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Wyświetlanie 1-15 z 73
Tytuł:
Trajektoria kariery kryminalnej w perspektywie badań jakościowych
Autorzy:
Mółka, Miłosz
Powiązania:
https://bibliotekanauki.pl/articles/1789775.pdf
Data publikacji:
2020-10-13
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
interaction analysis
qualitative research in pedagogy
narration
resocialisation
trajectory
Opis:
The article presents an example of the implementation of one of the narrative study methods, which aims to develop pedagogical implications constituting the premises for building the theory and/or designing educational activities. This goal set the line of reasoning from determining the significance of biographical research in pedagogy, by demonstrating the scientific value of the narrative, to showing how to study (auto)biographical narration using the procedure of interaction analysis.
Źródło:
Kwartalnik Pedagogiczny; 2020, 65(2 (256)); 76-102
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Praktyka i władza symboliczna u Bourdieu: spojrzenie z Berkeley
Practice and Symbolic Power in Bourdieu: The View from Berkeley
Autorzy:
Wacquant, Loïc
Akçaoğlu, Aksu
Powiązania:
https://bibliotekanauki.pl/articles/1012527.pdf
Data publikacji:
2016-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Bourdieu
practice
social space
symbolic power
anti-theoreticism
epistemological vigilance
the state as supreme fetish
research pedagogy
praktyka
przestrzeń społeczna
przemoc symboliczna
antyteoretyzm
Opis:
Aksu Akçaoğlu przebywał w latach 2014-2015 na Wydziale Socjologii Uniwersytetu Kalifornijskiego w Berkeley jako visiting scholar, gdzie wspólnie z Loikiem Wacquantem pracował na swym projektem poświęconym „habitusowi konserwatywnemu”. W poniższej rozmowie prosi Wacquanta o wyjaśnienie filozofii i pedagogiki jego słynnego seminarium prowadzonego w Berkeley, poświęconego Pierre’owi Bourdieu. Stanowi to okazję do przyjrzenia się raz jeszcze kluczowym węzłom konceptualnym w pracach Bourdieu, naświetlenie jego antyteoretycznej postawy, czy też rozwikłania relacji między przestrzenią społeczną, polem i władzą symboliczną oraz ostrzeżenia przed pokusami „bourdieziańskiej mowy”.
In 2014–2015, Aksu Akçaoğlu was a visiting scholar in the Department of Sociology at the University of California, Berkeley, where he had come to work with Loïc Wacquant on his research on “the conservative habitus” in contemporary Turkey (with the support of the TÜBİTAK Science Program). In this dialogue, he invites Wacquant to explicate the philosophy and pedagogy of his celebrated Berkeley seminar on Pierre Bourdieu. This provides an opportunity to revisit key conceptual nodes in Bourdieu’s work, to spotlight its antitheoreticist cast as well as the influences of Bachelard and Cassirer; to clarify the relationships between social space, field, and symbolic power; and to warn against the seductions of “speaking Bourdieuese.”
Źródło:
Praktyka Teoretyczna; 2016, 21, 3; 174-191
2081-8130
Pojawia się w:
Praktyka Teoretyczna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O potrzebie etyki w pedagogice
About the need of ethics in pedagogy
Autorzy:
Magier, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/550481.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:
etyka
pedagogika
normatywność
polska tradycja uprawiania pedagogiki
cele
język
metody badawcze pedagogiki
naturalizm
ethics
pedagogy
prescriptivism
the Polish tradition of practising pedagogy
aims
language
research methods of pedagogy naturalism
Opis:
Przedmiotem artykułu jest relacja między pedagogiką a etyką. Artykuł ma charakter analityczny oraz metateoretyczny. Celem artykułu jest uzasadnienie tezy o potrzebie systemowej obecności etyki w pedagogice. Zdaniem autora jej brak prowadzi do degeneracji pedagogiki jako nauki w jej aspekcie (poziomie) normatywnym. Sformułowaną tezę autor uznaje za istotną w kontekście dyskusji dotyczących naukowego statusu pedagogiki, zwłaszcza jej humanistycznej specyfiki oraz upowszechniania się naturalistycznego paradygmatu nauki.
