Gotowa bibliografia na temat „Research Subject Categories – INTERDISCIPLINARY RESEARCH AREAS – Human communication”

Design research topics attract exponentially more attention and consideration among researchers. This study is the first research article that endeavors to analyze selected design research publications using an advanced approach called “text mining”. This approach speculates its results depending on the existence of a research term (i.e., keywords), which can be more robust than other methods/approaches that rely on contextual data or authors’ perspectives. The main aim of this research paper is to expand knowledge and familiarity with design research and explore future research directions by addressing the gaps in the literature; relying on the literature review, it can be stated that the research area in the design domain still not built-up a theory, which can unify the field. In general, text mining with these features allows increased validity and generalization as compared to other approaches in the literature. We used a text mining technique to collect data and analyzed 3553 articles collected in 10 journals using 17,487 keywords. New topics were investigated in the domain of design concepts, which included attracting researchers, practitioners, and journal editorial boards. Such issues as co-innovation, ethical design, social practice design, conceptual thinking, collaborative design, creativity, and generative methods and tools were subject to additional research. On the other hand, researchers pursued topics such as collaborative design, human-centered design, interdisciplinary design, design education, participatory design, design practice, collaborative design, design development, collaboration, design theories, design administration, and service/product design areas. The key categories investigated and reported in this paper helped in determining what fields are flourishing and what fields are eroding.

The article considers the features of the phenomenon of praise as a subject of research in various disciplines; the connection of praise with philosophy, psychology, sociology and linguistics is analyzed; such sections of psychology as pedagogical, social and management psychology and the influence of praise on them are considered in detail; the linguistic character of praise in German and Ukrainian is determined; the conclusion on the complex analysis of the phenomenon of praise in the field of linguistics, genealogy and linguistics of the text is made. At the current stage, language development and change are often the subject of interdisciplinary research. This also applies to praise. It was seen as a phenomenon of philosophy that regarded it as a direct projection of good and defined it as a natural ability to characterize the object of interest. Praise as a psychological phenomenon is defined in the form of information about the opportuneness of the act and positive assessment. Praise embodies an important element of psychology – motivation, which appears as an incentive element to action. We consider praise from a linguistic point of view in the form of sincere approval, expression of positive attitude to the addressee, his actions, deeds, personal characteristics (thoughts, qualities), objects and things belonging to the interests or activities of the addressee so as to psychologically and emotionally affect the addressee and its stimulation to further activity in this direction. The study of a complex and multifaceted phenomenon of praise requires taking into consideration different approaches to its comprehension. Features of the cognitive processes of human consciousness have become the subject of study of humanities, including philosophy, psychology and sociology. Philosophy appears here with a combination of questions about good and evil, the relationship between man and the world, which have served as topics for discussion since ancient times. Psychology considers the features and patterns of human behavior, thinking, states and qualities of man. The proposed research considers praise as primarily a linguistic concept in the framework of pragmalinguistics and text linguistics. Each of these disciplines expands and enriches research and in general represents a single set of sciences. For this reason, the need for a brief analysis of the problem of praise in terms of liberal sciences has arisen. The connection between philosophy and the concept of praise is easy to trace. The implementation of praise requires, first of all, an object that should be characterized in accordance with the general evaluative ethical categories of “good” and “evil”. Things, concepts, actions, which are classified as “good”, deserve praise. What belongs to the category of “good” and what to “evil”, the definition of these concepts, their characteristics – is one of the issues of philosophy, which has caused debate since ancient times. To bring about praise as a speech action, certain mental processes of a person, which help them to know and characterize the object of attention, are important. These include: feelings, perception, thinking, imagination, and so on. The formation of praise is based on significant psycho-emotional principles inherent in man. An important element of praise is the stimulus. Motivation in praise is one of the incentive tools of psychology. The way of implementation of praise depends on a person’s psychological features. It helps in the field of education and upbringing, forms interpersonal relationships and helps to improve the results of work in public life. Alongside with research in the fields of philosophy and psychology, praise is also studied by linguistics. The linguistic nature of praise forms the basis of the proposed research, because the object of study is embodied primarily through specific language tools. Linguistic explorations of praise can be traced within studies of many native and foreign linguists, who have examined it in various aspects and areas of implementation. The purpose of the proposed article is a multifaceted approach and analysis of praise, in order to determine the research paradigm. Accordingly, the objectives of the article were as follows: to consider praise as a subject of various disciplines; analyze the relationship of praise with philosophy, psychology, sociology and pragmatics; determine the significance of the theory of speech acts, speech genres and text linguistics for the studied phenomenon. The following methods were used in the study: “analysis through synthesis” method, which contributed to the knowledge and awareness of the phenomenon of praise, the variety of its manifestations in different sciences; descriptive analysis made it possible to describe praise in each of the considered disciplines. As a result of the analysis, the following conclusions can be drawn: for the proposed research, it is interesting to study the praise in terms of linguistics and pragmatics. An analysis of previous studies of this phenomenon in other languages has led to the conclusion that praise can be expressed by a speech act, or a speech genre, or even be represented by a type of text. Consequently, such versatility of praise determines its complex, multifaceted analysis using two approaches – linguo-pragmatic and rhetorical-stylistic.

