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Food waste is a process that takes place along the food supply chain and is the result of the following actors: institutions, members of the supply chain, and consumers. However, in developed countries, the main contributor to food waste appears to be the consumer (Buzby & Hyman, 2012).
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The main objective of the article is to present the political-economic relations between the Republic of Poland, the Republic of Kazakhstan and the Republic of Uzbekistan in 1991-2021. Fundamental research problems concern the issue of increasing partnership intensity. Ther main research questions are as follows: Is there a correlation between the transformation and reform measures undertaken by the authorities of Kazakhstan and Uzbekistan and the growing interest in deepening relations by the Republic of Poland?; Has the announcement of further liberalisation measures in Kazakhstan and Uzbekistan influenced the intensification of cooperation in political and economic aspects?; How has the perception of Poland by political dissidents in Kazakhstan and Uzbekistan changed over three decades? The primary research tools used in the paper were source and quantitative analysis. Statistical data, official announcements of state institutions and press articles were used as the material for the source analysis. Sorting them out, then analyzing them, allowed drawing conclusions. The quantitative analysis was used to assess the frequency of meetings of state leaders or parliamentary groups, changes in the volume of Polish exports and imports with the countries in question, and the increase in the number of Polish companies operating in the Kazakh and Uzbek markets.
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School learning takes place in an environment which is, among other factors, defined by the quality of the socio-emotional interactions and relationships between teachers and students. In recent years, an increasing number of studies and papers have drawn attention to the importance and role of the socio-emotional relationship between teachers and students in the process of teaching and learning. This paper analyzes the socio-emotional interaction of teachers and students, the role of emotions in the process of teaching and learning, and attachment to a teacher as a specific quality of the emotional relationship between students and teachers. The paper presents the findings of numerous studies which indicate that various aspects of the socio-emotional relationship are important for learning, for students’ intrinsic motivation, their academic achievement, self-efficacy, self-perception, social relationships with their peers and teachers, school adjustment, engagement and eagerness to learn, and emotional and behavioral problems. The quality of their relationship with students also affects the enthusiasm of teachers, their job satisfaction, stress levels and well-being. The paper points out that a teacher can be a secure base for students at school, providing them with the security and support they need for free research and learning in the school environment. The final section of the paper offers general guidelines for improving teaching practice based on what is known about the importance of a positive socio-emotional relationship between teachers and students.
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The aim of the research presented in the paper was to study the basic aspects of teaching quality and to establish the effects of students’ academic characteristics on teaching quality evaluation. The sample consisted of 534 students of the Faculty of Philosophy in Novi Sad. The students completed an evaluation questionnaire on a voluntary basis as part of the Faculty’s internal quality control. Analysis has yielded three components of teaching quality: organization of teaching, curriculum and classroom instruction. The findings indicate that fourth-year undergraduates are less satisfied with the quality of teaching organization i.e. with teachers’ competences than students in other years of study. On the other hand, second-year undergraduates and M.A. and PhD students tend to assess classroom instruction more positively than other students. There is significant statistical correlation between academic achievement and satisfaction with classroom instruction in all years of undergraduate studies, while a significant correlation of academic achievement with satisfaction with classroom instruction and curriculum was obtained from fourth-year students and M.A. and PhD students. The findings indicate the importance of taking into consideration the academic characteristics of students when analyzing the results of students’ evaluation of teaching quality.
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The paper focuses on the role of implicit views on the nature of intellectual abilities in high school students’ motivation for learning mathematics. The research aimed to establish the effects of two opposed concepts of the nature of intelligence on different aspects of motivation for learning mathematics, as well as to study the latent area of the Motivation Scale for learning mathematics. The sample comprised 514 high school students, 45.4% of them male. The instruments used in the research were the Implicit Theories of Intelligence Scale and the Mathematics Motivation Scale: enjoyment, interest, lack of motivation and usefulness. The results of four multiple regression analyses point to the conclusion that the “entity” view of the nature of intelligence contributes positively only to the lack of motivation factor, while incremental theories of intelligence have a positive effect on other aspects of high school students’ motivation for learning mathematics. In view of the fact that knowledge of the structure of motivation and the factors affecting it is of great importance for educational outcomes, it would seem that the role of motivational programs in the context of mathematical achievement is particularly important for students who consider intelligence an unvarying entity.
