Masaryk University Journals / Časopisy Masarykovy univerzity
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Legal aspects of data format requirements
No full textPříspěvek představuje elektronický dokument jako důležitou entitu, která je nositelem zaznamenané informace anebo alespoň zaznamenaného obsahu. Z pohledu své elektronické formy má elektronický dokument určité atributy, mezi které patří také datový formát. Na některé právní úkony, zejména v oblasti veřejné správy, jsou kladeny specifické požadavky na tento formální atribut elektronického dokumentu. V příspěvku jsou tyto požadavky diskutovány a srovnávány včetně toho, jaké dopady má jejich nedodržení na uvedené úkony. Z toho jsou pak identifikována konkrétní rizika spojená s tvorbou a použitím elektronických dokumentů v kontextu volby datových formátů. V diskusi je také zmíněn vliv datového formátu na dlouhodobou čitelnost elektronických dokumentů a udržení jejich důkazní hodnoty v kontextu připravované nové kvalifikované služby elektronické archivace dle nařízení Evropského parlamentu a Rady (EU) 2024/1183 ze dne 11. dubna 2024, kterým se mění nařízení (EU) č. 910/2014, pokud jde o zřízení evropského rámce pro digitální identitu.The paper deals with the electronic record as a significant entity that serves as a carrier of recorded information, or at least recorded content. From the perspective of its electronic form, an electronic record possesses specific attributes, which also include the data format. Particular acts, especially in the area of public administration, impose explicit requirements on this formal attribute of the electronic records. These requirements are discussed and compared in the paper, including an analysis of the consequences arising from non-compliance with such formal requirements in relation to the acts concerned. Based on this analysis, some risks associated with the creation and use of electronic documents in the context of data format selection are identified. The discussion further addresses the impact of data format on the long-term readability of electronic records and the preservation of their evidentiary value, with reference to the forthcoming qualified electronic archiving service under the Regulation (EU) 2024/1183 of the European Parliament and of the Council of 11 April 2024, amending Regulation (EU) No 910/2014 as regards establishing the European Digital Identity Framework
Micromorphological features of organo-mineral interactions in soils and soil-like bodies of Thala Hills, East Antarctica
Full text linkIce-free regions (oases) in East Antarctica have been recognized for their diverse environmental conditions of soil formation. Understanding the biogenic-abiogenic interactions, composition and dynamics of soil organic matter can provide insights into the resilience of Antarctic ecosystems in the face of environmental changes. Therefore, this study is aimed at the investigation of micromorphological features, biogeochemical properties and composition of soil organic matter across various scales in the soil and soil-like bodies of Thala Hills, East Antarctica. The examined soils are typically characterized by shallow profiles, predominantly coarse textures, slightly acidic to nearly neutral pH levels, and very low organic carbon content. Soil horizons studied differed by content of total organic carbon (from 0.42% in the sub-surface horizons to 13.68% in the topsoil Histic horizon in a wind shelter) and nitrogen (from 0.025% to 1.89%). Organomineral interactions are primarily observed in the form of biofilms, which predominantly develop in wind-sheltered areas and rock cavities. Micromorphological analyses revealed a predominance of primary materials, which are significantly modified by cryogenic processes (seen by vertical mineral alignment, cracks, and numerous packing voids) and physical weathering, with minimal influence from chemical weathering. Microscopic examination of soil thin sections indicated that the microfabric of these soils is predominantly composed of coarse detrital skeleton with abundant voids, while soils generally exhibit a low proportion of fine earth material
Phytomass and organic carbon stocks in the mountain tundra communities of the Khibiny Mountains, Murmansk Region, Russia
Full text linkThis article presents the results of a field-measured monitoring study on the structure and productivity of two widespread community types within the mountain tundra belt of the Subarctic (Kola Peninsula, Khibiny Mountains). The data cover the period 2000 to 2023, during which the mean annual air temperature increased by 2.2°C. In 2023, the dwarf shrub community had an average aboveground phytomass of 908 g m-2 and an annual production of 128 g m-2, values 1.5–2 times higher than in the lichen community. The composition of aboveground phytomass was as follows - dwarf shrub community: 72% dwarf shrubs, 10% mosses, 18% lichens; lichen community: 32% dwarf shrubs, 6% mosses, 62% lichens. In the dwarf shrub community during the past two decades (2000–2023), the contribution of dwarf shrubs to the aboveground phytomass remained unchanged. However, a compositional change occurred: the proportion of evergreen dwarf shrubs nearly doubled, the moss component increased fivefold, while the lichen fraction decreased by a factor of 1.5. Aboveground phytomass increased by 22%, whereas annual production showed a slight decrease of 7%. The aboveground phytomass of the lichen community decreased by 15% over a twenty-year period. Its structural composition also changed: the moss contribution increased 21 times, while the proportion of lichens decreased by a factor of 1.1 in 2023. The results demonstrate a significant response of the Khibiny mountain tundra ecosystem to ongoing global warming during the study period. The rise in temperature at this stage of global climate change has led to an alteration in the structure of vegetation, namely an increased contribution of evergreen dwarf shrubs and mosses to the plant communities of the Khibiny Mountains
Uncertainty as a phenomenon of educational philosophy: Pedagogy in uncertainty or pedagogy of uncertainty?
