za pełnoprawne elementy dyskursu naukowego (środków ekspresywnych, figuralnych itp.). Specyfika stylów indywidualnych ukazana jest na przykładach zaczerpniętych z tekstów wybitnych przedstawicieli lingwistyki czeskiej.
Der Aufsatz befasst sich mit der Frage, welche Möglichkeiten für den Gebrauch des Individualstils eines Autors der wissenschaftliche Diskurses bieten. Obwohl das Verfassen von wissenschaftlichen Texten durch die Konventionen bedingt werden und diese Texte sich durch ein hohes Maß an Normierung auszeichnen, ist doch offensichtlich, dass sich in den wissenschaftlichen Texten auch Individualstil manifestiert. Der Aufsatz konzentriert sich auf die Beschreibung der Ausdrucksweise des Individualstils: im Prinzip handelt es sich um die Auswahl bei gleichzeigiger Reduktion oder Eliminierung von anderen Mittln des wissenschaftlichen Diskurses. Ferner werden auch Mittel verwendet, die nicht als legitimer Bestandteil des wissenschaftlichen Diskurses angesehen werden (u. a. expressive und figurative Mittel). Die spezifischen Züge verschiedener Individualstile werden mit Belegen aus Texten bedeutender Vertreter der tschechischen Linguistik aufgezeigt.
Źródło:
tekst i dyskurs - text und diskurs; 2013, 6; 337-346
1899-0983
Pojawia się w:
tekst i dyskurs - text und diskurs
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Analiza przepisów ustawy o podatku dochodowym od osób fizycznych, które zostały zaimplementowane lub zmienione pod wpływem prawa Unii Europejskiej
Analysis of the provisions of the Act on Personal Income Tax which have been implemented or amended under the influence of European Union law
Autorzy:
Kulicki, Jacek
Powiązania:
https://bibliotekanauki.pl/articles/23352276.pdf
Data publikacji:
2023
Wydawca:
Kancelaria Sejmu. Biuro Analiz Sejmowych
Tematy:
income tax
individual
European Union
Opis:
The author analyses the provisions concerning the taxation of natural persons, pointing out that in the current state of the law the provisions shaped under the influence of EU law include, inter alia, the provisions regulating the taxation of income of spouses and single parents, income from winnings, certain income from cash capitals, as well as the possibility to deduct social security contributions from the tax base, or the definition of employee pension schemes. The author emphasises that although the structural elements of this tax are not, in principle, harmonised under EU law, each of the Act’s provisions may be assessed in the light of the Treaty provisions, primarily those relating to the common market, freedom of economic activity, movement of capital, services, persons, non-discrimination, state aid.
Źródło:
Zeszyty Prawnicze BAS; 2023, 2(78); 132-155
1896-9852
2082-064X
Pojawia się w:
Zeszyty Prawnicze BAS
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wobec genologii. Gatunek indywidualny Julii Hartwig
Autorzy:
Baran, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/445648.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
individual genre
lapidary
trace
miniature
Opis:
In the context of genology. Julia Hartwig’s individual genre The article relates to three collections of poetry written by Julia Hartwig entitled Błyski, Zwierzenia i błyski, Trzecie błyski. Those miniature notes form a collection of omnidirectional traces and signs, characterized by its structural and thematic heterogeneity. Poetics notes contained in discusses volumes execute atypical literary form which is lapidaries. Hartwig while creating further poems, she heads a for authorial poetics, she generates entirely individual genre. Błyski also come in various analogic relations with Hartwig’s another poems placed in different poetry volumes. It proclaims the repeatability of topics, motives and structures in Hartwig’s writings, even the rewriting of her own lines and verses.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica; 2017, 5; 203-219
2353-4583
2449-7401
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia Poetica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
INWESTORZY INDYWIDUALNI WOBEC RAPORTOWANIA ŚRODOWISKOWEGO SPÓLEK GIEŁDOWYCH W POLSCE
Autorzy:
Pakowska, Sylwia Barbara
Powiązania:
https://bibliotekanauki.pl/articles/654259.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
individual investors
environmental reporting
csr
Opis:
