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This article aims to unveil, as much as possible, both the desastrous situation of today’s Romanian higher education human resources, as well as that of the scintific research which is weak and non-promising. This paper presents several of the main phenomena of the Romanian academic environment, while highlighting the significantly low standards of the academic human resources. Furthermore, certain aspects which led to this situation are also analized. This analysis ends with a few possible sollutions which may lead, on the medium and long term, to a significant improvement in the human resources of the Romanian academis system, while also generating the beginning of a real “healing” of the entire Romanian higher education.
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One of the requirements set forth by the „cultural opposition" to the Communist regime in the 1980s was the de-idealisation present within the school system and the change of curricula set for the humanities and social-science subjects, which were too uncritical in their praise of Josip Broz Tito and the Communist rule period. The change that followed this requirement is also evident through a comparison of 20th century history textbooks. Among other things, the representation of Josip Broz Tito and his era in Slovenian textbooks underwent a significant change. In textbooks published during the Communist rule, Tito and the Communists were described in glorifying tones, while the crimes they committed after taking the power were left unmentioned and became taboo. The role of the Communist Party and Tito was also over-emphasised in relation to earlier periods, when neither actually played any significant political part As a result, most Slovenes believed that the Communist Party became the most important and influential political party in the Slovenian territory as early as the inter-war period when, in actual fact, it was at that time a peripheral and insignificant illegal party. In relation to the time after WWII, Tito was depicted as a great leader chosen by the people. Tito’s depiction as a great leader achieved its highest levels in textbooks published in the years following his death. In textbooks published after 1990, Tito and the Communists depicted in the period prior to WWII are featured only by way of exception. When presenting his rise to power during and after the war, the merits of the Liberation Movement are emphasised along with the flaws of the Communist authorities in relation to the terrorizing of their opponents and those with different views. Neither is the period marked by Communist rule presented in a uniform manner. Its modernisation and the differences with Communist regimes in other Eastern European countries are emphasised, as well as the negative consequences of the Communists’ political monopoly which manifested, for example, in Slovenia’s economy lagging behind its western neighbours, or in Tito’s cult of personality. The level of criticism towards the Communist regime increases as we move further away chronologically from its fall. Together with Hitler and Stalin, Josip Broz Tito remains one of the people that were most frequently mentioned people in the 20th century. Compared with them, however, Tito and his era are not denoted as uniformly negative. Compared to the textbooks dating from the period of the Communist rule, Tito is certainly represented much more realistically nowadays.
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Hra ako spontánna príjemná činnosť má pre účastníka zmysel, pretože je prirodzene motivujúca zvonku aj zvnútra. Súvisí s rozvojom schopností ako je jazyk, sociálna úloha a tvorivosť. V neskoršom veku vstupujú do hry isté pravidlá, písané aj nepísané (fair play) a tie sprevádzajú hráčov v priebehu hry.
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This article discusses the growth and popularity of e-sports, especially during the pandemic when physical sports events were canceled or postponed. It defines e-sports from different perspectives, including the International Esports Federation, which states that it meets all the sporting criteria. The article also explores the organization of e-sports globally, with a focus on the International Esports Federation’s efforts to popularize and standardize rules. It further explains the different game genres for professional competitive e-sports, such as tactical shooters, MOBA, sport simulators, and fighting games. The growth of e-sports is demonstrated by an increase in profits and revenue in the past four years, and new sectors of the studio and gaming industries are emerging. The article then presents the SWOT analysis of e-sports in terms of economics and audience awareness. Finally, the article proposes the vision of organizing e-sports at the Police Academy in Bratislava in the form of an IT Community Club to create a student IT community.
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Interview with Stanislav Štech by Kateřina Lojdová.
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Interview with Michaela Píšová by Kateřina Lojdová.
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Interview with Vladimíra Spilková by Kateřina Lojdová.
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Interview with Jan Slavík and Vladimíra Slavíková by Veronika Rodová and Kateřina Lojdová.
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Interview with Tomáš Kasper by Karolína Dundálková and Veronika Rodová
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Interview with Zdenek Beneš by Tomáš Janík and Veronika Rodová.
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Interview with Ondřej Hausenblas by Zuzana Šalamounová.
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Interview with Václav Mertin by Jarmila Bradová.
