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The Arab Spring’s impact on tourism in Egypt
No full textThe article focuses on tourism in Egypt after revolution in 2011, so-called Arab Spring.
The authors discuss causes and course of the Arab Spring presenting different points of view
on revolution and transformations associated with it. The article is based on data from
the World Bank, Central Agency for Public Mobilization, Statistics related to receipts
of international tourism, number of tourists visiting Egypt and percentage of unemployment
over the last few years as well. The article is complimented by deep going interviews carried-out in Egypt in 2014-2015 in Cairo, Hurghada, Sharm El Sheikh and Luxor. A target group
were people employed in the tourism sector on positions lower than managerial. Respondents
therefore, represents so-called average employee - an Egyptian citizen, who bears
the consequences of this and not another socio-political situation. The results shows that
transformations in tourism sector after 2011 are assessed as very negative.Artykuł skupia się na problemie stanu turystyki w Egipcie, po rewolucji w 2011 roku, czyli po tzw. Wiośnie Arabskiej. Na wstępie omówione zostały przyczyny i przebieg Arabskiej Wiosny, przedstawione zostało odmienne spojrzenie środowisk naukowych na problem rewolucji w Egipcie, oraz zmian z nią związanych. Zaprezentowano również dane Banku Światowego oraz Central Agency for Public Mobilization and Statistics dotyczące wpływów z turystyki międzynarodowej, liczby turystów odwiedzających Egipt jak również dotyczące procentowego wzrostu bezrobocia na przełomie ostatnich kilku lat. Artykuł uzupełniony jest badaniami terenowymi, którymi objęte zostały osoby zatrudnione w sektorze turystycznym w Kairze, Hurghadzie, Sharm El Sheikh i Luksorze, na stanowiskach niższych niż menadżerskie. Respondenci reprezentują zatem tzw. przeciętnego pracownika – obywatela Egiptu, który ponosi konsekwencje takiej a nie innej sytuacji społeczno-politycznej. Badania prowadzono w latach 2014-2015
Contradictive influence vectors of impressionism discoursing in the French music of the 20th century half - postimpressionist „aesthetics of labyrinth” - the composer’s portraits of Charles Koechlin and Florent Schmitt
No full textHerein article has been entirely based on the French documentation and written as result of the author’s many years of research study in the field of French culture and music. The studies have brought to revealing more and more cards, which has occurred in terms of these two not particularly widely known composers in Poland: Charles Koechlin and Florent Schmitt. These two artists complemented and developed the Claude Debussy’ output. At times they redirected his composer’s interest into other spheres, thus getting influenced by other trends, producing slightly magic creations, fascinating with their sound and aesthetic conveyance. The core of this presentation is to precisely define the genesis of the two contrary creative worlds characteristic for the French postimpressionism of those two not widely known characters. The author also strives to sketch the opposition of these two creative standpoints, a line drawn in the form of expressionistic impressionism, coloured with the touch of German influence, and a line of classicist, typically Gallic, modally determined and paradoxically, contrapuntally; the common element for these two aesthetic spheres is their sensitivity to oriental infiltrations. The author derives her conclusions from a deep analysis of the works composed by Koechlin and Schmitt. Both composers, despite their metamorphoses, at the same time likewise and differently fit well into the picture of romantic isolation: Charles Koechlin, devoted to „shadows of the past”, and Florent Schmitt – absorbed in the dramatic narration, while „social interaction” only partially determined their art. Axioms of tradition did not loose their meaning with those artists, but got evolved, revalued, even in their most
contractive dimensions, even in the canon of the French everlasting classicism. In the final
part, the author proposes to recognise Gerard Denizeau with the epithet „aesthetician of labyrinth”, which was used by the author to name the art of the second half of the twentieth century; this Gallic labyrinth of the postimpressionist art, built on contradictory assumptions, does not have a single, proper way out, and its multiple pathways remind of the courtly French style gardens with their principle of „game” and illusion. When looking at these processes in a universal way we can notice that the music is a part of the nature, that each power has its reversal, and reversals of both power are opposite. The above drawn picture also arguments that each direction has two reversals, that each action resonates in reaction, usually binary-oriented
Present-day public debate - its features, communication situation and strategies (an attempt to characterize based on selected examples)
