Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors

Supporting Academic Writing and Publication Practice: PhD Students in Engineering and their Supervisors This poster documents the bottom-up efforts leading to the establishment of an academic writing support program for doctoral students at an engineering university in the Czech Republic (CR). To defend their dissertation, by law Czech doctoral students have to have published their research. Moreover, many faculties require their doctoral students to publish in prestigious English-medium journals, which is a challenge even for the students’ supervisors. Although publication requirements prior to dissertation defence are becoming common in many countries (Kamler and Thompson, 2014; Kelly, 2017), Czech students often face a challenge of writing in the absence of any prior writing support, where insufficient knowledge of English only adds an extra hurdle to the already difficult task of argumentation absent in Czech schooling. CR has a comparatively high number of doctoral students, but also alarmingly high drop-out rates with more than 50% students not finishing their studies (Beneš et al., 2017). In part, this is due to the students’ difficulties to publish (National Training Fund, 2019). This challenge could be addressed with systematic writing development, but Czech educators and dissertation supervisors are not commonly aware of composition being teachable as we learned from our preliminary study on writing support in doctoral programs in several Czech universities (Rosolová & Kasparkova, in press). While supervisors and university leaders tended to see writing development as a responsibility of the students, the doctoral students were calling for systematic support.  We strive to bring attention to the complexity of writing development and introduce a discourse on academic writing that conceives of academic writing as a bundle of analytical and critical thinking skills coupled with knowledge of rhetorical structures and different academic genres. We show how these skills can be taught through a course drawing on the results from a needs analysis survey among engineering doctoral students, the target population for this course (for more information on the survey, see Kasparkova & Rosolová, 2020). In the survey, students expressed a strong interest in a blended-learning format of the course, which we base on a model of a unique academic writing course developed for researchers at the Czech Academy of Sciences, but not common in Czech universities. Our course is work in progress and combines writing development with library modules that frame the whole writing process as a publication journey ranging from library searches, to a selection of a target journal and communication with reviewers. Because we are well aware that a course alone will not trigger a discourse on writing development in Czech higher education, we also plan on involving a broader academic community through workshops for supervisors and a handbook on teaching academic writing and publishing skills for future course instructors. Colleagues at EATAW 2019 conference commented on the poster sharing their difficulties from the engineering context and for instance suggested a computer game to engage engineers. This resonated with our plan to invite our engineers into the course through a geo-caching game – for more, see Kasparkova & Rosolová (2020). References Beneš, J., Kohoutek, J., & Šmídová, M. (2017). Doktorské studium v ČR [Doctoral studies in the CR].  Centre for Higher Education Studies. https://www.csvs.cz/wp-content/uploads/2018/10/Doktorandi_final_2018.pdf Rosolová, K. E., & Kasparkova, A. (in press). How do I cook an Impact Factor article if you do not show me what the ingredients are? Educare. https://ojs.mau.se/index.php/educare Kamler, B., & Thomson, P. (2014). Helping Doctoral Students Write (2nd edition). Routledge. Kasparkova, A., & Rosolová, K. (2020). A geo-caching game ‘Meet your Editor’ as a teaser for writing courses. 2020 IEEE International Professional Communication Conference (ProComm), Kennesaw, GA, USA, 2020, pp. 87-91. https://doi.org/10.1109/ProComm48883.2020.00019 Kelly, F. J. (2017). The idea of the PhD: The doctorate in the twenty-first-century imagination. Routledge. National Training Fund. (2019). Complex study of doctoral studies at Charles University and recommendations to improve the conditions and results. Report for the Charles University Management. Prague