The subject of this article is the relation between pedagogy and ethics. The character of the article is analytical and metatheoretical. The article aims at justifying the thesis about the need of systemic presence of ethics in pedagogy. In the author’s opinion, the lack of ethics leads to the degeneration of pedagogy as a field of study in its normative aspect (level). The formulated thesis is regarded by the author as crucial in the context of discussions concerning the scientific status of pedagogy: its humanistic specificity as well as popularisation of the naturalistic paradigm of study in particular.
Źródło:
Forum Pedagogiczne; 2016, 2/1; 155-167
2083-6325
Pojawia się w:
Forum Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu
Autorzy:
Milerski, Bogusław
Powiązania:
https://bibliotekanauki.pl/articles/1789838.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
humanist pedagogy
hermeneutic pedagogy
hermeneutics
educational research methodology
Opis:
Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 56-74
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intersubiektywność w pedagogice hermeneutycznej. Od badań filozoficznych do realistycznego zwrotu
Autorzy:
Bogusław, Milerski,
Powiązania:
https://bibliotekanauki.pl/articles/892464.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
humanist pedagogy
hermeneutic pedagogy
hermeneutics
educational research methodology
Opis:
Hermeneutic approach in pedagogy refers to two following areas: to methodology of research and to theory of education. Hermeneutics denied the objectivity of knowledge in the humanities. Actually the purpose of hermeneutic pedagogy is not the search for evidence supporting the objective notions, but the search for legitimate interpretations in the sphere of educational reality. The aim of this paper is to define the foundational methods of such legitimization. Statements proper for hermeneutic pedagogy are not objective in the positivistic sense; they should have the virtue of intersubjectivity and be open to verification. Methods of legitimization ought to embrace various understandings of educational reality in the form of cultural text and social behavior. The other field of hermeneutic research in pedagogy is the hermeneutic theory of education. It is focused on the category of understanding as the ground of education. In this case the pedagogy’s aim is to balance the subjectivism rooted in the ontology of understanding. It may be achieved through the emphasis laid on intersubjectivity of understanding, both in its dialogical and communicative aspects.
Źródło:
Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 56-74
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problematyczność recepcji metody fenomenologicznej i jej stosowalności w badaniach pedagogicznych
The problems of the reception of the phenomenological method and its applicability in pedagogical research
Autorzy:
Gara, Jarosław
Czerepaniak-Walczak, Maria
Radziewicz-Winnicki, Andrzej
Powiązania:
https://bibliotekanauki.pl/chapters/1035191.pdf
Data publikacji:
2020-12-11
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
pedagogiczna recepcja fenomenologii
metody badań fenomenologicznych
fenomenologiczne inspiracje w pedagogice
epistemologiczne i metodologiczne podstawy fenomenologicznych badań w pedagogice
pedagogical reception of phenomenology
methods of phenomenological research
phenomenological inspirations in pedagogy
epistemological and methodological basis of phenomenological research in pedagogy
Opis:
The nature of this paper is determined by three main theses that delineate the scope and boundaries of the title problem: 1. the method of phenomenological research is a method developed on the basis of philosophical discourse and it is based on the cognitive legitimacy of different varieties of phenomenological philosophy; 2. there is no obvious transition from the assumptions, methods and achievements of phenomenological philosophy to its reception and application on the pedagogical ground. Such concepts are always specific transpositions, adaptations and implementations that more or less abstract from the original intentions and intentions of phenomenology itself; 3. the vast majority of pedagogical receptions of phenomenology take the form of referring to selected research results and the content of particular analyses. The attempts to apply the very method of phenomenological analysis, in a well-established, methodical and consistent way, are rare.
