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This study is a mixed design study on a sample of 87 respondents to a questionnaire in the Information Studies and Library Science program in Brno that identifies their attitudes towards hybrid teaching. Hybrid teaching is understood as synchronous education with the choice of participating in an online or face-to-face educational session. The students declared that they prefer this form of education and wish to continue using it long term. The study shows that students in the online environment prefer more passive and individual forms of educational interaction because they are connected to such education and can concentrate on it. The study offers a basic description of the phenomenon and identifies further areas for developing educational approaches and activities.

Studie s využitím filozofické interpretace literárních textů dle Petříčka analyzuje románové texty dvou autorů – Murakamiho a Houellebecqa – s ohledem na identifikaci prvků krize modernity. Studie pojmenovává jednotlivá témata, která je třeba novým způsobem v procesu edukace pojmout s ohledem na Latourovu tezi, že společnost, v níž žijeme, je moderní nikoli autenticky, ale pouze vnějškově. Jednotlivé aspekty krize modernity jsou analyzovány v rámci filozofie edukace. Tímto způsobem je analyzováno devět dílčích témat – magie, jídlo, pobyt, přiměřenost, tělesnost, krize jistoty, krize technizované společnosti, krize štěstí a krize spirituality. Studie ukazuje, že pokud má vzdělávání sloužit jako hermeneutická výbava pro život ve světě, je třeba některé jeho přístupy nebo koncepty znovu promyslet či nově reflektovat.

Chatbots without artificial intelligence can play the role of practical and easy-to-implement learning objects in e-learning environments, allowing a reduction in social or psychological isolation. This research, with a sample of 79 students, explores the principles that need to be followed in designing this kind of chatbot in education in order to ensure an acceptable outcome for students. Research has shown that students interacting with a chatbot without artificial intelligence expect similar psychological and communicative responses to those of a live human, project the characteristics of the chatbot from the dialogue, and are taken aback when the chatbot does not understand or cannot help them sufficiently. The study is based on a design through research approach, in which students in information studies and library science interacted with a specific chatbot focused on information retrieval, and recorded their experiences and feelings in an online questionnaire. The study intends to find principles for the design of chatbots without artificial intelligence so that students feel comfortable interacting with them.

This research endeavours to systematically investigate the multifaceted domain of AI literacy, given the pervasive impact of artificial intelligence on diverse facets of contemporary human existence. The inquiry is motivated by a fundamental question posed to educators: how best to cultivate AI literacies and competencies and how these proficiencies are structured and influenced. Employing a rigorous two-part methodology, the initial phase scrutinises 28 studies from the SCOPUS database, unveiling five distinct discourses germane to AI literacy. Subsequently, the second phase involves the administration of questionnaires to 73 students, whose responses undergo thematic analysis to discern patterns within the four domains delineated by Ng et al. The ensuing discourse underscores a pivotal revelation: despite formal adherence to established discourses, the conceptualisation of AI literacy necessitates a departure from conventional perspectives. Ethical principles, elucidated by students, emerge not merely as individual components but as integral facets of a broader societal literacy profile, thereby advocating a paradigm shift towards social reflection. This novel insight prompts a critical re-evaluation of AI literacy’s prevailing assumptions and conceptual frameworks, urging a transition towards models grounded in ecological or network dynamic interactionist principles.

Social pedagogy tends to be primarily associated with the education of people from vulnerable target groups or with leisure pedagogy. An essential part of the social pedagogical practice is also the folk education process, which was already linked to the Masaryk ideal of an educated and industrious society before the establishment of independent Czechoslovakia and which was carried out through libraries. After 1948, this ideal was transformed into the idea of the 'new socialist human', in whose formation libraries played a significant role. This study aims to use contemporary literature and archival documents to view libraries as instruments of all-people education through work with the reader. It will show that libraries throughout the period analysed (1918-1989) played the role of important social pedagogical institutions that are unfairly overlooked in disciplinary discourse. They draw on the anthropological discourse of social pedagogical practice. This paper focuses on the search for general structures in library practice, from work with workers and peasants in the form of reading in the fields, mass work with readers, the Fucik badge competition, to discussions with readers. All of this contributed in a fundamental way to the formation of anthropological models associated with socialist man. A certain discontinuity in continuity transformed the humanist ideals of the library of the First Republic.

