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Current forms of literary creativity of authors with a heterogeneous bond to the region of Békešská Čaba
Get PDFPríspevok poukazuje na literárnu svojbytnosť slovenskej menšiny v Maďarsku. Stručne charakterizuje peripetie jej literárneho vývinu od konca druhej svetovej vojny až po absolútnu súčasnosť z aspektu jednotlivých publikovaných antológií. V príspevku sa so špecifickým zreteľom analyzuje najnovšia (až 340-stranová) literárna antológia s názvom Naša Dolná zem (2017). Ako metodologické východisko uvádza základné súradnice časopriestoru, ktoré následne objektívno-subjektívnou formou aplikuje a konkretizuje v jednotlivých prístupoch interpretačného procesu. Kardinálnou časťou príspevku je tak interpretácia jednotlivých parciálnych textov danej antológie z aspektu regionálneho aspektu a regionálneho princípu s prízvukovaním najmä minulých, ale aj prítomných atribútov, zvláštností i špecifík tejto časti Dolnej zeme, ktoré sa priamo či nepriamo objavujú v jednotlivých textoch.The paper examines the literary self-sufficiency of the Slovak minority in Hungary. It briefly characterizes the peripetiation of its literary development from the end of the Second World War to the absolute present from the aspect of various published anthologies. The paper focuses on the most recent (up to 340-page long) literary anthology called Our Lowland (2017). As a methodological basis, the basic coordinates of space-time, which in an objective-subjective form is applied and specified in the various approaches of the interpretation process. The cardinal part of the contribution is thus the interpretation of the individual partial texts of the given anthology from a regional aspect and the aspect of a regional principle, with the emphasis of the past but also the present attributes, peculiarities and specifics of this part of the Lowland that appear directly or indirectly in individual texts
The literary historian Vladimír Petrík among us
Get PDFLiterárny vedec Vladimír Petrík patril do výraznej generácie povojnových absolventov filologického štúdia na Univerzite Komenského. Prirodzene svoj kontakt s literárnym životom, literatúrou a jej tvorcami začínal ako literárny kritik v polovici minulého storočia, aby podstatnú časť svojho profesijného pôsobenia v slovenskej literárnej vede spojil s literárnou históriou. Čas aj aktivity jeho generácie prirodzene ustúpili na začiatku milénia mladým kolegom, medzi nimi získal V. Petrík odborný, kolegiálny a ľudský rešpekt pre svoju odbornosť a spôsob, akým sa vyrovnával s vývinom a jeho náročným spoločenským, hodnotovým a personálnym obsahom. Vladimír Barborík a Magdalena Bystrzak sa k osobnosti literárneho historika vrátili, spracovali a doplnili jeho nedokončený rukopis venovaný osobnosti Alexandra Matušku a vývinu slovenskej literárnej vedy v ich vzájomnom prepojení.Vladimír Petrík belonged to a significant generation of post-war graduates of philological studies at Comenius University. Naturally, he began his contact with literary life, literature and its creators as a literary critic in the middle of the last century, to associate a substantial part of his professional activity in Slovak literary criticism with literary history. The time and activities of his generation naturally retreated at the beginning of the millennium to young colleagues, among them V. Petrík gained professional, collegial and human respect for his expertise and the way he coped with the development and its demanding social, value and personal content. Vladimír Barborík and Magdalena Bystrzak returned to the personality of the literary historian, processed and completed his unfinished manuscript devoted to the personality of Alexander Matuška and the development of Slovak literary criticism in their interconnection
Diplomatic production of the Faculty of Arts of Comenius University in Bratislava in the years 1921 to 1950
No full textThis study attempts to illustrate the document production of the Faculty of Arts of Comenius University in Bratislava in the significant first phase of its rich history in the years 1920 to 1950. In this period, Comenius University in Bratislava underwent a fundamental change - its de jure demise and the subsequent establishment of the Slovak University in Bratislava. Paradoxically, however, this only had a slight effect on the internal organization and it did not fundamentally change documentation practices at the faculty. The article focuses not only on the written production of the faculty, but, in relation to the legislation in force at the time, it clarifies the faculty\u27s activities and the functioning of its governing bodies and their mutual relations and powers. The work is based on information that was drawn mainly from preserved archival materials, which are now stored in the permanent archival custody and administration of the Archives of Comenius University in Bratislava. We also drew on archive documents from the National Archive in Prague
Identity struggles of adult returners
Get PDFThis article addresses a perceived gap in higher education literature: there is very little writing that successfully combines the issues of individual learners who dropped out and then returned to higher education – the adult returners. To address this problem, the article draws upon data from the qualitative part of a larger research project that deals with non-traditional students in the Czech Republic. This article analyzes data from eight subjects with drop-out experience chosen from the initial corpus of thirty non-traditional students. The results indicate that adult learners have to deal with three central identities and with potential identity struggles as they interact: student identity, work identity, and familial identity. The final result of the interaction between these identities can be either the integration or the disintegration of identities, whereby one of the possible consequences of identity disintegration is to drop out from higher education
Struggles in becoming employable : non-traditional student narratives of the transition from higher education to working life in Sweden
Get PDFThe notion of employability has been dominating the higher education policies and strategies of the European Union and other western countries for two decades. From an employability perspective, individuals are responsible for acquiring the skills to find and move between jobs, market themselves, and effectively express their social, personal, and cultural capital. This article focuses on non-traditional students\u27 perspectives of their transition from higher education to working life, especially on the pathways they have taken and the struggles they have experienced in becoming employable. A biographical learning perspective is used to analyse biographical interviews with five female students who were 25 years of age or older, with a non-Swedish background, studying full time. In the students\u27 stories, four transition pathways from higher education to working life were identified: a linear, a parallel, a further education, and a changing career pathway. The five non-traditional students struggled with becoming employable and seemed to be anxious about not being good enough at Swedish; being an outsider as a student; being overqualified; and facing discrimination in the labour market. These employability struggles mainly arise due to the assumption that all graduates are young, Swedish, without children or disabilities, and competing only with their employability within an equal labour market. Thus, the notion of employability still gives little attention to non-traditional students and has negative consequences for them
