A Chemical Overview of Opioid Receptors and Their Agonists

This work is a brief overview of the three main opioid receptors and some current research of the ways we can change the agonists and how they affect the opioid receptor pathway

Communication at School – a Threat or an Opportunity for Students’ Communicative Competencies? Searching for Answers

The article tackles the issue of communication in school environment. The first part discusses communication as a dialogue between its participants, who shape its course together, taking turns and forming adjacency pairs. The author moves on to focus on the distinctive features of teacher-student communication. She lists and analyses its following traits: lack of students’ opportunity to contribute to the creation of the dialogue, a high level of formality, asymmetry of rights and privileges available to the participants of the communication process, prevalence of a monologue of meanings over a dialogue and negotiation of meanings. The article concludes with proposals for educational practice

Utwory dla dzieci Jana Brzechwy z tomów „Tańcowała igła z nitką” i „Kaczka dziwaczka” dawniej i współcześnie. O procesie wrastania utworów w polską kulturę i język

The article tackles Jan Brzechwa’s first works addressed to children. The author presents the moment the collections Tańcowała igła z nitką and Kaczka Dziwaczka were created. The primary aim of the article is to show how Brzechwa’s first works of children’s literature collected in the above mentioned books were received by educators and literary critics. Another objective of the study is to depict how these books became a part of the national literary culture, using selected examples. The author achieved this goal by examining selected poems and showing how they gained popularity through reeditions issued by popular publishing houses, publication in anthologies of children’s literature, audiobooks read by popular actors, songs, on the Internet. The final aim of the article is to show to what extent quotes from Brzechwa’s selected works permeated the Polish language and became an essential part of the linguistic experience of contemporary Poles.W artykule przybliżono pierwsze utwory adresowane do dzieci autorstwa Jana Brzechwy. Autorka pokazuje moment powstania zbiorków Tańcowała igła z nitką i Kaczka Dziwaczka. Pierwszym celem opracowania jest pokazanie, jak pierwsze utwory dla dzieci zebrane w zbiorkach Tańcowała igła z nitką i Kaczka Dziwaczka zostały przyjęte przez środowisko pedagogów i krytyków literatury. Kolejnym celem jest opisanie na wybranych przykładach procesu stawania się tych utworów elementami rodzimej kultury literackiej. Autorka osiągnęła ten cel podążając śladami wybranych utworów i pokazując proces ich popularyzowania: w formie kolejnych wznowień w popularnych wydawnictwach, wybranych publikacji w antologiach literatury dla dzieci, publikacji w formie audiobooków czytanych przez popularnych aktorów, w formie piosenek, w przestrzeni Internetu. Ostatnim celem jaki został podjęty w opracowaniu jest próba pokazania, na ile sformułowania pochodzące z wybranych utworów wrosły w język polski i stały się ważną częścią doświadczenia językowego współczesnych Polaków.

The Past and the Present Inscribed in Language. Educational Endeavours into the World of Idioms

The article attempts to search for continuity between the past and the present inscribed in the language, using selected idioms as examples. The author presents idioms as a linguistic “transmitter” of culture reflecting the experiences of its users. The paper concludes with a few reflections on the role of language education and creating the linguistic awareness of the young generation. The author highlights the need to combine the knowledge of the history of traditional idioms and the knowledge of using new idioms created for advertising and media purposes to shape the attitudes and language activity of young people.239563Kultura-Społeczeństwo-Edukacj

Specialist Vocabulary of Early School Age Students. Interests and Experiences Recorded in Language

The article addresses the subject of specialist vocabulary, an element of every person’s idiolect. The author attempts to present a thesis, based on the analysis of up-to-date literature from the field of psychology, pedagogy and linguistics, that its development is a result of individual interests and experiences collected in various life situations, starting from early stages of development. Its first manifestations can be seen in preschool-aged children, which is corroborated by the existing research on children’s language development. The author starts her reflections by presenting issues related to the formation of individual interests and experiences as important factors in the expansion of the individual vocabulary of a person. She proceeds to note the specific nature of childhood vocabulary development, underlining the quantitative and the qualitative aspect of expanding one’s vocabulary. She treats these issues as the background for presenting specialist vocabulary, i.e. professional language from various disciplines of science, art and sport. The author concludes her reflections with examples of early school age students’ utterances about their interests. She presents and analyses the children’s utterances, showing the wealth and variety of specialist vocabulary related to history, sport, art, dance and theatre used by young school students. The final part includes guidelines and suggestions for teachers working with children of early school age.3621923313Studia Edukacyjn

The Paradoxes of Classroom Communication. On Selected Limitations of Communicative Competence Development in Contemporary School Students