The operation of unmanned aircraft systems in shared airspace can serve as an accelerator for the global economy and a sensitive addition to the existing mix of transportation modes. For these reasons, concepts of Unmanned Traffic Management have been recently published, defining advanced rules for all potential participants in the operation of unmanned systems. Airspace primarily dedicated to automated unmanned system operations, referred to as U-space in Europe, needs to be designated with consideration for the surrounding airspace. This is especially important in cases where the airspace is controlled, and when declaring U-space airspace, it is necessary to pay particular attention to the density of surrounding air traffic. The goal of this article is to assess the suitability of establishing U-space airspace for Urban Air Mobility in terms of traffic density in a controlled area above the selected metropolis, which is Prague, Czech Republic. To achieve this goal, data on air traffic in the given area were analyzed to obtain precise information about the traffic distribution. Areas in which the establishment of U-space airspace is possible both without implementing dynamic reconfiguration and with the application of the dynamic reconfiguration concept were also selected. The result is the determination of whether it is possible to establish U-space in airspace, as in the analyzed case of the Ruzyně CTR, U-space can be introduced in 83 % of the territory.

This article presents a review of research studies related to the theme of barriers to inclusive education in primary schools. The basic data set for our study consisted of 27 expert articles selected from the Web of Science and Scopus databases according to clearly defined criteria. The result of the analysis provided findings that appear across all the texts. The research questions of this review study are what the barriers to inclusion in primary schools are, what we know about them, and whether there are ways to reduce them. We focused in more detail on the themes of discrepancies between legislation and practice, teaching barriers in the classroom, transdisciplinarity and inter-professionalism, and methodological specifics. In the analysis and discussion, we delineate the essential points of the individual articles by searching for similarities and differences among the texts.

Information poverty is one of the most severe challenges for today's society, manifesting itself in the economic, social, cultural and political spheres. This form of poverty is almost unreflected in social pedagogy, and in the Czech environment, it lacks a more systematic theoretical interpretation. Therefore, this theoretical study offers an introductory exposition of the issue, draws attention to the present discourses in the approach to information poverty, and provides an opportunity to reflect on the phenomenon, approaches or definitions of social pedagogy. The study aims to define, describe and present the concept of information poverty as a socio-pedagogical phenomenon that can be managed thanks to appropriate transdisciplinary cooperation between libraries, librarians and social educators.

Imersivní virtuální realita představuje významný trend v oblasti vzdělávacích technologií. Kvalitativně orientovaná přehledová studie se snaží popsat nejvlivnější (dle počtu citačních ohlasů) studie zařazené v databázi SCOPUS, které se věnují imersivní virtuální realitě ve vzdělávání. Jde o významný trend, který může proměnit charakter vzdělávání jak z hlediska jeho formy, tak také obsahu nebo rozvíjených kompetencí. Přehledová studie analyzuje 15 textů z databáze SCOPUS. Zaměřuje se na SWOT analýzu vyplývající z těchto textů a reflektující edukační možnosti využití této technologie ve vzdělávání. Nepůjde nám tedy o komplexní pohled na celou problematiku, ale o identifikaci nejvýraznějších silných a slabých stránek, výzev a hrozeb v textech, které na tvorbu odborného (a sekundárně i edukačně-aplikačního) diskursu mají největší vliv. Studie ukazuje, že i přes reálně existující problémy a limity této technologie (v oblasti technického zpracování i poznatků v pedagogice a psychologii) jde o téma, kterému je třeba věnovat vysokou míru pozornosti, neboť umožňuje zásadní transformaci některých vzdělávacích postupů.

