Nauczyciel – kreator uczniowskiej aktywności podczas zabaw i realizacji zadań rozwojowych

The article focuses on the teacher’s role as the organizer of play and task activities in grades 1–3. The authors have assumed that play is a relevant and natural part of children’s life that results from their inner needs and has great meaning for the development of all aspects of children’s personalities. Play focuses within itself all developmental tendencies of children. It is a source of development for children and establishes the zone of proximal development. On the other hand, the development and didactic tasks designed by the teacher are important in the activity of a school. In elementary education, the role of the teacher is to choose adequate tasks for the individual needs and possibilities of students. The tasks presented to the students should be difficult enough to activate their whole developmental potential and motivate them to be active. The scope of topics presented in this article required the participation in educational situations organized within the educational project realized in the Institute of Pedagogy of the Maria Curie Sklodowska University “Beyond the Threshold.” Explorers’ Expeditions. The method incorporated was the teaching experiment, that is, an original educational project that looks into the capabilities of pupils in classes 1–3 in selected areas. The project was carried out from November 2018 to June 2019. Organization of the teaching experiment required the creation of circumstances in which the pupils observed undertook task and play activities. The situations were observed and analyzed. The observation enabled the authors to define, among others, the role of the teacher in the process of creation of the development circumstances, to observe the forms of activity of the pupils in play and tasks and the relations among them. The model of research incorporated active observation. The pupils’ individual activity and group work were under observation. Moreover, the research included analysis of the pupils’ creations. The researchers looked for the answers to the following questions: What tasks should be performed by the teacher who is leading the children’s activities during play and devel-opmental tasks? What peer relations can be observed during arranged play and tasks? How do the pupils deal with the tasks aimed at designing? What is the difference in constructions made by children individually and during group work? The results of the research enabled the authors to define the role of the teacher who designs the activity during play and tasks as well as to formulate methodological conclusions that are useful for the elementary education teachers.W prezentowanym artykule autorki skupiły się na zadaniach nauczyciela jako organizatora aktywności zabawowej i zadaniowej uczniów klas I–III. Przyjęły założenie, że zabawa jest bardzo istotnym, naturalnym elementem życia dziecka wynikającym z jego wewnętrznych potrzeb, ma ogromie znaczenie dla rozwoju wszystkich sfer osobowości dziecka. Zabawa skupia w sobie wszystkie tendencje rozwojowe dziecka. Jest ona dla dziecka źródłem rozwoju i stanowi najbliższą mu sferę rozwoju. W pracy szkoły ważne są zadania rozwojowo-dydaktyczne projektowane przez nauczyciela. W edukacji elementarnej rolą nauczyciela jest dobór odpowiednich zadań do indywidualnych potrzeb i możliwości uczniów. Zadania stawiane wychowankom powinny być na tyle trudne, aby uaktywniły cały ich potencjał rozwojowy i zmotywowały do aktywności. Tematyka badań zaprezentowana w artykule wymagała uczestniczenia w sytuacjach edukacyjnych zorganizowanych w projekcie edukacyjnym realizowanym w Instytucie Pedago-giki UMCS: „ZA PROGIEM” – wyprawy odkrywców. Metodę stanowił eksperyment nauczający, czyli autorski projekt edukacyjny badający możliwości uczniów klas I–III w wybranych obszarach. Projekt był realizowany od listopada 2018 do czerwca 2019 roku. Organizacja eksperymentu wymagała stworzenia przestrzeni edukacyjnej, w której uczniowie podejmowali aktywność zabawową i realizowali zadania rozwojowe. Sytuacje edukacyjne były obserwowane i analizowane. Obserwacja pozwoliła określić rolę nauczyciela w tworzeniu warunków rozwojowych, zaobserwować formy aktywności uczniów oraz relacje między nimi. W badaniach wykorzystano obserwację uczestniczącą. Badaniom poddano aktywność uczniów, którzy podczas wykonywania zadań pracowali indywidualnie i zespołowo. Dodatkowo w badaniach wykorzystano analizę wytworów uczniowskich w zadaniu „Projektant” i zadaniu o charakterze konstrukcyjnym. Z perspektywy badacza szukano odpowiedzi na cztery pytania: Jakie zadania stoją przed nauczycielem kreującym dziecięcą aktywność podczas zabawy i zadań rozwojowych? Jakie relacje rówieśnicze zachodzą podczas zaaranżowanych zabaw i zadań? W jaki sposób dzieci radzą sobie z zadaniem, które polega na projektowaniu? Jaka jest różnica w konstrukcjach stworzonych przez uczniów indywidualnie i podczas działań zespołowych? Wyniki badań pozwoliły na określenie zadań nauczyciela projektującego aktywność zabawową i zadaniową uczniów i sformułowanie wniosków metodycznych przydatnych w pracy nauczycieli edukacji elementarnej