Introduction. Digital Humanities (DH), formed in the mid-20th century, represent a dynamic direction of social and humanitarian disciplines that use computer technology in research and education. The actuality of the paper is to determine trends in the development of Social Science and Humanities in the digital age: hybridization of Humanities, transformation of subject and research goals, predominance of instrumental interdisciplinary in the methododogy of research. Despite the active growth of institutions, technologies, models and practices of Digital Humanities, researchers do not have a unity of views on this direction. The objectives of the study are to analyze approaches to the definition of the concept, typology and basic characteristics of DH. Scientific novelty is expressed in the proposed typologiy of paradigms, models and practices of this direction. The paper defines theoretical status of DH.Methodology and sources. The paper uses Philosophical methodology for comparative analysis of the developing models (paradigms), including text analysis, quantitative research, digitization of image collections, Humanities Computer Science, as well as digital socio-humanitarian models and practices, such as Digital Philosophy, Digital History, Digital Social Research, Digital Self-Presentation, “Art and Science”, and others. Taken together, they represent the implementation of DH as the Global Network Project realization. The research is carried out on the material of Russian and foreign textbooks on Digital Humanities, scientific publications, and websites.Results and discussion. The paper presents an analysis of the DH development stages, provides justification for the concept and its main aspects. Analysis of approaches to the definition of DH reveals the main trends: a) DH represent a new interdisciplinary research direction that use information technology in traditional humanitarian fields to achieve meaningful goals; b) DH represent the ways of modeling and producing innovations. Their essential characteristics are: methodological and instrumental interdisciplinary and commercialization of innovations, transformation of the criteria of science (objectivity of knowledge, loss of disciplinary boundaries. The DH research typology criteria are defined according to basic paradigms, subject areas, research goals, and major institutions. An analysis of the main types of digital research is presented. The problem of the ambivalence of digital technologies used in DH is considered as the main risks: a) for the Humanities - “loss of focus” (technologization of language leads to the technologization of the memory of society; b) for a human (as a result of the predominance of the network forms of communication, the highest value for a person - freedom of choice and the meaning of being may be lost); c) for society (transformation of human communications into network forms of sociality).Conclusion. The expansion of digital technologies use in scientific research, education, culture, in general – and in the Humanities, in particular, is due to the global technological trends of the fourth industrial revolution. According to experts, the definition of “digital” in various areas of Digital Humanities does not express their essence, but characterizes the “computing” technologies used in the Social and Humanitarian knowledge. Accordingly, they do not represent independent scientific disciplines, but are models and practices that use information technology as instruments to solve the objectives of the Humanities and exchange knowledge and methods between scientists, engineers, designers, and students. In general, those changes characterize the process of the new science image development in the network society.

Esport is a growing form of entertainment because of technological advancements, increased online gaming participation and competition, and technology access. Esport shares traditional sport characteristics, with players, spectators, competition, and entertainment. As the esport industry continues to grow, career offerings in esport-specific and traditional positions has demonstrated an increase in need for trained and prepared individuals. Therefore, the purpose of this study was to identify the knowledge, skills, and abilities (KSA) an individual seeking employment in the esport industry should possess. Subject matter experts were interviewed to identify the KSAs one should possess for an esport career. Ten themes appeared: Business Acumen & Strategic Approach; Human Relations Skills; Relationship Management; Effective Communication; Technology Management; Legal and Ethical Practices; Research and Creative Problem Solving; Global and Cultural Orientation; Leadership; and Critical Evaluation and Analytical Skills. Additionally, esport specific KSAs and competencies aligned with three broad organization categories: people, structure, and goals. Traditional workplace knowledge is required as well as discipline specific knowledge. There is an expectation with industry evolution, functional areas (domains) within esport will continue to emerge. Lifelong learning skills, passion, and a desire to acquire advanced knowledge will be integral to success and sustainability of an esport career. Keywords: esport knowledge, skills, abilities, employment

Abstract Objectives Globally, healthcare systems are using the electronic health record (EHR) and elements of clinical decision support (CDS) to facilitate palliative care (PC). Examination of published results is needed to determine if the EHR is successfully supporting the multidisciplinary nature and complexity of PC by identifying applications, methodology, outcomes, and barriers of active incorporation of the EHR in PC clinical workflow. Methods A systematic review using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The data sources PubMed, CINAL, EBSCOhost, and Academic Search Premier were used to identify literature published 1999–2017 of human subject peer-reviewed articles in English containing original research about the EHR and PC. Results The search returned 433 articles, 30 of which met inclusion criteria. Most studies were feasibility studies or retrospective cohort analyses; one study incorporated prospective longitudinal mixed methods. Twenty-three of 30 (77%) were published after 2014. The review identified five major areas in which the EHR is used to support PC. Studies focused on CDS to: identify individuals who could benefit from PC; electronic advanced care planning (ACP) documentation; patient-reported outcome measures (PROMs) such as rapid, real-time pain feedback; to augment EHR PC data capture capabilities; and to enhance interdisciplinary communication and care. Discussion Beginning in 2015, there was a proliferation of articles about PC and EHRs, suggesting increasing incorporation of and research about the EHR with PC. This review indicates the EHR is underutilized for PC CDS, facilitating PROMs, and capturing ACPs.

Abstract ICT have currently spread almost into all areas of human interests. These technologies accompany us during our rest and entertainment and enable fast and easy communication across vast distances. Moreover, they are used in education and science and control systems around us allowing easier design and construction of these systems. However, they cannot be taken as the only one perfect and best technology. Our research and experience in education of technical subjects shows that they cannot replace the work with real systems and models. In fact, no simulation or animation, even the most perfect one, can fully replace reality. Nevertheless, reality properly completed with animations or simulations offers many possibilities that were previously unthinkable. It is very important in education to show proper interdisciplinary relationships which are the true image of the real world. Also, it is essential for pupils and students to acquaint themselves with the practical problems from their practice. They have accustomed to computer design and project and assembly documentation and they understand technical documentation. Further, they have realized that these are direct images of real systems and they have learned to create and use them. At our department, we have focused on those issues. Students profit from acquired knowledge and skills in one subject that can be used in other subjects. This contribution aims to summarize up to now experience and show some practical results of research that have been conducted.

Workflow is a sequence of repeated and controlled steps aimed at completing a specific task or work. The urgency of the task of optimizing such works contributed to the development of methods and means of operations research to optimize such processes for the needs of various subject areas. Information technologies to support such workflow are workflow engines that enable faster automation, ensure compliance with norms and standards, formalize business processes, improve communication, etc. The workflow management systems are divided into the following categories: automation using robotics, intelligent integration platforms, intelligent business process management systems, open-source engines, the cloud-supported, as well as data flow processing systems. For a more detailed analysis, it is advisable to choose the following engines and services: built-in, cloud-oriented, and those to support both scenarios (jBPM, Camunda, Zeebe, Amazon Step Functions). It is appropriate to define evaluation criteria and compare such workflow automation systems to form further recommendations regarding their selection and application. Such criteria are development activity, stability and history of commercial use, versioning support, standards support, support for timers and asynchronous execution, support for human-oriented and manual tasks, integration with other solutions, monitoring and logging, scaling, cloud support, the possibility of scanning in private infrastructure, the presence of a visual interface, the convenience of local development and testing, open source code, the necessary programming for implementation and cost. A comparison of advantages and disadvantages can be used to decide on a workflow automation system.

