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    Wyświetlanie 1-4 z 4
    Tytuł:
    Rola mediów w budowaniu kapitału symbolicznego: przykład sektora publicznego w Polsce
    Autorzy:
    Batko, Roman
    Kostera, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/667323.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    Media
    public sector
    symbolic capital
    dysfunctional conflict
    constructive conflict
    Opis:
    Media, as the name suggests, mediate social communication and oftentimes also play a leading role in constructing it by manipulation (Nierenberg, 2011). Pierre Bourdieu (1998) points out that intellectuals have a moral obligation to react to media manipulation, by offering themes and ideas enriching discourses and helping to make symbolic capital (Bourdieu, 1986) socially wider accessible. In this text we show how the media discourse currently dominating in Poland creates an image of the public sector. We claim that such an image may ignite a destructive conflict, provoking a number of managerial dysfunctions. Instead of cultivating such an image we propose an approach more oriented towards diversity, which may promote constructive conflicts, which are creative, and also support humanistic functions of management and makes the symbolic capital of the ethos of public service more easily socially available.
    Źródło:
    Zarządzanie Mediami; 2015, 3, 1; 21-43
    2353-5938
    Pojawia się w:
    Zarządzanie Mediami
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dialog i lojalność jako konstruktywne strategie rozwiązywania konfliktów, gwarantujące bezpieczeństwo w relacji małżeńskiej
    Autorzy:
    Olszówka, Aleksandra
    Kucharewicz, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/2157920.pdf
    Data publikacji:
    2018
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    marriage
    marrital conflict
    empathy
    dialogue
    constructive ways to resolve conflicts
    Opis:
    The subject of the article is the meaning of the dialogue and loyalty – constructive ways to resolve conflicts for increasing marital satisfaction and creating secure relationship between spouses. Article presents the results of the research which proves the relationship between the level of empath and conflict resolution strategies. Research assumes that level of empathy affects on choice of the conflict resolution strategy. Compassion helps in making constructive ways to resolve conflicts by spouses (dialogue and loyalty). Developed ability to taking spouse’s perspective and to bear personal annoyance help to choose active ways to resolve conflicts (dialogue and getaway).
    Źródło:
    Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2018, 2(29); 389-396
    1898-0171
    Pojawia się w:
    Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interpersonal Conflicts between Children as Difficult Situations in Teaching
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/18104537.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    interpersonal conflict
    difficult situation
    reflective actions of teachers
    destructive and constructive meaning of conflicts
    strategy of punitive behaviours in conflict
    dialogue in conflict situations
    culture of conflict
    Opis:
    Interpersonal conflicts arising between children are not only difficult for children themselves, but also for teachers responsible for conducting educational and didactic activities with children. Empirical studies (based on the diagnostic survey method: interviews with children, questionnaires for teachers) conducted among one hundred preschool teachers working with six-year-olds, and among one hundred preschoolers, have revealed that a considerable percentage of the surveyed teachers underestimate the importance of children’s conflict situations in their educational activities. The teachers are mostly unaware of the developmental dimension of conflicts, and they emphasise mainly the negative impact of such situations on children (46%), often punishing their pupils – as claimed by six-year-olds – for becoming engaged in a dispute (48%). The teachers also fail, to a significant extent, to reflect upon incidents of conflict, be it reflection upon the situation in the course of action or reflection upon the action with the benefit of hindsight. Results obtained in the studies demonstrate that the teachers do not show their pupils what a constructive dispute is about, and do not teach them any ways to resolve a conflict situation in an integrative manner – in cooperation with other interaction partners. They also fail to explain the meaning of dialogue in the conflict process to children, despite claiming to do so (81%). The findings may imply that although teachers know which constructive procedures should be used in situations of conflict between children, they do not put their knowledge into practice because, e.g., they are not competent enough to do so.
    Źródło:
    The New Educational Review; 2013, 33; 225-233
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Konflikty destruktywne – trudno rozwiązywalne w perspektywie „wychowania do wartości”
    Destructive Conflicts – Difficult to Solve, in the Perspective of “Education for Values”
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/919862.pdf
    Data publikacji:
    2019-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    “category” of difference
    constructive and destructive conflicts
    difficult-to-solve conflicts
    antagonisms
    hostility
    aggression
    violence
    sense of threat
    destruction of the opponent
    ubiquitous presence of conflict
    persistent conflict duration
    “education for values”
    fundamental values
    Opis:
    Postmodernity born as a result of the crisis of civilization culture is characterized by pluralism, a “category” of difference, reflected, among others, in social (interpersonal, group) conflicts with a constructive and/or destructive impact. Special attention should be paid to difficult-to-solve conflicts due to their extremely unfavorable social consequences. They are characterized by a great complexity of disputable issues, aggression, violence, mutual harm, desire to destroy the opponent, a very escalating character. The persistence of such conflicts causes a sense of hopelessness on the part of the parties involved. Extinguishing or trying to resolve these situations requires extraordinary measures, as traditional dispute resolution strategies such as negotiation and mediation are not effective. “Education for values”, which focuses on identifying fundamental values, cannot be overestimated in the prevention of conflicts that are difficult to resolve. Large differences in values often trigger a conflict process, which is why it is so important to identify a universe accepted by all, which may become a significant inhibitor of hostilities and antagonisms.
    Źródło:
    Studia Edukacyjne; 2019, 52; 23-34
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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