Emocjonalne reakcje w językowej warstwie dzienników z „czasów zarazy”
Prace Językoznawcze,
Journal Year:
2025,
Volume and Issue:
27(1), P. 267 - 282
Published: March 22, 2025
Badaczki
–
posługując
się
metodą
jakościowej
analizy
treści
poddają
deskrypcji
uczucia,
których
doświadczali
ludzie
w
czasie
koronawirusa,
oparciu
o
24
dzienniki
pandemiczne.
Wypowiedzi
autorów
pokazują
nie
tylko
strategie
radzenia
sobie
z
nową
sytuacją,
ale
prezentują
bardzo
indywidualne
doświadczenia,
przede
wszystkim
jednak
ujawniają
doznania
piszących,
wśród
zdecydowanie
przeważały
emocje
ujemne,
repulsywne,
przykre,
takie
jak:
lęk,
strach
oraz
uczucia
pokrewne,
różnym
stopniu
intensywności.
Były
one
przez
dzienników
werbalizowane
albo
wprost,
poprzez
zewnętrzne
symptomy,
np.
wygląd
eksperiencera.
Nadawcy,
informując
swoich
emocjach,
używali
porównań,
metafor,
pytań
retorycznych,
zwrotów
wulgarnych
i
ich
eufemistycznych
substytutów,
a
także
inwektywnych
adresatywnych.
Wyrażenie
silnych
doznań
ułatwiały
również
piszącym
eksklamacje
nierzadko
zdania
formie
rozkaźnikowej.
Ważna
mówieniu
uczuciach
okazała
też
leksyka
kolorystyczna.
Critical Thinking in Contemporary and Future Societies
Published: Jan. 1, 2025
Language: Английский
School Closures on Bullying Experiences of Treatment-Seeking Children and Youth: The Influence of the COVID-19 Pandemic Within Ontario, Canada
International Journal of Environmental Research and Public Health,
Journal Year:
2024,
Volume and Issue:
21(12), P. 1673 - 1673
Published: Dec. 15, 2024
Amongst
school-aged
children
and
youth,
bullying
is
a
significant
problem
warranting
further
investigation.
The
current
study
sought
to
investigate
the
influence
of
COVID-19
pandemic
waves
school
closures
on
experiences
22,012
aged
4–18-years-old
who
were
referred
assessed
at
mental
health
agencies
in
Ontario,
Canada.
Individual,
familial,
variables
related
also
investigated.
Data
collected
from
January
2017
February
2022.
pre-pandemic
period
included
June
2017,
September
2018/2019
2019/2020.
was
divided
into
categories
remote
learning
(17
March
2020
30
2020,
8
2021
16
2021,
12
April
2021)
in-person
(remaining
dates).
summer
holidays
July–August
2018,
2019
during
they
2021.
Logistic
regressions
conducted
analyze
data.
Findings
showed
rates
be
lower
when
compared
levels
(bullied
others
school:
OR
=
0.44,
CI
0.34–0.57;
victim
0.41,
0.33–0.5).
Furthermore,
periods
schools
closed
for
remote:
0.62,
0.45–0.85;
0.24,
0.17–0.34).
Children
lived
income
areas,
experienced
home
life
challenges,
exhibited
difficulties,
or
had
behavioural
concerns
more
likely
involved
experiences.
Finally,
classroom
type
program
impacted
child’s
likelihood
being
bullied.
These
findings
our
understanding
impact
children’s
behaviour
pandemic.
Public
policy
implications
such
as
prevention,
supervision,
conflict
management
are
discussed.
Language: Английский
Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(3), P. 241 - 241
Published: Feb. 26, 2024
The
face-to-face
education
system
around
the
world
unexpectedly
collapsed
in
March
2020
due
to
COVID-19
pandemic.
priority
process
became
remote
and
activities
related
self-study
self-education.
This
paper
investigates
how
university
students’
performance
has
been
influenced
by
learning
during
lockdown
period.
Academic
is
evaluated
measuring
time
required
complete
specific
homework
statistical
data
processing.
Comparisons
of
are
made
for
before,
after
pandemic
study
examines
a
population
third-year
students
majoring
Materials
Science
Engineering.
were
asked
requiring
processing
evaluation
random
laboratory
using
analytical
software.
delivery
times
completed
period
compared.
It
found
that
although
had
spend
more
on
their
task
pandemic,
relative
remained
unchanged
was
comparable
pre-pandemic.
After
end
period,
an
increase
academic
noted.
Our
results
suggest
sudden
transition
may
have
beneficial
long-term
group
selected
evaluation.
findings
support
idea
teachers
institutions
should
be
willing
use
variety
teaching
methods.
inclusion
methods
instruction
encouraged.
Language: Английский
Put at and kept from risk: The sexual risk dilemmas confronting marginalized youth
Journal of Adolescence,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Nov. 1, 2024
Abstract
Introduction
The
current
study
examines
Bay‐Cheng
and
Ginn's
(2024)
claim
that
marginalized
youth
confront
two
intertwined
sexual
risk
dilemmas:
being
put
at
by
unjust
social
forces
structures
threaten
their
health
safety;
kept
from
those
same
structures,
thus
compromising
development
dignity.
Methods
We
explored
the
presence
relevance
of
these
dilemmas
using
interviews
conducted
in
2022
with
101
racialized
and/or
queer
(i.e.,
a
sexuality
other
than
exclusively
heterosexual)
young
women
trans
or
nonbinary
aged
16–21
living
Melbourne
(Australia),
New
York
City
(United
States),
Toronto
(Canada).
directed
content
analysis
data
examined
intersectional
group‐based
comparisons
code
frequencies.
Results
found
80%
participants
felt
endangered
risk)
obstructed
material
conditions.
Over
half
through
exposure
to
hostility
harm,
over
one‐third
described
precarious
life
circumstances
as
keeping
them
taking
wanted
risks.
Group‐based
indicated
feeling
is
associated
gender
identities
corresponding
discrimination.
also
tentative
signs
may
be
more
closely
linked
race
racism
marginalization
sexuality.
Conclusions
findings
highlight
diverse
implications
interlocked
injustices
for
youths'
lives,
particularly
infringement
on
rights
both
safety
risk.
Language: Английский