Background The ownership of patient information in the context of big data is a relatively new problem, which is not yet fully recognized by the medical academic community. The problem is interdisciplinary, incorporating legal, ethical, medical, and aspects of information and communication technologies, requiring a sophisticated analysis. However, no previous scoping review has mapped existing studies on the subject. Objective This study aims to map and assess published studies on patient data ownership in the context of big data as viewed by the academic community. Methods A scoping review was conducted based on the 5-stage framework outlined by Arksey and O’Malley and further developed by Levac, Colquhoun, and O’Brien. The organization and reporting of results of the scoping review were conducted according to PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses and its extensions for Scoping Reviews). A systematic and comprehensive search of 4 scientific information databases, PubMed, ScienceDirect, Scopus, and Springer, was performed for studies published between January 2000 and October 2019. Two authors independently assessed the eligibility of the studies and the extracted data. Results The review included 32 eligible articles authored by academicians that correspond to 3 focus areas: problem (ownership), area (health care), and context (big data). Five major aspects were studied: the scientific area of publications, aspects and academicians’ perception of ownership in the context of big data, proposed solutions, and practical applications for data ownership issues in the context of big data. The aspects in which publications consider ownership of medical data are not clearly distinguished but can be summarized as ethical, legal, political, and managerial. The ownership of patient data is perceived primarily as a challenge fundamental to conducting medical research, including data sales and sharing, and to a lesser degree as a means of control, problem, threat, and opportunity also in view of medical research. Although numerous solutions falling into 3 categories, technology, law, and policy, were proposed, only 3 real applications were discussed. Conclusions The issue of ownership of patient information in the context of big data is poorly researched; it is not addressed consistently and in its integrity, and there is no consensus on policy decisions and the necessary legal regulations. Future research should investigate the issue of ownership as a core research question and not as a minor fragment among other topics. More research is needed to increase the body of knowledge regarding the development of adequate policies and relevant legal frameworks in compliance with ethical standards. The combined efforts of multidisciplinary academic teams are needed to overcome existing gaps in the perception of ownership, the aspects of ownership, and the possible solutions to patient data ownership issues in the reality of big data.

The cognitive specificity of social pedagogy is its interest in the issues related to social conditionings of human development and, respectively, the specific social conditionings of the upbringing process. The notion has been developed in various directions since the very beginning of the discipline, yet the most clearly visible area seems to be the functioning of individuals, families and broader environment. Simultaneously, it is possible to observe that the issues have been entangled in certain socio-political conditions, the knowledge of which is substantial for the reconstruction and identification of the research heritage of social pedagogy. All these interrelationships allowed to distinguish particular stages of development of social pedagogy. Contemporarily, it is a discipline with descent scientific achievements which marks out and indicates new perspectives both in the field of educational practice and the theory of social activity. Social pedagogy, similarly to other areas (subdisciplines) of pedagogy, deals with the notion of upbringing in a certain aspect – in a certain problem inclination. It specializes in social and environmental conditionings of the upbringing process. It is the thread of the social context of upbringing what proves to be the crucial, basic and fundamental determinant of upbringing and, thus, decisive factor for human development. This notion was always present in the general pedagogical thought however, its organized and rationalized character surfaced only when the social pedagogy was distinguished as a separate, systematic area of pedagogy. It occurred in Poland only at the beginning of the 19th century. From the very beginning the creators and precursors of this subdiscipline pointed out its relatively wide range. It has been the notion of individual – social conditionings of human development, yet, social pedagogists were interested in human at every stage of their lives i.e. childhood, adolescence, adulthood and old age. Another area of interest were the issues related to family as the most important “place” of human development and, in this respect, the issues connected with institutions undertaking various activities: help, care, support and animation. Finally, the scope of interest included issues related to the environment as the place where the upbringing process is supposed to realize and realizes. Since the very beginning of social pedagogy these have been the prominent threads for exploration. At the same time it ought to be stated that these threads have always been interwoven with various social-political conditions both with regards to their interpretation as well as possible and planned educational practice. Therefore social pedagogy and its findings must be always “read” in the context of social-political conditions which accompanied the creation of a given thought or realization of some educational practice. As these conditions have constantly been undergoing certain transformations one may clearly distinguish particular stages of development of social pedagogy. The stages reflect various approaches to exploring and describing the above-mentioned areas of this discipline. Following the assumptions regarding the chronology of social pedagogy development and the three distinguished stages of development, it seems worthwhile to study how the issues related to an individual, family and environment were shaped at these stages. The first stage when the social psychology was arising was mainly the time of Helena Radlińska’s activities as well as less popular and already forgotten Polish pedagogists – precursors of this discipline such as: Anna Chmielewska, Irena Jurgielewiczowa, Zofia Gulińska or Maria Korytowska. In that period social pedagogists mainly dealt with individuals, families and the functioning of environments in the context of educational activities aimed at arousing national identity and consciousness. However, their work did no focus on indicating the layers of threats and deficits in functioning of individuals, social groups or families but on the possibilities to stimulate their development and cultural life. Therefore social pedagogy of those times was not as strongly related to social work as it currently is but dealt mainly with educational work. The classic example of such approach in the research carried out in the social pedagogy of that time may be the early works by Helena Radlińska who undertook the narrow field of cultural-educational work targeted to all categories of people. The works described such issues as the organization of libraries, organizing extra-school education (H. Orsza, 1922, H. Orsza-Radlińska, 1925). It ought to be stated that this kind of work was regarded as public and educational work, whereas currently it exists under the name of social work. Frequently quoted works related to the issues of arising social pedagogy were also the works by Eustachy Nowicki e.g. “Extra-school education and its social-educational role in the contemporary Polish life” from 1923 or the works by Stefania Sempołowska, Jerzy Grodecki or Jadwiga Dziubińska. Such an approach and tendencies are clearly visible in a book from 1913 (a book which has been regarded by some pedagogists as the first synthetic presentation of social pedagogy). It is a group work entitled “Educational work – its tasks, methods and organization” (T. Bobrowski, Z. Daszyńska-Golińska, J. Dziubińska, Z. Gargasa, M. Heilperna, Z. Kruszewska, L. Krzywicki, M. Orsetti, H. Orsza, St. Posner, M. Stępkowski, T. Szydłowski, Wł. Weychert-Szymanowska, 1913). The problem of indicated and undertaken research areas and hence, the topics of works realized by the social pedagogists of that times changed immediately after regaining independence and before World War II. It was the time when the area of social pedagogists interests started to include the issues of social inequality, poverty and, subsequently, the possibility of helping (with regards to the practical character of social pedagogy). The research works undertaken by