Journal articles on the topic 'Polish and Irish students'
To see the other types of publications on this topic, follow the link: Polish and Irish students.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Polish and Irish students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Gąsior, Weronika. "Cultural Scripts and the Speech Act of Opinions in Irish English: A Study amongst Irish and Polish University Students." ELOPE: English Language Overseas Perspectives and Enquiries 12, no. 1 (June 22, 2015): 11–28. http://dx.doi.org/10.4312/elope.12.1.11-28.
Full textAbstract:
Studies in pragmatics have been limited to a handful of illocutionary acts such as requests, apologies or compliments, and opinions remain underrepresented in the existing literature. In this paper I present the results of a study of opinions in Irish English, conducted in an intercultural environment of Irish-Polish interactions. Departing from a traditional approach of speech act realisation studies, I applied the theory of cultural scripts to analyse opinions. In contrasting the Irish and Polish formulas for expressing opinions, as well as sociopragmatic attitudes towards this speech act, a difference in the cultural scripts for opinions in each culture was observable. Apart from already documented Polish frankness in opinions, the study discovered also a rational approach to presenting good arguments to support one’s assertions among the participants. In relation to the Irish script for opinions, the findings are in line with previous classifications of opinions in Australian English, showing a certain level of variational uniformity amongst the English-speaking cultures in this regard.
2
Gmerek, Katarzyna. "Shane Leslie and the Irish Support for Language Struggle in Poland." Studia Celtica Posnaniensia 3, no. 1 (January 1, 2018): 89–108. http://dx.doi.org/10.2478/scp-2018-0005.
Full textAbstract:
Abstract This paper tells a little known story of the collecting and delivery of signatures of Irish school children from the northern part of Ireland as an act of moral support for Polish students on strike in defense of the Polish language at schools in the Prussian partition of Poland, in the first decade of the 20th century (Płygawko 1991). The bound signatures are in the Czartoryski Museum in Cracow, Poland, but the information about the action has not been found in Irish sources, and the Polish signatures collected in response seem to be missing. The role of the organizer of the initiative, Shane Leslie, is emphasized in this paper. It describes the background of this exchange of sympathy, and discusses possible reasons why the story remains obscure.
3
Bush, Jonathan. "Lay Catholic Support for Exiled Polish Intellectuals in Britain, 1942–1962." Downside Review 135, no. 4 (October 2017): 199–222. http://dx.doi.org/10.1177/0012580617735778.
Full textAbstract:
This article examines the hitherto unexplored role of lay Catholics in the tertiary education of Polish exiles in Britain, from the early 1940s to the beginning of the Second Vatican Council in 1962. It will examine the work of the Newman Association, a predominantly lay Catholic graduate society, as a case study to reveal how lay activism towards European exiles was influenced by a range of social, theological and political factors. It will highlight the ways in which support for Polish Catholic education could be manifested, including the establishment of a cultural hub in London, a scholarship programme to assist Polish students in British and Irish universities, and the development of cultural links with individuals and organisations within Poland. Ultimately, this article demonstrates the growing confidence of educated lay Catholics in breaking out of their historically subordinate role within the English Catholic Church in the years prior to Vatican II.
4
Murray, Peter. "An Irish Sociology Professor Writes a Student Reference, May 1958." Irish Journal of Sociology 22, no. 2 (November 2014): 96–101. http://dx.doi.org/10.7227/ijs.22.2.6.
Full textAbstract:
From the Dublin Diocesan Archives a May 1958 letter from Maynooth Sociology Professor Jeremiah Newman to the Director of the Dublin Institute of Catholic Sociology appraises the contribution that a group of students about to be ordained for the Dublin archdiocese might best make to the Institute's work. A Cold War context of politico-ideological struggle links this peculiarly Irish epistle with an international literature concerning letters of recommendation and reports to police agencies about practitioners of sociology.
5
Rawther, Fathima, Sophie Bondje, Anisah Rahman, Adelaide Duku, Selani Gooneratne, Matthew Beck, Surajdeep Ubhi, Christina Gleeson, Bharathy Kumaravel, and Joanne Harris. "Community immersion project to enhance medical students understanding of the health needs of the most vulnerable in the community." BMJ Leader 6, no. 1 (March 25, 2021): 60–63. http://dx.doi.org/10.1136/leader-2020-000382.
Full textAbstract:
AIM: A group of eight fourth year medical students formed the ‘UBMS public health crew’ to conduct a community immersion project within elderly ethnic minority communities. The aim of the study was to understand their health perceptions regarding influenza vaccinations and learn about the enablers and barriers in accessing the vaccination.METHODOLOGY: Interviews were held by the students at community lunch clubs with the help of questionnaires.RESULTS: 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey.CONCLUSION: This project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.RESULTS: 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey. this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.METHODS: Interviews were held by the students at community lunch clubs with the help of questionnaires. 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey which found that this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.AIM: A group of eight fourth year medical students formed the ‘UBMS public health crew’ to conduct a community immersion project within elderly ethnic minority communities. The aim of the study was to understand their health perceptions regarding influenza vaccinations and learn about the enablers and barriers in accessing the vaccination. Interviews were held by the students at community lunch clubs with the help of questionnaires. 76 people participated in the focus groups of which 56.5% were Asians and 43% were Irish. Feedback was sought from the students in the form of an online survey which found that this project helped the medical students improve their public health knowledge, gave them an opportunity to interact with members of the community and learn about the health and social problems faced by underserved/vulnerable communities. The students were also able to appreciate the cultural, sociodemographic and psychological determinants of health in an underserved community. Providing such community immersion projects can enable future doctors to be better prepared for care closer to the community and have better insight into patient-centred care.
6
Hogan, Pádraig, and Mykhailo Boichenko. "Education as a calling and way of life: Interview with Doctor Pádraig Hogan. October 19 – December 17, 2021." Filosofiya osvity. Philosophy of Education 27, no. 2 (March 2, 2022): 257–65. http://dx.doi.org/10.31874/2309-1606-2021-27-2-15.
