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The Well-being of Children and Young People : The Context of Social Services from the Perspective of the Capability Approach
Full text linkObjective: The aim of this article is to understand how social services contribute to the well-being of children and young people who use them. Method: The research study, based on Capability Approach, was done using a mixed-research strategy. Participants: The collection of data took place through 44 indepth semi-structured interviews with children, young people and their parents/foster parents who use social services in one of the regional capitals of the Czech Republic. Results: Parents at risk underrate their role in loving and caring for their children. Parents at risk are more likely than children to undervalue education. Social services do not develop youngsters’ capability to live a meaningful life. Conclusion: The research has shown that although social services have significant potential to ensure well-being for children and youth, they work primarily in a way that provides clients with basic social functioning in the present, without influencing their future positively.Cíl: Cílem tohoto článku je zjistit, jak sociální služby přispívají k dobrým životním podmínkám dětí a mladých lidí, kteří je využívají. Metoda: Výzkumná studie založená na přístupu založeného na schopnostech byla provedena s využitím smíšené výzkumné strategie. Účastníky: Sběr dat probíhal prostřednictvím 44 hloubkových polostrukturovaných rozhovorů s dětmi, mladými lidmi a jejich rodiči/pěstouny, kteří využívají sociální služby v jednom z krajských měst České republiky. Výsledky: Ohrožení rodiče podceňují svou roli v lásce a péči o děti. Ohrožení rodiče častěji než děti že podceňují vzdělání. Sociální služby nerozvíjejí schopnost mladých lidí žít smysluplný život. Závěr: Výzkum ukázal, že ačkoli mají sociální služby významný potenciál pro zajištění blahobytu dětí a mládeže, pracují především tak, aby klientům zajistily základní sociální fungování v současnosti, aniž by pozitivně ovlivnily jejich budoucnost
Tandemové kojení jako specifický prostředek kontaktního rodičovství – zkušenosti matek
Full text linkFenomén tandemového kojení nebyl v psychologickém výzkumu zatím příliš zachycen. Tandemové kojení bývá praktikováno některými matkami, které následují trend tzv. kontaktního rodičovství. Při tandemovém kojení matka kojí mladší i starší dítě zároveň. Se čtyřmi ženami, které se hlásí ke kontaktnímu rodičovství a tandemově kojí dítě v batolecím věku spolu s jeho starším sourozencem v předškolním věku, byly provedeny hloubkové rozhovory. Pro analýzu dat byla použita interpretativní fenomenologická analýza (IPA), s jejíž pomocí byla identifikována čtyři hlavní témata: 1) Snaha udržet kojení za každou cenu – od útlumu kojení v těhotenství, po prudký nárůst po porodu až k ideálu samoodstavu; 2) Matka uprostřed – „Připadám si, že jsem pořád … pořád mezi dětma…fyzicky a psychicky… uprostřed“; 3) Tandemové kojení jako jistota pro starší dítě v novém uspořádání rodiny a snaha matky o podporu sourozeneckých vztahů; 4) Podpora i kritika tandemového kojení vedoucí k upevnění přesvědčení.The phenomenon of tandem nursing has not been much captured by psychological research. Tandem nursing is practiced by some mothers who follow the trend of attachment parenting. In tandem nursing, the mother breastfeeds both the younger and the older child at the same time. In-depth interviews were conducted with four women who claimed to practice attachment parenting and breastfed their toddler child together with their older sibling at preschool age. Interpretative phenomenological analysis (IPA) was used to analyze the data, and four main themes were identified: 1) Efforts to maintain breastfeeding at all costs – from the decline of breastfeeding in pregnancy to the sharp increase after childbirth to the ideal of self-reinstatement; 2) Mother in the middle – „I feel like I'm still…always in the middle…physically and mentally…between the children“; 3) Tandem nursing as a safeguard for the older child in the new family structure and the mother's efforts to support sibling relationships; 4) Support and criticism of tandem nursing leading to reinforcement of beliefs
VR-pilots
No full textAplikace je leteckým simulátorem pro piloty paraglidingu. Jedná se o aplikaci pro imerzivní virtuální realitu připravenou v Unity.The application is an flying simulator for paragliding pilots. it is a application for immersive virtual reality developed in Unity
Antropologie sociálních vztahů v soudobém Vietnamu
