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Ecoletra.com Scientific eJournal, Vol. 2, 2016/ 03, ISSN 2377-9848
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ECOLETRA.COM SCIENTIFIC EJOURNAL, VOL. 2, NO. 2016/ 03
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Date of issue:
2016-06-15/ 10 articles/ 133 pages
Content:
1. Martin Dlouh, Jana Hjkov, Irena Svobodov, Vra Kuhnov, Ladislav

Pokorn
TEACHING PROCESS IN PRIMARY SCHOOLS AT HOSPITALS IN
THE CZECH REPUBLIC AND ITS IMPACT ON QUALITY OF LIFE
OF SICK CHILDREN p.8
2. Jarmila Hudkov
ANALYSIS OF COMPETITIVENESS OF THE SLOVAK
AUTOMOTIVE INDUSTRY p.28
3. Dagmar Intitorisov
INSCENCIE HRY HAMLET WILLIAMA SHAKESPEARA PO
ROKU 1989 p.37
4. Katarna Klimov
LITERRNA GEOGRAFIA AKO SAS LITERRNO-
KULTRNYCH KOMPETENCI TUDENTA ODBORU
PREKLADATESTVO A TLMONCTVO p.50
5. Ing. et Ing. Duan Litva
PROGNZA UDRATENOSTI BILANCIE BENHO TU
SLOVENSKEJ REPUBLIKY p.60
6. Tatiana Lorincov, Zuzana Birknerov, Anna Lelkov
KOMPARCIA RODOVCH ROZDIELOV VO VNMANEJ
ROVNI KOUINGU AKO POUVANEJ METDY BUDCICH
MANAROV p.76
7. Mgr. Zuzana Svobodov
ASPEKTY ROZHODOVN RODI O ODKLADU POVINN
KOLN DOCHZKY p.83
8. Ivana Vclavikov, Zuzana Polkov
STRATEGIES FOR COPING WITH WORK-FAMILY CONFLICT
AMONG EMPLOYED PARENTS: A QUALITATIVE ANALYSIS
p.95
9. Juraj Vlek, Jana Kunrov
ZDAOVANIE AKO FORMA OCHRANY IVOTNHO
PROSTREDIA p.108
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10. Lenka Gajdoov, Dana Farkaov, Hana Padykov

BARIRY IMPLEMENTCIE EVIDENCE BASED PRACTICE
p.124
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TEACHING PROCESS IN PRIMARY SCHOOLS AT HOSPITALS IN THE CZECH

REPUBLIC AND ITS IMPACT ON QUALITY OF LIFE OF SICK CHILDREN
Martin Dlouh1, Jana Hjkov, Irena Svobodov, Vra Kuhnov, Ladislav Pokorn
Abstract
The paper deals about an educational process in hospital schools because the education and
teaching in hospital schools is not an independent process, but it is of a medical treatment.
The paper deals about an establishment of personal contacts with sick children as en essential
solution of educational work in children departments, followed by a necessity of teachers
cooperation in a hospital school with a home school of the pupil and with organization
shielding educational process of hospitalized children. The main part is devoted to didactics of
hospitalized children an educational theory, i.e. a necessary modification of a grammar
content and range based on a pupil health state and based on a fact for how long is the pupil
allowed to study from medical point of view. It is pointed out that a possibility based on
newly accepted VP of integration of children diseases principles and treatments
presentation by which a child is exposed during staying in a hospital. In the hospitalized
children education theory the authors deal about what educational methods, forms, and
instruments are the most acceptable for the education needs of pupils from hospital school:
specialties of hospitalized childrens educational methods motivational, exposal with a focus
on didactic tools, fixative, and a roll of an independent work and classification of sick children,
including self-classification of pupils.
Key words
hospital primary schools, educational theory, teaching theory, education and teaching as a
part of a medical treatment, teaching organization, didactics of hospitalized children,
structure of education in hospital schools, didactic methods.
Abstrakt
lnek se zabv vyuovacm procesem ve kole pi nemocnici, nebo vchova a vyuovn ve

kole pi nemocnici nen samostatnm a neodvislm procesem, nbr je soust procesu
lebnho. e se zde navzn osobnho kontaktu s nemocnm dttem jako nutn
vchodisko kad uebn vchovn prce na dtskm lkovm oddlen, dle potebnost
spoluprce uitele ve kole pi nemocnici s kmenovou kolou ka a organizace vyuovn
hospitalizovanch k. Stejn pozornost je vnovna didaktice hospitalizovanch dt
1
Katedra tlesn vchovy, Pedagogick fakulta, Univerzita Karlova, Praha, esk republika,
martin.dlouhy@pedf.cuni.cz
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teorii vzdln, tj. nutn prav obsahu a rozsahu uiva s ohledem na kv zdravotn stav a
na to, jak dlouho je kovi oetujcm lkaem povoleno astnit se vyuovn. Poukazuje se
zde na monost s ohledem na nov zaveden VP do vzdlvac oblasti lovk a jeho zdrav
vhodn zalenit i vysvtlovn podstaty onemocnn dt, lebnch zkrok a procedur,
kterm se dt bhem jeho pobytu v nemocnici podrobuje. V teorii vyuovn hospitalizovanch
k se autorky zabvaj tm, jak vyuovac metody, formy a prostedky se jev jako
nejvhodnj pro poteby vyuovn k v nemocninm prosted, a vlastn strukturou
vyuovacho procesu ve kole pi nemocnici: zvltnostmi didaktickch metod u
hospitalizovanch k motivanch, expozinch se zamenm na didaktick pomcky,
fixanch a roli samostatn prce a klasifikaci nemocnch k vetn sebehodnocen k.
Klov slova
zkladn koly pi zdravotnickch zazench, teorie vzdln, teorie vyuovn, vchova a

vyuovn jako soust lebnho procesu, organizace vyuovn, didaktika hospitalizovanch
dt, struktura vyuovacho procesu ve kole pi nemocnici, didaktick metody.
Introduction
For sick or healthy weakened children and pupils in hospitals there are nurseries and primary
schools at hospitals established (school law 561/04 Coll., Not. 62/07 Coll.). In these schools
there can be health weakened or longitude sick pupils educated if it is enabled based on their
health condition. Primary schools might provide consultation in common educational subjects
even to pupils of high schools located in such institutions. An enlistment in hospital schools is
based on an attending physician and an agreement of a pupils legal representative. A range
and organization of pupils education assigns a headmaster of school based on an agreement
with attending physician (Coll. 73/05 Not., 4).
The educational process in hospital schools is based on a pupils health condition that is
affected by a state of disease in which a patient is in. Michalickova (1961) mentions three
stages of a disease:
Acute stage beginning of disease, time during a surgery and immediately after it, etc.
A child needs an absolute quiet in this stage. The more is disease difficult, the more
significant is this requirement. A child is generally lying or sleeping, a child is not caring
about people or things. So that any pedagogical intervention steps back.
After an acute stage comes a stage when a child is not fully recovered, but a first
stadium of disease is successfully overcome. Improvement of a health condition is
basically shows in fall of temperature, increase in appetite, and interest in
environment. At this time it is already possible to begin with the educational process,
e.g. helping with tiding up a bad table, borrowing a book or a toy. It is still necessary
to keep in view a fact that a child can be still quickly tired and needs a rest.
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With a withdrawal of a disease comes the third stage, the last stage, in which a child
is again involved in the educational process, whereas a time and a range are based on
a doctors decision. A cooperation of a doctor and a pedagogue in hospital is more
than desirable. A pedagogues observation of a pupil behavior and his or her remarks
might help to an appropriate diagnosis of a pupil.
1. Establishment of a contact with a sick child
An establishment of a personal contact with a sick child is a solution of every single

pedagogical work in hospital children departments. By hospitalized children it is basically
difficult to establish such connections because patients are situated in a new unknown
environment. Here can appear the abnormal psychical reactions in a form of hospitalism that
is slowing down a treatment process, even despite of all effort of hospital staff and other
specialist pedagogues, game specialists, etc. There can be two outer variants of behavior in a
child society and in an approach to work in school established: stay in an opposition a child
is not involving in work and express him or herself as a disturbing element or as an opposite
extreme ingrown state when a child is suffering alone. A fact when a pedagogue is able to
gain a child interests or not is significantly affecting a child further stay in department.
Some children are surprised by a pedagogue presence in a hospital. From the beginning even
disappointed (I am ill so that I do not need to study). Others are, on the other hand, kindly
surprised when a suspected doctor turns into a pedagogue from whom there is no threat of
any painful treatments. The pedagogue is for a child a person that is much more familiar than
others and he or she can become a mediator between a child and hospital staff. If a
pedagogue manage to established a close personal relation to a sick child, it is expressed not
only in a pupils approach to the work, but it is also a child relation to the treatment
significantly affected a child is more patient, brave, better cooperating (Sasn, 1965).
2. Education and teaching as a part of a medical treatment
Education and teaching in hospital schools is not an independent and freelance process. It
specifications lies in a fact, that it is a part of a medical treatment. The education has to be
under any circumstances realized in a way that it is appropriately affecting a child state,
thereby contributing to a positive development of a health process. Several ground conditions
is affected by a doctor (child enrolment in the education, canceling the education, a stress
rate, creating groups possibilities, submission of the education in a day program, etc.).
The main meaning of hospitalization is a treatment. The main influence in a workplace has
medical staff. Every single step of a school, no matter how it is affecting an established way
of work, childrens regime or a workplace modification, has to be discussed with a hospital
management in advance. That is way the school innervations can not be independent and
10
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direct, but they have to be subordinated to the treatment itself. An air in the children
departments is full of negative emotions: homesickness (if there are no parents with a child),
a desire of returning into a former environment, an anxiety from medical treatments, and a
fear of hospital. An intensive balancing of these emotions by diversity and optimism is a
specialty of pedagogues work in a hospital. There are significant requirements posed on a
pedagogues personality his or her balance, relation to children of every age level from
children of pre school age to teenagers (Hiblbauer, 1963).
A pedagogue in a hospital school is, from a very first meeting with a pupil, facing a problem
how to currently observe and educate, diagnose and measure. Therefore a good special
pedagogue has to have not only a solid experience and knowledge, bud even a fantasy and a
pedagogical intuition. He or she has to be able not only a solid observation, but also a
pedagogic improvisation, have an ability to feel what is desirable at a certain moment (Sasn,
1970).
Educational and didactic work is effective only then if a pedagogue is able to understand to
personal problems of a child, if he or she can promptly adopt age differences, and if he or she
is successful in an establishing of relations process. This presumesa good knowledge of sick
children psychology (Hiblbauer, 1963).
Important roles play sensitive individual approach with a solid amount of tolerance and
understanding of every single issue of a sick child. To teach children not only a new knowledge
and stabilize gained knowledge, but to teach them a mutual tolerance, help to each other.
This leads to good relations between the younger and the older, between the boys and the
girls, etc. Relaxation and pleasant atmosphere of relationships is the best that can be added
to pills and injections (kov, 1978).
The education is, without any doubt, one of the best forms of activity for a sick child. It helps
to return to a common way of living, it brings a feel of joy, self-confidence, and will to pull
oneself together. The education divers, in a good way, a child thinking about a disease,
focuses a child thoughts to working tasks, keep a child fresh and in a working activity. It also
benefits to a fact that a child, in a hospital environment, meets a similar regime like a former
one (learning in the morning, homework and entertainment in the afternoon reading,
games, TV, visits, etc. (Kalendov, 1985).
Hospitalized pupils are educated only in the mornings, but often hospital schools are not
limited to only the morning education. It is connected with afternoon activities in a public
nursery that is a part of the whole day educational-medical system. An effort of
schoolmistresses working in a public nursery is establishing such an environment that is the
most similar to a family environment. Children can do, to a certain extant, activities according
to their hobbies and ways of interest. They have theirs favorite toys from home, on several
departments some instruments if they do not want to miss music lessons. In the most
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children departments there are libraries available with a child literature, lots of social games,
TVs, and DVD players in a common room or directly in the rooms of small patients, and various
materials for working and art education (DLOUH, DLOUH, KAPAR, In. NEUBAUER, KALIBA
(ed.), 2012 a).
3. Cooperation of a hospital school pedagogue with a home school of a

pupil
A pedagogue in a hospital school might be significantly supported by a pedagogue from a

child home school. If a pupil is hospitalized for a several days, it is sufficient to get information
about studying matter form the pupil or from parents. If the pupil is hospitalized for a longer
period, a hospital school pedagogue contacts a home institution and asks for sending of the
studying matter (e.g. by fax or by email). If a class master or mistress is familiarized in advance
with a fact that his or her pupil is ahead of hospitalization (no matter if for several days or
weeks), it is good to provide a pupil with all needed materials. Also a good contribution is
seen in sending in a studying matter roster that would be suitable to cover during a
hospitalization. A hospital school pedagogue is then speared an investigation what a pupil
knows and what not, and what is expecting form him or her after returning into a school.
Some hospital schools (Pardubice, st nad Orlic, Hradec Krlov) arrange for children from
public nurseries and from lower levels of primary schools projects focusing on prevention of
fear from a hospital environment, i.e. from a hospitalization - Come and have a look how
nicely might ailment be at our place. Pedagogues with children may visit a hospital where
are the environment and conditions presented. Children have a chance to peep into hospital
rooms, to have a chat with sick friends, to find out a little bit about their experiences from a
hospital environment, and on revenge, they can draw nice pictures with a kind greeting to
their friends back in the hospital (DLOUH, DLOUH, KAPAR, In. NEUBAUER, KALIBA (ed.),
2012 b)
4. Organization of hospital school education
Teaching of school aged children takes place in a study room or directly in a hospital room of
a concrete pupil. The advantages of teaching in class rooms are among others that school
aged children are presented. If there are in a same department pupils of the same year
hospitalized, a group teaching is suitable and a closed class room is at least partly clear of a
hospital rush (Plevov, 1997).
Not an every department can provide a separate room for teaching of hospitalized pupils
using for only this purpose in the morning. If there is such a room available, generally
pedagogues with pupils are sharing such a place with secondary doctors that are using these
rooms for meetings. A more frequent variant is either teaching in a game room or directly in
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hospital rooms. Pupils are generally working by a table; they can help each other, which is
usually a positive motivation (DLOUH, DLOUH, 2012).
Teaching in hospital rooms is taking place by a dinning table or by a hospitalized pupils bed.
Expect for unique cases, it is an individual teaching in a time range of 20 minutes. For
administrative needs of the hospital school, only pupils with longer period of hospitalization
than 3 weeks are registered, nevertheless pedagogues interest is focusing even on children
that are staying in a hospital for a shorter period (DLOUH, DLOUH, 2015).
Often, especially by older school aged pupils, when a pedagogue is working with a one pupil,
the others are unobtrusively watching from their beds and they often join the solution
process of an educational issue. Even if it is, for example, a studying matter from lower
classes, such a form is a benefit for a pupil, but even for a roommate that is watching the
teaching. This leads a pupil to an activation that serves not only for a repetition of former
studying matter, but within focusing on a task or help to a friend with a studying difficulties,
it serves to free oneself from thoughts on a diseases and on a time of a possible ending of
hospitalization. A cooperation of older pupils with the younger or with pupils thought
according to General educational program (RVP) for a basic teaching, modified for a pupils
with a light mental disability, has a priceless pedagogic effect and it is a concrete realization
of the education in praxes. By a high school aged pupils a request for a consultation is
generally initiate by a pupil him or herself. His or her questions are addressing to studying
matters that are not fully clear and that are related to profile or graduations subjects.
5. Didactics aspects of sick children education
In the nineties, a survey shielded by Amsterdam hospital school was realized in European
hospital schools. In the survey, through a questionary, 19 European countries were addressed
including the Czech Republic. The survey oriented on pedagogical and didactical aspects in
the sick children education issue, i.a. questions and answers in which ways is the education
different in hospital schools from a regular teaching in common schools. A continuity of
educational process was observed; prevention and elmination of learning issues, prevention
of isolation feelings from the hospitalization, perspective in the future, and an assistant to
children with their returning in home institutions.
The survey results pointed out that a minimalization of isolation feelings and returning of a
child into a home school are among priorities (see figure 1). Other objectives are seen by
respondents nearly with the same priority; the lowest priorities get the offer of future
perspective and the elimination of learning issues (these are evidently seen by respondents
among other articles).
Figure num. 1.: Identification of educational objectives in hospitals (Knol, Courlaner, 1993)
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Educational objectives Number of answers

Learning issues prevention 69
Assisting in returning process into home institutions 75
Educational process continuity 73
Learning issues elimination 65
Future perspective offer 67
Isolation feelings minimalization 74
In the Czech Republic, according to Plevova (1997), there is implicitly seen the educational
objectives, i.e. objectives mentioned in the table in the first four rows (Learning issues
prevention, assisting in returning process into home institutions, educational process
continuity, learning issues elimination). No less important objectives are seen in a so called
psychotherapeutics category, i.e. sustenance of a good psychical condition, overcoming of a
critical period during a hospitalization, sustenance of a psychic development level, and
returning back home and back into a home institution.
The principle of the education of hospitalized child theory is consisted of a selection and a
modification of the educational content with regard to educational objectives. By hospitalized
pupils, modification of studying matter content is necessary with regard to a pupil health
condition and with regard to an allowed time for learning by an attending doctor. The front
place in an educational plan takes a Czech language education, including language and
literature parts, mathematics, and foreigner languages.
A ground education is seen as an assisting subject in the first level, later on a homeland study
and general science; in the second level there are social subjects seen in the same way such
as civics, history, and general sciences subjects chemistry, physics, natural science, and
geography. Working, graphic education, and partly muscal education take place in the
afternoon activities (in a conformity with the school reform and with the school law 561/2004
Coll). From a school year 2007/2008 all the hospital schools educate their pupils according to
their own educational programs (VP) that had been created a year before.
In VP schools generally do not fulfill a time dotation, not even a minimal time dotation for
single educational sections in RVP. The length of a teaching hour and number of teaching
hours in a day and in week are determinate after a discussion with an attending doctor in a
relationship with a day regime actual for single children departments.
In interaction with educational plans that were created based on Educational programs of
primary schools schema, in educational programs of hospital schools according to an actual
RVP for a basic education and VP of single schools, there are not all educational sections
submitted, but an education of other sections is intensified. The main stress is upon an
education in a language section, mathematics and its application, whereas there are not some
of their parts included based on an environment, materil equipment, and above all on a
health condition of a pupil. There is also no second foreigner language included in the
14
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educational program. A choice of sectional themes into hospital schools schemas is based on
concrete conditions and time possibilities of a particular school. In a case of a hospitalization
of pupils with disabilities, specific learning alienations, behavioral alienations, and with an
autism diagnosis, a pedagogue is closely cooperating with the hospital staff, with parents that
are, in many cases, hospitalized with their children, and with a home school. A health and a
mental condition of a child are carefully observed. An educational program of such a pupil is
strictly individual based on an agreement with a home school and with parents. Based on this
cooperation it is possible to educate pupil in subjects from a different year or help a pupil to
confirm gained knowledge, or eventually to catch up on missed studying matter. A specific
pedagogical care is targeting even genius pupils. Even here it is necessary to ensure a close
cooperation with parents and with a home school pedagogue. A pedagogue can proceed
faster in teaching, set more complicated homework, puzzles, quizzes, etc. A pupils work
might be sending into various regional or whole republic competitions. Even theses pupils are
lead towards an adequate approach to less talented friends, to tolerance, and to a willingness
to help younger, eventually disabled friends.
With regard to a fact that it is all about the education of hospitalized pupils, it is adequate to
dedicate more interest to an educational section Human and Health, and to its section
Health education. The education deals about prevention, protection and responsibility for
own health, fixation of hygienic, catering, and working habits, injuries prevention, and
foreseen of risk situations. Into the educational section Human and health it is adequate
to integrate an explanation of children disease fundamentals, medical treatments and
procedures that a child is meeting during the hospitalization. This explanation generally goes
trough parents - hospital staff explains to the parents, whose know the child the best, what is
ahead of their child and it is upon them how they explain it to the child. Some of hospital
departments employ game specialists. Their job description is to fulfill a leisure time of sick
children, but first of all preparation of a child on procedures, explanation what is ahead of a
child in a hospital, and an attendance at treatments. If a department has a game specialist
and a pedagogue, a school is fully focusing on primary objectives, i.e. ensuring a continuity of
the education and teaching of children and enable smooth return to a home institution.
Pedagogues are still one of a solid support and confidents of small patients and parents. The
explanation of medical treatments is then upon game specialist. If a departure has no game
specialists, an integral parts of a pedagogues job description are even activities including a
psychotherapeutic child preparation for medical treatments. The aim of these activities is to
free a child from a fear of medical treatments. Older children may use working pages
cards, where are detail descriptions of medical treatments. Pedagogues and game specialist,
after a discussion with the hospital staff, are taking a part in cards production process.
The main methods using for the explanation of diseases to a small patients are game activities
and demonstrations a child is explained a procedure on a doll of a boy or a girl (adequate to
a child age, mental level, and psychic state), which parts of the body are involved in the injury
or in the disease and what methods will be used for a full recovery. By means of manipulation
15
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a child can all alone try what is going to happen with a childs body and the fear from an
unknown procedure might be lived in advance. Except the dolls, there are even puppets
used for the demonstrations. Mistress teacher can borrow real instruments from doctors, e.g.
phonendoscope, ORL mirror, injections etc. By older children there can be educational
method used a discussion by an opened anatomy book, photo documentation, video
projection of a treatment etc.
A pedagogue hast to act carefully and sensitively. Every single child is the individuality. Not
every child is able to absorb some information about treatments form psychical point of view.
There should be even a shame taken in an account, especially by older children. Therefore,
the one (a pedagogue or a game specialist) that is discussing a medical treatment with a child
has to choose a strictly individual approach with a preservation of privacy and discreteness.
There are some parents that from a religious or others reasons do not want to a child to be
informed (by whom a presentation of a treatment might have a contra productive effect). All
the factors have to be considered carefully in advance.
An evaluation of an issue understanding and a managing of a treatment has to be form a

psychology point of view only positive - a compliment for a child effort and bravery (even in
the cases when a child did not cope with the situation). The positive reaction of a pedagogue
brings an assurance that even a child gave in the pain and the fear, a pedagogue do not damn
a child; a pedagogue keeps a trust in him or her and that there is still hope and will to cope
with the situation. Training of such an approach that teach a child to not give up, even despite
of a self failure to be able to set the teeth, and believe that a child relatives do not damn him
or her, is for a child a priceless device in to the future; not only for a school work, but above
all for a live itself - for future relationships, professional realizations and for a role of parents.
The theory of hospitalized pupils education deals about what methods, forms, and tools
seem to be the most adequate for the education of hospitalized pupils; in a period when a
child becomes a pupil in a hospital school, or from a moment, when an attending doctor
allows a child to participate in the education until the time, when a patient is returning back
home.
A pedagogue makes sure him or herself about a state of pupils knowledge trough a repetition
of studying matter and based on a health condition he or she can moves on. During the
teaching a pedagogue explains a new matter and enters homework. The homework is solved
out independently. During the teaching a pedagogue is checking the work; if some troubles
appear a teacher will recheck the work and practice it again (Vtkov, 2006).
An every day question, that pedagogues of sick pupils ask him or herself, is what should be
chosen as the most effective approach in the educational process to meet the educational
and teaching objectives; i.e. balance in an adequate way a choice of the most effective
methods in a relation to the objectives and to a content, with regard to the pupils abilities
and skills (Jani, 2006). For needs of educational process in hospital schools it is necessary to
16
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take in account an actual health condition of pupils, their psychic conditions, actual
knowledge, hobbies etc. We result from a procedural aspect or from a summary of
educational methods from Mojek (1988):
5.1 Motivational methods
An education in hospital schools is specific in fact that a vision of teaching is motivation on its
own. The school education is a variegation of a monotones hospital regime; an opportunity
to focus on other thoughts than on diseases and homesickness; a touch of a normal reality
in an adverse environment that a pupil is in during a hospitalization. The pupils, especially
from a first level of primary school, are keen to show off their knowledge to a pedagogue and
they make an effort to continue in teaching. Pupils from higher years are often afraid of a
possibility of missing the studying matter and they welcome a school work with a hope that
it will not be so bad after returning back to a home institution. The pedagogues are of
course taking in account changes in a health condition, based on which they put adequate
requirements on theirs pupils.
Thanks to an individual approach the pupils are often achieving better results than in their
home institutions. It is managed to hold a pupil interest with a little footsteps, free her or his
thoughts from the pain and fear, and return a hunger for learning and gathering new
information. Pupils of an older age are often choosing a studying matter on their own, which
they missed or did not understood properly in their home institutions. A self confidence of a
child is often returning back even after a longitude missing cooperation between a home
institutions pedagogue and parents; the motivation and a positive approach to the education
is again developed. If the reactions of the children on a school work are positive and
integration into educational activities is spontaneous - it reflects that the methods are
effective and adequate.
An individual work with an every pupil is subsequently enchanted and extended by work in a
group; where is a varied age-class distribution, pupils from different schools and different
domiciles are meeting whit each other. Thanks to the cooperation, support and motivation
there are more easily accepting new knowledge; they are behaving in more open way and
they are more tolerant, they learning how to respect others and how to be respected
(http://skola-uohospital.hostuju.cz/o_nas.html).
From other motivation methods seems as a suitable the protracted motivation in the
ending of a lesson of an exposure type, a pedagogue is using some attractive items to evoke
an interest about next studying matter in a next lesson. A pupil is looking forward to a next
lesson and in a free time he or she can find some information about the subject thanks the
internet in advance. Information of a didactic aim as a motivation is generally advised in the
education of older pupils, but here it has its foundation by all age-classes, of course
information adequate to a mental and age level of a pupil. Pedagogues are often listening
17
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from their pupils if it is necessary to study in a hospital, for how long, what subjects, and why.
An explanation what studying matter will be discussed and presentation of an approximate
pupils schedule bring a light into these questions and might be motivating into a school work.
In the motivation methods there can be even examples from praxes included. In the hospital
environment these examples might be implicated to a day regime and to situations that a
child is usually found in and that a child is usually solving.
For example during a mathematic lesson, during teaching percentage and fractions, a
discussion might be touching a snack; how to split an apple, a cake or icecream cake for two,
three or more friends in a room, in the way that all of them will have the same piece. What
piece will eat a child in a room where are four children? And what if some impolite child will
eat a piece belonging to his friend? Etc.
A thankful motivation factor, especially by young children, is a ritual. It brings a certain feeling
of security in an unknown environment that is connected with a lot of pain, stress, and
anxiety. The ritual might be a concreted signal whit that a pedagogue is knocking on the room
doors of their pupils and he or she is in such a way announcing an arrival. It might be a greeting
that is used between a pedagogue and pupils as a mutual welcome in the beginning. Next
ritual might be a song or a poem that is entering or ending a lesson.
Not only by preschool aged children, but even by first school level pupils, it seems very
effective a usage of thematic leitmotivs; topics, that are fading into all subjects in certain
time intervals, most common in a week or in a fortnight. These topics are generally planed in
the beginning of the year in a skeleton plan. It deals about the year seasons usage and related
changes in the nature, traditions, public holidays, anniversaries, etc. The education in such a
section is then fulfill with e.g. the fore spring theme, spring flowers, etc.; the sections might
be also vitalized with nontraditional activities mask production, balls organization, etc.
These activities have to be consulted with an attending doctor, in some departures, e.g.
immovable patients; these activities are not suitable at all.
A motivation for participation in the education and for a smooth communication with a
pedagogue is an emotional support of children expression of a frank interest of a pedagogue
about a childs problems and his or her school results, smiles, caresses, cheers, a promise of
a small material prize. This might a candy of course based on a childs health condition,
furthermore a picture, stickers, puzzles, sudoku; it is based on a child age, gender, and
hobbies.
5.2 Exposure methods
The most frequent exposure methods used in hospital schools are verbal methods, whether
monological or dialogical.
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Especially by younger school aged children a method of narration it is suitable. Besides a fact
that the method is effecting as a motivator, it strikes children with its emotional elements and
it has ability to establish a close social interaction a pedagogue a pupil. This method might
be suitable supported by pictures demonstration, by photos or didactics tools.
Demonstrative methods are especially pleasant, because they clearly show a principle of an
issue or a studying matter. A good assistant during the explanation of studying matter and
during a further practicing is adequately chosen teaching tools. However they have to be
suitable for specific conditions of work in hospital schools. It is advisable to have same or
similar teaching tools, which are the pupils using in home institutions.
The tools variegating the education have to meet following criteria. Above all the have to be
suitable form a hygienic point of view the most suitable are some tools in transparent
washable covers made of plastics, pictures, graphs, tables, surveys etc. If a pedagogue is
preparing some tools, the most common are some papers or cards from paper; it is suitable
to laminate them, namely not only because of hygiene, but even because of durability. A next
criterion during a preparation of the tools is their size. In contrast to a teaching in a common
class it is necessary to use tools of smaller size, especially by lying pupils. The tools should be
also light, easily portable; it is also necessary to take a notice of a child safeness, so that a
child will not be harmed by a manipulation with them (Kalendov, 1985).
During the teaching in hospital rooms there is no possibility to use blackboards. It is advisable
to use, for a better clearness of a teaching subject, mentioned graphs, tables, etc. (especially
by older pupils) for a longer durability again laminated in a transparent cover. A good tool
for a work with a bedridden pupil is a washable writing table with markers.
The most suitable tools are generally those, which based on manipulation lead to thinking,
decision making process, acting, and to support an activity of a child. By younger pupils it is
necessary to keep in view game and entertainment factors than information; that is why there
should be more frequent those tools that are enabling game occupation. Among these tools
might be various social games that a pedagogue is preparing on him or her own. Their usage
is very broad; they will serve for an exposure of a new studying matter as well as during
repetition and practicing of an older studying matter. A game might be played with a one
pupil during an individual teaching as well as with more pupils by a table in a room or in a
playroom or in a classroom. It might be made as a play ground where the players are moving
their figures in certain boxes and they fulfill tasks prepared on cards. A topic and a way of
elaboration is based on a pedagogue fantasy and on a didactic objective, i.e. what is a game
meant for (exposure, fixation, concrete subject or concrete studying matter). Elaborating of
such a tool takes a solid amount of a pedagogue time; if it is already elaborated it might be
use for a long time period. After a certain time spends in a hospital school a creative
pedagogue has several pieces of these nontraditional teaching tools so that he or she
creates a special-interest portfolio. Expect of the games that are function on playing boxes,
19
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figures, playing dices bases; there are also often used games on pexeso, domino, and puzzle
bases.
Elaboration of nontraditional activities and connected elaboration of tools and preparation

for teaching put great demands not only on a pedagogue fantasy and creativity. A pedagogue
do not need to be alone in these activities; ideas on elaboration of adequate tools and their
realization might be entrusted to students (especial in faculties hospitals in cities) that are on
pedagogical praxes or other specialist that are participation on leisure activities scheme of
sick children (e.g. high schools students specialized in social work etc.). Pupils might also assist
at elaboration of such a game during a leisure time or during a time spent in a pubic nursery.
They might be drawing according to a model, cutting out cards, painting pictures, etc. Pupils
of the older school age and high school students may come with valuable ideas how to
improve and complete the pedagogues own didactic games and tools.
A significant toll in education of hospitalized patients is a computer. Today, nearly every single
children departure has some in a playroom, or in a classroom, in a hall, or directly in a
patients room. Some hospital schools use notebooks in the work with bedridden patients.
The work with a computer brings a broad spectrum of possibilities for educational work of a
pedagogue. If a computer is connected to the internet, there might be some information
found relevant to a studying matter (e.g. for homework). A role of computers and the internet
can not be overestimated, at time pupils are spending more time than is desirable using the
internet as a tool for a longitude fulfillment of a leisure time, this tool can not be
recommended. In a hospital environment a computer has lot of positives. Thanks this tool
children can find not only some information relevant to the educational process, but they
might be in a contact with the outside world. They can email to friends from home and from
a school, receive emails form parents, and chat with close persons.
Expect a classical demonstration, there can be also a comparative demonstration used. This
method might be predominantly used with pupils that are educated in groups within various
competitions. For example in art education pupils are drawing pictures on a concrete
motive, final works are collected, and they alone choose the bests that will be used for a
decoration of halls or directly of patients rooms.
A longitude observation method might be used occasionally in a hospital school environment,

with regard to a fact that a time of pupils hospitalization is shortened as much as possible.
Its place is so that in children sanatoriums and in medical institutions, or in classes of day
stationeries at faculty hospitals.
5.3 Fixation methods
An initiative to fill in gaps of pupils in a studying matter, catch up missing matter, and keep
up with a home institution might take priority over an interpretation than over a
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recapitulation. A significant amount of time is anyway dedicated to fixation methods that are
focusing on the repetition and the training, especially knowledge repetition methods. The
most frequent are questions and answers methods the form of question during studying
matter exposition and after it in the end of a pedagogue interpretation and in the end of a
class.
For the repetition serves also homework in this case not home, but work set by a
pedagogue to a pupil in the end of classes that should be prepared to a the next lesson. In a
home environment supervision upon this process is in parents hands; a pupil is elaborating
them under parents supervision, or parents just only confirm them with their signature that
the pupil elaborated homework. In a hospital school this is not possible; children older than
6 years are not usually hospitalized with their parents, pupils are so that lead to an
independent work.
There broad possibilities for an independent work of pupils in this type of schools. This fact
comes from the educational conditions, especially from a chronicle absence of time for a
direct pedagogic work. It takes only a fragment of time; it is followed with an individual work
of children that is significant thanks highly productive peaces of the educational process.
A pedagogue hast to very carefully think about the individual work of their pupils and there
have to be a very good organization. A variance in a longitudinal lack of the direct educational
time and in a potential excess of a pupils study time can not be solve out with extensive
homework after an opening instruction. Children have no possibility to check the homework
if they are right or not; a feedback is missing. The experience shows that pupils are losing their
motivation and confidence during a continual work and a level of results has a decreasing
tendency (Sasn, 1970).
The individual work has nothing in common with such a work when pupils are only occupied
thanks activities, or remaining silence, or order in a departure is not
disturbed. Individually pupils may work:
during educational process itself,