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The National Programme for Addressing HIV/AIDS in the Czech Republic 2018- 2022 is a strategic document for combating the spread of HIV/AIDS and other sexually transmitted infections in the Czech Republic. The activities of the programme are funded by the Czech Republic’s Ministry of Health’s subsidy programmed called the National Programme on HIV AIDS. The target population groups of the programme are not only persons at high risk of HIV/AIDS infection due to risky sexual behaviour, but also adolescents, teenagers, and other persons of reproductive age with a lower level of health literacy. One possibility that could increase their level of knowledge is the short intervention method, which is also applicable in the field of prevention of sexually transmitted diseases. The aim and purpose of the brief intervention method recommended by the WHO is to increase the health literacy of the intervened persons, eliminate their risky behaviour and promote their reproductive health. Reducing the incidence of HIV-positive persons in the population brings significant financial savings in terms of reduced treatment costs for both HIV-positive patients and especially those with advanced AIDS. The application of the brief intervention method in the field of prevention of HIV/AIDS and other STIs was the essence of the 6-year project conducted by the University of Health Sciences in health care facilities across the Czech Republic. Patients were privately familiarised with the content of educational cards and were offered the opportunity for a closer consultation on the topic. After the education, the effectiveness of the intervention was evaluated by a short questionnaire. 5,146 people of reproductive age were intervened in more than 150 health care facilities across the country during the implementation of the 6-year project. A total of 1,347 patients (26%) reported that their loved ones were not adequately protected from HIV/AIDS and other STIs. Only 56% of the male and 66% of the female respondents reported that they had ever spoken to their loved ones about STI prevention. After the education, 56% of the reproductive-age interveners requested copies of the education cards for their loved ones. Increased health literacy due to education was more often acknowledged by women than men, and especially by those in the 15–25 age group, where 74% of those in this age group who intervened confirmed increased health literacy. Women (75%) were more likely than men to believe that their loved ones were not adequately protecting themselves from STIs. Patients with lower levels of education were more likely to admit an increase in health literacy than those with university education (64%). 71% of patients with only primary education, completed at fifteen years old in the Czech Republic, said their health literacy had increased. 70% or patients who finished their schooling after secondary education, completed at eighteen years old in the Czech Republic, said their health literacy had increased. Over the course of 6 years, more than 5,000 people of reproductive age were educated in the project. The health care environment in which the interventions were implemented contributed significantly to the success of the brief intervention method. The realisation of the project by the College of Health contributed to the implementation of the National Programme for Addressing HIV/AIDS in the Czech Republic 2018–2022 and at the same time the National Action Plan, entitled Development of Health Literacy.
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Příspěvek vychází z práce Hlavizňové (2021). Cílem výzkumné sondy bylo zjistit, jak učitelé 1. stupně základní školy hodnotí svůj životní styl a jaký je vztah mezi sebehodnocením vlastního životního stylu učitelů a vzděláváním i motivováním žáků ke zdravému životnímu stylu. Výzkumné otázky byly doplněny hypotézou: Mezi sebehodnocením vlastního životního stylu učitelů a sebehodnocením vzdělávání a motivování žáků ke zdravému životnímu stylu jsou patrné statisticky významné závislosti.
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The article delineates the current stage (2020-21) of education for sustainable development (ESD) at four universities: University of Agder in Norway (UiA), University of Ljubljana in Slovenia (LU), Masaryk University in Czech Republic (MUNI) and UCL University College in Denmark (UCL). The universities entered project partnership in Erasmus+ KA2 entitled Sustainable Competences in Higher Education with the goal to develop a new ESD curriculum that will bridge the gap between each countries’ curriculum and will address environmental, health and climate-related problems locally in each country and globally across the countries via innovative, digital-based, internationalized, and project-oriented methods. The article compares the main findings pertaining to ESD in each country and set a point of departure for creating the new ESD curriculum in the four countries for HEI teachers, and staff members in nursing, nutrition, and environmental professions.
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Starší školní věk a období adolescence je důležitou životní etapou pro rozvoj pohybové gramotnosti. V tomto období se modeluje vztah k pohybovým aktivitám (PA) jedince. PA jsou fundamentálním atributem pohybové gramotnosti a také nedílnou součástí zdravého životního stylu, proto je důležité zkoumat, jaký postoj žáci v tomto období mají k PA. V oblasti sociální psychologie a psychologie osobnosti bývá využíván koncept self-efficacy neboli vnímaná vlastní účinnost. Jde o přesvědčení o vlastní způsobilosti plánovat a jednat způsobem nezbytným k dosažení nějakého cíle či zvládnutí nějaké situace. Úroveň self-efficacy ve vztahu k PA nám pak podává validní informaci o tom, jak žáci přistupují k PA. Cílem bylo zjistit, zda obecná self-efficacy a self-efficacy pro oblast PA spolu korelují pro věkovou skupinu 12–19 let. Dále pak jsme zkoumali vliv pohlaví a věku (tzn. mladší děti ze ZŠ a starší děti ze SŠ) na míru obecné self-efficacy a self-efficacy pro oblast PA.