Full textAbstract:
This paper presents an interview with Pádraig Hogan – a prominent Irish educator and researcher in the field of pedagogy, well-known in the European Union and beyond it. This interview is an echo of discussions at an International Conference – The 9th Congress of the Philosophy of Education Society of Poland “Education and the State” on September 24-26 2001 in Krakow, organized by the Institute of Pedagogy at the Jagiellonian University, the B. F. Trentowsky Society of Philosophical Pedagogy, the Polish Philosophical Society and other authorities. Pádraig Hogan opened this Congress with a report “Uncovering Education as a Practice in its Own Right”. Pádraig Hogan is a Professor-Emeritus of the National University of Ireland Maynooth. He has a keen research interest in the quality of educational experience and in what makes learning environments conducive to fruitful learning. Now he is an active participant in several international scientific-educational researches. For a long period (from 2003) he was leader of the research and development programme ‘Teaching and Learning for the 21st Century’ (TL21), a schools-university initiative. His books include The Custody and Courtship of Experience: Western Education in Philosophical Perspective (1995); The New Significance of Learning: Imagination’s Heartwork (2010); Towards a better Future: A Review of the Irish School System (co-authored with J. Coolahan, S. Drudy, Á. Hyland and S. McGuinness, 2017). To date he has published over 130 research items, including books, journal articles, book chapters and commissioned pieces. This interview give answers on the questions about topicality of personal education, issues of educational experience, cognitive and emotional aspects of the communication of teacher and students, perspectives and limits of educational hermeneutics and the best maintenance of educational traditions.
7
Stalmaszczyk, Piotr. "Celtic Studies in Poland: Recent Themes and Developments." Studia Celto-Slavica 1 (2006): 43–59. http://dx.doi.org/10.54586/wmro7332.
Full textAbstract:
Though works devoted to various aspects of Celtic philology and history appeared in Poland already by the end of the 19th century, it is Stefan Czarnowski (1879–1937) who deserves to be called the forerunner of Celtic studies in Poland. Czarnowski, the author of numerous studies on sociology, religion, history and theory of culture, also published several articles devoted to Celtic issues, especially literature and religion, and translations of specimens of Celtic literatures. However, his most important achievement in the field of Celtology was Le culte des héros et ses conditions sociales: Saint-Patrick, Héros national de l’Irlande (Paris 1919), an historical and sociological study of St. Patrick and mediaeval Ireland, in which he followed the methodological assumptions worked out by Émile Durkheim. Though published more than eighty years ago, this study has lost very little of its value and importance, and still deserves to be closely analysed. Today, several Polish scholars and institutions conduct research pertinent to Celtic Studies: most notably at the Chair of Celtic Studies at the Catholic University of Lublin, the only place in Poland where regular courses in modern Irish and Welsh have been offered, and where vigorous research, especially in the phonology of the Celtic languages is conducted. Also other universities offer more or less regular courses and seminars, such as the ‘Introduction to Celtic Studies Seminar’ at the Department of English Language at Łódź University. Hopefully, the future will see more of such initiatives. In the paper, I also stress the importance and appropriateness of providing information about Celtic Studies to students of English.
8
Zulkifli, Juliana, Brad Noel, Deirdre Bennett, Siun O’Flynn, and Colm O’Tuathaigh. "Medical students’ perceptions of professional misconduct: relationship with typology and year of programme." Journal of Medical Ethics 44, no. 2 (August 5, 2017): 133–37. http://dx.doi.org/10.1136/medethics-2016-104003.
Full textAbstract:
AimTo examine the contribution of programme year and demographic factors to medical students’ perceptions of evidence-based classification categories of professional misconduct.MethodsStudents at an Irish medical school were administered a cross-sectional survey comprising 31 vignettes of professional misconduct, which mapped onto a 12-category classification system. Students scored each item using a 5-point Likert scale, where 1 represents the least severe form of misconduct and 5 the most severe.ResultsOf the 1012 eligible respondents, 561 students completed the survey, providing a response rate of 55%. Items pertaining to disclosure of conflict of interest were ranked as the least severe examples of professional misconduct, and this perception was highest among finalyear students. While ratings of severity declined for items related to ‘inappropriate conduct not in relation to patient’ and ‘inappropriate use of social media’ between years 1 and 3, ratings for both categories increased again among clinical cycle (fourth and final year) students.ConclusionsIncreased clinical exposure during years 4 and 5 of the undergraduate programme was associated with better recognition of the importance of selected professional domains. Disclosure of conflict of interest is identified as an area of medical professionalism that requires greater emphasis for students who are at the point of transition from student to doctor.
9
Goggins, Jamie, and Magdalena Hajdukiewicz. "The Role of Community-Engaged Learning in Engineering Education for Sustainable Development." Sustainability 14, no. 13 (July 5, 2022): 8208. http://dx.doi.org/10.3390/su14138208.
Full textAbstract:
This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day.
10
Manzano-Sánchez, David, Noelia Belando-Pedreño, and Alfonso Valero-Valenzuela. "Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility." Sustainability 14, no. 14 (July 8, 2022): 8380. http://dx.doi.org/10.3390/su14148380.
Full textAbstract:
The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor’s degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students’ previous experiences must be taken into account.
11
Płachecki, Jarosław. "The Poles in Ireland Against Martial Law in Poland 1981-1983." Studia Polonijne 43, Specjalny (December 20, 2022): 81–91. http://dx.doi.org/10.18290/sp2243.7s.
Full textAbstract:
Aid for Poland during the period of martial law in Poland was organised predominantly by members of the Irish Polish Society, the Irish Catholic Church with the help of the Charitable Commission of the Episcopate of Poland, Polish merchant ships, Irish shipping agents, Irish pharmaceutical and food firms, and generous Irish people. A small Polish community in a short period of time managed to collect in Ireland unbelievable amounts of money and goods. During the 18 months of fundraising, £250,000 in cash and £300,000 worth of food and medicines was shipped to Poland in 20 containers. £50,000 was donated separately by the Irish Government to the Irish Red Cross and the charitable organisation Trocaire. A huge political effort was made to influence the Irish Government to condemn the imposing of martial law in Poland. The Irish Polish Society became a strong and solidified Polish organisation, a united voice for Poles in Ireland and an effective Polish pressure group , supportive for their country of origin and knowing their identity and potentials.
