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Lecturer(s)
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Franc Jaroslav, doc. Mgr. Th.D.
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Cincialová Marta, Mgr. Th.D.
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Parma Tomáš, doc. Ph.D. et Ph.D.
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Opatrný Dominik, doc. Mgr. Th.D.
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Sedláková Renáta, doc. Ph.D.
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Motal Jan, doc. MgA. Ph.D.
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Müllerová Veronika, Mgr. Ph.D.
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Vetešková Michaela, Mgr.
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Štverák Michal, ThLic. Ph.D.
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Course content
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defining the topic of the bachelor's project and its academic context; formulating the problem, the main objective, and any subsidiary objectives; defining key concepts and the theoretical framework; working with scholarly literature and other relevant sources; strategies for searching for scholarly information; critically evaluating the relevance, currency, academic quality, and credibility of sources; working with academic texts, paraphrasing, summarising, and citing; the structure of an academic text; formulating arguments and working with different scholarly perspectives; synthesising knowledge and formulating conclusions; linking the theoretical part to the practical output; academic integrity, citation ethics, plagiarism, and the ethical use of information sources; addressing the limitations of the chosen approach.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming)
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Learning outcomes
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The aim of the course is to prepare students for the independent development of the theoretical part of their bachelor's project in the form of an academic text thematically related to the practical part of the project. Students will acquire methods for selecting and defining a topic, formulating a research problem and research objectives, searching for and critically evaluating scholarly sources, working with academic literature, and academic writing. The preparation also includes adherence to the principles of academic integrity, citation ethics, and the professional and ethical use of sources.
Inquiry and Analysis One of the most important competencies for this seminar. Students systematically define a topic, engage with existing knowledge, select an appropriate approach, analyse information, and formulate conclusions. Relevant areas include topic selection, the state of knowledge, analysis, conclusions, limitations of the work, and future research. Information Literacy Students learn to determine what information they need, search for relevant scholarly sources, critically evaluate their quality, and use information effectively and ethically. Relevant areas include determining the extent of information needed, accessing information, evaluating the relevance of information, using information effectively, and working with information ethically. Critical Thinking Students critically evaluate scholarly sources, compare different approaches and perspectives, work with arguments, and formulate their own academically grounded conclusions. Relevant areas include working with evidence, context, assumptions, different perspectives, and logical conclusions. Integrative Learning This competency is particularly important because the theoretical part must be connected to the practical output. Students transfer knowledge and methods acquired throughout their studies to a new and complex project and connect knowledge from different fields. Relevant areas include the transfer of knowledge and the ability to create a coherent whole from multiple parts and perspectives.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Student performance
Students are required to consult individually with their supervisor. Unless the supervisor determines otherwise and provides a consultation schedule, it is the student's responsibility to initiate and attend consultation meetings on a regular basis.
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Recommended literature
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Booth W.C., Colomb G.G., Williams J.M. The craft of research (Chicago Guides to Writing, Editing, and Publishing). Chicago. 2016.
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Disman, J. (2002). Jak se vyrábí sociologická znalost. Praha.
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ECO, U. (1997). Jak napsat diplomovou práci. Olomouc.
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Šanderová, J. (2005). Jak číst a psát odborný text ve společenských vědách: několik zásad pro začátečníky.. Praha.
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