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- 2026-12
From synchronous to interleaved: rethinking time and concurrency in protocol verification
We introduce Timed Interleaved Interpreted Systems (TIIS), a dense-time agent-based formalism for modelling executions of timed security protocols under an interleaved discrete semantics. In TIIS, at most one global action is executed at a time—co-executed by all agents that share it, while all remaining components stutter—and time elapse is represented separately. Interleaving thus operates across distinct global actions rather than within a single synchronisation, which reflects asynchronous protocol behaviour more directly than joint-step semantics. We define the syntax and semantics of TIIS and focus on reachability-oriented timed security properties arising in protocol-execution models. We then present a translation from networks of timed automata to TIIS in an environment-owned-clocks normal form and prove that the resulting TIIS structure simulates the timed behaviour of the source network under explicit structural assumptions, and that under the same assumptions the translation preserves reachability in both directions. Finally, we propose a bounded model checking encoding for TIIS based on satisfiability modulo theories (SMT) that separates delay steps from discrete action steps, making the interleaving discipline explicit at the formula level; the encoding is sound and complete for each fixed bound. The approach is implemented within the broader BMC4TimeSec toolchain and evaluated on a large common benchmark corpus of multi-session timed protocol instances. The experiments show full agreement of verification outcomes across the aligned Timed Automata (TA), Timed Interpreted Systems (TIS), and TIIS backends. The timed-automata backend remains the strongest runtime baseline; TIIS is slower than TIS in aggregate runtime, but consistently reduces peak memory consumption, which we explain mechanically at the level of the SMT encoding.Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article Affective compensation in the pursuit of aspired-to STEM and feminine identity goals
Pursuing more than one long-term identity goal places considerable demands on individuals. Women in science, technology, engineering, and mathematics (STEM) often balance between two identity goals: being feminine and professional. Striving to achieve these two goals can lead to certain affective consequences, especially when they are not met. We investigated whether failure in one goal might possibly be compensated for by reporting success in pursuing the other goal. In Study 1 (N = 220), we found that having to report failures in both feminine and STEM identity goals led to more self-blaming (guilt and regret) and less self-affirming (pride and satisfaction) emotions as compared to having to report failure in only one or none of the two identity goals (i.e., success had to be reported instead). In Study 2 (N = 234), we observed that women who had to report failures and felt incomplete as feminine women or STEM professionals experienced less self-blaming when given the opportunity to compensate by describing their success and achievements than those who did not have such an opportunity. Moreover, women with the possibility to compensate and to experience completeness reported more self-affirming emotions than at the baseline measurement. In conclusion, we explicitly discuss the nature of compensatory effects concerning affective outcomes when pursuing identity goals.Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article - 2027-02
Context memory in younger and older adults: Insights from metacognition
Cognitive aging is characterized by a deterioration of episodic memory functions. Since episodic memory requires retrieval of context, it has been proposed that older adults suffer from a specific deficit in terms of remembering context associated with to-be-remembered information. At the same time, however, it has been argued that providing context information at the time of retrieval can ameliorate age-related memory deficits. These positions can be reconciled if older adults show a deficit in encoding specific, not meaningful (i.e., not related) item-context associations but demonstrate a preserved ability to encode meaningful item-context associations and retrieve them when both items and contexts are provided as cues. In three experiments, we demonstrate such a pattern of deficits and preserved functions by asking younger and older adults to encode pairs of words embedded in contexts, then varying whether these contexts are reinstated when the same pairs of words are restudied. We then examine how this manipulation affects – via spontaneous retrieval of item-context associations – metacognitive monitoring of the effectiveness of restudy in the form of judgments of learning (JOLs). Experiment 1, using semantically unrelated contexts, showed the context reinstatement effect in JOLs only for younger adults. Experiments 2 and 3, promoting encoding of context for older adults by using semantically related contexts, showed effects of context reinstatement for older and younger adults. Together, these results show that older adults sometimes fail to encode specific contextual associations, but if they do encode them, they experience no deficit in spontaneous retrieval of these associations.Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article - 2026-10-05
(In)/(Ex)clusion to/from, in, and through education: diversified educational pathways of Ukrainian refugee students in Polish schools
This study explores how Ukrainian refugee students experience inclusion and exclusion in relation to educational participation and the social dimensions of schooling, and how these processes shape their educational trajectories and well-being. It focuses on students transitioning from primary to upper-primary education. The analysis drew on qualitative research involving Ukrainian refugee students (n = 55), their parents (n = 46) and institutional actors (n = 50). It identified three interconnected dimensions of inclusion and exclusion: (1) inclusion/exclusion to/from education referring to access to and participation in educational provisions; (2) inclusion/exclusion in education, concerning students’ everyday educational and social experiences within schools; and (3) inclusion/exclusion through education, referring to how educational arrangements, practices, and outcomes shape educational transitions and subsequent trajectories. The results highlight that inclusion and exclusion should be understood not as binary states but as multidimensional and dynamic processes that may operate simultaneously at different stages of refugee students’ educational pathways.Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article - 2025-11-27
A media CSR model for wartime contexts
Anton, AncaZakrzewska, EmiliaMaijanen, PaiviSámelová, AnnaWill, AndreasHarms, BiancaBezchotnikova, SvitlanaSkulte, IlvaMatei, AntoniaJupowicz-Ginalska, AnnaAnghel, GheorgheThis article examines how media organisations in eight European countries responded to the war in Ukraine through corporate social responsibility (CSR). Based on a comparative analysis of 203 initiatives, the study identifies media-specific patterns combining symbolic support, editorial interventions, philanthropic aid, and infrastructural backing, reflecting both journalistic commitments and civic engagement. Existing CSR models only partially capture this complexity. To address this gap, the article proposes a four-dimensional CSR model for wartime contexts, incorporating activity type, temporal phase, organisational depth, and target group. The model captures the hybrid nature of media CSR intersected with wartime editorial, civic, and organisational logic. This article contributes to CSR scholarship and media management research, offering a media-specific CSR model grounded in wartime conditions and applicable to other crisis scenarios.Pozostałe osiągnięcia naukoweArtykuły (zamknięty dostęp)Journal article