12
Titley, Alan. "Polish, Romish, Irish: The Irish Translation of Quo Vadis?" Studia Celto-Slavica 5 (2010): 47–58. http://dx.doi.org/10.54586/rqab8612.
Full textAbstract:
During the height of literary translation into Irish in the 1920s, 30s and 40s, I can only think of two Polish books that were translated into Irish. One of these is Henryk Sienkiewicz’s famous Quo Vadis?, which helped him secure the Nobel Prize for Literature, and which has been translated into numerous languages, and made into several films or series of films for television. It was translated into Irish by An tAthair, or Fr. Aindrias Ó Céileachair (1883–1954) in 1935. There is a long journey from Henryk Sienkiewicz’s travels into the mind of ancient Rome and turning a vicious and genocidal Latin culture into a more civilised Polish, to an English version of this great book by an Irish-American linguist who himself collected stories and tales in Irish, to a learned priest who used the ingenuity of his own people, and particularly the native knowledge of a great storyteller, to fashion one of the finest translations that has been done into modern Irish. I am not sure what Sienkiewicz would have made of it, but I am sure he would have been very pleased.
13
Cyran, Eugeniusz, and Bogdan Szymanek. "Phonological and Morphological Functions of Palatalisation in Irish and Polish." Studia Celto-Slavica 3 (2010): 99–134. http://dx.doi.org/10.54586/irdh7962.
Full textAbstract:
The paper attempts to compare the status of palatalization of consonants in Modern Irish and Polish within the phonological and morphological systems of the two languages. Irish and Polish have been selected from the Celtic and Slavic groups due to the fact that both have palatalized consonants. One function, which is connected with the palatalized / non-palatalized distinction is expressing lexical contrast, e.g. Irish cúis [ku:ʃ] ‘reason’ vs. ciumhais [kʲu:ʃ] ‘edge’ and Polish beli [beli] ‘roll, Gen.sg.’ vs. bieli [bʲeli] ‘whiteness, Gen.sg.’. Phonologically speaking, the term ‘palatalization’ is rather broad and ambiguous, as it subsumes two quite disparate linguistic situations. Namely, it may be understood as a dynamic phonetic or phonological process of fronting or softening a consonant in the context of the following front vowel [i/e] or glide [j]. In this sense, palatalization is allophonic, that is, a context dependent assimilatory process, as may be the case with Irish bith [bʲi] ‘existence’, or Polish bił [bʲiw] ‘he beat’. On the other hand, both Irish and Polish seem to show that palatalization of consonants may also be independent of the context, in which case we are not dealing with a process, but with a genuine lexical property of given consonants, that is, a phonemic distinction. This point can be illustrated by such forms as Irish beo [bʲo:] ‘alive’ and Polish biodro [bʲodro] ‘hip’. Here the palatalized consonant is followed by a back vowel and could not have been derived by assimilation. Another argument for the phonemic status of palatalization in the two languages comes from the forms in which the presence of a front vowel does not guarantee that a consonant will be palatalized, e.g. Irish tuí [ti:] ‘straw’ (cf. tí [tʲi:] ‘house, Gen.sg.’) and Polish beli [beli] ‘roll, Gen.sg.’. It may appear that the phonological similarities between Irish and Polish palatalization are considerable. However, the appealing picture becomes more complicated when the two systems are looked at in detail. Once present in the phonological representation of words, the property of palatalization in Irish behaves quite disparately from what is observed in Polish. In Irish, palatalization behaves as an independent property (autosegment) and has a tendency to spread leftwards, affecting the preceding short vowels, e.g. sop / soip [sop / sipʲ] ‘wisp / Gen.sg’, consonants and vowels, e.g. olc / oilc [olk / ilʲkʲ] ‘evil / Gen.sg.’, or even entire syllables, e.g. dorn / doirn [dorən / dirʲinʲ] ‘fist / Gen.sg.’. Thus, palatalization as an assimilatory process is not entirely inactive. On the other hand, in Polish, there is some vestigial consonant-vowel interaction, practically limited to velar consonants, as well as some cluster assimilation. The paper aims to define the conditions on the phonological scope of palatalization in Irish and Polish from the point of view of the historical origin of the phenomenon, distributional restrictions, and participation in processes. Both languages successfully utilize the palatalized / non-palatalized distinction also in the respective morphological systems. This general similarity has a historical origin in the loss of final syllables. The paper surveys various lexical derivations and inflectional paradigms involving palatalization in Irish and Polish. From the formal point of view, there seem to be two main ways in which the palatalized / non-palatalized distinction is utilized morphologically, each of which has two subcategories: 1. Palatalization a. as a sole formative: C > Cʲ, e.g. Irish bád / báid [bɑ:d / bɑ:dʲ] ‘boat, Nom.sg. / Nom.pl.’, and Polish ryb-a / rybi-a [rɨba / rybʲa] ‘fish, Nom.sg. / adj.Nom.sg.fem.’. b. as a co-formative: C > Cʲ+vowel, e.g. Irish deas / deise [dʲas / dʲeʃə] ‘nice / Gen.sg.’, and Polish student / studenc-i [student / studeɲtɕi] ‘student, Nom.sg. / Nom.pl.’. 2. De-palatalization a. as a sole formative: Cʲ > C, e.g. Irish athair / athar [ahir / ahər] ‘father, Nom.sg. / Gen.sg.’. b. as a co-formative: e.g. Polish liść / list-ek [liɕtɕ / listek] ‘leaf / dim.’ From the functional viewpoint, these effects are seen, in Polish, in some paradigms of nominal inflection, the derivation of abstract nouns from adjectives and of possessive denominal adjectives, as well as in large areas of expressive word-formation, etc. In Irish, the morphological impact of palatalization is best observed in the nominal inflection, but it also present in verbal inflection and some derivations, e.g. Verbal Nouns. Further cross-linguistic comparison and typological research is called for in order to fully appreciate the status of palatalization as a link between phonology and morphology. This paper attempts to lay the foundations for such research.