No full textIn the first part of the text, the key definitional information that distinguishes debate from other types of linguistic communication was gathered. Then, a selected journalistic magazine - “Loża Prasowa” - was characterized in search for attributes of TV debate and elements of its communication situation. In the second pan, using communication grammar research tools (A. Awdiejew’s and G. Habrajska's), methods involving informational-verificative and axiological-emotive strategies, supplemented with elements of knowledge of the situational context, were shown
Social support as a mediator for musical achievement
Get PDFThis article focuses on the issue of social support received by students of music schools in the context of their musical achievements. The theoretical part of this article contains the characteristics of factors related to the musical achievements of students; the support they receive from their environment is essential for their success in the process of musical education and their subsequent artistic career, in addition to their musical abilities and traits of personality. The research part is devoted to detailed analysis of the support level received by music school students and its correlation to their level of musical achievement. Social support is analysed with a view to its structure, distinguishing the following kinds of support: emotional, evaluative, informative and instrumental received from people who are significant to the music school student and indicates the essential presence of support in the process of musical achievement. Moreover, as part of the presentation of the study, the authors introduce their original tool for measuring social support tailored to the realities of music schools – the Scale of Social Support of the Students of Music Schools (Gluska, 2011). This tool may be applied in the work of educational psychologists and teachers in music schools
Hearing the Unsaid. Psychological Interpretation by Means of Literary Theory Devices
Get PDFThe Theory of Literature provides tools for interpreting language communication. The fundamental material on which a psychologist works is verbal communication (excluding non-verbal communication), and it is usually the only material used. A psychologist, when interpreting a communication, which is often a latent one, de facto has no other alternative but to employ these tools. In general, it is neither conscious nor named. In this article we focus on the usage of these tools rather than discussing their theoretical aspect. We present how in communication/ its transcription implied information, defined by the rules of speech, comes out from under thematised information, i.e. determined by the meaning of words and sentences. What is expressed in a free-flowing style (i.e. is not consciously evaluated), and what is expressed in a deliberate style (an intended and desired mental reaction) of individual language? What changes when a narrator is changed? How
does the way in which the world presented is created change together with the change of the manner in which time is defined, and the way events and their locations are described? These are the questions we try to answer and at the same time demonstrate what functions these changes can serve within the confines of particular areas. The examples given are merely a sample; we do not claim to explore all the possibilities. Our aim is just to make them more evident
Psychological Functioning of Divorcing Parents and Their Parental Attitudes
Get PDFThe article is focused on psychological functioning of divorcing parents and their parental attitudes. Sex differences were also analyzed. Psychological functioning was assess by previously introduced measure (Błażek et al., 2012). Parental Attitudes Scale by Plopa (2008) and Questionnaire of Parental Attitudes by Ziemska (1982) were used to assess parental attitudes. 180 divorcing parents
participated in the study (90 married couples). The results of the study show that there are sex differences concerning psychological features such as loneliness and parental attitudes such as dominating the child, parental helplessness and concentration on a child. Better educated parents presented more positive psychological and parental functioning during divorce process. Dimensions of parental attitudes were also associated with measured features of psychological functioning in the groups of mothers and fathers. The results lead to the conclusion that divorcing parents reveal psychological problems associated with lower quality parenting
Comparison of procedures for the results analysis obtained by using the classical Moreno’s techniques
No full textThe quality of relations with peers affects the development of cognitive, emotional and social competences
which facilitate establishing and maintaining satisfactory interpersonal relationships.
Acceptance of peers is also important for formation of self esteem, motivation to learn and take on new tasks.
Popular child can count on more support than a child who has been rejected and isolated. Rejection by peers
has many negative consequences, direct and delayed, contributing to the child’s social maladjustment.