Źródło:
Pedagogika i edukacja wobec kryzysu zaufania, wspólnotowości i autonomii; 457-473
9788323543039
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Different paths, one goal: American pedagogy as a scientific discipline in the first decades of its development
Autorzy:
Wojniak, Justyna
Powiązania:
https://bibliotekanauki.pl/articles/2078077.pdf
Data publikacji:
2022
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
teacher education
pedagogy
pedagogical research
Opis:
Aim: to present the American concept of the development of pedagogy as a scientific discipline, with particular emphasis on the postulates and arguments of those whose operation and activities shaped the direction of the discussed processes. Methods: a content analysis presenting the visions and directions of the development of pedagogy as an academic discipline proposed by the creators of the scientific foundations of pedagogy. Results: the reconstruction of the perception of pedagogy as a field of scientific research and the postulated priorities, with particular emphasis on the cultural and social context for the undertaken research, which not only became its background, but largely determined its direction and course. Conclusions: In the United States, pedagogy as a field of scientific research was perceived mainly as a basis for searching for specific solutions aimed at improving the quality and effectiveness of the American education system, hence the need for education reforms in line with the trends typical of that period was prioritized. In this spirit, the quantitative research ordered and commissioned by the local and federal educational administration was conducted on the basis of questionnaires and tests with the aim to collect as much information and data as possible. The perspective of supporters of an interdisciplinary approach to pedagogical research, such as John Dewey, focused not so much on the measurable improvement of the quality of education, but above all on what the improvement of the education system is to serve in the individual and social perspective: on developing individuals and building a harmoniously functioning society. Among the researchers representing the faculties of education at American universities, quantitative research was becoming increasingly more popular and gained more supporters, which in turn, led to their gradual isolation, not only in the community of scientists representing social sciences, but also in relations with those who were to apply their scientific achievements in their daily work, i.e. teachers and education administration.
Źródło:
Przegląd Historyczno-Oświatowy; 2022, LXV, 1-2; 47-64
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The emerging concepts of participation and belonging in social pedagogy
Autorzy:
Martin, Molin,
Powiązania:
https://bibliotekanauki.pl/articles/893055.pdf
Data publikacji:
2020-10-09
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
participation
belonging
social pedagogy
disability research
Opis:
During the last few decades, the concepts of participation and belonging has frequently been used within the social welfare field in general, and within the field of disability research specifically. Additionally, in Scandinavia the concept of participation has become increasingly used in social work and social pedagogy programmes at universities. However, there’s rather little known about how participation can be understood and related to social pedagogy, since the concept has a broad range of meanings, e.g. a sense of belonging. This paper aims to identify and discuss understandings of participation and belonging with relevance for social work and social pedagogy. Empirical illustrations have been gathered with ethnographical methods and analysed in accordance with an interpretive tradition. It is argued that the concept of participation can be attributed to different meanings in different ideological, theoretical, and institutional practice contexts (e.g. schools that offer special needs programmes, the transition to working life, online social networking). Consequently, it’s a challenge to provide adequate definitions of the concept. The inference drawn is that the aspect of belonging as it relates to social participation can be attributed to its particular importance for social pedagogy. An implication for professional practice is the need to pay attention to alternative identifications that are not based on notions of a stable, constant sense of belonging to a categorical group.
Źródło:
Papers of Social Pedagogy; 2020, 13(1); 9-33
2392-3083
Pojawia się w:
Papers of Social Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Application of action research methodology in the process of developing tools and solutions used in social practice in the field of the social exclusion phenomenan
Autorzy:
Potorska, Alicja Barbara
Powiązania:
https://bibliotekanauki.pl/articles/954181.pdf
Data publikacji:
2017
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Care pedagogy
social exclusion
action research
Opis:
This aim of this article is to present the research process using the action research method in the project titled “Development  of  the  empowerment  of  educators  and  beneficiaries  in  the  field  of  youth  at  risk  and  social exclusion” implemented within the Erasmus Plus programme in which the author of this article participated. The process of operationalisation of the social exclusion category and the characteristics of the methodology of action research were performed in this article. The project objectives were set out and the team appointed to carry out the research on the issue of the development of the empowerment of educators and beneficiaries working with adults at risk of social exclusion was described. The article subjects the research process implemented by the team of investigators to analysis and identifies the turning points in this process. Conclusions concerning the specificity and usefulness of action research in searching for social practice solutions in the field of social exclusion have also been provided on the basis of practical experience.