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The paper presents a study that aimed to establish the nature of the link between the value orientation of future nursery and elementary school teachers and the motivation for their career choice. Two instruments were used – the Schwartz Portrait Values Questionnaire (PVQ-21) and the Career Choice Scale. The findings suggest that the motivation for the respondents’ career choice and their value orientation are relatively homogeneous, but also that two groups of students can be distinguished according to dominant motivating factors, and that these two groups also differ in their value priorities. Non-parametric correlation showed that each type of motivation reflected different values – in individuals whose dominant motivation was intrinsic, the values of benevolence, self-direction and achievement were more pronounced, while stronger altruistic motivation correlated with more pronounced values of benevolence and universalism. On the other hand, extrinsic motivation correlated with the values of hedonism and power, which the initial theoretical model locates at the opposite end to the values corresponding to altruistic motivation. The research findings are important for understanding the reasons behind nursery and elementary school teachers’ career choice and the goals they are guided by in their life and work, and are also important for the career guidance process.
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The paper looks at the teacher’s role in selecting a methodological approach to the interpretation of a literary work. The choice of methodological approach is dependent on: 1) the semiotic structure of the literary text; 2) the specific educational goals of interpretation; 3) the students’ age, psychophysical abilities and knowledge, and 4) the planned circumstances of instruction. In selecting a method of interpretation, the teacher should take into consideration not only these factors, but also contemporary literary theory and its methodological apparatus. This can be a challenging task whose fulfillment does not guarantee that the interpretation will be successful, since the validity and functionality of the methodological approach cannot be established in theory but rather through teaching practice. It is up to the teacher to be creative, because a literary work cannot be interpreted by means of a single method but always through a combination of methods, certain of which have their origins in literary theory. There is a widespread belief among teachers that these methods, which have the status of technical/special methods in literary methodology, cannot be used in the first four grades of elementary school. This paper offers an example illustrating that the interpretive model can be used as early as first grade. A teacher’s knowledge, as well as their creativity in selecting a method and their openness to creative methodological combinations and skill in applying them, directly affect the effectiveness of interpretation, either succeeding in developing a fondness for books and reading, or, failing that, resulting in a permanent loss of interest in the world of literature.
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Recent research in the field of education has shown that collaboration between students during teamwork largely depends on the type of task the groups are working on. The projectbased learning model in science and social studies teaching primarily involves projects that students carry out in small groups; and the aim of this study was to examine whether, and to what extent, this learning model fosters the development of collaborative behavior in students. The experimental study was based on a sample of 142 fourth-grade elementary school students, 72 in the experimental group (three classes doing a science and social studies lesson using the project-based learning model) and 70 in the control group (three classes doing the same lesson using standard group tasks). Systematic observation showed that the project-based learning model of science and social studies teaching was more effective in developing positive interdependence among students within a group, intra-group communication, and openness in problem solving.
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The rapid evolution of educational technology requires continuous professional teacher development in the areas of instructional design and implementation. The paper presents the findings of research into the effects of implementing the “5-step” model of e-teaching on the development of teachers’ competences in designing and planning active instruction. The research involved an experiment conducted with two parallel groups (an experimental group and a control group) who completed an online course; the experimental group was trained using the “5-step” teaching model while the control group completed a course involving the traditional “content delivery” e-model. The course was successfully completed by 165 teachers (146 women and 19 men). An analysis of research findings shows that there is a statistically significant difference, in favor of the experimental group, in the number of teachers who understand the concept of active teaching, who are more motivated and able to design active teaching scenarios. We have found that the concept of the new teaching model can be effectively adopted by teachers provided they are first given a practical demonstration. Also, teachers must be assigned the role of students in order to be able to gain comprehensive insight into the model. This raises questions about educational policy, specifically, about initial teacher training and teachers’ further professional development through practice.
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Communication is invisible force that creates dynamic in each social field. Communication is imperative for existence of dynamics. There is no existence of social field without dynamics. Social field by itself is constitute from social forces: social institutions, social networks and cognitive frames. Actually they all shapes the social field. All those social forces might be utilized by the actors in their communication strategies which all may shape the public. The process of communication and communicator’s awareness level related on influence of social forces or communication process which is the subject of the current article. The reader may also find out how the social forces are influential on communication and how of the other hand the communicating agents use them to shape the public? The article offers a theoretical model of communication, based on the SOFIA approach to analysis of social fields. The model defines several categories in each social force that affects the communication process. It is a complex process in which the social forces influence each other, and simultaneously exert a joint influence on the public. Usually, actors or their groups are categorized into eight different areas, and each of them has its agent-communicator. He is as a matter of fact representative of a group that communicates with the public on behalf of a particular group. Always read the term agent - communicator, in our paperwork as a part of the group consisting of formal actors or formal agents.
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Editors' introducion to the 2022 Special Issue of "Central European Journal of Communication".