14
McAteer, Michael. "T. W. Rolleston’s Ireland through a Polish Prism." Acta Universitatis Sapientiae, Philologica 12, no. 1 (October 1, 2020): 42–54. http://dx.doi.org/10.2478/ausp-2020-0004.
Full textAbstract:
Abstract A founding member of the Irish Literary Society, an early member of the Gaelic League, and a leading figure in the Irish Co-operative Movement, Thomas William Rolleston was one of the most notable figures in movements for Irish cultural and economic revival during the late nineteenth/early twentieth century. Rolleston also had a keen interest in German literature and culture, developed originally from the four years that he lived in Wiesbaden and Dresden between 1879 and 1883. This experience granted him some appreciation of conditions that obtained in Germany prior to the outbreak of the First World War, including Prussian-Polish relations. In 1917, Rolleston published a significant pamphlet assessing Irish-British relations during the decades preceding the 1916 Rising in Ireland as compared with relations between Prussia and Poland over the same period. Rolleston rejects a widespread view in Ireland that the moral authority, which the British Government had accorded to itself as a defender of the rights of small nations in the war against Germany, had been fatally compromised by its willingness to countenance Polish independence while continuing to oppose Irish independence. This essay considers the contrasts that Rolleston draws between Ireland and Poland in 1917 in the light of his general views on the Irish language question and Irish politics during the 1900s.
15
Bondaruk, Anna. "On Copular Sentences in Irish and Polish." Studia Celto-Slavica 3 (2010): 79–98. http://dx.doi.org/10.54586/thio4505.
Full textAbstract:
The paper aims at comparing syntactic properties of various types of copular sentences found in Irish and in Polish. The two languages are particularly fitted for comparison because, unlike a number of natural languages, they possess two ways of expressing a predication relation. In the case of Irish this relation is expressed by two verbal elements tá and is, while in Polish, in addition to a regular verbal structure with być ‘be’, there occurs a pronominal construction with the invariable element to ‘this’ (cf. the Russian ėto). First, the inflectional forms of the predicative verbal elements are examined. Then, a detailed overview of the contexts in which each copular structure can be used is undertaken. It is noted that in both languages the structures with tá and być can appear with AP, PP, AdvP predicates. However, tá is different from być in that it can also take VP complements. A further difference relates to the fact that while nominal complements in Irish can only follow the copula is, they are perfectly licit in both types of Polish copular structures, nonetheless, yielding a distinct case marking on the predicate. It is worth mentioning that the use of to in Polish is more limited than that of is in Irish; only the latter can co-occur with adjectival and prepositional predicates, while the former can link only identical categories, i.e. either two nominals or two infinitives. Moreover, Polish exhibits an interesting copular structure in which both być and to co-occur, e.g.: Marek to jest mój przyjaciel. ‘lit. Mark this is my friend.’ In the final part of the paper an attempt is made to offer an analysis of the structural positions of both Irish tá and is and Polish być and to, taking into account their linking possibilities, interpretational differences they give rise to and the order of the predicates. It is argued that while two Irish verbs to be can be classed together, an analogous treatment for Polish copular elements cannot be maintained.
16
Kloc-Nowak, Weronika. "https://studiabas.sejm.gov.pl/Journal.nsf/pubBAS.xsp?view=1&seria=4&lang=PL." Studia BAS 4 (2019): 31–50. http://dx.doi.org/10.31268/studiabas.2019.29.
Full textAbstract:
The article looks at the origins and scale of migration of Poles to the Republic of Ireland and the characteristics of migrants in light of various statistical data. It outlines the characteristics of the Polish population in Ireland on the basis of 2016 census, taking into account the main directions of changes in relation to previous censuses. Polish immigrants, very few in Ireland before 2004, have since become the largest group of non-Irish nationals, stable in size and spread all over the country. Despite its size and multiple ties to Ireland such as the growing number of Polish-Irish citizens and the increasing share of homeowners, it is argued that the Polish community has limited visibility and impact on the Irish society and politics. The author also points out the housing crisis and Brexit-related risks as important challenges for the Polish community.
17
Schönfelder, Mona L., and Franz X. Bogner. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values." Sustainability 12, no. 5 (March 4, 2020): 1968. http://dx.doi.org/10.3390/su12051968.
Full textAbstract:
Science education and environmental education are important gates to prepare the next generation for our society’s current and upcoming challenges. While in the informal sector, environmental education acts independently, on the formal side, science education hosts environmental issues within its interdisciplinary context. As both educational efforts traditionally bear different emphases, the question may arise of whether formal science classes can act as an appropriate host. Against the background of the declining motivation to learn science in secondary school, possible synergies between both educational efforts may have vanished. For an investigation of such linkages between science motivation and environmental perception, we monitored adolescents’ motivation to learn sciences and their environmental values. By analyzing data from 429 Irish secondary school students, we reconfirmed existing scales by using confirmatory factor analysis (CFA) and investigated potential relations via SEM. Besides gender differences, we identified a significant relationship between positive ‘green’ attitude sets and the individual motivation to learn science—positive environmental preferences predict a high science motivation, primarily intrinsic motivation. Taking advantage of this relationship, individual motivation may find support from environmental educational initiatives with the focus on green values. Especially girls, who evidentially tend to have a lower motivation in science learning, may be addressed in that way.
18
Bondaruk, Anna. "Obligatory Control in Irish and Polish: A Reappraisal." Studia Celto-Slavica 4 (2010): 89–102. http://dx.doi.org/10.54586/cdpg3873.
