Kazimierz Wielki University in Bydgoszcz (Polish: Uniwersytet Kazimierza Wielkiego w Bydgoszczy; UKW), also known as the Casimir the Great University, is a state-funded university in Bydgoszcz, Poland. It was named after Casimir III the Great (Kazimierz III Wielki), the King of Poland (1333–70) who granted the city municipal rights on 19 April 1346.
Traditionally, the works of Johan Huizinga and Roger Caillois are recognized as the foundational texts of English-language game studies. This article, however, aims to demonstrate that French-speaking scholars Jean Ch & acirc;teau and Jacques Henriot, though overshadowed by the aforementioned authors, made equally significant contributions to the discipline's development. Through an examination of their works, the author identifies key commonalities and distinctions between pre-1997 French play studies and English-language game studies, with the latter experiencing rapid growth since the 1990s. These differences encompass contrasting approaches to the ontology of play/games (predominant in English-language game studies) versus the social dimensions and applications of play (the central focus of French-language studies by Henriot and Ch & acirc;teau). The author advocates for the inclusion of Ch & acirc;teau and Henriot in the historiography of theoretical reflections on games, thus broadening our understanding of the field's intellectual foundations.
This article examines how social media and messaging apps mediate everyday access to illicit psychoactive substances in Poland. While the study broadly engages with digital infrastructures, Telegram emerged as the primary hub where drug-related practices converge. Drawing on interviews with 19 mostly young, socio-economically mainstream drug users, we analyze how participants navigate app affordances, convenience, and risk in a prohibitive and stigmatized environment. Findings show that digital drug markets are embedded within polymedia ecologies: buyers move across Telegram, Messenger, Snapchat, and offline encounters, combining multiple sources and delivery options such as parcel lockers or ride-sharing couriers. These affordances create hyper-accessibility, normalizing on-demand access while offering users a sense of comfort. At the same time, safety is actively constructed through both technical features (disappearing messages, secret chats) and social mechanisms (legit checks, referrals, reviews). Yet participants often overestimated the security provided by platform affordances and privacy features and assumed that individual buyers remained too minor to be targeted by law enforcement. By situating these practices within broader debates on risk in platform societies, we highlight the hybridity of digital and physical exchanges. App-based drug supply exemplifies how everyday technologies reconfigure access, reshape trust, and blur boundaries between legality and deviance.
The physiological determinants of respiratory function in elite athletes with hearing impairment remain unexplored. It is unknown whether sport-specific adaptations or the unique neurophysiology of deafness primarily govern their pulmonary performance, and if standard spirometric criteria are applicable. This study aimed to conduct the first comprehensive multivariate characterization of anthropometric and training-related predictors of pulmonary function in elite deaf athletes, comparing disciplines with contrasting physiological demands. Thirty-three elite male deaf athletes (track-and-field, n = 12; road cycling, n = 21) underwent rigorous spirometry and body composition analysis. We employed bivariate correlations, multiple linear regression, a novel multivariate Euclidean distance analysis, and a test-retest reliability assessment to identify independent predictors of key respiratory parameters and quantify overall physiological distinctness. We identified a unique spirometric signature in deaf athletes, characterized by abbreviated forced expiration times (FET100
W obliczu dynamicznej transformacji cyfrowej rozwój generatywnej sztucznej inteligencji (Generative Artificial Intelligence, GenAI) stawia współczesną edukację przed nowymi szansami i wyzwaniami. Niniejszy raport opiera się na pracy magisterskiej pt. „Wykorzystanie sztucznej inteligencji w edukacji w opinii studentów Wydziału Pedagogiki Uniwersytetu Kazimierza Wielkiego w Bydgoszczy”. Celem badania było poznanie opinii studentów na temat zastosowania GenAI w edukacji. Badania przeprowadzono metodą sondażu diagnostycznego na próbie 61 studentów. Wyniki ujawniły ambiwalentny stosunek przyszłych pedagogów do tej technologii, ukazując jednocześnie fascynację jej potencjałem oraz obawy związane z dehumanizacją edukacji, ryzykiem technologicznym i problemami etycznymi. Szczególnie istotnym wnioskiem jest potrzeba rozwijania kompetencji AI literacy w procesie kształcenia studentów kierunków pedagogicznych. Efektywna integracja sztucznej inteligencji w edukacji wymaga nie tylko przygotowania technicznego, ale także refleksji krytycznej i etycznej.