social pedagogists were clearly of diagnostic, practical and praxeological character. They were aimed at seeking the causes of these phenomena with simultaneous identification and exploration of certain environmental factors as their sources. A classic example of such a paper – created before the war – under the editorial management of H. Radlińska was the work entitled “Social causes of school successes and failures” from 1937 (H. Radlińska, 1937). Well known are also the pre-war works written by the students of H. Radlińska which revealed diagnostic character such as: “The harm of a child” by Maria Korytowska (1937) or “A child of Polish countryside” edited by M. Librachowa and published in Warsaw in 1934 (M. Librachowa, 1934). Worthwhile are also the works by Czesław Wroczyński from 1935 entitled “Care of an unmarried mother and struggle against abandoning infants in Warsaw” or the research papers by E. Hryniewicz, J. Ryngmanowa and J. Czarnecka which touched upon the problem of neglected urban and rural families and the situation of an urban and rural child – frequently an orphaned child. As it may be inferred, the issues of poverty, inefficient families, single-parent families remain current and valid also after the World War II. These phenomena where nothing but an outcome of various war events and became the main point of interest for researchers. Example works created in the circle of social pedagogists and dealing with these issues may be two books written in the closest scientific environment of Helena Radlińska – with her immense editorial impact. They are “Orphanage – scope and compensation” (H. Radlińska, J. Wojtyniak, 1964) and “Foster families in Łódź” (A. Majewska, 1948), both published immediately after the war. Following the chronological approach I adopted, the next years mark the beginning of a relative stagnation in the research undertaken in the field of social pedagogy. Especially the 50’s – the years of notably strong political indoctrination and the Marxist ideological offensive which involved building the so called socialist educational society – by definition free from socio-educational problems in public life. The creation and conduction of research in this period was also hindered due to organizational and institutional reasons. The effect of the mentioned policy was also the liquidation of the majority of social sciences including research facilities – institutes, departments and units. An interesting and characteristic description of the situation may be the statement given by Professor J. Auletner who described the period from the perspective of development of social policy and said that: “During the Stalinist years scientific cultivation of social policy was factually forbidden”. During the period of real socialism it becomes truly difficult to explore the science of social policy. The name became mainly the synonym of the current activity of the state and a manifestation of struggles aimed at maintaining the existing status quo. The state authorities clearly wanted to subdue the science of social activities of the state […]. During the real socialism neither the freedom for scientific criticism of the reality nor the freedom of research in the field of social sciences existed. It was impossible (yet deliberated) to carry out a review of poverty and other drastic social issues” (J. Auletner, 2000). The situation changes at the beginning of the 60’s (which marks the second stage of development of social pedagogy) when certain socio-political transformations – on the one hand abandoning the limitation of the Stalinist period (1953 – the death of Stalin and political thaw), on the other – reinforcement of the idea of socialist education in social sciences lead to resuming environmental research. It was simultaneously the period of revival of Polish social pedagogy with regards to its institutional dimension as well as its ideological self-determination (M. Cichosz, 2006, 2014). The issues of individuals, families and environments was at that time explored with regards to the functioning of educational environments and in the context of exploring the environmental conditionings of the upbringing process. Typical examples here may be the research by Helena Izdebska entitled “The functioning of a family and childcare tasks” (H. Izdebska, 1967) and “The causes of conflicts in a family” (H. Izdebska, 1975) or research conducted by Anna Przecławska on adolescents and their participation in culture: “Book, youth and cultural transformations” (A. Przecławska, 1967) or e.g. “Cultural diversity of adolescents against upbringing problems” (A. Przecławska, 1976). A very frequent notion undertaken at that time and remaining within the scope of the indicated areas were the issues connected with organization and use of free time. This may be observed through research by T. Wujek: “Homework and active leisure of a student” (T. Wujek, 1969). Another frequently explored area was the problem of looking after children mainly in the papers by Albin Kelm or Marian Balcerek. It is worthwhile that the research on individuals, families or environments were carried out as part of the current pedagogical concepts of that time like: parallel education, permanent education, lifelong learning or the education of adults, whereas, the places indicated as the areas of human social functioning in which the environmental education took place were: family, school, housing estate, workplace, social associations. It may be inferred that from a certain (ideological) perspective at that time we witnessed a kind of modeling of social reality as, on the one hand particular areas were diagnosed, on the other – a desired (expected) model was built (designed) (with respect to the pragmatic function of practical pedagogy). A group work entitled “Upbringing and environment” edited by B. Passini and T. Pilch (B. Passini, T. Pilch, 1979) published in 1979 was a perfect illustration of these research areas. It ought to be stated that in those years a certain model of social diagnosis proper for undertaken social-pedagogical research was reinforced (M. Deptuła, 2005). Example paper could be the work by I. Lepalczyk and J. Badura entitled: “Elements of pedagogical diagnostics” (I. Lepalczyk, J. Badura, 1987). Finally, the social turning point in the 80’s and 90’s brought new approaches to the research on individuals, families and environments which may be considered as the beginning of the third stage of the development of social pedagogy. Breaking off the idea of socialist education meant abandoning the specific approach to research on the educational environment previously carried out within a holistic system of socio-educational influences (A. Przecławska, w. Theiss, 1995). The issues which dominated in the 90’s and still dominate in social pedagogy with regards to the functioning of individuals, families and local environments have been the issues connected with social welfare and security as well as education of adults. Research papers related to such approach may be the work by Józefa Brągiel: “Upbringing in a single-parent family” from 1990; the work edited by Zofia Brańka “The subjects of care and upbringing” from 2002 or a previous paper written in 1998 by the same author in collaboration with Mirosław Szymański “Aggression and violence in modern world” published in 1999 as well as the work by Danuta Marzec “Childcare at the time of social transformations” from 1999 or numerous works by St. Kawula, A. Janke. Also a growing interest in social welfare and social work is visible in the papers by J. Brągiel and P. Sikora “Social work, multiplicity of perspectives, family – multiculturalism – education” from 2004, E. Kanwicz and A. Olubiński: “Social activity in social welfare at the threshold of 21st century” from 2004 or numerous works on this topic created by the circles gathered around the Social Pedagogy Faculty in Łódź under the management of E. Marynowicz-Hetka. Current researchers also undertake the issues related to childhood (B. Smolińska-Theiss, 2014, B. Matyjas, 2014) and the conditionings of the lives of seniors (A. Baranowska, E. Kościńska, 2013). Ultimately, among the presented, yet not exclusive, research areas related to particular activities undertaken in human life environment (individuals, families) and fulfilled within the field of caregiving, social welfare, adult education, socio-cultural animation or health education one may distinguish the following notions:  the functioning of extra-school education institutions, most frequently caregiving or providing help such as: orphanage, residential home, dormitory, community centre but also facilities aimed at animating culture like youth cultural centres, cultural centres, clubs etc.,  the functioning of school, the realization of its functions (especially educational care), fulfilling and conditioning roles of student/teacher, the functioning of peer groups, collaboration with other institutions,  the functioning (social conditionings) of