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article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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article from iussue 1/1938 of the journal »ŽIVOT. ČASOPIS ZAPOPULARIZACIJU NAUKE«, there pp. 37 to 51
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The author re-examines so-called “normativity problem” in the light of some Derrida’s provisional definitions of the concept of deconstruction. Alleged unbreakable connection between the elementary Derridian conception and the concept of normativity here is criticized with help of “open question argument”.
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The monograph attempts to provide an empirically grounded answer to a number of discussional scientific issues related to individual decision-making differences by building a comprehensive conceptual model and constructing a specifically selected toolbox as a prerequisite for creating an empirically validated methodology in the field of research of individual differences in decision-making. Original empirical results have been obtained confirming that the style of decision-making is not identical to cognitive style (nor is it a subset, but contains a cognitive component that does not exhaust any of the styles) and is related to mental self-regulation due to individual differences, generated by the ways of satisfying the hedonistic motif (regulatory focus and fashion), the need to control excitement (stress control), and the need for connectivity and increased self-esteem. These results are a prerequisite for the further development of individual decision-making research as well as the decision-making theory itself, because it allows for a fuller consideration of individual differences and their interaction with the characteristics of the situation and the problem that is being solved.The methodological basis of the study is the cognitive survival theory of Seymour Epstein. The results and theoretical summaries obtained empirically confirm the validity of the global personality theory that has the potential to explain new scientific problems, incorporating private theories such as E. Tory Higgins' motivational theory and Mark R. Leary's sociometric mechanism.
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This article is based on the ‘Roma, homelessness, inequality’ research study, which is a part of the “'I have no one to turn to!’ - socioanalytical dimensions of vulnerability” research project and the work with the methodology, integrated in the project of socioanalytical protocol. The article focuses on a craftsman from the neighborhood of ‘Stolipinovo’ and his life history as a homeless man in France, where he decides to leave shortly after suffering a work-related accident. The choice of a research case is dictated, on one hand, by the experience of the craftsman as a homeless person and, on the other, by his distinctive position as ‘The Carpenter of Stolipinovo’, which he occupies in the social space of the neighborhood. Secondly, this choice is dictated by the singularity and exclusivity of this experience, because, although homeless, this experience is undoubtedly marked by the presence of a place that he nevertheless inhabits, to which he returns several times, and which is maintained and renovated over time by the locals with whom he shares a common physical space. In this sense, the unprivileged position of the homeless, i.e. the lack of any opportunity to invest in the future, even the ability to plan in the short term, is more like a landmark vector of a biographical trajectory that serves as a starting point and, at the same time this moment of fractured experience, as the data shows, always is thought about relationally, because even in the position of a homeless person, at least according to the constructed narrative, he loses neither his distinctiveness nor his biographical illusio, contrary to what is expected, even though homelessness is thought of as one of the extreme forms of social vulnerability and social inequality. Hence the definition of his experience as a form of ‘elusive social vulnerability".
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Methods for solving physical problems are different. They serve a deeper understanding of natural facts and their laws, give students the necessary basis for a better understanding of current technologies. Mind maps can be a useful tool in teaching physics. The present contribution does not aim to acquaint students with the creation of mind maps in detail, but rather wants to show the use of this method for solving problems in PHYSICS. You can also learn about selected mind mapping programs in the best of what’s used.Mind map is the easiest way to get information into our brain and how to get information from it – is a creative and effective way to make notes that literally "map" our reflections.At the end of contribution, you will find examples of thought maps for a particular use in PHYSICS.
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In this article, we are describing history of mind maps, usage in real world and at last how they can be applied for teaching geometry in high school. We will be describing who first thought about idea of mind maps and why mind maps were figured out, what was purpose of mind maps. Than we will speculate about how people perceive the world and how they can so easily remember so much things, understand patterns in the world and add new terms to already learned pool of terms and understand these terms. After this we will show some examples of mind maps and what needs to be done to create good mind map. In the end of article, we will show mind map created from concrete theme in geometry and way how to explain this map for students.
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Tato kazuistika se věnuje výuce matematiky na 1. stupni základní školy Hejného metodou vyučování matematice (dále H-metodou). Výuku vedla stejná vyučující ve stejné třídě jako v kazuistice Vondrové (Jak najít pravidlo pro umístění desetinné čárky při násobení desetinných čísel), takže srovnání těchto dvou kazuistik může být užitečné k hlubšímu porozumění strategiím při tvorbě učebního prostředí v daném pojetí výuky. Výuka v obou kazuistikách se odehrává s asi ročním odstupem.
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