Masaryk University Journals / Časopisy Masarykovy univerzity
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When sadists become internet trolls: The mechanism of aggressive humor and self-concept clarity
No full textPrior research has confirmed that the Dark Tetrad's sadism trait is a contributing factor to Internet trolling. However, little is yet known about how and under what circumstances sadism has an effect. From the perspective of expression styles and individual differences of trolls, the purpose of this study is to explore the potential mediating role of aggressive humor in the link between sadism and Internet trolling, as well as the moderating role of self-concept clarity. A total of 530 Chinese online users' data were collected on the Credamo platform and analyzed using PROCESS for SPSS. Sadistic traits were found to be positively correlated with Internet trolling. Moderated mediation analyses showed that aggressive humor played a mediating role between sadism and Internet trolling. Specifically, sadistic individuals were more likely to have aggressive humor, which further triggered Internet trolling. In addition, self-concept clarity moderated the direct relationship between sadism and Internet trolling. Specifically, higher self-concept clarity increased the association between sadism and Internet trolling. This study enriches our understanding of the mediating and moderating mechanisms linking sadistic traits to Internet trolling, allowing us a glimpse into the minds of Internet trolls and the sadistic motivations behind their behavior
Environmental changes in Svalbard since the termination of the Little Ice Age: Towards a warmer and less icy future
Full text linkSvalbard has experienced significant warming since the end of the Little Ice Age (LIA; around 1900 CE). Since the LIA, air temperatures have risen almost continuously, with even more accelerated warming trend recorded in recent decades. These climatic shifts have had serious impacts, particularly on the cryosphere but also on landscape dynamics, through an accelerated hydrological cycle and the intensification of various geomorphic processes. Surprisingly, Svalbard experienced a warmer climate for much of the Holocene compared to today, with only a few colder periods, the most pronounced being the LIA. In other words, Svalbard, as it was known to early polar explorers at the end of the 19th century, was at its maximum Holocene glacier extent. Nowadays, the environment is returning to its usual mode of operation, with a less glaciated landscape. However, the current rate of change is unprecedented. Here, we document the most striking landscape changes with a series of repeated photographs, comparing the landscape at the glacier’s maximum extent (in 1908) with photographs taken at the same locations recently. We demonstrate the rapid evolution of glacier-connected geosystems and intense paraglaciation, where glacier-dominated processes are being replaced by fluvial, slope or aeolian forces. In contrast, landscapes that were not directly connected to glaciers appeared relatively stable and resilient to climatic forcings. As the landscape seeks to reach a new equilibrium after glacier retreat, this also triggers various natural hazards, such as slope failures, avalanches and floods, that may pose risks to human society and infrastructure. Together with the massive thawing of permafrost, these changes could endanger economic activities, tourism and even the traditional way of life of Indigenous communities in the Arctic
Holocene relative sea level changes and their consequences for the development of the palaeoshoreline in central Svalbard
Full text linkThe Arctic, particularly the Barents Sea region including Svalbard, has undergone exceptional warming and environmental change throughout the Holocene. This study investigates Holocene relative sea level (RSL) changes in Petuniabukta, northern Billefjorden (Svalbard), using radiocarbon dated whale bones found on uplifted marine terraces as indicators of past shoreline positions. Five new samples from the western side of the bay were integrated with previously published data from the eastern side to reconstruct palaeoshorelines and quantify land emergence driven by glacioisostatic rebound. The two oldest samples, located at 58.1 m a.s.l. and 34.7 m a.s.l., date at 10.3 and 9.1 cal. ka BP respectively, indicate rapid Early Holocene uplift averaging 3 cm/year. Spatial analysis based on ArcticDEM and