Masaryk University Journals / Časopisy Masarykovy univerzity
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The Ethnic Removals of Ukrainians and Poles in Eastern Europe after the World War II and their Impact on Post-war Czechoslovakia
No full textThe article focuses on ethnic removals as the aftermath of the outcome of World War II. The removal of the nations of Eastern Europe, especially Ukrainians and Poles, had irreversibly altered the ethnic circumstances or security situation of many states except Czechoslovakia. The transfers of inhabitants and the transformation of the frontiers where the ethnic collectives originally lived were radical solutions to the severe societal tensions of that period. The article discusses migration movements which in consequence influenced Czechoslovakia
[Acemoglu, Daron; Johnson, Simon. Moc a pokrok: tisíciletý boj o technologii a prosperitu]
No full textJosé Saramago: as crónicas políticas
No full textAlways involved with the major issues of his time, Saramago offers us, in his political chronicles, a broad vision of the events that shaped Portuguese and European reality in two sequential but distinct moments: from 1968 until the Revolution of 25 April 1974 and in the revolutionary period after the Revolution until 1975. The political chronicles of the period preceding the Revolution reveal life under the dictatorship of Marcello Caetano, a phase in which the dictator sought to create the image of greater openness to individual freedoms, yet censorship continued to exert a controlling force. The political chronicles of the turbulent period that followed the Revolution initially present an optimism about the overthrow of the fascist government. Also, the hope for the creation of a socialist government, but end in a certain dystopia, when the author sees the revolutionary ideals in crisis.Permanentemente envolvido com as grandes questões do seu tempo, Saramago oferece-nos, nas suas crónicas políticas, uma ampla visão dos acontecimentos que nortearam a realidade portuguesa e europeia em dois momentos sequenciais distintos: de 1968 até à Revolução do 25 de Abril de 1974 e no período revolucionário pós-Revolução até 1975. As crónicas políticas do período anterior à Revolução mostram a vivência sob a ditadura de Marcello Caetano, numa fase em que o ditador pretendia criar a imagem de uma maior abertura às liberdades individuais, mas em que a censura continuava a exercer uma intensa força controladora. As crónicas políticas do período conturbado que se seguiu à Revolução apresentam, inicialmente, um otimismo pelo derrube do governo fascista e também a esperança na criação de um governo socialista, mas acabam numa certa distopia, quando o autor vê os ideais revolucionários em crise
Русская утопия Льва Толстого - эмигранта
No full textThe article examines the issue of deconstruction of Russian classical literature, with a particular focus on the works of Lev Lvovich Tolstoy (1869–1945), the son of the renowned Russian writer Leo Tolstoy. Lev Lvovich Tolstoy was also a writer and publicist who often clashed with his famous father on fundamental issues of religion and politics; he was also a talented playwright, sculptor and publisher. The article offers an interpretation of the principal autobiographical work of Lev Lvovich Tolstoy, namely his memoirs, entitled The Experience of My Life, which contains a utopian project for the restructuring of Russia. Lev Lvovich Tolstoy's utopia is situated within the broader context of Russian utopian thought, particularly in regard to the key themes of immortality, mystical perception of life, and the idea of Russia's movement to the East
Book murders: The case of school reading books : on the 100th birthday of Professor Zdeněk Kožmín
No full textThe conditions in post-war Czech culture were directly dependent on the current political situation in the country. In the periods of political upheaval, i.e. after the February coup as well as with the onset of normalisation in the early 1970s, many writers, poets and literary scholars were blacklisted, and certain topics were also judged undesirable. This had a direct impact on publishing practice and the book market: tens to hundreds of titles had to be dropped from publishers' editorial plans and entire runs of finished books were destroyed instead of sent to readers. This practice also affected the fate of two reading books that Zdeněk Kožmín, a teacher at the University of Brno, participated in preparing: the reading book for the seventh year of primary school, on which he collaborated with Helena Poláková, and the reading book for the final year of secondary school, which he compiled with Milan Suchomel. This study examines the fate of these "book murders" and comments on their conception, as well as Kožmín's approach to working with literary texts in school teaching
The German-Jews' Identity and Reactions to the Nazi Policy
Get PDFIn early April 1933, the racist laws went into effect in Nazi Germany. These officially dictated that all involvement with Jews should be severed by keeping a safe distance. On the eve of Hitler’s taking power, there were some six hundred thousand Jews in Germany. They enjoyed full civil rights and were deeply involved in social and political life. The German Jewish identity was clear-cut to most of them, and some were convinced that Nazi ideology had nothing to do with them. The following article, which focuses on the period between January 1933 and November 1938, will present some responses and identical dilemmas of those German Jews, who found it difficult to accept that Nazi laws include them as Jews only. It will describe their conduct within a community preparation that was gradually being formulated already in Zionist and German-Jewish responses and activities. Most of the sources and examples in this article are aimed to observe the German Jewish dilemma based on their dual cultural loyalty as Germans and as Jews as well. Describing these difficulties, and the German Jews' reactions to the Nuremberg Laws in 1935, and after the Kristallnacht pogrom in 1938, intends to describe expressions of uncertainty and a sense of detachment that characterizes German Jews more prominently. This article deals with the Legal-Racial Lows experienced as German Jews and its future impacts on their fate during the war and afterward
