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Jolana Tothová

Abstract

The Collection of the Working Class Movement Museum results from a fusion of three Prague museums – the Klement Gottwald Museum, the V. I. Lenin Museum and the Julius Fučík Museum, which were taken over and completed by the Working Class Movement Museum in 1990. For the reason of securing the completeness of the Collection, the Working Class Movement Museum donated it to the National Museum in 2014. The Collection of hundreds of thousands of items consists of collectibles (e.g. works of visual art, posters, military objects, flags and standards, honours and documents of social events and also photographic and film materials), archive records (some personal possessions of Klement Gottwald, Antonín Zápotocký, Julius and Gusta Fučík, a collection of the written materials and of the small prints and archives of the original museums) and library items (publications from the 19th and 20th centuries focused on the history of the social movements and the processes). This paper presents both the origins and the content of the Collection and summarises the process of its change of location and deposition and also the creation of the new concept regarding the treatment of the museum funds.

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Otakar Kirsch and Lucie Jagošová

Abstract

The aim of the presented study is to bring together almost fifteen years of the Centre for the Study of Museology of the Charles University’s Faculty of the Arts at the National Museum in Prague (herein - after referred to as the Centre), one of the most important contemporary methodological and educational centres in the field of museology. The subject of interest will gradually become an analysis of the factors and phenomena that led to its establishment in 1967, including the theoretical concept of the head of the Centre, Jiří Neustupný, which became the starting point for the final form of its curriculum. In addition to outlining the structure for the curriculum for the students of Charles University’s daily study and for the museum staff and introducing personalities who have participated in educational activities, the text also deals with its non-teaching activities (such as research and methodological activities, cooperation within both the domestic and the international museum organisations, while collecting and publishing museological literature). The work was created to commemorate the 50th anniversary of the museological centre which is recognised by international authorities and, as the first one, this work seeks to map its development.

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Pirjo Harjanne, Claudio Díaz Larenas and Seppo Tella

Abstract

This article reports Chilean and Finnish foreign-language (FL) teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT) is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”), whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

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Mansoor Ahmed Channa, Abdul Malik Abassi, Zaimuariffudin Shukri Nordin, Jam Khan Muhammad and Rubina Shaheen Arain

Abstract

The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

Open access

Agata Buda

Racial Theory”. Classics and Imperialism in the British Empire , edited by Mark Bradley, Oxford University Press, pp. 94-120. Connor, P. (1989). “Cast-Collecting in the nineteenth Century: Scholarship, Aesthetics, Connoisseurship”. Rediscovering Hellenism. The Hellenic Inheritance and the English Imagination , edited by G. W. Clarke, Cambridge University Press, pp. 187-236. Genette, G. (2014). Palimpsesty. Literatura drugiego stopnia . Translated by Tomasz Stróżyński and Aleksander Milecki, słowo/ obraz terytoria. Haynes, K. (2006). “Text, Theory