family including various forms of families e.g. full families, single-parent families, separated families, families at risk (unemployment) and their functioning in the context of other institutions e.g. school,  social pathologies, the issues of violence and aggression, youth subcultures,  participation in culture, leisure time, the role of media,  the functioning of the seniors – animation of activities in this field,  various dimensions of social welfare, support, providing help, the conditionings of functioning of such jobs as the social welfare worker, culture animator, voluntary work. It might be concluded that the issues connected with individuals, families and environment have been the centre of interest of social pedagogy since the very beginning of this discipline. These were the planes on which social pedagogists most often identified and described social life – from the perspective of human participation. On the course of describing the lives of individuals, families and broader educational environments social pedagogists figured out and elaborated on particular methods and ways of diagnosing social life. Is it possible to determine any regularities or tendencies in this respect? Unquestionably, at the initial stage of existence of this discipline, aimed at stimulating national consciousness and subsequent popularization of cultural achievements through certain activities – social and educational work, social pedagogists built certain models of these undertakings which were focused on stimulating particular social activity and conscious participation in social life. The issues concerning social diagnosis, though not as significant as during other stages, served these purposes and hence were, to a certain extent, ideologically engaged. The situation changed significantly before and shortly after the World War II. Facing particular conditions of social life – increase in many unfavourable phenomena, social pedagogists attempted to diagnose and describe them. It seems to have been the period of clear shaping and consolidation of the accepted model of empirical research in this respect. The model was widely accepted as dominating and has been developed in Polish social pedagogy during the second and subsequent stages of developing of this discipline. Practical and praxeological character of social pedagogy became the main direction of this development. Consequently, social diagnosis realized and undertaken with regard to social pedagogy was associated with the idea of a holistic system of education and extra-school educational influences and related educational environments. Therefore, the more and more clearly emphasized goal of environmental research – forecasting, was associated with the idea of building holistic, uniform educational impacts. After the systemic transformation which occurred in Poland in the 90’s, i.e. the third stage of social pedagogy development, abandoning the previous ideological solutions, environmental research including diagnosis was reassociated with social life problems mainly regarding social welfare and security. Individuals, families and environment have been and still seem to be the subject of research in the field of social pedagogy in Poland. These research areas are structurally bound with its acquired paradigm – of a science describing transformations of social life and formulating a directive of practical conduct regarding these transformations. A question arouses about the development of social pedagogy as the one which charts the direction of transformations of practices within the undertaken research areas. If it may be considered as such, then it would be worthwhile to enquire about the directions of the accepted theoretical acknowledgments. On the one hand we may observe a relatively long tradition of specifically elaborated and developed concepts, on the other – there are still new challenges ahead. Observing the previous and current development of Polish social pedagogy it may be inferred that its achievements are not overextensive with regards to the described and acquired theoretical deliberations. Nevertheless, from the very beginning, it has generated certain, specific theoretical solutions attempting to describe and explain particular areas of social reality. Especially noteworthy is the first period of the existence of this discipline, the period of such social pedagogists like i.a. J.W. Dawid, A. Szycówna, I. Moszczeńska or Helena Radlińska. The variety of the reflections with typically philosophical background undertaken in their works (e.g. E. Abramowski) is stunning. Equally involving is the second stage of development of social pedagogy i.e. shortly after the World War II, when Polish social pedagogy did not fully break with the heritage of previous philosophical reflections (A. Kamiński, R. Wroczyński) yet was developed in the Marxist current. A question arouses whether the area of education and the projects of its functioning of that time were also specific with regards to theory (it seems to be the problem of the whole Socialist pedagogy realised in Poland at that time). The following years of development of this discipline, especially at the turn of 80’s and 90’s was the period of various social ideas existing in social pedagogy – the influences of various concepts and theories in this field. The extent to which they were creatively adapted and included in the current of specific interpretations still requires detailed analysis, yet remains clearly visible. Another important area is the field of confronting the theories with the existing and undertaken solutions in the world pedagogy. A. Radziewicz-Winnicki refers to the views of the representatives of European and world social thought: P. Bourdieu, U. Beck, J. Baudrillard, Z. Bauman and M. Foucault, and tries to identify possible connections and relationships between these ideas and social pedagogy: “the ideas undertaken by the mentioned sociologists undoubtedly account for a significant source of inspiration for practical reflection within social pedagogy. Therefore, it is worthwhile to suggest certain propositions of their application in the field of the mentioned subdiscipline of pedagogy” (Radziewicz-Winnicki 2008). The contemporary social pedagogy in Poland constantly faces numerous challenges. W. Theiss analysed the contemporary social pedagogy with regards to its deficiencies but also the challenges imposed by globalisation and wrote: “Modern social pedagogy focuses mainly on the narrow empirical research and narrow practical activity and neglects research in the field of theory functioning separately from the realms of the global (or globalising) world or pays insufficient attention to these problems. It leads to a certain self-marginalisation of our discipline which leaves us beyond the current of main socio-educational problems of modern times. In this respect, it seems worthwhile and necessary to carry out intensive conceptual and research work focused on e.g. the following issues:  metatheory of social pedagogy and its relationship with modern trends in social sciences;  the concepts of human and the world, the concepts of the hierarchy of values;  the theory of upbringing, the theory of socialization, the theory of educational environment;  a conceptual key of the modern reality; new terms and new meanings of classical concepts;  socio-educational activities with direct and indirect macro range e.g. balanced development and its programmes, global school, intercultural education, inclusive education, professional education of emigrants”. Considering the currently undertaken research in this field and the accepted theoretical perspectives it is possible to indicate specific and elaborated concepts. They fluctuate around structural spheres of social pedagogy on the axis: human – environment – environmental transformations. It accounts for an ontological sphere of the acknowledged concepts and theories. Below, I am enumerating the concepts which are most commonly discussed in social pedagogy with regards to the acquired and accepted model. Currently discussed theoretical perspectives (contexts) in social pedagogy and the concepts within. I. The context of social personal relationships  social participation, social presence;  social communication, interaction;  reciprocity. II. The context of social activities (the organization of environment)  institutionalisation;  modernization;  urbanization. III. The context of environment  space;  place;  locality. The socially conditioned process of human development is a process which constantly undergoes transformations. The pedagogical description of this process ought to include these transformations also at the stage of formulating directives of practical activities – the educational practice. It is a big challenge for social pedagogy to simultaneously do not undergo limitations imposed by current social policy and response to real social needs. It has been and remains a very important task for social pedagogy.