Reports to the Military Office of the President of the Republic in Czechoslovakia on the situation in Poland in 1935
Get PDFThe article focuses on the military and political reports of the Military Office of the President of the Czechoslovak Republic in 1935. The relations between Czechoslovakia and Poland in the interwar period were not ideal for a number of reasons, yet there were mutual contacts, one of which was the work of the diplomatic corps and military attachés. The view of these reports on developments in Poland was an important source of information for the Czechoslovak President. That is why the reports are quite detailed. The article presents them with a commentary on the events mentioned and with the necessary setting in the contemporary context
Inventory to Determine Teacher Job Satisfaction
No full textPříspěvek představuje původní metodu k měření pracovní spokojenosti učitelů. Metoda zahrnuje jedenáct položek hodnocených na pětibodové odpovědní škále a měří dvě dimenze pracovní spokojenosti: spokojenost s učitelskou profesí jako takovou a spokojenost na stávajícím pracovišti (škole). Nástroj byl ověřen na souboru 3 136 učitelů a vykazuje přijatelné psychometrické vlastnosti. Součástí příspěvku je aplikace dostupná online umožňující odhad faktorových skórů na základě finálního modelu.The article presents an original method for measuring teacher job satisfaction. The method consists of 11 items rated on a five-point response scale and measures two dimensions of job satisfaction: satisfaction with the teaching profession itself and satisfaction with the current workplace (school). The tool was validated in a sample of 3,136 teachers and showed acceptable psychometric properties. We present a free online application that enables the estimation of factor scores based on the final model
Attitudes of Primary School Teachers Toward Inclusive Education
No full textVýzkum postojů učitelů k inkluzivnímu vzdělávání (dále IV) představuje v mezinárodním kontextu jedno z prioritních témat. V českém prostředí není výzkumu IV věnována dostatečná pozornost, přestože pozitivní postoje učitelů jsou nezbytným předpokladem jeho úspěšné realizace. V souladu s teorií plánovaného chování bylo cílem této studie analyzovat záměry učitelů zavádět inkluzivní opatření ve školní praxi v závislosti na sociodemografických faktorech, přesvědčeních, pocitech a jejich vnímané sebeúčinnosti / zdatnosti (self-efficacy) ve vztahu k IV. Jednotlivé složky postojů a self-efficacy byly analyzovány pomocí standardizovaných českých verzí zahraničních škál (AIS – Attitudes Towards Inclusion, ITICS – Intention to Teach in Inclusive Classroom, TEIP – Teacher Efficacy for Inclusive Practices) na kvótním vzorku 1 434 učitelů z celkem 138 běžných veřejných základních škol ze všech krajů České republiky. Výsledky studie založené na víceúrovňovém hierarchickém modelování dat ukázaly, že prediktory na učitelské úrovni měly významnější efekt než charakteristiky škol (kolektivní postoje a self-efficacy, zkušenost s IV a působení specialisty na škole). Ve vztahu k IV deklarovalo 65 % učitelů negativní přesvědčení a 30 % mělo negativní pocity. Záměry byly naopak relativně vysoké, a pokud měli učitelé vyšší míru self-efficacy, byla pravděpodobnost inkluzivního chování vyšší. Ženy v porovnání s muži deklarovaly vyšší míru této ochoty, avšak s narůstající délkou praxe ve školství spíše klesala. Výsledky studie naznačují důležité implikace pro praxi, které jsou v závěru diskutoványResearch on teachers’ attitudes toward inclusive education (hereinafter IE) is an important topic globally. However, despite its significance for the successful implementation of IE, it has not received sufficient attention in the Czech Republic. In line with the Theory of Planned Behavior, the aim of this study was to analyze teachers’ intentions to implement inclusive practices in schools depending on socio-demographic factors, beliefs, feelings, and their self-efficacy in relation to IE. The individual components of attitudes and self-efficacy were analyzed using standardized Czech versions of foreign scales (AIS – Attitudes Towards Inclusion, ITICS – Intention to Teach in Inclusive Classroom, TEIP – Teacher Efficacy for Inclusive Practices) on a quota sample of 1,434 teachers from a total of 138 regular primary schools across all regions of the Czech Republic. Based on multilevel hierarchical data modelling, the study results showed that teacher level predictors had a more significant effect than school characteristics (collective attitudes and self efficacy, experience with IE, and the presence of a specialist in the school). Concerning IE, 65% of teachers declared negative beliefs and 30% had negative feelings. By contrast, intentions were relatively high, and teachers with higher self-efficacy were likelier to engage in inclusive behavior. Women declared higher levels of willingness than men, but this tended to decrease with increasing length of experience in education. The study results suggest important implications for practice, which are discussed