No full textRecenzní článek přibližuje publikaci o etnografických, lingvistických a sociálních vztazích v rodinách, které zůstaly po válkách ve Vietnamu. Někteří členové rodin stále čelí poválečným tlakům a postižením válečnými traumaty. Jiní čelí sociálním imperativům péče o staré nebo nemocné příbuzné. Omezení v osobním životě jsou hlavním konceptem recenzované knihy, která se soustředí na roli osobní oběti. Tu doplňují sociální vztahy lásky a péče, kult předků a požadavek synovské oddanosti. Ve vietnamských rodinách jsou tato pravidla pevná a projevují se v jazykových prostředcích komunikace (např. matka-dítě), které autorka lingvisticky analyzuje a dokládá fotografiemi komunikačních situací. Recenze poukazuje na alternativní výklady a kulturní specifika živých tradic magického myšlení a polygamie.This review paper presents a publication on ethnographic, linguistic, and social relations in the families that remained in Vietnam after the wars. Some family members still face post-war pressures and war trauma. Others face the social imperatives of caring for their elderly or sick relatives. Limitations in personal life are the main concept of the book reviewed which focuses on the role of the personal sacrifice. This is complemented by the social relations of love and care, the cult of ancestors and the demand for filial devotion. In Vietnamese families, these rules are fixed and are reflected in the linguistic means of communication (e.g., mother-child), which the author analyses from the linguistic point of view and documents it with the use of photographs of communication situations. The review points to alternative interpretations and cultural specifics of living traditions of magical thinking and polygamy
Non-target do-constructions in the L2 Italian of adult migrants
Full text linkIn the recent migration towards Europe, adults’ low-/non-literacy/schooling is a significant factor. Moreover, migrants experience social marginalisation and, hence, they are low-exposed to the target language. Whether these sociolinguistic variables produce differences in L2 acquisition still needs to be verified, since research on migrants’ L2s (in particular morphosyntax) is still peripheral. This lack of attention not only deprived second language acquisition of the social relevance that characterised its beginnings (Young-Scholten 2013), but is also problematic at the theoretical level, as working with convenience samples undermines the reliability of the research results (Tarone et al. 2009). Against this background, a longitudinal data collection was conducted at the Palermo University (Italy, 2018-2019) which involved the recording and transcription of 20 West African migrants’ speech. Data analysis, conducted in Klein/Perdue’s (1997) functionalist framework, brought to light non-target constructions involving overgeneralisation of items learners are in the process of acquiring (e.g. auxiliaries), to cover the functional spaces of other forms not yet acquired. The attention is focus on a do-construction that so far has escaped the attention of the specialists: io fare:INF cucinare:INF ‘I do cook’. I propose that fare ‘do’ expresses ‘activity’/‘verbiness’ instead of the lacking target morphosyntax. Similar constructions were observed in L2 Dutch and English (Starren 2001; Vainikka et al. 2017). This specific pattern would remain unnoticed by analysing only language classes or, in general, highly educated learners
Multilinguismo digitale in giovani migranti sub-sahariani
Full text linkSi presentano i risultati preliminari di uno studio sulle scritture digitali multilingui di dieci giovani migranti arrivati negli ultimi anni in Italia. In particolare, il lavoro prenderà in considerazione l’uso di Facebook sia da parte di giovani a bassa e bassissima scolarizzazione (le cui pratiche di scrittura digitale sono state recentemente studiate da D’Agostino e Mocciaro 2021) sia di giovani ad alta scolarizzazione. Il multilinguismo è spesso visto unicamente nella dimensione della oralità, mentre è anche interessante osservare che cosa succede sul versante della scrittura quando più lingue coesistono nello spazio e nei testi. Gli interrogativi riguardano non solo quali lingue ma anche quali tipi di testi sono prodotti e fruiti sono coinvolti in questo processo. La questione appare ancora più interessante quando l’esame riguarda i comportamenti di soggetti che hanno esperienze di spazi linguistici assai diversi e che si confrontano con reti di comunicazioni plurime. Le pratiche digitali sono certamente il luogo in cui è possibile osservare queste nuove realtà di multilinguismo e multigrafismo. In questo contesto, particolare attenzione meritano le pratiche digitali che coinvolgono i giovani migranti giunti di recente in Europa da diversi paesi dell’Africa subsahariana. Come è noto, quest’area è caratterizzata da complesse forme di multilinguismo, nelle quali nozioni tradizionali come “lingua madre” o “prima lingua” perdono senso e consistenza (Busch 2017; Lüpke e Storch 2013). I giovani plurilingui in questione sono rappresentanti prototipici dei cosiddetti connected migrants (Diminescu 2008), proprio in virtù della centralità che le pratiche di comunicazione digitale ricoprono nell’esperienza migratoria. La ricerca sulle forme di comunicazione digitale, anche attraverso Facebook, si è sviluppata enormemente negli ultimi decenni. Riferimenti cruciali su questo tema sono gli studi sul networked multilingualism (Androutsopoulos 2015) e sulle scritture digitali di giovani migranti africani (Deumert 2016, 2017; Deumert e Lexander 2013; Lüpke 2015). Attraverso le pratiche digitali in cui sono coinvolti, i giovani connected migrants vivono simultaneamente in Africa, Italia, nei paesi europei che desiderano