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The article presents an analysis of the news broadcast on Czech public television during the first wave of the COVID-19 pandemic in March 2020. Based on the concept of post-politics, the analysis illustrates how Czech Television created consensus, naturalized the measures adopted by the government, and transformed a potentially political space into one that privileged instrumental and technical solutions. The author argues that the later emergence of protest movements in Czechia may also be related to the first wave of the pandemic being presented in a consensual, post-political form in public service media. This activity prevented society from recognizing the socially unequal impact of the pandemic and the measures aimed at reducing its impact. Dealing with the question of how to represent a world that went through a rapid change, because of a pandemic, the article ends with a plea for agonistic media pluralism.
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Since China’s environmental policy is defined as top-down “authoritarian environmentalism”, political propaganda and media censorship heavily affect the communication of climate change. Hence, conducting an investigation of climate change communication in the context of China is a valuable exercise. This article uses Critical Discourse Analysis (CDA) to investigate how the Chinese Press reported on, and discursively constructed climate change through the employment of a series of discursive strategies, over a 20-year period, 2000-2020. The findings indicate that news reporting on climate change was in consistent alignment with the ruling Communist Party’s environmental policies during these two decades, facilitating the consolidation of the government’s hegemony.
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This article examines how Facebook groups in Sweden, that focus on the environment, address issues of sustainability. The research, conducted over a one-year period (May 2019–April 2020) combines mapping analysis, which identified a population of 152 environment-focused Facebook groups, and quantitative content analysis, which gives the overview of how these groups represent sustainability and human-nature relations. The analysis pointed to an overwhelming support for counterhegemonic, ecocentric positions, coupled with a strong critique against the hegemony of anthropocentrism. These findings relate to the general discussion concerning the potential of social media to function as spaces where hegemonies are contested and the vision of social change, in this case about the environment, takes shape, but also to the limitations of such possibilities.
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This study explores the tensions between the mission and pluralism of the media versus the participation of the public service media (PSM) in government propaganda in Poland. We present the results of the hybrid qualitative-quantitative content analysis of the propaganda techniques used in Wiadomości – the main public TVP1 news program. Two weekly blocks of news were analyzed. The first was randomly selected from 2015-2020. The second was subsequently chosen for the same seven days, two years later. We assumed that this chronological difference would reveal changes in narration and propaganda used in the news. The analysis refers to the mission of PSM, as defined by the law in the Broadcasting Act (1992). The changes that occurred after 2015 were also the result of new legal regulations and personnel changes. The conclusions confirm that the news from the PSM is controlled and manipulated by the government.
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For environmental governance to be more effective and transformative, it needs to enhance the presence of experimental and innovative approaches for participation. This enhancement requires a transformation of environmental governance, as too often the (public) participation process is set up as a formal obligation in the development of a proposed intervention. This article, in search of alternatives, and in support of this transformation elaborates on spaces where participatory and deliberative governance processes have been deployed. Experiences with two mediated participation methodologies – community art and visual problem appraisal – allow a demonstration of their potential, relevance and attractiveness. Additionally, the article analyzes the challenges that result from the nature of these arts-based methodologies, from the confrontational aspects of voices overlooked in conventional approaches, and from the need to rethink professionals’ competences. Considering current environmental urgencies, mediated participation and social imaginaries still demonstrate capacities to open new avenues for action and reflection.
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Globally, mainstream media excludes or misrepresents many societal groups, resulting in significant community absences. In these contexts, alternative media plays a vital role in offering meaningful self-representation and political participation. This type of media becomes crucial in revolutionary contexts, where people rise against the injustices of their governments in hopes of change. This article offers a case study approach to revolutionary music in the Middle East, where we review the socio-economic and political contexts behind the emergence of alternative media in Lebanon and Egypt. We analyze our cases by using Bailey et al.’s (2007) comprehensive approaches to alternative media. We propose that revolutionary music evolves and adapts to larger changes in the public sphere. Still, as the article concludes, while music can enable a persistent community when demanding change, it does not guarantee an actual change in the political system.
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Homeless people are subjected to disadvantageous representations in the media, also lacking opportunities for self-representation. This article reports on the findings of two preparatory stages of a project that involves homeless people in the publication of their own newspaper. The findings show that homeless people want to represent themselves through self-created news and to address homelessness as a social issue through people’s life stories, which has the potential to challenge mainstream media practices related to portraying homelessness. At the same time, the analysis reveals several issues that need to be considered while implementing such projects. For example, self-empowerment may sometimes come at the price of disempowerment of others. This emphasizes the importance of carefully structuring the facilitating processes to promote homeless people’s genuine media participation, and to support individual and community empowerment.
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