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STÁŤ NA OKRAJI SA NEOPLÁCA: ANALÝZA SOCIÁLNEJ SIETE SLOVENSKÉHO FILMU Z ROKOV 2012 – 2019

100%
Urban M.
Slovenské divadlo (Slovak Theatre)
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2021
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vol. 69
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issue 2
206 – 221
EN
In recent years, authorship in Slovak cinema has formed the subject of several qualitative studies. In art films, these identified authorship in the person of the sole director. In commercial films, they attributed it to the whole crew. This study aims to examine these findings from the quantitative perspective of digital humanities, especially social network analysis (SNA). By SNA, this study examined the link between the centrality of (a) entire crews and (b) individual directors and the number of film spectators, reviews by professionals and the lay public, budgets, and the amount of funding received from the Slovak Audio-visual Fund (AVF) in both art films and commercial films. Linear correlations revealed a weak-to-strong link between the centrality of crews and individuals and all the monitored indicators, except for one case: the AVF funding of commercial films was not connected to the centrality of their creators. In all cases, however, the centrality of an individual was a stronger predictor than the centrality of the crew, implying that the central position of individual directors plays an important role in reception, budgeting, film attendance and, in the case of art films, also in public funding.
2
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Jewish thinkers of the 20th century. In search of identity – Franz Kafka

100%
Urban M.
The Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II
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2021
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vol. 11
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issue 2
203-223
EN
Franz Kafka’s life and work have been the subject of many research papers. While the interpreters of his works knew that he was a Jew, they did not always fully realize the significance of this fact. Some would treat this issue as a marginal one, failing to see that it was the pivot of his existence and work. Kafka kept wandering about in search of his own identity. As a lost agnostic who “lapsed” from the hand of God, lived without Him in the darkness of atheism and tried to discern His light, Franz Kafka was not really dependent on any specific religious denomination. However, Judaism is so strongly related to the Mosaic revelation – like Christianity is related to Christ’s Revelation – that it cannot be here omitted or forgotten, as this would result in some misunderstandings. In a sense it is impossible to separate the fact of being Jewish from the religion. Kafka’s life, as well as his writing, resulted from his continual reference to the Absolute. There are two worlds far removed from each other: the world of spirit and the world of man. Kafka believed that there is a world of that which is spiritual, absolute, pure, true, unchanging and indestructible – the world devoid of sin, but full of perfection; therefore, there exists that which man tends to encapsulate in the concept of God.
3

INFLUENCE OF FLUID INTELLIGENCE ON ACCURACY OF METACOGNITIVE

63%
Urban K., Urban M.
Studia Psychologica
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2018
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vol. 60
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issue 2
123 – 136
EN
Monitoring in Preschool Children Fades with the Calibration Feedback Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child’s development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in pre-schoolers.
4
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REPREZENTÁCIE MUŽA A ŽENY V SÚČASNÝCH SLOVENSKÝCH HUDOBNÝCH FILMOCH URČENÝCH PRE DETI

63%
Urban M., Urban K.
Slovenské divadlo (Slovak Theatre)
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2017
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vol. 65
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issue 1
63 – 81
EN
The present study analyses the social representation of women and men in ten contemporary Slovak musical films aimed at children (Spievankovo, Fíha-tralala, Smejko a Tanculienka). An analysis of the internal and external features attributed to “men”, “women”, “boys”, and “girls” has revealed, in line with previous research, that men are associated with strength and courage and women with beauty and care. Gender also determines clothing, props. Contrary to previous findings, women in the analysed films, more often than men, display activity and dominance and take the role of moral and intellectual authorities. Men, on the other hand, are just as emotional as women. In conclusion, the author proposes a hypothesis to explain these discrepancies with the previous research.
5

DEVELOPMENT OF EARLY LITERACY SKILLS: A COMPARISON OF TWO EARLY LITERACY PROGRAMMES

51%
Petrová Z., Zápotočná O., Urban K., Urban M.
Pedagogický časopis (Journal of Pedagogy)
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2020
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vol. 11
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issue 2
51 – 72
EN
The aim of the present study is to monitor the effectiveness of a new conception of early literacy curriculum (in force since September 2016) which provides – unlike the previous one – a wide range of purposeful literacy practices and literacy events. The study compares graduates of previous early childhood literacy curriculum (tested in June 2016) with children who attended kindergarten in the years 2016-2019. Several indications of early literacy development were selected especially those that are culturally more sensitive, i.e. are significantly shaped by the social environment offering the broad spectrum of reading experiences. The results show statistically significant relationship of story listening comprehension with comprehension monitoring and narrative production, especially at the level of understanding the implicit meaning. The most profound group differences were found again in narratives and implicit meaning comprehension. On the other hand, no differences were found in indicators of phonemic awareness, comprehension monitoring and understanding the explicit meaning. The results are discussed in terms of their implications to educational practice.
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