Źródło:
Journal of Education Culture and Society; 2017, 8, 1; 167-180
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes
Autorzy:
Zhou, Xiaozhou (Emily)
Mann, Steve
Powiązania:
https://bibliotekanauki.pl/articles/1203051.pdf
Data publikacji:
2021-06-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
translanguaging
action research
CLIL
Chinese
pedagogy
Opis:
Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 2; 265-289
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Skuteczność nauczania metodologii badań społecznych studentów pedagogiki – analizy panelowe
Teaching Effectiveness of Social Research Methodology in Case of Pedagogy Students – Panel Analysis
Autorzy:
Narkiewicz-Niedbalec, Ewa
Mianowska, Edyta
Powiązania:
https://bibliotekanauki.pl/articles/423698.pdf
Data publikacji:
2012
Wydawca:
Lubuskie Towarzystwo Naukowe
Tematy:
Teaching of social research methodology
Panel research
Pedagogy students
Opis:
The article attempts to diagnose teaching effectiveness of social research methodology in case of pedagogy students from the University of Zielona Gora. The authors analyse the educational standards of social research methodology valid in the education of educators. What is more, they address the issue of the indicators of its effectiveness. The students do a pedagogical methodology course on the first cycle studies and on the second cycle studies they do a methodology of the social sciences course, which broadens their knowledge of sociology and psychology. The article contains the presentation of the results of a double test of methodological knowledge and skills of pedagogy students, and the changes in this area after four months. One group of students was tested in February and June 2010, and the other in February and June 2011. The applied test consisted of 23 questions related to methodological knowledge concerning pedagogy and methodological skills necessary to conduct social research and to interpret its results. The questions were also connected with general methodological knowledge.
W artykule podjęta została próba diagnozy skuteczności nauczania metodologii badań społecznych studentów pedagogiki Uniwersytetu Zielonogórskiego. Autorki analizują standardy kształcenia z metodologii badań społecznych obowiązujące w kształceniu pedagogów oraz stawiają pytania o wskaźniki skuteczności jej nauczania. Studenci zapoznają się z metodologią pedagogiki na studiach pierwszego stopnia, a na studiach drugiego stopnia uczą się metodologii nauk społecznych, poszerzając wiedzę dotyczącą warsztatu naukowego socjologii i psychologii. Artykuł zawiera prezentację wyników dwukrotnego badania metodologicznej wiedzy i umiejętności studentów pedagogiki oraz zmian w tym zakresie po upływie czterech miesięcy. Badania przeprowadzono w lutym i czerwcu 2010 roku oraz z drugą grupą studentów w lutym i czerwcu 2011 roku. Zastosowany test składał się z 23 pytań, dotyczących wiedzy metodologicznej z zakresu pedagogiki, umiejętności metodologicznych potrzebnych do prowadzenia badaniach społecznych i interpretacji ich wyników oraz pytań obejmujących wiedzę ogólnometodologiczną
Źródło:
Rocznik Lubuski; 2012, 38, 2; 247-263
0485-3083
Pojawia się w:
Rocznik Lubuski
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effectiveness and attractiveness of gamification carried out during the COVID-19 pandemic in the perception of high school students
Autorzy:
Jasiński, Krzysztof
Kopacz, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/36422515.pdf
Data publikacji:
2022-12-20
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
questionnaire
research
gamification
games
pedagogy
high school
Opis:
The gamification method has gained in popularity in recent years. Theoretical works in this field emphasize its attractiveness, which also affects the effectiveness of the implementation of tasks considered stereotypically as tedious and requiring concentration. By introducing game-specific elements into the learning process, participants usually engage in activities more, feel more motivated and remember the content discussed better. In the article, the authors attempt to answer the question of how the method of gamification is understood and assessed by high school students. To this end, they conducted surveys in two research groups: in the first, which participated in lessons based on gamification, and the second, in which such activities were not carried out. The text presents the theoretical assumptions related to the topic and the research part, presenting the aforementioned research process.