during elaboration of homework into next classes,
during other activities that are under a supervision of a pedagogue, mistresses in a public
nursery, but even of the hospital staff (Ochrymuk, 1962).
Thanks to the individual work a pupil is stabilizing and deepening a new studying matter. A
pupil is also trained in an individual thinking and he or she is learning how to use gained
knowledge.
This work has also a significant educational and educationaltechnique meaning a pupil is
learning how to study. It is really hard for a pedagogue to prepare for the pupils individual
21
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work such tasks that would bring not only the new knowledge, but also that would entertain
them and occupied them, and that would help them to overcome a boredom, homesickness,
and unpleasant medical treatments and diseases. That is why is so necessary to choose
different entertaining and various forms of the occupation for the pupils individual work. By
older pupils a basement of the individual work is remaining in studying books, textbooks, or
other text. A pupil must be well oriented in a textbook and a pupil must know how to use it.
The direct teaching is connected to the previous individual work of a child and it is again
setting new tasks for the next individual work. Form the beginning a pedagogue is submitting
easier tasks and subsequently the tasks are getting harder. But the individual tasks have to be
chosen carefully (ask form pupils only the knowledge that they know and that they can
manage elaborate).
During the direct teaching a pedagogue has to think of an adequate procedure for the
individual work; lead a pupil towards an adequate work organization. These abilities and
habits are valuable for the individual and active work and a pupil has to consequently master
them. Abilities and habits of the individual work are conditional on volitional qualities of a
pupil. The quality of the individual work affects predominantly: self-discipline, endurance,
determination, discipline, as well as concentration of an attention (Kalendov, 1985).
6. Special pedagogical diagnostics in hospital schools
During pupils knowledge verification process unsubstantial place occupies the criteria
pedagogical diagnostics a pedagogue is verifying what level of knowledge a pupil can
manage (i.e. studying matter that had been though in a home institution before
hospitalization). During educational process in a hospital school the criteria diagnostics is
supplemented by an individual diagnostics. During this diagnostics a pedagogue is observing
progresses of a pupil from the very first meeting. Results form the individual diagnostics serve
for speed and quality diagnoses of knowledge adoption process during the pedagogical
intervention (Zelinkov, 2001).
For pedagogues in hospital schools the individual diagnostics and the individual approach are
significant. In the very first place stands a success of an individual and self confidence support
of young patients. Children are able to risk more during the individual teaching even for a high
price a failure. They are often surprise thanks to theirs achievements and therefore they are
becoming more self confident and independent (http://www.sweb.cz/szs/).
The individual diagnostics is also a good tool for an auto evaluation of a pedagogue revision
of an approach to a pupil, usage of a pedagogical and special-pedagogical methods, forms,
and instruments. The individual diagnostics may serve for a support of a pupils positive
approach to the school e.g. highlighting results that a pupil achieved during the stay in a
22
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hospital school. There might be found a collision between the criteria diagnostics and the
individual diagnostics systems during a classification process.
Educational plans represent criteria that a child should be meeting and according to a level of
fulfillment a child is classified. If a pedagogue for classification of a pupil (weakened by a
longitudinal diseases and with a restricted time that can be devote to the school by
treatments and examinations) is using only the criteria approach without an emphasis of the
individual achievements, there might be expected a motivation lost, lack of interest, even
some disciplinary issues might occurred or ingrown of a pupil in his or herself, and an
invariability or a degradation of a childs health condition.
A pedagogue in a hospital school sees his or her pupil from a wider perspective. A child is not
subjecting to the family and home institution influence; a pedagogue often sees a child in
intimate situations, sees a childs relation and behavior to other patients, hospital staff, and
to the school work. These observations enable a complex view on a pupil and the pupil is
unwittingly unfolding his or her cause of failure and causes of conflicts in behavior (Dvokov
et al., 1975).
7. A sick pupil classification
A classification of a sick pupil is a responsible and difficult task. A pupil can not be classified
insensitively without taking in account a health condition. On the other hand a pupil has to
be classified objectively, so that a pupil will not abuse his or her health condition in
classification process. Usually is classified mastered studying matters and as a bets form of
classification is seen an oral formulation (Vtkov., 2006).
After ending of a hospitalization, a hospital school is sending to a home institution a personal

file of a pupil with an evaluation of behavior and relation to the education, the last studying
matter, and a classification proposal (only if a health condition was at least for a month or
longer on an adequate level). The record is elaborated by a responsible pedagogue and it is
signed by a head of a school. In the case of a shorter hospitalization, a pupil is informed about
the classification continuously, as same as in a case of a pupil hospitalized for a longer period;
the meaning of classification is arranged with a pedagogue individually. The personal file of a
pupil is established even in this case, but it does not contain the classification.
Legitimate representatives of pupils, if they are hospitalized with their children, are
continuously informed about educational outcomes after an agreement with a pedagogue; in
other cases information handover is made during visits in a hospital, by a phone, or by emails.
A part of a complex classification in hospital school is a pupils self classification. It develops
self-respect and self-confidence of pupils, if it is observed and revised by a pedagogue it helps
to develop a pupils personality; it brings to a pupil an overview on her or his achievements
23
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and usage of educational styles. It teaches a pupil how to cope with failures and mistakes that
are occurring during a school work to accept them as a natural part of the process.
Pedagogues are discussing the mistakes with theirs pupils and the pupils might also correct
same of their work. A pupil is led onwards to the state when he or she is able to discuss his or
her performance and results, try to describe what is on sufficient level and what is not, and
how to continue in the work. It is desirable to establish so called teaching diary written
remarks are not as passing as oral comments, they might be recalled. There might be some
experience from a hospital mentioned in such a dictionary experiences from a day to day
routine in a department, from extraordinary activities hospital jesters visits, trips outside a
hospital zoo, etc.
The dictionary might be filed in with some pictures or photos from these actions. After
returning back home, this might serve as a memory; If a pupil is asked to present the stay in
a hospital to classmates experience and experiences, or classmates and friends are curious
about the stay in hospital, the dictionary enables a better recollection and photos can
underline the experiences.
For a class teacher of home institution the evaluation of pupils work is the most valuable
output (exercise books and work sheets) that enables a complex point of view on a state of
studied matters in a hospital school.
Hospital schools pedagogues count with a variant that a pupil after hospitalization may
remain home for a longer time period. Already during a pupils stay in a hospital they are
trying to prepare the pupil on this fact and explain subject matter in advance. Some hospitals
schools are also offering a possibility of consultations, when a child during a check up is
coming to consult the subjects (http://www.skolaftn.cz/zakladni_skola.html).
Others are offering a professional assistance to home institutions pedagogues during teaching
provision or during returning of a pupil in a home institution in the way that obligations from
the school law about an attendance and about a teaching of a longitudinal sick child would
be fulfill. For example The special primary school at the Child hospital on ernopoln 9 in
Brno, elaborated a project Home teacher focusing on longitudinal sick children that are not
able to attend classes during a whole year in a home institution and they have to usually
interrupt studying because of a health condition; or after the returning they have to pass an
exam from a half-year or wholeyears subject matter. A home institution pedagogue is usually
starting to attend a pupil after a half of the year absence. To ensure the same conditions for
these children as their contemporaries have, there is preparing a project called Integrational
home education. A home pedagogue is used the most by children with oncology diseases,
cardiac, children with immunity disorders, and chronically sick children
(http://www.ahojskola.cz/docs/domaciucitel.pdf.).
24
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A care about bedridden pupils is usually shielded by a home institution. It would be definitely
desirable if a home institution, after a concrete time period from returning of a pupil from a
hospital or from a home therapy, would send a report about a pupils re-integration in to an
educational process; this is however happing very rarely. Children after moving off a hospital,
with an exception in children that are hospitalized regularly, are literally disappearing and
feedbacks that would certainly bring significant outcomes about pedagogical fruitfulness of
pedagogues in hospital schools are lost.
Conclusion
The school education is without any doubt belonging between one of the best occupation of
a sick child. It helps a child to return to a common life, it brings joy, selfconfidence, and a will
to recover. It indisposes a child attention from a disease, focuses child thoughts on
homework, and keeps a child fresh and in a stable working activity. It also contributes to a
fact that a child in a hospital environment, usually unknown environment, meets a regime
similar to a former one (education in the morning, after the rest homework and
entertainment in the afternoon reading, games, TV, pleasant visits, etc.).
A pedagogue in a hospital school is facing an issue form a fist meeting with a pupil how to
simultaneously observe and educate, do diagnostic and compare. A good special pedagogue
has to have not only solid experience and knowledge, but he or she should be characterized
by fantasy and pedagogical institution. In present days it is necessary to be not only a
pedagogue but also a manager; with the regard to distribution of a financial support from
grants on nontraditional activities, play rooms and class rooms equipments, purchase of
didactical tools, etc., coordination of voluntarys activities, cooperating with a game
specialists (if a specialist works in a department).
A hospital school pedagogue occupation is specific thanks to a need of a careful consideration

what didactics methods, forms, and tools should be used for a concrete department, a group
of pupils, or for an individual work with a concrete pupil. During a pedagogical work with
hospitalized pupils knowledge of special pedagogy didactics and its application during a
teaching of sick children in a hospital environment is necessary; but also a solid sense for a
pedagogical improvisation an ability to react flexible on hectic changes consequent from a
hospital environment new patients incoming, unexpected leaving of pupils in the middle of
teaching because of medical examinations and treatments returning of a friend back home
or transfer to an another department, spoiled visits, disappointments from not receiving a
post, etc.
The presented text tried to discuss some spheres from the educational process in hospital
schools area and from hospitalized children didactics; that is only a small part from
problematic spheres in somatopedy; or its part that is dealing with the educational and
25
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teaching issue of hospitalized children. This problem is closely connected to a sick children
quality of life and its correct solution enables a faster process of recovery. There are lots of
other tasks ahead of it, demanding further elaboration. Spheres dealing not only about the
educational issue and teaching in a hospital school, but spheres discussing a fact, what part
plays hospital teaching in a complex health care about children with regard to a todays
technological advance in medicine, trend in shortening of hospitalization, and a newly
occurring phenomenon focusing on a psychical support of children and on quality leisure time
voluntary activities, application of expressive forms of psychotherapy, hospital jesters,
games specialist, etc.
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(24) ZELINKOV, O. Pedagogick diagnostika a individuln vzdlvac program. Praha: Portl,
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27
,
ANALYSIS OF COMPETITIVENESS OF THE SLOVAK AUTOMOTIVE INDUSTRY
Jarmila Hudkov2
Abstrakt
Cieom tohto lnku je analyzova obchodn konkurencieschopnos automobilovho

priemyslu v Slovenskej republike v obdob 2010 a 2015. Aby sme dosiahli cie pouili sme
ukazovatele: RCA, RCA1, RCA2, Michaelyho index, Grubel-Lloydov index. daje o importe
a exporte (v USD) v automobilovom priemysle poda kdov HS, pre Slovensk republiku a svet,
boli zskan v databze UN Comtrade Internatiol Trade Statistics. Vsledky ukzali, e
Slovensko m komparatvnu vhodu v komodite automobilov. Tie index RCA1 dosiahol kladn
hodnoty vyie ako 1, o je index konkurennho rastu. RCA2 je kladn, o znamen, e export
automobilov je vy ako import v sledovanom obdob. Michaelyho index je porovnaten
s vsledkami hodnotenia pomocou indexov RCA a potvrdzuje konkurencieschopnos
Slovenskej republiky. Grubel-Lloyd index poukazuje na vysok stupe inter-sektorovho
charakteru zahraninho obchodu. Export automobilov dosahuje 18.68% podiel z celkovho
exportu Slovenskej republiky.
Kov slov
Automobilov priemysel, konkurencieschopnos, komparatvna vhoda, RCA, Michaely index,

Grubel-Lloyd index.
Abstract
The aim of this paper is to analyse the trade competitiveness of the automotive industry in the
Slovak Republic over a period 2010-2015. In order to achieve the objective were used indices:
RCA, RCA1, RCA2, Michaely index, Grubel-Lloyd index. Import and export data (in USD) on
automotive industry by HS code for Slovak Republic and world are available in UN Comtrade
Internationl Trade Statistics Database. Results showed that Slovakia has a comparative
advantage in commodity motor vehicles. In addition, RCA1 reached positive value greater than
1, what is index competitiveness growth. RCA2 is positive, this means that export of vehicles is
higher than import in this period. Michaely index are comparable with the results of the
evaluation based on indicators RCA and it confirms competitiveness of Slovak Republic.
Grubel-Lloyd index values showed a high degree of representation of the commodities of inter-
sectoral character in foreign trade. Export of motor vehicles has share of total export of Slovak
Republic 18.68 %.
2
stav ekonomiky a manamentu, Fakulta prrodnch vied, Univerzita Kontantna Filozova v Nitre, Trieda
Andreja Hlinku 1, 949 74 Nitra
28
,
Keywords
Automotive industry, competitiveness, comparative advantage, RCA, Michaely index, Grubel-

Lloyd index.
JEL Classification
F11, F14
I. Introduction
In the past several decades, the Slovak economy moved from isolation and centrally
commanded international trade to openness and integration into the European Union and
global markets. Now, the Slovak economy is highly open. The Slovak economy is a small
domestic market what does not allow producers to take advantage of economies of scale. In
my view, economic reforms in Slovakia created an investment friendly environment that
helped to attract foreign direct investment.
Slovakia has become one of the leading car manufacturers in Central Europe, mainly due to
the presence of three world-class automotive companies: Volkswagen Slovakia, Bratislava;
PSA Peugeot Citroen Slovakia, Trnava and Kia Motors Slovakia, ilina. Currently it comes to
Slovakia fourth car producer Jaguar Land Rover. It is expected that the first cars will be made
in 2018 and in the first phase is expected production of 150 thousand vehicles (Speth, 2015).
Slovakia is the first in the production of cars per capita. In 2014, it produces 183 cars per 1,000
inhabitants (Sario, 2015). Slovak development into one of the world's most important
automotive hubs began in the early 90 years, when the German Volkswagen decided to build
the factory for car production. Further impetus for growth and development of the
automotive industry and supply sector in Slovakia was the arrival of powerful automakers PSA
Peugeot Citroen of France and Kia Motors from South Korea both of which started production
in 2006.
II. Research methodology
The theory of comparative advantage (Ricardo, 1821) is perhaps the most important concept
in international trade theory. The sources of the misunderstandings are easy to identify. First,
the principle of comparative advantage is clearly counter-intuitive. Many results from the
formal model are contrary to simple logic. Secondly, the theory is easy to confuse with
another notion about advantageous trade, known in trade theory as the theory of absolute
advantage. The logic behind absolute advantage is quite intuitive. This confusion between
these two concepts leads many people to think that they understand comparative advantage
when in fact, what they understand is absolute advantage. Finally, the theory of comparative
29
,
advantage is all too often presented only in its mathematical form. Using numerical examples
or diagrammatic representations are extremely useful in demonstrating the basic results and
the deeper implications of the theory. However, it is also easy to see the results
mathematically, without ever understanding the basic intuition of the theory. Theoretical
foundation and empirical measures of comparative advantage have long been analysed by
trade economists. Especially, Ricardian comparative advantage has long been perceived as a
useful pedagogical tool: The modern version of the Ricardian Model assumes that there are
two countries, producing two goods, using one factor of production, usually labour. The
model is a general equilibrium model in which all markets (i.e., goods and factors) are
perfectly competitive. The goods produced are assumed to be homogeneous across countries
and firms within an industry. Goods can be costlessly shipped between countries (i.e., there
are no transportation costs). Labour is homogeneous within a country but may have different
productivities across countries. This implies that the production technology is assumed to
differ across countries. Labour is costlessly mobile across industries within a country but is
immobile across countries. Full employment of labour is also assumed. Consumers (the
labourers) are assumed to maximize utility subject to an income constraint. However,
Ricardian comparative advantage received little attention in empirical studies. The main
reason behind this lack in empirical tests of Ricardian model is the absence of a clear
theoretical micro-foundation and theoretically consistent measure of comparative
advantage.
The Balassa Index of Revealed Comparative Advantage (Balassa, 1965) has been widely used
to approximate countries sectorial specialization (Amighini et al., 2011) but suffers both
theoretical foundation and empirical distribution weaknesses. Theoretical foundation of the
Balassa Index has long been debated in the literature since it does not really match the
original Ricardian idea of comparative advantage (Vollrath, 1991). Ricardian comparative
advantage, indeed, is based on the intrinsic (ex-ante) nature of the country in being relatively
more efficient in the production of a certain good. Unfortunately, Balassa index fails in fitting
this idea since it is based on the actual (ex-post) realization of bilateral sectors trade flows,
mixing up exporter with importer and sector specific factors affecting trade. Balassa Index has
also been criticised for its poor empirical distribution characteristics (Hinloopen and Van
Marewijk, 2001).
The Revealed Comparative Advantage (RCA) index has been used as an indicator of trade
competitiveness, which reveals the export efficiency. The advantage of the RCA index is
simplicity and quite good interpretation. Various modifications of RCA index are applied.
There are following formulas in the paper:
RCA Indicator of global comparative advantage:

= ln
(1)

30
,
x export of commodity
m import of commodity
X total transportation export of country
M total transportation import of country
If RCA > 0, the country has a comparative advantage in commodity, if RCA < 0, then it reaches
comparative disadvantage and if the result is equal to 0, then we cannot talk about
comparative advantage or disadvantage.
RCA1 Index of competitiveness growth or Growth Balassa index

RCA1 = (2)

Xij export of country i in the commodity group j

Xi total export of country
Xj world export in the commodity group j
X total world export
If RCA1 > 1, the country specialises in export fo the commodity and has a comparative
advantage in the analysed commodity. If RCA1 < 1 it is not and has not any comparative
advantage.
RCA2 net trade performance

2 = (3)
+

Mij import country i int he commodity grou j
RCA2 reaches values between -1 (when export does not exist) and +1 (when import does not
exist). In case the results are negative, up to -1, the country has a comparative disadvante. On
the other hand, if the results are positive, the country has a revealed comparative advntage.
Another index of competitiveness evaluation, we chose the Michaely index to examine
whether both the indices demonstrates the same trend or not. The indicator was developed,
by Michael Michaely (1962/67), as an index of dissimilarity for a country (Laursen, 1998).
Michaely Index (MI)
31
,

= (3)


Mij import of country i in the commodty group j
Xij total national export
Mij total national import
As Laursen (1998) interprets, the measure ranges between -1 and +1, with a neutral value of
0. A positive index value denotes a countrys specialization in a commodity and a countrys
under-specialization in a commodity while given a negative value.
The Original Grubel-Lloyd index measures export potential at the macroeconomic level. It was
modified for the evaluation at industry level and its calculation indicates the level of
commodity representation in the intrasectoral foreign trade of the country. The formula to
calculate it is:
Grubel-Lloyd index (GLI)

= 1 (4)
+

The values of GLI are in intervals from 0 to 1.
Import and export data (in USD) on automotive industry by HS code for Slovak Republic and
world are available in UN Comtrade Internationl Trade Statistics Database. UN Comtrade is a
repository of official trade statistics and relevant analytical tables. It contains annual trade
statistics starting from 1962 and monthly trade statistics since 2010.
III. Results and discussion
Graph no. 1 shows that the automotive industry produced a trade surplus. The values of net
export had a slight decreasing trend in last two years, but over six years net exports increased
to 61.3% of the initial amount. The automotive industry represented an average share of
16.45% of the national export in Slovak republic. The highest share was in 2015 of 18.68% of
the national export. This percentage will rise after starting production in the producer Jaguar
Land Rover in 2018.
Graph 1 Net export
32
,
16 000 000 000

14 000 000 000
12 000 000 000
10 000 000 000
8 000 000 000
6 000 000 000
4 000 000 000
2 000 000 000
0
1 2 3 4 5 6
Export of motor vehicles Import of motor vehicles Net export
Source: self-processed base on data from UN Comtrade
Graph no. 2 shows the share of motor vehicles export in total export from Slovak Republic.
Graph 2 Share of motor vehicles export in %

20,00
18,00
16,00
14,00
12,00
10,00
8,00
6,00
4,00
2,00
0,00
2010 2011 2012 2013 2014 2015
Share of motor vehicles export in %
This share was increasing every year. In 2010, it achieves value 14.23% of total export, in 2015
share was 18.65%. There is probability increasing this share continue because another car
producer is coming to Slovak Republic.
33
,
Selected indicators of trade competitiveness at the sectoral level were inspired by the effort
to determine whether the automotive industry succeeded on foreign markets. The
information was gained using the coefficient of RCA and its various modifications, RCA1,
RCA2, Michaely index. The achieved results of individual parameter are given in table 1.
Table 1 Indicator of comparative advantages of automotive industry

YEAR
Indicators 2 010 2 011 2 012 2 013 2 014 2 015
RCA 1.1511 1.3702 1.5813 1.5125 1.3308 1.3898
RCA1 3.8282 3.8347 4.2537 4.2711 4.3900 3.1331
RCA 2 0.6887 0.7565 0.8009 0.8004 0.7550 0.7422
Michaelyho index 0.1162 0.1285 0.1465 0.1499 0.1476 0.1584
We calculated the positive value for RCA. Slovak Republic has been competitive throughout
the whole analysed period. RCA indicator had fluctuating development. The country has
comparative advantage in commodity if the RCA is greater than zero. The lowest value of RCA
was in 2010 of 1.15. The highest value of RCA was in 2012 of 1.5813. According to the research
Bobkov (2007) this indicator was in 1997-2003 between 0.061 and 0.638. In this period,
Slovakia had competitive disadvantage.
RCA1 reached positive value greater the 1, therefore based on this index, Slovakia has been
competitive during the whole period. The country specialises in export for the commodity. If
the results of RCA2 are positive, the country has a revealed comparative advantage. We can
see, in the table 1, all data are positive and it reached value from 0.6887 to 0.8009. In the
research by ir (2011) are indicators RCA1 and RCA2 in period 2004-2008. RCA1 had value
from 0,387 to 0,472. The indicator RCA2 had value from 0,156 to 0,210. Value of indicators in
the period of our research was improved and the competitiveness was increased.
The results of evaluation of the competitiveness of the automotive industry by Michaely index
are comparable with the results of the evaluation based on indicators RCA. Michaely index
confirms competitiveness of Slovak Republic. Its value is between 0.1162 and 0.1584.
Kolov in her research for year 2013 indicated that most of the benefits of Slovakia were
concentrated mainly in the export of vehicles. She also proved comparative advantage for
automotive industry for RCA1 - 3,21.
The values of Michaely index are quite low level, what showed low specialization of the
country but specialization of the country is growing during the selected period. According
Bobkov this indicator was in 1997-2003 between 0.006 and 0.115 in 2003 and also
according ir was this indicator lower than our one. In period 2004-2008, Michaely index was
between 0,067 and 0,096. Michaely index was also improved in period 2010-2015.
34
,
Table 2 The Grubel-Lloyd index (GLI)

Indicator 2010 2011 2012 2013 2014 2015
GLI 0,3097 0,248 0,2061 0,208 0,2571 0,264
5 2 3
If GLI=1 there is only intra-industry trade, no inter-industry trade. This means for example the
country in consideration exports the same quantity of goods as much at it imports (x ij=mij).
Controversely if GLI=0, there is no intra-industry trade, only inter-industry trade. This would
mean that the country in consideration only either exports or only imports good. In table 2
the Grubel-Lloyd index values showed a high degree of representation of the commodities of
inter-sectoral character in foreign trade. It means that the export of motor vehicles is much
higher than import of them to Slovak republic.
If we compared vehicle produced per capita by country in 2013 and 2014, Slovakia was on the
first post of top ten producers. The average for European Union was 35 cars per 1000
inhabitants.
Table 3 Number of producer vehicles per 1000 inhabitants

Country No. of vehicles per capita 2013 No. of vehicles per capita 2014
Slovakia 180 182
Czech Republic 108 119
South Korea 90 93
Japan 75 77
Germany 70 72
Canada 69 71
Slovenia 46 59
Spain 46 52
Belgium 48 50
United States 37 38
Source: self-processed base on data from OICA statistics
IV. Conclusion
Slovak economy is highly open. Slovakia has become one of the leading car manufacturers in
Central Europe. The aim of this paper is to analyse the trade competitiveness of the
automotive industry in the Slovak Republic over a period 2010-2015. In order to achieve the
objective were used indices: RCA, RCA1, RCA2, Michaely index, Grubel-Lloyd index. Import and
export data (in USD) on automotive industry by HS code for Slovak Republic and world are
available in UN Comtrade Internationl Trade Statistics Database. Based on results we can
35
,
conclude that Slovak Republic has a comparative advantage in production of motor vehicles.
All used indicators point to competitiveness of Slovakia. In addition, RCA1 reached positive
value greater than 1, what is index competitiveness growth. RCA2 is positive, this means that
export of vehicles is higher than import in this period. Michaely index are comparable with
the results of the evaluation based on indicators RCA and it confirms competitiveness of
Slovak Republic. Grubel-Lloyd index values showed a high degree of representation of the
commodities of inter-sectoral character in foreign trade. We expected improving of these
indicators when Jaguar Land Rover starts its production in 2018.
References
(1) AMIGHINI, A., LEOBE, M. and RABELLOTTI, R. (2011). Persistence versus Change in the
International Specialization Pattern of Italy: how much does the Direct Effect Matter?
Regional Studies, 45, pp. 381-401
(2) BALLASSA, B. (1965). Trade liberalization and Revealed Comparative Advantage. The
Manchester School of Economic and Social Studies 3: 92-123.
Revealed Comparative Advantage Revisited. In: B. Balassa (ed.), Comparative advantage,
Trade Policy and Economic Development. New York, University Press.
(2) BOBKOV, V., HEKOV, J., (2007). Analza konkurencieschopnosti slovenskho
spracovateskho priemyslu. Politick ekonomie, 4, 2007.
(3)COSTINOT, A., DONALDSON, D. and KOMUNJER, I. (2012). What goods do countries trade?
A quantitative exploration of Ricardos Ideas. Review of Economic Studies, 79, 581-608.
(4) HINLOOPEN, J. and VAN MARREWIJK, C. (2001). On the empirical distribution of the
Balassa Index. Weltwirtschaftliches Archiv, pp. 1-35.
(5) MICHAELY, M. 1962. Concentration in International Trade, Contributions to Economic
Analysis, Amsterdam, North-Holland Publishing Company.
(6) LAURSEN, K. December 1998. Revealed Comparative Advantage and the Alternatives as
Measures of International Specialisation [Electronic Version] from
http://www.druid.dk/wp/pdf_files/98-30.pdf.
(7) RICARDO, D., (1821). On the Principles of Political Economy and Taxation. London: John
Murray. In: Library economics Liberty: http://www.econlib.org/library/Ricardo/ricP.html.
(8) SPETH, D.,R., Chief Executive Officer & Director at Jaguar Land Rover Automotive Plc. In:
www.tasr.sk
(9) IR, E., (2011). Impact of the Economic Crisis to the Machine Engineering Industry of SR. Fakulta
manamentu, Preovsk Univerzita v Preove, In: Project Vega 1/0641/10.
(10) VOLLRATH, T. (1991). A Theoretical Evaluation of Alternative Trade Intensity Measures of
Revealed ComparativeAdvantage. Weltwirtschaftliches Archiv, 127, pp. 265-280.
(11) http://www.oica.net/ -Statistica of International Organization of Motor Vehicle
manufacturets.
(12) http://comtrade.un.org/ - Official trade statistics.
36
,
INSCENCIE HRY HAMLET WILLIAMA SHAKESPEARA PO ROKU 1989
Dagmar Intitorisov3
Abstract
Contribution named Performances of William Shakespeares play Hamlet after 1989 by

Dagmar Intitorisov deals with the analysis of reception of William Shakespeares play
Hamlet in Slovak professional drama culture after 1989. The core of analysis is to be found in
the question how performance makers or theatre critics in analysed performances reflected
central topic of a play (which was traced in study sources and detected by self-reflection of an
author). The question is: How can we continue living in an era, which forces us on to make
unfree decisions only?
Keywords
theatre performances, Slovakia, Hamlet, reflection, unfree decisions
Abstrakt
Prspevok s nzvom Inscencie hry Hamlet Williama Shakespeara po roku 1989 Dagmar
Intitorisovej sa zaober analzou recepcie inscenci hry Williama Shakespeara Hamlet, ktor
vznikli v slovenskej inohernej profesionlnej kultre po roku 1989. Zkladom analzy je
otzka, ako inscentori alebo divadeln kritici v hodnotench inscencich reflektovali hlavn
tmu hry, ktor sa vyprofilovala na zklade pretudovania dostupnej literatry a autopsie
autorky tdie. Ide o otzku: Ako sa d i v dobe, ktor nti iba k neslobodnm rozhodnutiam?
Kov slov
divadeln inscencie, Slovensko, Hamlet, reflexia, neslobodn rozhodnutia
JEL Classification
ZOO
I. vod
Inscenovanie jednej z najhranejch a najslvnejch Shakespearovch tragdi Hamlet (1599

1601) (Poda WILD, 2007, s. 16) m aj v slovenskej profesionlnej divadelnej kultre
pomerne bohat divadeln tradciu. Od prvho uvedenia hry v roku 1925 v Slovenskom
3
Fedinova 2, 851 01 Bratislava, dagmar.institorisova@gmail.com
37
,
nrodnom divadle v Bratislave do polovice roka 2016 bola uveden celkovo dvadsap krt.
Z tohto potu viac ako polovica ptns - patr inscencim, ktor vznikli po roku 1989.
V opernej podobe bola vak doteraz natudovan iba dva razy, v muziklovej ilo dokonca
o prevzat inscenciu a ako baletn interpretcia nevznikla vbec.4
Prehad divadelnch inscenci v profesionlnych divadlch na Slovensku a v divadelne

profesijne zameranch vysokch kolch
inohern inscencie:
1925 Slovensk nrodn divadlo Bratislava ria: Milo Nov ako hos
1931 Slovensk nrodn divadlo Bratislava ria: Janko Borod
1950 Slovensk nrodn divadlo Bratislava ria: Jn Budsk, Ivan Lichard,
Tibor Rakovsk
1962 ttne divadlo Koice ria: Jozef Palka
1964 Divadlo Jna Palrika Trnava ria: Janda Dezider
1964 Slovensk nrodn divadlo Bratislava ria: Tibor Rakovsk
1974 Slovensk komorn divadlo Martin ria: Ivan Petrovick
1974 Nov scna Bratislava, Bratislava ria: Milo Pietor
1983 Divadlo Jna Palrika Trnava (pod ria: Juraj Nvota
nzvom Hamlet III.)
1983 Divadlo Jona Zborskho Preov ria: Eduard Grtler
1993 ttne divadlo Koice, obnoven ria: Anton Nekovar
premira: 1994
2001 Divadlo Andreja Bagara Nitra ria: Alfldi Rbert
2001 Tlav divadlo Trnava (pod nzvom ria: Jakub Nvota
Hamlet, alebo nlez lebky)
2003 Divadlo Jozefa Gregora Tajovskho ria: Andrzej Rozhin
Zvolen
2003 Divadlo Arna Bratislava (pod nzvom ria: Anton ulk
Hamlet, prbeh vraha)
2004 Divadlo Alexandra Duchnovia ria: Rastislav Ballek
2004 Divadlo Thlia Koice ria: Sndor Beke
2007 Slovensk nrodn divadlo Bratislava ria: Peter Mikulk
2007 Mestsk divadlo - Divadlo z Pase ria: Jn H. Miku
Bansk Bystrica (pod nzvom Hamlet a
4
Spis inscenci bol vytvoren na zklade dajov uvedench na webovej strnke Divadelnho
stavu v Bratislave. [online]. Dostupn na internete: http://etheatre.sk/du_vademecum/, overovan
tie v monografich J. Wild a v bulletinoch v skromnom archve autorky tdie.
Spis neobsahuje inscencie, ktor vznikli na zklade inpircie hrou Hamlet.
38
,
syn /Hereck spolonos princa

Hamleta/)
2011 Divadlo Kontra Spisk Nov Ves ria: Claudyna Rozhin
2013 Slovensk komorn divadlo Martin ria: Dodo Gombr
(pod nzvom Hamlet /prbeh rodiny/)
2014 Teatro Wstenrot, Bratislava Obe ria: Peter Koan
(obnoven kolsk inscencia z roku
2003 na Akadmii umen Bansk
Bystrica
Opern inscencie:
2000 Slovensk nrodn divadlo Bratislava ria: Pavol Smolk
(libreto: Michal Carr, Jules Barbe)
2004 Slovensk nrodn divadlo (pod ria: Martin Huba
nzvom The Players, libreto vzniklo na
zklade anglickho originlu a
nemeckho, latinskho, franczskeho
a talianskeho prekladu hry z pera Juraja
Benea)
Muziklov inscencie:
2001 Nov scna Bratislava (pv. uvedenie v ria: Zdeek Troka
Divadle Kalich Praha, 1999, libreto: Jan
Ledeck)
Vysokokolsk inscencie:
1985 Vysok kola mzickch umen ria: Ivan Svetko
Bratislava
2003 Akadmia umen v Banskej Bystrici, ria: Peter Koan
Bansk Bystrica
2011 Akadmia umen Bansk Bystrica (pod ria: Eva tofkov
nzvom Hamlet, alebo nlez lebky)
S tradciou inscenovania hry Hamlet svis aj vznik celho radu inscenci, ktorch textov
predlohy vznikli i u ako inpircia samotnou hrou alebo tm, ktorch je nositeom. Do tdie
vak nie s zaraden. Dvodom je prlin rka zberu tmy, menia miera autopsie danch
inscenci a profesijn zameranie autorky na inohern profesionlne inscencie. Ide
naprklad o inscenciu hry britskho dramatika eskho pvodu Toma Stopparda Rosenkrantz
a Guildenstern s mtvi (Divadlo ASTORKA Korzo 90 Bratislava, Bratislava, 1992, ria:
39
,
Miloslav Luther), inscenciu Hamletmachine od nemeckho dramatika Heinera Mllera