high-resolution UAV-derived models reveals a 33% reduction in the marine area since the Early Holocene, with significant changes occurring in broad glaciated valley regions. Discrepancies in RSL trends may be attributed to local tectonic activity along the Billefjorden Fault Zone. While Early Holocene changes are well constrained, Late Holocene and Neoglacial sea-level dynamics remain ambiguous due to a lack of preserved indicators and minimal RSL variation. These findings highlight the potential of stranded whale bones as precise RSL markers and contribute to understanding the long-term cryospheric and geomorphic evolution of coastal areas in a rapidly warming Arctic
The Impact of Mentor Teachers' Advice and Feedback on Pre-service Teachers' Reflection
No full textReflexe vlastní pedagogické praxe je považována za klíčovou kompetenci budoucích učitelů, přičemž provázející učitelé (mentoři) hrají zásadní roli při její facilitaci. Ačkoliv jsou k podpoře reflexe důležité nedirektivní dovednosti (např. kladení otázek), provázející učitelé při vedení rozhovorů využívají typicky direktivní dovednosti, zejména rady a zpětnou vazbu. Cílem této studie bylo proto zjistit, jakou podobu mají rady a zpětná vazba provázejících učitelů a jak tyto dovednosti mohou působit na reflexi studentů učitelství v průběhu mentorských dialogů. Výzkumu se zúčastnilo šest dvojic mentor–student a analyzováno bylo celkem 24 mentorských dialogů. Výsledky ukázaly, že navzdory výrazně dominantnímu způsobu vedení ze strany provázejících učitelů docházelo v dialozích k podpoře reflexe studujících. Identifikovány byly tři úrovně reflexe – deskriptivní, rozvíjející a transformační – a míra jejich elaborace. Zpětná vazba byla typicky specifická, převážně pozitivní, často také zdůvodněná a formulovaná z perspektivy žáků. Rady byly obvykle zdůvodněné, doprovázené modelováním a sdílením vlastní zkušenosti provázejícího učitele a formulované z perspektivy žáků. Zároveň nabízely více možností, jak radu aplikovat v praxi. Typickým spouštěčem žádoucí transformační a elaborované reflexe se ukázala být zpětná vazba. V závěru jsou nastíněny implikace pro praxi a výzkum v kontextu probíhající reformy vzdělávání provázejících učitelů v Česku.Reflection on one’s own teaching practice is considered a key competence of future teachers, with mentor teachers playing a crucial role in facilitating it. Although non-directive skills (such as asking questions) are important for supporting reflection, mentors typically use directive skills, particularly advice and feedback, in mentoring conversations. The aim of this study was to explore the nature of mentor teachers’ advice and feedback and how these skills influence student teachers’ reflection during mentoring dialogues. Six mentor– student teacher pairs participated in the study, and a total of 24 mentoring dialogues were analyzed. The results showed that despite the mentors’ strongly dominant approach to leading the dialogues, student reflection was nevertheless supported. Three levels of reflection were identified—descriptive, developmental, and transformative—along with varying degrees of elaboration. Feedback was typically specific, mostly positive, often reasoned, and framed from the pupils’ perspective. Advice was generally justified, accompanied by modelling and the mentor’s sharing of personal experience, and framed from the pupils’ perspective. At the same time, the advice offered multiple options for application in practice. Feedback emerged as a typical trigger for desirable transformative and elaborated reflection. The study concludes by outlining implications for practice and research in the context of the ongoing reform of mentor education in the Czech Republic
BOŠTÍK, Martin – VOSYKA, Stanislav (eds.): Piaristé v Litomyšli. Litomyšl: Regionální muzeum v Litomyšli, Městská galerie Litomyšl, 2024; HANZLÍK, František – VYHLÍDAL, Milan. Svaz letců svobodného Československa. Českoslovenští letci v boji za obnovu československé demokracie. Praha: Ministerstvo obrany České republiky – VHÚ Praha, 2024; PREISINGER, Alexander: Digitální hry ve výuce dějepisu a občanské výchovy (Digitale Spiele in der historisch-politischen Bildung). Frankfurt am Main: Wochenschau Verlag, 2021
No full textIs Friedrich Merz the Leader Germany Needs? : CDU’s Identity Crisis in the Age of Personalization