Uczenie się dziecka z rówieśnikiem podczas realizacji zadań rozwojowych

Introduction: The student’s activity in certain places and during well-thought developmental and didactic tasks is a factor that influences the process of learning,  upbringing and the way they initiate interactions with peers and teachers. Research Aim: This article attempts to present the unused potential of the pedagogy of place and the role of developmental and didactic tasks in the process of creation of the relations among students.Method: The material comprises two parts: the description of the educational project “Outside the Threshold”  that took the shape of the teaching experiment and the presentation of the results of the research.Results: The essence of this educational project was to develop students’ key competences through developmental and didactic tasks in four-person peer groups„Conduit pipe”. The research was aimed to find answers to the following questions: In what way the developmental and didactic tasks and educational situations promote the authentic students’ cooperation.Conclusion: The analysis of the collected research material indicates the aspects that may constitute the basis for a wider discussion and for identifying some issues for further research, as well as for the improvement of mindfulness development in educational practice.Wprowadzenie: Aktywność ucznia w określonych miejscach i podczas przemyślanych zadań rozwojowo-dydaktycznych jest czynnikiem wpływającym na jego proces uczenia się, wychowania i sposób podejmowania interakcji z rówieśnikami i nauczycielem.Cel badań: Artykuł jest próbą pokazania niewykorzystanych potencjałów pedagogiki miejsca i roli zadań rozwojowo-dydaktycznych w budowaniu relacji między uczniami w procesie uczenia się.Metoda badań: Materiał składa się z dwóch części: opisu projektu edukacyjnego „Za progiem”, który przyjął postać eksperymentu nauczającego, oraz prezentacji wyników badań.Wyniki: Istotą projektu edukacyjnego było rozwijanie u uczniów kompetencji kluczowych poprzez zadania rozwojowo-dydaktyczne „Peszel” realizowane w czteroosobowych zespołach rówieśniczych. W badaniach poszukiwano odpowiedzi na pytania: W jaki sposób zadania rozwojowo-dydaktyczne i sytuacje edukacyjne sprzyjają pojawieniu się autentycznej współpracy wśród uczniów w procesie uczenia się?Wnioski: Analiza zebranego materiału badawczego wskazuje na aspekty mogące stanowić podstawę do podjęcia szerszej dyskusji i wyłonienia wątków do dalszych badań oraz doskonalenia rozwijania uważności nauczyciela w praktyce edukacyjnej.

The rapid development of thyroid lymphoma - case report

Thyroid lymphoma is a rare malignant neoplasm of the thyroid gland, constituting about 5% of all cases of thyroid cancer. Its incidence is higher in female patients aged 60-70 years. Many affected patients have the history of Hashimoto disease. When the goitre increases and compression symptoms occur, quick diagnosis and treatment are required. The diagnosis is mainly based on histopathological examinations. Further treatment and prognosis depend on the histopathological subtype, progression and size of the tumour. Our case report describes a 70-year-old female patient who presented due to an increasing circumference of the neck and dyspnoea aggravating for three weeks. The course of disease and the patient's condition deteriorated rapidly. Based on clinical observations and histopathological findings, thyroid lymphoma was diagnosed

Les droits disciplinaires des fonctions publiques : « unification », « harmonisation » ou « distanciation ». A propos de la loi du 26 avril 2016 relative à la déontologie et aux droits et obligations des fonctionnaires

