Modern Architecture of School Buildings in Poland. Selected Design Issues on The Example of Two School Buildings Built in the 21st Century

This article concerns the design and architecture of educational facilities in Poland. It presents selected architectural and spatial solutions for modern primary school buildings. The article is based on a juxtaposition of two school buildings built in the second decade of the 21st century, located in the central and southern part of the country. Contemporary buildings were selected to draw attention to the changing approach to design and the development of architecture dedicated to the youngest recipients, emphasizing important aspects of the school space in the era of growing demands and social awareness. The analysis of the buildings indicated in the article was carried out on the basis of the available literature on the subject, comparison with typical buildings in Poland, and in situ research in school buildings, with an emphasis on the key aspects of the functional and spatial arrangement in the presented facilities, determining the target educational space for students. A school building in Poland, in the minds of many architecture recipients, is associated with a typical building, such as 'millennial schools', created as part of the campaign to build a thousand schools - monuments related to the celebration of the Millennium of the Polish State. The typification period, abounding in many buildings that still function to this day, lasted almost twenty years until 1981, when the standard for typical schools was repealed. At that time, the search for the perfect form of the building as well as flexible and functional school spaces, tailored to the scale of the youngest recipients, began. The classroom, which used to be the only condition for the functioning of the school, turned out to be insufficient. Modern projects have started to be implemented, which systematically contribute to the creation of a new image of the school as a friendly and modern institution, maintained in an optimal and holistic development-oriented educational environment.

On the Occurrence of Dangerous Problem Behavior during Functional Analysis: An Evaluation of 30 Applications

Functional analyses are often conducted by behavior analysts to understand the environmental variables contributing to an individual’s problem behavior to better inform treatment implementation. While functional analyses are integral for designing function-based interventions, they often arrange contingencies to evoke and reinforce dangerous problem behavior. In Study 1 we reviewed 22 functional analyses with open-contingency classes including non-dangerous topographies of problem behavior and we found that participants were more likely to exhibit the non-dangerous behavior in 82% of the applications. We then conducted a single-subject comparison of closed and open-contingency classes with four additional participants in Study 2. Our results suggest that the functional analyses with the open-contingency class reduced the likelihood of observing dangerous problem behavior.

Is the Acknowledgment of Earned Entitlement Effect Robust Across Experimental Modes and Populations?

We present a set of studies the objective of which was to test the robustness of the acknowledgment of earned entitlement effect across different experimental modes and populations. We present three sets of results. The first is derived from a between-subject analysis of two independent, but comparable samples of nonstudent adults. One sample participated in a standard, behavioral laboratory experiment and the other participated in a survey experiment. The two methods returned similar treatment effects. The second set of results relates to a sample of students drawn from a behavioral laboratory’s pool of registered subjects. They participated in both the behavioral lab and survey experiments. We perform a between-subject comparison of the two treatment-elicitation methods but, this time, focusing on the same sample of subjects. Again, the treatment effects are very similar. Finally, we establish that within-subjects there is some consistency between decisions made under the two methods.

Susceptibility to Residual Inhibition Is Associated With Hearing Loss and Tinnitus Chronicity

Residual inhibition, that is, the temporary suppression of tinnitus loudness after acoustic stimulation, is a frequently observed phenomenon that may have prognostic value for clinical applications. However, it is unclear in which subjects residual inhibition is more likely and how stable the effect of inhibition is over multiple repetitions. The primary aim of this work was to evaluate the effect of hearing loss and tinnitus chronicity on residual inhibition susceptibility. The secondary aim was to investigate the short-term repeatability of residual inhibition. Residual inhibition was assessed in 74 tinnitus subjects with 60-second narrow-band noise stimuli in 10 consecutive trials. The subjects were assigned to groups according to their depth of suppression (substantial residual inhibition vs. comparator group). In addition, a categorization in normal hearing and hearing loss groups, related to the degree of hearing loss at the frequency corresponding to the tinnitus pitch, was made. Logistic regression was used to identify factors associated with susceptibility to residual inhibition. Repeatability of residual inhibition was assessed using mixed-effects ordinal regression including poststimulus time and repetitions as factors. Tinnitus chronicity was not associated with residual inhibition for subjects with hearing loss, while a statistically significant negative association between tinnitus chronicity and residual inhibition susceptibility was observed in normal hearing subjects (odds ratio: 0.63; p = .0076). Moreover, repeated states of suppression can be stably induced, reinforcing the use of residual inhibition for within-subject comparison studies.