No full textThis study investigates how a traditional political party, the German CDU, responds to the increasing public demand for charismatic leadership. By analyzing the leadership of Friedrich Merz through the framework of plebiscitary leader democracy, the research highlights how the CDU navigates the balance between intra-party authority and broader electoral appeal. This qualitative study seeks to explore the perceptions, ideas, and priorities of key party politics stakeholders. The chosen method is a semi-structured interview. The findings reveal that Merz has successfully positioned himself within the party by excelling in the four competition values of plebiscitary leader democracy: meritocracy, peaceful conflict resolution, integration, and repoliticization. His election through the CDU’s first-ever all-member vote marks a departure from previous elite-driven selection processes, granting him a strong internal mandate. However, the study also underscores the challenge of translating intra-party dominance into national electoral success
Synchronisation: Developing cognitive skills in the Step by Step (Start Together) programme
No full textDva výzkumy úspěšnosti programu Začít spolu (v prostředí mateřských škol a na prvním stupni základních škol) nezávisle na sobě dokazují, že existuje vztah mezi rozvojem socio-emočních dovedností a kognitivních schopností. Na základě analýzy teoretických a výzkumných textů (Piaget, Vygotskij, Bronfenbrenner, Damasio, Barrettová a další) vysvětlujeme, proč má rozvoj socio-emoční oblasti důležitý vliv na rozvoj oblasti kognitivní. Tato analýza nám zároveň umožnila artikulovat devět pravidel, která rozvoj kognitivních schopností zefektivňují. Následná aplikace těchto pravidel na předvýzkum v prostředí mateřských škol ukazuje, proč se programu Začít spolu (nejen) v prostředí mateřských škol daří rozvíjet kognitivní schopnosti lépe než ve vzdělávacích programech běžných „tradičních“ zařízení, s nimiž byl srovnáván. Rozhodujícím faktorem je schopnost synchronizovat aplikaci zmíněných pravidel. Na příkladech ukazujeme, že synchronizace je systémově zakódována již v organizační struktuře a ve vzdělávacích procesech programu.Two research studies on the success of the Step by Step programme (the programme in Czechia is called Začít spolu), applied in kindergartens and primary schools, both independently show that there is a relationship between the development of social-emotional skills and cognitive ability. Based on an analysis of theoretical and research texts (Piaget, Vygotsky, Bronfenbrenner, Damasio, Barrett, and others), we explain why the development of the social-emotional domain has an important influence on the development of the cognitive domain. This analysis also allowed us to formulate 9 rules that make the development of cognitive abilities more effective. The subsequent application of these rules to kindergarten, where pre-researched was realized, shows why the Step by Step program in kindergartens succeeds in developing cognitive abilities better than the educational programs with which it was compared. The key factor is the ability to synchronise the application of these rules. Using examples, we show that synchronization is systematically encoded in the organizational structure and in the educational processes of the programme
Forms of language in primary school textbooks: Visual and textual representations of learning content related to the Czech Republic
No full textTracing from a copyright perspective
No full textČlánek se zabývá analýzou tracingu, tj. netradiční odvozená tvorba, a dílem vytvořeným pomocí tracingu, načež se snaží o jejich pragmatickou subsumpci, spolu s jejich případnými zásahy do práv původního autora, do autorského zákona, a to na základě využití logické falzifikace a doktríny autorskoprávní individuality. Dále jsou analyzovány aplikovatelné výjimky a omezení autorského práva pro tracing, spolu s návrhem řešení, jak případně vyrovnat vzniklou nerovnováhu základních práv původního autora a uživatele tracingu.The article analyses tracing, i.e. non-traditional derivative creation, and works created using tracing, while attempting to pragmatically subsume them, together with their possible infringements of the rights of the original author, into Czech Copyright Code, based on the use of logical falsification and the doctrine of author’s individuality. Furthermore, applicable exceptions and limitations to copyright law for tracing are analysed, together with a proposal of solution to balance the possible imbalance between the fundamental rights of the original author and the user of tracing