Between monologue and dialogue: An interpretation of Buber's book I and Thou

Tato práce je věnována kritickému výkladu spisu Já a Ty ve snaze definovat hlavní body dialogické filosofie Martina Bubera. Po zařazení díla do kontextu dobového (období po první světové válce), kulturního (vliv chasidismu) a filosofického (opozice vůči imanentismu, monismu, idealismu, transcendentální filosofii aj.), je hlavním cílem práce pochopit lidskou osobu v její celkové situaci, v možnosti jejích vztahů, i v poměru k předmětnému světu. Jsoucí je představeno jako nutně podvojná struktura, popsatelná pomocí dvou základních dvojic slov Já-Ty a Já-Ono. Dialog, který je lokalizován do oblasti "mezi" Já a Ty, je oproti běžnému použití tohoto pojmu pochopen jako specifická interakce člověka a jeho okolí vyjádřitelná metaforickou strukturou oslovování-odpovídání, ve které je vyjádřena základní osobní povaha dialogu, stejně jako jeho vzájemnost a přímá návaznost. Dialog je dále definován jako zásadní postoj ke světu, který odhaluje člověku pravé, bezprostřední, transcendentní poznání a zároveň sám zakládá skutečnost. V závěru je dialogické chápání světa porovnáno s alternativním monologickým životem člověka, který zakotvuje ve světě slova Ono. Klíčová slova: personalismus, dialogická filosofie, chasidismus, filosofie náboženství, poměr, podvojnost; Já-Ty, vztah, setkání, dialog, rozhovor,...This paper is devoted to a critical analysis of the book I and Thou in the attempt to identify the main points of the dialogical philosophy as presented by Martin Buber. The introductory passages present the background of the book in terms of time (the era after WWI), cultural background (the influence of Hasidism), or the history of philosophy (an opposition to immanentism, monism, idealism, transcendental philosophy etc.). The main goal of the following interpretation is to try to understand man as a person in his complex existential situation, i.e. through his potential relationships or objectifying attitudes to the world. Being is described as a dual structure either of the basic pair of words I-Thou or of the basic pair of words I-It. As opposed to the usual use of the term, dialogue is defined as a specific interaction of man and the remaining world metaphorically expressible by the structure of addressing-responding. By this scheme, the characteristic reciprocity and direct continuity is expressed. The dialogue is also placed in the area "between" I and Thou, which mediates the genuine, immediate and transcendental knowledge constituting the reality. Finally, the dialogical attitude is compared and contrasted to the monological comprehension of the world. Key words: personalism, dialogical...Institute of Philosophy and Religious StudiesÚstav filosofie a religionistikyFaculty of ArtsFilozofická fakult

Freya organisation

TITLE: Freya organisation AUTHOR: Rosolová Tereza DEPARTMENT: Department of Special Pedagogy SUPERVISOR: PhDr. Monika Mužáková, PhD. ABSTRACT: This these sis discussing the topic of sexuality of disadvantaged individuals and relevant sexual assistance. Primarily It focuses on examining of the Freya organisation, which provides education, consultations and other supporting services in the field of sexuality of disadvantaged and older individuals. The first part of the theoretical part focuses on sexuality, sexuality of disabled individuals and the terminology and the origin of sexual asistance in the Czech republic and other countries. Also compares sexual assistance systems in selected European countries. The second chapter is examining the Freya organisation. In particular characteristics, history, goals, principles and specific services. In particular Its characteristics, in depth history, which is supproted by comparisons of sexual asistance systems in other selected Europe countries, their goals, principals and services. The practical part will be delivered by structed interview with the use of qualitative research. The goal of practical part was to examine differences or alikeness in the sexual assitance services in Freya organisation from the first beginnings and today from the point of view of...NÁZEV: Organizace Freya AUTOR: Rosolová Tereza KATEDRA (ÚSTAV): Katedra speciální pedagogiky VEDOUCÍ PRÁCE: PhDr. Monika Mužáková, PhD. ABSTRAKT: Tato bakalářská práce zabývá sexualitou u osob se znevýhodněním a související sexuální asistencí. Především kompletním zkoumáním organizace Freya, která se zabývá vzděláváním, poradenstvím a dalšími aktivitami v oblasti sexuality lidí se zdravotním znevýhodněním a seniorů. První část teoretické části se věnuje sexualitě, sexualitě osob se zdravotním znevýhodněním a sexuální asistenci, terminologii a vzniku v České republice i v zahraničí. Dále stručně komparuje systémy sexuální asistence ve vybraných státech Evropy. Druhá část zkoumá organizaci Freya. Zabývá se zejména její charakteristikou, podrobnou historií, jejími cíli a principy. Výzkumná část bude zprostředkována pomocí strukturovaného rozhovoru s otevřenými otázkami za využití kvalitativního výzkumu. Cílem výzkumné části práce je zjistit rozdílnost, případně shodnost poskytování sexuální asistence skrze organizaci Freya na úplných počátcích a dnes, a to z pohledu respondentů z různých pozic směrem k organizaci Freya. Teoretická část si klade za cíl uvedení do oblasti sexuality a sexuality u osob se zdravotním znevýhodněním, podrobné uvedení do sexuální asistence, poslední kapitola teoretické části důsledně...Katedra speciální pedagogikyFaculty of EducationPedagogická fakult

The drug consumption rooms as one of the possible harm reduction tools?