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V úvodu knihy Reflexe a hodnocení kvality výuky (2020), z něhož pochází výše uvedený citát, vysvětluje Jan Slavík za tým autorů, že se reflexe vzdělávací praxe ze strany učitele neobejde bez pozorné a trpělivé realizace řady kroků „od analytického k systematickému“. Vstoupit do role reflektivního praktika a využít náročný cyklický postup se může vyplatit učiteli zejména v těch situacích, které považuje za zvlášť důležité, protože mají značný vliv na dosažení cílů výuky. Mezi klíčové situace (Slavík et al., 2020, s. 53), které jsou charakteristické pro výuku ve škole, patří i situace, kdy si učitel klade otázku, „co může udělat pro to, aby vytvořil svým žákům nebo studentům vhodné podmínky pro efektivní rekapitulaci poznatků a jejich zobecnění?“ S oporou ve vlastních bohatých pedagogických zkušenostech při hledání odpovědi na tuto otázku navíc tušíme, že zdárné zajištění rozvoje konceptové vrstvy cílenými operačními přechody k vrstvě tematické a kompetenční může být pro mnohé učitele nejen didaktickým oříškem, ale i profesní výzvou. A právě to je důvodem, proč chceme na příkladu výuky realizované na Masarykově ústavu vyšších studií ČVUT ilustrovat pedagogické kroky, jež byly s důrazem na posilování soudržnosti učiněny ve prospěch rekapitulace obsahu, kognitivní aktivizace a rozvoje myšlení v souvislostech u vysokoškolských studentů.
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The article is an attempt to identify and establish relationships and dependencies between the organisational culture of a primary school and the attitudes of students. The aim of this research is to show the problematic behaviours of students during physical education classes and pedagogical analysis of ambiguous situations due to the lack of a rational approach to the issue of the desired organisational models of the didactic and educational process. The empirical material was a research group consisting of 101 primary school students forming four training teams. The author recorded the results obtained on the basis of pedagogical retrospection (direct observation method, document analysis method). Reflections (qualitative approach) of involved teachers on the problematic behaviour of children and young people depending on the training conditions were also taken into account. The data recording period is September – November 2019 (fourth grade combined groups – 25 students; sixth grade combined groups – 26 students) and September – early November 2022 (fourth grade combined groups – 24 students, seventh grade combined groups – 26 students pupils). The pedagogical project was aimed at collecting information enabling the answer to the research question posed: Do insufficient spatial conditions favour problematic behaviours of students of a selected primary school? In response to the formulated research question, it was stated that insufficient spatial conditions are condu
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It used to be thought that the teaching of a foreign language should be reduced only to learning grammar, to knowledge of the language, so many teachers designed their lessons by forcing students to learn grammar rules by heart and say a few learned examples in accordance with those rules. However, as today's foreign language teaching goal has changed significantly, students should not be forced to learn a foreign language as required by some methods throughout history, especially the grammar-translation method. It is known that the traditional grammar-translation method focuses on teaching rules and practising grammar by translating sentences. The aim of modern communicative language teaching is to teach students to communicate, giving them the topic, material and frameworks with which they need to find out the meaning on their own. The grammar-translation method uses a limited number of techniques, such as lectures, translations, drill exercises, memorization of rules and words. On the other hand, communicative language teaching accepts a large number of activities, which are balanced, or at least should be. This kind of teaching involves more "information in context" and practising similar situations in real life. While the representatives of the grammar-translation method claim that students will learn better if they just listen to the teacher and do not make mistakes (due to the small number of opportunities to speak), in contrast, the representatives of communicative teaching suggest that students must "experiment" with the language in order to learn to use it. It is known that in the classroom the grammar-translation method does not promote oral exercises, however other methods can be used for this purpose. Therefore, the lack of one method can be replaced by the techniques and strategies of another. Thus, it would be a shame to completely reject the grammar-translation method and the teaching of grammar using its techniques, for example, in high school, knowing the fact that adolescents possess enviable analytical abilities and that they are the ones who succeed best in grammar and syntax. So, using only some techniques of the grammar-translation method, modern grammar teaching would be an ideal choice.
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