The article points to the features of classroom communication which hinder the development of students’ communicative competences. The author describes the paradoxes of classroom communication reflected in the fact that the teachers enjoy significantly more rights and privileges than the students with regard to both the form and the content of the messages they express, as well as the paradoxes stemming from the artificial, formalized language present in the classroom, which actually hinders the development of communicative skills

Słowa tworzące obraz współczesnego świata dzieci na podstawie badań techniką „abecadła” Stefana Baleya

Introduction: The article presents a linguistic image of the modern world based on a study on children performed using Stefan Baley’s method. The article follows up with a discussion of the theses of the author’s own research. The article presents selected research results. Research Aim: The research aims to understand better children’s and youth’s experiences using the abecadło method and to compare results with those published in 1947 by Stefan Baley’s research team.Method: The research was proceeded by the abecadło method suggested by Stefan Baley and used by his research team in 1945 and 1947.Results: The presented results respond to three elements: words-associations most commonly recalled by children (taking differences between younger and older groups into consideration); words-associations reflecting ongoing social-cultural changes (taking differences between younger and older groups into consideration); words considered as universal and independent from the political, cultural, social and economic context and separated from the age of researched groups.Conclusion: The research show that present-day children’s experiences can be grouped and presented as four types of associations: 1) the first one is created by mass media and modern technology; 2) the second one is created by geographic names and connected with nature ones: animals, plants etc.; 3) the third one is created by words related to human and animal proper nouns; 4) the fourth one is created by universal words.Keywords: linguistic image of the world, research on linguistic image of the world changes in linguistic image of the world, research using Stefan Baley’s alphabet method.Wprowadzenie: W artykule przedstawiono językowy obraz współczesnego świata na podstawie badań dzieci przeprowadzonych techniką abecadła, zaproponowaną przez Stefana Baleya. Przedstawiono założenia tej techniki i jej kluczowe rezultaty. Następnie omówiono założenia badań własnych. W artykule zaprezentowano wybrane wyniki badań.Cel badań: Celem badań było poznanie doświadczeń dzieci i młodzieży dzięki wykorzystaniu techniki abecadła i porównanie wyników z wynikami badań opublikowanymi przez zespół Stefana Baleya w 1947 roku.Metoda badań: Badania przeprowadzono techniką abecadła zaproponowaną przez Stefana Baleya i wykorzystaną przez jego zespół podczas badań prowadzonych w latach 1945 i 1947.Wyniki: Zaprezentowane wyniki odnoszą się do trzech elementów: skojarzeń-wyrazów najczęściej przywoływanych przez dzieci (z uwzględnieniem różnic między grupą młodszą i starszą); skojarzeń-wyrazów odzwierciedlających aktualne zmiany w rzeczywistości społeczno-kulturowej (z uwzględnieniem różnic między grupą młodszą i starszą); słów, które można uznać za uniwersalne niezależnie od kontekstu politycznego, kulturowego, społecznego, gospodarczego itp. oraz wieku badanych.Wnioski: Z badań wynika, że doświadczenia współczesnych dzieci można pogrupować w cztery typy kompleksów skojarzeń: 1) słowa ze świata mediów i nowoczesnych technologii; 2) nazwy geograficzne, nazwy obiektów przyrodniczych, nazwy roślin i zwierząt itp.; 3) słowa odnoszące się do nazw własnych osób i zwierząt; 4) słowa uniwersalne

Paradoksy komunikacji szkolnej – rozwazania na temat wybranych ograniczen rozwoju kompetencji komunikacyjnych uczniów we współczesnej szkole

The article points to the features of classroom communication which hinder the development of students’ communicative competences. The author describes the paradoxes of classroom communication re ected in the fact that the teachers enjoy signi cantly more rights and privileges than the students with regard to both the form and the content of the messages they express, as well as the paradoxes stemming from the arti cial, formalized language present in the classroom, which actually hinders the development of communicative skills

Child in the Role Convention – the Verbal Aspect

The article describes Erving Goffman’s approach to the concept of a dramaturgical model of social relations. The author briefly presents the general framework of the concept (stage, actors, role convention, mask, audience, etc.), focusing in more detail on the verbal aspect of a social role. She highlights the way children, through participation in interactions with parents, preschool teachers and peers, master the rules of various social roles and transpose the experiences gained through these interactions into other social situations, e.g. transposing the rules of linguistic politeness mastered in preschool into the home environment, using specific linguistic means to influence other members of the household. Theoretical reflections are illustrated with examples of preschool-aged children’s utterances indicating their mastery of the specific features of a given role. In the last part of the article, the author presents examples of children transgressing the convention of a role, which are a result of either the children’s lack of knowledge about the convention or their conscious action against adults’ expectations and attempts to manifest their own independence or verify to what extent the convention is of a universal nature and to what extent it can be modified.3747594Studia Edukacyjn