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1
Content available remote Znaczenie zaufania w procesie komercjalizacji badań naukowych
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The paper analyzes the issues related to the problems of commercialization of research and the importance of trust between the partners between science and economy. Commercialization of research, in a broad sense, means all activities related to the transfer of knowledge to economic practice. This process cannot properly take place in conditions of limited confidence of the participating entities. Commercialization is an inherent and
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The paper is describing the current state of intermediation services in CZ NUTS 2 Region Prague, based on results of ongoing SUPER-SME Project of FP6. It is possible to identify an important role of intermediaries in research, development, and innovation activities. The intermediation aims at optimizing supply of scientific and technological services, with demand of RTDI companies and organizations or any other actors using or interested in using these services, e.g. national or regional stakeholders. S&T intermediary is defined as a public, private, or public/private (non-profit) institution with a mission of optimizing interface between supply of scientific and technological services and demand of an enterprise, groups of enterprises, or any institution in this respect. Universities, research centers, private companies, or technology transfer centers can play a role of S&T intermediary.
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Regional Research and Innovation Policy in Action - the Efficient Tools for Regional Catching-up in New Member States (Regions of Knowledge - FP6). The regional practices of innovation policy in eight EU member states are presented in case studies, elaborated for one region in each country with South Moravia representing the Czech Republic. South Moravian innovation policy is analyzed in three fundamental dimensions: strategy formation, policy deployment, and practices at the programme level. These are the constituent elements of the process that was defined by the ProAct consortium as so called 'ProAct policy learning cycle'. The benchmark methodology (The ProAct Benchmarking Framework) was applied in the case studies to explore good practices in regional innovation and research policy. In the study, the role of South Moravian Innovation Centre (JIC - Jihomoravske inovacni centrum) is highlighted.
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E-learning becomes one of the most popular tools for employees' development in organizations. Despite numerous advantages it offers for employers, it is not trouble-free. One of the greatest obstacles is the lack of participants' motivation for full engagement in e-learning training. The study presented in the article confirms that motivation is a factor of involvement in e-learning. The main aims of the study were: to discover the factors influencing trainee's motivation and to know their evaluation of such type of e-learning that is characterized by serial convention and a high level of interactivity.
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In the 1950s Leary developed the model of an interpersonal diagnosis of personality. The author stated that communication can be described along two dimensions: the dominance - submission dimension and the cooperation - opposition dimension. On the basis of this model, Leary, Wubbels, Creton and Hooymayers developed a map to model interpersonal teacher behaviour. This model is adapted to the classroom by dividing Leary's original two dimensions into the eight behaviour types: leadership, helpful/friendly, understanding, student, responsibility/freedom, uncertain, dissatisfied, admonishing and strict. The model has been used in The Netherlands in the development of an instrument; The Questionnaire on Teacher Interaction (QTI), to gather students' and teachers' perceptions of interpersonal teacher behaviour. There are many versions of The Questionnaire on Teacher Interaction (QTI), but in this paper the Australian version of the QTI, which is more economical, is described. This version consists of 48 items which are descriptions of teachers' interpersonal behaviour. An example from the leadership scale is: This teacher talks enthusiastically about his/her subject and an example from the admonishing scale is This teacher gets angry unexpectedly. The QTI has a five-point response scale, ranging from Never/Not at all, to Always/Very.
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Content available remote THE SEVEN DUTIES OF PROFESSIONAL SCHOLAR (Siedem powinnosci zawodowych uczonego)
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The paper deals with such professional duties of scholar: (1) Participation in dispute with respect to problem situation; (2) Expressing opinions in scholarly language; (3) Creation of theoretical knowledge; (4) Restricting itself to problems suitable for scholarly research; (5) Binding criticism with conceptualism; (6) Dealing with tradition of development and improvement of scientific myths; (7) Insight into continuity and discontinuity of problem situations.
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The paper outlines the development in the field of investigation of Slovak word-formation in recent 25 years (1989 – 2014). The paper covers dominant areas in this field, i.e. a theory and methodology (e.g. the concept of word-formation motivation), functions of word-formation motivation, word-formation of verbs, adjectives, adverbs, compounding, the tendency towards internationalization, word-formation adoption of loan words, lexicographic treatment of Slovak word-formation and morphemics, word-formation of proper names, the role of word-formation and the investigation of symmetries and asymmetries in the cross-linguistic study, the role of word-formation in a text etc. These aspects of word-formation are dealt with in the works by J. Furdík, J. Horecký, K. Buzássyová, M. Nábělková and others.