Full textAbstract:
Obligatory control (henceforth, OC) has constituted a topic extensively discussed in the literature (cf., for instance, Williams (1980), Landau (2000), Wurmbrand (2001)). Recently the controversy over OC has climaxed in the emergence of two rivaling approaches, deriving it via two distinct mechanisms. The movement theory of control, advocated by Hornstein (1999, 2001, 2003), Boeckx and Hornstein (2004, 2006), among others, derives OC by means of the N(D)P-movement of the alleged controller of PRO without posting PRO as a separate empty category altogether. The latter approach – the calculus of control proposed by Landau (2004, 2008) – maintaining the existence of PRO, obtains OC thanks to the interplay between C and I found in the non-finite clause. The present paper is rooted within the second approach and its main objective consists in providing an analysis of OC in Irish and Polish. The paper starts with a short overview of two subtypes of OC, i.e. exhaustive and partial control. This is followed by a brief outline of Landau’s (2004, 2008) model. Afterwards, an attempt is made to analyse Irish and Polish OC within Landau’s calculus of control.
19
Olejniczak, Andrzej. "Oficerowie – Polacy w Pułku Irlandzkim armii napoleońskiej w latach 1806–1815." Przegląd Historyczno-Wojskowy 21, no. 2 (2020): 126–46. http://dx.doi.org/10.32089/wbh.phw.2020.2(272).0004.
Full textAbstract:
Several scientific and popular publications have been devoted to the Polish military effort in the Napoleonic era. However, there is too little information about Poles who participated in Napoleonic wars under non-national banners, but also fought alongside Napoleon. Large units composed of Poles have their monographs, but there are no similar studies on the service in the French army of at least hundreds of Poles, scattered over many regiments. Indirectly, Poles from other than Polish formations of the Napoleonic army were mentioned by Stanisław Kirkor in his study of the fates of Poles in British captivity, but these are very short extracts from English sources. Thanks to a preliminary query in French materials, it was possible to determine that many citizens from the pre-partition Polish territory joined the ranks of the French army without serving in the army of the Duchy of Warsaw or in units composed primarily of Poles. Among them were volunteers, deserters from the armies of the partitioning powers, prisoners of war, and seemingly also conscripts. One of the most interesting units among the many different regiments of the Napoleonic army was the Irish Regiment, also known as the Irish Legion. It was in this regiment that many Poles served. They were mainly privates and non-commissioned officers, but there were also cases of Polish officers serving in this formation. During the investigation, at least 11 officers of Polish origin or from the territory of the Polish-Lithuanian Commonwealth were identified and their service in the Irish Regiment was described. There were also individual cases of formal assignment of Polish officers to the Irish formation, but in practice these officers often did not take up service and were transferred to Polish units. This paper is an attempt to draw
20
Bondaruk, Anna. "Obligatory and Non-Obligatory Control in Irish and Polish." Studia Celto-Slavica 1 (2006): 99–118. http://dx.doi.org/10.54586/omnx2639.
Full textAbstract:
This paper aims at establishing a typology of control in Irish and Polish non-finite clauses. First, seven classes of predicates taking non-finite complements in Irish and Polish are specified. They include: modal (e.g. must), aspectual (e.g. start), implicative (e.g. manage), factive (e.g. like), prepositional (e.g. say), desiderative (e.g. want) and interrogative verbs (e.g. ask). Whereas modals and aspectuals typically take raising complements, the remaining predicate classes require control complements. Control clauses in Polish always have a covert PRO subject, while in Irish their subject may be either the covert PRO or an overt DP. The PRO subject may be either obligatorily controlled or is controlled optionally. The criteria adopted in distinguishing obligatory control (OC) from non-obligatory control (NOC) are based on Landau (2000) and comprise the following: (1) a. Arbitrary Control is impossible in OC, possible in NOC; b. Long-distance control is impossible in OC, possible in NOC; c. Strict reading of PRO is impossible in OC, possible in NOC; d. De re reading of PRO is impossible in OC (only de se), possible in NOC. The validity of these criteria for establishing the OC/NOC contrast in Irish and Polish is scrutinised. Various contexts are examined where both these control types obtain in the two languages studied. Most notably, OC tends to occur in complement clauses, while NOC is often found in subject and adjunct clauses both in Irish and Polish. Within the class of OC, two subgroups are recognised, namely exhaustive control (EC) and partial control (PC). The former control type holds when the reference of PRO and its antecedent are identical, whereas the latter type of control is attested when the reference of PRO covers the reference of its antecedent, but is not entirely co-extensive with it, e.g.: (2) a. Maryᵢ managed [PROᵢ to win] = EC; b. Maryᵢ wanted [PRO + to meet at 6] = PC. EC and PC are found in analogous contexts in Irish and Polish. EC occurs in complements to modal, implicative and aspectual verbs, while PC is limited to complements to factive, desiderative, prepositional and interrogative predicates. It is argued that EC-complements lack independent tense specification, while PC-complements are marked for tense independent from the one expressed in the matrix clause. PC-complements both in Irish and Polish must contain a semantically plural predicate (cf. meet in (2b)), but they can never exhibit a syntactically plural element.
21
Marcinkowski, Bartosz. "OCHRONA DANYCH OSOBOWYCH W IRLANDII." Zeszyty Prawnicze 8, no. 2 (June 25, 2017): 243. http://dx.doi.org/10.21697/zp.2008.8.2.11.
Full textAbstract:
Personal Data Protection in IrelandSummaryThe article is a short review of the personal data protection system in the Republic of Ireland. The review is made in the light of the Polish Data Protection Act of 1997 and Directive 95/46/EC (sections I and II).The introductory parts (sections I and II) include general remarks on the increasing importance and value of privacy and personal data. This increase results, among other things, from rapid development of the Internet and modern data processing and mining measures.Subsequently, in section III, the author discusses the constitutional environment of privacy and personal data protection rules in Ireland, as well as the role of court precedents and Directive 95/46/EC in this respect.Next part of the article (section IV) is dedicated to practical data protection issues identified and discussed by Irish authors, including specific exposures as well as differences between definitions in the Irish Data Protection Acts 1988-2003 and the UK Data Protection Act 1998, and influence of the latter (UK) Act on the Irish Data Protection Commissionaire’s decisionmaking process.Further comments (section V) focus on Data Protection Commissionaire’s rights and obligations (including in particular comments on the Data Protection Commissionaire’s free and friendly consultancy policy).The conclusion (section VI) briefly and synthetically summarizes similarities and differences between Irish and Polish personal data protection rules and practices, stressing issues requiring the European-wide common approach (e.g. in the fields of basic definitions or CCTV legal issues).Finally, the author observes that Polish authors’ reflections on personal data protection and the Polish practice are not inferior to the Irish ones even though Irish regulations have been in place for 10 years longer than the Polish ones.