The production of tt‾ , W+bb‾ and W+cc‾ is studied in the forward region of proton–proton collisions collected at a centre-of-mass energy of 8 TeV by the LHCb experiment, corresponding to an integrated luminosity of 1.98±0.02 fb−1 . The W bosons are reconstructed in the decays W→ℓν , where ℓ denotes muon or electron, while the b and c quarks are reconstructed as jets. All measured cross-sections are in agreement with next-to-leading-order Standard Model predictions.The production of $t\overline{t}$, $W+b\overline{b}$ and $W+c\overline{c}$ is studied in the forward region of proton-proton collisions collected at a centre-of-mass energy of 8 TeV by the LHCb experiment, corresponding to an integrated luminosity of 1.98 $\pm$ 0.02 \mbox{fb}^{-1}. The $W$ bosons are reconstructed in the decays $W\rightarrow\ell\nu$, where $\ell$ denotes muon or electron, while the $b$ and $c$ quarks are reconstructed as jets. All measured cross-sections are in agreement with next-to-leading-order Standard Model predictions

Multidifferential study of identified charged hadron distributions in ZZ-tagged jets in proton-proton collisions at s=\sqrt{s}=13 TeV

Jet fragmentation functions are measured for the first time in proton-proton collisions for charged pions, kaons, and protons within jets recoiling against a $Z$ boson. The charged-hadron distributions are studied longitudinally and transversely to the jet direction for jets with transverse momentum 20 $< p_{\textrm{T}} < 100$ GeV and in the pseudorapidity range $2.5 < \eta < 4$. The data sample was collected with the LHCb experiment at a center-of-mass energy of 13 TeV, corresponding to an integrated luminosity of 1.64 fb$^{-1}$. Triple differential distributions as a function of the hadron longitudinal momentum fraction, hadron transverse momentum, and jet transverse momentum are also measured for the first time. This helps constrain transverse-momentum-dependent fragmentation functions. Differences in the shapes and magnitudes of the measured distributions for the different hadron species provide insights into the hadronization process for jets predominantly initiated by light quarks.Comment: All figures and tables, along with machine-readable versions and any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-013.html (LHCb public pages

Study of the B−→Λc+Λˉc−K−B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-} decay

The decay $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ is studied in proton-proton collisions at a center-of-mass energy of $\sqrt{s}=13$ TeV using data corresponding to an integrated luminosity of 5 $\mathrm{fb}^{-1}$ collected by the LHCb experiment. In the $\Lambda_{c}^+ K^{-}$ system, the $\Xi_{c}(2930)^{0}$ state observed at the BaBar and Belle experiments is resolved into two narrower states, $\Xi_{c}(2923)^{0}$ and $\Xi_{c}(2939)^{0}$, whose masses and widths are measured to be $$m(\Xi_{c}(2923)^{0}) = 2924.5 \pm 0.4 \pm 1.1 \,\mathrm{MeV}, \\ m(\Xi_{c}(2939)^{0}) = 2938.5 \pm 0.9 \pm 2.3 \,\mathrm{MeV}, \\ \Gamma(\Xi_{c}(2923)^{0}) = \phantom{000}4.8 \pm 0.9 \pm 1.5 \,\mathrm{MeV},\\ \Gamma(\Xi_{c}(2939)^{0}) = \phantom{00}11.0 \pm 1.9 \pm 7.5 \,\mathrm{MeV},$$ where the first uncertainties are statistical and the second systematic. The results are consistent with a previous LHCb measurement using a prompt $\Lambda_{c}^{+} K^{-}$ sample. Evidence of a new $\Xi_{c}(2880)^{0}$ state is found with a local significance of $3.8\,\sigma$, whose mass and width are measured to be $2881.8 \pm 3.1 \pm 8.5\,\mathrm{MeV}$ and $12.4 \pm 5.3 \pm 5.8 \,\mathrm{MeV}$, respectively. In addition, evidence of a new decay mode $\Xi_{c}(2790)^{0} \to \Lambda_{c}^{+} K^{-}$ is found with a significance of $3.7\,\sigma$. The relative branching fraction of $B^{-} \to \Lambda_{c}^{+} \bar{\Lambda}_{c}^{-} K^{-}$ with respect to the $B^{-} \to D^{+} D^{-} K^{-}$ decay is measured to be $2.36 \pm 0.11 \pm 0.22 \pm 0.25$, where the first uncertainty is statistical, the second systematic and the third originates from the branching fractions of charm hadron decays.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-028.html (LHCb public pages