Tato diplomová práce se zabývá velmi kontroverzním tématem, před kterým však není možné zavírat oči. Zneužívání návykových látek jde ruku v ruce s existencí lidstva a je tak nutné tento fakt přijmout a pracovat s jeho následky. Téma Aplikační místnosti jako jeden z možných nástrojů harm reduction jsem si zvolila na základě své profesní, ale i osobní zkušenosti. Okolí městské částí Anděl na Praze 5, kolem kterého se intenzivně pohybuji, je značně významnou drogovou scénou v Praze. Příčinou je především přesun drogové scény během pandemie COVID-19. Na Praze 5 se ještě před dvěma lety nacházela dvě kontaktní centra pro osoby užívající návykové látky, z tohoto důvodů se v okolí center kumuloval vyšší počet uživatelů drog, kteří jsou spojovány s nárustem kriminality, zhoršení čistoty a hygienických podmínek v této městské části. Jako jedno z možných řešení vidím právě zavedení aplikační místnosti. Kontroverzní téma, kterým se již odborná i široká veřejnost zabývala, do nedávna stála pouze v teoretické rovině. V září roku 2023 vznikl pilotní projekt mobilní aplikační místnosti v Brně, což vidím jako průlomové a doufám, že cílem této diplomové práce bude rozšíření informací o této problematice, která by mohla vést k implementaci služby u nás. Cílem této diplomové práci je tedy poskytnout...11 Abstract This thesis delves into a highly contentious subject that demands acknowledgment. Substance abuse is intricately linked with human existence, necessitating the recognition of this reality and the subsequent addressing of its repercussions. The topic of Drug Consumption Rooms (DCRs) as a viable harm reduction measure was selected based on both professional expertise and personal insights. The vicinity of the Anděl district in Prague 5, where I am actively involved, serves as a notable hub of drug activity in Prague. This is chiefly attributed to the shifting of the drug scene amid the COVID-19 pandemic. Merely two years ago, Prague 5 hosted two contact centers for drug users, resulting in a heightened concentration of substance users in the area. This surge correlated with an uptick in criminal activity and a decline in cleanliness and hygiene standards in the district. Among the potential remedies, the establishment of DCRs stands out. Despite its contentious nature, which has garnered attention from experts and the public alike, this idea has largely remained theoretical until recently. In September 2023, a pioneering pilot project of a mobile DCR was initiated in Brno, marking a significant breakthrough. It is my hope that this thesis will foster greater awareness of this issue, potentially...HTF - Katedra psychosociálních věd a etikyHusitská teologická fakultaHussite Theological Facult

How Do I Cook an Impact Factor Article If You Do Not Show Me What the Ingredients Are?

Doctoral studies in the Czech Republic are highly individualized with little coursework outside the supervisor/supervisee dyad, and the PhD students are mandated to publish prior to the dissertation defense. This mandate is troublesome because writing development has been on the fringes of the Czech education culture. In addition, the publications often must be in English, and many doctoral students struggle with English. In this exploratory study, we examined how this mandate translates into practice, how doctoral students learn to meet the requirements and how university administrators/supervisors perceive doctoral writing development. To answer our questions, we interviewed 7 university administrators/dissertation supervisors and 7 doctoral students from various backgrounds and universities, looking for diverse views on the issue. Our analysis confirmed the formal status of supervisors as the key doctoral writing literacy brokers. While the supervisors acknowledged their role, they also tended to view doctoral writing as a matter of self-study and funding, thus indirectly emphasising the publication outcomes. In contrast, doctoral students called for structured support of their writing processes. We propose a systemic approach to introduce writing pedagogies into the Czech discourse. With this study we hope to contribute to research on doctoral writing for publication of EAL (English as an Additional Language) students in Central Europe.

