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Uczestnictwo publiczne i konsultacje społeczne w Lokalnych Programach Rewitalizacji
Full text linkPublic Participation and Citizens’ Consultation within Local Revitalization ProgramsMunicipal authorities of the cities with urban areas, where the revitalization is needed, and planning to get support from the European Regional Development Fund in the frame of Integrated Regional Development Program, are obliged to work out Local Revitalization Programs. Those programs should include various social-economic activities, projects of different beneficiaries and should take under consideration the public consultation with socialeconomic partners. The challenge consists in the quality of public participation focused on the needs’ diagnosis, on the definition of the revitalization area and on the feedback to avoid social conflicts
Dysleksja, lateralizacja i płeć
Full text linkDyslexia, lateralization and sexThe subject of this paper is the relationship between dyslexia and both lateralization and sex. Presented are some research results that have now for many years contradicted the, well established in diagnostic practice, belief that there exists an influence of crossed or undeveloped lateralization on reading disabilities. Some newer results are also discussed, which indicate that – contrary to former reports – among the children suffering from dyslexia boys are only a slight majority, if any at all. In this context the author’s own research is presented, during the course of which no significant differences in frequency of occurring of different lateralization formulas were found between a group of children at risk of dyslexia and a control group. Furthermore, the risk of dyslexia occured with the same frequency in both sexes, although some differences in nature of the disabilities of boys and girls were observed
Społeczno-edukacyjne konteksty rozwoju inteligencji emocjonalnej dziecka
Full text linkSocial-educational contexts for the development of a child’s emotional intelligenceThe first part of the article contains an analysis of different models of emotional intelligence. It also describes the following four components of emotional intelligence, from the perspective of the ability model constructed by Mayer and Salovey: (a) perception, appraisal and expression of emotion, (b) emotional facilitation of thinking, (c) understanding and analysing emotion, and (d) reflective regulation of emotion to promote emotional and intellectual growth.In the subsequent parts of the paper the author considers the roles of the family and educational institutions in fostering children’s emotional intelligence. The following components of social-educational context for the child’s development are discussed: adult-child relationships (parents, teachers), educational programmes, children’s play activities, adult resources of emotional intelligence, and adults’ pedagogical and psychological knowledge.In conclusion, the author points to the importance of strong positive parent-child and teacher-child relationships as a crucial context for the development of emotional intelligence. A responsible and responsive adult seems to be a key element of a supportive environment. According to the author, this component of social-educational context is closely associated with others, such as parental attitudes, styles of communication between the teachers and the children, as well as adults’ resources of emotional intelligence and their ability to be reflective parents and teachers
Formy reprezentacji doświadczeń emocjonalnych w dzieciństwie i dorosłości: wyobrażenia czy narracje?
Full text linkThe form of a mental representation of the emotional experience in children and adults: images or narratives?The article concerns the issue of the form of a mental representation of the emotional experience from early childhood, based on emotionally laden events. I am referring to the research on children’s memory for emotional events and the studies of adults’ autobiographical childhood memories. I am seeking an answer to a question to what extend images and narratives can illustrate emotional schemes developed in childhood
Sprawozdanie
Full text linkSprawozdanie z III Międzynarodowej Interdyscyplinarnej Konferencji „Zrozumieć Płeć”, Wrocław 23–25 IX 200
Pisać litery, pisać zwierzęta..., czyli o świadomości pisma u dzieci
Full text linkWriting letters, writing animals... On print awareness in childrenThis article describes the concept of print awareness in children aged 4 and 5. Print awareness refers to children’s understanding of the function of print, understanding the terms “reading” and “writing (spelling)”, the convention of print etc.28 4-year olds and 32 5-year olds were administered a Print Awareness Test developed by G.Krasowicz – Kupis. The parts of the test were: the function of print, the concept of reading and spelling (writing), metalinguistic concepts and word awareness, and symbol recognition.Results demonstrated that great changes in print awareness can be observed between the ages of 4 and 5. Some aspects of print awareness appear in different stages of development- the earliest one is the awareness of print function, the latest one – the knowledge about metalingustic terms.The print awareness is an important element of school-readiness. The development of print awareness may predict reading and writing achievement and may indicate the risk of dyslexia.
Trudności pierwszego kazania Siddhātthy Gotamy
Full text linkTHE DIFFICULTIES ASSOCIATED WITH BUDDHA’S FIRST SERMONBuddhism means different things to different people: it is regarded as an outlook, faith, (unspecified) direction... etc. Regardless of the above interpretative differences, one may try to evaluate it, and here the issues of truth and consequently that of philosophy, belong to the most important ones. The question concerning coherence and lack of contradiction of both the outlook and the guidelines relating to man’s conduct which are based upon it, may sometimes become an important cause for evaluation of at least the validity of some of the assumptions making up a given view. The verifiability or refutability of a professed view may encourage one to accept it or not, still before one decides to evaluate its authenticity. This relates especially to the most fundamental instructions concerning one’s way of life. For, one should not simply accept the faith of one’s ancestors in the form they professed it; nor should one accept some assumptions, simply because they impress one with their innovatory approach, or else because they seem to reveal some new fragment of reality. In spite of the fact that Gautama’s first sermon, which appears to be most fundamental to Buddhism, was supposed to convince Buddha’s supporters to the “Way of the Middle”, it seems to be full of ambiguities and major difficulties. The sermon does not shed sufficient light on those shortcomings which the new “way” is to remove, nor does it justify their origin. What is more, the author of the sermon does not define precisely enough the newly assigned goals, nor does he justify the effectiveness of the recommended methods of attaining the