(Divadlo P.A.T, Bratislava, 2007, ria: Slva Daubnerov) a i. Patria sem aj rzne in scnick
formy uvedenia hamletovskej tmy na slovensk javisk ako naprklad veer venovan
vstupom z hier viacerch svetovch dramatikov, medzi ktormi patrila aj ukka z Hamleta
(Slovensk komorn divadlo Martin, 1944, ria: Andrej Bagar), hra Romana Polka
okspeare, ktor pracovala so siedmymi Shakespearovmi hrami, vrtane Hamleta (Nov
scna, Bratislava, 1999) at.
V tdii sa tie nesleduj viacer aspekty svisiace so spoloensko-politickmi, filozofickmi

a inmi okolnosami vzniku hry ako histria chpania i inscenovania Hamleta, ich reflexia
u ns alebo vo svete at. Jednm z dvodov je aj skutonos, e sa tejto problematike do
vekej hbky a rky venuje popredn slovensk shakespearologika Jana Wild vo svojich dvoch
monografich (WILD, 1998, 2007) a rad alch domcich i zahraninch teatrolgov. (KOTT,
1964, 1965, CHUDOBA, 1941, 1943 a i.) Cieom tdie je toti zachyti, zanalyzova
a pomenova zkladn znaky posunov v tme hry, ktor vznikli pri jej inscenovan po roku
1989, a to vzhadom na zmenen spoloensko-politick situciu. alm dvodom vzniku
tdie je aj nereflektovanie danej problematiky domcou i zahraninou odbornou
verejnosou vo forme tdi i hlbch odbornch analz. Tma tdie vonejie a z inho uhla
pohadu nadvzuje na iaston vsledky vskumu jej autorky, ktor publikovala v kolektvnej
monografii INTITORISOV, D., ORAVEC, P., BALLAY, M. Tvre sasnho slovenskho divadla
v roku 2006.
1.1. Inscenano-smantick podoba zkladnej otzky
Najastejou podobou interpretcie zkladnej prbehovej truktry Shakespearovho Hamleta

je vytvorenie inscenanho deja, ktorho zkladn konflikt spova v tragickom
protipostaven moci, politiky a estnosti a tbe po spravodlivosti. Takmer v kadej zmienenej
inscencii bola postava Hamleta vytvarovan ako mlad mu, ktor je vhav, osamel
a precitliven a nevie sa zmieri s negatvnou pravdou. Dvodom vak nie je krovsk strach
o budcnosti krajiny, ale skutonos, e si Hamletova matka zobrala za manela jeho brata,
ktor ho zavradil. Aj kvli Hamletovej povahe i tomu, e Hamlet ije v rodine a v spolonosti
plnej intrg a podvodov nie je schopn milova, a jeho tba po pomste dokonca privedie
k samovrade milovan Ofliu. V takmer vetkch inscencich zostva siln aj motv ducha
Hamletovho otca, vaka ktormu sa Hamlet dozved pravdu o prine jeho smrti. Divadeln
tvorcovia si v analyzovanch inscencich prostrednctvom uvedench semiotickch odkazov
na pvodn Shakespearov text poloili i jednu zo zkladnch otzok hry platnch v sasnosti,
a to: Ako sa d i v dobe, ktor nti iba k neslobodnm rozhodnutiam? Uveden otzka sa
preto stala zkladom predloenej smanticko-dobovej analzy inscenci, ktor vznikli po roku
1989. Obmedzenie vberu divadelnch diel na zklade asovho bodu svis so schopnosou
40
,
divadelnch tvorcov po uvedenom roku vo svojich dielach slobodnejie a demokratickejie

reflektova obdobie socializmu u ns, ktor s otzkou svis existencilne.5
1.2. Premeny odpoved

Hlavnm znakom inscencie Hamlet v natudovan rakskym reisrom Antonom Nekovarom
v ttnom divadle Koiciach v roku l993 v zmysle zkladnej otzky - slovami kritikov - bola ...
dkladn a neprosn analza vzahov... (JANK, 1993, s. 6), ktor nasmerovala vpove ku
tragickmu optimizmu. Jej podstata spovala v tom, e: Nesmrtenos udskej
pominutenosti (...) tkvie v nstupe stle alch generci, ktor ustavine odznova rieia tie
ist hlavolamy, bez prestania hraj starodvny, ven prbeh o lske a nenvisti, odpan
a pomste, pomoci a zrade... (JANK, 1993, s. 6). Poda samotnho reisra A. Nekovara
mono Hamleta ... vnma z niekokch strn. (...) Najhlavnejm faktom vak je, e Hamlet
teda my bol proti svojej vli zatiahnut do politiky. Pozrime sa naprklad, o sa dnes deje na
Balkne, kde politika vedie ud k bu, iau, na smr. (NEKOVAR, 1993, s. 7). A. Nekovar
vyjadruje tie presvedenie, e sa ... mono u zajtra alebo o niekoko sto rokov sa narodia
Hamleti, ktor mono Fortinbrasa a Claudia prekonaj bez toho, aby sami zahynuli.
(NEKOVAR, 1993, s. 7). Aj napriek tomu, e inscencia nebola vinou kritikou prijat
pozitvne, zhodla sa s jej reisrom na jej zkladnom vyznen v zmysle naej otzky.
Inscenciu Hamlet, alebo nlez lebky reisr Jakub Nvota pripravil v roku 2001 so svojim
trnavskm Tlavm divadlom6 na princpe improvizcie a doteraz patr k najspenejm
poulinm divadelnm produkcim tohto divadla. Zkladom tvarovania vpovede je sce
forma tudentskej recesie a mystifikcie7, avak inscencia neobila ani zkladn otzku.
Odpove vak J. Nvota naiel v zotret akchkovek prekok, ktor by mohli vies
k slobodnmu konaniu Hamleta a monosti rozhodn sa tak. ije v dekadentnej rodine,
v ktorej nie s iadne podmienky pre vytvorenie vlastnho nzoru. Tto skutonos je
dokonca podporen aj tm, e nem vlastn identitu (ten ist herec hr Hamlet i jeho otca),
matku - osemdesiatsedemron Gertrdu nezaujma ni in, ako vek jej novho milenca.
Neschopnos otca Hamleta vldnu je vyjadren jeho telesnm postihnutm. Inscenan
princp naruby bol vyuit aj v svislosti so spolonosou, ktor Hamleta obklopuje. ije iba
medzi majitemi nevestincov, ktorch vlastnkmi s Rosencrantz a Guildernstern, v hereckej
spolonosti, ktorej nik nerozumie a uprostred bohov ako Fortinbras, ktor s prezleen za
hlpych montrov. (Poda INTITORISOV, In. INTITORISOV, ORAVEC, BALLAY, 2007, s.
177).
Multimedilna realizcia Hamleta v podan maarskho reisra Rberta Alfldiho v Divadle

Andreja Bagara Nitra v roku 2001 bola po kadej strnke zaktualizovan a posunut vrazne
5
Samozrejme, s danm asovm ohranienm iastone svis aj osobn sksenos autorky tdie
s inscenciami, ktor vznikli na zklade hry Hamlet.
6
Ete pod nzvom umeleck skupina Prepadlo.
7
V prvej verzii scenra z roku 2001 sa naprklad J. Nvota pod vodn autorsk vstup s nzvom Vrenie bubnov
podpsal ete inicilami W. S. (NVOTA, 2001, s. 3).
41
,
dopredu aj z hadiska divadelnch vrazovch prostriedkov. Pracovalo sa v nej s potaovou

a filmovou technikou, potaovou grafikou a obrazne so znakmi virtulnej reality. Uvedieme
niekoko prkladov: Hamlet sedel pred potaom s walkmenom na uiach, na potaovej
obrazovke sa mu zjavil Duch jeho otca, Oflia si svoju panensk krv rozotierala po atch
presne tak, ako sa v potaovch hrch objavuje krvav kvrna, ke s smrtene zranen, i
zveren sboj Hamleta s Laertom sa odohrval ako simulcia virtulneho sboja pomocou
virtulnych skafandrov, do ktorch boli obaja obleen a zavesen vo vzduchu. Hamlet vak
Laerta zabil skutonou dkou. (Poda INTITORISOV, 2001, s. 16). Hamletov svet bol svetom
ialenej virtulnej reality, ktor pohltila aj jeho. (Poda INTITORISOV, 2001, s. 16). Odpove
na nau hlavn otzku teda naiel reisr v princpe pasce a mystifikcie. Hamleta nedontil
k pomste skuton Duch zavradenho otca, ale Fortinbras, ktor sa za neho vydval.
Inscenciu vak jej reisr vid predovetkm ako ... aksi rodinn prbeh. (Drzos..., 2001)
Dleitou pre jej vznik bola skutonos, e ... dnes je vek mnostvo mladch ud, ktor zrazu
zostali bez otca. (...) Dnes existuje genercia tridsiatnikov, ktor vyrastali pri vemi silnom
otcovi. Alebo skr pod jeho silnou rukou a dohadom. Tohto otca meme vnma ako
socializmus, stranu, alebo aj vlastnho konkrtneho otca. Zrazu otec zomrel. (...) A my
(rovnako v Maarsku, ako aj na Slovensku) hadme spsoby, ako sa postavi na nohy.
(Drzos..., 2001). Vek as divadelnej kritiky vak reisrovu vziu Hamleta ako znaku straty
otca/socializmu nereflektovala a inscenciu povaovala pre prekombinovan a preplnen
zbytonmi efektami. Vnimku predstavuje obsiahla recenzia Zory Jaurovej, ktor vak
o socializme pe iba v svislosti s rezignciou divadelnch tvorcov na pohodln narbanie
s hotovmi dramatickmi matricami, ktor s naplniten mkovek. Tento jav povauje za
doteraz neprekonan dedistvo ... dlhej socialistickej ry, ke sa z pochopitench prin stali
inscencie klasickch hier takmer jedinm tvorivm toiskom (...) a vygenerovali tak siln
generciu reisrov... (JAUROV, 2001, s. 19).
V roku 2003 bol Hamlet inscenovan hne dva razy. Prvou bola z hadiska kvality a etiky
divadla vemi kontroverzn inscencia s nzvom Hamlet, prbeh vraha v rii Antona ulka,
ktor natudoval v bratislavskom Divadle Arna a druhou inscencia v Divadle Jozefa Gregora
Tajovskho Zvolen v rii poskho reisra Andrzeja Rozhina.
Inscencia Hamlet, prbeh vraha sa od svojho zaiatku a do konca niesla vo vemi

expresvnom ruchu a v atmosfre neovldatench vn. Postavy si od zaiatku a do konca
a teatrlnym spsobom uvedomovali tragickos svojho konania a osudu a svojou
excitovanosou pripravovali pdu pre Hamleta vraha. V podobnej nlade neustle konal aj
samotn Hamlet. il hlboko ponoren do akhosi pochmrneho a temnho sna. Plne v slade
so slovami, ktor inscentori napsali o postave Hamleta do bulletinu k inscencii: Je pre ns
lovekom, ktor sa sna pomenova veci, ktor ho trpia, a aspo sa poka prs na to, o je
sprvne a o nie. A v neposlednom rade je to lovek, ktor je schopn zabi. (Kto je Hamlet?,
2003). Hamletova agresivita voi svetu bola najdrastickejie zobrazen cez vzah k Oflii, a to
prostrednctvom jej znaku malej oranovej rybiky v akvriu. Hamlet, ale aj ostatn postavy
42
,
s ou narbali pomerne brutlne8. Odpove na zkladn otzku reisr A. ulk obiiel tm,
e sa zameral hlavne na analzu stavu budceho vraha. Zsadn zmena optiky na inscenciu
vyvolala vemi odmietav a pobren recenziu Mrie Jenkovej, ktor v nej dokonca
neuviedla ani men tvorcov. (JENKOV, 2003, s. 25).9
Odpove na zkladn otzku posk reisr Andrzej Rozhin v druhej vo zvolenskej

inscencii vyrieil ako problm osudovej neodvratnosti starogrckej anank. V bulletine
k inscencii A. Rozhin pe: Tragdia Hamlet m truktru grckej tragdie: niekoko ud
spojench silnmi rodinnmi putami, zvyok svet, spolonos je odsunut do zadia. Hamlet
je tragdiou jednotlivca konfrontovanho s nezmenitenm predurenm, ktor sa stane
delom jeho ivota. (...) Va otca Ducha vyadujca pomstu spsobuje, e mlad lovek
sa chyt do tragickej pasce. (ROZHIN, 2003, s. 3). Blzko k takmuto kauzlnemu uchopeniu
hamletovskch tm m iba divadeln kritika z pera Ladislava avojskho, ktor v svislosti
s vkonom Duana Cinkotu v lohe Hamleta pe: Nepomst sa bezhlavo a chladnokrvne.
Chce kona a po zisten dkazov o vine krovraha. Je udsk v hadan pravdy aj
v pochybnostiach. (AVOJSK, 2003, s. 15). Inscencia vak nebola vrazne reflektovan
recenziami.
Inscencia Hamlet10 v rii Rastislava Balleka z 2004 v Divadle Alexandra Duchnovia Preov
sa niesla v duchu konfrontcie starho, zatuchnutho sveta a sveta, v ktorom dochdza iba
k neustlej reprezentcii a sebareprezentcii. Star svet bol spodoben formou inscenanho
jazyka, ktor pripomnal pdesiate roky a svet sasn bol stvrnen ako snaha vetkch
postv iba o majesttne prezentovanie seba samch. Samozrejme, s vnimkou Hamleta.
Permanentn tba po zdrazovan vlastnej osoby a majesttu bola u vetkch postv okolo
Hamleta podporovan tylizovanmi postojmi a pzami, ktor vdy zdrazovali ich majestt.
Tba bola vyjadren aj materilovo, prostrednctvom scnickho prvku. Bol nm przdny
rm, do ktorho postavy priebene ako do obrazu zarmovvali Rosencrantz a Guildernstern.
Rmovali vak aj realitu, ktor ich obklopovala. Na rozdiel o tchto postv bolo zobrazenie
Hamleta v slade s konvennmi predstavami o om. Bol vhav, prli premav
a odpovede na vetky otzky sa snail njs v knihch. R. Ballek touto koncepciou nedospel ku
kompromisu v rieen odpovede na zkladn otzku, a ani sa nepostavil na iadnu stranu.
Iba zvraznil podobu problmov, ktor viedli ku fatlnemu konfliktu, a to vsostne
divadelnmi prostriedkami. Vzhadom na to, e Shakespearov text neupravoval, je jeho
prstup k danej otzke najoptimlnej. (Poda INTITORISOV, In. INTITORISOV, ORAVEC,
BALLAY, 2007, s. 178 - 179).
8
Nechali ju naprklad dlh as na suchu.
9
Uveden recenzia patr medzi ojedinel divadelno-kritick reflexie inscencie.
10
K inscencii nie s k dispozcii iadne divadeln recenzie.
43
,
V roku 2004 premirovalo Hamleta aj Divadlo Thlia Koice v rii Sndora Bekeho.
K inscencii vak nie s dostupn iadne materily v inom ako maarskom jazyku, preto sa jej
nebudeme venova.
alia inscencia Hamleta v inohre Slovenskho nrodnho divadla Bratislava v roku 2007 v
rii Petra Mikulka mala vnimon symbolick - postavenie. Slvnostne otvorila Nov
budovu Slovenskho nrodnho divadla a hlavnm dvodom vberu premirovanho titulu
bola skutonos, e SND zaalo svoju innos taktie premirou Shakespearovho Hamleta, a to
4. 2. 1925. Zkladn prbehov truktra bola v inscenci dodran, z vznamovho hadiska
koncepcia nepriniesla ni interpretane zaujmavho. Na konvennos celkovho rmcovania
inscencie nemal vplyv ani preorganizovanie niektorch ast textu ako napr. prchod hereckej
skupiny v civilnom odeve v vode inscencie11 a pod. Reisr objasnil svoju koncepciu pred
verejnosou iba poas tlaovej konferencie pred premirou. V elektronickch i printovch
mdich je najastejie citovan jedno jeho vyjadrenie, ktor na nej odznelo: Netreba
definova miesto a as, kedy sa to odohrva, lebo sa to odohrva v dui loveka. Vetky
Shakespearove problmy s problmami dnench ud. (SITA. 2007). K odpovedi na nau
zkladn otzku sa oproti inm inscencim snaili dospie i odhadn ju viac kritici, ako
samotn inscentori i u koncepciou inscencie alebo zverejnenmi vyjadreniami k nej.
Naprklad novinr a kritik Juraj Kunierik v recenzii v tomto zmysle pe: O om je vlastne
Hamlet? Naprklad o tom, ak dleit je pam a o tom, e pravda sa nakoniec uke. Alebo
aj o tom, e vo svete je vdy viac bezcharakternch krov a tupch fzlov, ne akmi otzkami
zoieranch Hamletov... (KUNIERIK, 2007). Rad divadelnch kritk vak najastejie
zdrazuje postavu Hamleta v interpretcii Roba Rotha pri hadan odpovede na zkladn
otzku ako urujcu. Je pre nich v inscencii rebelom (naprklad ULIIANSKA, 2007, s. 12),
prpadne ... tudentsk rebel, sympatick chulign. (AVOJSK, L. 2007, s. 9) alebo iba ...
klaunom, ktor sa zabva na vlastnej intelektulnej a mravnej prevahe nad svojm okolm.
(TEFKO, 2007). Je teda zosobnenm mladho mua, ktor jasne vid vetky prekky
a rebelskm postojom dva najavo svoju bezmocnos pred mocou a rezignciu na akkovek
pozitvne rieenie svojej situcie.
V roku 2011 inscenovalo Hamleta12 Divadlo Kontra zo Spiskej Novej Vsy, a to v rii poskej
reisrky a dramatiky Klaudyny Rozhin ijcej vo Vekej Britnii, ktor ho tm natudovala po
tret raz. Inscentori sce textov predlohu zjednoduili, pretoe prbeh odohrvaj iba dvaja
herci, avak ponechali vek rad i u hlavnch alebo vedajch postv. Zkladom poetiky
inscencie je spodobovanie vetkch postv obomi hercami, vrtane Hamleta a schopnos
rchleho vctenia sa do kadej tak, aby vynikol pocit osamelosti a zfalstva Hamleta. Reisrka
K. Rozhin sa v svislosti s naou otzkou sa v jednom rozhovore vyjadrila nasledovne: N
11
Herci v om pozvali divkov aj na ostatn inscencie divadla.
12
Inscencia zskala viacero ocenen, ako naprklad v roku 2013 cenu Objav roka na medzinrodnom festivale
kremnick gagy a dve ceny Zlat lebky na najprestnejom 17. ronku festivalu Shakespeara v Eurpe v
poskom meste Gdask. Ich Hamlet si vyslil dve ceny Zlat lebka od festivalovch kritikov.
44
,
Hamlet je mu, ktor - rovnako ako mnoh z ns - stratil dveru vo svet. Je osamel, hlboko
sklaman, pochybovan a rozorvan konfliktnmi emciami. Zosmieuje nadriadench, je
vystavovan li, never v dobrotu a krsu, je posadnut smrou. Sce sa sna, ale neme njs
miesto vo svete a zmysel ivota vo svete, v ktorom u neexistuj iadne hodnoty - zostal len
zdrvujci smtok. Je pomsta pre neho dostaton dvod k ivotu? (Grodzka Gate - NN
divadlo, 2012). V bulletine tie pe: Hra kladie vetky vek otzky, ak je len mono poloi,
ale nedva iadne odpovede. Muste hada sm. Je to tie hlbok a pokoru uiaca sksenos.
(SHAKESPEARE, 2011, s. 3). Reisrkina odpove na nau otzku je jednoznan strata
dvery v svet a zmysel ivota. Divadelnch kritk na inscenciu nevylo vea, autorka jednej
z nich - Hana Rodov - vak reisrkin koncept plne podporila i v svislosti s hadanm
odpovede na nau otzku. Mimoriadne ocenila skutonos, e ... najm vemi sugestvna
priama hra na divka a s divkom... (RODOV, 2011) zasiahla naplno divkov.
V roku 2012 sa k inscentorom hry Hamlet pridalo aj Mestsk divadlo - Divadlo z Pase
Bansk Bystrica, ktor ju natudovalo pod nzvom Hamlet a syn (Hereck spolonos princa
Hamleta) v rii Jn H. Mikua s prihliadnutm na viacero slovenskch i eskch prekladov.
Inscentori vytvorili prbeh o stredovekej hereckej spolonosti, ktor sa zaoberal otzkou
hrdinstva ako takho a jeho chpanm v sasnosti. Vystavali ho ako modelov situcie,
v ktorch pomocou zkladnch tm z Hamleta (ale aj grckej mytolgie, vlastnho ivota at.)
snaili odpoveda na zvolen otzku. Njden hrdinstvo i hrdinov opisovali, i u slovne alebo
konanm vo vybratch situcich. (INTITORISOV, 2012). Odpove na nau otzku nali
netandardn, slovami dramaturgiky inscencie Jany Miku Hanzelovej: Prelnanm
navonok absurdnch asov a stretov (stretnutie stredovekej spolonosti s Hamletom,
stredovek kritik citujci komentre sasnch shakespearolgov...) sme sa snaili
podiarknu najpodstatnejiu tmu: znovuobjavenie divadla, ktor nezatvra oi pred
okolitm svetom, pred spolonosou, v akej ijeme. Snaili sme sa, aby aj herci mali pocit, e
divadlom sa daj zmeni veci okolo ns, alebo sa o tom meme minimlne aspo neustle
poka. (JAREMKOV, 2012).
Slovensk komorn divadlo Martin uviedlo natudovanie Hamleta v rii Doda Gombra pod
nzvom Hamlet (prbeh rodiny) v roku 2013. Inscentori sce zkladn prbehov truktru
zachovali, cel ju vak aktualizovali. Vytvorili sasn prbeh o sdliskovej rodine, v ktorej je
Hamlet hudobnkom fajiacim marihuanu a holdujci alkoholu, vaka omu trp preludmi
o svojom mtvom otcovi. Nevedia si s nm da rady nielen rodiia, ale ani susedia i plach
Oflia. Neustla depresvnos ho neprosne vedie k tragickmu koncu. Reisr sa o koncepcii
Hamleta vyjadril nasledovne: ... V prave sme odbremenili text od politickch, spoloenskch
a historizujcich udalost a upriamili pozornos na prbeh rozpadajcej sa, rozvrtenej rodiny.
Rodina, ktor m v svojom vntri zakliatu chorobu - to je v mojich oiach leitmotv. Kad, kto
je sasou rodiny, by tam zrkadlenie nachdza mal. (...) je to sdliskov prbeh, ktor by sa
pokojne mohol odohrva naprklad tu v Kotoch. (...) Je to prbeh silnho naviazania syna na
otca a po strate prve tohto piliera v rodine sa v Hamletovi zan odohrva rzne
protichodn, ako definovaten pochody a poryvy, ktorm on podlieha. (KOVAIKOV,
45
,
2013). Vzhadom na skutonos, e do centra koncepcie postavil Hamleta, neprekvap ani

Gombrovo vyjadrenie sa k tvarovaniu jeho postavy: Hamlet je pre ma v prvom rade
rozporupln mlad mu, ktor a romanticky podlieha boju v sebe - boju idelov, idelneho
videnia sveta a reality. Je to lovek pln pochybnost, divnho strachu z oakvania
budcnosti, z oakvania toho, akm smerom a spsobom sa rozvinie jeho vlastn prbeh. V
paralele s dnekom, s nam kadodennm ivotom je v tom silne zastpen zmtok, chaos.
Genercia ud do veku 30 rokov v sebe nesie aksi neschopnos prija zodpovednos za vlastn
ivot a neustle sa vracia k asu, kedy bolo vetko postaven na nezodpovednosti.
(KOVAIKOV, 2013). O zlyhan rodiny ako o hlavnej prine vchovy genercie, ktor nie je
schopn riei problm rozporu medzi slobodou a mocou v zmysle naej zkladnej otzky pe
svoj svojej kritike aj Martina Malrov: Namiesto hniloby v tte dnskom tu ide o
zahnvanie vntri zkladnej bunky spolonosti. Z krovskej rodiny sa stva akkovek ben
rodina z vedajieho panelku. Sasn rodina, v ktorej napt vzahy ved k tragdii.
(MALROV, 2013). K podobnej optike dospela aj Zuzana Andrejcov Ferusov: ... vziu
rozpadu rodiny akcentuje Gombr tak, e tragick prbeh z prostredia palca posva do naej
vednej kadodennosti. Gertrda teda vinu asu trvi ehlenm, pranm, chystanm veere,
Polnius sa tmol po byte v nevkusnch teplkoch a pletenej veste... (FERUSOV
ANDREJCOV, 2013, s. 11).
Poslednou inscenciou, ktor vznikla v sledovanom obdob je Hamlet z roku 2014 v Teatro
Wstenrot Bratislava.13 Vzhadom na to, e k inscencii nie je zachovan videozznam a je
k dispozcii iba jedna kritika, ktor sa nevyjadruje k naej otzke, nebudeme sa jej venova.
Zver
Hamletovsk tematika aj v inscencich po roku 1989 osciluje okolo zkladnej prbehovej

truktry Shakespearovho textu. Odvaha hada nov inscenan prostriedky i snaha
preorganizova textov predlohu do novch foriem nechba takmer v iadnej inscenci.
asto vznikli tvary, ktor vyvolali zaslen obdiv, ale aj polemiku a s cenn prve pre
diskusiu, ktor vyvolali. Osobitne hodnotn s vak tm, akm spsobom reagovali na rok
1989 a nov spoloensko-politick situciu. Predstavuj vemi dsledn hadanie odpoved
na zhubn vplyv totalitnho systmu a nali ho nielen v spoloensko-politickch svislostiach,
ale aj v rodinnch dvodoch i osobnostnch charakteristikch a vlastnostiach predovetkm
hlavnch postv.
Priny natudovania hry Hamlet v analyzovanch inscencich v prepojen na zkladn

otzku: Ako sa d i v dobe, ktor nti iba k neslobodnm rozhodnutiam?
13
Ide o obnoven kolsk inscenciu z roku 2003 na Akadmii umen Bansk Bystrica, obe ria: Peter Koan.
46
,
1993 ttne divadlo Koice, obnoven Neva prekona generan

premira: 1994 problmy, nezmieritenos
v konan rodn.
2001 Divadlo Andreja Bagara Nitra Konpiran terie a politick
manipulcie, ktor ved k
vojnm.
2001 Tlav divadlo Trnava (pod nzvom Preobrten morlne hodnoty
Hamlet, alebo nlez lebky) v rodinch i v spolonosti.
2003 Divadlo Jozefa Gregora Tajovskho Nepouitenos sprvania sa tch,
Zvolen ktor nm vldnu.
2003 Divadlo Arna Bratislava (pod nzvom Dsledky konania vraha a jeho
Hamlet, prbeh vraha) reakcie na konfliktn a vypt
situcie.
2004 Divadlo Alexandra Duchnovia Preov Duchovn przdnota a mrnivos
tch, o nm vldnu.
2007 Slovensk nrodn divadlo Bratislava Oprvnenos reblie mladch
ud, vierolomnos tch, o nm
vldnu.
2011 Divadlo Kontra Spisk Nov Ves Osamelos mladch ud a strata
zmyslu ich ivota.
2012 Mestsk divadlo - Divadlo z Pase Divadlom je mon problmy
Bansk Bystrica (pod nzvom Hamlet a zmeni k lepiemu.
syn /Hereck spolonos princa
Hamleta/)
2013 Slovensk komorn divadlo Martin Rozpad rodiny.
(pod nzvom Hamlet /prbeh rodiny/)
Odlinos odpoved analyzovanch inscenci na hlavn otzku vak nesvis s rznosou ich
prin v sasnosti, i pred rokom 1989 alebo v dobe ivota W. Shakespeara. S IBA
potvrdenm univerzalizmu tm Shakespeara, jeho dramatickho majstrovstva a aktulnosti
a vznamovej a vrazovej flexibility textov jeho hier.
Referencie a citcie
(1) AVOJSK, L. 2003. By i neby, to je stle otzka! In. asopis Literrny tdennk,
ro. 15, 2003, ISSN 1335-7786, . 29 30, s. 15 - 16.
(2) AVOJSK, L. 2007. Shakespeare v lete i v zime. asopis Literrny tdennk, ro. 20,
2007, ISSN 1335-7786, . 33 34, s. 1 a 7.
47
,
(3) Drzos, tba, mystika... [Rozhovor Svetozra Spruanskho s reisrom Rbertom

Alfldim.] 2001. In. SHAKESPEARE, W. Hamlet. [Bulletin k inscencii.] Nitra Divadlo
Andreja Bagara, 2001. [Neslovan.]
(4) FERKO. T. 1993. trapy z Hamleta pomocou Nekovara. asopis Javisko, ro. 25, 1993,
ISSN 0323-2883, . 3, s. 4 - 5.
(5) FERUSOV ANDREJCOV, Z. 2013. Hamlet hrdina naich ias? asopis kd, ro. 7,
2013, ISSN 1337-1800, ro. 7, . 5, s. 10 13.
(6) Grodzka Gate - NN divadlo. 2012. "Hamlet" - spektakl Divadlo Kontra. [online].
Dostupn na internete:
http://teatrnn.pl/kalendarium/node/1554/hamlet_spektakl_divadlo_kontra
(7) http://etheatre.sk/du_vademecum/.
(8) CHUDOBA, F. 1941. Kniha o Shakespearovi. Dl I. Prosted a ivot. Praha Jan
Leichter 1941. 815 s.
(9) CHUDOBA, F. 1943. Kniha o Shakespearovi. Dl II. Praha Jan Leichter 1943. 854 s.
(10) INTITORISOV, D. 2001. Poznmky k nitrianskemu Hamletovi. asopis
Javisko, ro. 33, ISSN 0323-2883, 2001, . 9, s. 16.
(11) INTITORISOV, D. 2007. Romeo a Jlia a Hamlet ako lakmusov papierik. In.
INTITORISOV, D. ORAVEC, P. BALLAY, M. 2007. Tvre sasnho slovenskho
divadla. Nitra Univerzita Kontantna filozofa 2007, s. 171 179. ISBN 81-8094-012-
6.
(12) INTITORISOV, D. 2012. Divadlo, terapia a osobn... [online]. Dostupn na
internete: http://www.monitoringdivadiel.sk/recenzie/recenzia/divadlo-terapia-a-
osobne/
(13) JANK, P. 1993. Rdio Koridor Viede-Bratislava-Koice. Premira Hamleta v
natudovan rakskeho reisra Antona Nekovara. Koridor : dennk pre Slovensko,
ro. 2, 1993, . 20, s. 6.
(14) JAREMKOV, M. 2012. Divadlom sa daj zmeni veci okolo ns. [Rozhovor s J.
Mikuom a Janou Miku Hanzelovou.] [online]. Dostupn na internete:
http://kultura.sme.sk/c/6324617/divadlom-sa-daju-zmenit-veci-okolo-nas.html
(15) JAUROV, Z. 2001. Chytili sprejera... asopis Domino frum, ro. 10, 2001,
ISSN 1335-4426, . 27, s. 18.
(16) JENKOV, M. 2003. Preo tran rybiky v Arne neplnia elania. Dennk
Pravda, ro. 13, 2003, ISSN 1335-4051, . 114, s. 25.
(17) KOTT, J. 1964. Shakespearovsk rty. Praha - eskoslovensk spisovatel
1964. 214 s.
(18) KOTT, J. 1965. Szekspir wspczesny. Warszawa - Pastwowy Instytut
Wydawniczy 1965. 473 s.
(19) KOVAIKOV, M. 2013. Hamlet zrkadl prbeh rozpadu rodiny. [online].
Dostupn na internete: http://turiec.sme.sk/c/6726981/hamlet-zrkadli-pribeh-
rozpadu-rodiny.html#ixzz2NbbG5NVc
(20) Kto je Hamlet? 2003. In. SHAKESPEARE, W. Hamlet, prbeh vraha. [Bulletin k
inscencii.] Bratislava Divadlo Arna, 2003. [Neslovan.]
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(21) KUNIERIK, J. 2007. Podaren Hamlet. [online]. Dostupn na internete:

http://www.tyzden.sk/casopis/891/podareny-hamlet/
(22) MALROV, M. 2013. Hamlet s jointom, Oflia s iPodom. [online]. Dostupn
na internete: http://kultura.sme.sk/c/6742395/hamlet-s-jointom-ofelia-s-
ipodom.html#ixzz46GJlbwlj
(23) NEKOVAR, A. 1993. Preo prve Hamlet? In. Hamlet. [Bulletin k inscencii.]
Koice - ttne divadlo 1993. 12 s.
(24) NVOTA, J. 2001. Hamlet, alebo nlez lebky. [Libreto.] Trnava Prepadlo 2001.
34 s.
(25) RODOV. H. 2011. Poctiv Hamlet. [online]. Dostupn na internete:
http://www.theatre.sk/isrecenzie/587/97/Poctivy-Hamlet/?cntnt01origid=97/
(26) ROZHIN, A. 2003. Slovo reisra. In. SHAKESPEARE, W. 2003. Hamlet. [Bulletin
k inscencii.] Zvolen Divadlo Jozefa Gregora Tajovskho 2003. 10 s.
(27) SHAKESPEARE, W. 2011. Hamlet. [Bulletin k inscencii.] Spisk Nov ves
Divadlo Kontra 2011. 8 s.
(28) SITA. 2007. Po 43 rokoch sa do nrodnho divadla vracia Hamlet. [online].
Dostupn na internete: http://domov.sme.sk/c/3483789/po-43-rokoch-sa-do-
narodneho-divadla-vracia-hamlet.html
(29) TEFKO, V. 2007. Hamletova dvojit osamelos. [online]. Dostupn na
internete: http://www.monitoringdivadiel.sk/recenzie/recenzia/hamletova-dvojaka-
osamelost/
(30) ULIIANSKA, Z. 2007. S Hamletom padol nrodn sviatok na vedn de.
Dennk Sme, ro. 15, 2007, ISSN 1335-440X, . 213, s. 12.
(31) WILD, J. 2007. Mal dejiny Hamleta. Bratislava - Slovensk nrodn divadlo,
Slovart, Divadeln stav, vysok kola mzickch umen 2007. 269 s. ISBN 978-80-
969195-7-4.
(32) WILD-BOCHOV, J. 1998. Hamlet dobrodrustvo textu. Levice L. C.
A 1998. 258 s. ISBN 80-88897-06-8.
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LITERRNA GEOGRAFIA AKO SAS LITERRNO-KULTRNYCH KOMPETENCI

