Aim: The main goal of the article is to showcase how husbands performed the role of caregivers for their wives after breast cancer diagnosis. The researchers analysed this issue by comparing the perspectives of the male caregivers with their wives' opinions. The wives were active members of Amazon clubs. Background: Partners of women with breast cancer are expected to assume responsibility for taking care of their wives. Simultaneously, however, they are not prepared to fulfil their new duties, nor are they being provided with any professional support in this regard. Method: Semi-structured interviews were conducted with eight married couples, separately with wives and husbands. Results: Husbands perceive their role in their wives' struggles as primarily supportive and channel any negative emotions via undertaken actions. They support their wives in four ways: by focusing on their wives' feelings and caring about her, taking part in the healing process, managing the household during the period of their wives' recovery, and by bringing back normalcy into their lives. Conclusions: Limited knowledge about oncological diseases, deficiencies in the assistance services offered to husbands of women with breast cancer and stereotypes about gender roles contribute to the difficulties men face when taking care of their sick wives. Even the wives active participation in the Amazon movement does not seem to mitigate their problems.
The article aims at presenting the potential and limitations of lifelines as a method used to collect biographic data. The lifeline facilitates recollection and sequencing of personal events. For this reason, it is helpful both for a person trying to recreate their own life history, and for a researcher who analyses the biography of such a person. The lifelines can be triangulated with other data collection methods to confirm and complete a life history. A sample lifeline from a study of PhD students at the main technical universities in Poland and Ukraine used to demonstrate the application of this method to research of biographic determinants of important life decisions.
The COVID-19 pandemic has completely changed the social life as we have known so far. Lockdown-type control measures resulted in numerous limitations in the operation of public and non-public institutions as well as limitations in social, family and cultural life. The measures taken due to COVID-19 have had an immediate effect on higher education in Poland. The aim of the study was to find out what experiences were gained by students participating in distance education in Poland during the COVID-19 pandemic. The long-term study was conducted in two stages. The study included 290 participants who were studying in various types of universities in Poland. As a result of the research it was found that from the perspective of students, the biggest advantage of online education were logistical and organisational issues. The greatest limitations of online education were: absence of personal interaction with teachers and other students, difficulty in organising online classes based on students’ activity and learning-by-doing, lack of standardisation of platforms used for online education at the university, too much workload for students requiring independent learning, and risk of health problems as a consequence of too long work at the computer. In the second semester of distance education during the pandemic, there was an increase in student satisfaction with online education, mainly due to the more frequent conducting of synchronously classes The crisis caused by the COVID-19 pandemic situation initiated the educational revolution in Poland. It appears that online education will remain an integral part of Polish higher education system, but it will not replace stationary education after the pandemic. Received: 2 August 2021Accepted: 29 September 2022
Słowa kluczowe: biografia, biograficzne uczenie się, biograficzność, kapitał narracyjny, narracja, narracyjne uczenie się. Streszczenie: Jednym z założeń wielu teorii rozwijanych na gruncie andragogiki jest teza, że uczenie się człowieka dorosłego pozostaje w ścisłym związku z biegiem jego życia, podejmowaniem refleksji nad życiem i opowiadaniem o nim. Opowieść o życiu jest wielokrotnie aktualizowana, zmieniana, uzupełniana na skutek nowych doświadczeń życiowych i/lub zmieniającej się perspektywy ich rozumienia i wyjaśniania. (Re)konstruowanie narracji jest podstawą biograficznego uczenia się i narracyjnego uczenia się człowieka dorosłego. Celem artykułu jest przedstawienie biograficzności i kapitału narracyjnego jako podstawowych zasobów w uczeniu się na kanwie opowieści. Są one zmienne w czasie, umożliwiają człowiekowi dokonanie zmian w już uformowanych strukturach doświadczeń oraz pomagają w wytyczaniu kierunków dalszych działań.
The recent changes taking place in the European higher education systems leads to less stable, less secure and less attractive working conditions for academic teachers. Nonetheless, it is observed that the academic profession is attractive for young talented people. The research was aimed at studying educational biographies of engineers who took up PhD studies at technical universities in order to find out the importance of young people's experience and life history in making important life decisions (i.e. starting academic career). The biographical research was performed based on the material of lifelines and autobiographic essays prepared by PhD students of technical universities in Poland and Ukraine. The study included 56 participants of 23 to 30 years of age. A typology of biographical narratives was developed as a result of analysis of the research material. Additionally, the crucial similarities and differences between educational biographies of PhD students from Poland and from Ukraine were indicated. On the basis of the research it can be determined that traditional motives of undertaking the academic professioni.e. curiosity, professional status, and financial rewardsstill play a big role. New motives are also appearing: investing oneself and social mission. An academic profession is seen as a possibility of development and autonomy to a greater extent than in the economic sector. However, the lack of guarantee of employment at the university after PhD studies and lower remuneration in academic structures compared to the economic sector make it difficult to plan one's own future and choose academic career instead of a different career path.
The aim of this research was to identify leading problems within Polish andragogical discourse.The chapter's content was guided by answers to the following questions: what topics are most commonly being explored, and what most interests Polish andragogues? Academic articles published from 2014 to 2018 in four specialist journals were examined in the research. A qualitative method was used in the process of analysing the content of the articles. The keywords listed were grouped into clusters and issues, and analytical categories were identified for use in developing a typology of research issues: 1) the domain of andragogical reflection, with subcategories: theory, methodology, subject of analysis; 2) formalised teaching processes; 3) competences, consultation, labour market -a subjective perspective; 4) development tasks, problems and conflicts in social roles; 5) spaces of development, animation and personalised learning. The present research highlights the vast area of Polish androgogical research, thus widening the boundaries of the research field, going beyond formal learning spaces and exploring microworlds of individuals and social problems.
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