Measurement of the ratios of branching fractions R(D∗)\mathcal{R}(D^{*}) and R(D0)\mathcal{R}(D^{0})

The ratios of branching fractions $\mathcal{R}(D^{*})\equiv\mathcal{B}(\bar{B}\to D^{*}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(\bar{B}\to D^{*}\mu^{-}\bar{\nu}_{\mu})$ and $\mathcal{R}(D^{0})\equiv\mathcal{B}(B^{-}\to D^{0}\tau^{-}\bar{\nu}_{\tau})/\mathcal{B}(B^{-}\to D^{0}\mu^{-}\bar{\nu}_{\mu})$ are measured, assuming isospin symmetry, using a sample of proton-proton collision data corresponding to 3.0 fb${ }^{-1}$ of integrated luminosity recorded by the LHCb experiment during 2011 and 2012. The tau lepton is identified in the decay mode $\tau^{-}\to\mu^{-}\nu_{\tau}\bar{\nu}_{\mu}$. The measured values are $\mathcal{R}(D^{*})=0.281\pm0.018\pm0.024$ and $\mathcal{R}(D^{0})=0.441\pm0.060\pm0.066$, where the first uncertainty is statistical and the second is systematic. The correlation between these measurements is $\rho=-0.43$. Results are consistent with the current average of these quantities and are at a combined 1.9 standard deviations from the predictions based on lepton flavor universality in the Standard Model.Comment: All figures and tables, along with any supplementary material and additional information, are available at https://cern.ch/lhcbproject/Publications/p/LHCb-PAPER-2022-039.html (LHCb public pages

Study of the rare B-s(0) and B-0 decays into the pi(+) pi(-) mu(+) mu(-) final state