Artykuł podejmuje problematykę raportowania środowiskowego i rachunkowości środowiskowej w spółkach giełdowych w Polsce wobec zapotrzebowania inwestorów indywidualnych na informacje o działalności środowiskowej. Prowadzone w opracowaniu rozważania oparte zostały, w głównej mierze, na wynikach badań własnych autorki, w tym badania ankietowego, które trwało od 16 czerwca do 17 lipca 2013 r. W artykule podjęta została próba weryfikacji hipotezy, głoszącej, iż raportowanie środowiskowe w spółkach giełdowych jest zasadne wobec zapotrzebowania inwestorów indywidualnych na informacje o działalności środowiskowej spółek. Wyniki badań pokazały, że istnieje ze strony inwestorów indywidualnych zapotrzebowanie na informacje dotyczące oddziaływania przedsiębiorstw na środowisko naturalne. Informacje takie pozyskują oni, głównie z raportów zamieszczanych przez spółki na stronach internetowych. Celowe, zatem i zasadne jest, w tym kontekście opracowywanie i publikowanie przez spółki raportów środowiskowych. Odpowiedzi udzielane przez inwestorów indywidualnych wskazują, iż najważniejsze są dla nich informacje mówiące o wpływie działań środowiskowych jednostki na jej wyniki finansowe, w tym informacje o przeszłych i planowanych inwestycjach, kosztach i przychodach związanych z działalnością środowiskową. Jednocześnie inwestorzy chcą znać negatywne skutki oddziaływania jednostki na środowisko naturalne, by móc ocenić poziom ryzyka, jakie jest z tym związane.
Źródło:
Acta Universitatis Lodziensis. Folia Oeconomica; 2014, 2, 301
0208-6018
2353-7663
Pojawia się w:
Acta Universitatis Lodziensis. Folia Oeconomica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personal Uniqueness and Communion: A Thomistic Approach
Autorzy:
Bothur, Ian
Powiązania:
https://bibliotekanauki.pl/articles/512207.pdf
Data publikacji:
2020-03-30
Wydawca:
Wydawnictwo Diecezjalne Adalbertinum
Tematy:
Human Person
Personality
Communion
Individual
Opis:
Neither individuality nor substance can provide a sufficient account for the uniqueness of human persons. This problem is demonstrated with respect to the various ways one can describe the human person; matter, substantial form, essence, and nature. It is nature that describes beings as they exist. Because human nature is distinctively rational, human beings are most appropriately described as persons. An investigation of personality reveals that each person stands in a unique relation to being by virtue of the acts of intellect and will. Therefore, only personality provides a sufficient account of the uniqueness of individual persons. But because personal uniqueness is an aspect of relation, it cannot be conceived outside that relation. And as the person’s relation to being is tantamount to his ability to enter into communion, uniqueness necessarily implies communion.
Źródło:
Studia Ełckie; 2020, 22, 1; 9-17
1896-6896
2353-1274
Pojawia się w:
Studia Ełckie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Individual, family and environment as the subject of research in social pedagogy – development and transformations
Autorzy:
Mariusz, Cichosz,
Powiązania:
https://bibliotekanauki.pl/articles/893053.pdf
Data publikacji:
2018-01-25
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
social pedagogy
individual
family
environment
Opis:
The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions: the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc., the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions, the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school, social pathologies, the issues of violence and aggression, youth subcultures, participation in culture, leisure time, the role of media, the functioning of the seniors – animation of activities in this field, various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues: metatheory of social pedagogy and its relationship with modern trends in social sciences; the concepts of human and the world, the concepts of the hierarchy of values; the theory of upbringing, the theory of socialization, the theory of educational environment; a conceptual key of the modern reality; new terms and new meanings of classical concepts; socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships social participation, social presence; social communication, interaction; reciprocity. II. The context of social activities (the organization of environment) institutionalisation; modernization; urbanization. III. The context of environment space; place; locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.