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This scientometric analysis is based on the thesis that aspiration of Ukraine to integrate with EU makes efficiency and quality of research in medical field especially important. The analysis covers research works performed in Ukraine in the field of health protection of children and teenagers over 2001-2006. Results of the analysis of distribution of researches by administrative department shows that 40.4% of them were performed by institutes of the Ukrainian Academy of Medical Sciences, 28.0% in HEEs and research institutes of the Ukrainian Ministry for Health Protection, 14.0% in the institutes of the Ukrainian Ministry of Education and Science. By duration, the distribution looks as follows: 43.5% of researches were 3 years long, while the shares of shorter and longer works made, accordingly, 12.3% and 15.9%. By field, nearly half of them dealt with clinical aspects, followed by hygiene of children and teenagers (18%), ecological aspects in pediatrics (11%), social pediatrics (9%), organization of medical supply (7%), medical rehabilitation and resorts (6%). By presentation of end result, the largest share of results was published in scientific journals (40.3%), proceedings of conferences and symposia (36.3%), while the others were innovation focused objects (technical documentation etc.).
EN
The article presents the results of the second edition of research on the economic awareness, conducted among 445 participants of educational programs for students in the last grade of primary schools or in first grades of post primary schools. The research enabled estimation of students' knowledge of economic concepts and identification of the areas of economic knowledge in which they have acquired common misconceptions. It also allowed for defining the areas that teaching should be focused on.
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The aim of this study was to analyse the direct and indirect effects of temperament personality characteristics on the resilience and the role of self-esteem in the indirect effect. The research sample consisted of 96 university students. The research sample consisted of 96 college students aged 19 to 30 years (M = 21.75, SD = 2.07). Adults Temperament Questionnaire, Resilience Scale for Adults, and Rosenberg Self-Esteem Scale were used. The effects were analysed with a structural model. The resulting model showed good fit: χ2 (2, 96) = .3.974, p = .137, CFI = .986, TLI = .930, RMSEA = .102 (90% CI = .000, .250, PCLOSE = .202), SRMR = .045 and power (.98). The results showed a direct and indirect impact of temperament characteristics on resilience. Negative affectivity and extraversion affect self-esteem (β = –.36, p < .001; β = .21, p = .031; R2 = .233). Negative affectivity showed a direct negative effect on perception of self (β = –.46, p < .001) and planned future (β = –.33, p < .001), and the indirect effect through self-esteem (β = –.11, p < .001 and β = .07, p < .01). Extraversion affects the perception of self and planned future only indirectly through self-esteem (β = –.46, p < .001 and β = .06, p < .01). Identified effects of variables explain the relatively large proportion of the variance of perception of self (R2 = .425) and planned future (R2 = .289). Limitation of the study is the small sample of respondents and its specificity (university students), which does not allow the abstraction on the general adult population. From a practical standpoint, it appears that targeted support of positive self-esteem in individuals who are characterized by the less desirable structure of temperament may act as a compensatory mechanism of the temperament’s effect on the ability to adaptively respond to environmental challenges and difficult situations in life. As an ideal combination seem to be the support/development of positive self-esteem and the ability to control/modify (behavioural) manifestations of temperament.
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We examine the role and importance of scientific research in the process of obtaining and scientifically assessing the cultural heritage in museum as a memory institution. This research is a part of a complex approach to the phenomenon of documenting a society’s development and as such, it must give equal attention to tangible and intangible cultural heritage which is often difficult to do in practice. In this context, we focus our attention on eco-museums which aside from preserving and presenting also aim to at least partially revitalize cultural heritage in its natural environment.
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The paper aims to map the field of interest in conversation as a phenomenon in various arts (cultural history, social science, linguistics) in the last few decades, assuming that the field was established in order to differentiate it from other similar notions such as a dialogue. What has become the centre of attention is the acknowledgement of conversation as a social, cultural and linguistic phenomenon, the main function of which in different periods of time and social environments has been that of social stabilization, and the various forms of which can be studied using as sources the oral as well as written records, which enables access to the historical forms of conversational culture. The writer offers a mutual confrontation between several attempts at defining conversation and formulates competences and certain tasks which can be faced by literary research on conversation.