A search for the rare decays $B_s^0 \to \pi^+\pi^-\mu^+\mu^-$ and $B^0 \to \pi^+\pi^-\mu^+\mu^-$ is performed in a data set corresponding to an integrated luminosity of 3.0 fb$^{-1}$ collected by the LHCb detector in proton-proton collisions at centre-of-mass energies of 7 and 8 TeV. Decay candidates with pion pairs that have invariant mass in the range 0.5-1.3 GeV/$c^2$ and with muon pairs that do not originate from a resonance are considered. The first observation of the decay $B_s^0 \to \pi^+\pi^-\mu^+\mu^-$ and the first evidence of the decay $B^0 \to \pi^+\pi^-\mu^+\mu^-$ are obtained and the branching fractions are measured to be $\mathcal{B}(B_s^0 \to \pi^+\pi^-\mu^+\mu^-)=(8.6\pm 1.5\,({\rm stat}) \pm 0.7\,({\rm syst})\pm 0.7\,({\rm norm}))\times 10^{-8}$ and $\mathcal{B}(B^0 \to \pi^+\pi^-\mu^+\mu^-)=(2.11\pm 0.51\,({\rm stat}) \pm 0.15\,({\rm syst})\pm 0.16\,({\rm norm}) )\times 10^{-8}$, where the third uncertainty is due to the branching fraction of the decay $B^0\to J/\psi(\to \mu^+\mu^-)K^*(890)^0(\to K^+\pi^-)$, used as a normalisation.A search for the rare decays Bs0→π+π−μ+μ− and B0→π+π−μ+μ− is performed in a data set corresponding to an integrated luminosity of 3.0 fb−1 collected by the LHCb detector in proton–proton collisions at centre-of-mass energies of 7 and 8 TeV . Decay candidates with pion pairs that have invariant mass in the range 0.5–1.3 GeV/c2 and with muon pairs that do not originate from a resonance are considered. The first observation of the decay Bs0→π+π−μ+μ− and the first evidence of the decay B0→π+π−μ+μ− are obtained and the branching fractions, restricted to the dipion-mass range considered, are measured to be B(Bs0→π+π−μ+μ−)=(8.6±1.5 (stat)±0.7 (syst)±0.7(norm))×10−8 and B(B0→π+π−μ+μ−)=(2.11±0.51(stat)±0.15(syst)±0.16(norm))×10−8 , where the third uncertainty is due to the branching fraction of the decay B0→J/ψ(→μ+μ−)K⁎(892)0(→K+π−) , used as a normalisation.A search for the rare decays Bs0→π+π−μ+μ− and B0→π+π−μ+μ− is performed in a data set corresponding to an integrated luminosity of 3.0 fb−1 collected by the LHCb detector in proton–proton collisions at centre-of-mass energies of 7 and 8 TeV . Decay candidates with pion pairs that have invariant mass in the range 0.5–1.3 GeV/c2 and with muon pairs that do not originate from a resonance are considered. The first observation of the decay Bs0→π+π−μ+μ− and the first evidence of the decay B0→π+π−μ+μ− are obtained and the branching fractions, restricted to the dipion-mass range considered, are measured to be B(Bs0→π+π−μ+μ−)=(8.6±1.5 (stat)±0.7 (syst)±0.7(norm))×10−8 and B(B0→π+π−μ+μ−)=(2.11±0.51(stat)±0.15(syst)±0.16(norm))×10−8 , where the third uncertainty is due to the branching fraction of the decay B0→J/ψ(→μ+μ−)K⁎(892)0(→K+π−) , used as a normalisation.A search for the rare decays $B_s^0 \to \pi^+\pi^-\mu^+\mu^-$ and $B^0 \to \pi^+\pi^-\mu^+\mu^-$ is performed in a data set corresponding to an integrated luminosity of 3.0 fb$^{-1}$ collected by the LHCb detector in proton-proton collisions at centre-of-mass energies of 7 and 8 TeV. Decay candidates with pion pairs that have invariant mass in the range 0.5-1.3 GeV/$c^2$ and with muon pairs that do not originate from a resonance are considered. The first observation of the decay $B_s^0 \to \pi^+\pi^-\mu^+\mu^-$ and the first evidence of the decay $B^0 \to \pi^+\pi^-\mu^+\mu^-$ are obtained and the branching fractions, restricted to the dipion-mass range considered, are measured to be $\mathcal{B}(B_s^0 \to \pi^+\pi^-\mu^+\mu^-)=(8.6\pm 1.5\,({\rm stat}) \pm 0.7\,({\rm syst})\pm 0.7\,({\rm norm}))\times 10^{-8}$ and $\mathcal{B}(B^0 \to \pi^+\pi^-\mu^+\mu^-)=(2.11\pm 0.51\,({\rm stat}) \pm 0.15\,({\rm syst})\pm 0.16\,({\rm norm}) )\times 10^{-8}$, where the third uncertainty is due to the branching fraction of the decay $B^0\to J/\psi(\to \mu^+\mu^-)K^*(890)^0(\to K^+\pi^-)$, used as a normalisation

Observation of the B0 → ρ0ρ0 decay from an amplitude analysis of B0 → (π+π−)(π+π−) decays

Proton–proton collision data recorded in 2011 and 2012 by the LHCb experiment, corresponding to an integrated luminosity of 3.0 fb−1 , are analysed to search for the charmless B0→ρ0ρ0 decay. More than 600 B0→(π+π−)(π+π−) signal decays are selected and used to perform an amplitude analysis, under the assumption of no CP violation in the decay, from which the B0→ρ0ρ0 decay is observed for the first time with 7.1 standard deviations significance. The fraction of B0→ρ0ρ0 decays yielding a longitudinally polarised final state is measured to be fL=0.745−0.058+0.048(stat)±0.034(syst) . The B0→ρ0ρ0 branching fraction, using the B0→ϕK⁎(892)0 decay as reference, is also reported as B(B0→ρ0ρ0)=(0.94±0.17(stat)±0.09(syst)±0.06(BF))×10−6