Społeczno-edukacyjne konteksty rozwoju inteligencji emocjonalnej dziecka

Social-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

Zrozumieć, żeby pomóc, czyli o tym, jak uczynić klasę szkolną przyjazną uczniom nadpobudliwym psychoruchowo

The symptoms of attention deficit hyperactivity disorder (ADHD) displayed by school-age children, very often accompanied by emotional and social immaturity and a poor understanding of the concept of time, adversely affect children’s psychosocial situation at school. These factors disturb the children’s learning process, which results in school achievements that are disproportionately low comparing to the children’s intellectual potential. They also undermine children’s capabilities within the scope of obeying school rules of behaviour, which has a negative effect on the quality of relationships between children and their teachers. These symptoms, by limiting the competence of children in building and developing friendly social relationships, make it more difficult for them to obtain acceptance by peers. Thus, pedagogical support given by a teacher within the scope and in a form adequate for the individual needs, capabilities and limitations of children with ADHD should be acknowledged as an important factor in the successful functioning of these children. Identification and understanding by teachers of the importance and nature of problems that children with ADHD encounter is a starting point and a key factor in the effectiveness of this support. It will allow a teacher to provide an educational context in a class in which it is possible to satisfy their special educational needs. Creating such a context involves the necessity of taking actions by a teacher which are aimed at alleviating the symptoms of ADHD, on the one hand, and integrating a class, on the other. Such actions may ensure that students with ADHD will achieve success both in acquiring knowledge and academic skills and in the dimension of effective behaviour which respects social requirements in the school environment.Występujące u dzieci w wieku szkolnym symptomy nadpobudliwości psychoruchowej (ADHD), którym często towarzyszy niedojrzałość emocjonalno-społeczna i słabe rozumienie pojęcia czasu, niekorzystnie wpływają na ich sytuację psychospołeczną w szkole. Zakłócają one przebieg procesu uczenia się dzieci, czego efektem są osiągnięcia szkolne często niewspółmiernie niskie do posiadanych przez nie zasobów intelektualnych. Obniżają też dziecięce możliwości w zakresie przestrzegania zasad regulujących zachowanie uczniów, co negatywnie rzutuje na jakość relacji łączących ich z nauczycielami. Objawy te, ograniczając kompetencje dzieci w zakresie nawiązywania i podtrzymywania przyjaznych relacji społecznych, utrudniają im również uzyskanie akceptacji ze strony rówieśników. Za warunek pomyślnego funkcjonowania uczniów z ADHD w klasie szkolnej należy zatem uznać udzielenie im przez nauczyciela wsparcia pedagogicznego w zakresie i formie adekwatnej do ich indywidualnych potrzeb, możliwości i ograniczeń. Punktem wyjścia i kluczowym czynnikiem skuteczności tego wsparcia jest dostrzeżenie i zrozumienie przez nauczyciela wagi i istoty problemów, z jakimi borykają się uczniowie z ADHD. Pozwoli to nauczycielowi na stworzenie w przestrzeni klasy szkolnej kontekstu edukacyjnego, w którym możliwe stanie się zaspokojenie ich specjalnych potrzeb edukacyjnych. Kreowanie takiego kontekstu wiąże się z koniecznością podjęcia przez nauczyciela działań ukierunkowanych z jednej strony na łagodzenie objawów ADHD, z drugiej zaś na integrację zespołu klasowego. Działania tego rodzaju mogą zapewnić uczniom z ADHD osiągnięcie sukcesu zarówno w zakresie nabywania wiadomości i umiejętności szkolnych, jak i w wymiarze efektywnego, respektującego wymagania społeczne, zachowania się w środowisku szkolnym.

Posthuman Pedagogy of the Common Worlds of Children and Animals – From Independence to Relationality

The author’s intent is to describe the concept of pedagogy of the common worlds of children and animals embedded in the framework of posthuman philosophy. In its assumptions, the child’s essence is tightly connected to non-human beings, individuals and forces, existing in the common worlds of life. Children and animals living in those worlds are not beings separated from one another, but relational and causative ones, affecting and influencing each other. The pedagogy of the common worlds of children and animals is broadly understood as an educational practice, which allows children to maintain non-hierarchical relations with animals during interspecies encounters. It offers children an unconventional way of discovering, exploring and acting, because it allows them not to learn “about” the world, but rather to learn together “with” the world. Staying in heterogeneous common worlds and establishing deep relations with them is hence connected with the need to care about the common good. It can provide people and non-human beings with a successful existence now and in the future

Prawa dziecka – od teraźniejszości ku przyszłości

The article focuses on the issue of the present and future of children’s rights. The author begins with a brief historical account of the development of the idea of protecting and promoting children’s rights. In the subsequent parts of the paper the author considers three interrelated issues dominantly present in the field of children’s rights: 1/ the importance of achieving balance between the rights and freedoms of children and the rights and freedoms of their parents, 2/ the conceptualization of children’s agency, 3/ the relationship between autonomy and responsibility. The author also addresses the issue of revising and reforming the rights of children.Artykuł porusza kwestię praw dziecka w ujęciu historycznym, w obecnej dobie i w przyszłości. Na wstępie znajduje się zwięzły opis historyczny rozwoju pojęcia ochrony praw dziecka i jego promowania. W dalszych częściach artykułu znajdziemy rozważania w obszarze trzech najważniejszych i powiązanych ze sobą kwestii dotyczących praw dziecka. Dotyczy to m.in. znalezienia równowagi między prawami i wolnościami dziecka zawartymi w Konwencji o Prawach Dziecka a prawami i wolnościami rodziców oraz związku między autonomią i odpowiedzialnością. Autorka odnosi się również do potrzeby rewizji i reformy praw dziecka