TUDENTA ODBORU PREKLADATESTVO A TLMONCTVO
Katarna Klimov14
Abstract (ON LITERARY AND CULTURAL COMPETENCES OF TRANSLATION AND

INTERPRETING STUDENTS)
The article presents possible ways to create a connection between teaching of literature and
tourism in education of future interpreters and translators. The article deals with literary parks
in Italy and explains how the competences of an interpreter in the role of a tourist guide
overlap with those of an expert in literary science.
Keywords
Tourism, literary parks, translation and interpretation, Italian literature.
Abstrakt
Cieom prspevku je predstavi monosti a spsoby, ako implementova prepojenie medzi

vubou dejn literatry a cestovnm ruchom vo vzdelvacom procese budcich tlmonkov a
prekladateov. Prspevok sa sstreuje na literrne parky v Taliansku a sasne poukazuje na
prelnanie kompetenci tlmonka - sprievodcu v oblasti cestovnho ruchu a literrno-vedne
fundovanho pecialistu.
Kov slov
Cestovn ruch, literrne parky, prekladatestvo a tlmonctvo, talianska literature.
JEL Classification:
Vychdzajc z charakteristiky absolventov tudijnho odboru prekladatestvo a

tlmonctvo na Filozofickej fakulte Univerzity Mateja Bela v Banskej Bystrici, konkrtne
tudijnch programov zahajcich taliansky jazyk a kultru, je cieom tdia vchova
vestranne vzdelanch jazykovednch a literrnovednch odbornkov, prekladateov a
tlmonkov z talianskeho jazyka pre potreby kultrneho, vedeckho a hospodrskeho
ivota. Absolvent takhoto odboru je schopn samostatne zhromaova, analyzova a
interpretova daje, vyuva interdisciplinrne znalosti z talianskej geografie, histrie,
reli literatry, lingvistiky a interkultrnej komunikcie a tak sa uplatni v irokej
14
KRO, Filozofick fakulta Univerzita Mateja Bela, Tajovskho 40, Bansk Bystrica, katarina.klimova@umb.sk
50
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spoloensko-kultrnej sfre. Jednou z dleitch oblast tohto uplatnenia je teda okrem

obchodnej, i politicko-diplomatickej sfry aj kultrna. Do nej neodmyslitene patr aj
cestovn ruch, ktor na slovenskom a otvorenom eurpskom pracovnom trhu ponka
trvalo nadpriemern poet pracovnch miest.
K napaniu ciea v tejto pecifickej oblasti prispieva vzjomn a cielen prepojenie a

nadvznos v rmci ponkanch povinnch, povinne volitench a vberovch
predmetov, v tomto prpade najm talianskej histrie, dejny literatry, geografie, reli
a kinematografie. Absolventi bakalrskeho tdia programu Taliansky jazyk a kultra
ovldaj taliansky jazyk na rovni B2 poda Spolonho eurpskeho referennho
rmca pre jazyky. Jednou z monost ich uplatnenia u po absolvovan tohto prvho
stupa tdia je prve cestovn ruch. V prspevku predstavme mon prepojenia medzi
vubou dejn literatry a cestovnm ruchom vo vzdelvacom procese budcich
tlmonkov a prekladateov. Poukeme na prelnanie kompetenci tlmonka -
sprievodcu v oblasti cestovnho ruchu a literrnovedne fundovanho pecialistu, ktor
je mon rozri a prehbi v nadvzujcich formch tdia. Uveden zameranie je teda
mon vnma ako prpravu pre alie rozvjanie takto orientovanch kompetenci
s vziou neskorieho irieho uplatnenia aj v prbuznch odboroch (kultrna geografia,
kultrna diplomacia). Napriek tomu, e akademick prostredie na Slovensku nevenuje
literrnemu turizmu, ktor je sasou novch foriem kultrneho cestovnho ruchu,
dostaton pozornos, rozhodli sme sa postupne implementova tzv. literrnu
geografiu (disciplnu zaloen na vzahu autora k miestam jeho inpircie) do
inovovanch tudijnch plnov v rmci prekladatesko-tlmonckeho odboru v
tudijnom programe Taliansky jazyk a kultra. Takto forma vuby by mala podobu
interdisciplinrne zameranch seminrov, ktorch obsah by mohol by umocnen
literrnymi exkurziami.
Literrnemu turizmu venuj v sasnosti pozornos viacer zahranin autori, napr.

Agorniov (2012), Filippiov (2012), Gibellini (2012), Curuz (2012), i Barilarov (2004).
Tma ns zaujala najm v svislosti s literrnymi parkami, ktorch je v Taliansku
aktulne osemns. Uvdzame ich poda jednotlivch reginov: ABRUZZO: Gabriele
d'Annunzio, Anversa degli Abruzzi (L'Aquila); BASILICATA: Albino Pierro, Tursi (Mt),
Carlo Levi Aliano, (Matera); CALABRIA: Pitagora e Marchesato di Crotone, Crotone;
CAMPANIA: Francesco De Sanctis, (Avellino), Zenone e la Scuola Eleatica: la comunit di
Parmenide, Ascea e Terre Veline (Sa); EMILIA-ROMAGNA: Le Terre di Dante, Ravenna-
Firenze; LAZIO: Pier Paolo Pasolini, Ostia (Roma), Tommaso Landolfi, Pico (Fr), Un Parco
di Libri (Io Leggo Reg. Lazio); LIGURIA: Montale e le Cinque Terre; MARCHE: Paolo
Volponi, Montefeltro - Fermano (Pesaro Urbino, Fermo); SARDEGNA: Grazia Deledda,
Galtelle (Nu); SICILIA: Giovanni Verga, Vizzini (Catania), Giuseppe Giovanni Battaglia,
Aliminusa (Palermo), Salvatore Quasimodo, Modica (Ragusa); TOSCANA: Giosue
Carducci, Castagneto Carducci (Livorno); VENETO: Francesco Petrarca e dei Colli
Euganei, (Padova). Ide teda o miesta zameran na relne miesta opsan vo veobecne
51
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znmych talianskych literrnych dielach, prpadne i na miesta narodenia, pobytu, i

poslednho odpoinku vznamnch talianskych spisovateov. Mnoh z nich s autormi
najvznamnejch diel talianskej literatry a preto neodmyslitenou sasou osnovy
jednotlivch povinnch, povinne volitench a vberovch predmetov, tkajcich sa
dejn talianskej literatry. Z tohto dvodu sme sa rozhodli zaradi do spomnanch
inovovanch tudijnch plnov i vybran aspekty literrneho turizmu artefakt
literrnych parkov, vtvor prrody i udskho umu.
Tu si treba poloi otzku. Meme pristupova k bohatmu literrnemu dedistvu
prostrednctvom emocionlneho prstupu a vyuva monosti miest, ktor nepatria
medzi tradin destincie cestovnho ruchu, no inpirovali literrne diela? Podobnmi
otzkami sa v roku 1992 zana zaobera ambicizny projekt, ktorho autorom bol
Stanislao Nievo, pravnuk vznamnho talianskeho spisovatea, no predovetkm
vlastenca, menom Ippolito Nievo. Tento projekt sa postupne, v priebehu niekokch
rokov, transformoval na nadciu s nzvom Fondazione Ippolito Nievo, podporujcu
aktivity a projekty v oblasti literrneho turizmu v Taliansku. Nsledne, od roku 2009, sa
zriaovanm a koordinciou literrnych parkov v Taliansku zaober spolonos
Paesaggio Culturale Italiano. Hlavnm cieom spolonosti je podporova literrne parky
v snahe o trvalo udraten rozvoj kultrneho cestovnho ruchu, a to v svislosti s
kulturologickm kontextom cieov cestovnho ruchu (porovnaj Lenovsk, 2008, s. 17).
Literrny park predstavuje historick, geografick, i spoloensk realitu
prostrednctvom literrneho svedectva, o turistovi umouje zska jedinen
sksenos a vnmanie samotnho spisovatea. tanie, ako uvdza Filippiov (2012, s.
102) je individulny poin a jedinen slov umelca, niekoho kto videl dan miesto,
krajinu, mesto, i prrodn scenriu pred nami, tam a vtedy, umouj vnma
napsan realitu tu a teraz inak a jedinene, pretoe kad vnma text po svojom.
Na ilustrciu prepojenia autora s konkrtnym zemm vyuijeme jeden z existujcich
literrnych parkov v Taliansku. Je venovan Tommasovi Landolfimu (19081979),
jednmu z najvznamnejch spisovateov dvadsiateho storoia, hoci izolovanmu voi
hlavnm prdom predvojnovej i povojnovej talianskej literatry (Mesrov, 2014, s.
195) a vznikol ako prv literrny park oblasti znmej pod nzvom Ciociaria. Tento nzov
pomenva niektor oblasti kraja Lazio, juhovchodne od Rma, no bez presne
definovanch hranc . Roberto Almagi definuje oblas Ciociaria nielen ako neuren,
i nedefinovan kraj, ale aj ako kraj nemajci vlastn individualitu (Almagi, 1931, s.
384). Ponc obdobm nstupu faistickho reimu v Taliansku (od roku 1925) sa nzov
nesprvne pouva miestnou tlaou a rznymi zdrueniami, vrtane Agentry pre rozvoj
cestovnho ruchu v regine Frosinone (Azienda di Promozione Turistica della provincia
di Frosinone), ako synonymum pre okres Frosinone (Lorenzo, 2005, s. 33-36).
Literrny park Tommasa Landolfiho je zrove venovan spomnanmu rodnmu
mesteku spisovatea, malmu stredovekmu klenotu s nzvom Pico, medzi krajmi
Lazio a Campania. Mesteko zrove znme ako vstupn brna do Nrodnho parku
pohoria Aurunci. Od mora Pico oddeuje iba ohrada hr v blzkosti miest Sperlonga,
Terracina a Gaeta. Optstva Montecassino, Trisulti, Casamari, Fossanova tvoria idelny
52
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rmec pre sriu turistickch trs nielen pre milovnkov prrodnch krs, ale i literatry.
Trasy nadvzuj na star tradcie zabudnutch remesiel a tradin kuchyu reginu
Ciociara.
V Picu preil Landolfi nielen svoje detstvo, ale i najkreatvnejie okamihy ivota. asto
sa sem vracal na dlh obdobia, do rodnho domu zdedenho po predkoch zo
sedemnsteho storoia, ktor je sasne hrdinom mnohch prbehov a predovetkm
miestom literrnej tvorby:
[...]pero, ktor tam dole (v Picu) uha, tu (v San Reme, kde bval) sa vzpiera a pohne
sa len zsahom Bom (Rien va, 1963) .
Trojtiscov talianske mesteko Pico je posaden na pahorku v blzkosti hory Pota,

malebnom kte oblasti Frosinone v kraji Lazio. Podrobn opis mesta poskytuje jeden zo
zkladnch textov o jeho histrii z roku 1929, ktorho autorom je Don Antonio Grossi
Bianchini. Pvod nzvu Pico je predmetom kontroverznch diskusi.
Najpravdepodobnejm vysvetlenm je nzov odvoden od keltskho korea pic, o
znamen ostr, picat vrchol, sn kvli tomu, e hrad stl na ostrej, skalnatej ostrohe.
Prv svedectv o existencii mesteka pochdzaj z roku 589 n.l., kedy dolo k invzii
Longobardov pod vedenm Zotona, vojvodu z Beneventa, ktor zniil Montecassino,
Pico, a Pastenu. Oficilne sved o existencii Pica a hradu, ktor vybudoval Giovanni
Scinto, signore di Aquino, formulcia Castrum qui nominatur Pika z roku 1049. Odvtedy
sa histria mesteka zko prelna s histriou jeho hradu, okolo ktorho vznikla prv
osada.
Na portli optstva Montecassino je medzi benediktnskymi majetkami spomenut

kostol Santa Marina Pico, ktor daroval optovi G. Scinto a jeho manelka Alfarana v
roku 1049 . Hrad bol nielen hraninm bodom medzi Rmskym a Longobardskm
vojvodstvom, spadajcim do oblasti Cassina, ale slil i ako prepojenie zemia Flumetica
s morom. Nepriame pretrvanie longobardskch prvkov zdrazuje hodnotu zemia
okolo Pica i samotnej opevnenej osady, kde udsk spolonos vytvrala v priebehu
dejn vlastn pocit spolupatrinosti. V sasnosti star mesto pripomna skr stredovek.
zke, pravideln uliky, prepojen schodiskom a vince sa okolo hradu, s bezpochyby
jeho typickmi rtami. Sasou mestskch hradieb s tri brny umoujce prstup do
mesta. Od roku 1542 do roku 1547 bol hrad lnom Ottavia Farnese a Pico sa stalo pod
vldou Carla III sasou Neapolskho krovstva. V roku 1742 bol odkpen miestnymi
rodinami Contiovcov a Landolfiovcov s nslednm predajom feudlnych pozemkov
skromnm osobm. Po zjednoten Talianska v roku 1861 sa obec stala sasou
provincie Caserta a a v roku 1927 prela pod sprvu novovytvorenej provincie
Frosinone. Poas druhej svetovej vojny obec zavala dlh mesiace nemeckej okupcie
a kvli opakovanmu bombardovaniu boli obyvatelia nten utiec do hr. Nsledne,
vaka nemalmu siliu, boli domy v mesteku zrekontruovan.
53
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Landolfi si na toto obdobie spomna v prspevku s nzvom Quattro casce zo zbierky

Ombre (1954):
Dvali sme sa na t bohos a ruiny, ale to najhorie, ako som u povedal, bolo to, e
sme nespoznvali atmosfru nho domova. Napriek tomu, dokonca aj vtedy, mi pohad
okamite prebehol na moje tri stromy.
Literrnemu turistovi sa pri nvteve Pica vynraj intenzvne svislosti s jeho dielom,
prestenm uniktnymi nladami, obrazmi a fantziami, tkajcimi sa prrodnho
prostredia a ivota, i charakteru obyvateov obce. Pripomeme si autorove slov z
poviedky Predhorie Frosinona (I contrafforti di Frosinone) z roku 1960, ktor Calvino vo
svojich Najkrajch strnkach zaradil do kapitoly s nzvom Medzi autobiografiou a
vmyslom (Tra autobiografia e invenzione) vyvolvajce jasn a silne emotvnu
predstavu:
(...) Sme teda doma. Na obzore sa u rtaj bizarn a hrub obrysy pohoria Aurunci (za
nimi je more pri mestekch Formia a Gaeta, severn asti mesta Neapol), zranen
tokom prekliateho akvaduktu , u mono zazrie t mal horu Pote , ktor vrh napriek
tomu obrovsk tie na mj dom. (...) .
U v roku 1935 bolo v oblasti Cassinate (okres Frosinone) zriaden Zdruenie Acquedotto
degli Aurunci, zahajce devtns obc, so sdlom v meste Cassino. Ilo o jeden z
najvznamnejch poinov povojnovho Talianska. Vrch Pota dosahuje nadmorsk
vku 640 m n. m.
Nrodn park pohoria Aurunci zaloen v roku 1997 je chrnenou prrodnou oblasou
kraja Lazio a nachdza sa na hranici medzi okresmi Frosinone a Latina. Pohorie Aurunci,
z vekej asti sas rovnomennho Regionlneho prrodnho parku, je horskm
psmom Strednch a Junch Apenn. Vinu zemia tvor svetl vpenec, irok
kamenist svahy a such, hol boia, ojedinele pokryt krkmi a trvou. Hoci s v
sasnosti mestek Formia a Gaeta sasou okresu Latina v kraji Lazio, v minulosti
patrili zhruba tisc rokov pod Neapolsk krovstvo. Pri Landolfiho opise nm v zpt
zde na um, e sa narodil do jednej z najstarch a najvenejch rodn v kraji. Prbuzn
z otcovej strany mali oddvna vemi blzky vzah k vladrom na neapolskom trne.
Akvadukt Aurunci je po technickej strnke povaovan za jeden z najvznamnejch
vodrenskch komplexov postavench v danom obdob v Eurpe a vznikol pod ztitou
Organizcie pre rekontrukciu Cassinata (E.RI.CAS.), ako sa uvdza v programe
niekdajieho Ministerstva verejnch prc. Zsobovanie junch oblast vodou sa stalo,
za zmerom spoloenskho a ekonomickho vyuvania a rozvoja juhu Talianska,
jednm z hlavnch cieov vldnych investci. Prce zaali v septembri v roku 1951 a
stavba bola dokonen v priebehu troch rokov vaka podpore ttu a Fondu pre jun
Taliansko. Celkov nklady predstavovali 6 milird lr.
54
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Nevednm momentom pre turistov je zaiste i literrna sksenos z poviedky Noc na

vidieku (La notte provinciale) zo zbierky Me (La spada, 1942) :
... Mali by ste prs pookria zaal vtedy priate do lona nho vidieka. No nemyslite
na nejak mal melancholick mesteko (...) predstavte si skr mal dedinku, osadu
straten v horch. V dobch, kedy sa odohral prbeh, ktor vm budem rozprva, som
tam il a navye (dodal s smevom) som sa tam narodil. (...)
Zbierka La spada bola najprv publikovan v jednom zvzku s Landolfiho zbierkou Il Mar
delle Blatte e altre storie, Firenze: Vallecchi, 1942, 1944, potom v Racconti, Firenze:
Vallecchi, 1961, a napokon v Opere I., Milano: Rizzoli, 1976, s. 279-356. Obsahuje
poviedky: La tenia mistica, La spada, Il babbo di Kafka, Lettera di un romantico sul gioco,
La notte provinciale, Il ladro, La paura, Il matrimonio segreto, Una cronaca brigantesca,
Da: La melotecnica esposta al popolo, Nuove rivelazioni della psiche umana. Luomo
di Mannheim, Voltaluna, Colpo di sole, Il fuoco, Il racconto della piattola. Tieto poviedky
sa najviac pribliuj Landolfiho tematikm strachu a stle sa zavrhujceho
metafyzickho okzlenia, ktor sa vak opakovane vynra s obsesnm znepokojenm; a
to priahuje i odpudzuje svojou krutosou prvho Landolfiho (diela z rokov 1937 1947).
Zbierka La spada je teda tematicky vemi zloit a heterognna a v kadej poviedke
meme njs rezistenciu voi poniujcej a prehnanej banalite ivota (Mesrov,
2011, s. 47).
Poviedka La notte provinciale je dokonalm prkladom zvltnej fantastiky. Stretvame

sa v nej s deliktnym obrazom dieviny, zhadne a nevysvetlitene zavradenej poas
hry na vraha a policajta, ktorou si skupina mladch ud krti nudn zimn noc prve v
malej osade v horch. Vrah nie je nikdy odhalen, zostva vak vraedn zbra, ktor
rozprva stle vlastn:
Dlh a ostr epe je jemne han; rukov s dos temnm perleovm,

zelenoervenm odleskom pripomna rohovinu. Pritom vak... Jednoducho, (priate sa
hanblivo usmial) akoby t rukov bola z nejakho neznmeho materilu. A epe? Iste,
leskne sa ako uachtil oce, ale m to je, e tie ahk usadeniny krvi s na nej ete stle
jasne erven, dnes, po tokch rokoch? (Landolfi, 2001, s. 31)
Neznmy materil zbrane a fakt, e ete po dlhom ase m znepokojujci a zhadn

charakter, z nej inia akhosi svedka temnch sl. Opis zbrane vak rob prbeh
neuveritene ivm a aktulnym v oiach rozprvaa, ktor sa uprostred opisu udalosti
zmieuje: Dokonca mi ani nezilo na um ju zabi. (Tame, s. 30)
V literrnom parku ns strnky z Landolfiho knh sprevdzaj relnou cestou po

najmilch miestach spisovatea. Meme tak nazrie do domu z rozsiahlej poviedky Le
due zittelle , kde Lilla a Nena:
55
,
(...), ili na prvom poschod, v malom byte pozostvajcom z niekokch tesnch izieb
(...).
Landolfi je ironick u v nzve poviedky. Slovo zittelle mono preloi ako nevydat
eny (star dievky), no zrove ako mliace, ni nehovoriace, bez slov: ide o ostr, a
sarkastick kritiku udskej malichernosti. Poviedku napsal v roku 1943, nsledne
vychdzala na pokraovanie v iestich slach asopisu Il Mondo v roku 1945, no
knine bola vydan a vydavatestvom Bompiani v roku 1946. Samotn autor ju neskr
nazval svojou najlepou poviedkou. Prv dve kapitoly prbehu popisuj monotnny
ivot dvoch sestier ijcich so svojou starou matkou za mrmi pochmrneho edho
bytu, no tento pokojn, kadodenn ivot sa zahka men na nieo in. Kvli svojej opici
menom Tombo sa sestry ocitn uprostred neprjemnej prhody: zd sa, e v noci toto
zviera (po tom ako otvor klietku a zbav sa reaz) navtevuje blzky kltor a
napodobujc liturgick obrad si pochutnva na posvtnch hostich a npoji, m sa
dopa svtokrdee. Dilemou zostva otzka, ako potresta opicu a dochdza k stretu
nzorov dvoch cirkevnch hodnostrov liacich sa vekom, postavenm i nzormi:
Monsignora Tostiniho a otca Alessia. Nasleduje proces o vine i nevine zvieraa a
rozsudok smrti: sestry zabij Tomba ihlicou, kov postavu poviedky, zhadn
stvorenie, milovan zvieratko (dar od brata), vloia telo do pozinkovanej debniky,
sliacej na umiestnenie telesnch pozostatkov kresanov a pochovaj ho v roku
zhrady. Poviedku itate vnma ako teologick a morlne pojednvanie o hlavnch a
vekch problmoch, objavujcich sa vo svetovej literatre. Otec Alessio je akmsi
Dostojevskho Idiotom, ktor poukazuje na myln zdanie, odhauje absoltnu pravdu,
inmi neakceptovaten. Tombo doplca na svoju prirodzenos, na to, e nem rovnak
morlne princpy ako sestry a nsledky s extrmne:
Nakoniec sa Tombo pominul; pominulo sa prudk klbanie, vyhasli oi, o v poslednej

chvli prezrdzali len zdesen div. Z rn netiekla krv; len jej nepatrn pramienok pomaly
stekal z ktika st.
Tombo je postavou bez slov, mtcou, o autor vyuva ako nhradn taktiku pre
vyjadrenie ticha, mlania a jeho prtomnos si vyaduje rozltenie. V poviedke narast
obaloba nedostatku cty, i repektu voi inakosti, rozdielnosti. Ako uvdza Mesrov
(2013, s. 53), v Landolfiho diele figuruje dvojzmyselnos ako zakladajca logika
samotnho rozprvania, a to sa tak naplno prejavuje ako vhajce. Autorovo psanie,
hoci pre dnenho itatea dnes azda prli archaick, neme nepriahova.
Literrny turista me alej pokraova na mal nmestie Largo San Rocco a Largo
Carbonari po ulikch, ktor poeticky opisuje Landolfiho sasnk, Eugenio Montale
(1896 1981), taliansky bsnik, novinr a spisovate, nosite Nobelovej ceny za
literatru (1975) v bsni Elgia na Pico Farnese (Elegia di Pico Farnese, 1939):
Cesty a schody stpaj v tvare pyramdy, hlbok zrezy,
56
,
kamenn pavuiny, kde sa otvra

temnota oiven dverivmi oami prasiat,
nazelenast vrchy oblkov,
ledva prebieha spev borovc,
vykva zoslabnut v blankyte, o vystupuje
na puklinch, hranch, lomkoch mrov. (Montale, s. 181)
Elgia je sasou zbierky pdesiatich bsn, napsanch v rozpt rokov 1928 a 1939 a
publikovanch pod nzvom Prleitosti (Occasioni, 1939). Nzov uvedenej zbierky sa odvolva
na zzran okamihy, aksi prleitosti, momenty chvkovho precitnutia. Tento motv sa v
Montaleho pozii objavuje opakovane ako vytrhnutie z mal di vivere a nahliadnutie do
transcendentnej sfry: Prleitosti s teda osudov okamihy existencie, ke v jedinom
zblesku je mon vytui in realitu, alebo jej in usporiadanie, je mon pochopi zmysel,
nepredvdan a nepredvdaten vzah. (Zampa, 1984, s. XXXVII).
ZVER
Ako sme sa poksili znzorni, literrna sksenos sa stva pre loveka zvltnym, jedinenm
momentom, ktor akoby patril iba jemu samotnmu, lebo je vsostne osobn v dobe, kedy je
trendom prve zverova sa so svojimi zitkami na socilnych sieach a ustri si skromie sa
stva takmer nemonm. Poetick zobrazenie miest v originlnom jazyku i v prekladoch
pozie i przy, m podmaniv silu a vyvolva tak psobiv spomienky a dojmy, ktor v
kninom turistickom sprievodcovi, psanom opisnm a informanm postupom, rozhodne
nenjdeme. Literrne parky umouj bliie spozna autorov udsk rozmer, jeho siln i slab
strnky, m sa autor k itateovi pribliuje a ten sa stva jeho partnerom. Literatra sa
zrove men na dodaton prostriedok ochrany krajiny, miesta inpircie, kee spisovate
interpretuje zemie ako celok, spolu so svojimi prrodnmi, historickmi, umeleckmi i
kultrnymi zdrojmi z minulosti i zo sasnosti.
Sme toho nzoru, e literrny cestovn ruch ako sas kultrno-poznvacej formy
cestovnho ruchu predstavuje rozvjajcu sa formu turizmu, ktor bude stle viac priahova
pecifick skupiny turistov. Na tto situciu by mali zareagova aj tudijn programy
zameran na cudzie jazyky a kultry. Ako sme u v vode naznaili absolvent tudijnho
odboru prekladatestvo a tlmonctvo by mal by pripraven aplikova jazykovedn a
literrnovedn poznatky pri rozmanitch aktivitch vo sfre vzdelvania, umenia a kultry.
Sasou toho je aj schopnos sprostredkova bohatstvo talianskych literrnych tradci
slovenskmu turistovi, ale v neposlednej miere aj pribli slovensk kultrne dedistvo
v podobe literrnych pamiatok cudzincom. Predpokladom pre spen tlmoncku prcu v
literrnych parkoch je bezpochyby nielen znalos cudzieho jazyka, no i vedomosti tkajce sa
literrnej vedy terie, kritiky a dejn literatry.
57
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Referencie a citcie
(1) AGORNI, M. 2012. Prospettive linguistiche e traduttologiche negli studi sul turismo.
Milano, Franco Angeli, 2012.
(2) ALMAGI, R. 1931. Enciclopedia italiana, vol. X. Roma, 1931.
(3) BARILARO, C. 2004. I Parchi Letterari in Sicilia. Un progetto culturale per la valorizzazione
del territorio. Catanzaro, Rubbettino Editore, 2004, p. 264.
(4) CURUZ, M. B. 2012. Un nuovo modo di produrre cultura per il turismo: "musei parlanti" e
comunicazione. In: AA.VV: Comunicare la citt. Turismo culturale e comunicazione: il caso di
Brescia. Milano, Franco Angeli, 2012, pp. 77 92.
(5) FILIPPI, P. M. 2012. "Perch al turista dovrebbe interessare la letteratura?" In: AGORNI, M.
(a cura di): Prospettive linguistiche e traduttologiche negli studi sul turismo. Milano, Franco
Angeli, 2012, pp. 101 113.
(6) GIBELLINI, P. 2012. "Brescia illetterata? Gli scrittori e limmagine della citt". In: AA.VV:
Comunicare la citt. Turismo culturale e comunicazione: il caso di Brescia. Milano, Franco
Angeli, 2012, pp. 67 76.
(7) LANDOLFI, T. 1960. Se non la realt (raccolta di articoli precedentemente apparsi su "Il
Mondo" e altre riviste). Firenze, Vallecchi, 1960; Milano, Adelphi, 2003.
(8) LANDOLFI, T. 1992. Le due zitelle. Milano, Adelphi, 1992.
(9) LANDOLFI, T. 2001. Le pi belle pagine scelte da Italo Calvino. Milano, Adelphi, 2001.
(10) LENOVSK, L. 2008. "Cestovn ruch ako kulturologick fenomn". In: Kontexty kultry a
turizmu. Nitra: Katedra manamentu kultry a turizmu FF UKF, 2008.
(11) LORENZO, A. S. 2005. Spirito rotariano e impegno associativo nel Lazio meridionale: i
Rotary Club di Frosinone, Cassino e Fiuggi, 1959-2005. Cassino, Universit degli Studi di
Cassino, 2005.
(12) MESROV, E. 2011. "Surrelna atmosfra a literrna invencia v Landolfiho zbierke La
Spada". In: XLinguae.eu: a trimestrial European scientific Language review. . 4 (2011), Nitra,
Vzdelvanie Don Bosca, 2011, s. 45-50.
(13) MESROV, E. 2013. Protichodn trukturlne prvky a prvky fantastiky v diele Tommasa
Landolfiho. In: Nov filologick revue : asopis o sasnej lingvistike, literrnej vede,
translatolgii a kulturolgii. - ISSN 1338-0583. - Ro. 5, . 2 (december 2013), s. 45-54. Bansk
Bystrica : Univerzita Mateja Bela, 2013.
(14) MESROV, E. 2014. "Tommaso Landolfi". In: KOPRDA, P.: Talianska literatra 8b :
dvadsiate storoie za faizmu. Nitra, Univerzita Kontantna Filozofa, 2014, s. 195 211.
(15) MONTALE, E. 1984. Tutte le poesie. Milano, Mondadori, 1984, 1248 p.
(16) MONTALE, E. 1996. Le Occasioni (1928-39). Con Commento Critico Di D. Isella. Torino,
Einaudi, 1996.
(17) ZAMBARDI, M. (a cura di): LE.RI.CAS. E LA RICOSTRUZIONE DEL CASSINATE TRA IL 1949
E IL 1953 [Cit. 10.12. 2015]. Dostupn na internete:
http://www.cassino2000.com/cdsc/studi/archivio/n22/n22p03.html.
58
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(18) ZAMPA, G. 1984. "Introduzione". In: MONTALE, E.: Tutte le poesie. Milano: Mondadori,
1984.
(19) http://www.tommasolandolfi.net/pagina-di-esempio/lautore/
(20) http://www.parchiletterari.com/
59
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ROGNZA UDRATENOSTI BILANCIE BENHO TU SLOVENSKEJ

REPUBLIKY
Ing. et Ing. Duan Litva15
Abstrakt
Emphasis of this article was put on derivation of theoretical equations by M. Wickens using
principle of general dynamic approach in economy and their application when evaluating
sustainability of current account balance of Slovak Republic. Main advantage of dynamic
modelling is that it takes into consideration rate of growth of GDP which is better than
expression in absolute form (nominal monetary surplus or deficit) or relative form (ratio of
current account to product). Needed data for model construction were current account
balance, nominal product, rate of growth of GDP, inflation and net asset holding. In article
was used Monetary Money Fund prediction of macroeconomic data for Slovak Republic in
period 2016 to 2020 needed for formulations of assumptions of sustainability of current
account for given period. For expression of sustainability was established CAS index, which is
quantified measure of sustainability of balance of current account. As a result based on
predicted data of IMF current account balance of Slovak Republic is sustainable for period
2016-2020. It is consequence of relatively high and stable predicted rate of growth of GDP,
predicted surplus of current accoung since 2016, increase of relative ratio of current account
to GDP since 2018 and improvement of net asset position. CAS index was compoared with
other chosen european countries. Slovak Republic CAS index was better than most of studied
countries with the most significant positive trend up to 2020.
Key words
current account, sustainability, prediction, CAS
Abstrakt
Draz sa kldol na odvodenie teoretickch vzahov poda M. Wickensa, vychdzajcich

z princpu veobecnej dynamickej rovnovhy v ekonomike a ich uplatnenie pri posden
udratenosti bilancie benho tu. Vhoda dynamickho modelovania je predovetkm v
zohadnen dynamiky tempa rastu HDP, ktor je lepm spsobom ako statick vyjadrenie v
absoltnej (vka prebytku i deficitu v peniazoch) alebo relatvnej forme (pomerovo k
produktu). Potrebn dta pre kontrukciu modelu boli bilancia benho tu, nominlny
15
Katedra mikroekonmie, Vysok kola ekonomick v Prahe, Nm. W. Churchilla 1938/4
130 67 Praha 3, xlitd00@vse.cz
60
,
produkt, tempo rastu produktu, inflcia a ist pozcia drania aktv. V prci boli pouit
z databzy Medzinrodnho menovho fondu predikovan makroekonomick dta pre
Slovensk republiku pre obdobie 2016 a 2020 nutn pre formulovanie predpokladov
udratenosti benho tu v danom obdob. Pre vyjadrenie stupa udratenosti bol zaveden
CAS index, ktor je kvantifikovanm mertkom udratenosti bilancie benho tu. V princpe
je mon kontatova dlhodob udratenos bilancie benho tu Slovenskej republiky pre
sledovan obdobie. To je dsledkom relatvne vysokho a stabilnho predikovanho tempa
rastu HDP, predikovanho prebytku benho tu od roku 2016, zvyovanie relatvneho
podielu prebytku bilancie benho tu na HDP od roku 2018 a zlepenie istej pozcie drania
aktv. Vvoj CAS indexu Slovenska bol porovnan s vybranmi eurpskymi krajinami. Slovensk
republika sa jav ako lep priemer s predikovanm vraznm zlepovanm CAS indexu smerom
k roku 2020, ktor je najvraznejie spomedzi vetkch pozorovanch krajn.
Kov slov
ben et, udratenos, predikcia, CAS
JEL klasifikcia: E660
VOD
Ben et platobnej bilancie predstavuje shrn vetkch ekonomickch transakci medzi
rezidentmi a nerezidentmi Slovenskej republiky a teda otvorenos ekonomiky voi zvyku
sveta (Durkov, 2003). K jeho zlokm patr obchod tovarov (obchodn bilancia vrtane
spotrebnch tovarov, tovarov urench k spracovaniu aj.), obchod so slubami (prepravn
sluby poskytovan rezidentmi Slovenskej republike nerezidentom alebo naopak, pohyb
tovarov aj.), vnosy (odmeny zamestnancov zaplaten nerezidentnm pracovnkom alebo
zskan od nerezidentnch zamestnvateov a prjmy z kapitlovho majetku plynce zo
zahraninch finannch aktv a pasv), ben prevody (zahruj ben vldne prevody, platby
bench dan z prjmu a majetku a in platby). Z hadiska platobnej bilancie je dleit tie
finann et, ktor objasuje financovanie benho tu. Platobn bilancia obsahuje dovoz
a vvoz. Zporn bilancia (deficit) naznauje, e krajina pri transakcich s inmi krajinami viac
utrca ne zarba. Kladn hodnota benho tu (prebytok) sa vo veobecnosti povauje za
pozitvny jav pre domcu menu, pretoe odra situciu, kedy kapitl pritek do Slovenskej
republiky, o me by spsoben naprklad rastcim obchodnm zujmom o krajinu zo
strany zahraninch investorov. Na druhej strane zporn hodnota (deficit) odra situciu,
kedy zo Slovenskej republiky odtek viac kapitlu, ne do nej pritek. To spsobuje odliv
zahraninho kapitlu zo Slovenskej republiky. Deficit benho tu platobnej bilancie mus
by financovan prlivom investci alebo poklesom devzovch rezerv. Ten potom znamen
tlak na oslabenie meny. Analza udratenosti benho tu je preto kov z hadiska
dlhodobho smerovania ekonomickho vvoja.
61
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CIELE PRCE
Cieom tejto prce je odvodi vhodn postup pre vyhodnotenie udratenosti bilancie
benho tu a aplikova ho na konkrtnom prklade Slovenskej republiky v rokoch 2016-
2020 a alej porovna zskan vsledky s vybranmi krajinami, navrhn prpadn
odporania pre zlepenie.
I. TEORETICK AS
1.1 Horizontlne lenenie platobnej bilancie
Platobn bilanciu tvor okrem benho tu aj et kapitlov a finann (Pavelka, 2007).