No full textDiskuse analyzuje fenomén nejistoty, jako ústřední pojem filosofie edukace, mající zásadní dopad na školní prostředí – a to jak v rovině nejistoty obsahové a didaktické, tak také v rovině potřeby jistoty. Popisuje potřeby aktérů vzdělávání přebývat v poli jistoty a současně přístupy, které k tomuto pojetí směřují, a to včetně nezamýšlených dopadů do praktického uspořádání výuky a témata v pedagogické literatuře. Nezamýšlené nebo nevědomé dopady potřeby jistoty studie popisuje jako silnou formu současného pedagogického i školského pole. Ukazuje se, že pokud má být pedagogika aktivitou vedoucí k utváření dynamické identity studujících a směřující k jejich schopnosti bytí ve světě, je nebytné nejistotu do filosofie edukace integrovat a promýšlet ji v kontextu vzdělávacích obsahů, přístupů, metod i forem edukace. Kritická reflexe a integrace nejistoty jako pozitivní kvality do filosofie edukace umožňuje formovat vzdělávací přístup překonávající krizi modernity spojené s tradičnějšími formami edukačních konceptů.The paper analyses the phenomenon of uncertainty as a central concept in the philosophy of education. This concept has a fundamental impact on the school environment in terms of both content and didactic uncertainty, as well as the need for certainty. It describes education stakeholders' need to remain in the realm of certainty and the approaches that lead to this concept. These approaches include the unintended impact on the practical organisation of teaching and topics in pedagogical literature. The study also describes the unintended or unconscious consequences of the strong emphasis on certainty in the current pedagogical and educational landscape. Suppose pedagogy is to lead to students developing a dynamic identity and the ability to exist in the world. In that case, it is necessary to integrate uncertainty into the philosophy of education and consider it in the context of educational content, approaches, methods and forms. Integrating uncertainty as a positive quality into the philosophy of education through critical reflection makes it possible to develop an educational approach that transcends the crisis of modernity associated with more traditional educational concepts
Language culture between past, present and future
No full textPříspěvek se z didaktické perspektivy zaměřuje na jazyk historie, na komunikaci, jež propojuje minulé se současným a budoucím. Jazyk ve školním dějepisu sehrává ústřední roli. Je rozhodujícím nástrojem k analýze i rozvoji historického vědomí žáků. Minulost prostřednictvím jazykové komunikace ožívá, školní dějepis má (znovu, opět či stále…) význam pro současnost.From a didactic perspective, the paper focuses on the language of history, on the communication that connects the past with the present and the future. Language plays a central role in school history. It is a crucial tool for the analysis and development of students' historical consciousness. The past comes alive through linguistic communication; school history is relevant to the present
Instagram Passive Active Use Measure (iPAUM): Development, validation and relation to self-esteem
No full textThis preregistered study aimed to design and validate a questionnaire which measures passive and active Instagram use (iPAUM), and to explore its connection to users’ self-esteem levels. While Instagram, as an image-based social media platform, shares common features with other social networking sites (SNS) in enabling sharing of information and social interaction, its emphasis on visual content and specific digital features, such as algorithmic exposure to strangers’ content and public and one-directional interaction, may influence user experiences differently compared to other SNSs. Individual users interact with Instagram in a variety of ways. Consequently, studies that rely on general use measures, such as the time spent on Instagram, often yield mixed results in regard to psychological outcomes, as these measures do not account for variability in use. To address these nuances, a new scale for Instagram behaviours was created in two phases. In Study 1 (N = 289, Mage = 30.4, SD = 10.21), an 18-item questionnaire was developed, reflecting four categories of Instagram use: Active reacting, Active direct social, Active creating, and Passive use. The four-factor structure was established through exploratory factor analysis (EFA), and good internal reliability and validity were demonstrated. In Study 2 (N = 297, Mage = 29.6, SD = 9.8), confirmatory factor analysis (CFA) was performed on an independent sample to validate the factor structure, confirming the reliability and discriminant validity of the measure. In the second part of Study 2, the iPAUM was employed to investigate associations between the four types of Instagram use and self-esteem, and whether following strangers on Instagram moderates this relationship. Self-esteem was not significantly associated with most types of Instagram use, except for a negative association between self-esteem and active direct social use, which was moderated by the percentage of strangers followed. The findings confirm the importance of differentiating between various types of Instagram use. The iPAUM is a validated tool which provides a more nuanced view of Instagram use for future research
