Nowadays, the ubiquity of changes determines a new approach to programming development. In this situation, it is necessary to update the strategy of socio-economic development in many cities. The aim of the paper is to present the process of updating the city’s development strategy on selected examples (Katowice, Cracow, Poznań, Warsaw and Wrocław), through the prism of the scale and tools of public participation. Wrocław is a centre that particularly approached the implementation of the megatrend of public participation in the work on updating the development strategy. The paper delineates differences between public consultations and real public participation. The following research methods were used in the study: literature research, analysis of source texts, benchmarking and comparative analysis. The time horizon covers the period of public participation in the documents’ construction and is different for particular cities selected for analysis, however, it falls in the years 2013-2017.

W artykule podjęto zagadnienie znaczenia podręcznika szkolnego dla procesów konserwacji/ zmiany w obszarze polskich praktyk edukacyjnych w klasach początkowych. W kontekście wyzwań współczesności i demokracji, odwołanie się autorów podręczników do dyskurs liberalnego i konstruktywistycznego, stanowi fundamentalny warunek funkcjonowania tej książki jako narzędzia realizacji prorozwojowego i emancypacyjnego interesu ucznia i społeczeństwa. Jak jednak wynika z badań nad polskimi podręcznikami do klas I–III, warunek ten nie został spełniony. W tej sytuacji podręczniki niemieckie odgrywać mogą rolę inspirującą, tak ze względu na swoje dyskursywne zaplecze, jak i propozycje metodyczne oraz zakres treściowy. W tekście zrekonstruowany został „obraz szkoły” z kart niemieckich podręczników. Za kluczowe (i jednocześnie inspirujące) wymiary tego obrazu uznać można: demokratyczny charakter relacji nauczyciel – uczeń, nacisk na aktywizację wiedzy osobistej ucznia i jego autonomie etyczną oraz poznawczą, realistyczny opis rzeczywistości, zaufanie do dziecięcych kompetencji, tworzenie strefy najbliższego rozwoju.

Annoyance ratings for artificially created noises, resembling the main characteristics of temporal wind turbine noise, were studied by means of a listening experiment involving 21 participants with normal hearing. Three types of stimuli were examined: broadband noise (−4 dB/octave), noise generated by moving cars, and narrowband noise. All stimuli had the sound level fluctuations typical for wind turbine noise. The magnitude of the sound level fluctuations was measured in a quantitative way, by using the characteristics of amplitude modulated sound: modulation rate and modulation depth. Our aim was to examine how the modulation rate and the modulation depth influence the noise annoyance assessment of broadband and narrowband amplitude modulated noises. Three different modulation rates, 1, 2 and 4 Hz, and sound level fluctuations (a measure of the modulation depth), 3, 6, 9 dB, were applied to each type of stimuli (with exception of noise generated by the moving cars) and investigated. The participants in the listening experiment were presented with sound stimuli in laboratory conditions and asked to rate their annoyance on a numerical scale. The results have shown a significant difference between the investigated conditions. The effect was particularly strong between the annoyance judgments of different types of noise (narrow and broadband), and modulated versus unmodulated noises. Temporal fluctuations occurring in wind turbine noise are very pertinent to the perception of annoyance and could be responsible for its being a relatively annoying noise source. The obtained results were discussed and compared to the typical modulation rates and level changes that occur in recordings of real wind turbine noise.