The teacher, using sociometric methods, can better understand the relationships in the classroom and use their
results in the design of educational support. This article compares the two procedures of analyzing the results:
Moreno’s classical technique developed by Mark Pilkiewicz and known as the sociometric Scale of Acceptance
and the two-dimensional model of John D. Coie, Kenneth A. Dodge and Heide Capotelli.Jakość relacji z rówieśnikami wpływa na rozwój poznawczych, emocjonalnych i społecznych kompetencji
dziecka ułatwiających nawiązywanie i podtrzymywanie satysfakcjonujących relacji interpersonalnych. Akceptacja
rówieśników ma też znaczenie dla kształtowania się poczucia własnej wartości, motywacji do nauki i podejmowania
nowych zadań. Dziecko lubiane może liczyć na wsparcie w trudnych sytuacjach częściej niż dziecko
odrzucane lub izolowane. Odrzucenie przez rówieśników ma wiele negatywnych następstw bezpośrednich
i odroczonych, przyczyniając się m.in. do niedostosowania społecznego dziecka.
Nauczyciel, stosując badania socjometryczne, może lepiej poznać relacje w klasie, a uzyskane wyniki wykorzystać
podczas projektowania oddziaływań wychowawczych wspierających rozwój dobrych relacji między
uczniami. W artykule dokonano porównania dwóch procedur opracowywania wyników uzyskanych za pomocą
klasycznej techniki Moreno – opracowanej przez Marka Pilkiewicza i znanej jako Socjometryczna Skala
Akceptacji oraz dwuwymiarowego modelu Johna D. Coie, Kennetha A. Dodge’a i Heide Capotelli
Teaching practice as a means to achieve mastery of the craft of teaching
No full textThe article is an attempt to present the way of achieving mastery of the teaching craft. One of its elements is
the implementation of teaching practices for students of early childhood and preschool education. It is the
practice that gives students a chance to participate in various educational situations in school and kindergarten.
Furthermore, the authors attempt to indicate the role of an academic teacher and a teacher – internship
supervisor in an institution. The article also presents a reader with the solution examples related to the
organization of the practises for students.Artykuł jest próbą zaprezentowania drogi dochodzenia do mistrzostwa w zawodzie nauczyciela. Jednym
z elementów tej drogi jest realizacja praktyk pedagogicznych przez studentów pedagogiki wczesnoszkolnej
i przedszkolnej. Właśnie one dają im szanse na uczestniczenie w różnych sytuacjach edukacyjnych w szkole
i przedszkolu. Autorki próbują ponadto wskazać na rolę nauczyciela akademickiego oraz nauczyciela-opiekuna
praktykanta w placówce. Czytelnik znajdzie w prezentowanym tekście także propozycje rozwiązań związanych
z organizacją praktyk
Samoocena ucznia i ocena nauczyciela - dwa ściśle powiązane procesy
No full textW obecnym programie krajowym (Program Edukacyjny Ramy Kształcenia Podstawowego – FEP) koncepcja
dziecka /ucznia/ studenta stała się podstawą do koncepcyjnego myślenia o całym procesie edukacyjnym.
Jeśli chcemy szanować osobowość uczniów, konieczne jest realizowanie w praktyce wskazanych założeń
dydaktycznych. Obejmują one między innymi podejście do oceny uczniowskiej. Taka ocena ukierunkowana
jest na proces i w pełni angażuje uczniów. W niniejszym artykule autorka opisuje model kompleksowej
i rozwijającej oceny oraz warunki niezbędne do jego realizacji. W proponowanym modelu samoocena uczniów
jest w pełni połączona z systematyczną oceną nauczyciela, co przynosi znaczący zysk dla samokształcenia.
Oba procesy oceniania (ocena nauczyciela i samoocena ucznia) wspierają uczniowskie zaangażowanie
i starania, aby osiągnąć wyznaczone cele oraz zachęcają nauczycieli do wyboru odpowiednich strategii rozwijających
osobowość ucznia.In the current national curriculum (the Framework Educational Programme for Basic Education – FEP) the
concept of child /pupil/student has become the basis for conceptual thinking about the whole educational
process. If we want to respect the pupil´s personality, then it is necessary realize in practice the relevant
didactic concept. It includes an approach to student assessment, too. Such assessment fully engages pupils in
targeted judging process. In this contribution we describe a model of a comprehensive and developing
assessment and conditions for its implementation. In the proposed model student self-assessment is fully
connected to the systematic assessment of the teacher and gains a significant importance for self-directed
learning. Both assessing processes (teacher assessment and pupil self-assessment) support the student´s
motivation and efforts to achieve the set goals and encourage teachers to select appropriate strategies
developing the personality of the pupil