raggiungere (es. Germania o Francia). In tal modo, lo sfondo della loro scelta migratoria - incluse le scelte linguistiche operate sui social media - non è il qui e l’ora in cui avviene la comunicazione digitale, ma include una varietà di spazi sociali, sia nel contesto di partenza, sia in quello di arrivo. I profili Facebook (aperti spesso all’arrivo in Europa dopo avere chiuso i precedenti per impedire l’accesso a informazioni che riguardavano il viaggio migratorio) saranno esaminati in diversi momenti: all’arrivo, dopo alcuni mesi, oggi. Il lavoro prenderà in esame i seguenti aspetti: quali lingue e quali sistemi di scrittura sono prioritariamente selezionati dai giovani plurilingui nelle loro pratiche di comunicazione digitale (es. lingue di ampio uso con alfabeto latino e/o arabo e/o lingue locali); come si intrecciano queste lingue negli enunciati prodotti dai giovani migranti (enunciati multilingui); quale ruolo svolge l’input multilingue su Facebook nei processi di acquisizione (linguistica e/o di literacy) (considerato che Facebook può costituire, anche per periodi lunghi, uno dei rari contesti di esposizione naturalistica alle nuove lingue della migrazione).We present the preliminary results of a study on the multilingual digital writings of ten young migrants who have arrived in Italy in recent years. In particular, the work will consider the use of Facebook both by young people with low and very low schooling (whose digital writing practices have been recently studied by D'Agostino and Mocciaro 2021) and by young people with high schooling. Multilingualism is often seen only in the dimension of orality, while it is also interesting to observe what happens on the writing side when several languages coexist in space and texts. The questions concern not only which languages but also which types of texts are produced and used are involved in this process. The question becomes even more interesting when the examination concerns the behaviour of subjects who experience very different linguistic spaces and are confronted with multiple communication networks. Digital practices are certainly the place where it is possible to observe these new realities of multilingualism and multi-graphism. In this context, particular attention should be paid to digital practices involving young migrants who have recently arrived in Europe from various sub-Saharan African countries. As is well known, this area is characterised by complex forms of multilingualism, in which traditional notions such as 'mother tongue' or 'first language' lose their meaning and consistency (Busch 2017; Lüpke and Storch 2013). The multilingual youth in question are prototypical representatives of the so-called connected migrants (Diminescu 2008), precisely because of the centrality that digital communication practices play in the migration experience. Research on forms of digital communication, including through Facebook, has developed enormously in recent decades. Crucial references on this topic are the studies on networked multilingualism (Androutsopoulos 2015) and on the digital writings of young African migrants (Deumert 2016, 2017; Deumert and Lexander 2013; Lüpke 2015). Through the digital practices in which they are involved, young connected migrants live simultaneously in Africa, Italy, in the European countries they wish to reach (e.g. Germany or France). In this way, the background of their migratory choice - including the linguistic choices made on social media - is not the here and now in which digital communication takes place, but includes a variety of social spaces, both in the context of departure and arrival. Facebook profiles (often opened upon arrival in Europe after having closed previous ones to prevent access to information concerning the migration journey) will be examined at different moments: upon arrival, after a few months, today. The work will examine the following aspects: which languages and writing systems are prioritised by multilingual young people in their digital communication practices (e.g. widely used languages with a Latin alphabet, languages with a Latin alphabet, etc.). which languages and writing systems are prioritised by multilingual young people in their digital communication practices (e.g. widely used languages with Latin and/or Arabic alphabet and/or local languages); how these languages are intertwined in the utterances produced by young migrants (multilingual utterances); what role does multilingual input on Facebook play in acquisition processes (linguistic and/or literacy) (considering that Facebook may constitute, even for long periods, one of the rare contexts of naturalistic exposure to the new languages of migration)
Inquiry in University Mathematics Teaching and Learning. The Platinum Project
Full text linkThe book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals
Jak na osamělost (nejen) ve starším věku : Naléhavé otázky současné doby (lekce pro školy)
