Rola lekcji filozofii wobec programu nieoficjalnego w szkole

Polska Myśl Pedagogiczna ◽

10.4467/24504564pmp.21.010.13940 ◽

2021 ◽

Vol 7 ◽

pp. 191-214

Author(s):

Wojciech Rutkiewicz

Keyword(s):

Critical Theory ◽

General Education ◽

Educational Research ◽

Hidden Curriculum ◽

Class I ◽

Informal Curriculum ◽

Null Curriculum ◽

Official Curriculum ◽

Philosophical Community

The Role of Philosophy Lessons in Context of Non-Official Curriculum in School Bohdan Chwedeńczuk has asked provocatively: what is the purpose of doing philosophy? We can treat this question as a philosophical one. Nevertheless in this article I would like to treat it as a question concerning education. Polish philosophical community basically agrees that providing philosophy lessons would be a valuable supplement for general education in Poland. However there is no agreement in case of how and what exactly we should teach in philosophy class. I argue that philosophy lessons are beneficial for students. My argumentation is based on critical theory in educational research, in which key theme is educational curriculum’s inquiry. I separate three kind of educational curriculum: hidden curriculum, null curriculum and informal curriculum. I’m going to argue that philosophy lessons are not only beneficial for future students’ lives, but also helpful for coping with school routine.

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The Role of Class I PI3K in Cell Migration

Targeted Protein Database ◽

10.2970/tpdb.2008.160 ◽

2008 ◽

Author(s):

Lindsay Davidson

Keyword(s):

Cell Migration ◽

Class I

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Faculty Opinions recommendation of Class I negative CD8 T cells reveal the confounding role of peptide-transfer onto CD8 T cells stimulated with soluble H2-Kb molecules.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.1008016.138959 ◽

2002 ◽

Author(s):

Nick Gascoigne

Keyword(s):

T Cells ◽

Cd8 T Cells ◽

Class I

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Faculty Opinions recommendation of New role of signal peptide peptidase to liberate C-terminal peptides for MHC class I presentation.

Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature ◽

10.3410/f.718113935.793484317 ◽

2013 ◽

Author(s):

Karin Romisch

Keyword(s):

Mhc Class I ◽

Signal Peptide ◽

Class I ◽

Signal Peptide Peptidase

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The Politics of Global Health Inequalities

The Oxford Handbook of Global Health Politics ◽

10.1093/oxfordhb/9780190456818.013.15 ◽

2019 ◽

pp. 58-84

Author(s):

Yusra Ribhi Shawar ◽

Jennifer Prah Ruger

Keyword(s):

Social Sciences ◽

Critical Theory ◽

Global Health ◽

Health Inequalities ◽

Health Inequality ◽

The Political ◽

State Of Health ◽

Political Determinants ◽

The Social

Careful investigations of the political determinants of health that include the role of power in health inequalities—systematic differences in health achievements among different population groups—are increasing but remain inadequate. Historically, much of the research examining health inequalities has been influenced by biomedical perspectives and focused, as such, on ‘downstream’ factors. More recently, there has been greater recognition of more ‘distal’ and ‘upstream’ drivers of health inequalities, including the impacts of power as expressed by actors, as well as embedded in societal structures, institutions, and processes. The goal of this chapter is to examine how power has been conceptualised and analysed to date in relation to health inequalities. After reviewing the state of health inequality scholarship and the emerging interest in studying power in global health, the chapter presents varied conceptualisations of power and how they are used in the literature to understand health inequalities. The chapter highlights the particular disciplinary influences in studying power across the social sciences, including anthropology, political science, and sociology, as well as cross-cutting perspectives such as critical theory and health capability. It concludes by highlighting strengths and limitations of the existing research in this area and discussing power conceptualisations and frameworks that so far have been underused in health inequalities research. This includes potential areas for future inquiry and approaches that may expand the study of as well as action on addressing health inequality.

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What Lies Beneath: The Role of Self-Efficacy, Causal Attribution Habits, and Gender in Accounting for the Success of College Students

Education Sciences ◽

10.3390/educsci11070333 ◽

2021 ◽

Vol 11 (7) ◽

pp. 333

Author(s):

Kerstin Hamann ◽

Maura A. E. Pilotti ◽

Bruce M. Wilson

Keyword(s):

General Education ◽

Self Efficacy ◽

Causal Attribution ◽

The United States ◽

Female Students ◽

Male Students ◽

Course Grades ◽

Success In Higher Education ◽

And Gender

Existing research has identified gender as a driving variable of student success in higher education: women attend college at a higher rate and are also more successful than their male peers. We build on the extant literature by asking whether specific cognitive variables (i.e., self-efficacy and causal attribution habits) distinguish male and female students with differing academic performance levels. Using a case study, we collected data from students enrolled in a general education course (sample size N = 400) at a large public university in the United States. Our findings indicate that while students’ course grades and cumulative college grades did not vary by gender, female and male students reported different self-efficacy and causal attribution habits for good grades and poor grades. To illustrate, self-efficacy for female students is broad and stretches across all their courses; in contrast, for male students, it is more limited to specific courses. These gender differences in cognition, particularly in accounting for undesirable events, may assist faculty members and advisors in understanding how students respond to difficulties and challenges.

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