Lektura szkolna ucznia z ASD. Na przykładzie W 80 dni dookoła świata Jules’a Verne’a

The article discusses observations pertaining to one of the basic aims/objectives of education, namely: reception and analysis of a text read by students with ASD (Autism Spectrum Disorder) at the 2nd stage of their education, as well as the form of abridgement of the text (based on the example of Jules Verne’s Around the World in Eighty Days) to suit the needs and capabilities of special-needs students. The conclusions presented herein result from pedagogical observations conducted during many years of a Polish-language teacher’s work focused on students with ASD in one of Warsaw’s elementary schools. They point to the necessity of individual facilitation of the entire process of reception, analysis, and interpretation of the text read in order to meet the needs and capabilities of a particular student-reader. Selection of suitable text and the abridgement thereof to the level of a child with developmental disorder classified as ASD, must take into account the preceding diagnosis and special educational needs mentioned in a psychological and pedagogical counselling centre’s medical opinion.

O aluno leitor no discurso de documentos oficiais de ensino (The student reader in the discourse of official teaching document)

Este artigo visa apresentar os resultados de uma investigação acerca do imaginário discursivo sobre o aluno leitor em alguns documentos oficiais de ensino – PCN (1998), OCEM (2006) e DCE/PR (2008) –, ao tratarem das disciplinas de Língua Portuguesa, Filosofia e História. Com o aporte teórico da Análise de Discurso de matriz francesa, buscamos apreender quais imagens de leitor são ali construídas e quais de seus efeitos de sentido podem impactar o ensino-aprendizagem da leitura. Os dados revelam que, em tais documentos, a imagem de aluno leitor está atrelada à de professor formador de leitor, colocando Língua Portuguesa e Filosofia de um lado e História de outro.

Land Law

Academically rigorous yet welcoming and fully attuned to the needs of the student reader, Land Law represents a new breed of textbook, blending traditional and contemporary teaching approaches to guide its readers to a confident understanding of the subject. With a lively, engaging writing style and distinctive way of speaking directly to students, anticipating questions and areas of confusion, Bevan’s book does not simply set out the law but actively teaches it. Clear explanations are complemented by frequent, carefully-crafted visual aids and topics are broken down into sections that are easy to digest and navigate. “Key case” boxes offer concise insights on leading cases, spurring further reading of primary material, and “Future directions” conclusions for each chapter consider future implications and likely reforms. Balancing brevity with detail and rigour with accessibility, Land Law is a truly modern textbook that supports and motivates its readers, helping them to understand and enjoy what can be a complex subject.

Management of The Formation of The Experience of Information Activities in Students Based on Work with Educational Texts

The purpose of the research is to identify the influence of an educational text on the organisation of information activities of schoolchildren. Methods: content analysis, structural and semantic analysis of educational texts and the results of their interpretation. Research results: identification of features of the educational text as an information structure (the integrity of multi-layer content, reproducibility, presence of system connections with the thematic information field), description of the information activity of a complex of educational texts united by the function of updating the value attitude to knowledge, which can be represented in three main types: impersonal, authorised and personal. Each of these types is correlated with the level of perception of information by the student-reader, which can be a. detached and impersonal, b. in conscious collaboration with the author, c. to their own cognitive experience. As a result of the research, the basic information-significant structural components of educational texts are also identified: the title and the beginning correlated with the key meaning of the text, the means of axiological field and dialogisation.

The Law of Trusts

Titles in the Core Text series take the reader straight to the heart of the subject, providing focused, concise, and reliable guides for students at all levels. The Law of Trusts provides perceptive analysis and original and thought-provoking commentary to give students a grounding in what is considered to be a difficult subject. The book introduces the controversies surrounding the topic in a thought-provoking way, engaging the reader and giving an all-round picture of the key issues relating to the subject. New to this edition, Chapters 3, 5, 11, and 13 (Chapter 12 in the previous edition) have all been significantly revised to reflect recent developments in the law and the academic commentary on, respectively, beneficiaries’ standing to sue and rights to information, resulting trusts, breach of trust, and the law governing fiduciaries. Chapter 12 ‘Restitution, unjust enrichment, and the law of trusts’ is new; it brings together material previously found in other chapters, organising it in a more coherent way for the better appreciation of the student reader, whilst also containing a wholly new discussion of the leading cases and academic commentary in this area of law.