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Content available remote Česká veřejná politika jako vědní disciplína a jako předmět zkoumání
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This article sums up the development of public policy as a scientific discipline and as an object of research and instruction in the Czech Republic. This is presented within a historical context (examining different stages of the development of Czech social sciences even before it was formalized, and the development of its being constituted since the early 1990s) with due regard for the broader cultural, political and institutional context of its formation and application. A characteristic is given of the main streams of research and instruction in the field (with references to key literature, its authors and context). This is followed by a reflection of results and specification of development potentials.
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Content available remote TRANSLATION STUDIES IN NITRA
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The authoress introduces Translation Studies centre in Nitra, which is closely connected with the work of the Cabinet of the Literary Communication and Experimental Methodology as early as the 1970s and 1980s. She deals with research in ambit of translation in Nitra ś workplace from the end of 1960s up to the present. The authoress pays attention to the most distinguished representatives of Nitra ś school and to its contribution in the field of translatological research in our place and also abroad. The other part of the paper is dealt with the contemporary research of translatology in Constantine the Philosopher University in Nitra.
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Studies on a knowledge-based society deal with a wide range of problems, including the seldom studied aspect of crime. The criminology perspective in the context of a knowledge-based society is related to the use of new knowledge in antisocial and criminal activities, the use of new knowledge and innovative approaches in combating and preventing crime, as well as the development of new methodology in research and analysis of unfavourable and threatening trends in the formation of a knowledge-based society. The use of new technologies and methods often is not specified in regulatory documents; that can cause additional risks in their use, result in socially unfavourable or even criminal consequences or lead to using the acquired products and knowledge in achieving antisocial aims.
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This paper examines the publication and editorial activities of museums in the territory of present-day Slovakia, starting in 1868 when first museums were founded, up until 1945. We analyse the growth of museums and the widening scope of their mission which culminated in the late 1930s by using exhibition catalogues, scholarly publications and periodicals published by museums or the foundations that ran them.
Slavica Slovaca
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2020
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tom 55
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nr 1
3 - 14
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Slovak Slavistics is the inseparable part of the international Slavistically oriented research milieu. The ‘Jan Stanislav’ Institute of Slavistics of the SAS contributes significantly to this research. Since its foundation in 1995, the Institute dedicates already twenty-five years’ activity to interdisciplinary research of relations of the Slovak language and culture with other Slavic and non-Slavic languages and cultures in both the national and international cooperation. The present study dedicated to 25th anniversary of the foundation of this Institute points especially to the topical coherences, trends, and needs of the institutionalized Slavistic research contextualized with inevitable processes in the scene of the academic science policy in Slovakia. Despite all the intricate factors of the current scholarly research in the humanities, Slovak Slavistic research represents the scholarly and research area, which brings new findings in various contexts of cultural development of Slovakia. The core research comprises the Old Church Slavonic, Latin, Slovak-German, Slovak – east Slovakian and Slovak – south Slavic relations, including the area of the translation of the Biblical texts to Slovak, as well as the research area of linguistic – cultural and historical coherences of the development of the inter-confessional communication.
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Content available remote TRANSLATION STUDIES AT COMENIUS UNIVERSITY IN BRATISLAVA: FACTS AND FIGURES
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Translation and interpreting teaching was established at Faculty of Arts Comenius University in Bratislava after the end of Faculty of Social Sciences (1974/1975). A turn in organization occurred in 2003 with the introduction of a Bachelor ś and Master ś program and the Faculty obtained accreditation for providing a complete three-degree study, thus also a doctoral study program for PhD in the field of translatology. At first it offered 5 language specialisations, though the option was spread by other languages which are studying in 13 translation departments. Translation study requires a live contact with the socio-cultural environment and so the students participate on programs ERAZMUS, CEEPUS, DAAD. Together with pedagogic activities the lectures attend the scientific research in the ambit of scientific programs (VEGA, KEGA). They also take part on national and foreign conferences.