EATAW 2021

Two years have gone by, and it is time for us to meet again. Because the EATAW conference alternates with the conference of the European Writing Centers Association (EWCA), our plan had been to build on EWCA’s theme of “empowerment” in writing centers planned for the meeting in Graz in 2020. However, the covid-19 pandemic hit and EWCA could not take place. A year later, it was far from clear whether EATAW could take place, or in which form. We debated this a great deal, asked you all in a survey and then decided to go online, crossing our fingers that enough people would register. And here we are, ready to see you virtually on July 7 and 8, 2021 and still connect to EWCA intentions with our theme “The residence of writing and writing support.” If you are wondering about the connection of this theme to empowerment, we were thinking that the various forms and approaches in writing support and writing centers depend on where the support comes from and who provides it. Even though EWCA caters to writing center practitioners and EATAW to teachers, we all deserve to pause and revisit the foundations. More specifically, we should ask seemingly simple questions, some of which have been here for decades but may still be unanswered in certain contexts and/or in contexts that keep changing, such as the following: Who are we? • Who are we as teachers of academic writing? • What do we need to know directly to support academic writers at any level? • What else do we need to know to teach academic writers so that they can prosper? Where do we work? • Where DOES, SHOULD, and COULD writing support reside? • What are the different models universities have to support writing? • How is writing support defined? What is our field? • (How) has academic writing become a field? • How do we know? • How has teaching of writing made a difference in your contexts? How do technologies help us? • How digital are we? • How are we affected by the impact of technologies? • What has the pandemic taught us about the technologies? Who are other stakeholders in academic writing support? • How do libraries approach/support academic writing? • What is the role of journal editors, publishers, and reviewers? • Who have we lost, and what new partnerships have we made? Moreover, our theme explores the essence of our work and professional identity in an unprecedented time of the covid-19 outbreak that has put more things in motion than we could have ever imagined. Therefore, we added the question of: What has changed recently? • How has the residence of writing support changed as we have shifted to working remotely? • What have the quarantines taught us about the particular nature of proximity? • What have we lost/gained? We very much appreciate the wide interest of the EATAW community in the topics. We invite you to view this time as an opportunity for self-reflection and exploration of new things, and we are excited to see so many fascinating responses to the theme. Welcome to EATAW Conference 2021 and enjoy.Ostrav

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communitie

Cognitive Operations in Teachers’ Development of Reflective Skills: WANDA Group reflection in a Czech primary school

In the current rapidly changing world, demands on teacher quality and teacher change are ever- increasing. One important and powerful way to transform schools is through teacher professional development focusing on teachers’ reflective skills. But the development of reflective skills is challenging not only from a practical standpoint but also in terms of the demands it places on teachers’ cognitive operations. In our study we examined how a specific highly-structured method called WANDA facilitates the development of teachers’ reflective skills. WANDA is a form of professional development through group reflection embedded in a five-stage reflective cycle. We connected the stages with cognitive operations employed in the development of reflective skills, and assessed how teachers respond to each stage. Our case study draws on a qualitative research inquiry including semi-structured interviews with nine WANDA participants who teach in a Czech primary school. Our results show that a crucial phase of WANDA that comes early in the process imposes very high demands on teachers’ cognitive operations. Teachers might be better prepared to engage in this phase if it comes later in the process and is swapped with another stage that the teachers found highly engaging and fun thanks to its playful form. Overall, WANDA appears to be a meaningful tool in developing teachers’ reflective skills, leading them to metacognition, the ultimate peak of self-reflection. Keywords: professional development, WANDA method, group reflection, professional learning communitie

Academic writing and phrasebanks

Scholars have previously conceptualized academic writing as both process and product. Academic phrasebanks are a tool in which these two conceptions intertwine, i.e., where the products, existing texts such as journal articles, are broken down into smaller units such as steps and phrases, which are then used in the process of producing new texts. In this article, we examine the possibilities and limits of collecting these smaller units for research and didactic purposes, presenting a newly established phrasebank in this context. First, we consider various scholarly and pedagogical approaches to academic writing. We then provide an overview of existing academic phrasebanks, primarily the seminal University of Manchester Academic Phrasebank created by John Morley, focusing on how its principles and structure have been utilized to create similar tools for other languages. We subsequently describe the design and creation of the Czech Academic Phrasebank, the innovative character of which is its link to the Czech National Corpus, specifically a subcorpus of Czech scholarly articles. The processes of conceptualizing the phrasebank, its basic units and functions, excerpting phrases, linking to the corpus, and the various problems encountered throughout are reflected. We conclude by outlining directions for the phrasebank’s use in Czech-language genre-based pedagogy.Web of Science84432130