Źródło:
Studia z Teorii Wychowania; 2022, XIII(4 (41)); 371-388
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The significance of John Amos Comenius’ great ideas for the development of pedagogical research
Autorzy:
Osmanović Zajić, Jelena
Maksimović, Jelena
Petrović, Gordana
Powiązania:
https://bibliotekanauki.pl/articles/28408846.pdf
Data publikacji:
2021-11-30
Wydawca:
Uniwersytet Przyrodniczo-Humanistyczny w Siedlcach
Tematy:
John Amos Comenius
methodology of pedagogy
principles
history of pedagogy
pedagogical research
Opis:
This paper presents the pedagogical significance of John Amos Comenius and how his pedagogical ideas influenced the development of pedagogical research. By analyzing Comenius' ideas, we have shown their connection with the development of pedagogical research. Mankind still does not find more original ideas than his, but returns to his opus and finds more and more new knowledge in it, which builds on the existing educational theory and practice. The aim of this paper is to identify which of Comenius’ pedagogical ideas contributed to the development of pedagogical research and thus the Methodology of Pedagogy as a scientific discipline. Primarily, we want to place Comenius' philosophical and pedagogical views in the context of their importance for the development of pedagogical research. The tasks are formulated as follows: 1. Analysis of the pedagogical significance of John Amos Comenius, 2. Analysis of the historical development of pedagogical research in Serbia. 3. Pointing out the connection between the principles founded by John Amos Comenius and the development of pedagogical research. The meth-od of theoretical and historical analysis with the technique of content analysis of historical and pedagogical sources and documents was used. After presenting Comenius’ pedagogical ideas, the paper presents the development of pedagogical research in Serbia and the principles of Comenius in which we found the basis for the development of pedagogical research.
Źródło:
Siedleckie Zeszyty Komeniologiczne. Seria pedagogika; 2021, 8; 195-206
2450-7245
2658-1973
Pojawia się w:
Siedleckie Zeszyty Komeniologiczne. Seria pedagogika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Conclusion: The future of research into language learning strategies
Autorzy:
Pawlak, Mirosław
Oxford, Rebecca L.
Powiązania:
https://bibliotekanauki.pl/articles/781039.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language learning strategies
future research directions
research methodology
classroom pedagogy
Opis:
In this concluding paper to the special issue (SI) we seek to achieve three main goals. First, based on the papers it included in the SI, other recent publications as well as our own ideas, we point to the future directions of research into language learning strategies. Second, we comment upon the methodological issues that such research inevitably has to face, stressing in particular the need to combine a macro-and micro-perspective. Third, we emphasize the pedagogical orientation of such empirical investigations and make a plea for intensive efforts on the part of specialists to find ways in which the findings of LLS research can in fact inform classroom pedagogy.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 525-535
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Children’s rights and childhood studies as a challenge and a driver of social change
Autorzy:
MARKOWSKA-MANISTA, URSZULA
ODROWĄŻ-COATES, ANNA
Powiązania:
https://bibliotekanauki.pl/articles/1202986.pdf
Data publikacji:
2021-05-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
social pedagogy
education
socialization
participatory research
childhood
Opis:
This paper contains an introduction to a selection of papers across social sciences and humanities, based on empirical explorations and theoretical conceptualizations. Authors highlight the issues of parental roles, parental styles, child and family positioning in the family and society. The lens of children’s rights and participatory approaches is also discussed. Authors focus on diverse practices in parenting, different approaches to children’s agency and freedom of choice, family as a negotiated space mediated by culture, children’s position in family and society, life chances and wellbeing, critical approaches to children’s rights perspectives, early intervention, socio-political context, finally Freire’s and Korczak’s pedagogies.
Źródło:
Society Register; 2021, 5, 2; 7-12
2544-5502
Pojawia się w:
Society Register
Dostawca treści:
Biblioteka Nauki
Artykuł
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