Typy herních příležitostí cimbálových muzik na Slovácku

Reviewed by: Regional Literature and the Transmission of Culture: Chinese Drum Ballads, 1800-1937 by Margaret Wan Mark Bender (bio) Margaret Wan. Regional Literature and the Transmission of Culture: Chinese Drum Ballads, 1800-1937. Cambridge, MA: Harvard University Press, 2020. xxii, 430 pp. Hardcover $75.00, isbn 978-0-674-24118-3. Margaret Wan's latest monograph, Regional Literature and the Transmission of Culture in North China: Drum Ballads 1800-1937, is the culmination of years of [End Page 118] careful and intense scholarship on the subject of northern Chinese "drum ballads" (guci) (p. 71) in the culmination of not only some of the author's major academic interests, but just as importantly the integration of over three generations of scholarly work in the still-understudied field of Chinese oral and oral-connected literature. It is a landmark work in the fullest sense. The work is a deep study of prosimetric narratives transmitted by parallel, and distinct, oral and written means. Numerous styles of orally performed drum ballads that mixed verse, speaking, and simple monologue or dialogue of characters to the accompaniment of patterned percussive beats were performed throughout parts of north, northeast China, and to an extent, southward. The major focus of the book, however, is on the written strand of the tradition, spanning a period from 1800 to 1937. These texts seem in various ways connected to oral traditions, though what those connections may be has been an ongoing question, as with similar situations between other regional oral and written traditions in China. Discussions throughout the chapters utilize a corpus of about fifty drum ballad texts, most with plots concerning judges and court cases, contextualized within intimate social settings, larger historical trends, and regional contexts, and transmitted in various written formats. The model of transmission of themes, ideas, and even material texts typically includes moves from a nexus of works associated with regional capitals to those "deep in the countryside" that "suggest nested layers of identity" within local cultures (p. 286). In the author's words, a main goal of the work is to see how drum ballads help "investigate important inter-related questions about the relationship between popular literature (oral and written), the formation of regional cultures, and 'national' culture; and about the role that printing (in a variety of technologies) plays in spreading culture" (p. 23). The volume draws comprehensively on relevant studies in vernacular literature and related fields to give readers tools to examine the larger picture of traditions of Chinese oral performances (close to four hundred) and especially the oral-connected written text traditions (fewer in comparison), often marked with regional characteristics, including local conventions, dialects, and audiences/readerships. While other studies have explored questions related to regional Chinese oral performance and oral-connected literature, few to date have presented such a focused and thought-provoking discussion of a particular "genre" in multiple spaces of circulation and reception in terms of "regional literature" (p. 10), an area that the author feels is understudied in the field of Chinese literature. Chapter 1 directly examines the idea of "regional" or "local" literature (pp. 17-19) in regional and national contexts, which is not only important for understanding drum ballads and other localized styles of oral traditional literature, but also contributes to the larger discussion of the transmission of information and knowledge in the context of a modernizing state and culture. [End Page 119] These topics in a multicultural China are highly deserving of attention simply due to the vast number of regional oral literatures historically in the country. Yet the study is valuable in many more ways. The author offers a pragmatic "connect the dots" manner of dealing with this complexity of local tradition that allows readers to understand the situation of drum ballad traditions in the north, but in southern areas as well, particularly multicultural Shanghai of the early twentieth century. Inspired by Cynthia Brokaw's 2007 work on the distribution of Qing dynasty commercial printing products,1 the author illustrates methods for dealing with local/regional oral-connected text traditions within complex webs of transmission and appreciation that will serve as a model for future studies. Charts showing places and production numbers and corresponding...

Diversity and inclusion are two terms that provide an umbrella for efforts to tackle discrimination, exclusion, and inequality by valuing diversity and promoting inclusion for historically disadvantaged groups across social, organizational, and individual levels. Diversity and inclusion are now academic, political, and professional fields of study and practice. Diversity and inclusion efforts gain meaning and shape depending highly on the spatial, temporal, sociocultural, and symbolic context in which they manifest. There is a spatial dimension to diversity and inclusion, which means different things across different international, regional, national, and organizational contexts. While in some national and organizational contexts, there is support for diversity and inclusion in terms of recognizing, protecting, valuing, and promoting a more comprehensive range of diversity categories and tackling inequalities across these categories, other contexts remain hostile, unsupportive, and adversarial across some sorts of diversity. While eight types of discrimination are unlawful in the UK, class inequalities are not part of equality laws. In India caste caste-related inequalities are targeted by laws. In South Africa, the legal framework promotes reconciliation to address the detrimental consequences of Apartheid. In terms of temporal context, there is a time dimension to equality and diversity efforts. While earlier diversity and inclusion efforts primarily included generic (-etic) categories such as gender, ethnicity, and disability, recently legitimated diversity categories such as sexual orientation, belief, appearance, and age are considered in some countries. Further, there has been a posthumanist turn, which problematizes the domination of human diversity concerns above and beyond those of nature and technology. In recognition of this, diversity and inclusion research now includes new categories such as biodiversity, technological diversity, and interspecies diversity in the posthumanist landscape of diversity and inclusion. The sociocultural context of diversity and inclusion refers to the specific values, beliefs, and practices that shape and underpin how inclusion and exclusion, privilege and disadvantage, and equality and discrimination manifest in different cultural settings. Sociocultural context is highly varied across national and regional settings, making adopting a standardized, one-size-fits-all approach to diversity and inclusion ineffective. The legal context explains what aspects of diversity and inclusion are considered priority categories for protection against discrimination and inequality. Legal regulation and compliance-based work can set the floor and the baseline for diversity and equality interventions in organizations and nation states. Due to variations in regulatory systems, diversity and inclusion efforts at work emerge as idiosyncratic.

Professionalism, influenced by regional context and societal values, is essential in doctor-patient relationships, patient experiences, and clinical outcomes. However, formal education alone fails to cultivate professionalism effectively. Research highlights the hidden curriculum's detrimental impact on medical students' professionalism. Nonetheless, strategies to teach professionalism in specific curriculum areas and to counteract hidden curricula, particularly for clinical clerkships, remain underexplored. This study evaluates a structured, student-led professionalism training program in a clerkship. Over one year, we implemented and replicated an educational intervention on professionalism in four emergency medicine clerkship groups. Grounded in constructivist and transformative learning theories, the intervention aimed to enhance students' reflective capacities by addressing the hidden curriculum. It included briefing sessions on professionalism models and student-led discussions on clinical cases encountered to uncover implicit lessons. Students' understanding was reinforced through anonymous self- and peer assessments of professionalism traits. The impact was evaluated qualitatively through inductive thematic analysis of student reflections and quantitatively through student feedback based on the Kirkpatrick model. The training received highly positive evaluations from students. Quantitative analysis showed significant score increases in knowledge and ability (using the Wilcoxon Signed Rank Test). Students demonstrated the ability to reflect on the hidden curriculum and highlighted three key themes: professional attributes, sociocultural context, and system-level factors. Subthemes included communication, empathy, learning commitment, cultural competence, hierarchy, and family engagement. This study presents a practical clerkship professionalism training model demonstrating that regular case-based discussions and anonymous self- and peer assessments help students identify and reflect on professional behaviors within the hidden curriculum.

This article recounts my search for a context-appropriate way of exploring gender and sexuality issues in an English as a Foreign Language (EFL) classroom. The first half of the article explains why and how I sought a pedagogic strategy that would be educationally effective, institutionally viable, and culturally appropriate-in my case, for EFL students in a cultural studies course at a Christian women's college in western Japan. I sought an approach that would harmonize with the sociocultural context and with principles of effective language learning, as well as affirm the identities and rights of queer-identifying individuals but without reinforcing static sexual-identity stereotypes. The second half of the article illustrates how I used life-history narratives of local Japanese individuals to generate classroom inquiry about issues of gender and sexuality. It presents excerpts from audio-taped class discussions about the experiences of a lesbian university student (Naomi), a gay high school teacher (Kaito), and a transgender schoolmate of one of my students (Reiko). These class discussions indicate that using local queer narratives as teaching material may prove an effective way of exploring issues of sexuality, gender, and language, especially within institutional or regional contexts in which open discussion of sexuality may seem challenging or unfamiliar.

Satisfaction of those needs which are fundamental to life-quality often depends on availability of opportunities related to human and social capital, which in their turn are favoured by education. As in financial and social crises young people with low qualifications are one of the weakest segments in the labour market as they are exposed to work exclusion, long-term scar effects, and vulnerable market position, public institutions must reinforce policies and practices to foster school-to-work transition. European Union indeed advocates the enhancement of entrepreneurial education related policies and practices. As entrepreneurship is however strongly interlinked with formal and informal institutions, socio-cultural and economic contexts, a similar interplay exists between regional context, enterprise education and vocational training. The present work explores characteristics and aptitude towards entrepreneurship possessed by students of vocational education and training centres in the Italian Veneto region as a case study to explore the degree to which low qualified young students, in contact with an entrepreneurial formal or informal environment, show higher level of knowledge, propensity, self-efficacy and aptitude towards entrepreneurship. Some implications for entrepreneurial education and policies are provided.

Gender-based violence (GBV) remains one of Indonesia's most critical social issues, with thousands of cases reported annually and only a small proportion addressed legally. While global feminist movements like #MeToo and Ni Una Menos have been widely studied, there is limited research on localized feminist activism, particularly in regional contexts. This study explores the Women’s March Medan as a localized form of feminist resistance to GBV, aiming to understand how it raises awareness, builds solidarity, critiques structural inequalities, and navigates cultural and religious barriers. Using a qualitative descriptive approach, data were gathered through semi-structured interviews with six participants, document analysis, media reviews, and direct field observations. Thematic analysis identified five main themes: (1) elevating vulnerable groups and critiquing structural violence, (2) symbolic actions as political statements, (3) constructing awareness of GBV, (4) localization of global feminist discourses, and (5) reclaiming public space amidst backlash. The findings highlight that the Women’s March Medan is not a mere replication of international feminist models but a localized adaptation blending global solidarity with Indonesia’s socio-cultural and religious contexts. This study contributes to feminist scholarship by demonstrating how grassroots activism in Medan transforms mourning into protest, negotiates legitimacy within cultural and religious frameworks, and asserts feminist presence in contested public spaces. It also offers insights into how local feminist movements adapt global discourses to respond to GBV in distinct socio-political environments.

This study examines the complex dynamics of civil society development in the modern world, characterized by the interaction of global trends and local features. The work is devoted to a comprehensive analysis of the evolution of institutions of civic participation in the context of a changing system of international relations. The purpose of the research is to identify and scientifically analyze the systemic relationships between global trends and local trajectories of civil society development. The work is aimed at identifying key global trends in the development of civil society, conducting a comparative analysis of regional models of civic participation and studying the impact of digitalization on the transformation of forms of civic engagement. The research methodology is based on an interdisciplinary approach integrating theoretical concepts and methods of political science, sociology and international relations. Systematic, comparative, institutional and constructivist approaches are used, as well as methods of content analysis. The main results of the study demonstrate ambiguous and contradictory trends in the development of civil society, due to the dialectic of global and local. The key mechanisms of adaptation of universal models of civic participation to specific socio-cultural and political contexts, as well as the impact of global crises on the institutional development of civil society in various regional contexts, have been identified. The value of the research lies in systematizing knowledge about the transformation of traditional forms of civic engagement under the influence of digitalization and globalization, as well as in identifying new opportunities for transnational cooperation between non-state actors in a changing international environment.

Mann, the United States, and the World Andrew Preston (bio) Michael Mann. The Sources of Social Power, Cambridge, U.K.: Cambridge University Press, 1986–2012: Vol. 1: A History of Power from the Beginning to AD 1760. 1986. 578pp. $109.99 (cloth); 2nd ed. 2012. $39.99 (paper). Vol. 2: The Rise of Classes and Nation-States, 1760–1914. 2012. 846pp. $119.99 (cloth); $39.99 (paper). Vol. 3: Global Empires and Revolution, 1890–1945. 2012. 516pp. $109.99 (cloth); $39.99 (paper). Vol. 4 : Globalizations, 1945–2011. 2012. 496 pp. $104.99 (cloth); $34.99 (paper). Michael Mann, a sociologist of class and nation-states in modern Europe, has written a monumental four-volume account of global history that every historian of the United States should read. The first volume of The Sources of Social Power, which examines world history up to the middle of the eighteenth century, was published in 1986; volume two, which covers the period between 1760 and 1914 and provides the keystone for the four-volume set (and, analytically, is the jewel in the crown), appeared in 1993. Mann then took a hiatus of sorts, at least from his magnum opus, and did not produce the third and fourth volumes until 2012. He kept himself busy between the publication of volumes two and three, however, by writing insightful books about U.S. foreign policy, fascism, and ethnic cleansing.1 Mann has had an eclectic career, in disciplinary terms part historical and part sociological, and his eclecticism is reflected in The Sources of Social Power. He has focused on various aspects of culture, ideology, religion, economics, governance, and political thought in a wide variety of social and national contexts. He has an undergraduate degree in history and a doctorate in sociology, both from Oxford; yet despite this Oxonian pedigree, his own [End Page 401] social background was modest. After his doctorate, Mann taught in some of the leading sociology departments in Britain, first at the University of Essex and, then, the London School of Economics. In 1986—the same year the first volume of The Sources of Social Power appeared—he moved to the University of California, Los Angeles, where he has remained ever since. Mann’s life experience, then, has been in various social and national settings, but his worldview is fundamentally rooted in the ideas of British social democracy and labor politics, and to a lesser extent, American liberalism.2 The four volumes of this work reflect Mann’s diversity of training and interests. They exhibit a high degree of sociological theory yet are readable to historians with no formal training in sociology. They are global histories that are nonetheless rewarding to historians grounded in a particular national or regional context, such as the United States. Mann is able to achieve this accessibility first and foremost through a breathtakingly wide comparative dimension, which enables him to draw out the relevant and revealing similarities and differences of empires and states. Mann’s typologies of power are thorough and at times convoluted, but they are for the most part digestible and eminently sensible, and he does the reader a great service by reiterating them in the introduction to each volume. It is best to think of Mann’s schema for various types of power as having two levels. On the first and grandest level, he identifies four main types of power—ideological, economic, military, and political (IEMP)—that have been present throughout history, from the ancient world to the present. The second level consists of three subordinate modalities of power, each of them dichotomous: distributive and collective power, which distinguishes between consensus and coercion; authoritative and diffuse power, which distinguishes between the source of power and whether it emanates from a specific locale or is systemic and undirected; and, finally, extensive and intensive power, which distinguishes between the projection of power outwards from the state and the mobilization of power within. These categories will be familiar to sociologists, but in a work of such historical range and scale, Mann’s exegesis of various forms of power and how they are exercised and deployed is in itself a valuable contribution for historians, who tend not to...

Deforestation is one of the major environmental problems of our time. In today's tropics, as was the case in Finland some 150 years ago, it is common for official policy to regard slash-and-burn agriculture as a waste of land and timber, and a ma jor reason for forest destruction.2 The issue is not, however, that straightforward. Slash-and-burn cultivation-also called shifting cultivation or swiddening-has been practiced all over the forested parts of the world at some stage of history. It has been applied in very different geographical, social and cultural settings, and this agricultural practice has not always led to an environmental impasse. In fact, many researchers today agree that shifting cultivation can be a sustainable farming system when well applied in favorable conditions.3 However, there is currently intense debate about whether shifting cultivators are to be blamed for loss of forest cover, or whether in contrast they are important agents in conservation and the sustainable management of tropical forests. The different definitions used for farming systems utilizing the slash-and-burn method further confuse this discussion.4 Not all burning of forests is slash-and-burn cultivation, and swiddening can vary widely. We claim that slash-and-burn agriculture can, under certain circumstances, be considered sustainable, although ecological sustainability is very difficult to prove, and questions concerning social and economic sustainability also must be taken into account. History, however, shows that slash-and-burn cultivation has for centuries provided a basis for some fairly sustainable societies. In addition, swidden agriculture ought to be evaluated in a regional context, because other agents and external factors also determine how environmentally sound slash-and-burn is. Hence slash-and-burn agriculture cannot a priori be condemned as a destructive and untenable method of cultivation. In this essay, slash-and-burn agriculture is defined as a cultivation method of cutting living trees to clear land, burning the biomass after letting it dry and planting a crop in the ashes in an appropriate season. After harvest, the cultivated area is

Despite unprecedented scale up and advances in the treatment of HIV/AIDS in the last fifteen years, the great majority of individuals around the world who need antiretroviral therapy (ART) are not receiving it. Furthermore, it has now become apparent that even in locations where there is access to treatment, segments of the population do not engage in care because of multiple barriers that prevent them from accessing care, thus losing the potential benefits of ART. A social ecological framework can be applied to understand the multiple layers of factors at the individual, interpersonal and structural levels, that affect HIV clinical outcomes and consequently transmission (Stokols 1996). The institutional barriers include those imposed by the very institutions developed to care for people with HIV. Beyond institutional barriers, factors related to poverty and economics, politics, and the sociocultural and psychological context of the individual all contribute to the challenges faced by people seeking treatment. Acknowledging the difficulties that HIV-infected individuals confront, the World Health Organization (WHO) has put forth the goal of universal access to HIV/AIDS prevention, treatment, and care (WHO 2010). In addition to improving the individual’s personal health, access and treatment with subsequent virologic suppression on a population level may help decrease transmission of HIV (Das et al. 2010). Until a cure for HIV is found, individuals infected with HIV face a lifetime of requiring health care access and antiretroviral drug therapy to control the virus, in addition to the comorbidities associated with chronic HIV infection. For those able to enter and remain in care, additional obstacles can prevent them from maintaining high levels of adherence to the available therapies. In this chapter, we will explore how the sociocultural context of a particular region can influence health care outcomes for individuals living with HIV. First, we exemplify two epidemics and two health care systems separated geographically and culturally from one another, Atlanta, Georgia, United States, and Durban, KwaZulu-Natal, South Africa, in order to illustrate how these factors can impede a successful response to ART. Following this description, we describe efforts that have been undertaken to address some of these barriers to improve engagement in health care within and beyond these settings. We also review creative approaches that can be used to maximize adherence to treatment. Finally, a course for the ultimate way forward is chartered, detailing steps necessary to address these barriers in a variety of settings around the world.

The Beaufort Sea Conference 2000 brought together a diverse group of scientists and residents of the Canadian Beaufort Sea region to review the current state of the region's renewable resources and to discuss the future management of those resources. In this paper, we briefly describe the physical environment, the social context, and the resource management processes of the Canadian Beaufort Sea region. The Canadian Beaufort Sea land area extends from the Alaska-Canada border east to Amundsen Gulf and includes the northwest of Victoria Island and Banks Island. The area is defined by its geology, landforms, sources of freshwater, ice and snow cover, and climate. The social context of the Canadian Beaufort Sea region has been set by prehistoric Inuit and Gwich'in, European influence, more recent land-claim agreements, and current management regimes for the renewable resources of the Beaufort Sea.

This study explores the strategies and governance of inclusive education management through a multisite case study at SDN 263 Mriyunan Gresik and SDN 25 Banda Aceh. The aim is to analyze how these schools implement inclusive policies, manage resources, and address challenges in fostering an inclusive learning environment. Employing a qualitative approach with a multisite case study design, data were collected through in-depth interviews, observations, and document analysis involving school principals, teachers, and stakeholders. The findings reveal that both schools adopt adaptive strategies, including differentiated instruction, teacher capacity building, and collaborative partnerships with local and national education authorities. However, contextual differences, such as policy implementation support, community engagement, and resource allocation, significantly impact the effectiveness of these strategies. The novelty of this study lies in its comparative analysis of inclusive education governance across distinct regional and sociocultural contexts, highlighting best practices and contextual challenges. This research contributes to the development of more effective and adaptable inclusive education management strategies, providing insights for policymakers, educators, and institutions committed to fostering equitable learning environments.

In developing countries like Indonesia, the study of public attitudes toward foreign policy remains a largely unexplored area. As one of the world's largest democracies, public opinion plays an important role in shaping foreign policy, influenced by cultural, historical, economic, and geographical factors. This study aims to examine how International Relations students view it based on the geographical location of their institution. This study uses quantitative approach using SMARTPLS 4 applications. The study population consisted of 431 respondents. Researchers used a measuring instrument namely The Structure of Foreign Policy Attitudes developed by Gravele. The results show different geographic patterns. These findings highlight the role of regional and sociocultural contexts in shaping the foreign policy perspectives of Indonesia's younger generation, providing insight into how Indonesia's diplomatic voice in the future might reflect its geographical and ideological diversity.

For twenty-five years, my research on poverty in the rural U. S. has been guided by a conviction that anthropological insights should/could be useful for the amelioration of poverty and in creating more effective policies and programs. I began with very localized, long-term ethnographic research, combined with community action, in pockets of poverty in upstate New York. More recently, I have substituted geographic breadth for ethnographic depth, conducting research in numerous other communities of upstate New York and in a few dozen sites dispersed through nine other states where rural poverty is embedded in different regional, economic, and sociocultural contexts.

Extract Following the momentum of 2017–2018, #MeToo was framed by part of the media as a glitzy red-carpet issue, a movement in the spotlight because it centered on highly privileged people on the global stage of stardom. The most visible protagonists within the Weinstein affair, which was perhaps the starting point of the mainstreaming of #MeToo, were prominent actresses in Hollywood. In this context, the very real issues behind #MeToo soon became associated with shallowness, artificiality, fame, and the heteronormative sexiness characterizing Hollywood. This mainstreaming, however, as many chapters have pointed to, contributed to the massive visibility of what was to become #MeToo globally (and of many other hashtags in different languages). Still today, though, some insist on reading #MeToo as a frivolous misunderstanding. Others have criticized #MeToo as faux politics, a mere hashtag in lieu of “real protest,” a commodity for armchair activism instead of disruptive political action. This volume, along with many other publications, shows—yet again—how short-sighted and misguided such framings are. From its beginning and embodied through manifestations across regional, professional, and sociocultural contexts, #MeToo has been fundamentally diverse and political and has resulted in significant repercussions across social fields. Its political scope and depth can hardly be overemphasized. It can, however, be more substantially analyzed, as contributors in this volume have done. To be clear, #MeToo has never been (merely) a VIP’ish, elitist, show-biz whim. We merely need to remind ourselves at the most basic level that before the Hollywood #MeToo, Tamara Burke articulated the realities behind #MeToo on social media in 2006. She and others have continued to generate and demand visibility for the intersectional, racialized, and class-related dimensions that fundamentally inform experiences of sexual harassment and gender-based violence across contexts. As Burke stated in 2017, and as we chose to guide our volume, “We can’t afford a racialized, gendered or classist response. Ending sexual violence will require every voice from every corner of the world” (Burke 2017). This perhaps trivial but often overseen and underestimated call for nuance and plurality under the umbrella hashtag #MeToo as well as for critical intersectional analysis and political response is also one of the main insights and challenges our volume offers.