Expresní Astronomické Informace
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The first centuries of European topographical and historical geographic works
Full text linkIn historical sources, the perception of landscapes reflects a struggle for existence, power and control of the space, man\u27s creative activity, his thinking, and his ideas. The projection of a picture of the landscape into a wide range of sources documents the changing image of the landscapes with the goal of passing it on to future generations. At the same time, the descriptions of individual lands and regions expanded the contemporary geographical horizon. The presented text concentrates on selected written narrative materials from the European late Middle Ages and early modern period that can be characterized as topographical and historical geographic sources
The development of the Handlová strike (1940) and its instrumentalization in pre-November historiography
Full text linkThe study deals with the development and instrumentalization of the Handlová strike (1940) in the historiography before 1989. In the paper, I will provide the situation that preceded the strike and then the analysis of its process. It will also be necessary to determine who initiated the strike and what role the illegal communist movement played in it. I am going to compare the forms of instrumentalization with some of the claims made by historiography after 1989. In the context of instrumentalization of a strike, several questions arise. Was this a significant historiographic milestone? For what purpose was it used? Who and why was he the maintainer of his instrumentalization? How much influence had the communists during the strike
Functionalism and personal identity : the case of Mr. Jones
Full text linkStanisław Lem\u27s short story Are you there Mr. Jones?, first published in 1955, is set in a courtroom. The plaintiff is Cybernetics Company – a provider of prosthetics – and the defendant is Harry Jones, a race-car driver. It turns out that Mr. Jones, after a series of grave accidents, has had his entire body gradually replaced by prostheses. He is now deep in debt to the provider, Cybernetics Company, which consequently has sued him to reclaim their property. We aim to show that this short story illustrates important philosophical questions concerning personal identity and persistence over time, and that Lem in fact anticipates several of the main insights of functionalism, later introduced by Putnam (1967) and today a main contender for a theory of the mind. If the identity of Mr. Jones is constituted solely by his prostheses’ functional role, i.e., their causal relations to input, output and other bodily and mental states, Lem here gives us an early example of causal-theoretical functionalism.This brings us to the next question, implicitly raised by Lem: Is functional identity sufficient for personal identity? Is Mr. Jones the same person as he was before replacing all his body parts? In court, Mr. Jones argues for his continued personhood by appealing to memories from the past. This suggests the view that his persistence as a person depends on some form of psychological continuity, and we will discuss how the case of Mr. Jones relates to views on personal identity
God, worship and freedom
Full text linkIn this article, the authors give an answer to the question of whether God would be worthy of worship had He created (or even permitted) a world where no human action was freely done. Presupposing God\u27s omnibenevolence in applying the doctrine of no responsibility for actions not freely done, we consider two possible answers to the question of why God would create such a deterministic world. Whichever of these answers proved to be true, we conclude that God would be worthy of worship because He would provide the best outcome for everyone
What are we going to do tomorrow? Try to survive! Education at home during a coronavirus pandemic from the perspective of mothers
Full text linkRok 2020 vystihují dvě slova – koronavirová pandemie. Bez precedentní pandemická událost zasáhla všechny oblasti společenského života, vzdělávání nebylo výjimkou. Pro zajištění kontinuity výuky přistoupily školy k distančnímu vzdělávání. Přestože za vzdělávání nesly hlavní zodpovědnost školy, zejména u dětí na primárním stupni měli rodiče v procesu učení klíčovou roli. Cílem studie bylo z jistit, jak během pandemie covid-19 matky prvostupňových dětí přistupovaly ke vzdělávání doma. Kvalitativně orientované výzkumné šetření vychází z dvanácti hloubkových polostrukturovaných rozhovorů. Analýza dat vedla k vytvoření pěti typů přístupů matek k průběhu vzdělávání doma: (1) typ "levou zadní" charakterizuje přístup nezávislý na škole a výrazně angažovaný ve vzdělávání doma; (2) typ "plníme nad plán" vystihuje přístup striktně organizovaný; (3) typ "dře to, ale jde to" charakterizuje přístup matek, které znaly svoje limity, a nenechaly se vzděláváním doma pohltit; (4) typ "držíme se zuby nehty" popisuje přístup matek, které se přes své vyčerpaní snažily, aby jejich děti splnily všechny školní povinnosti; a (5) typ "tonoucí se stébla chytá" zastupuje rezignovaný přístup matky, která by potřebovala pro zvládání vzdělávání doma větší podporu ze strany školy i rodiny.The year 2020 can be described in two words: coronavirus pandemic. The unprecedented pandemic event affected all areas of social life, and education was no exception. To ensure the continuity of teaching, schools began distance education. Although education was mainly the responsibility of schools, parents played a key role in the learning process, especially among children at the primary level. The aim of the study was to investigate how mothers of primary-level pupils approached education at home during the COVID-19 pandemic. The qualitatively oriented research investigation is based on 12 in-depth semi-structured interviews. Data analysis led to the creation of five types of approaches to education at home. The "easy peasy" type characterizes an approach independent of school and heavily involved in education at home. The "we\u27re on top of the plan" type captures a strictly organized approach. The "it\u27s work, but it works" type characterizes the approach of mothers who knew their limits and did not let education at home consume them. The "fight tooth and nail" type describes the approach of mothers who, despite their exhaustion, tried to get their children to perform all their school duties. The "clutching at straws" type represents the resigned approach of the mother who needs more support from the school and family to manage education at home
The issue of measuring socio-emotional abilities in children : comparability of the factor structure of a rating scale across fathers, mothers, and teachers
Full text linkCílem studie je s použitím české adaptace metody Škály emoční inteligence (Emotional Intelligence Scale) amerických autorů Vallerové a Pfeiffera z roku 2015 ověřit faktorovou strukturu přeložené verze dotazníku a její srovnatelnost napříč různými skupinami hodnotitelů. Sběru výzkumných dat se zúčastnilo celkem 87 učitelů, 251 matek a 117 otců, kteří s pomocí uvedené metody hodnotili socio-emoční schopnosti 315 dětí z 51 škol. Výsledkem byla identifikace dvoufaktorového modelu české verze dotazníku s faktory Prosociální chování a Emoční sebeuvědomění a seberegulace. Zároveň jsme z jistili, že daný model vykazuje dobrou shodu s daty matek a otců, v případě pedagogů však není akceptovatelný. Výsledky a implikace z jištění jsou diskutovány v kontextu dalšího využití metody a dopadu na budoucí výzkumy socio-emočních dovedností pomocí dotazníkových metod.The aim of this study was to assess the factor structure of the Czech adaptation of the Emotional Intelligence Scale by U.S. researchers Valler and Pfeiffer (2015) and its equivalence across different groups of raters. Altogether, 87 teachers, 251 mothers, and 117 fathers participated in the data collection, rating the socio-emotional competencies of 315 children from 51 schools. A two-factor model, consisting of prosocial behavior and emotional conscientiousness and self-regulation, proved to be most likely, showing an acceptable fit in both mothers and fathers; however, the fit was unsatisfactory in teachers. The results and possible implications are further discussed