<p><strong>Abstract.</strong> The contemporary rise of data visualization and imaging technologies in all areas of knowledge now places design and visuality at the heart of research and its communication, with fundamental implications for scientific epistemology. Jacques Bertin's Laboratoire de Graphique (LG) of the Ecole des Hautes Etudes en Sciences Sociales (EHESS) in France, is a privileged entry for this study, since it was a major player in this movement, at the crossroads of graphic innovation and social sciences as they reinvented themselves in the second half of the twentieth century.</p><p>This intervention aims to explore a black box of research in the humanities and social sciences, according to two approaches, that of the interdisciplinary collaborations and that more experimental of the graphic design and formatting of information. By design we mean as all the processes from graphical display of data, to CHI, new methods of scientific representation.</p><p>This laboratory was created and directed by the cartographer and semiologist Jacques Bertin from 1954 to 2000 at the Ecole Pratique des Hautes Études and, under the impetus of Fernand Braudel, at the Ecole des Hautes Etudes en Sciences Sociales (EHESS), is considered as a forerunner of productions and reflections on graphic research in the social sciences. His work articulates an unprecedented production of images, visualization of data and scientific research, forming the subject of a fundamental treatise, Graphical Semiology (1967). The intervention will trace the largely unknown history of this laboratory, will pinpoint the contributions and the intellectual trajectory of its graphic experiments and collaborations.</p><p>Indeed, while the activities related to the LG's cartographic research are relatively well known, its interactions with history, statistics, sociology, anthropology, urbanism, literature and the decorative arts remain unexplored.</p><p>Jacques Bertin, in <i>Semiology of graphics</i> (1967), highlighted the concept of « visual variables » to build a general rhetoric of visual representation: background shape orientation grain color, etc.</p><p>The paradox of these visual variables is the desire to achieve an objectivity of representation, while taking into account the ”aesthetic“ part of the data. This graphic rhetoric developed by Bertin has influenced many works and disciplines, becoming almost standard, convention, rules. In this session we propose to discuss the relationship between design and visual variables in the contemporary visual display of information.</p><p>We will start by presenting the two complementary funds of archives of the Laboratoire de Graphique the NAs and the BnF, allowing a genetic analysis of the origin of certain concepts of Bertin to give an account of the process of their elaboration.</p><p>We will present collaborations, content, and processes to produce a story that is at once aesthetic, social, economic, and political. We will measure the evolution of scientific imaginaries, the values and uses of representation methods and graphic communication tools, their epistemological scope into 4 thematics:</p><ol><li>The Life of the Graphic Lab: Pathways, Collaborations and Practices at EHESS. Collaboration Braudel-Bertin,creation of the visual identity of the EHESS, practices and conceptualization of the place of graphic research in the social sciences. Bertin heritage in current research programs</li><li>The graphic semiotics of Jacques Bertin: genesis and effects, including in contemporary digital humanities (statistics,big data, cultural analytics). Visual variable and Display of information as the starting point of a research, fieldworks</li><li>The expressivity and plasticity of graphic work: the representation of geographical and human territory. Contribution of the experimental work of the Graphical Laboratory to cartography; materialization of the instrumental design and graphic knowledge in the uses and materiality of the cards from the point of view of the plastic creation and the patrimonial conservation. Objectivity and visual display: relationships between graphics and fact in scientific demonstration</li><li>Graphical semiology in contemporary research, from graphic semiology to information design; pedagogical and epistemological issues of graphic semiology; dissemination of the work of the Laboratoire de Graphique and impact on the field of design and different disciplines in the international context. « Redesigning » the concepts of Bertin: how new data processing tools can contribute?</li></ol><p>The new convergences between design and research will be mobilized to question the place devolved to design in the visual and instrumental construction of contemporary scientific practices and knowledge. This will stimulate a dynamic and a collective experience of interdisciplinary discovery of uses of these methods and tools in heritage context.</p>

As you read this sentence, your brain just performed a miraculous task of converting collections of letter shapes into meaning. Reading is a cultural invention that is thought to exploit the intrinsic recognition abilities of our visual system, but it also leads to widespread changes in the brain. How do visual representations change to enable efficient reading i.e. our ability to read words at a glance? It is widely believed that learning to read should lead to the formation of novel detectors for letter combinations, thereby creating word responses that are not predictable from single letters. Alternatively, reading could lead to separable or compositional word responses that are predictable from familiar letters or scripts. There is insufficient evidence to resolve this fundamental question in the literature. In my thesis, I have performed 3 main studies to address this fundamental question. In the first study, I explored the changes in representation associated with reading expertise. To address this, I compared the visual representations of readers and non-readers of two Indian languages, Telugu and Malayalam. I found a subtle change in visual representation with reading expertise, but surprisingly it decreased the interaction between letters of a word, thereby, making the letters of a word more compositional. Using fMRI, I found the locus of this effect in higher visual areas. In the second study, I explored the nature of visual representation that enable us to read words with spelling mistakes (jumbled words). To address this, I built computational models to predict the visual similarity between any two strings. This model is compositional in nature i.e. response of a word can be predicted using its individual letters. Interestingly, the time taken to identify a jumbled word or to classify it as a nonword is dependent solely on the visual similarity. This result extends the intrinsic capabilities of our visual system in word recognition. In the third study, I investigated the underlying neural correlates in a lexical decision task. Using fMRI, I recorded brain activity while subjects performed a lexical decision task 5 inside the scanner. Consistent with the first study, I found the neural correlates of visual representations in the Lateral Occipital area and the neural correlates of semantic space was found in temporal regions. Based on these observations, I theorize that VWFA receives bottom-up perceptual representation from higher visual areas and the stored representation of words from temporal regions that aids in the process of decision making. In a series of additional follow-up studies, I found that (1) The strength of compositional representations of words predicts the reading fluency in children; (2) The compositional representation is the key for better accuracies of neural networks trained on scene text recognition. 3) Finally, reading using peripheral vision becomes harder due to increased letter interactions. Taken together, the above studies demonstrate how reading increases the compositionality of visual word representations, and how this compositional representation enables efficient/fast reading.