Źródło:
Papers of Social Pedagogy; 2017, 7(2); 6-18
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dialektyka i synteza. O Pascalowskiej filozofii człowieka
Autorzy:
Błaszczyk, Marek
Powiązania:
https://bibliotekanauki.pl/articles/631051.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
individual existence
paradox
dialectics
synthesis
Opis:
The study focuses on the characteristically Pascalian attempt at synthesizing of contradictory and intensely remote extremes of existence. Assuming the form of existential dialectics, the paradox of Pascalian vision refers in particular to the human, demonstrating the non-reducible tension between the intuitive (irrational) and the rational (panlogical); between the heart and the mind, between faith and knowledge. The conviction of human misery or the worldly vanity is fused here with the simultaneous sense of human greatness (the power of thought). The tension which therefore spans those dichotomous ontological-ontic dimensions is the determining factor of the constitution of individual existence.
Źródło:
Studia Europaea Gnesnensia; 2015, 11; 83-96
2082-5951
Pojawia się w:
Studia Europaea Gnesnensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Individual differences in wild (WWCPS) rat — manifested in the exploration box
Autorzy:
Pisula, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/430682.pdf
Data publikacji:
2010
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
INDIVIDUAL DIFFERENCES
PERSONALITY
RAT
TEMPERAMENT
Opis:
Thirty nine WWCPS rats were tested in the exploration box throughout fifteen sessions. Factor analysis was run to extract the main dimensions describing rat behavior. Two factors were extracted, confirming the validity of the concept of two dimensional structure of individual differences in rats. Hierarchical cluster analysis run on factor scores showed that only three out of a possible four types of factor combinations are actually present within observed group of animals. In terms of individual differences structure, the study provide support for the view that laboratory rats are still rats.
Źródło:
Polish Psychological Bulletin; 2010, 41, 1; 31-35
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Innovativeness of Individual Farms in the Łódź Region
Autorzy:
Baraniak, Marta
Starzyńska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/957600.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
individual farms
FADN
innovation activity
Opis:
The aim of this paper is to characterise the innovativeness of individual farms in the Łódź region. Based on a domestic and foreign literature study, the most frequently used variables connected with farms (namely, the type of agricultural activity, economic size and VAT settlement system) were selected. The analysis of selected variables that characterise the innovative activity of the researched entities was carried out using the basic measures of structural analysis and interdependence of phenomena. The analysis was based on the results of questionnaire interviews conducted among 150 individual farms from the Łódź region which keep accounting books under the Polish FADN.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia; 2020, 54, 1; 7-17
0459-9586
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska, sectio H – Oeconomia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The art of non-verbal communication in perlocutionary giftedness
Autorzy:
Świątek, Adam
Powiązania:
https://bibliotekanauki.pl/articles/1040255.pdf
Data publikacji:
2019-12-30
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:
aptitude
communication
individual differences
perlocution
Opis:
Language aptitude and perlocutionary acts and effects have been subjects of extensive research since their true beginnings in the 1950’s and 1960’s, respectively. On the one hand, Carroll and Sapon (1959), Pimsleur (1966), or Biedroń (2012) aimed at revealing the factors responsible for a learner’s sixth sense for languages. On the other hand, almost simultaneously, Austin (1962) introduced the tripartite division of a speech act, with locutions, illocutions, and perlocutions as the integral components, later developed by Searle (1969), who shed new light on the Speech Act Theory (SAT). At that time, however, the role of the perlocutionary component was significantly diminished, since the primary goal of pragmatics was to investigate the speaker’s intentions. Gradually, the role of perlocutionary acts and effects changed and more attention was drawn to the perlocutionary aspect. In 1979, Cohen, Davis and Gaines highlighted the fact that perlocutionary acts have perlocutionary goals, which might be observed by the subsequent effects utterance have on the listener. In 2013, Post offered a new insight into the SAT and suggested that the role of perlocution ought not to be diminished, but enhanced and intensified. In 2015, Świątek suggested a contrasting approach to both concepts and combined them to investigate the role of individual differences responsible for one’s verbal perlocutionary giftedness. The research revealed that the aspects like verbal aptitude, anxiety, willingness to communicate, or personality type had considerable impact on perlocutionary skills and the desired perlocutionary effects. Świątek’s approach shed new light on the research on pragmatic aspects of glottodidactics and opened a new chapter in that field of science. The aim of the presentation is to concentrate on yet another fundamental factor of perlocutionary giftedness, i.e. non-verbal aspects in its manifestation. The research, based on experiential and comparative methods as well as individual case analysis, aimed at revealing a strong link between verbal perlocutionary giftedness and the accompanying non-verbal aspects of communication, such as kinesics, proxemics, vocalics, or posture, which affect the listener’s decisions, who then complies with the speaker’s will.
