Expresní Astronomické Informace
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"Supa ili chorba" : the role of soup in the culinary culture of the Balkans and Central Europe
No full textThe article aims to specify the different position of soups in gastronomic schemes and eating habits in the Balkans and Central Europe. It derives the essence of this status from the socio-cultural circumstances determined by the long-term affiliation of the national communities to multinational states formations, such as the Ottoman Empire and the Habsburg Monarchy. In both geocultural spheres, among other phenomena of everyday life became familiar the specifics of gastronomic culture. The culinary paradigms in both parts of Europe have undergone obviously differences, which can also be illustrated by the example of soups. They are becoming special case studies presenting the broader culinary context. However, in the context of nation building processes in the 19th and partly in the 20th century, there has been a collective shared effort to adapt the attributes of everyday life to the national ideology that is symptomatic for both the \u27Ottoman Balkans\u27 and the \u27Habsburg Central Europe\u27. At the centre of attention are identification models whose spectrum shows symbolic and factual differences in the involvement of soups in the gastronomic practice of the Balkan and Central European cultural contexts.Stať si klade za cíl specifikovat rozdílné postavení polévek v gastronomických schématech a stravovacích návycích na Balkáně a ve střední Evropě. Podstatu tohoto statutu odvozuje od sociokulturních poměrů determinovaných dlouhodobou příslušností sledovaných etnických společenství do mnohonárodnostních státních útvarů, jakými byly Osmanská říše a Habsburské monarchie. V obou geokulturních sférách zdomácněly mezi jinými fenomény každodenního života také specifika gastronomické kultury. Kulinární paradigmata v obou částech Evropy doznala zjevné rozdíly, jež lze ilustrovat i na příkladu polévek, které se stávají zvláštními případovými studiemi ilustrujícími širší kulinární souvislosti. V souvislosti s národotvornými procesy v 19. a částečně i 20. století se však projevila kolektivně sdílená snaha atributy každodenního života přizpůsobit utvářené národní ideologii, jež je symptomatická pro "osmanský Balkán" i "habsburskou střední Evropu". V centru pozornosti tak stojí identifikační modely, v jejich spektru vystupují symbolické i faktické rozdíly v zapojení polévek do gastronomické praxe balkánských a středoevropských kulturních kontextů
Analysis of different categories of epistemic and metacognitive discourse in argumentation
Get PDFArgumentative practices have been shown to deepen understanding and improve academic performance. After 10 years of work with science curricula designed to develop reasoning, we present a framework grounded in data from our projects for identifying different forms of metacognitive engagement in science inquiry classes. We focus on four categories of discourse from our data: object of thought or discourse; expressions of what someone is thinking; degree of specificity; and discourse applying and tailoring understanding of epistemic cognition to particular topics. We present multiple examples in each of these categories. Our goal is to provide analytic tools along with examples to better identify and code argumentative discourse that advances students\u27 apt epistemic performance
Bedřich Smetana\u27s Czech : analysis of Smetana\u27s correspondence written in Czech
No full textMonografie se věnuje zkoumání češtiny hudebního skladatele Bedřicha Smetany. Smetana (1824–1884) žil v období, které je v pracích o vývoji češtiny označováno jako obrozenské a poobrozenské, tedy v době, pro niž je z jazykového hlediska charakteristické nahrazení němčiny češtinou ve funkci vyšší komunikační variety a formování normy novodobého spisovného jazyka. V popředí zájmu publikace stojí především otázka, jak tuto normu zvládali doboví mluvčí, kteří byli vzdělaní, ale přitom s češtinou nebyli profesně svázáni (jako např. literáti či publicisté). Monografie prostřednictvím rozboru pravopisné, gramatické a doplňkově také lexikální stránky Smetanovy korespondence ukazuje, v čem je Smetanovo vyjadřování prototypické, v čem je naopak specifické, a současně se snaží přispět k poznání konstituujícího se spisovného jazyka 2. poloviny 19. století. ,The monograph deals with the research of the composer Bedřich Smetana\u27s Czech. Smetana (1824–1884) lived in the period of time which is, in works on history of Czech language, referred to as revival or post-revival. From the linguistic perspective, this period is typical of replacement of German by Czech in the function of high communication variety and formation of modern standard language norm. The publication poses a question how contemporary speakers, who were educated but were not professionally involved in Czech language (as e. g. writers or journalists), mastered this norm. By the analysis of orthographical, grammatical and also complementarily of lexical aspects of Smetana\u27s correspondence, the monograph demonstrates how is Smetana\u27s expressing prototypical and in contrary extraordinary. The aim of the work is also to contribute to the knowledge of constitutive standard language of the second half of the 19th century
Adaptation of the behavior and instructional management scale to Czech classroom conditions