Ben et platobnej bilancie zachytva obchod s tovarmi a slubami a tie transferov platby,
priom je tvoren nasledujcimi zlokami:
Obchodn bilancia- vetky obchody s tovarmi a slubami , t.j. vvozy a dovozy fyzickch
tovarov, ktor preli cez hranice ttu teda hmotn toky bez ohadu na to, i vo
vykazovanom obdob nasledovala prslun platba alebo nie.
Bilancia sluieb- medzinrodn dopravn poplatky, poplatky za poskytnutie, poplatky
za profesionlne sluby.
Bilancia vnosov- na strane aktv eviduj prjmy z domceho kapitlu investovanho v
zahrani , ale aj prjmy rezidentov zo zamestnania v cudzine. Na strane pasv vdaje
spojen so zahraninmi investciami v domcej ekonomike.
Bilancia transferovch platieb- transakcie, pre ktor je charakteristick, e neved k
vzniku zahraninch pohadvok alebo zvzkov krajiny,
1.2 Vyrovnvacie mechanizmy platobnej bilancie
Deficitn saldo vkonovej bilancie sa me vyrovna, refinancova alebo potlai. Zdrojom

refinancovania mu by devzov rezervy centrlnej banky, vldne very, hospodrska
pomoc alebo prliv skromnho kapitlu. Potlaenie me prebehn prostrednctvom
netarifnch (kvantitatvnych) alebo tarifnch (colnch) opatren. Konenm rieenm je vak
vdy aj trn vyrovnanie, nakoko devzov rezervy centrlnej banky a hospodrska pomoc s
obmedzen, very sa musia splca a tarifn aj netarifn nstroje brnia prirodzenmu
zapojeniu krajiny do medzinrodnej deby prce na princpe komparatvnych vhod.
Ekonomick teria postupne definovala 4 zkladn monosti trnej npravy vkonovej
bilancie- cenov, dchodkov, monetrnu a kurzov (Soukup, 2007).
Cenov vyrovnvac mechanizmus- teoretickm zkladom cenovho vyrovnvacieho

mechanizmu je kvantitatvna teria peaz, ktorej vchodiskom je teoretick
poznatok, e rast obeiva v krajine vedie k zveniu cenovej hladiny, a naopak pokles
62
,
obeiva v krajine vedie k zneniu cenovej hladiny. Ak m krajina aktvne saldo

vkonovej bilancie, dochdza k zveniu mnostva peaz v obehu a v dsledku
prevaujceho exportu nad importom i k zneniu ponuky tovarov a sluieb na
domcom trhu. Vzniknut inflan medzera sa vyrovn rastom domcej cenovej
hladiny. Vyie domce ceny zhoria export a naopak podporia zujem domcich
subjektov o import zo zahraniia (Chen, 2010). Vkonov bilancia sa tmto spsobom
po ase vyrovn alebo sa stane pasvna..
Dchodkov vyrovnvac mechanizmus- Keynesinsky vyrovnvac mechanizmus
zameriava svoju pozornos na vzbu medzi relnym dchodkom a vkonovou
bilanciou. Existuje pritom predpoklad, e s rastom produktu porast tie importy.
Dleit lohu pritom zohrva dchodkov medzn sklon k importom, ktor hovor o
tom, o koko porast domce importn vdaje ak sa relny dchodok zvi o jednu
dodaton jednotku. Export je v keynesinskom vyjadren nezvisl na vke
produktu. Zkladn rozdiel dchodkovho a cenovho vyrovnvacieho mechanizmu
je v tom, e zmeny dopytu v dsledku salda vkonovej bilancie poved k zmenm
relneho dchodku a nie cenovej hladiny.
Monetrny vyrovnvac mechanizmus- na rozdiel od predchdzajcich prstupov
sleduje platobn bilanciu ako celok a teda nie iba vkonov bilanciu (Frenkel, 1976).
Zkladn predpoklady s: nrodn ekonomika sa trvalo nachdza vo svojom optimu
na rovni potencilneho produktu, jedn sa o mal ekonomiku, ktor je tzv. ist
prjemca ceny, predpoklad sa systm fixnho menovho kurzu bez oscilcie, domce
a zahranin aktva s dokonalmi substittmi a nepredpoklad sa existencia rizikovej
prmie (Chen, 2010).
V praxi ete existuj kurzov vyrovnvac mechanizmus a mechanizmus asovho mekania.
1.3 Vyjadrenie bilancie benho tu v dynamickch modeloch
Pre posdenie udratenosti bilancie benho su pouit vzahy odvoden na zklade

dynamickho modelovania (Wickens, 2007). Z hadiska klasickho vnmania benho tu je
jeho deficit povaovan za negatvum. Viac menej z vvoja bilanci bench tov niektorch
krajn (napr. USA) je zrejm, e deficit benho tu je udraten aj z dlhodobho hadiska.
Rovnako tak ekonomika, ktorej aktva chce zvyok sveta dra m negatvnu bilanciu benho
tu ako dsledok tendenci kompenzova toky kapitlu do krajiny a vyrovna tak platobn
bilanciu (Rebelo, 1991).
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,
Udratenos platobnej bilancie

Rovnicu platobnej bilancie v nominlnom vyjadren je mon uvies ako
CAt PtT S t PtT * xtm Rt* S t Bt* Rt BtF S t Bt*1 BtF1 (1)
kde
xt .............. export
xtm .............. import
Bt* .............. domce dranie zahraninch aktv vyjadren v zahraninej mene
BtF ............. zahranin dranie domcich aktv vyjadren v domcej mene
PtT ............. cenov hladina exportov vyjadren v domcej mene
PtT* .............. cenov hladina importov vyjadren v zahraninej mene
St .............. nominlny efektvny menn kurz
Rt ...............domca rokov miera
Rt* .............. zahranin rokov miera
Ft .............. ist pozcia aktv
CAt .............. nominlne vyjadren ben et v domcej mene
Finann aktva zahruj ako podielov tak aj vldne dlhopisy, priom podiely maj odlin
nvratnos kvli vyej rizikovej prmii. Pre jednoduchos je mon tento rozdiel zanedba a
tie vetky nsledky, ktor by z neho mohli plyn.
Niie uveden rovnica (2) je vyjadrenie rovnovhy platobnej bilancie ako proporcia
nominlneho HDP prostrednctvom delenia nominlneho HDP PtYt, kde Pt je veobecn
cenov hladina a yt je relne HDP, priom plat
PtT xt QtT xtm f b F (1 t 1 )(1 t 1 ) f t 1 btF1

(1 Rt* ) t ( Rt Rt* ) t
st 1 (2)

Pt yt y t y t 1 s t 1 t 1
y y t 1
kde
S t Pt T * S t Pt * BtF Bt* F
QtT T
, Q T
t , bt
F
, bt
*
*
, f t t Qt bt* btF (3)
Pt Pt Pt Pt Pt
t je tempo rastu HDP, st ln S t . To me by tie napsan ako diferencilna rovnica pre

f t /y t
64
,
t f (1 t 1 )(1 t 1 ) f t 1
(1 Rt* ) t (4)
t yt 1 st 1 t 1
y
priom
t PtT xt QtT xtm b F (1 t 1 )(1 t 1 ) btF1

( Rt Rt* ) t
t 1 y
s (5)

yt Pt yt y t 1 s t 1 t 1
me by interpretovan ako primrny prebytok benho tu vyjadren ako proporcia HDP.

Prv len zastupuje nadbytok rokovch platieb zahraninm vlastnkom domceho dlhu
vaka tomu, e domce rokov miery s vyie ako zahranin (Christopoulos, 2010). Druh
len zastupuje nklady prehodnotenia zahraninho drania domcich aktv kvli
znehodnoteniu menovho kurzu.
Analza udratenosti platobnej bilancie zle na tom, i je rovnica (5) stabiln alebo
nestabiln diferencilna rovnica (Bergin, 2000). Predpokladajme, e nekryt rokov parita
plat a e t , t , Rt* , st s kontanty a nadobdaj hodnt t , t , Rt* , st 0 Potom plat, e
R=R* a rovnica (6) sa men na:
f t (1 t 1 )(1 t 1 ) f t 1 1 P T xt QtT xtm

(6)
1 R*
yt y t 1 1 R Pt
*
yt
Preto analza zle na tom, i (1 )(1 ) je vie alebo menie ako 1+R*. V prpade
nekrytej rokovej parity to je pribline ekvivalentn porovnaniu, i je vie ako R.
V prvom prpade sa predpoklad, e R a (6) je stabiln diferencilna rovnica, ktor
je rieen sptne. Nestabiln prpad, kde R riei rovnicu dopredu. Ak je ft<0 musme
definova, i je sekvencia oakvanch budcich obchodnch prebytkov a deficitov
postaujca aby zaplatila sptne ist dlhy. Ak ft>0 musme definova i sekvencia budcich
oakvanch obchodnch prebytkov alebo deficitov je postaujca na to, aby mohli by
vyuit ist zahranin aktva (Freund, 2005).
Rieenm rovnice (6) dopredu dostvame
f t (1 )(1 ) f t n (1 )(1 ) P T
n i
1 n
xt i QtTi xtmi

y t 1 R

y

1 R
1 R
E
P

(7)

t n i 0 t i y t i
Ak m ekonomika negatvnu ist pozciu aktv (ft/yt)<0 potom je nutn aby sasn hodnota
benho a oakvanho budceho relneho obchodnho prebytku
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,
PT xt i QtTi xtmi
(8)
P
t i y t i
ako proporcia produktu bola pozitvna a dostatone vysok aby zaplatila ist dlh. A ak m
ekonomika pozitvnu pozciu drania istch aktv (ft/yt>0) potom sasn hodnota benho a
budceho obchodnho deficitu mus by postaujca na to aby vybilancovala ist aktva inak
by ekonomika drala nadbyton vku aktv (Chen, 2011).
V pecilnom prpade kedy relne obchodn prebytky s kontantn a pozitvne
PT xt i QtTi xtmi
0 (9)
P
t i y t i
Vznik jednoduch spojenie medzi istm zadlenm a obchodnmi prebytkami v dlhom

obdob, ktor je poadovan aby udral dan stupe istej zadlenosti
ft 1 PT xt QtT xtm
(10)
y t R ( )
P y
Ak inflcia bude smerova k odpovedajco vym rokovm mieram a preto definujc relnu
rokov mieru R kontant, meme ignorova inflan efekt (Modigliani, 1954).
Je zrejm, e relny ben et je relna obchodn bilancia plus ist relny zisk z rokov a
preto dostvame
CA f
( )( ) (11)
Py y
To znamen, e ak existuje nominlny ekonomick rast, potom je mon ma permanentn a

udraten deficit benho tu ak f/y<0 predpokladajc, e hodnota deficitu benho tu
neprekro prav stranu rovnice. m vyie je tempo rastu nominlneho HDP tm
pravdepodobnejie je, e deficit benho tu je dlhodobo udraten bez zvyovania istej
zadlenosti krajiny.
Dynamick efektvnos vyaduje, aby ekonomick agenti (domcnosti, vlda, firmy) cielili k
presnej spotrebe ich aktv. Ak ich plnovan pln traty nie je postaujci aby spotrebovali
vetky ich aktva potom s dynamicky neefektvne. Pokia nemaj dedisk motv mali by
domcnosti zvi spotrebu. Ak m ekonomika ist zahranin pozciu aktv, potom by mala
ma v dlhom obdob deficit postaujci na to, aby znila mnostvo aktv (Cuestas, 2013). Preto
66
,
by ekonomika mala zaisti, aby pre f>0 mala obchodn deficit, ktor neprekrauje av stranu
rovnice:
Vyjadrenie rovnovhy v dlhom obdob

Rovnovha v dlhom obdob mus splova nasledujcu rovnicu:
x ( P / Pt )[ R ( )] f
Qt (12)
xm
Poda tejto rovnice dlhodob rovnovha nevyaduje ani dlhodob rovnovnu bilanciu
relneho obchodu ani benho tu. Vyie exporty, niie importy, f>0, vyie rokov miery
a nzke tempo ekonomickho rastu bude smerova k vym rovnovnym mennm relcim.
Pre relny menov kurz plat
PT / P
Q QT (13)
PT* / P *
Nsledne rozdiel medzi relnym menovm kurzom a smennmi relciami existuj hlavne
vaka rozdielom v domcich a zahraninch cench exportov relatvne k veobecnej cenovej
hladine. Ak s menn relcie kontantn a plat Qt=1 potom relny menov kurz v dlhom
obdob mus splova Q ( PT / P) /( PT * / P * ) , o sa d prepsa do veobecnej rovnice:
(14)
x ( P / Pt )[ R ( )] f P / P
T
Q
xm PT * / P*
Tento vsledok me by kontrastne porovnan s fundamentlnym menovm kurzom (FEER),
ktor nie je zaloen na udratenosti benho tu ale dlhodobho benho tu. FEER
vyaduje tie vyrovnan vldny rozpoet v dlhom obdob (Holmes, 2010). Analza vyie vak
ukzala, e v dlhom obdob je mon dosahova permanentn negatvnu obchodn bilanciu
ako aj deficit benho tu.
II. PRAKTICK AS
Pri posudzovan udratenosti bilancie benho s pouit princpy dynamickho

modelovania, v tomto prpade veobecnej dynamickej rovnovhy. Pouit boli vzahy
odvoden M. Wickensom a predikcia vvoja potrebnch makroekonomickch velin pre roky
2016- 2020 na zklade prognzy Medzinrodnho menovho fondu. Potrebn dta pre
kontrukciu modelu boli bilancia benho tu (CA), nominlne HDP (Py), rast HDP (), inflcia
() a ist pozcia drania aktv (f) ako rozdiel medzironch bilanci benho tu. Z nich boli
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,
nsledne dopotan pomocn parametre -CA/Py;, -f/y; (+))*(-f/y) potrebn pre finlny
vpoet indexu CAS (Current Account Sustainability) na zklade ktorho sa dalo rozhodn, i
je mon povaova bilanciu benho tu v danom roku za dlhodobo udraten alebo nie.
Index bol vypotan ako rozdiel -CA/Py a (+))*(-f/y) priom plat, m niia je vsledn
hodnota tohto rozdielu, tm lepie. Pri hodnotch nich ako nula je mon povaova
bilanciu benho tu za dlhodobo udraten, pri hodnotch vych ako nula za dlhodobo
neudraten, o bolo uveden v tabuke ako celkov zhodnotenie. Nsledne bol CAS index
zanesen do grafu pre vizualizciu trendu vvoja v danch rokoch. Praktick interpretciu a
vhodu dynamickho modelovania vidm predovetkm v zohadnen tempa rastu HDP
(Romer, 2006). Vo veobecnosti sa d bilancia benho tu vyjadri v absoltnej hodnote a
peanch jednotkch. Priom poda absoltnej vky, prpadne znamienka sa d usdi na
deficit alebo prebytok a jeho celkov hodnotu. Tento daj vak ni nevypoved napr. o
vekosti ekonomiky, kde to ist absoltne vyjadrenie me by pre jednu ekonomiku vemi
nzke (v prpade vekej ekonomiky ako USA) a naopak vemi vysok pre ekonomiku in (mal
ekonomiku ako je napr. R). Preto je lepie relatvne vyjadrenie pomerovo napr. k HDP, ktor
u lepie vyjadruje, i je prpadn deficit alebo prebytok benho tu vek alebo mal pre
dan ekonomiku. Viac menej ani toto vyjadrenie nie je idelne z hadiska dlhodobho
posdenia na udratenos, nakoko je statick (Barro, 2004). Dynamick modely umouj
zohadni tempo rastu HDP, o me ma nasledovn interpretan hodnotu. Ak je bilancia
benho tu deficitn, ale celkov produkt v ekonomike rastie dostatone rchlo, je mon
aby sa celkov relatvny podiel deficitu benho tu na HDP znioval a teda tento stav bol z
dlhodobho hadiska udraten (Apergis, 2010).
Tabuka 1, Vpoet indexu SFP pre Slovensk republiku

2015 2016 2017 2018 2019 2020
CA, mld. USD 0,1230 0,0960 0,1850 0,9100 1,5560 2,4110
Py, mld. USD 86,1980 90,5440 96,1510 101,9320 107,9130 115,1110
-CA/Py -0,0014 -0,0011 -0,0019 -0,0089 -0,0144 -0,0209
Rast HDP () 0,0316 0,0363 0,0355 0,0326 0,0315 0,0315
Inflcia () -0,0006 0,0144 0,0182 0,0192 0,0200 0,0200
f, mld. USD -0,0270 0,0890 0,7250 0,6460 0,8550
-f/y 0,0003 -0,0009 -0,0071 -0,0060 -0,0074
(+))*(-f/y) 0,0000 0,0000 -0,0004 -0,0003 -0,0004
CAS index -0,0011 -0,0019 -0,0086 -0,0141 -0,0206
Zhodnotenie udraten udraten udraten udraten udraten
Zdroj: IMF http://www.imf.org/external/pubs/ft/weo/2015/02/weodata/download.aspx,
vlastn spracovanie
Z dt v tabuke 1 pre Slovensk republiku je zrejm:

zvyujci sa predikovan prebytok benho tu v danom obdob od 0, 123 mld. USD
v roku 2015 a po 2, 4110 mld. USD v roku 2020
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,
zvyujci sa nominlny produkt v danom obdob od 86, 198 mld. USD v roku 2015 a
po 115,111 mld. USD v roku 2020
od roku 2018 zvyovanie relatvneho podielu prebytku bilancie benho tu na HDP
relatvne stabiln predikovan tempo rastu HDP na rovni od 3,16 % a po 3,63 %
relatvne stabiln a mierne sa zvyujca inflcia s predikovanmi hodnotami od 0,06
% a po 2 %
zlepenie istej pozcie drania aktv od negatvnej hodnoty -0,027 mld. K v roku
2015 a po 0,855 mld. K v roku 2020
celkov zniovanie hodnoty CAS indexu a teda zlepenie vvoja predikovanej
udratenosti
dlhodobo udraten bilanciu benho tu
Obrzok 1, Vvoj CAS indexu v SR v obdob 2016-2020
Udratenos bilancie benho tu SR

0,000
-0,005
CAS index
-0,010
-0,015
-0,020
-0,025
2016 2017 2018 2019 2020
Rok
Zdroj: Vlastn spracovanie
Z grafu na obrzku 1 je zrejm klesajci trend vvoja indexu CAS (Current Account
Sustainability) o sved o pozitvnej perspektve udratenosti bilancie benho tu v danom
obdob. Rovnako tak je zrejm, e vetky hodnoty CAS indexu s menie ako nula a teda pre
kad rok je mon povaova bilanciu benho tu za dlhodobo udraten.
V tabuke 2 je pre porovnanie zobrazen vvoj CAS indexu vybranch eurpskych krajn v
obdob 2016-2020. Op bola pouit makroekonomick predikcia Medzinrodnho
menovho fondu a pri kontrukcii indexu dynamick modelovanie. Z dt v tabuke je zrejm,
e s vnimkou Grcka a eskej republiky od roku 2020 je predikovan bilancia bench tov
udraten.
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,
Tabuka 2, CAS index vybranch krajn

2016 2017 2018 2019 2020
esk republika -0,0125 -0,0075 -0,0048 -0,0020 0,0010
Slovensk republika -0,0011 -0,0019 -0,0086 -0,0141 -0,0206
Grcko 0,0022 0,0029 0,0023 0,0013 -0,0011
panielsko -0,0189 -0,0199 -0,0195 -0,0186 -0,0190
Nemecko -0,0842 -0,0799 -0,0767 -0,0745 -0,0722
Luxembursko -0,0514 -0,0503 -0,0500 -0,0499 -0,0499
Zdroj: IMF http://www.imf.org/external/pubs/ft/weo/2015/02/weodata/download.aspx,
vlastn spracovanie
V grafe na obrzku 2 je pre lepiu vizualizciu zobrazen vvoj CAS indexu vybranch krajn.
Pripomeniem, e m je hodnota indexu niia, tm lepie. Je zrejm, e z hadiska
udratenosti je na tom najlepie Nemecko, nasledovan Luxemburskom. Naopak najhorie
panielsko a esk republika. Slovensk republika sa jav ako lep priemer s predikovanm
vraznm zlepovanm smerom k roku 2020. To indikuje vrazn stabilitu a naznauje prliv
alch investci, kde bilancia benho tu je kritickm ukazovateom pri vstupe investorov
na trh danej krajiny.
Obrzok 2, Vvoj CAS indexu vybranch krajn v obdob 2016-2020
CAS index vybranch krajn

0,01
0,00
-0,01
-0,02
-0,03
-0,04
-0,05
-0,06
-0,07
-0,08
-0,09
2016 2017 2018 2019 2020
R SR Grcko panielsko Nemecko Luxembursko
Zdroj: Vlastn spracovanie
Perspektva zahraninch tdi na udratenos bilancie benho tu
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Boileau a Normandin uvdzaj na zklade medzinrodnch dt a veobecnej dynamickej

rovnovhy, e ben et je negatvne korelovan s benm a budcim rokovm
diferencilom, ale pozitvne korelovan s minulm rokovm diferencilom (Boileau,
Normandin 2008). Ben et je teda proticyklick a rokov diferencil procyklick.
Backus a Kehoe vo svojej prci vadzaj na zklade medzinrodnch dt 2 charakteristiky-

proticyklick charakter istch exportov a tendenciu obchodnej bilancie by negatvne
korelovan so sasnmi a budcimi pohybmi smennch relcii, ale pozitvne korelovanch
s minulmi pohybmi (Backus, Kehoe 1994). alej autori doli k zveru, e vzah obchodnej
bilancie a smennch relci kriticky zle na zdroji fluktucie.
Baharumshah a Lau uvdzaj vo svojej prci pri analze udratelnosti benho tu 4 krajn
ASEANU v rokoch 1961- 1999 a pouit medziasovch modelov, e deficity bench tov
neboli v dlhom obdob stle (Baharumshah, Lau 2003). To vedie k zveru, e ben ty tchto
krajn boli neudraten a ani sa nepohybovali smerom k externej rovnovhe, o je v rozpore
s Wickensovm modelom. Naviac permanentn deficit benho tu je mon povaova ako
indiktor finannej krze. V prpade Malajzie Lau a Baharumshah uvdzaj, e toky kapitlu z a
do tejto krajiny maj spolon stochastick trend do roku 1997 (zijskej krze) zatia o
v pokrzovom obdob s prebytky benho tu na neudratenej rovni (Lau, Baharummshah
2003). Dleit zistenie je prve v zdraznen importov (hlavne okamitch vstupov)
v exportoch. Pre ekonomiku, ktor je z hadiska svojho rastu zvisl na exportoch s importy
dleit v obnovovan externej rovnovhy vedcej k udratenmu stabilnmu vvoju. To
bolo zrejm pri znehodnoten meny, ktor viedla k poklesu importu, o v prpade ekonomiky,
ktor je silne zvisl na importovanom kapitle znamen spomalenie ekonomickho rastu.
Moore a Holder pri svojej analze udratenosti deficitu benho tu Barbadosu v rokoch
1960 az 2006 uvdzaj, e poda medziasovch modelov je ben et Barbadosu udraten
a devicie od dlhodobej rovnovhy medzi relnymi exportami a importami s upravovan
v krtkom obdob s importami, ktor sa prispsobuj (Holder, Moore 2011).
Cashin a McDermott uvdzaj, e austrlsky ben et nebol pouit k vyhladeniu spotreby

v rokoch 1954-1994 optimlne smerom k uvoneniu kapitlovch kontrol v osemdesiatych
rokoch. Vsledky tie ukazuj, e od osemdesiatych rokov sa deficit benho tu Austrlie
stle zvyuje a ze zvenie istch nrodnch spor vyaduje pokrytie zahraninch piiek
na rovni 2- 4 % HDP (Cashin, McDermott 1998).
Ghosh a Ostry uvdzaj, e poda terie vyrovnavania spotreby, vysok stupe kapitlovej
mobility implikuje, e agenti s plne schopn prispsobi spotrebu zsobm (Ghosh, Ostry
1995). Tento lnok testuje, i ben et v rozvinutch krajinch funguje ako buffer pre
vyhladzovanie spotreby v okoch nrodnho cash flow, ktor je definovan ako produkt bez
investci a vldnych vdajov. Pre vinu z 45 krajn je zrejm, e teria vyhladzovania
spotreby sa ned vyli, nakoko kapitlov mobilita me by v tchto krajinch dos vysok.
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ZVER
Pre analzu boli v prci pouit z databzy Medzinrodnho menovho fondu predikovan
makroekonomick dta pre Slovensku republiku pre obdobie 2015 a 2020 nutn pre
kontrukciu modelu. Potrebn dta boli bilancia benho tu (CA), nominlne HDP (Py), rast
HDP (), inflcia () a ist pozcia drania aktv (f). Z nich boli nsledne dopotan pomocn
parametre -CA/Py;, -f/y; (+))*(-f/y) potrebn pre finlny vpoet indexu CAS (Current
Account Sustainability).
V princpe je mon kontatova udratenos bilancie benho tu Slovenskej republiky pre

sledovan obdobie. Tento zver pripisujem nasledovnm faktorom:
relatvne vysok a stabiln predikovan tempo rastu HDP
predikovan prebytok benho ctu od roku 2016
od roku 2018 zvyovanie relatvneho podielu prebytku bilancie benho tu na HDP
zlepenie istej pozcie drania aktv
Kovm je prve predikovan prebytok bilancie benho tu v danom obdob, ktor sa

stle zvyuje. Je to zrejme dan vraznm exportom ahanm predovetkm automobilovm
priemyslom.
Zaveden index CAS (Current Account Sustainability) je absoltnym mert kom udratenosti
bilancie benho tu a vo svojej podstate je kvantifikovanm vyjadrenm. Umouje teda
porovna dlhodob udratenos bilancie benho tu medzi jednotlivmi krajinami,
hospodrskymi cyklami, i volebnmi obdobiami a vypoveda tak o retrospektve alebo
perspektve smerovania ekonomiky. Bol vypotan ako rozdiel -CA/Py a (+))*(-f/y) priom
plat, e m niia je vsledn hodnota tohto rozdielu, tm lepie. Pri hodnotch nich ako
nula je mon povaova bilanciu benho tu za dlhodobo udraten, pri hodnotch
vych ako nula za dlhodobo neudraten. Praktick vhoda dynamickho modelovania je
predovetkm v zohadnen dynamiky tempa rastu HDP, ktor je zrejme lepm spsobom ako
statick vyjadrenie v absoltnej (vka prebytku i deficitu v peniazoch) alebo relatvnej forme
(pomerovo k produktu).
Vvoj CAS indexu Slovenska bol porovnan s vybranmi eurpskymi krajinami. Z vvoja je
zrejm, e s vnimkou Grcka a eskej republiky od roku 2020 je predikovan bilancia bench
tov pre vinu krajn udraten. Z hadiska udratenosti je na tom najlepie Nemecko,
nasledovan Luxemburskom. Naopak najhorie panielsko, Grcko a esk republika.
Slovensk republika sa jav ako lep priemer s predikovanm vraznm zlepovanm CAS
indexu smerom k roku 2020, ktor je najvraznejie spomedzi vetkch pozorovanch krajn.
Je treba podotkn, e vzahy aj rovnice odvoden pre posdenie udratenosti bilancie

benho tu s vemi podobn vzahom odvodenm M. Wickensom pre udratenos
72
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fiklnej politiky. Priom ben et by sa dal ako parameter analogicky prirovna v modeli
k celkovmu dlhu a ist dranie aktv k deficitu. Ostatn premenn ako inflcia, HDP a tempo
rastu produktu sa rovnako tak nachdzaj v obidvoch modeloch. Je teda zaujmav sledova
psobenie analogickch fenomnov a princpov v ekonmii v oblastiach, ktor so sebou
zdanlivo nesvisia.
Z hadiska parametrov ovplyujcich vstup dynamickho modelu je mon dosiahnu
pozitvny vsledok udratenosti benho tu znenm inflcie, zvenm tempa rastu HDP,
zvyovanm prebytku benho ctu, zvyovanim relatvneho podielu prebytku bilancie
benho tu na HDP a zlepovanim istej pozcie drania aktv. To je mon dosiahnu
konrtnymi fiklnymi opatreniami vldy ale aj sprvnou monetrnou politikou ako napr.
stanovenm sprvneho inflanho ciea, rokovej miery podporujcej rast HDP, podporou
domcich podnikateskch subjektov, vytvranm investinch prleitost i pro- exportne
ladenou politikou.
Je nutn vak doda, e aplikcia Wickensovho modelu a z neho plynce zvery s aj v tomto
prpade postaven na predikovanch dtach Medzinrodnho menovho fondu. Predikcia
me by teda zmerne pozitvna, nakoko v ekonmii je znmy princp oakvania
ekonomickch subjektov o budcom stave sveta a premietnutie reakcie budceho oakvania
do sasnho chovania.
REFERENCIE A CITCIE
[1] Apergis, N., Katrakilidis, K.P., Tabakis, N.M. Current account deficit sustainability: The case
of Greece (2000) Applied Economics Letters, 7 (9), pp. 599-603.
[2] Barro, R. J., X. Sala-i-Martin. Economic Growth (2004), 2nd edn. Cambridge, MA: MIT Press.
[3] Backus, D.K., Kehoe, P.J., Kydland, F.E. Dynamics of the trade balance and the terms of
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75
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KOMPARCIA RODOVCH ROZDIELOV VO VNMANEJ ROVNI KOUINGU AKO