Non-traditional students, university trajectories, and higher education institutions : a comparative analysis of face-to-face and online universities
Get PDFIn recent decades, the number of students accessing higher education has grown, leading to a greater diversity of student profiles and modalities of studying. This means a new scenario among higher education institutions in which online universities are becoming increasingly relevant. The aim of this article is to explore how students\u27 university trajectories differ according to age, gender, and university type at three Catalan universities (N = 20,745). For this purpose, we carried out a sequence analysis to identify university trajectories and then compared them according to the study modality (face-to-face/online) and the student profile (traditional/non-traditional). The results show differences in university progression trajectories among non-traditional students according to the university type. In particular, there was a higher incidence of dropout at face-to-face universities among non-traditional students. In the case of online universities, in contrast, dropout was not a phenomenon exclusive to non-traditional students, with similar dropout rates among all students regardless of profile
Individual innovation behavior and workplace characteristics : the potential of innovation surveys in education
Get PDFInovace vytvořené učiteli, učitelskými komunitami a školami v rámci jejich běžné praxe hrají klíčovou roli při zlepšování kvality a efektivity vzdělávání. Vzhledem k tomu, že protokoly, nařízení centrálních orgánů a konvenční výukové materiály nemohou obsáhnout řešení všech problémů, které se během každodenní praxe vyskytnou, je pro vypořádání se s výzvami, před něž jsou učitelé a školy v rámci své činnosti postaveni, nezbytné vytvářet nová, originální řešení. Podobně jako v jiných profesích náročných na znalosti jsou také pro efektivní práci učitelů a fungování učitelských komunit nezbytné kreativita a inovativní přístup. V mnoha zemích jsou školy vybízeny k podpoře inovačního pracovního chování a očekává se od nich, že budou schopny efektivně řídit procesy změny a inovací. S rostoucím významem inovací a inovačních procesů ve vzdělávání vyvstává také otázka, jakým z působem inovace v tomto sektoru měřit a jakým z působem mohou data týkající se inovací využít ti, kdo rozhodují. V tomto příspěvku jsou prezentovány některé výsledky průzkumu inovací ve vzdělávání, který byl realizován v Maďarsku v roce 2018. Je v něm názorně představena možnost navrhnout nástroje pro sběr dat, které umožňují zachytit inovační proces na úrovni školy/katedry. Příspěvek se zaměřuje na jednu konkrétní problematickou oblast, a sice na vztah mezi inovační aktivitou / inovačním chováním a charakteristikami organizace (pracoviště).Innovations created by teachers, teacher communities, and schools in their daily practices play a key role in improving the quality and effectiveness of education. As protocols, central regulations, and ready-made teaching materials do not provide solutions to all problems emerging in daily practice, it is necessary to invent new and original solutions to respond to the challenges teachers and schools encounter in their everyday work. As in other knowledge-based professions, creativity and innovativeness are necessary skills for teachers and teacher communities so that they can work effectively. In many countries, schools are encouraged to support innovative work behavior and are expected to manage change and innovation processes effectively. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that enable capturing school/department-level innovation processes. The article focuses on one specific problem area: the relationship between innovation activity/behavior and organizational (workplace) characteristics
Agreement between teacher nomination and group-administered intelligence testing in the process of intellectual giftedness screening : a pilot study
Get PDFCílem studie je provést sondu do procesu skríningu intelektového nadání žáků v běžné základní škole. Předmětem této sondy je srovnat dva typy postupů pro identifikaci potenciálně intelektově nadaných žáků – nominace pedagogů (včetně seřazení žáků dle míry domnělého nadání) a výsledků skupinově administrovaného testu fluidní inteligence (CFT 20-R). Současně byla zhodnocena délka praxe pedagogů jakožto faktoru, který může ovlivňovat souvislost nominace učitele a výsledků inteligenčního testu. Výzkumu se zúčastnilo 6 třídních učitelů vybrané základní školy, kteří posuzovali celkem 106 žáků ze čtvrtých a pátých tříd. Míra shody mezi oběma postupy je spíše nízká a není ovlivněna délkou praxe zapojených pedagogů. Byl však nalezen slabý vztah mezi pořadím vybraných žáků stanoveným pedagogem v rámci nominace a fluidní inteligencí měřenou testem. Tato z jištění a jejich možné příčiny jsou diskutovány společně s doporučeními pro další směřování v rámci identifikace nadaných dětí a s ním souvisejícím vzděláváním pedagogů.The aim of this pilot study was to describe the process of screening children for intellectual giftedness in a Czech school. The main topic of this study was to compare two procedures for identifying gifted pupils: teacher nomination (including the ranking of children by their assumed level of giftedness) and the results of a groupadministered fluid intelligence test (CFT 20-R). In addition, the length of the teachers\u27 experience was considered as a factor that might influence the relationship between teacher nominations and CFT 20-R results. The sample consisted of 6 form teachers from a selected primary school who evaluated 106 pupils from the 4th and 5th grades. The level of agreement between the two procedures was quite low and was not influenced by the length of experience in our sample of teachers. However, our study found a weak relationship between the teachers\u27 ranking of nominated pupils and the pupils\u27 fluid intelligence as measured by the test. The discussion section of this paper examines these findings and gives possible recommendations for future directions regarding the identification of giftedness and related training of teachers