Get PDFManagement třídy lze nahlížet jako systém strategií, které používá učitel s cílem ovlivnit sociální prostředí třídy tak, aby byly posíleny učební podmínky. Efektivní management třídy vede k lepším vzdělávacím výsledkům žáků a přispívá u učitelů k setrvání v profesi. Rozlišovány bývají dvě oblasti managementu třídy: (a) management chování, který se týká jak prevence nevhodného chování stanovením pravidel apod., tak reakcí na nevhodné chování; (b) management výuky, který je zaměřen na plánování hodin, stanovování výukových cílů, používání výukových metod či podporu samostatné práce žáků. Tyto dvě oblasti managementu třídy lze měřit dvanáctipoložkovou Škálou managementu chování a výuky (Behavior and Instructional Management Scale – BIMS) (Martin & Sass, 2010), jejíž adaptaci do českého prostředí popisuje prezentovaná studie. Rozšířená sada 24 položek BIMS (publikovaná autory BIMS jako základ pro tvorbu dotazníku) byla administrována 123 učitelům z druhého stupně základního vzdělávání v Brně a okolí. Na dvanácti položkách vybraných pro finální verzi původní anglické verze BIMS byla provedena konfirmační faktorová analýza, přičemž dvoufaktorový model managementu chování a výuky odpovídal datům přibližně stejně jako u autorů originální metody. Na rozšířené sadě položek byla provedena explorační faktorová analýza a navržena modifikovaná sada dvanácti položek vhodnějších pro české prostředí. Pro obě verze byla z jištěna vnitřní konzistence na přijatelné úrovni. Originální verzi BIMS lze doporučit pro výzkumné použití v případech, kdy je cílem mezinárodní srovnávání. Námi navržená modifikovaná verze vyžaduje následné potvrzení v navazujících studiích, což je v příspěvku dále diskutováno, včetně možných aplikací pro výzkum.Classroom management can be viewed as a system of strategies employed by a teacher to influence the social space of the classroom to foster an environment where learning can occur. Teachers\u27 effective classroom management leads to high student achievement and contributes to teachers remaining in the profession. Two basic dimensions of classroom management can be distinguished: (a) behaviour management, which is directed at both preventing misbehaviour by setting rules and so on and reacting to misbehaviour; and (b) instructional management, which is aimed at well-planned lessons and includes aspects of classroom life such as establishing teaching goals, using instructional methods, and monitoring independent student work. These two dimensions of classroom management can be measured by 12 items on the Behavior and Instructional Management Scale (BIMS; Martin & Sass, 2010), the adaptation to Czech conditions of which we describe in this study. The longer 24-item Czech version of the BIMS (published by the BIMS authors as the basis for questionnaire development) was administered to 123 teachers in lower secondary schools in the city of Brno and its surroundings. Confirmatory factor analysis was conducted for the 12-item scale selected from the final version of the original English BIMS version. The two-factor model of behaviour and instructional management fitted to the data in approximately a similar degree as was the case for the authors of the original method. Exploratory factor analysis was conducted for the longer item set. The modified set of 12 items was suggested as a more suitable version for Czech conditions. For both instrument versions, the internal consistency was found to be of an acceptable level. The original version of the BIMS can be recommended for research purposes if the aim is an international comparison. The modified version suggested by us requires further validation in follow-up studies, as we discuss in this study along with further possible research applications
Driven to be a non-traditional student : measurement of the academic motivation scale with adult learners after their transition to university
Get PDFNon-traditional students represent an important group of university students, and that is why their motivation to study is an important factor that affects current university education. This study investigates the academic motivation of Czech students who are considered non-traditional because of their age (they are older than 26) and at the same time have experienced a break of at least one year in their formal educational trajectory. The Czech version of the Academic Motivation Scale (AMS) has been used to measure academic motivation. The purpose of this study is to examine the factor structure of the Czech version of the AMS on a sample of 1,885 first-year students at Masaryk University and determine if this tool is functional even on a specific group of non-traditional students and to identify differences in particular types of academic motivation between traditional and non-traditional students. The results of confirmatory factor analysis showed that the Czech version of the AMS is a valid scale with a factor structure corresponding to the original model, and based on measurement invariance analysis we can state that the Czech version of the AMS can be used to compare traditional and non-traditional students. The results of regression analyses suggest that non-traditional students had significantly higher values for all types of intrinsic motivation and lower values for most types of extrinsic motivation. In the case of amotivation, it was again the non-traditional students with significantly lower values, which suggests that the absence of a motivation to study tends to be more common in younger students who are continuously receiving formal education
Career adaptability of vocational education and training graduates in the period of prospective school-to-work transition
Get PDFThe completion of vocational education and training (VET) and the subsequent school-to-work transition are important steps on the career pathway. The school-to-work transition is a long-term process with unclear boundaries involving a number of potentially difficult aspects. Psychological resources for successful schoolto-work transitions are reflected in the multidimensional psychosocial construct of career adaptability. The goal of the present study was to examine the role of selected demographic and school-related variables in predicting career adaptability and four components of career adaptability (concern, control, curiosity, and confidence) among VET graduates. Participants in this study were 3,028 Czech students approximately 1–2 months before graduation from vocational education and training, aged from 18 to 26 years (M = 18.97, SD = 1.09). The 24-item Career Adapt-Abilities Scale was used to measure career adaptability. Results from multiple linear regression analyses found that five out of ten predictor variables positively predicted the career adaptability or career adaptability components. These variables were the gained paid work experience in the field of study, one-off or multiple use of career guidance services, male gender, tertiary education of the father, and the field of study completed with a school-leaving examination. The variables that did not statistically predict career adaptability were family structure, maternal education, grades (GPA), repetition of a grade, and change of the field of study. Implications for career guidance are discussed