Data visualization has been established as a powerful tool to help humans understand and communicate information concisely and effectively. It exploits visual perception to extract facts and meanings from data. The visualization also allows people to examine data even if they do not know what to look at in advance. However, most visualization techniques follow a one-size-fits-all paradigm concerning users and data. It is seldomly designed for a specific kind of data or users. In addition, designing competent visualization is increasingly challenging due to the complexity and overflow of data in every field. Visual objects are the backbone of any complex visualization tool. It is a collection of graphical primitives arranged in a structured way. Although previous studies on graphical primitives of 2D graphs yield exciting results, there were no studies on visual elements of 3D graphs. This dissertation investigates basic 2D graphs and 3D graphical primitives of visual objects. It proposes a new interactive sensor monitoring tool for smart manufacturing set up by leveraging the results of a 2D graph study. The results were also useful to build an interactive visualization tool for multidimensional data on 2D display. I conducted user study to evaluate 3D visual elements for numerical and nominal data. The outcome of the study was applied to build application for estimating cognitive load in Virtual Reality environments. I also propose a new visualization tool for gaze-based data that can be integrated with any webcam-based eye tracker. A case study to evaluate the effectiveness of the tool was conducted.

Diseases are multi-scale processes, with the precise combination of events at different scales both qualitatively and quantitatively dictating the final phenotype. Recognising that immune response is a key determinant of this process, we propose novel algorithms to study several aspects of a disease including susceptibility of an individual, spread of disease in a population, and vaccine efficacy. For each tool developed, we carry out a validation exercise by testing in cases with known expected output, and then apply it to gain new insights. An adaptive T-cell immune response depends on successful presentation of peptide antigens (epitopes), in complex with the human leukocyte antigen (HLA). Our core hypothesis is that susceptibility to a disease, such as H1N1 influenza, is inversely proportional to the number of high affinity viral epitopes an individual's HLA genotype can present. We classify individuals into sub-populations according to their level of susceptibility, and incorporate this into standard epidemic modelling. To the best of my knowledge, this was the first method to incorporate real immune genetic data into epidemic models. This work resulted in the insight that larger genetic diversity at the level of immune response, leading to the presence of sub-populations with a broad distribution of susceptibilities, protects against the spread of influenza in a population. We also identify correlations between population-scale parameters affected by genetic heterogeneity and the final epidemic size. The ability to present high affinity peptides also dictates how individuals respond to a vaccine. We use this to aid in vaccine design, and propose OptiNeo, an algorithm to pick a minimal set of antigenic peptides ensuring maximal population coverage. OptiNeo associates peptides with individuals (represented by their HLA genotype) if at least 1 of their HLA alleles can bind with high affinity to that peptide. It then uses set cover to identify a minimal set of peptides to cover the population. This approach uses the commonalities in immune response among individuals to design peptide ensemble vaccine candidates which can be expected to have high efficacy in the largest fraction of the population, only missing individuals whose HLA genotype cannot present any of the considered peptides with high affinity. We apply OptiNeo to design a peptide vaccine against tuberculosis. We also propose two methods, PathExt and EpiTracer, to facilitate unbiased systems modelling. PathExt identifies differentially active paths when a control is available and most active paths otherwise, in an omics-integrated biological network. EpiTracer interrogates these paths to identify key players involved in spreading a perturbation or responding to it. These methods can extract characteristic genes and pathways even when only a single sample is available, and in the absence of an appropriate control. We apply these to identify a common core in the response of M.tb to drug exposure. This enables a better understanding of the pathways which might be involved in drug resistance, and provides a starting point for intervention. The work presented in this thesis contributes novel methods to the toolbox for disease modelling, to understand immune response, integrate genetic information into epidemic models, design vaccines with general applicability, and gain mechanistic insights into a system. All the methods developed here are general in nature, and can be used to study any infectious disease or tumour. Each method has been independently validated, and has also been applied to gain new insights.