POUVANEJ METDY BUDCICH MANAROV
Tatiana Lorincov16, Zuzana Birknerov, Anna Lelkov
Abstract
The contribution deals with comparison of gender differences in the level of coaching in every
day practice manager. The study aims to determine the perceived level of coaching among
University students of Management. The research sample consisted of 110 respondents, 55
women and 212 men aged from 19 to 24 years (with an average age of 20.69 and a standard
deviation of 0.921), who are students of Management. The research data were obtained
through a methods, that detects views on coaching and contains 20 items (Birknerov,
Frankovsk, Zbihlejov, 2015).
Keywords
Coaching, Gender Differences, University students of Management
Abstrakt
Prspevok sa zaober komparciou rodovch rozdielov v rovni kouingu v kadodennej praxi

manara. Cieom tdie je zisti vnman rove nzorov na kouing medzi vysokokolskmi
tudentmi a tudentkami manamentu. Vskumn vzorku tvorilo 267 respondentov, z toho 55
muov a 212 ien, vo veku od 19 do 24 rokov (priemern vek 20,69; smerodajn odchlka
0,921), ktor s tudentmi manamentu. Vskumn daje boli zskan prostrednctvom
metodiky, ktor zisuje nzory na kouing a obsahuje 20 poloiek (Birknerov, Frankovsk,
Zbihlejov, 2015).
Kov slov
Kouing, rodov rozdiely, vysokokolsk tudenti manamentu
JEL Classification
I2
16
Katedra manarskej psycholgie, Fakuta manamentu, Preovsk univerzita v Preove, Kontantnova 16, 080
01, Preov, tatiana.lorincova@unipo.sk
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I. Kouing v manamente
Jednou z najdleitejch metd rozvoja a vzdelvania manarov, ako aj samotnch

zamestnancov, je kouovanie. Tejto metde uenia je potrebn pozornos venova u
v pregradulnej prprave manarov. Parma (2006) uvdza, e kouovanie v manamente
dsledne pracuje so vetkmi potrebami a ciemi, ktor sa na danch pracovnkov vzahuj
a vedie ich k tmto cieom vedou alebo profesionlnym rozvjanm ich pracovnch
kompetenci tak, aby vytvrali sami svoje ciele a nsledne ich dosahovali. Kou pracuje nielen
na bench profesionlnych cieoch, ale aj na osobnom rozvoji zamestnancov a vzahov na
pracovisku. Doke vies ud k tomu, aby rozvjali svoj potencil. Doke njs pritom rieenia
na vetky druhy problmov. Kouovanie ako nstroj rozvoja potencilu zamestnancov
spova v niekokch cieoch. Hlavnm cieom kouovania je printi manarov
k prehodnocovaniu samch seba a svojho sprvania, aby sa ich kadodenn manarska prax
rozvjala a mala inn dopad (Stacke 2005). Rozvoj manarskej praxe prostrednctvom
kouingu psob nielen na podriadench, ale aj na spolupracovnkov a umouje vykonva
profesiu manara efektvnejie a kvalitnejie. Antalov (2007) poukazuje na to, e
kouovanie v manamente pomha dosiahnu aktivizciu zamestnancov, m zlepuje ich
vkon. Zvenie samotnho vkonu je dosahovan dobrovonou zaangaovanosou
pracovnka, nie hrozbou alebo trestom. Kollrik a kol. (2011) uvdzaj kouing v pracovnom
prostred ako nstroj, ktor zlepuje vkon a motivciu svojich zamestnancov. Manari sa
zameriavaj viac na povzbudzovanie pracovnkov, aby uplatovali vlastn myslenie namiesto
zadvania presnch intrukci. Manari, ktor vyuvaj kouovanie svojich podriadench
podporuj, vyzvaj k rieeniu, poskytuj sptn vzbu, nie vak odpovede. Poda Whitmora
(2011) jedinou skutone efektvnou motivciou je seba motivovanie. Kouovanie me seba
motivovanie pozdvihn na vyiu rove a nsledne ju premeni na efektvnu innos. Vzah
koua a kouovanho mus by vzahom dvoch partnerov, ktor sa usiluj o spolon vec,
vzahom, v ktorom sa nachdza dvera, bezpeie a minimlny ntlak. Such a Nhlovsk
(2007) hovoria o tom, e kou me by aj partner v rozhodovan manara, ktor m
vinou pri rozhodovan dva problmy a to mlo asu na rozhodnutie a prpravu a pred
rozhodnutm sa nem s km poradi. Poda Khelerovej (2010) sa kouovanie najviac uplatuje
v participatvnom tle vedenia. Manari, ktor tento tl povauj sa najbli, chba u len
krok k tomu, aby sa stali dobrmi koumi. Kouovanie zko svis s delegovanm, so
samostatnosou pracovnkov, s rozvojom pracovnkov a neustlym vzdelvanm sa.
V rmci problematiky rodovch diferenci na manarskych pozcich sa zana zdrazova

rovnos prleitosti a preto sa vzhadom na rastce profesijn apircie zvyuje poet ien
manarok (Birknerov, Frankovsk, 2014). Viacer vskumy (Rutherford, 2011; Kaufmann,
2008 a WIlson 2001) prezentuj eny-manarky ako dleit element, ktor prestva by
spojen s vyhranenou predstavou mua- vrcholovho manara. Vzhadom k aktulnosti
danej tmy boli zisovan rodov rozdiely budcich manarov a manariek na kouing, ako
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na metdu rozvoja pracovnho a osobnho potencilu, ktor je potrebn uplatova

vzhadom na nronos manarskej pozcie.
II. Vskumn cie a hypotzy
Cie vskumu je zameran na zistenie existencie tatisticky vznamnch rodovch rozdielov

vo vnman rovne kouingu a nzorov tudentov manamentu na kouing, ako na metdu
pregradulneho vzdelvania.
H1: Predpokladme existenciu tatisticky vznamnch rodovch rozdielov vo faktore

kogncie, ako vnmanej rovne kouingu.

kompetencie, ako vnmanej rovne kouingu.

socilny kontext, ako vnmanej rovne kouingu.
III. Vskumn vzorka
Vskumn vzorku tvorili vysokokolsk tudenti 2. ronka Fakulty manamentu na Preovskej

univerzite v Preove, ktor absolvovali vyuovac predmet: Zklady kouovania
v manamente podniku. Celkovo sa na vskume zastnilo 267 respondentov, z toho 212
ien a 55 muov, vo veku od 19 do 24 rokov (priemern vek 20,69; smerodajn odchlka
0,921). Vskumn vzorka bola vyberan kvtnym vberom.
IV. Pouit metodika
Vo vskume sme administrovali dotaznk na hodnotenie kouingu, ako vzdelvacej metdy

(Birknerov, Frankovsk, Zbihlejov, 2015). Tento dotaznk umouje poda autorov
identifikova tri faktory (graf 1), cez ktor je tto forma kouingu posudzovan:
Kogncie poznatky a vedomosti o kouingu, proces vzdelvania, informcie o

kouingu. Cronbachova Alpha 0,822.
Kompetencie efektvnos a vkon manarskej prce, podpora ostatnch
manarskych kompetenci .CronbachovaAlpha 0,705.
Socilny kontext zsah do skromia ud, pecilna prprava kouov,
motivcia zamestnancov. CronbachovaAlpha 0,602.
Vntorn konzistencia jednotlivch faktorov, ako ukazovate reliability jednotlivch faktorov

metodiky, bola zisovan vpotom koeficientu CronbachovaAlpha. Zisten hodnoty svedia
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o tom, e vntorn konzistencia poloiek stiacich pecifikovan faktory je v psme

akceptovatenosti.
Graf 1 Zobrazenie faktorov prostrednctvom Scree plotu (vlastn spracovanie)
Extrahovan faktory vysvetuj 40,276% variancie. Toto percento vysvetlenej variancie

extrahovanmi faktormi je akceptovaten, faktory bolo mon obsahovo
pecifikova(Birknerov, Frankovsk, Zbihlejov, 2015). Jednotliv poloky dotaznka boli
posudzovan na 5 bodovej kle Likertovho typu (1 urite nie, 5 urite no).
Ukky poloiek:
Vedomosti z oblasti kouingu umouj pochopi sprvanie ud.
Kouing patr medzi zkladn metdy rozvoja manarskych kompetenci.
Vaka zskavaniu vedomost v oblasti kouingu doke manar lepie motivova ud.
Ako sme uviedli, cieom vskumu bolo zisti, i existuj tatisticky vznamn rodov rozdiely
vo vnman rovne kouingu a nzormi tudentov manamentu na kouing. Prostrednctvom
Mann-Whitneyho U-testu sme zisovali tatistick vznamnos rodovch rozdielov medzi
tudentmi a tudentkami Fakulty manamentu v posudzovan kouingu (tabuka 1).
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Tabuka 1 Komparcia rodovch rozdielov v posudzovan kouingu (vlastn spracovanie)

Kouing Rod N Priemer Priemern Z p
poradie
Kogncie eny 212 4,018 134,41 -0,172 0,863
Mui 55 4,052 132,41
Kompetencie eny 212 3,819 132,32 -0,703 0,482
Mui 55 3,833 140,49
Socilny kontext eny 212 3,668 133,52 -0,202 0,840
Mui 55 3,651 135,86
Porovnanie odpoved budcich manarok a manarov nepreukzalo tatisticky vznamn

rozdiely v posudzovan kouingu ani v jednom faktore. eny ako aj mui vnmaj rovnako
poznatky, vedomosti, informcie o kouingu, ako podporu manarskych kompetenci
prostrednctvom kouingu, tie pecilnu prpravu kouov a motivciu zamestnancov
prostrednctvom kouingu. Znamen to, e kouing vnmaj eny aj mui rovnako, ako prnos
v osobnostnom rozvoji, ako spsob zvyovania efektvnosti manarskej prce, ako formu
zvyovania rovne poznvania a chpania ud, aj efektvnosti riadenia medziudskch
vzahov.
V. Diskusia
Kouing je mon vyui v rznych oblastiach ivota, najastejie sa s nm stretvame

v pracovnom prostred a v manarskej prci. Greene, Grant (2003) uvdzaj, e manar,
kou zlepuje komunikciu medzi zamestnancami, zvyuje vkonnos a zniuje fluktuciu.
Nae zistenia nepreukzali existenciu tatisticky vznamnch rodovch rozdielov

v posudzovan kognci, kompetenci a socilneho kontextu ako integrlnej sasti vnmanej
rovne kouingu. Meme kontatova, e stanoven hypotzy sa nepotvrdili.
Faktor kouingu kogncie prezentuje vedomosti, informcie a samotn poznatky o kouingu,

ktor je mon realizova v manarskej praxi, priom budci manari a manarky nazeraj
na faktor kogncie cez rovnak optiku vnmania kouingu.
Kompetencie s samotn oakvania a predstavy tudentov a tudentiek manamentu

o kouingu, ako metde efektvneho riadenia interpersonlnych vzahov, ktor sa vo vnman
kouingu rodovo nelia. Vzhadom k danm vsledkom je mon aj na zklade
predchdzjceho vskumu od Birknerovej a Frankovskho (2014) kontatova, e nzory na
kouing ako na metdu vzdelvania sa nelia vzhadom na rodov rozdiely tak manarov
z praxe, ako aj budcich manarov.
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Neboli preukzan tatisticky vznamn rodov rozdiely vo vnmanej rovni kouingu

z pohadu socilneho kontextu, ktorho sasou je aj samotn motivcia kouovania,
presvedenia tudentov o kouingu a v neposlednom rade tu meme zaradi aj zrunosti
potrebn na realizciu kouingu.
Birknerov a Filipov (2013) vo svojom vskume prostrednctvom metdy pozorovania

zaznamenali vysoko pozitvny prstup a pohad na kouing ako zrunos manara, prijatie
tejto zrunosti, ako aj konkrtne prnosy, ktor kouovanie prinieslo. Autorky preukzali ale
aj nesprvne pochopeniekouingu. Dvodom me by propagcia istho kouingu, kde s
prezentovan len prnosy pre kouovanho a kouovanie je popisovan iba ako prca koua.
Tmou viny odbornch lnkov s prpadov tdie, priom len mal as z nich s
empirick tdie skmajce dopad kouovacieho prstupu na ud (Feldman, & Lankau, 2005).
Vina vskumnch tdi tie pracuje najm so sebahodnotiacimi dotaznkmi, ktor mu
by ovplyvnen rznymi spsobmi (Evers et al., 2006; Kombarakaran et al., 2008; Wasylyshyn
et al., 2006).
Zver
Osvoji si zrunosti kouingu je mon aj v manarskej praxi. Na zklade uvedenho sa ale

domnievame, e najidelnejie je zska zklady kouovania u poas tdia na vysokej kole.
Z tohto dvodu sme sa rozhodli skma nzory na kouing prve u tudentov Fakulty
manamentu. Prezentovan zistenie a diskusia k tmto zisteniam boli uskutonen iba na
zklade dajov od tudentov manamentu. Z hadiska generalizcie tchto poznatkov na
vyej rovni bude nevyhnutn overi tieto zistenia aj u manarov v praxi. Vskumn tdia
nepreukzala existenciu rozdielov v rmci vnmanej rovne nzorov na kouing medzi
tudentmi a tudentkami manamentu.
Referencie a citcie
Antalov, M. (2011). udsk zdroje a personlny manament. Bratislava: Vydavatestvo

Ekonm.
Birknerov, Z., Filipov, A. (2013). Nov trendy vzdelvania manarov formou kouingu. In J.
Dzurikov, B. Gontkoviov (Eds.), Marketing, manament, obchod a socilne aspekty
podnikania (pp. 31-40). Koice: EU v Bratislave, Podnikovohospodrska fakulta, KMao.
Birknerov, Z., Frankovsk, M., Zbihlejov, L. (2015). Analysis of Links between Opinions on
Coaching and Social Intelligence of Management Students. Asian Social Science. 11, 17-22.
Birknerov, Z., Frankovsk, M. (2014). Rodov diferencie v prejavoch socilnej, emocionlnej
inteligencie a machiavelizmu v manarskej prci. Praha: Radix.
Evers, W. J. G., Brouwers, A., Tomic, W. (2006). A quasi-experimental study on management
coaching effectiveness. Consulting Psychology Journal: Practice and Research. 58, 174-182.
81
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Feldman, D. C., Lankau, M. J. (2005). Executive coaching: A review and agenda for future
research. Journal of Management, 31, 829-848.
Greene, J., Grant, A. M. (2003). Solution-focused coaching. Harlow: Pearson education limited.
Kaufmann, A. E. (2008). Women in Management and Life Cycle: Aspects that Limit or Promote
Getting to the Top. New York: Palgrave Macmillan.
Khelerov, V. (2010). Komunikan a obchodn dovednosti manaera. 3. vydn. esk
Budejovice: PROTISK.
Kollrik, T., Letovancov, E., Vrost, J. et al. (2011). Psycholgia prce a organizcie.
Bratislava: Vydavatestvo Univerzita Komenskho.
Kombarakaran, F. A., Yang, J. A., Baker, M. N. et al. (2008). Executive coaching: Itworks!
Consulting Psychology Journal: Practice and Research, 60, 78-90.
Parma, P. (2006). Umn kouovat. Praha: Alfa Publishing.
Rutherford, S. (2011). Womens Work, Mens Cultures: Overcoming Resistance and Changing
Organizational Cultures. New York: Palgrave Macmillan.
Stacke, . (2005). Kouovn pro manary a firemn tmy. Praha: GradaPublishing.
Such, J., Nhlovsk, P. (2007). Kouovn v manarske praxi. Kl k pozitvnm zmnm a
osobnmu rstu. Praha: GradaPublishing.
Wasylyshyn, K. M., Gronsky, B., Haas, W. (2006). Tigers, stripes, and behavior change: Survey
results of a commissioned coaching program. Consulting Psychology Journal: Practice and
Research, 58, 65-81.
Whitmore, J. (2011). Kouovn. 3. vydn. Praha: Management Press.
WIlson, E. (2001). Organizational Behaviour Reassessed: The Impact of Gender. London: Sage
Publications.
* Prspevok je publikovan v rmci rieenia vedecko-vskumnho grantovho projektu KEGA

grant 028PU-4/2014: Zklady kouovania v manamente
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ASPEKTY ROZHODOVN RODI O ODKLADU POVINN KOLN DOCHZKY
Mgr. Zuzana Svobodov17
Abstract
The paper presents the results of a partial analysis of the qualitative research project. This
project explore the transition from pre-primary to primary education. This study The research
in the area of the compulsory school attendance postponement is motivated by the main
research question "What is the reason for the postponement of the compulsory school
attendance in almost a quarter of the children in the Czech Republic?. This paper presents
answers to the partial research questions, namely: "What are the reasons for the
postponement of the compulsory school attendance on the part of the parents? "and " What
is the relationship between the formal reasons for the postponement of the compulsory school
attendance (i.e. professional expressions) and the reasons on the part of the parents? "
The data for this multiple case study has been obtained via seven in-depth semi-structured
interviews carried out with respondents from different regions of the country and with
different socio-economic status.
The results obtained show that the conditions, which affect the decision-making process of the
postponement of compulsory school attendance, widely exceed the area of school readiness
of the children. In the context of the socioeconomic status of the families, they show a wide
range of aspects and issues taken into account which further lead to the decision of the
postponement or of the beginning of compulsory school attendance.
Keywords
transition between education grades, postponement the beginning of school attendance,

decision-making process
Abstrakt
Pspvek pin vsledky dl analzy kvalitativnho vzkumnho projektu zkoumajcho

obdob pechodu mezi preprimrnm a primrnm vzdlvnm. Tato studie je zamena na
jednotliv aspekty, kter ovlivuj rozhodovn rodi o odkladu povinn koln dochzky (PD)
a sna se vysvtlit monou pinu vysokho potu odklad v esk republice. Data pro tuto
studii byla zskna ze 41 hloubkovch polostrukturovanch rozhovor realizovanch
17
stav vzkumu a rozvoje vzdlvn, Pedagogick fakulta, Univerzita Karlova, Myslkova 7, 110 00 Praha 1,
zuzana.svobodova@pedf.cuni.cz
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s respondenty z rznch oblast R s rznm socioekonomickm statusem. Z realizovanch

rozhovor pot byli vybrni respondenti, jejich rozhodovac proces se dil jinmi aspekty ne
je hledisko koln zralosti a pipravenosti dt. Zskan vsledky ukazuj, e rozhodovacho
proces u nkterch respondent reflektuje adu dal aspekt, kter vedou k rozhodnut
odloit povinnou koln dochzku.
Klov slova
pechod mezi vzdlvacmi stupni, odklad povinn koln dochzky, rozhodovn, koln zralost
JEL Classification I240 Education and Inequality
Kd klasifikace I240
I. vod
Rodie ptiletch dt prochzej rozhodovacm obdobm zahrnujcm zpravidla nejprve vahy

o tom, zda dt m zahjit v nejblim monm termnu povinnou koln dochzku, nebo zda
je lep nstup do prvn tdy odloit. Poslze pak nsleduj vahy o tom, kterou konkrtn kolu
pro zahjen povinn koln dochzky vybrat.
Pro odklad se v esk republice rozhodne tm tvrtina rodi, konkrtn ve kolnm roce
2012/13 se pro odklad rozhodlo 21,94 %, co je cca o 13 % vce ne napklad v sousednm
Slovensku. Ostatn vybran evropsk zem18 maj procento odklad jet ni, jak
demonstruje tabulka 1.
Tabulka 1, Odklady PD ve vybranch evropskch zemch

Zem Podl odklad daje k dispozici za
(v procentech) koln rok
esk republika 21,9 2012/13
Slovensko 7,9 2013/14
Nmecko 7,5 2010/11
Belgie vlmsk obl. 6,2 2010/11
Belgie celkov 5,2 2010/11
Rakousko 3,6 2011/12
vcarsko 2,11 2013/14
Estonsko 2,9 2012/13
Finsko 1,5 2011/12
18
Evropsk zem, u kterch se podailo daj o odkladu PD zskat
84
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Zdroje: statistick daje MMT, statistiky jednotlivch zem, e-mailov korespondence

s ministerstvy kolstv
Pi analze daj o odkladu povinn koln dochzky v uvedench zemch je samozejm

nutn vzt v vahu i standardn vk zahajovn PD v tchto zemch, kdy napklad v Estonsku
a Finsku je jej zatek posunut a na vk sedmi let. Nicmn v ostatnch uvedench zemch
je nastaven zatek PD na est let vku19 stejn jako v esk republice a procento odklad
je u tchto zem vrazn ni ne u ns.
V oblasti odklad povinn koln dochzky se vzkumn eten realizuj ji od poloviny

minulho stolen a ada z nich probhla v sedmdestch a osmdestch letech minulho
stolet patrn tak v souvislosti s prudkm nrstem odklad po zaveden tzv. nov koncepce
(nap. Vov a Vyskoilov, 1992, Spilkov 1996). Vzkumn zmry z tto oblasti jsou
zacleny pedevm na jednotliv oblasti koln zralosti a zkoumaj nejastj piny odklad
i se zamuj na efektivitu odloen koln dochzky v souvislosti s dal koln spnost
dt. Napklad Hrabal a Zhorov (1984) zkoumali 765 dt s odloenou povinnou koln
dochzkou, kdy tento akt oznaili jako efektivn u dt s minimln prmrnou inteligenc, u
dt s podprmrnou inteligenc se pozitivn dopad odkladu neprojevil. Z dalch vzkum
tehdej doby je mon zmnit prce Matjka (1963), kter konstatoval, e u 145 dt
pedkolnho vku pochzejcch z dtskch domov byly vechny kolsky vrazn nezral a
rovn prce Langmeiera (1961), kter zkoumal koln zralost u dt z rznho rodinnho
prosted a zjistil, e dti ze stimulujcho prosted vykazuj koln nezralost pouze v 7 %
ppad oproti dtem z prmrn stimulujcho prosted, kde se jevilo kolsky nezralch 18,5
% a mezi dtmi z prosted vchovn zanedbvajcho byla nezral cel tetina pedkolk.
ada autor hovo o vznamu clen prce s dtmi s odkladem pro jejich budouc koln
spnost (napklad Matjek, Klgrov 2011, kov, Jucoviov 2007 nebo Kropkov,
2008).
Ze souasnch vzkum odklad povinn koln dochzky je mon zmnit vzkum E. melov
zabvajc se pedevm oblast koln zralosti a pipravenosti dtte, kter zkoum vsledky
dt na zklad nkolika test koln zralosti a porovnv spnost dt s odkladem a bez
odkladu povinn koln dochzky (PD) (melov et al., 2012). Tento vzkum nen zamen na
rozhodovac proces rodi, ale spe na dosaen koln zralosti a pipravenosti jednotlivch
dt. E. melov na celkovm vzorku 931 dt z esk republiky20 pedkld teorii o pozitivnm
vlivu odkladu na koln zralost a pipravenost, co dokld lepmi vsledky starch dt.
Nicmn u tohoto tvrzen je nutn vzt v potaz i to, e nen k dispozici srovnvac testovn
z pedchozho roku, kdy byl tmto dtem teprve odklad udlen, tud nen mon s jistotou
19
Ve vcarsku je povinn vzdlvn v pedkolnm zazen od ty let vku, ale daj uveden v tabulce uvd
procento dt, kter zstvaj v pedkolnm zazen ve vku vym ne est let
20
Vzorek eskch dt byl doplnn a porovnn se vzorkem 239 slovenskch dt a dle 127 dt ze Slovinska a
82 dt z Polska
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tvrdit, e bylo udlen odkladu efektivn. Na data zskan u dt s odkladem bylo nahleno
pouze z hlediska odloen nebo neodloen povinn koln dochzky a nikoli s ohledem na
dal vlivy, kter mohly zapinit ni spnost dt u realizovanch test. Nebylo zkoumno,
zda napklad u dt s odkladem povinn koln dochzky pevauj dti z rodin s nim
vzdlnm nebo zda hor vsledky u nkterch odkladovch dt se netkaj prv dt
z rodin s nim vzdlnm, co by byly ppadn dal hypotzy, kter by se nabzely k oven
nebo vyvrcen a v tuto chvli tedy mus zstat na rovni dohad, stejn tak jako efektivita
udlenho odkladu povinn koln dochzky u tohoto vzkumnho. Dal aktuln vzkumn
poznatky tkajc se rozhodovn rodi o zahjen povinn koln dochzky a o vbru koly,
ve kter budou plnit povinnou koln dochzku, k dispozici v tuto chvli nejsou.
II. Metodologie
Kvalitativn vzkumn eten se opr pedevm o semistrukturovan hloubkov rozhovory.

V rmci vzkumnho projektu GA UK21 bylo realizovno celkem 41 rozhovor v obdob
podzim 2012 a jaro 2014. Zkoumanou populac byli rodie (astnily se pevn matky) dt
pedkolnho nebo mladho kolnho vku. Vkov rozpt mezi dtmi dotazovch rodi
bylo od 5 do 8 let, rodie vak v rozhovorech asto hovoili i o mladch a starch
sourozencch, protoe toto tma ctili jako aktuln i s ohledem na dti, kter ji v povinnm
vzdlvn byli nebo k nmu mli jet nkolik let. Pi vbru respondent byly zohledovny
i socioekonomick charakteristiky (nejvy dosaen vzdln i velikost sdla). Pro zskn
respondent byly pouity dv zkladn metody: metoda snhov koule a inzert. Metoda
snhov koule (Hendl, 2005) byla uplatnna oslovovnm znmch osob, kterch se dan
tma tkalo a ty nsledn doporuily sv znm, kte byli v obdobn situaci. Druhou pouitou
metodou byl inzert umstnn na internetovch strnkch rodina.cz22 a v pedkolnm
zazen.
Ve vslednm vzorku byli zastoupeni respondenti z rzn velkch sdel (od malch obc po
hlavn msto), rznho vzdln (od osob se zkladnm vzdlnm a po absolventy vysokch
kol) a rznho zamstnaneckho statusu (zamstnanci, osoby samostatn vdlen inn i
rodie na rodiovsk dovolen). Struktury jednotlivch rozhovor byly sice pedem rmcov
pipraveny, ale respondenti dostvali maximln prostor a volnost pro sv odpovdi.
Rozhovory byly vedeny nejastji v domcnostech, ale i v jinm vhodnm prosted jako je
nap. kavrna i zasedac mstnost. Dlka rozhovor se pohybovala mezi 15 80 minut a
s kadm respondentem byl realizovn jeden rozhovor. Zskan rozhovory byly nahrny na
diktafon, pepsny dle transkripn konvence navren A. E. Leix (2006) a anonymizovny.
21
Projekt . 6388/2013 Pechod mezi preprimrnm a primrnm vzdlvnm studium faktor ovlivujcch
volbu vzdlvac drhy
22
Rodina.cz byla pouita s clem oslovit rodiny, ke kterm bychom se jinak pravdpodobn tko dostvali
inzerc v pedkolnch zazench i metodou snhov koule.
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V souladu se zvolenm kvalitativnm pstupem, kdy probh analza dat zpravidla ji

v prbhu jejich sbru a asto vzkumnka smuje k novm zdrojm dat (napklad Mayring,
2000, vaek, eov, 2007, Hendl, 2005) byla data z kad vlny sten analyzovna ihned
a nsledn byla osnova polostrukturovanch rozhovor upravena tak, aby reflektovala
skutenosti zjitn v pedchoz fzi eten.
Vzhledem k tomu, e se projekt GA UK orientoval na pechod mezi preprimrnm a primrnm

vzdlvn byly respondentm kladeny otzky tkajc se vce aspekt tohoto pechodu.
Respondenti se vyjadovali k tmto okruhm: dochzka do matesk koly a volba matesk
koly, prbh pedkolnho vzdlvn, potek vah o pechodu do zkladn koly, prbh
zpisu do zkladn koly, ovovn koln zralosti a pipravenosti, volba koly a jej kritria,
vahy o odkladu povinn koln dochzky, konzultovn tohoto procesu s odbornky a
ostatnmi zastnnmi, zdvodnn svho rozhodnut.. Respondenti vyjadovali sv nzory,
pedstavy, pn i problmy, kter v souvislosti s tmto procesem vid a e. V oblasti odklad
PD byli respondenti konfrontovni s velkm procentulnm rozdlem v udlench odkladech
v R a v zahrani a byli dotazovni na sv nzory k tomuto faktu. V rozhovorech tkajcch se
odklad (a u u rodi, kte se rozhodli pro odklad i proti nmu) zjiovny dvody, kter
vedly k uinnmu rozhodnut. Charakteristiku respondent dle jejich vzdln a jejich
vyjdenmu postoji k odkladu PD demonstruje tabulka 2.
Tabulka 2, Rozdlen respondent dle vzdln a rozhodnut o odkladu

Vzdln Poet respondent Uvaujc o Udlen odklad
odkladu
Vysokokolsk 15 6 2
S s maturitou 15 2 1
Odborn uilit 7 5 4
Zkladn 4 1 1
Z realizovanch 41 rozhovor identifikovno 14 respondent (34 %), kte uvaovali o odkladu

povinn koln dochzky, z nich 8 ( 20 %) nsledn odklad pro sv dt dostalo a 7 z nich bylo
vybrno pro podrobnj analzu v rmci tto studie. Vzhledem k tomu, e je vzkumn
eten zacleno na vysvtlen rozhodovacho procesu vedoucho k zahjen i odloen
povinn koln dochzky ze strany rodi, bylo tchto sedm respondent vybrno pedevm
na zklad absence zdnliv objektivnho dvodu pro udlen odklad i v situaci, kdy
existuje rznch dvod vce. Ve vech rozhovorech bylo zmiovno hledisko koln zralosti a
pipravenosti dt a prv u tchto sedmi vybranch respondent byl na tento aspekt kladen
mal draz v rmci celho rozhodovacho procesu. Proto m zajmalo, kter dal aspekty
ovlivnily prv tyto rodie v jejich rozhodnut. U ostatnch nevybranch respondent
zvaujcch odklad PD se jednalo pedevm o zvanou diagnzu dtte (napklad vvojov
dysfzie) i zdravotn stav indikujc odklad PD (siln astma a nemocnost dtte) i situaci, kdy
byli rodie v podstat rozhodnuti o nstupu v termnu a odklad zmnili pouze na zklad
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nzor ostatnch, kter ale odmtali a nejevili ochotu nad touto problematikou dle uvaovat.
Seznam respondent s uvedenm jejich vzdln, bydlit a roku narozen dtte demonstruje
tabulka 3.
Tabulka 3, Vybran respondenti

Respondent Rok narozen Vzdln Bydlit Pohlav
dtte
1 2007 Odborn uilit Satelit ena
2 2006 Vysokokolsk Obec 1200 ena
3 2008 Odborn uilit Obec 500 Mu
4 2008 Vysokokolsk Msto 15 000 ena
5 2008 Odborn uilit Obec 500 ena
6 2007 Odborn uilit Obec 2100 ena
7 2007 Zkladn Obec 2100 Mu
Analza dat byla realizovna v programu MAXQDA 11. Data byla kdovna a roztdna do
prvotnch kategori, kter byly srovnvny mezi sebou a porovnvny s datovmi ryvky
tkajcmi se rozhodovacho proces u(nap. Mayring, 2000, Miovsk, 2006, Hendl, 2005,
vaek, edov, 2007). Nsledn byly identifikovny kategorie, kter byly seskupeny a z nich
vytvoena zkladn aspekty tkajc se rozhodovacho procesu.
III. Vzkumn zjitn
Clem realizovan analzy bylo zjistit, jak aspekty ovlivuj rozhodovac proces rodi pi
zvaovn, zda m jejich dt nastoupit v termnu nebo m mt povinnou koln dochzku
odloenou. V prbhu rozhovor jsem zjiovala, nad m rodie v rmci tohoto obdob
uvauj, co zjiuj, co povauj za dleit a co vechno z jejich hlediska pichz v souvislosti
s rozhodovnm o odkladu PD v vahu. Oblast koln zralosti a pipravenosti svch dt
zmiovali, jak jsem ji uvedla ve, v rozhovorech vichni rodie, co je s ohledem na platnou
legislativu a povinnost pedloit v ppad dosti o odklad potvrzen dokldajc urit
problmy v tomto smru, pochopiteln. Nicmn tato studie nebyla zamen na ovovn
zralosti dt a tato oblast byla definovna jako jeden z aspekt ovlivujcch rozhodovac
proces. Dle jsem se zjiovala, jak dal aspekty rodie zvauj.
Zjitn aspekty je mon rozdlit do t zkladnch oblast, jak demonstruje tabulka 4.
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Tabulka 4, Aspekty rozhodovn

Zvaovan aspekt Zmnn kategorie v rozhovorech
Logopedick problmy
Celkov nezralost
Urit labilita
Aspekt koln zralosti a pipravenosti Hravost
Petrvvajc problematick chovn
Nesoustednost
Organizan zleitosti rodiny

as na volnoasov aktivity
Peplnnost zvolen koly
Monost zmny trvalho bydlit
Provozn aspekt v nsledujcm roce
Snaz rodinn logistika v ppad nstupu se
sourozencem
Prodlouen dtstv
Dojdn
Jistota, e rodi nic nezanedbal.