Zagroda edukacyjna jako nowy produkt turystyczny (przykład województwa podkarpackiego)

One of the latest initiatives in rural areas is an educational farm whose main mission is to educate by promoting greater awareness of the village’s cultural and natural values. The offer of educational farms can be attractive to tourists staying in agritourism farms, and educational activities enrich the tourism offer of the region and improve the appeal of a given facility or area of staying. Rural areas of Podkarpackie province have great tourism potential, and similar to many other tourism products, educational farms can attract tourists and make their stay attractive. The study area includes 13 of the type of farms that offer a variety of educational programs related to agriculture, ecology, processing agricultural products, handicraft or dying out professions workshops. The article describes the offer of all educational farms in the Podkarpackie province basing mainly on the results of surveys conducted among the owners and on generally available publicity information. Based on the survey results, it was found that the activity of educational farms is popular mainly among organized groups of students and this concept is still relatively unknown to a wide range of tourists. No significant impact of educational farms on the increase of tourist interest in a given agritourism facility has been revealed.Turystyka wiejska jest jedną z popularnych form turystyki. Tradycyjne rolnictwo, harmonijny krajobraz obszarów wiejskich oraz styl życia mieszkańców wsi są współcześnie coraz bardziej docenianym walorem turystycznym, wpływającym na to, iż wielu turystów na miejsca swojego wypoczynku wybiera tereny spokojne, ciche, o czystym środowisku przyrodniczym. Gospodarstwa agroturystyczne działające na terenie województwa podkarpackiego nieustannie szukają nowych możliwości rozwoju. Jedną z nich jest prowadzenie działalności edukacyjnej w tzw. zagrodach edukacyjnych. Celem opracowania jest charakterystyka oraz przedstawienie oferty zagród edukacyjnych na terenie województwa podkarpackiego jako innowacyjnego produktu turystycznego. Szczegółowo scharakteryzowano jedną z zagród na badanym terenie

Diversity of fungi colonizing leaves of Rhododendron (Rhododendron L.) cuttings

Rhododendrons (Rhododendron L.) are shrubs whose attractiveness is determined by their multi-coloured flowers and evergreen leaves. Necroses visible on the leaves of rhododendron cuttings diminish the suitability of nursery material for marketing. These symptoms are most frequently caused by fungi. The investigations were conducted in 2010–2011 in an ornamental shrub nursery to identify fungi colonizing the phyllosphere of rhododendron cuttings and causing leaf necroses. The material for analysis consisted of leaves of 11 rhododendron cultivars. 550 leaves were collected from 110 half-year-old cuttings for mycological analysis. Over 350 fungal colonies belonging to 15 species were isolated from the leaves of rhododendron cuttings. The dominants included: Pestalotiopsis sydowiana, Trichoderma koningii and Alternaria alternata. The influents included: Aspergillus brasiliensis, Mucor hiemalis f. hiemalis, Epicoccum nigrum, Sordaria fimicola and Umbelopsis isabellina. A large majority of the fungi preferred the phyllosphere environment of Yakushima rhododendron (R. yakushimanum) cultivars ‘Sneezy’ and ‘Golden Torch’ as well as of the large-flowered cultivars ‘Flautando’, ‘Dominik’, and ‘Simona’. The phyllosphere of the large-flowered cultivars ‘Bernstein’, ‘Nova Zembla’, and ‘Goldbuckett’ was a reservoir for many fungal colonies and fungi species. The cultivars less susceptible to colonization by fungi and the most promising for planting in green areas and home gardens are the large-flowered cultivars ‘Bernstein’, ‘Nova Zembla’, ‘Goldbuckett’, ‘Rasputin’, and ‘Roseum Elegans’

Ekomuzea – nowy produkt turystyczny na przykładzie ekomuzeum Hołe

The article presents ecomuseum as an example of innovative tourism product, created primarily in rural areas. The subject for analysis provided the offer of one of the Carpathian ecomuseums – Hołe ecomuseum.Ecomuseums tourist product is created on the basis of local resources – accommodation services, catering, local products and grass-roots community initiatives. When creating it, a numberof factors should be considered, including environmental, social, cultural, economic and political conditions.Ecomuseum as a tourist product has some specific features, which enable us to call it ecoproducts.This type of products may be attractive for tourists who want to broaden their knowledge on the history and culture of the region, for tourists longing for a close contact with unspoiled nature,away from large urban agglomerationsArtykuł nie zawiera abstraktu w języku polskim

The effect of protozoa on the bacterial composition and hydrolytic activity of the roe deer rumen.

© 2020 by the authors. Licensee MDPI, Basel, Switzerland. The purpose of this study was to compare the effect of the presence of protozoa in the rumen of wild roe deer (Capreolus capreolus) on the bacteria composition and digestion rate of the main carbohydrates of forage. The research material involved rumen content and rumen fluid, which were collected in the autumn-winter season, from eight adult males of roe deer with an average body mass of 22.6 kg. The microscopic analysis demonstrated that there were only protozoa in 50% of the animals sampled. Qualitative analysis revealed the presence of protozoa belonging to the genus Entodinium. The density of protozoal population varied from 6.5 to 38.7 × 105/mL rumen fluid. The analysis of bacteria composition indicated that protozoa did not have an effect on bacterial diversity. Furthermore, the results of hydrolytic activity revealed that the fastest digestion of carbohydrates was for pectin, while the slowest was inulin. The pH and redox potential in the rumen varied from 5.9 to 6.1 and from −248.1 to −251.1 mV, respectively. In summary, the presence of protozoa in the rumen of wild roe deer does not have an effect on the bacterial population and has no effect on the digestion rate of carbohydrates in the rumen