22
ŚWIĄTEK, IWONA, MAGDALENA ŻEMOJTEL-PIOTROWSKA, and JAROSŁAW PIOTROWSKI. "The Importance of Material Status for Electoral Chances and Perception of Politician: Delegitimization of Wealth as Post-transition Specificity?" Journal of Education Culture and Society 4, no. 2 (January 10, 2020): 361–74. http://dx.doi.org/10.15503/jecs20132.361.374.
Full textAbstract:
In presented research the impact of a politician’s economic status on his/her assessment and electoral chances was tested. In study 1 (N= 90) a politician with a high status was as-sessed as less moral and more competent than a low-status politician. In study 2 (N = 120) participants from Ireland and Poland were compared. Irish participants assessed a low--status politician as more moral and competent than the high-status one, whereas Polish participants assessed a high-status politician as more competent than the low-status one. Polish subjects generally assessed politicians’ morality lower than the Irish. The results sug-gest higher legitimization of wealth among Polish participants than the Irish, contrary to predictions. These results are discussed in reference to the system justification theory (Jost, Banaji, & Nosek, 2004) and legitimating myths (Jost, & Kay, 2003)
23
Turner, Thomas, Daryl D'Art, and Christine Cross. "Polish Workers in Ireland." Labor Studies Journal 34, no. 1 (May 1, 2008): 112–26. http://dx.doi.org/10.1177/0160449x08317227.
Full textAbstract:
Since 1990, Ireland has experienced rapid economic growth and a corresponding increase in immigrant workers, particularly of Polish origin. On the basis of survey evidence, the relatively low level of unionization among Polish workers is examined. Although attitudes to trade unions are positive, there is a high level of satisfaction generally with work, pay, and conditions among Polish immigrant workers. A sense of injustice or grievance appears to be largely absent with regard to either pay and working conditions or their treatment by employers, supervisors, and immediate Irish workers. The general picture is one of a relatively contented proletariat.
24
Walaszek, Adam. "Book Review: Irish and Polish Migration in Comparative Perspective." European History Quarterly 36, no. 4 (October 2006): 602–3. http://dx.doi.org/10.1177/0265691406068152.
Full text
25
Rooney, S., R. Cullivan, and G. Kelly. "Irish students and medical education." Irish Journal of Medical Science 168, no. 4 (October 1999): 271–75. http://dx.doi.org/10.1007/bf02944357.
Full text
26
Birchard, Karen. "Consultants make Irish students miserable." Lancet 350, no. 9083 (October 1997): 1013. http://dx.doi.org/10.1016/s0140-6736(05)64120-7.
Full text
27
Parchomiuk, Monika. "Polish students’ attitudes towards sexuality." Journal of Beliefs & Values 35, no. 3 (September 2, 2014): 359–65. http://dx.doi.org/10.1080/13617672.2014.980533.
Full text
28
Augustyniak, Joanna. "Competence of Irish and Polish teachers in the opinions of young Polish immigrants in Ireland." Irish Educational Studies 35, no. 1 (January 2, 2016): 101–15. http://dx.doi.org/10.1080/03323315.2016.1147972.
Full text
29
Zwolski, Kamil. "Euthanasia, Gay Marriages and Sovereignty: Polish Ratification of the Lisbon Treaty." Journal of Contemporary European Research 5, no. 3 (November 7, 2009): 489–97. http://dx.doi.org/10.30950/jcer.v5i3.248.
Full textAbstract:
On 10 October 2009 the President Lech Kaczynski signed the Ratification Act of the Lisbon Treaty, thereby concluding a long and painful ratification process in Poland. The President waited for the result of the second Irish referendum, despite the fact that the Polish Parliament ratified the Treaty already in April 2008. This comment discusses ratification of the Lisbon Treaty in Poland and it has the following structure. Firstly, it briefly discusses the literature on the ratification of the Lisbon Treaty, which multiplied after the Irish veto in June 2009. Secondly, the constitutional procedure concerning ratification of international agreements by Poland is briefly introduced. Then, the article outlines the conflict among the main (parliamentary and non-parliamentary) political forces up until the beginning of April 2008 and the ratification of the Treaty by the Polish Parliament. This period marks the first phase of the ratification procedure. The Irish veto in June 2008 initiated a second phase, because then the President decided to put the Polish ratification process on hold. Finally, the comment identifies some of the major aspects of the dispute over the ratification, such as the role of the controversial Radio Maryja.
30
Gitelman, Zvi. "Judaism and Jewishness in the USSR: Ethnicity and Religion." Nationalities Papers 20, no. 01 (1992): 75–86. http://dx.doi.org/10.1080/00905999208408227.
Full textAbstract:
American Jews often treat their religion and ethnicity as coterminous. In the Soviet Union religion and ethnicity are formally more distinct, through in most people's minds the two are closely related. American society generally considers Jews both an ethnic and religious group. There is a strong correlation between religion and ethnicity among other groups—for example between Irish and Polish ethnicity, on the one hand, and Catholicism, on the other. But since Catholicism is a universal religion—to say “Irish” or “Polish” is usually is to say “Catholic”—the converse is not true, since to say “Catholic” may also imply French, Spanish, Italian, Brazilian or many other ethnicities.
31
DISKIN, CHLOÉ, and VERA REGAN. "The attitudes of recently-arrived Polish migrants to Irish English." World Englishes 36, no. 2 (June 2017): 191–207. http://dx.doi.org/10.1111/weng.12253.