No full textLekce jsou vhodné pro žáky osmého a devátého stupně základní školy a prvního a druhého stupně středních škol a gymnázií, ale jako inspirace jsou univerzálně využitelné pro různé věkové skupiny. Materiály k lekcím mohou sloužit jako součást výuky předmětů Základy společenských věd a Občanská výchova či předmětům s podobně orientovaným zaměřením. Je možné je využít také jako náplň inspirativních workshopů ke specializovaným lekcím a tematickým školním dnům, či je propojit do celků v rámci preventivních a intervenčních programů. Jednotlivá cvičení se zaměřují na prohlubování kognitivních a afektivních schopností žáků, přičemž kladou důraz na mezigenerační porozumění a prohloubení citlivosti k tématům stárnutí, ageismu, životního cyklu, psychohygieny a celospolečenských souvislostí, podporují jazykové vzdělávání (použití cizojazyčných videí), vedou k aktivnímu občanství a mohou být využity na hodinách prevence.The lessons are suitable for pupils in the eighth and ninth grades of primary school and the first and second grades of secondary schools and grammar schools, but as inspiration they are universally applicable to different age groups. The lesson materials can be used as part of the teaching of the subjects Foundations of Social Sciences and Civics or subjects with a similar orientation. It is also possible to use them as a filling for inspirational workshops for specialised lessons and thematic school days, or to link them into units within prevention and intervention programmes. The individual exercises focus on deepening the cognitive and affective abilities of pupils, with an emphasis on intergenerational understanding and deepening sensitivity to the themes of ageing, ageism, the life cycle, psycho-hygiene and societal contexts, supporting language learning (use of foreign language videos), leading to active citizenship and can be used in prevention lessons. Translated with www.DeepL.com/Translator (free version
Personality predictors of creative achievement and lawbreaking behavior
Full text linkThis article investigates how Big Five personality traits are related to creative achievements and lawbreaking behavior in a large sample (N = 1669) of Polish adults. Structural equation modelling with personality modelled as a bi-factor structure demonstrated a weak, yet significant link (r = .21) between latent factors of creative achievements and lawbreaking behavior. A general factor of personality was unrelated to creative achievement, but negatively linked to lawbreaking behavior. Lawbreaking behavior was also negatively predicted by conscientiousness and agreeableness, while only openness positively predicted creative achievement. A person-centered analysis illustrated three distinct personality profiles: resilient, undercontrolled, and overcontrolled that differed in both lawbreaking behavior and creative achievements
Reliability models in classical test and latent trait theories
No full textTéměř 120 let od Spearmanova (1904) článku, který položil základy teorie měření dnes označované jako Klasická testová teorie, se zdá být koncept reliability důvěrně známý. Stejný pocit měl ovšem už v roce 1960 i Lee J. Cronbach; a výsledkem byla teorie zobecnitelnosti, na které usilovně pracoval následujících deset let. V následujících desetiletích pak vznikly odhady reliability založené na faktorové analýze, reprezentované zejména rodinou koeficientů omega. Domnívám se, že koncept reliability je dnes naopak zakalený značným množstvím dezinterpretací a nepřehlednou změtí různých koeficientů. Ve své přednášce se proto zaměřím na základní epistemologická východiska, hlavní pojetí a způsoby odhadu reliability ve smyslu vnitřní konzistence v klasické testové teorii. Vysvětlím, proč reliabilita ve smyslu paralelních testů (dimension-free reliability) není shodným konceptem s reliabilitou ve smyslu vysvětleného rozptylu (model based reliability), a různá pojetí reliability v kriteriálních vs. normativních testech. Rovněž představím odhady založené na dekompozici rozptylových komponent vs. odhady založené na faktorové analýze. Praktickým výstupem přednášky budou vodítka pro výběr vhodného způsobu odhady reliability v závislosti na velikosti vzorku, povaze měřeného atributu, jeho dimenzionalitě a účelu měření.Almost 120 years after Spearman's (1904) paper establishing foundations for the theory of measurement (which is nowadays known as the Classical Test Theory), a concept of "reliability" seems to be well understood. Lee J. Cronbach had a similar hunch in the 60th, which resulted in the generalizability theory, on which he was working the next ten years. More advanced estimators of reliability, based on factor analysis, such as omega coefficients, emerged during the following years. I believe the concept of reliability is misinterpreted and confused by a gross amount of different coefficients. Therefore, I will describe the epistemological foundation of the reliability theory (internal consistency). I will explain why the reliability defined as parallel tests (or "dimension-free" reliability) is not the same concept as reliability defined as explained variance ("model-based" reliability), or why and how the reliability in norm-referenced and criterion-referenced tests differs. Finally, I will provide several guidelines for estimator choosing based on the sample size, nature of measured attribute, dimensionality, or testing purposes