Every autumn, monolithic narratives of November 1989 emerge in the media in Slovakia. On the one hand, these narratives tend to reproduce the image of the revolution as a man-made historical event; on the other hand, they raise questions about agency, the space of politics, and the way historical memory has been constructed. The article provides a dialogue between the media narratives of the Velvet Revolution and the narratives of 16 women who were interviewed in a study. The narrative analysis is embedded in research on the feminist social movement and the theory of everyday resistance. The article challenges the idea of the public square as the primary space of the revolution and the ‘tribunes’ as the main actors of November 1989. The title is a reference to Deborah Cohen and Lessie Jo Frazier’s study Talking Back to ´68. Gendered Narratives, Participatory Spaces, and Political Cultures analysing narratives of 1968 in Mexico. Their research provides a broader context for an interpretation of the narratives of November 1989, revealing the similarities and specific features of the two different events.
Scientific literacy is one of the crucial skills nec-essary for making informed decisions and eval-uating evidence. Despite the fact that the overall results of Slovak students in scientific literacy are lower than the average for OECD countries, there is still a lack of interventions focusing explicitly on fostering scientific literacy in the educational system. Therefore, this literature review aims to determine: 1. types of interven-tions that can be used to foster scientific literacy; 2. the main features of interventions responsible for their effectiveness. Authors conducted a con-tent analysis of 40 empirical scientific papers, focusing on two aspects of scientific literacy: scientific reasoning ability and attitudes toward science. The study indicates that scientific rea-soning ability can be effectively improved with the interventions focused on 1. scientific argu-mentation; 2. understanding nature of science; 3. process of scientific discovery. Interventions focused on improving attitudes toward science share similar characteristics as interventions fo-cused on scientific reasoning and can be classi-fied similarly. Other aspects, such as the level of guidance, teaching strategy, gender, and domain of the intervention can also play an important role. and Vedecká gramotnosť je považovaná za jednu zo základných spôsobilostí potrebných pri hodno-tení informácií a robení informovaných rozhod-nutí. Hoci slovenskí študenti skórujú v testoch vedeckej gramotnosti dlhodobo pod priemerom krajín OECD, jej rozvoju sa venuje len veľmi malá pozornosť a v edukačnom systéme je prí-tomná prevažne implicitne. Cieľom tejto práce bolo preto poskytnúť prehľad intervencií, kto-ré sú zamerané na zlepšovanie vedeckej gra-motnosti v stredoškolskom prostredí a popísať hlavné charakteristiky, ktoré môžu podporovať účinnosť týchto intervencií. V prehľade sa au-tori konkrétne zamerali na dve zložky vedeckej gramotnosti, ktorými sú vedecké myslenie a po-stoje k vede, a pomocou obsahovej analýzy ana-lyzovali zistenia 40 empirických štúdií. Štúdia poukazuje na to, že vedecké myslenie je možné efektívne rozvíjať cielenými intervenciami za-meranými na schopnosť vedeckej argumentácie, pochopenie podstaty vedy a proces vedeckého objavovania. Intervencie zamerané na zlepšova-nie postojov k vede zdieľajú podobné charak-teristiky ako intervencie zamerané na vedecké myslenie. Dôležitú rolu v podpore účinnosti in-tervencií majú úroveň podpory žiaka, výučbová stratégia, pohlavie a doména intervencie.
Studie Miloše Zapletala se zabývá hudebně-analytickým rozborem funkce akordických paralelismů v opeře Poupě od hudebního skladatele Otakara Ostrčila., Miloš Zapletal., Rubrika: Studie, and Anglické resumé na s. 394, anglický abstrakt na s. 365.