Źródło:
Linguistics Beyond and Within; 2019, 5; 135-147
2450-5188
Pojawia się w:
Linguistics Beyond and Within
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Regulation and the Forms of Celebration of the Sacrament of Penancein Canon Law
Autorzy:
Lech, Wojciech
Powiązania:
https://bibliotekanauki.pl/articles/1804422.pdf
Data publikacji:
2019-11-16
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
sacrament
individual confession
general absolution
Opis:
In the sacrament of penance and reconciliation the faithful who confess their sins to a legitimate minister, are sorry for them, and intend to reform themselves to obtain forgiveness for the sins they have committed after baptism. Moreover, they are reconciled with the Church which they have wounded by sinning. Individual and integral confession as well as absolution constitute the only ordinary means of reconciliation with God and the Church. Therefore, only physical or moral impossibility excuses from confession of this type. In such a case reconciliation can be obtained by other means defined by law. The extraordinary means of reconciliation with God and the Church is general absolution to many penitents at once without previous individual confession. It can be imparted if danger of death is imminent, if there is insufficient time for the priest or priests to hear the confessions of individual penitents and there is grave necessity. It belongs to the diocesan bishop after agreeing upon with the other members of the conference of bishops to judge whether the conditions required to arise grave necessity are present. For the faithful validly to receive general absolution given to many at one time, it is required that the person is properly disposed and intends to confess within a suitable period of time each grave sin which at the present time cannot be so confessed.
Źródło:
Roczniki Nauk Prawnych; 2017, 27, 1; 75-91
1507-7896
2544-5227
Pojawia się w:
Roczniki Nauk Prawnych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Covid Tracking Apps, Over Reliance on Technology, Bias and Unfairness
Autorzy:
Hilcenko, Christine
Taubman-Bassirian, Tara
Kovacic, Zoran
Powiązania:
https://bibliotekanauki.pl/articles/2044855.pdf
Data publikacji:
2021-12-28
Wydawca:
Uniwersytet Rzeszowski
Tematy:
privacy
individual freedom
security
information
Opis:
Various contact tracing apps tracking the spread of the pandemic were issued in different countries. Mainly based on two technologies, centralised with more control by the governments or decentralised controlled by the Apple or Google Android mobile phone systems. In this paper, we will discuss the advantages and disadvantages of the different systems, as well as their potential dangers.
Źródło:
Journal of Education, Technology and Computer Science; 2021, 12, 2(32); 93-103
2719-6550
Pojawia się w:
Journal of Education, Technology and Computer Science
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Individual in a Traditional Chinese Family
Autorzy:
Yun, Wang
Powiązania:
https://bibliotekanauki.pl/articles/2046977.pdf
Data publikacji:
2021-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
individual
family
group
obligation
China
Opis:
The article analyzes the relation between the individual and the family in traditional China in a historical and cultural context. It concludes that the family, besides being a source of material support, provides a sense of identity, which is obtained through the performance of family role ethics. The ethics consist in fulfilling one’s specific obligations, such as filial piety, obedience, responsibility for family members, etc. Through practicing them since childhood, individuals shape their personality in a way that enables them to participate in a hierarchical, patriarchal family structure and maintain harmonious relations with its members.
Źródło:
Azja-Pacyfik; 2021, XXIV; 71-84
1643-692X
Pojawia się w:
Azja-Pacyfik
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 893

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies