The Family Friendliness That Wasn’t: Access, but Not Progress, for Women in the Czech Judiciary

Despite the fact that three-fifths of Czech judges are women, it would be a mistake to consider the Czech judiciary “feminized”: it is characterized by vertical gender segregation and a slow “defeminization” in positions of power and influence. The key to understanding both women’s presence overall and absence at the top is the gendered division of labor, especially in the home. The same reason why many women enter the judiciary—better reconciliation of private and professional lives than in other legal professions—is the reason why women do not progress—their “second shift” at home prevents them from ascending the career ladder.

Work, family life and recovery: An exploratory study of “the third shift”

BACKGROUND: Using 24-hour narratives as a starting-point, the present study examines conditions for recovery from work. The third shift concept forms the explorative starting point for highlighting the interplay between work, family responsibilities, leisure time and recovery. OBJECTIVE: The aim of the study is to explore how the third shift affects possibilities for recovery. METHOD: The material was gathered by group interviews and diaries. Thirty employees participated in the study. Ten participants where women between 30 and 45 years of age with children living at home. RESULTS: Being solely responsible for the third shift reduced the chances of recovery from during work-free time. The material showed that women aged 30–45 years had to a greater extent than others the main responsibility in a complex third shift. CONCLUSION: As a precondition for external recovery, this study show how theoretically beneficial the breakdown of the second shift and development of the third shift is for understanding different preconditions and the way they affect the possibility of recovery.

Considerações Sobre a Formação de Professores do Ensino Fundamental de Turno Único na Rede Estadual do Paraná

Resumo A oferta de Ensino Integral é consolidada como uma das melhores estratégias na busca de atendimento pleno da Educação Pública no Brasil, especialmente, com o intuito de alcançar educandos em situação de vulnerabilidade social. Historicamente, os programas de Governo se estruturaram na tentativa de agregar atendimento que extrapola o atendimento educacional, congregando outras esferas de serviços públicos, com enfoque no público mais vulnerável, com a oferta escolar em turno e contraturno. O ensino de turno único, desde 2012, propõe enfoque específico com reconfiguração da matriz curricular do Ensino Fundamental, com formato integrado de oferta das disciplinas. O objetivo foi discutir o Ensino Integral, tanto seu percurso histórico no Brasil como na política educacional de implementação no Paraná. Para a realização desse estudo se adotou pesquisa bibliográfica na literatura produzida sobre o tema, bem como nos documentos oficiais que nortearam suas implementações. Com o estudo se tornou visível que as políticas educacionais, em suas propostas, que modificam sobremaneira as estruturas de escolas e matrizes curriculares destinam vagas conceituações quando referente aos responsáveis in loco pela execução dessas políticas, tornando evidente que a diferenciação da oferta, impreterivelmente, deve ser para além do prolongamento da jornada escolar. A consolidação do programa, enquanto permanente, demanda formação continuada para professores que atuam, diferente da generalizada para toda a rede de Ensino Estadual, fator de impacto determinante no sucesso de sua execução e ampliação de atendimento. Palavras-chave: Educação Básica. Educação Integral. Formação Continuada. Abstract The offer of full-time education is consolidated as one of the best strategies in the search for full service to public education in Brazil, especially with the aim of reaching students in situations of social vulnerability. Historically, government programs have been structured in an attempt to aggregate care that goes beyond educational care, bringing together other spheres of public services, with a focus on the most vulnerable public, with the school supply in shift and second shift. The single shift teaching since 2012, proposes a specific approach with the curricular matrix reconfiguration of elementary education, with an integrated format for offering subjects . The objective was to discuss full-time education, both its historical trajectory in Brazil and in the educational implementation policy in Paraná. To carry out this study, bibliographic research was adopted in the literature produced on the theme, as well as in the official documents that guided its implementations. With the study it became visible that the educational policies in their proposals that greatly modify the schools and matrices curricula structures aim at vague conceptualizations when it comes to those responsible in loco for the implementation of such policies, making it evident that the offer differentiation must be beyond the school day extension. The program consolidation, while permanent, requires continued training for teachers who work, different from the generalized for the entire state education network, a determining impact factor in the success of its execution and attendance expansion. Keywords: Elementary Education. Full-time Education. Continuing Training.

The Use of Explicitation to Retain the Foreignness of Olga Tokarczuk’s Flights

This article discusses the topic of explicitation applied as a measure of retaining foreignness in the English translation of Flights. It has been observed that the main types of explicitation used in the analysed novel are either explanations of the context which may be lost in the English translation or presentation of both, the problematic Polish words and their English explanation. The analysis has confirmed that explicitation gives the possibly to preserve almost exact level of foreignness as in the case of the source text. The second shift analysed in this study is implicitation, applied in a situation when retaining foreignness was not possible. This phenomenon has been implemented as a response to information explicitly stated in the source text. However, this measure does not negatively influence the TT, but on the contrary, it helps to provide a consistent and understandable text.

From the Evidence of History to the History of Evidence

This chapter looks into the transition from the Cartesian natural philosophy to the Newtonian one, and then to the Einsteinian science, making the following key point: though the shift from Descartes’s theory to Newton’s amounted to a wholesale rejection of Descartes’s theory, in the second shift, a great deal was retained; Newton’s theory of universal gravitation gave rise to a research program that informed and constrained Einstein’s theory. Newton’s theory was a lot more supported by the evidence than Descartes’s and this made it imperative for the successor theory to accommodate within it as much as possible of Newton’s theory: evidence for Newton’s theory became evidence for Einstein’s. This double case study motivates a rebranding of the “divide et impera” strategy against the pessimistic induction introduced in the book Scientific Realism, which shifts attention from the (crude) evidence of the history of science to the (refined) history of evidence for scientific theories.