Decoding user disclosure intentions in generative AI: Exploring the influence of system attributes on trust and privacy concerns within the extended technology acceptance model
No full textAs generative artificial intelligence becomes more prevalent, understanding the factors that influence users' willingness to disclose personal information to these platforms is crucial. This study explores how Perceived Autonomy and Perceived Empathy in generative AI platforms influence users’ Behavioral Intent to Disclose personal information. Using a sample of 1,034 generative AI users in China, Structural Equation Modeling (SEM) was employed to analyze the relationships between autonomy, empathy, trust, privacy concerns, and disclosure intentions. The results show that both Perceived Autonomy and Perceived Empathy positively influence Behavioral Intent to Disclose personal information on generative AI platforms. These relationships are positively mediated by Trust in Generative AI and negatively mediated by Privacy Concerns, highlighting the role of trust in enhancing disclosure and privacy concerns in reducing it. These findings align with the Extended Technology Acceptance Model, which emphasizes the role of trust and privacy as external factors in shaping user behavior. This study provides valuable insights into how AI system attributes influence disclosure decisions, offering guidance for the design of more trustworthy and privacy-sensitive generative AI platforms
The Role of Debriefing in Enhancing ESP Classroom Scenario-based Activities
No full textThis paper explores the role of debriefing in English for Specific Purposes (ESP) instruction, highlighting the pedagogical value of this post-activity reflection to enhance language development, soft skills, and professional competencies. As ESP teaching increasingly emphasises task-based and scenario-based activities, such as role plays and simulations, it is essential to ensure that the learning process extends beyond the linguistic and communicative aspect. Despite the proven effectiveness of these interactive methods in fields such as medicine, in ESP in remains undervalued. By addressing this gap, the paper draws on the limited existing research and describes the process of integrating debriefing into ESP classes, offering some recommendations on making a meaningful connection between language, the needs and interests of learners while preparing them for real-life professional contexts.Tento príspevok sa zaoberá úlohou debriefingu vo výučbe angličtiny pre špecifické účely, pričom poukazuje na pedagogickú hodnotu tejto reflexie po aktivite ako prostriedku na rozvoj jazykových zručností, mäkkých zručností a profesijných kompetencií. Keďže sa vo výučbe angličtiny pre špecifické účely čoraz viac kladie dôraz na úlohové a scenárové aktivity, ako sú hranie rolí a simulácie, je nevyhnutné zabezpečiť, aby učenie presiahlo rámec iba jazykovej a komunikačnej roviny. Napriek preukázanej účinnosti týchto interaktívnych metód v oblastiach, ako je medicína, zostáva ich potenciál vo výučbe angličtiny pre špecifické účely stále nedocenený. V príspevku sa snažíme vyplniť túto medzeru, opierajúc sa sa o obmedzený existujúci výskum. Opisujeme proces začlenenia debriefingu do výučby angličtiny pre špecifické účely, pričom ponúkame odporúčania, ako vytvoriť zmysluplné prepojenie medzi jazykom, potrebami a záujmami študentov a ich prípravou na reálny profesionálny život
Standing in the Spotlight: Public Speaking Anxiety in an Academic Presentations Course
No full textThis article examines public speaking anxiety (PSA) among university students presenting in English as a foreign language. Public speaking is widely recognized as an essential academic and professional skill, yet many learners experience significant stress when asked to perform in front of an audience. The study draws on data from a questionnaire and from students’ self-reflection journals written during a Master’s-level presentations course at a Czech university.
The findings show that anxiety manifests in multiple ways, including physical symptoms, negative thoughts, and loss of confidence. Students reported that presenting in a second language made them especially self-conscious, as they worried about vocabulary, grammar, and pronunciation. At the same time, the journals revealed important strategies for coping, such as thorough preparation, supportive peer feedback, and positive classroom atmosphere. Over the course of the semester, many students described gradual improvements in their ability to manage nervousness and to view presentations more positively.
The study argues that PSA is not only an individual challenge but also a pedagogical issue that can be shaped by course design. It concludes that fostering a safe environment, normalizing anxiety, and encouraging reflection are effective ways to help students build resilience and develop greater confidence as speakers