Introduction: Narrow Band Imaging (NBI) is an endoscopic optical imaging enhancement technology that improves the contrast of mucosal surface texture and enhances visualization of mucosal and submucosal vasculature. Due to its properties, it can visualize suspected malignant or precancerous lesions earlier than conventional white light endoscopy. The aim of this study was to analyze the benefit of NBI in visualization of precancerous and malignant lesions in preoperative and intraoperative diagnostics and correlation with histopathologic results. Methods: A total of 589 patients with suspicious laryngeal or hypopharyngeal lesion were investigated using conventional white light endoscopy (WLE) and NBI endoscopy with high-definition TV (HDTV NBI) from 10/2013 to 12/2019. Patients were divided into two groups based on pre-operative NBI examination (group A, 345 patients) and intraoperative NBI examination (group B, 244 patients). All suspicious lesions were graded to 5 types of Ni classification and correlated with histopathologic results. The SPSS version 8.0.4 statistical software package was used for statistical analysis. In diagnosing premalignant and malignant lesions sensitivity, specificity, positive predictive value, and negative predictive value were calculated. Results: The agreement between NBI endoscopy and histopathological analysis in group A was statistically significant (Қ = 0.76, p < 0.001), with a sensitivity of 86.2% (95% IS: 65.4–95.2) and specificity of 90.9% (95% IS: 70.6–94.1). Moreover, in group B was proven almost perfect agreement between NBI and histopathological analysis (Қ = 0.8461, p < 0.001), with a sensitivity of 84.0% (95% IS: 60.2–92.4) and specificity of 96.0% (95% IS: 87.0–99.2). Conclusions: Based on our results, NBI using the Ni classification has great potential in improving diagnosis of precancerous and malignant lesions and correlates strongly with histopathologic results. It serves as a useful adjunct to white light endoscopy in the diagnosis of laryngeal and hypopharyngeal lesions, especially using HDTV NBI.

Teoretická studie popisuje problematiku kyberprostoru jako ontologicky i epistemicky závažného fenoménu měnícího základní způsoby uchopování (lidské) existence a její realizace. Nástup technologií má za následek mimořádně intenzivní propojovánívšech komunikujících aktérů, kteří jsou spolu vzájemně provázáni, a tato vazba ovlivňuje komplexním způsobem jejich chování. Jako východisko pro vhodný popis bytí ve světě, v němž hraje důležitou roli právě kyberprostor, se jeví Floridiho koncept onlife bytí spojující oba světy. Vnámi navrženém řešení o něm budeme hovořit ve vztahu ktělesnosti atělesným aspektům spojeným se strukturací poznání. Tento přechod od online a offline konlife ssebou nese nutnost zásadním způsobem znovu uchopit fenomén multikulturality jevící se jako základní myšlenkový konstrukt pro pochopení světa, v němž zakoušíme onlife bytí. Multikulturality nikoli jako fenoménu čistě antropocentrického, ale jako širšího prostředku pro strukturaci poznání ve světě stále méně rozlišujícíhomezi technikou a živými objekty. Přesto se zdá, že živé organismy mají něco, co technika nemá a mít nemůže –tělo jevící se jako zásadní pro formování zkušenosti. Studie naznačuje směr uchopení multikulturality překonávající subjekt-objektové paradigmaa stavící na zkušenostním realismu.

Working with digitized cultural heritage is an important aspect of education. This article offers research on the interaction of pupils and teachers with digitized cultural heritage processed in the Twine2 environment, focusing on exploring the potential use of digital nonlinear stories in the teaching of humanities in high schools. The aim of this study is to describe the design process that led to the creation of 16 innovative educational resources, and to present the results of their pilot testing and evaluation, which subsequently took place among participating teachers and pupils. For the evaluation, we used a mix of design methods, combining a quantitative and qualitative approach. Both the teachers and the pupils were asked about their experience and takeaways from the interaction with the resources offered. The findings show that presenting educational content in the form of a nonlinear interactive story is a suitable alternative to the traditional frontal educational approach, as both teachers and pupils perceived the resources as intuitive, appealing, and effective in helping to achieve the set educational goals. The study also highlights some key recommendations for future designers of nonlinear interactive stories, which emerged from the respondents’ feedback.

Background: This study focuses on the hearing threshold for bone conduction (BC) after middle-ear surgery. Methods: A total of 92 patients (120 ears) were treated for newly diagnosed chronic otitis media with cholesteatoma (2013–2018). BC was examined at frequencies of 0.5, 1, 2, and 4 kHz prior to and 1 year after surgery. STAM classification for cholesteatoma location, EAONO/JOS for stage, and surgery according to SAMEO-ATO classification were applied. The bone conduction threshold was compared for individual frequencies in patients with occurrence/absence of cholesteatoma in different locations. Results: For the occurrence of cholesteatoma in the attic (A), a statistically significant difference was found at 4 kHz (p < 0.001), in the supratubal recess (S1) at 4 kHz (p = 0.003), and for the mastoid (M) at 0.5 kHz (p = 0.024), at 1 kHz (p = 0.032), and at 2 kHz (p = 0.039). Conclusions: Cholesteatoma location can influence the post-operative hearing threshold for bone conduction.