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Content available remote Moderní technologie a historická metoda
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The enormous boom of technologies (mainly electronics) experienced by our world in the last two or three decades has caused a radical change in the understanding of the methodology of science as such, in our context the methodology of social sciences. The postmodern scepticism connected with the possibility of learning the complexity of historical processes and evaluating large collections of resources that cannot be coped with in traditional “human” ways is often eclipsed precisely by references to the potential of modern technologies, which as very efficient tools manage what cannot be done by our weak human power and which correct the human tendency to err. Oftentimes, it is certainly true that these new tools, especially in the application of computers, unimaginably multiply the work capacity of individuals as well as teams. It is however also evident that the formulation of the point and purpose of the application of this capacity continues to be a merely human task. In general, this sense may be seen in learning and measured against the degree of this learning. A cursory look at the current state of historiography reveals that precisely that - the product of all research endeavours - is made the most problematic today. It is a task of the research community to return historical knowledge the position of an instrument bringing besides the undoubtedly subjective evaluation of resources and their testimony also conclusions that are controllably objective, because they have been achieved in a generally accepted and revisable way. At the same time, it is clear that no historical discipline can save itself but that a desirable principle of a historian’s work is the Braudelian ideal of total history, which still has contact points between individual historical disciplines and their resources. Not only does such an approach bring the priceless potential of the harnessing of source testimonies, but it also offers the exceptional possibility of a critical assessment of the conclusions of the individual fields, which must not contradict the conclusions of other disciplines. (Actually, they can, but then it is necessary, on the basis of convincing arguments, to decide whether the conclusion of a single discipline is right as opposed to the others or this single discipline is wrong.) Nevertheless, it is also crucial to know that a mere agreement of the sources and conclusions is not enough. Neither is a logically flawless argumentation model enough. Even here, it is essential to return to time-proven principles – namely that each conclusion should be a logical outcome of a stimulus of a source testimony, in no case vice versa. Free speculations on what a certain source stimulus might mean in total while not contradicting the source testimony, often with an unacceptable lowering of the threshold of argumentation’s sophistication, are at most a hypothesis. A hypothesis becomes a historical conclusion only if there is a generally accepted reason why it should be so. A reader of these lines may feel that I am quoting generally known banalities. My experience, however, takes me to the conclusion that it is a reminder of the frequently forgotten principles without which no historical work may claim scientific activity. We should realise that a historian’s work becomes a science only if it comes through a repeated path from a controllable resource base, through logical and clear methods, to generally acceptable conclusions. Only if these principles are generally not accepted can such absurdities occur that the official evaluation system of our research ostentatiously appraises the formal – not content – characteristics of its outcomes. The scientific quality of a work is determined by a correctly chosen opponent, the language used, the number of pages, the selected publication platform, index, in no case the correctness of the argumentation or the originality and novelty of the solution presented. New technologies and methodologies (even if applied from other scientific areas) are an important part of current research. For instance, it is hard to imagine today’s archaeology without natural-science applications enabling dating, technological interpretations of resources, accumulation and interpretation of many types of ecofacts, computer processing of large information sets, utilisation of digital geodetic methods etc. Once all the ‘bricks’ arising from that have been collected, it is necessary to select the building process, in whose every phase it must be clear what questions we study. In this phase, every scientific discipline relies on the already-mentioned controllable process. A significant prerequisite for its efficiency is the critical awareness of what potential the individual types of resources contain and what potential is contained in the methodologies of individual historical disciplines or methodological applications from the area of other sciences. Banalities again? Perhaps rather an observation that learning about history has clear principles and consequences, the ignoring of which means that the result does not bring new knowledge or that it does not belong in the area of history.
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Content available remote BYZANTINE STUDIES IN SPAIN. THE SPECIFIC CASE OF GRANADA
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Byzantine studies appeared relatively late in Spain compared to other European countries, where they had developed from the 17th century and found their culmination in the 19th century mainly in countries such as France, Germany and England. In Spain, it was not until the end of the 19th century that a few isolated philologists slowly began to turn their gaze to the Byzantine east. In the 20th century, some of the most important classical philologists began to include Byzantine authors as their subjects of study. However, the presence of philologists specialized in this area is relatively recent in Spain. The University of Granada was the first to introduce subjects related to history and Byzantine literature in Spain in the 1980s. The foundation of the Centre for Modern Greek and Cypriot Byzantine Studies of Granada in 1998 was an important boost for the development and systematization of this type of studies, not only in the Iberian Peninsula, but throughout the Hispanic area in general.
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