Biological systems are complex networks of molecular components that function in a tightly controlled manner. Any form of perturbation in these components or their associated interactions affects the normal physiology of the cell and often leads to disease pathogenesis and progression. The vast amount of clinical data providing details on various aspects of these components (Genome to Phenome) open up opportunities to capture disease-specific rewiring. Most importantly, systems biology provides a framework to leverage such high throughput data to infer context-specific perturbations to highlight new insights about disease and health. The broad objective of the thesis is to use an unbiased, comprehensive systems-level modeling and analysis to address the key questions about complex diseases. Towards this, contextualized network models were constructed and analyzed that identified (a) blood-based biomarkers for precise differential diagnosis of viral and bacterial infections through modeling host response to acute infections and evaluated its relevance in disease recovery, (b) transcriptional regulatory factors that define different macrophage polarization states and plasticity, and evaluated their relevance in acute bacterial infection, (c) Common Disease Response Core across different complex diseases through a large-scale blood transcriptome analysis, and determined central molecular players that give rise to multiple perturbation patterns across diverse disease phenotypes. Besides, different network inference methods were compared and established that integrative knowledge-based network approaches show superior performance over statistical approaches in deriving biologically relevant insights Inferring context-specific perturbations from high-throughput data is crucial to understand disease mechanisms. Attempts have been made to construct and infer such perturbations using network-based methods (statistical methods and knowledge-based methods). However, efforts to compare these two approaches have been few and far between. Moreover, there is no report so far that systematically evaluates the biological relevance of the genes or pathways that are inferred from the networks. Towards this, four different methods were compared, and the relevance of the inferred perturbations for the considered datasets were assessed. Two of the four methods considered in this study, WGCNA and ARACNe, belong to the broad class of data-driven approaches which do not rely on prior network information. On the other hand, ResponseNet and jActiveModules utilize knowledge-based protein-protein interaction networks and integrate condition-specific transcriptome or proteome data. The interactions inferred through all the approaches were evaluated and assessed for their biological relevance based on three criteria: (1) enrichment of the gold standard gene sets, (2) comparison to gold standard pathways, and (3) recovery of hub genes from the context-specific perturbed network, known to be related to the given condition. Overall, ResponseNet showed superior performance over the other methods in both tuberculosis and melanoma, based on all three criteria. Infectious diseases form a significant portion of the health care burden and cause many hospitalizations and deaths globally. The COVID-19 pandemic that is currently ongoing is a grim testimony to the damage an infectious disease can cause to human health and welfare. Characterizing the etiology of infection will guide the clinician to the optimal treatment path and optimize the use of hospital resources. In this work, whole blood transcriptomes from six independent datasets (n=756) were used to computationally model host response to infections and discover a new 10-gene biomarker panel (Panel-VB) to discriminate bacterial from viral infections. Panel-VB was validated in eleven independent datasets (n=898) and demonstrated high predictive performance with a weighted mean AUROC of 0.97 (95% CI: 0.96 – 0.99). Based on the panel, a new standalone patient-wise diagnostic score VB10 was devised, which shows high diagnostic accuracy with a weighted mean AUROC of 0.94 (95% CI 0.91 – 0.98) in 2,996 patient samples from 56 public datasets from 19 different countries. Further, VB10 was evaluated in a newly generated South Indian cohort and find 97\% accuracy in known cases of bacterial and viral infections. VB10 was capable of (a) accurately identifying the infection class in culture-negative indeterminate cases, (b) correlates with recovery from infection, (c) accurate diagnosis across different age groups, and covers a wide spectrum of acute bacterial and viral infections including uncharacterized pathogens. VB10 score tested on publicly available COVID-19 data showed viral infection in in vitro and patient samples. The results indicate the potential clinical utility of VB10 for precise diagnosis of acute infections and recovery monitoring, providing decision support for antibiotic prescriptions. Macrophages polarize to different activation states in response to various endogenous and exogenous activation signals. Each state has a characteristic transcriptional, metabolic and cytokine profile, marking different points in the polarization spectrum and resulting in distinct cellular outcomes defining health and disease. The two extremes in the spectrum are denoted as classical (M1) and alternative (M2) polarization states and there is a large body of work that has probed the molecular causes as well as the consequences of such activation. However, the precise transcriptional profiles and the consequent molecular interaction trajectories that govern which precise polarization state is attained upon exposure to a given trigger remain largely unknown. In this work, through probing the transcriptional regulatory landscape in macrophages, key molecular factors that define different polarization states were identified. An integrative network approach where differential transcriptome profiles of macrophages in response to twenty-eight different activation signals were mapped onto a comprehensively curated genome-scale human transcriptional regulatory network and interrogated to map and identify epicentres of perturbations in response to different immunostimulants. Contextualized network models of macrophages exposed to these stimulants span a punctuated continuum of states with 12 clusters with M1 and M2 at the two ends. Barcodes consisting of epicentric transcription factors (TFs) for each polarization state were identified using a specifically configured computational pipeline consisting of a series of filters. A 3-gene TF set that controls the state switching behaviour between M1 to M2 state was identified. A siRNA Knockdown of the set (NBC: NFE2L2, BCL3, and CEBPB) switched M1 to an M2 phenotype, despite exposure to M1 stimulant. Switching M1 to M2 state via siRNA knockdown of NBC makes the host hyper-susceptible to Staphylococcus aureus infection, indicating the role of inflammatory M1-like macrophages in containing the bacterial load. Whole blood transcriptomes of various diseases highlight substantial variation in the expression patterns of many genes. While some variations are well explained through independent molecular level studies, the effect of a number of them remain unexplained and hence have not received sufficient attention. In particular, very little is known about: a) the frequently perturbed genes across multiple diseases, b) common disease response core, and c) central molecular players in the core that give rise to multiple perturbation patterns that explain diverse disease phenotypes. In this work, publicly available whole blood transcriptomes of various diseases were analyzed to address these questions. Blood transcriptomes contain sufficient information to define and distinguish among different diseases. The inferred disease classification based on the differential blood transcriptome profile is consistent with (a) Disease Ontologies (DO), based on molecular data, and (b) International Classification of Disease Clinical Modification (ICD-10CM), based on clinical symptoms. Further, enrichment analysis highlighted that processes associated with the innate immune system were significantly perturbed across almost all diseases and formed the Common Disease Response Core (CDRC). However, the exact nature of perturbation in the diseased core varies from disease to disease. Genes forming the CDRC is sufficient to achieve the same disease clustering pattern as with the whole transcriptome. Further, identified a set of 25 highest influential genes associated with different perturbation patterns in different disease classes. Twenty-five genes, which are all transcription factors, are putative tunable factors (TF-25), whose specific expression levels define the specific tuning patterns observed in different disease classes. The tuned patterns in a case study of two disease classes belonging to lung pathology are highlighted here. The specific subset of TF-25 perturbs each disease class and has specific innate immune pathways that are affected downstream. The tuned patterns provide a comprehensive resource for studying differential pathogenesis mechanisms across a wide spectrum of diseases and developing new diagnostic and therapeutic strategies. In conclusion, the work presented in the thesis provided comprehensive perspective of the host response to systemic diseases with the use of integrative network and data mining approaches for specific biomedical applications.