Full text
32
Coakley, Linda. "Exploring the significance of Polish shops within the Irish foodscape." Irish Geography 43, no. 2 (July 2010): 105–17. http://dx.doi.org/10.1080/00750778.2010.515138.
Full text
33
Tomczak, Michał. "Students and Professional Work – Comparison of Polish and Finnish Students’ Opinions." Kwartalnik Ekonomistów i Menedżerów 39, no. 1 (January 31, 2016): 0. http://dx.doi.org/10.5604/01.3001.0009.7522.
Full textAbstract:
The main problem of this article is a try to characterize Polish and Finnish students opinions and work expectations. Empirical part of the text is based on data gained from quantitative research, notably from a survey carried out among students of Polish and Finnish universities. As a result of research it might be concluded that Polish students are deeply identified with their university and their faculty and they are willing to continue education to develop their qualifications; both groups are afraid of a problem to find a satisfying job with Finnish students being much eager to work in multicultural teams.
34
Stalmaszczyk, Piotr. "From 'Ambassador' to 'Whisky': A Note on Celtic Elements in Contemporary Polish Vocabulary." Studia Celto-Slavica 4 (2010): 125–31. http://dx.doi.org/10.54586/ttdb1714.
Full textAbstract:
The paper discusses elements of Celtic origin present in contemporary Polish vocabulary. Polish did not have any direct contacts with the Celtic languages, however, some elements of Celtic (i.e. Irish, Scottish Gaelic, Welsh, Breton) origin entered it via other languages, especially English and French. Additionally, several early borrowings from Continental Celtic spread through Latin, and subsequently the Romance languages, to other languages, including Polish, thus becoming internationalisms of Celtic origin. For the purpose of this paper all such indirect borrowings will be referred to as ‘Celtic elements in Polish vocabulary’. The relevant lexical items have been extracted from a general dictionary of Polish, several other words come from specialized sources.
35
Jędrzejewski, Jan. "Between Dublin and Siberia: Poland in the Nation Newspaper, 1846." Studia Celto-Slavica 5 (2010): 13–28. http://dx.doi.org/10.54586/otzq6702.
Full textAbstract:
It has for a long time been something of a critical commonplace among cultural historians and literary scholars alike to see Ireland and Poland as sister nations which, albeit geographically distant, have over the centuries followed similar historical and political trajectories, developed similar patterns of social and cultural life, and generated similar types of mentality. The popular stereotypes of a typical Irishman and a typical Pole – sociable, passionate, generous, patriotic, but at the same time irrational, dogmatic, intolerant, and obsessively preoccupied with ideologies of the past at the expense of pragmatically engaging with the realities of the present – are of course only partly accurate; in fact, it could well be argued that the perception of Poland as the Central-Eastern European equivalent of Ireland, a fervently Catholic nation which clung, during long years of political and cultural oppression, to its faith and its culture in an attempt to preserve its sense of national identity and pride, to eventually emerge, after the First World War, as an independent nation liberating itself from the political dominance of its powerful yet somehow morally inferior eastern neighbour, offers a rather simplistic and superficial interpretation of a much more complex set of historical, sociological, and cultural comparisons that could be made between those two nations. And yet there were indeed moments in Irish and Polish history, not least during the nineteenth century, when some straightforward historical analogies could indeed justifiably be made, and when the problems facing Irish and Polish societies, the concerns of the Irish and Polish public opinion, and the themes and ideas explored by Irish and Polish thinkers and artists followed similar lines, and possibly – as it is the intention of this paper to demonstrate – influenced each other in a dynamic and creative way.
36
Garbat, Marcin, and Maria Agnieszka Paszkowicz. "Students with Disabilities at Polish Universities." Studia Oeconomica Posnaniensia 3, no. 10 (October 2015): 113–30. http://dx.doi.org/10.18559/soep.2015.10.7.
Full text
37
Kozak, Marcin, Ewa Bakinowska, and Jakub Paderewski. "Polish agricultural universities students' graphical perception." Model Assisted Statistics and Applications 4, no. 4 (December 29, 2009): 281–86. http://dx.doi.org/10.3233/mas-2009-0134.
Full text
38
Korpysa, Jaroslaw. "Conditions for entrepreneurship of Polish students." International Journal of Economic Policy in Emerging Economies 1, no. 2/3 (2008): 280. http://dx.doi.org/10.1504/ijepee.2008.019269.
Full text
39
Szumski, Oskar. "Cybersecurity best practices among Polish students." Procedia Computer Science 126 (2018): 1271–80. http://dx.doi.org/10.1016/j.procs.2018.08.070.
Full text
40
Potts, D. L. "Pastoral Elegy in Contemporary British and Irish Poetry * Knowing One's Place in Contemporary Irish and Polish Poetry." English 63, no. 243 (August 28, 2014): 349–51. http://dx.doi.org/10.1093/english/efu021.
Full text
41
Grabarczyk, Izabela. "Polish Migrant Community in Ireland: the Use of Irish English Slit-t." Research in Language 17, no. 2 (June 30, 2019): 127–46. http://dx.doi.org/10.18778/1731-7533.17.2.02.
Full textAbstract:
In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Polish adult migrants living in the west of Ireland. The aim of the study is to investigate the link between positive attitudes of the migrant community towards Ireland, Irish culture and community, their acculturation strategies and language identity, and the tendency to use one of the most characteristic features of Irish English – slit-t. The theoretical framework includes acculturation theory (Berry 2005), social identity theory (Tajfel and Turner 1987) and language identity (Block 2007). The qualitative and quantitative analysis of data indicates a certain correlation between the use of Irish English slit-t and the participants’ strategies of acculturation, identity and attitudes to the host community.
42
Grabarczyk, Izabela. "Polish migrant community in Ireland: the use of Irish English slit-t." Research in Language 17, no. 2 (June 1, 2019): 127–46. http://dx.doi.org/10.2478/rela-2019-0009.