Nutnost pedagoga brt ohled na odkladov
dt
Aspekt jistoty rodie Vt jistota starho dtte
Vy vk dtte vede k celkov jednodumu
prbhu prvn tdy
Je mon ci, e vechny ve uveden aspekty byly v podstat zmnny ve vech

realizovanch rozhovorech, nicmn s uritou tendenc pikldat jim jinou zvanost v rmci
rozhodovacho procesu.
S ohledem na platnou legislativu v na republice by bylo mon pedpokldat, e se rodie

budou rozhodovat s ohledem na koln zralost a pipravenost svch dt. Nicmn prv u
tchto sedmi vybranch rodi (co tvo 17,073 % ze vech dotazovanch rodi) byl tento
aspekt zmiovn spe okrajov.
Rodie sice uvdli zdnliv objektivn dvody, o kter je mon se pi doporuen odloit
zahjen koln dochzky opt, kter ale nejsou tak zvanho charakteru, kter by dle
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odbornk jasn odklad indikoval. Rodie samozejm vd, e pro odloen PD je nutn mt
objektivn dvod a proto jimi uveden daje je mon interpretovat z uritho hlediska jako
odborn alibi pro jejich vlastn rozhodnut.
Citace z rozhovoru R2: dvala jsem mu odklad koln dochzky, no, z t jeho nevyrovnanosti,
no
Citace z rozhovoru R4: tam je zase problm s e, zase r, a k patn l.
Citace z rohovoru R7: patn mluv, m jakoby vadu no vadu, nejdou mu psmenka prost
vyslovovat
Zrove nkte respondenti (konkrtn R1, R2, R5, R6) hovoili o tom, e pro n informace
o zralosti a pipravenosti jejich dtte nejsou z hlediska rozhodovn stejn a nemaj vrazn
vliv na jejich rozhodnut nebo od odbornk nedostvaj v tomto smru jednoznan
informace, podle kterch by se mohli rozhodovat.
Citace z rozhovoru R2 kdyby mi ekli, e je zralej, tak bych ho tam stejn nedala protoe to
bylo kvli tm vem, kvli tm okolnostem, kter oni prost nemohli posoudit
Citace z rozhovoru R6: najednou mi prost ve kolce pr dn ped zpisem ekli, e je hravej a
e by mu tam jako jet jako nebylo dobe v t kole.., tak jsme navtvili tu pedagogicko-
psychologickou poradnu teda, tam, tam teda prvotn bylo, e mi ta pan doktorka nebo co to
bylo, mi ekla, e nechpe, co tam kluk dl. Tak udlal ty rzn testy, dlal i psychotesty,
vecko pln dobr, a pak to jet eila s njakou psycholokou pro jistotu, no a prost odklad
m jenom pro jistotu
U tchto respondent mnohem silnji zaznvaly aspekty zamen na zskn urit vnitn
jistoty, e nic nezanedbali i ohled na provozn zleitosti rodiny.
Rodie vyjadovali obavy z toho, e dt koln dochzku nezvldne, e je jin, e by mohli nco
zanedbat, nechtli udlat chybu (napklad jako jejich rodie) nebo tak nevdli, jak se vyznat
v rozdlnch nzorech zastnnch stran (nzory M, prbh zpisu, vyjden odbornk,
z nich nkte odklad doporuuj a jin ne), co je smovalo spe k odkladu, kter jim v tomto
smru uritou mru jistoty poskytoval.
Citace z rozhovoru R2: on je na m hrozn podobn a vm, jak jsem se ctila v tom dtstv.
Snam se teka vt do t jeho jako pozice, jak mu je, abych j nedlala mu to, co dlali mn
ti rodie, protoe j si to jako stran taky citliv pamatuju
Citace z rozhovoru R5: . Oni tam sluovali dv koly, take oni eili editele a te budou eit
i uitele, take nevd, kdo pjde do t prvn, co prv je dal volba, ke kter j jsem prv
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radi ten odklad zvaovala. Kdyby dostala takovoudle uitelku, co prv j se kvli mal
bojm, tak to radi to dt nechat dovyvinout, kdy u to pak pochop a njak si s touhle
uitelkou u pak v zsad porad .te kdyby la do prvn tdy a v poradn by ji napsali tenhle
a tenhle ohled, e m uitelka brt, tak ona by ho brt nemusela, by ekli, jo, tak mla mt
odklad, e jo, kdeto kdy pak u pjde do prvn tdy s odkladem a bude njak jet stle
vada, tak u na to budou muset brt, e jo, a chtj nebo nechtj
Citace z rozhovoru R6:. jakoe pro jistotu ten odklad, tak jsem to dala. j jsem mla strach,
aby si na nj teba nezasedli, kdyby mu nco nelo, tak aby neekli, my jsme vm to kali, mla
jste mu dt odklad.
Rodie hovoili v rozhovorech o nronosti vchovy dtte, provn dtte, jeho rznch
fyzickch i psychickch problmech, snaze ulehit dtti maximln vstup do koly a umonit
mu, aby se ctilo dobe. Odklad je pro n uritou formou potvrzen toho, e nic nepodcenili a
e nikdo neme nic ct. Odklad je rovn urit podklad pro ppadn dal jednn s uiteli,
pokud by se objevil njak problm. Obvaj se, e by je uitel mohli obvinit z toho, e mli
odklad dt, takto, pokud ho daj, nikdo jim neme nic vytat a jejich dtem se automaticky
mus vnovat zven pe.
V oblasti provoznch zleitost zmiovanch v rozhovorech vyjadovali rodie snahu

odkladem zskat as a prostor bu pro jin aktivity, ppadn prostor pro een uritho
problmu, kter se jim z hlediska jejich rodiny jev jako vhodnj. Hovoili o prodlouen
dtstv, o asu na krouky, zmnch bydlit, dojdn, o naplnnosti vybran koly apod.
Citace z rozhovoru R1: On mi kal, e teka by mi ho vbec nevzali, e pt rok budou otevrat
dv tdy. Si nedovedu pedstavit, e by teka ml jt do koly a jet pln nkam jinam,
ne je zvyklej tak jako myslm, e by ho to hodn vykolejilo
Respondentka (R1) pot s tm, e pt rok se j poda umstit dt v mst bydlit. Pestoe
u jejho dtte nen odklad jednoznan indikovn odbornm vyetenm, vol ho a douf, e
pt rok bude moci umstit dt do zvolen koly.
Citace z rozhovoru R7: ten dostal odklad vlastn, take te pjde, protoe je vlastn jakoby
mlad, tak jde vlastn do toho pedkolnho takt. e te budou spolu i ve td ve kolce
vlastn.a pt rok pjdou spolu k zpisu..bylo by to jednodu urit, kdyby li spolu,
sice troku lituju pan uitelky, ale pro ns by to bylo urit jednodu.
Zde (R7) je mon spatit uritou snahu o zjednoduen rodinn logistiky, pokud by se podailo
ob vkov si blzk dti umstit do stejnho ronku. Pestoe by tedy star dt mohlo
nastoupit v termnu, vol rodie odklad, s tm, e pokaj, jestli se mlad dt poda umstit do
koly bez odkladu a ob dti do stejn tdy.
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Zatmco aspekt zamen na zskn vt jistoty pomoc odkladu povinn koln dochzky
souvis (by nkdy okrajov) se stavem dtte, kter se rodim me jevit z njakho (by
subjektivnho) dvodu jako nedostaten pipraven na povinnou koln dochzku, tak
zmiovan oblast organizanch zleitost s vvojem dtte zcela jednoznan nesouvis
vbec.
Nen mon samozejm ci, e by se tito rodie rozhodovali bez ohledu na to, jak je jejich
dt do koly zral a pipraven, nicmn z jejich rozhodovacho procesu se jako nejsilnj
aspekt jevily prv oblasti, kter souvisej spe se zsknm rodiovsk jistoty i zohledujc
provozn zleitosti rodiny. Tyto aspekty byly pot doplnny objektivn zhodnocenm
stavem dtte, kter vykazovalo ve koln zralosti a pipravenosti urit nedostatky, kter
mohou, ale tak nemusej bt dvodem k odkladu. A tato kombinace nsledn vedla rodie
k rozhodnut odloit PD.
Citace z rozhovoru R3: urit chci odklad, prost z vlastnho rozhodnut, nehled na to, e
troku drhne e, kterou teda cvime, ale i tak bych ho chtl, prost v prvn ad prodlouit
tomu dtti to bezstarostn dtstv, v druh ad m rd fotbal, chce ho hrt, vod z
nastupuje, chci aby prost zaal, u tam bude muset nco dlat, e jo, prost zaal takhle
postupn, e po nm nkdo nco chce.
Napklad na tomto vroku respondenta (R3) je patrn, e je si vdom toho, e se rozhoduje

na zklad vlastnho nzoru, chce, aby mlo dt as na jin vci fotbal je pro nho zsadn
aktivitou, kterou dopluj obavy z peten dtte a z toho, e by nezvldlo zt fotbalu a
koly. V rmci jeho rozhodovacho procesu je mon spatit orientaci na organizan
zleitosti, kter jsou podporovny uritmi obavami a snahou zskat jistotu, e dt zvldne
ve starm vku oboje. Svoje rozhodnut podporuje objektivn zjitnm problmem
v oblasti ei, na zklad, kterho me dat o odklad PD.
Zvr
Na zklad proveden analzy zskanch dat je mon ci, e u analyzovanch rozhovor

rodi uvaujcch o odkladu povinn koln dochzky byl rozhodovac proces siln ovlivnn
aspekty nesouvisejcmi se koln zralost a pipravenost dt. Vtina z nich zmiovala
vyjden odbornk pouze okrajov a z vt sti hovoili o svch nzorech na odklad,
pocitech, kter maj ze kolskho systmu a uitel a o provozn a organizanch zleitostech
rodiny, kter rovn zvauj. Reflektovali tak vlastn zkuenost a obavy, kter v nich zahjen
povinn koln dochzky vyvolv. Zmiovaly organizan vhody odkladu, monost dozrn
bhem roku a lep a pevnj pozici starho dtte v ppad monch problm v prvn td.
Je mon ci, e z tchto dt nebylo ani jedno jednoznan odbornky indikovno k odkladu
povinn koln dochzky na zklad zvanho zdravotnho nebo vvojovho dvodu. Rovn
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ani jednomu z dt nebyl jednoznan doporuen nstup do prvn tdy, s tm, e by jim
doporuen k odkladu bylo odmtnuto. Jednalo se tedy o situaci, kdy musel rodi zvaovat
urit pro a proti a na jejich zklad dojt pot k finlnmu rozhodnut, ani by se mohl opt o
opravdu jednoznan stanovisko. Je pravdpodobn, e prv v tto situaci se do poped
dostvaj dal faktory ovlivujc rozhodovac proces a majc vliv na vsledn rozhodnut.
Ve uveden zjitn samozejm nenaznauj zbytenost odklad povinn koln dochzky

a ani to, e k jejich udlovn dochz na zklad zkreslench informac. Rovn poet
analyzovanch rozhovor v rmci tto studie je mon povaovat spe za ilustrativn,
nicmn v souvislosti s vrazn vym procentem udlench odklad v esk republice
oproti ostatnm evropskm zemm a v souvislosti s tm, e tyto aspekty byly zmnny u cca 17
% dotazovanch respondent (tj. tch kte byli zrove hloubji analyzovny v rmci tto
studie) je nutno brt v potaz i monost, e v nkterch ppadech bylo a je rozhodovno na
zklad jinch indici, ne je koln zralost a pipravenost dtte.
Uvdomme-li si, e nkte rodie se rozhoduj na zklad uritch obav, kter u nich
z pechodu do prvn tdy vyvstvaj a vol odklad jako uritou jistotu a zruku, tak si meme
v zvru poloit i otzku, co toto vlastn vypovd o naem kolskm systmu, kdy nkte
rodie nedaj dt do prvn tdy s ohledem na sv obavy a nejistotu?
Reference a citace
Za sprvnost referenc a citac zodpovd autor.

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nezralch dt na jejich koln spnost v 1. ronku zkladn koly. eskoslovensk
Psychologie: asopis Pro Psychologickou Teorii a Praxi. Praha: Psychologick stav
Akademie vd R, 1984, 28(1), 16-27.
(3) KROPKOV, Jana. Budeme mt prvka: pro rodie dt od 5 let. Vyd. 1. Praha: Portl,
2008, 158 s. Rdci pro rodie a vychovatele. ISBN 978-80-7367-359-8.
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technickm (Disertan prce). Brno: Fakulta socilnch studi Masarykovy univerzity,
2006, 136 s.
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Grada, 2006, 332 s. Psych (Grada). ISBN 80-247-1362-4.
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(11) SPILKOV, Vladimra. Didaktick vchodiska primrnho vzdlvn dt na zkladn kole.
Praha: Univerzita Karlova, 1996, 82 s. ISBN 80-86039-00-5.
(12) MELOV, Eva, Alena PETROV a Eva SOURALOV. Pre-school education in the context
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Olomouc: Palack University Olomouc, 2012. ISBN 978-80-244-3370-7.
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STRATEGIES FOR COPING WITH WORK-FAMILY CONFLICT AMONG EMPLOYED

PARENTS: A QUALITATIVE ANALYSIS
Ivana Vclavikov23, Zuzana Polkov
Abstract
Balancing the claims arising from the competitive roles represented by both work and family
domain assumes the perception of overload and negative feelings, which may have a
significant impact on subjective well-being and satisfaction. The aim of the present article is
to analyse the conflict perceived by employed parents and identify their coping strategies. The
current research included 45 couples, which were married or in a relationship where both, the
male and female are employed and nurturing at least one child in age between three and
twelve years. Through semi-structured interviews, there were examined the intensity of
perceived conflict, its various types and coping strategies, used to effective fulfilment of
demands arising from work and family domains and thus balancing the work/family conflict.
Identifying of coping strategies effectively used to minimize the perception of work/family
conflict is an important predictor of successful participation in both work and family domain.
Keywords
Family domain, work domain, work/family conflict, coping strategies
JEL Classification
Classification Code: I
I. Introduction
Greenhaus and Beutell (1985, p. 77) defined work family conflict as a form of interrole
conflict in which role pressures from the work and family domains are mutually incompatible
in some respect. Work/family conflict research identified different types of antecedents;
these are usually classified into three categories (Byron, 2005; Michel et al., 2011): 1. work
factors, 2. non-work factors, 3. demographic and individual factors. The research also focuses
on the consequences of work/family conflict - an example could be psychological distress,
chronic health problems, work performance reduction, job and overall life satisfaction
decrease (Grant-Vallone, Donaldson, 2001; Schieman, Glavin, 2011; Chelariu, Stump, 2011).
23
Department of Psychology, Ss. Cyril and Methodius University of Trnava, Nm. J.Herdu 2, Trnava,
ivana.vaclavikova@ucm.sk
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Because of the destructive consequences of being experienced work/family conflict for

various areas of life, we consider it important to focus research attention on the ways that
lead to the perceived conflict decrease - on the coping strategies. Coping is defined as the
constantly changing cognitive and behavioral efforts, used by individuals to handle or reduce
the requirements which exceed their mental resources (Lazarus, Folkman, 1984; Aryee et al.,
1999). There is no coping style universally appropriate; some are more effective to the
particular type of experienced conflict or work better within a specific situation contexts
(Rotondo et al., 2003); in any case, effective coping strategies should presumably be
associated with lower levels of perceived work/family conflict (Baltes, Heydens-Gahir, 2003).
Scientific literature usually states two basic types of coping strategies: problem-focused and
emotion-focused (as define by Lazarus and Folkman, 1984). As another important resource of
coping mechanisms, that can reduce the negative consequences of stressors, a social support
was identified (Carlson, Perrewe, 1999). It can be characterized as the exchange of resources
between individuals in order to facilitate or to help (Van Daalen et al., 2006). For support to
be granted, the existence of a social network is necessary; in such a network social bonds are
formed and supportive interactions may occur (Krpoun, 2012). In the context of the issue of
work/family conflict, it is important to take the existence of specific coping strategies into
account; some authors recommend developing methods used to analyse strategies used to
reduce the work/family conflict in particular (e.g. Somech, Drach-Zahavy, 2007). In regard to
the above, we used qualitative methodology to identify the different individual selected
strategies designed to reduce potential conflicts between work and family domain.
II. Method
3.1. Participants
Research was conducted on a sample of 45 married couples or partners; employed parents

with at least one child aged 3-12 years. Participants were obtained through occasional choice
and using snowball technique. Couples in a research file jointly raising the most common one
or two children. The average age for men is 37.7 years (the youngest 23 years old, the oldest
58), women 35.4 years (the youngest 23 years, the oldest 48).
Both parents work full-time, men reported an average of 50 hours and women 41.5 hours per
week spent in paid employment. Professions of participants are different - from low-skilled
positions (manual workers, manufacturing sector), through administrative positions (officers,
administrative staff) to highly skilled professions requiring higher education (economists,
managers, teachers), even the business sector is represented in a sample. Subjective effects
of work and family interface, and subsequently elected coping strategies therefore can
significantly reflect the characteristics of a particular job.
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3.2. Methods
Data have been collected through a semi-structured interview aiming on several spheres of
family-work interface. We have measured the degree of a self-conviction of a successful
balance between work and family demands; ways of coping in relation to the work/family
conflicts chosen by employed parents.
In the interview we have focused on coping with negative consequences of work-family

interface via following questions:
To what extent are you convinced you can fulfil duties arising from work and family?
If you could change anything at work or in family, what would it be? What measures
at work would help you to reconcile work and family responsibilities?
What helps you cope with demands arising from work and family responsibilities?
Do you have any strategies or procedures which help you deal with a potential
pressure?
What personal qualities and skills help you reconcile the work demands and family
responsibilities?
Who in your surrounding is most helpful in reconciling your work and family duties?
III. Results
Based on a content analysis of data gained from a literal transcript of completed interviews,
we have identified significantly most perceived demands of an active participation in a work
and family roles and coping strategies. Their subjective evaluation is presented in terms of 1.
a subjective success rate, including potential problem areas; 2. preferred strategies, or
sources used to meet requirements arising from a work-family interface.
3.1 Active participation in a work and family area
In the group of fathers, theres a prevailing belief about their good coping with demand of
work-family interface. 18 fathers think that they do their duties up to 100% and have no
doubts or minimum about their skills in this area mainly as a result of a more difficult period
or a current stress situation: I manage everything to 100%, otherwise it would be my failure.
(Estimating clerk, 33); 100%. I have doubts rarelywhen its too much pressure at work.
(Sales manager, 47). Similar ideas are found in 16 women, however, compared to men, their
responses about how well they manage situations say they do not have any other options
because of their status being an employed mother. Absolutely. What else can we do?
(Saleswoman, 36); Yes, definitely. I have to. (Secretary, 28).
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Slightly more numerous (22 men, 22 women) is a group of parents who admit certain
deficiencies in role play duties and have relevant doubts, however, not as vividly, so it does
not affect their emotions in a negative way: It is not 100%, but Im trying. (Teacher, 36),
Circa 80%, Im not a superwoman, but I usually manage to reconcile all the necessities.
(Economist, 48). Feelings of insecurity are situational: I and my wife have experienced
many situations and I think we manage family and work lives relatively well. Doubts are
present only in stress situations. (Technician, 39); It is not a100%, but we are ok. Doubts
come along with our exhaustion. (Nurse, 38); and are associated mainly with the parental
role: I have no doubts at work, primarily in my own childrens upbringing, thats where Im
not absolutely sure (Teacher, 36); Im doing finebut sometimes feel worried if my son is
happy. (Officer, 30).
Last and at the same time the least numerous group of parents (5 men, 4 women) expresses
a significant pressure due to competitive role requirements; this is mainly caused by lack of
time devoted to the family and is expressed by negative emotional feelings: No, I failI must
be at work all the time, no one cares I have a family. (Businessman, 43); Hard to say. Time
is the enemy. (Businessman, 36); Its like a carousel. I do not manage things well, Im
stressed out (Teacher, 33).
3.2 Problem areas
The most significant problem being faced by working parents is the lack of time. Most of the
responses refer to working hours overtimes, multi-shift plants, night shifts, low flexibility
(22 men, 21 women): If only I had an eight-hour shift and my work did not exceed to my
family time (Development engineer, 39); The problem in my case is caused by afternoon
shifts. (Saleswoman, 31). Work management is problematic for most parents, many of them
would appreciate more flexible working hours or the possibility to work from home at least
several times in a month: Work processes should be rationalized and thus would people
spend less time at work would be able to work 2-3 days/month from home. (IT technician,
33). With regard to working hours, wage is often mentioned 11 men and 10 women consider
their earnings low in regard to all the job requirements.
Human relationships seem to be problematic mainly in the working environment. Six men and
five women declare tense relationships at work, specifically employers behaviour worries
them most: I miss a higher sense of responsiveness from the employers. (Welder, 34),
Relationships at my workplace are really bad. (Nurse, 33).
3.3 Coping strategies used to balance work and family requirements
Employed parents participating in our study indicate relatively successful work and family
interface. Incompatibility of the role requirements resulting in more or less intense conflicts
between work and family experience most of them. Ways of dealing with the conflicts differ
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(and of course, participants do not mention only one particular way, but usually more
methods considering the situation). The most common is the ability to relax (23 men, 15
women), thus breaking away from current problems and gain new strength: It is important
to find and take time to relax. Then Im a new person and have a completely different view
on problems. (Policeman, 38); Sunday relax. (Tailor, 33). This includes an active leisure time
sport, hobbies or passive relaxation. Fifteen men and nine women advise spending time
with a partner and family, or friends: go out with friends. (Supervisor, 35); evening talks
with my partner. (Operator, 37); A cup of coffee with friends. (Assistant, 48).
Thirteen men and nineteen women identify their strategy as an effort to get a potential
problem under control, eliminate significant affective sensation, gaining an overview and
choose a rational solution: Quietly think about it. (Technician, 39); I usually armour myself,
think realistically and do not solve things affectively. (Nurse, 33). The emphasis is focused on
a good planning and a good organization: I analyse the situation and look for solutions. (IT
technician, 33); I systematically do what is necessary, from the most urgent ones.
(Businessman, 36); In case of several problems, its important to find the priority and solve
them step by step.(Accountant, 36).
Emotional control, an effort to maintain optimistic attitudes despite of potential difficulties

and sense of humour are elements related to the aforementioned statements (12 men, 13
women): My strategy is not to get under pressure, keep up the good mood. (Cook, 31); Not
to take things too seriously. Optimism, good mood. (Sales manager, 38) This sphere also
includes an effort to positively reinterpret experienced requirements with an emphasis on
the values importance: I have toI do it for my family. (Saleswoman, 31), a sense of
usefulness and chances of achieving own potential: I know what I do is useful for my family
or my work. Im going somewhere and Im fulfilling my potential. (Accountant, 36), or
awareness theres a relation to their own choice: The pressure at work pays off.
(Development engineer, 39). Rarely, but there is also a tendency to vent stress out in
confrontation with another person: I know its not appropriate, but when I fight with
someone and shout (Businessman, 47); Break free. A good yell. (Assistant, 39).
Fourteen men and ten women indicate a social support as an important strategy for handling
work and family requirements. It can be an instrumental or emotional support (usually both)
provided mainly by a partner and close family, also friends and colleagues at work: My
strategy is my wonderful wife, she means everything to me. She supports me. (Businessman,
36); I find the support in my husband. (Teacher, 33) Searching for a social support is a
strategy relating to the abovementioned participants often relax with their family and
friends: Turning off the phone, stag party and relax. (Businessman, 44); Drinking coffee
with a friend and talking. (Assistant, 48), relax means time spent together with the family:
Slowing down, spending more time with the family. (Kindergarten principal, 37); Relax,
family time. (Waiter, 34), problems are usually solved by partners through discussions and
planning: We try to communicate, solve things together, plan and support each other.
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(Businessman, 35); Not keeping problems inside and find a common solution. (Assistant,
34). When talking about social support, women in comparison to men emphasize the
opportunity to talk associated with an emotional release, sharing feelings: A nice talk and
everyone feels better. (Saleswoman, 36).
Among the aforementioned are also other (usually short-lasting) ways of dealing with a
conflict between work and family. One of them is via alcohol and cigarettes (7 men, 5 women):
Im developing a bad habit smoking. (Doctor, 58); Having one shot of vodka. (Cook, 30).
An important part of coping strategies is the emphasis on individual characteristics that
participants perceive as essential to meet the role demands, thus evenly important are
personal beliefs regarding life values. These are discussed separately in other chapters; as
well as more detailed descriptions of social support systems which are used by employed
parents.
3.4 Internal Sources
This subchapter focuses on individual characteristics of working parents which seem to be

essential for successful coping with simultaneous work and family requirements. We also
include statements regarding value orientation, personal integrity and setting life priorities.
Self-confidence and self-belief are the two most frequent responses for men (14). They
believe they can succeed in all spheres or activities they choose to engage: My strength is in
my conviction about myself. I believe in myself and it helps me manage everything well.
(Cook, 31). Similarly frequent are statements about responsibility towards the family and
work and also reliability (13). Closely related to this finding is an emphasis on hard work, an
effort to do their work best (11) mainly in terms of securing the family: My strength is in my
zeal and responsibility to do things because its good for my family. (Bricklayer, 28). A good
care, maybe a form of sacrifice is also mentioned in terms of their importance for the family
(10).
An optimistic approach as well as the ability to deal with stress via humor appears to be very
important (12): Perseverance and belief that everything will be fine. (Operator, 38).
Humor. Its a necessity. (Teacher, 36).
Eight men besides the responsible and caring attitude present the importance of real time
management ability: My strengths? Work organization. (Physician, 58).
Seven men consider the determination, strong will, ability to gain respect and be the authority
both - at work (especially on the basis of skills and self-confidence in their profession), and in
the family of which they take great care: I believe in myself - At work because Im good at it
and at home because everyone must obey and notice my opinions. (Engineer, 42).
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In terms of good relationships that are necessary to maintain within family as well as at work,
men appreciate in themselves characteristics such as flexibility and ability to make
compromises (7), steadiness (6) and patience (4): Im tolerant, attentive, calm and serene.
(Engineer, 42).
Unlike men who present self-confidence as the key characteristic for reconciling work and
family spheres, womens statements reveal responsibility and reliability as the most
important characteristics (18) both in terms of responsibilities towards family and also
towards duties arising from work sphere: Reliability. When I say Ill do something this way,
it holds. And its always done on time. (Assistant, 30).
Almost equally is seen an emphasis on good organizational skills, clear priority setting (17)
which are largely connected to the above mentioned characteristics to meet the
requirements it is important to manage single activities well or possibly with the help of
others: I plan, think ahead, organize time and involve all members of the household if
necessary. (Sales manager, 38).
Relatively numerous is also a group of women who consider diligence as an important

characteristic in family-work reconciliation (13): Im hardworking. I have a sense of
responsibility even at the expense of my own needs. (Lawyer, 39). Regarding diligence,
participants also list endurance which is fundamental in terms of continual fulfilling of duties
in both spheres.
Caring and sacrificing approach and will to help is very similarly significant both in women and
men (11) and their responses identify direction of provided care mainly to the family, their
children: I care about my children so they feel finein spite of a great effort. (Elementary
teacher, 33); My strength embodies in great care love for children and people in general.
(Kindergarten principal, 37).
Nine women stated that an optimistic view and humor help: I believe everything will get
solved. (Secretary, 28); Im well-oriented and have a sense of humor. (Clerk, 25). The ability
to think positively also in tense situations is related to calm and balanced (8), patient (6) and
sometimes placid attitude: Theres no need to solve everything. Im a quiet type, not
everything must be done perfectly. (Officer, 39).
Same as men, women do not neglect the importance of tolerance and respect (6) in human
relationships both in work and family environments to which is closely related the ability to
adapt, find compromises (4), or (mainly in a work environment) place emphasis on flexibility
(2).
Compared to men, women tend to put less emphasis on self-confidence, its importance for
handling work and family roles declare 6 women: I trust myself. (Assistant, 34). Trust in
ones skills is significant not only in the work sphere, where women are convinced about their
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well-done work (5): Im an expert in the area. Responsibility for the carried out work and
consistency are my strengths. (Economist, 34); but also in family where its closely related to
the overall atmosphere and relationships: Im capable of keeping the whole family solid and
functioning. (Businesswoman, 46).
Specifically only the group of women indicates empathy to be a significant skill for human
relationships, especially those in the family: In family, empathy is my strength. (Officer, 48).
3.5 External Souces
There are some external sources found in a social environment which markedly participate in
coping with family and work demands. Generally, we talk about a social support provided in
the family as well as work spheres which (as mentioned in the previous chapter) 14 men and
10 women see as an important strategy for handling demands of linking both these areas.
Its specific model is primarily pictured in the childcare. While parents are at work, usually
participants parents or his/her in-laws take care of children. 11 couples said it would be very
difficult to manage childcare if their parents did not help regularly. Partners each other
support is also relevant: It is not difficult if you share the duties. My wife and I manage
everything. (Firefighter, 37).
19 men put their wives or his partner in first place who helps them most in reconciling work
and family life particularly by taking care of children: Childcare is mainly in my partners
hands. (Sales manager, 28), however, emotional support from a partner is also essential
when solving problems: My wife is the only person I look up to when having problems.
(Policeman, 38).
Women (unlike men) do not seek first aid in partners; however, we find quite substantial help
from them (14): The fact that I wanted to pursue more work, become a doctor, I have spent
less time with the family. I fully trust my husband, he spends more time with the children.
(Teacher, 39)
Not substitutable source of a social support within the family environment are parents (or in-
laws, or both sides) 22 men state they are greatly helpful especially with younger children
who need to be picked up from kindergarten or school and looked after them until their
parents return from work. This support is even more emphasized by women (29): I would
not be able to work if I did not have my parents and if I had no one to take care of the
children. (Operator, 36). In addition to a direct assistance with children from parents,
participants mention some other ways of support for example material help, common
activities, willingness to help, etc.; these continuously occur in everyday life: Parents help us
all the time (Firefighter, 37). Helpful may also be other members of a close family, such as
siblings (6 men, 8 women), 2 couples get an occasional help from their friends.
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Regarding the working environment, employed parents in our study usually rely on
themselves (11 men, 10 women). They consider themselves sufficiently capable so any help
or advice, according to them, is not necessary. Some of them do not ask for help even its
suitable because of bad relationships at work with their colleagues: I rely on myself only. Its
not worth trusting others. (Technician, 39); or sometimes the problem is, theres no one to
turn to. More often, people tend to find help with a potential problem in colleagues (15 men,
21 women) or supervisors (5 men, 3 women).
IV. Discussion
With regard to the consequences for the work domain, work-family conflict can be considered
as predictor of job satisfaction, as well as absenteeism and turnover or leave work intentions
(Chelariu, Stump, 2011), studies have confirmed significant impacts of work/family conflict
for work and life satisfaction (Allen et al., 2000; Boles et al., 2001; Boyar, Mosley, 2007). Based
on the findings arising from the content analysis of the interview can be concluded that the
balancing of work and family demands is considered to be complicated. However, a positive
finding is that most of the participants, despite some difficulties, perceive the overall
importance of the work and (especially) family roles in their lives, and active participation in
both domains mostly do not mean experience of conflict for them. The same results are
shown in the quantitative research (Fedkov et al., 2012), which show that the work/family
conflict is not perceived as conflict by participants.
In the area of working antecedents are mainly working time, social relationships of the
individual in the workplace, organizational culture negatively evaluated; thus, our findings are
consistent with the prior research (e.g. Byron, 2005). Furthermore, with the increasing
amount of time spent performing the work duties increase the likelihood of interference
between work and family activities that usually results in an increase of negative emotional
experience.
Coping research is usually based on two types of coping strategies: problem-focused and
emotion-focused (Lazarus, Folkman, 1984). The former refers to efforts directed at defining
the problem and acting to eliminate or circumvent the source of stress; in the second case we
are talking about trying to reduce emotional distress by managing feelings and emotions via
cognitive manipulations. Presented concept corresponds to categories of responses,
highlighting 1. attempt to get the situation under control, and organization, 2. attempt to
reduce negative affectivity, such as reframing or positive thinking efforts. For the
responsibilities organization (especially in work area) not only objective individual's
capabilities are important, (Somech, Drach-Zahavy, 2007), also a degree of autonomy in the
workplace, work control and job certainty (Parasuraman et al., 1996; Grzywacz, Marks, 2000;
Grzywacz, Butler, 2005). The strategy aims to reduce negative emotions is essential to balance
the demands of work and family roles - individuals with high levels of negative emotionality
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tend to assess the situations in the work and family environment in a negative way, and
therefore the probability that work/family interface will be seen as less rewarding is higher
(Carlson, 1999; Bruck, Allen, 2003). Those complement employed parents statements about
the importance of relax - the ability to organize the time, plan implementation of subjectively
pleasant activities, can be evaluated as a linking of problem-focused and emotion-focused
coping strategies.
As an important coping strategy participants considered social support - its presence in both
domains increases the amount of resources (time and energy) that can be used to cope with
competitive demands of multiple roles (Krpoun, 2012). Social support in the family area is
obtained mainly from a partner and extended family. We have identified similar gender
differences, as Lee and Duxbury (1998), who found preference of support through help with
housework among men, women prioritized emotional support. At work, social support can
be provided by superiors or colleagues. Hladk (2003) presents social support in the
workplace as an important protective factor which can moderate or even eliminate the
negative effects of monotony. Our participants evaluated support provided by their superiors
as insufficient, what may be associated with higher level of negative experience (Lapierre et
al., 2008). According to Kim and Las Heras (2012), the earlier management in the
organizations understand the importance of employees family life on their work
performance, the more they can increase work efficiency. Because of this, the importance of
the institutional support in coping with the demands of work and family is emphasized,
especially in terms of childcare.
However, social support appears to be less significant predictor for work/family conflict
compared to some personality traits (Hargis et al., 2011), that corresponds with statements
of participants, emphasizing individual characteristics such as the self-confidence,
responsibility and care, optimism. The importance of some individual characteristics confirm
the findings of quantitative studies. For example, conscientious people are characterized by
lower levels of perceived negative family-to-work interference (Bruck, Allen, 2003; Malekiha
et al., 2012), and also reporting less frequent everyday difficulties (Vollrath, 2000) and lower
levels of perceived role-confusion and interpersonal conflicts (Cheng et al., 2009).
Conscientiousness in terms of careful planning and obligations fulfilment, high organization

and focus on target appears to be an important characteristic for successful work/family roles
management. Belief in the own abilities corresponds to the self-efficacy concept that was
confirmed as a significant predictor of work/family conflict (Hennessy, 2007). Self-efficacy
influences the degree of impact of psychological stress resulting from job requirements
(Panatik, et al., 2011; Chelariu, Stump, 2011) and is negatively related to feelings of emotional
exhaustion (Glaser, Hecht, 2013).
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Conclusions
The most significant limit of research roots in its methodology. The findings of qualitative
approach bring a deeper insight into the research problems, but do not allow to formulate
concrete conclusions in terms of identifying relationships between areas. At the same time,
participants formed a strongly heterogeneous sample, they varied mainly in characteristics of
work (profession, job description and schedule). Therefore, a future research could be
realised in a more precise collected and homogeneous samples.
Considering the findings, it is important to focus research attention on successful coping

strategies, support, or other personal characteristics that may be used in work/family conflict
management. The most effective possibility appears to be accumulation of various internal
and external sources and their use with respect to the situation. In line with the conclusions
of Somech and Drach-Zahavy (2012, p.85): Hence, an employee who relies on both personal
coping and organizational supports exhibits proactive efforts to take control of his or her life
and therefore might lessen his or her work/family conflict.
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ZDAOVANIE AKO FORMA OCHRANY IVOTNHO PROSTREDIA
Juraj Vlek, Jana Kunrov24
Abstract
This paper examines the introduction of excise duties in connection with the existence of
negative externalities arising from the environment. Opinions of famous economists on the
application of indirect instruments of environmental policy are listed here. Attention is
devoted to the current state of excise duties but especially to energy taxes applicable in the
Slovak Republic.
Keywords
excise duty, harmonization of the tax system, environment, negative externalities,
environmental tax
Abstrakt
Prspevok skma zavdzanie spotrebnch dan v svislosti s existenciou negatvnych externalt

vznikajcich na ivotnom prostred. Uveden s nzory vznamnch ekonmov na
uplatovanie nepriamych nstrojov environmentlnej politiky. Pozornos je venovan
sasnmu stavu spotrebnch dan, ale najm spotrebnm daniam z energi, ktor sa
uplatuj na zem Slovenskej republiky.
Kov slov
spotrebn da, harmonizcia daovho systmu, ivotn prostredie, negatvna externalita,
environmentlna da
JEL Classification
E23, F15, G01, G18, H25, H20, H26, H27, H61
I. Ekologick ekonmia
Ekolgiu ako prv definoval E. Haeckel v roku 1869 ako vedu o vzahoch organizmov medzi
sebou a tie vzahy organizmov k okolitmu svetu. Dleitm pojmom vzhadom k ekolgii a
k ivotnmu prostrediu je pojem externalita. Mankiw uvdza, e externalita je vplyv innosti
jednho lovek na blahobyt ud, ktor sa nezastuj tejto innosti. Rozliuje medzi
pozitvnou a negatvnou externalitou. Pozitvna ovplyvuje nezastnen osoby pozitvne.
24
Katedra financi, Nrodohospodrska fakulta, Ekonomick univerzita, Dolnozemsk cesta 1, 852 35 Bratislava,
valek.euba@gmail.com, j.kusnirova1@gmail.com
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Naprklad vnmanie krs opravench historickch budov, vysadenia novch stromov v

parkoch, uvanie vhod novch rekreanch oblast a pod., protipl je negatvna externalita.
Najdiskutovanejou negatvnou externalitou je zneistenie ivotnho prostredia procesom
vroby. Environmentlna politika je koordinovan innos intitci a obanov, zameran na
nastolenie a udranie rovnovhy medzi innosou ud a schopnosou prrody sa trvalo
obnovova. Je taktie nazvan politika ivotnho prostredia a dva nvod na rozhodovanie a
aktivity od regionlnej a po medzinrodn rove. Tieto innosti maj udstvu prinies
zlepenie kvality ivotnho prostredia. Hlavnm cieom je zlepi kvalitu ivota a zdravia ud
a ivotnho prostredia pri repektovan udratenho rozvoja. (Cudlinova, 2006)
Lepie ivotn prostredie je verejnm statkom, no nklady na zniovanie emisi/zlepenie
ivotnho prostredia, nesie skromn sektor. Tieto nklady bud tm vie, m bude viac
narasta spotreba energie. (Goulder, 1994) Stejskal zaradil daov politiku ako sas
hospodrskej politiky ttu, kedy sa realizciou opatren v daovej oblasti spolupodiea na
ovplyvovan mikroekonomickch i makroekonomickch procesov v ekonomike, a tak
prispieva k jej celkovej stabilizcii. (Schultzov a kol., 2008)
Poda Costanza, ekologick ekonmia predstavuje nov odbor tdia, ktor sa zaober
vzahmi medzi ekosystmami a ekonomickm systmom v irch svislostiach. Prekrauje
hranice bench koncepci vedeckch discipln a sna sa o syntzu a integrciu prstupov
rznych vedeckch odborov. Zaha v sebe konvenn ekonmiu, ekolgiu, environmentlnu
ekonmiu a ekonmiu prrodnch zdrojov. Snahou ekologickej ekonmie je docieli
rovnovhu medzi ekonomikou a prrodou. Ekonmovia Daly a Farley mali nov pohad
zaloen na optimlnej alokcii zdrojov z hadiska dosiahnutia maximlneho itku
spolonosti. No optimlna alokcia zdrojov z hadiska funkcie celkovho ekonomickho itku
je nedostaton treba sa pta: Alokcia pre ak ciele? oho sa vzdme v prospech rastu?
Samuelson tvrdil, e tto veda predstavuje ekonomick jadro trvale udratenho rozvoja,
preto je logick, e je vedou pozitvnou a teda popisuje fakty a sprvanie v ekonomike, ale aj
vedou normatvnou, teda e zaha etiku a hodnotov sdy. Dleit prnos je v tom, e
uvauje o limitoch ekonomickho rastu. Priom koniec rastu neznamen koniec rozvoja, ktor
na rozdiel od rastu je chpan ako zmena kvality, nie kvalitatvna zmena. (Cudlinova, 2006)
Goulder priniesol do ekologickej ekonmie vnos dvojitej dividendy, ktor predstavuje
presunutie daovho zaaenia prce na ekologick dane, naprklad na dane z foslnych palv,
ktorch pouitie m nepriazniv vplyv na ivotn prostredie. Ak by teda prjmy z dan pre
zlepenie ivotnho prostredia boli pouit spolone so znenm daovho zaaenia prce,
dosiahol by sa vnos dvojitej dividendy.
Medzi najvznamnejie dokumenty prijat na medzinrodnej rovni patr Rmcov dohovor