Full textAbstract:
Abstract In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Polish adult migrants living in the west of Ireland. The aim of the study is to investigate the link between positive attitudes of the migrant community towards Ireland, Irish culture and community, their acculturation strategies and language identity, and the tendency to use one of the most characteristic features of Irish English – slit-t. The theoretical framework includes acculturation theory (Berry 2005), social identity theory (Tajfel and turner 1987) and language identity (Block 2007). The qualitative and quantitative analysis of data indicates a certain correlation between the use of Irish English slit-t and the participants’ strategies of acculturation, identity and attitudes to the host community.
43
Mijers, Esther. "Irish Students in the Netherlands, 1650-1750." Archivium Hibernicum 59 (2005): 66. http://dx.doi.org/10.2307/40285203.
Full text
44
Grey, Ian M., and Ronny B. Swain. "Sexual and religious attitudes of Irish students." Irish Journal of Psychology 17, no. 3 (January 1996): 213–27. http://dx.doi.org/10.1080/3033910.1996.10558103.
Full text
45
Magliacane, Annarita. "Erasmus students in an Irish studyabroad context." Study Abroad Research in Second Language Acquisition and International Education 5, no. 1 (February 24, 2020): 89–118. http://dx.doi.org/10.1075/sar.18008.mag.
Full textAbstract:
Abstract While second language (L2) pragmatics research has predominantly investigated speech acts, little attention has been given to pragmatic markers (PMs) (Müller, 2005). Research demonstrates that PM use by learners is limited (Liao, 2009) and that their production is aided by native speaker (NS) contact (Sankoff et al., 1997). Thus, if study abroad (SA) provides a combination of instructed and naturalistic input / exposure, the analysis of PM development gives insights into the role of language exposure during SA. Against this background, this article investigates the use of PMs in L2 English during an Erasmus programme in Ireland. Data were collected using sociolinguistic interviews (Labov, 1984) and the PMs studied were ‘like’ and ‘well’. These PMs were tracked longitudinally to investigate differences in frequency and use. Findings were analysed quantitatively and compared with English NSs. Results point to an increase in frequency but also reveal constraints on the use of the PMs studied.
46
Casey, Dympna, and Kathy Murphy. "Irish nursing students’ experiences of service learning." Nursing & Health Sciences 10, no. 4 (December 2008): 306–11. http://dx.doi.org/10.1111/j.1442-2018.2008.00409.x.
Full text
47
Cormack, Robert, and Robert Osborne. "Higher Education Participation of Northern Irish Students." Higher Education Quarterly 48, no. 3 (July 1994): 207–26. http://dx.doi.org/10.1111/j.1468-2273.1994.tb01653.x.
Full text
48
Węsierska, Katarzyna, Kenneth O. St. Louis, Marta Wesierska, and Izabela Porwoł. "Changing Polish university students’ attitudes toward cluttering." Journal of Fluency Disorders 67 (March 2021): 105828. http://dx.doi.org/10.1016/j.jfludis.2021.105828.
Full text
49
Nawrocka, Agnieszka, Wladyslaw Mynarski, Aneta Powerska-Didkowska, Malgorzata Grabara, and Wieslaw Garbaciak. "Musculoskeletal Pain Among Polish Music School Students." Medical Problems of Performing Artists 29, no. 2 (June 1, 2014): 64–69. http://dx.doi.org/10.21091/mppa.2014.2015.
Full textAbstract:
OBJECTIVE: To assess the prevalence and intensity of musculoskeletal pain and to estimate probability of developing playing-related musculoskeletal disorders, depending on risk factors, including gender, years of playing the musical instrument, frequency of practice (number of days per week), average daily practice time, and habitual physical activity level, in young instrumentalists. METHODS: A total of 225 instrumentalists aged 10–18 years, including 107 string-players, 64 keyboardists, and 54 wind-players, were investigated. The Nordic Musculoskeletal Questionnaire (NMQ) together with a numerical visual-analogue pain intensity scale (VAS) was used to assess the participants’ musculoskeletal pain. RESULTS: The young instrumentalists most often complained of pain located in the neck (60.4%), wrists (44.4%), and upper (41.7%) and lower back (38.2%) areas. Girls complained of musculoskeletal pain significantly more often than the boys. A probability of the pain symptoms was increased with each consecutive year of practice (OR 1.135; 95%CI 1.021–1.261). CONCLUSIONS: Musculoskeletal pain in various body parts had already commenced at a young age in our sample of music students, and there was a gender difference (girls were more often affected). Results of our study suggest that an early prophylaxis of playing-related musculoskeletal disorders is needed among young musicians playing the various instruments.
50
Rucinska, Monika, Radoslaw Sroda, Olga Wilk, Arian Saied, Jakub Miloszewski, Anna Sugajska, and Karolina Osowiecka. "Polish High School Students’ Knowledge about Cancer." International Journal of Environmental Research and Public Health 18, no. 9 (April 29, 2021): 4765. http://dx.doi.org/10.3390/ijerph18094765.
Full textAbstract:
Background: Cancer, as the second most common cause of death after cardiovascular diseases, is a global health problem. There is still an increasing number of cancer incidences and deaths. Methods: The study was conducted as a part of the health promotion educational project concerning oncological education to develop the knowledge of cancer risk factors among high school students in Poland. A special questionnaire was filled out by students before the educational lesson on cancer conducted by medical students and young doctors. Results: The study was carried out on 227 high school students (aged 17–18 years). Most students (67.5%) indicated that genetic predisposition is the most important cancer risk factor. Only about a quarter of students pointed to the relationship between lifestyle and cancer. Moreover, 41% of students admitted to smoking cigarettes. Most of them (80.6%) claimed that they can modify their own cancer risk. Almost all responders believed that early detected cancer is curable. Conclusions: High school students do not know about cancer risk factors and they do not relate cancer with lifestyle. Some students indicated bad lifestyle habits such as tobacco smoking. It is necessary to emphasize cancer prevention in early education, especially focusing on modification of lifestyle.