Organizcie Spojench Nrodov o zmene klmy prijat v New Yorku v roku 1992. Tento
dohovor schvlilo Eurpske spoloenstvo rozhodnutm Rady 94/69/ES. Rmcov dohovor
vznamnm spsobom prispel k stanoveniu kovch zsad celosvetovho boja proti zmene
klmy. Stanovuje predovetkm zsadu spolonej a zrove diferencovanej zodpovednosti.
Okrem toho tie prispieva k zvyovaniu povedomia verejnosti o problmoch svisiacich so
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zmenou klmy. (United Nations, 2014) No dohoda nekvantifikuje ani nespresuje zvzky
jednotlivch krajn o zniovan emisi sklenkovch plynov. Preto sa vyspel tty rozhodli
rokova o protokole, ktor by obsahoval opatrenia na zniovanie emisi. Po dlhotrvajcom sil
bol v roku 1997 prijat Kjtsky protokol, Eurpske spoloenstvo ho podpsalo o rok neskr.
Protokol riei zvzn a kvantifikovan ciele v svislosti s obmedzovanm a zniovanm iestich
druhov sklenkovch plynov (oxid uhliit, metn, oxid dusn, hydroflurovan uhovodky,
perflurovan uhovodky, fluorid srov). Zmluvn strany sa zavzuj, e spolone znia
mnostvo sklenkovch plynov do roku 2012 v porovnan s rovou z roku 1990 najmenej o
5%, v prlohe B s konkrtne zvzky ttov. Krajiny, ktor boli lenskmi ttmi E u pred
rokom 2004, s povinn do roku 2012 zni mnostvo emisi celkovo o 8%. Na dosiahnutie
cieov protokolu bolo navrhnutch viacero prostriedkov. Naprklad prostrednctvom
posilovania alebo zavdzania politk jednotlivch ttov tkajcich sa zniovania emisi cez
zvyovanie energetickej innosti, podpory udratench foriem ponohospodrstva, vvoj
obnovitench zdrojov energie a podobne. Medzi lenskmi ttmi sa mala vytvori
spoluprca vo vmene sksenost a informci, mala nasta koordincia politk jednotlivch
ttov vzhadom na emisn povolenia, mal sa vytvori spolon mechanizmus istho rozvoja.
Cieom celosvetovej konferencie OSN o klme, ktor zaala 2. decembra 2014, bolo dosiahnu
kompromis pri zniovan emisi sklenkovch plynov, ktor by viedol k obmedzeniu nrastu
globlnej teploty na najviac 2C oproti predindustrilnej re. Miera transparentnosti a
budovanie dvery dosiahli nov vrchol, ke niektor industrializovan krajiny boli predloen
k vsluchu o emisnch cieoch v rmci novho procesu zvanom Mnohostrann hodnotenie.
Ministersk deklarcia Limy na vzdelvanie a zvyovanie povedomia vyzva vldy, hovorila o
tom, aby sa zaviedla tma zmeny klmy do kolskch osnov a aby sa zaviedlo povedomie o
klme do nrodnch rozvojovch plnov. (United Nations, 2014) Delegti rokovali o konenej
podobe globlnej dohody o podneb, ktor bola podpsan koncom roka 2015 v Pari, do
platnosti by mala vstpi v roku 2020. Poda agentry Reuters by bolo nesmierne obtian
bez tejto komplexnej dohody eli globlnemu otepovaniu, a preto je hlavnm cieom
kompromis v oblasti zniovania emisie sklenkovch plynov, ktor by viedol k obmedzeniu
nrastu globlnej teploty. Po zdhavom a spornom vyjednvan sa zstupci jednotlivch krajn
dohodli iba na zkladnch bodoch pre budcu zmluvu o ochrane ovzduia.
Financovanie politiky zmeny klmy sa uskutouje prostrednctvom rznych fondov a

zariaden. Globlne environmentlne zariadenie (GEF) predstavuje spoloenstvo krajn,
medzinrodnch intitci, mimovldnych organizci a privtneho sektora, a je zameran na
globlne environmentlne problmy prostrednctvom podpory iniciatv pre nrodn
udraten rozvoj. Poskytuje granty pre projekty v oblasti biodiverzity, zmeny klmy,
medzinrodnch vd, degradcii krajiny, oznovej vrstvy, perzistentn organick zneisujce
ltky. Predstavuje finann mechanizmus pre multilaterlne dohody a konvencie. Financie sa
mu zskava aj zo pecilneho fondu pre klimatick zmeny. Financuje aktivity spojench so
zmenou klmy, ktor s komplementrne k zdrojom alokovanch do hlavnch oblast zmeny
klmy GEF a inmi bilaterlnymi zdrojmi v oblastiach adaptcie, transferu technolgi, energii,
transportu, priemyslu, ponohospodrstve, lesnctve, odpadovom manamente a aktivity na
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pomoc rozvojovm krajinm. Sli na vyuitie dodatonch prostriedkov z bilaterlnych a

multilaterlnych zdrojov. Fond pre najmenej rozvinut krajiny je riaden prostrednctvom GEF
a sli na pecilne potreby 48 najmenej rozvinutch krajn, ktor s vrazne ohrozen
negatvnym dopadom klimatickch zmien. Trustov fondy predstavuj spolon zdroj
financovania GEF. Podporuje obnoviten zdroje energie, energetick innos, nzko
uhlkov technolgie v energetike, udraten dopravu. Prispsobovac fond bol zaloen na
konkrtnych adaptanch projektoch v rozvojovch zmluvnch krajinch Kjtskeho
protokolu.
II. Miesto environmentlnych dan v rmci E
V Eurpskej nii prebieha u od konca 60. rokov 20. storoia postupn harmonizcia
nepriamych dan, ktorch sasou s aj environmentlne dane. Medzi lenskmi krajinami
postupne dochdzalo k zjednocovaniu predmetu zdanenia nepriamych dan a neskr bol
prijat aj spolon systm zdaovania (v roku 1993). Tento druh dan je v E v podstate
harmonizovan, o znamen, e sa urila oblas zdaovania predmet zdanenia, avak o sa
tka daovch sadzieb, tak sa neurila priamo vka daovej sadzby, ale len minimlna vka,
ktor mus by uvalen na konkrtny predmet zdanenia. Vchodiskom tohto procesu bolo
prijatie tzv. systmovej smernice pre spotrebn dane . 92/12/EEC o veobecnch systmoch
pre vrobky podliehajce spotrebnej dani a o vlastnctve, pohybe a monitorovan tchto
vrobkov, ktor hovor o predmete zdanenia a zkladnch pravidlch spotrebnch dan v E,
priom vymedzuje za predmet zdanenia okrem inho aj minerlny olej. Tto smernica vak
bola nahraden novou smernicou . 2008/118/EC o veobecnom systme spotrebnch dan,
ktor, okrem inho, roziruje oblas zdanenia aj na energetick vrobky (uhlie a zemn plyn)
a elektrinu. Pre spotrebn da z minerlneho oleja definuje vyie uveden smernica
naprklad druhy minerlnych olejov, minimlne sadzby dane, vnimky zo zdanenia, daov
zvhodnenia a pod. (European commission, 2015) Smernica . 2004/74/EC, ktor lenskm
ttom stanovuje urit povinnosti. lensk krajiny naprklad musia uri minimlnu sadzbu
spotrebnej dane na elektrinu a zemn plyn pouit ako palivo na vykurovanie, ako aj na pevn
paliv (teda uhlie a koks). Je potrebn uvies, e uveden environmentlne dane nezaauj
priamo domcnosti, ktor s od tchto platieb osloboden, avak nepriamo ich platia v
cench za uveden produkty, pretoe daovnkmi s podnikatesk subjekty, ktor maj
povinnos tieto dane odvies. (Enviroportal, 2015)
Stav tchto dan v krajinch E sa oproti minulosti vrazne zlepil. Od 80. rokov minulho
storoia sa prjmy zo zelench dan zvili takmer a o 300 %. Najvmi priekopnkmi v
zavdzan tchto dan s seversk tty Eurpy a meme poveda, e tieto krajiny maj aj
najvyie vnosy zo zelench dan. Najv nrast vnosov bol v 90. rokoch minulho storoia,
kedy sa zaali uskutoova aj mnoh ekologick reformy v eurpskych ttoch. (Andersen,
1994) V grafe 1 meme vidie, ako sa vyvjali vnosy z ekologickch dan poas jednotlivch
rokov ich zavdzania v krajinch E 28. Graf znzoruje vnosy zo zelench dan ako percento
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HDP v E 28. Zaujmav je, e vnosy z tchto dan v roku 2006 dosahuj takmer rovnak
rove HDP ako v poslednom porovnvanom roku 2013. Logicky by sa predpokladalo, e
tento trend bude silne rastci, avak dvodov, preo sa vyvja prve takto me by niekoko.
Prkladom me by, e irok verejnos sa zaala sprva k ivotnmu prostrediu etrnejie,
a preto nemus plati toko zelench dan, m logicky ich prjem do ttnych rozpotov
poklesne. Druhm dvodom me by, e tieto dane pri ochrane ivotnho prostredia
nemusia by a tak inn, ako vldy krajn E pvodne predpokladali. Najniie percento
HDP bolo v krzovom roku 2008, a to 2,28 %, najvyie 2,45 % v roku 2013. Od roku 2008
meme pozorova mierne narastajci charakter vnosov z ekologickch dan na HDP v
ttoch E 28.
Graf 1, Vnos z environmentlnych dan v E 28 v rokoch 2006 - 2013 ako % HDP

2,45
2,43 2,43
2,45
2,4
2,40 2,36 2,37
2,35
2,35
2,28
2,30
2,25
2,20
2,15
2006 2007 2008 2009 2010 2011 2012 2013
Zdroj: vlastn spracovanie poda dajov z: ec.europa, 2016.
E v roku 2003 prijala Smernicu Rady 2003/96/ES o retrukturalizcii prvneho rmca

spoloenstva pre zdaovanie energetickch vrobkov a elektriny, ktor dopluje zvzky
vyplvajce z Kjtskeho protokolu. Smernica stanovuje minimlne sadzby pre energetick
vrobky a elektrinu a tie monosti daovch av resp. daovch osloboden. V tabuke 1
meme vidie ich hodnoty.
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Tabuka 1, Minimlne sadzby stanoven v smernici Rady 2003/96/ES

Pouitie ako
motorov paliv
motorov paliv vykurovacie paliv a elektrina
pouvan na ely
uveden v lnku 8 ods.2
Energetick surovina
od 1.1.2004 od 1.1.2010 na podnikatesk ely na nepodnikatesk ely
Olovnat benzn (v eurch na
421 421 x x x x
1000 l)
Bezolovnat benzn (v eurch na
359 359 x x x x
1000 l)
Plynov olej (v eurch na 1000 l) 302 330 21 x 21 21
Kerozn (v eurch na 1000 l) 302 330 21 x 0 0
LPG (v eurch na 1000 l) 125 125 41 x 0 0
Zemn plyn (v eurch na gigajoule

2,6 2,6 0,3 x 0,15 0,3
hodnoty spalnho tepla)
ak palivov olej (v eurch na

x x x x 15 15
1000 l)
Uhlie a koks (v eurch na
gigajoule hodnoty spalnho x x x x 0,15 0,3
tepla)
Elektrina (v eurch na MWh) x x x x 0,5 1
Zdroj: vlastn spracovanie poda smernice Rady 2003/96/ES
Pozn.: lnok 8 ods. 2 zaha ponohospodrske, zhradncke alebo rybochovn prce a prce
v lesnctve, stacionrne motory, zariadenia a stroje pouvan v stavbrstve, pri ininierskych
stavbch a pri verejnch prcach a vozidl uren na pouvanie mimo verejnej cestnej siete.
Oblas environmentlnej politiky E upravuje viacero smernc a nariaden. Za
najvznamnejiu vak mono povaova u spomenut smernicu Rady 2003/96/ES o
retrukturalizcii prvneho rmca spoloenstva pre zdaovanie energetickch vrobkov a
elektriny z 27. oktbra 2003. Cieom tejto smernice je harmonizova rovne spotrebnch dan
z elektriny a energetickch vrobkov v rmci krajn E. Skutonosti, ktor viedli k prijatiu tejto
smernice s znzornen v schme 1. Aj napriek existencii smernc zaoberajcich sa
harmonizciou dane z minerlnych olejov sa v tejto smernici upravili minimlne sadzby tejto
dane, pretoe naposledy boli revidovan v roku 1996. Vka sadzieb je rzna pre rzne ely
pouitia energetickch vrobkov a elektriny. Minimlne sadzby stanoven smernicou, by vak
mohli spsobi vne hospodrske a socilne akosti z dvodu pomerne niej rovne v
minulosti uplatovanch spotrebnch dan, prebiehajcej hospodrskej transformcie,
pomerne nzkej vky prjmu a obmedzenej schopnosti novch lenskch ttov kompenzova
takto alie daov zaaenie znenm inch dan.
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Schma 1, Skutonosti, ktor viedli k prijatiu smernice Rady 2003/96/ES
1. neexistencia ustanoven, ktor by stanovovali

minimlne sadzby zdanenia elektriny a
energetickch vrobkov inch, ako s minerlne
oleje (predchdzajce smernice sa zaoberali iba
harmonizciou dan z minerlnych olejov)
2. vek rozdiely vo vntrottnych rovniach
energetickej dane Prijatie smernice
3. zdaovanie elektriny a energetickch vrobkov je Rady 2003/96/ES
jednm z nstrojov na dosiahnutie cieov Kjtskeho
protokolu
4. ceny energi s dleitm prvkom politk ES v
oblasti dopravy, ivotnho prostredia at
Zdroj: vlastn spracovanie poda smernice Rady 2003/96/ES

Zelen dane sa najastejie na eurpskej rovni delia na tyri hlavn skupiny, ktor
rozdeujeme poda ich daovej zkladne. Takto rozdelen dane umouj jednoduchie
rozanalyzovanie individulnych dan v jednotlivch krajinch, rovnako aj zjednoduuj
medzinrodn porovnvanie v tejto oblasti. Ide o dane z energi, dane z dopravy, dane zo
zneistenia a dane z prrodnch zdrojov, ktor maj ete alie svoje podskupiny, ako
meme vidie niie v schme 2. V mnohch krajinch E maj najm prv dve kategrie
najv vznam z hadiska prjmov do verejnch rozpotov. (ec.europa, 2013)
Dane z energi zahaj produkciu energie, ako aj energetick produkty uren pre dopravu
(najdleitejie s benzn a nafta) a tie pre stacionrne ely (rzne oleje, zemn plyn, uhlie
a elektrina). Do tejto kategrie zahame aj oxid uhliit (CO2), priom by sa mohol zaradi aj
do dan zo zneistenia. Podobne je to aj s daami z SO2 (oxid siriit). Novou oblasou, ktor
sem spad, s povolenia na emisie, ktor udeuje vlda priemyselnm firmm, ktor ich
vypaj do ovzduia, priom firmy mu s emisiami sklenkovch plynov obchodova
(predva ich a nakupova), priom im z tejto innosti vznikaj vnosy, z ktorch by mali
odvies dane ttu. ttu tm vznikaj daov prjmy, ktor plyn do verejnch rozpotov. Na
udranie systmu v obchodovan s emisiami existuje na medzinrodnej rovni Eurpsky
systm obchodovania s emisiami (EU ETS).
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Schma 2: Rozdelenie ekologickch dan do tyroch zkladnch skupn

1. DANE Z ENERGIE 2. DANE ZO ZNEISTENIA
Energetick produkty pre dopravn ely: Nameran alebo odhadnut emisie

bezolovnat benzn, do ovzduia:
olovnat benzn, meranie alebo odhad emisi NOx,
nafta, meranie alebo odhad emisi SOx,
ostatn energetick produkty ostatn meranie alebo odhad emisi do
na dopravn ely (napr. zemn plyn, ovzduia (bez CO2);
LPG, petrolej a pod.);
Ltky pokodzujce oznov vrstvu Zeme
Energetick produkty pre stacionrne ely: (napr. CFC alebo halny);
ahk vykurovac olej,
ak vykurovac olej, Meran alebo vypan odpadov vody do
zemn plyn, vd:
uhlie, zisten alebo predpokladan odpadov
koks, voda z nebezpench ltok (BOD, COD),
biopaliv, ostatn nameran alebo odhadnut
spotreba a vroba elektriny, odpadov vody vypan do vd,
vykurovanie, odpadov vody uren na istenie
ostatn energetick produkty (stanovenie fixnej ronej dane);
pre stacionrne ely;
Zdroje zneistenia vd:
Sklenkov plyny: pesticdy,
obsah uhlka v palivch, umel hnojiv,
emisie sklenkovch plynov. hnoj;
3. DANE Z DOPRAVY (okrem palv pre dopravu) Nakladanie s odpadmi:

zber, spracovanie a odstrnenie
motorov vozidl pre predaj alebo odpadu,
dovoz, jednotliv produkty odpadu (obaly,
registrcia alebo pouitie batrie, pneumatiky a pod.);
motorovho vozidla,
dianin poplatky/dane, Hluk
poplatky za mto, resp. dopravn (naprklad vzlietanie a pristvanie lietadiel).
preaenie,
4. DANE Z PRRODNCH ZDROJOV
letenky, lety,
poistenie motorovch vozidiel odber vody,
(okrem veobecnch dan roda z biologickch zdrojov (napr.
z poistenia. uloven zver, rybolov, drevo,...),
aba surovn (ropa, zemn plyn,
minerlny),
vrub stromov a zmena prrodnej
scenrie.
Zdroj: vlastn spracovanie poda: ec.europa, 2013

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Do kategrie dan zo zneistenia zahrujeme dane z nameranch alebo odhadovanch emisi

do ovzduia alebo vody, nakladanie s pevnmi odpadmi a hluk. Vnimkou zo zdanenia je da
z CO2, pretoe ju zahrujeme do dan z energi. Niekedy sem meme zaradi aj dane z
mazacch olejov, avak tento predmet zdanenia sa posudzuje osobitne, najm poda toho, i
maj tieto oleje priamy dosah na ivotn prostredie, ke sa naprklad mu rozlia do vody
alebo pdy. Mnohokrt sa vak mazacie oleje zahaj aj do dane z minerlnych olejov. Zle
to od legislatvy konkrtneho lenskho ttu E.
Dane z dopravy nezahaj pohonn hmoty pre ely dopravy, tie spadaj pod vyie
uveden skupinu dan z energi. Zahaj najm dane, ktor svisia s vlastnctvom a
pouvanm motorovch vozidiel. asto sa sem zarauj aj dane na motorov vozidl, ktor
s rozdelen poda rznych parametrov, ako napr. priemern emisie CO2 na 100 km,
priemern spotreba paliva na 100 km. asto s tieto dane spojen aj s inmi technickmi
parametrami, napr. hmotnosou a vkonom vozidla. alej sem zaraujeme rzne in
dopravn prostriedky a zariadenia, napr. lietadl, lode, a rzne dopravn sluby, pokia s v
slade so veobecnou definciu ekologickej dane (napr. njom, pravideln lety a pod.). Okrem
tchto predmetov zdanenia sem spadaj aj dane na dopravn prostriedky, ktor sa povauj
vo veobecnosti za relatvne etrn k ivotnmu prostrediu (napr. eleznin koajov vozidl,
dopravn prostriedky na elektrick pohon a pod). V niektorch mestch sa zaviedli aj dane,
resp. poplatky za prstup do centra mesta. V rznych krajinch maj rzne vlastnosti, avak
pokia s tieto dane/poplatky prjmom do ttneho rozpotu a nie do miestnych rozpotov,
mali by sa zaha do tejto kategrie. V SR mme prklad takejto dane da za vjazd a
zotrvanie motorovho vozidla v historickej asti mesta, ktor sa vak povauje za miestnu da
upravovan samostatnm zkonom (da z vjazd a zotrvanie motorovho vozidla v historickej
asti mesta upravuje Zkon . 582/2004 Z. z. o miestnych daniach a miestom poplatku za
komunlne odpady a drobn stavebn odpady v znen neskorch predpisov, priom sa takto
da vyber v Bratislave a Koiciach, a bliie ich pecifikuje Veobecn zvzn nariadenie) a
ktor je vyberan do rozpotu obce.
Do dan z prrodnch zdrojov zahame najm dane, ktor s spojen s abou alebo inm
vyuvanm prrodnch zdrojov, ako je voda, lesy, prrodn fauny a flry at. Zdauj sa teda
aktivity, ktor vyerpvaj obmedzen prrodn zdroje (naprklad odlesovanie). Nepatria
sem dane, ktorch cieom je naprklad prenjom pozemkov a pod. Takto zdanenie patr
vinou medzi dane z nehnutenost.
Okrem spomnanch klasickch predmetov zdanenia meme uvies pr pecifickch

prkladov ekologickch dan, ak sa pouvaj vo svete. Naprklad v USA je v niektorch ttoch
(New Jersey, Minnesota) zaveden tzv. da z kouinovho obleenia. Predmetom tejto dane
s najm iapky, kabty a in druhy obleenia, ktor s vyroben z kouiny zvierat.
Daovnkom je predajca takchto odevov a daov sadzba je stanoven z predajnej ceny
odevu. Cieom zavedenia tejto dane je ochrana zvierat, z ktorch sa takto obleenie vyrba.
116
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na napr. v roku 2006 zaviedla ekologick da z drevench jednorazovch paliiek. Dvodom

je obrovsk spotreba tohto tovaru, kee v zijskch krajinch je jedenie drevenmi palikami
tradciou, a na paliky dova aj do okolitch krajn. Ron spotreba predstavuje a 2 miliny
m3 dreva (cca 20 milinov stromov), z ktorch sa vyrob pribline 45 mld. prov paliiek rone.
Cieom dane je najm zni abu dreva a vyrba z inch materilov. (Lnrtov, 2015)
Pre dnen spolonos je charakteristick, e sa zameriava na okamit prospech a nemysl

na budcu hrozbu. Postupne vak zisujeme, e toto sprvanie nie je vemi racionlne a
sname sa aspo iastone zabraova neefektvnym rozhodnutiam. Aj z tohto dvodu sa v
sasnosti upriamuje pozornos verejnosti na zneistenie ivotnho prostredia, ktor sa
krajiny snaia riei aj pomocou ekologickch dan. Vyspel krajiny, ako naprklad tty
Eurpskej nie, sa preto stle viac snaia zameriava svoju pozornos do tejto oblasti
hospodrstva. E v poslednch rokoch stle viac preferuje nepriame dane pred priamymi,
teda aj zelen dane. Zabezpeuje tak veobecne preferovan princp zneisovate plat, ako
aj rast disponibilnho prjmu subjektom, ktor s etrnejie k ivotnmu prostrediu. Dosahuje
tm v spoloenstve viu efektvnos, ale aj napanie cieov environmentlnej politiky. Aj z
uvedench dvodov sa stav ekologickch dan v krajinch E neustle zlepuje a lensk tty
tento druh dan oraz astejie a radej prijmaj do svojich daovch sstav. Meme to
vidie aj z niie uvedenho grafu 2, ktor hodnot roky 2006 a 2013.
Graf 2, Vnosy z environmentlnych dan v E 28 v rokoch 2006 - 2013 v mil. eur

Revenue
340 000,00 331 378,38
326 225,00
330 000,00 316 181,65
320 000,00
303 375,85 302 761,11
310 000,00 295 893,83 296 501,83
300 000,00 288 633,96
290 000,00
280 000,00
270 000,00
260 000,00
2006 2007 2008 2009 2010 2011 2012 2013
Zdroj: vlastn spracovanie poda: ec.europa, 2016.
Meme skontatova, e celkov vnosy v E z ekologickch dan maj postupne rastcu

tendenciu. Vnimkou s len roky hospodrskej krzy, kedy nastal tlm aj v tejto oblasti
hospodrstva E, a to v rokoch 2008 a 2009. Najniie vnosy tak boli dosiahnut za rok 2009,
nakoko dosahovali okolo 288 634 milinov eur. V roku 2013 boli tieto vnosy takmer o 42
800 milinov vyie, celkovo E 28 dosiahla do svojich verejnch rozpotov pribline 331 378
milinov eur zo zelench dan. Monos sledova environmentlne dane v rmci vybranch
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ttov Eurpy ako percento z HDP je v tabuke 2. Najvie zastpenie z krajn E m Dnsko
a Slovinsko, najmenie Litva a Slovensko
Tabuka 2, Environmentlne dane v rmci vybranch ttov Eurpy za rok 2014 (% z HDP)
tt %z HDP
Dnsko 4,08
Srbsko 4,04
Slovinsko 3,89
Chorvtsko 3,86
Grcko 3,68
Taliansko 3,60
Holandsko 3,36
Island 3,17
Cyprus 3,08
Malta 2,89
Fnsko 2,88
Bulharsko 2,73
Estnsko 2,67
Lotysko 2,67
Maarsko 2,60
Posko 2,51
Spojen krovstvo 2,48
rsko 2,43
Raksko 2,43
Rumunsko 2,42
Nrsko 2,31
Portugalsko 2,25
vdsko 2,21
esk republika 2,12
Belgicko 2,05
Franczsko 2,05
Nemecko 2,00
Luxembursko 1,99
panielsko 1,85
Slovensk republika 1,79
Litva 1,70
Zdroj: vlastn spracovanie poda Eurostat, 2016.
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3.3. Uplatovanie environmentlnych dan v Slovenskej republike
Slovensk republika patr v oblasti environmentlneho zdaovania k ttom Eurpskej nie,

ktor nemaj tto oblas vemi rozvinut. Je mon, e je to spsoben aj charakterom naej
ekonomiky, kee sme krajina zameran najm na priemysel a psob tu mnoho zahraninch
spolonost prve kvli vldou nastavenej legislatve. Kee sme ale lenskm ttom
Eurpskej nie, je potrebn sa rozvja aj v tejto oblasti hospodrstva. Nasveduje tomu aj
postupn zavdzanie dan s ekologickm charakterom (postupne od roku 2004). Na Slovensku
ete nebola zaveden ekologick daov reforma, aj ke vo vine lenskch krajn E u
tto reforma prebehla. (Neupauerov, 2014.) V slovenskej daovej sstave teda nefiguruj
environmentlne dane ako samostatn skupina, s veden ako spotrebn dane. Do dan s
environmentlnym charakterom vak meme zaradi len dve, a to spotrebn da z
minerlneho oleja, ktor upravuje Zkon . 98/2004 Z. z. o spotrebnej dani z minerlneho
oleja a spotrebn da z elektriny, uhlia a zemnho plynu, ktor upravuje Zkon . 609/2007
Z. z. o spotrebnej dani z elektriny, uhlia a zemnho plynu. Tieto dane sce neplatia priamo
ben fyzick alebo prvnick osoby, namiesto nich ich platia predajcovia tchto zdanench
tovarov, ktor ich vak presvaj na spotrebiteov, pretoe s zapotavan v predajnch
cench tovarov. Ich sprvcom s coln rady Slovenskej republiky. Do skupiny dan s
environmentlnych charakterom meme zaradi aj da z motorovch vozidiel, ktor je v
daovej sstave od zaiatku jej vzniku, kedy sa vak nazvala cestn da, a ktor v SR od roku
2015 prela vznamnou pravou. Od tohto roku ju upravuje samostatn zkon . 361/2014 Z.
z. o dani z motorovch vozidiel v znen neskorch predpisov. Vnos z dane z motorovch
vozidiel od roku 2015 plynie do ttneho rozpotu Slovenskej republiky, priom dovtedy bol
prjmom vych zemnch celkov. V roku 2010 bola u ns zaveden alia da, ktor mala
siln environmentlny charakter, a to da z emisnch kvt, ktor bola zaraden medzi priame
dane, avak v roku 2012 bola zruen. V praxi fungovala iba pribline jeden rok. Predmetom
dane z emisnch kvt boli alokovan emisn kvty z roku 2011 a tto da platili len
spolonosti, ktor boli zapojen do Eurpskeho systmu obchodovania s emisiami. Slovensko
bolo jedinou lenskou krajinou, ktor tto da zaviedla, priom sadzba dane bola vemi vysok
a 80 % z vnosov z predaja emisnch povoleniek. (Euractiv, 2010)
To, e Slovensko ete nem vybudovan systm ekologickch dan, meme vidie aj v grafe
3, kde je zobrazen vvoj vnosov z tchto dan ako percento hrubho domceho prjmu v
porovnan s ostatnmi lenskmi krajinami za roky 2008 a 2013, teda od ich zavedenia do
nho daovho systmu. Z grafu je jasne vidie, e Slovensko sa dr vo vbere
environmentlnych dan pod priemerom Eurpskej nie, ktor predstavoval v roku 2013
okolo 2,45 % HDP, o naznauje nzky podiel tchto dan na celkovch daovch prjmoch
naej krajiny. Slovensk republika bola ohodnoten ako tretia najslabia krajina v tejto oblasti
v roku 2013, priom niie prjmy mali u len panielsko a Lotysko.
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Graf 3, Vvoj vnosov z ekologickch dan vyjadren ako % HDP v E 28 a SR za roky 2008 a
2013
3
2,5
1,5
0,5
0
2008 2009 2010 2011 2012 2013
EU (28 countries) Slovakia
Zdroj: vlastn spracovanie poda: ec.europa, 2016.
V nasledujcej tabuke 3 vak meme vidie, e od ich zavedenia v roku 2008 mal prjem z
tchto dan rastci charakter, avak v roku 2014 nastal obrat a v sasnosti s prjmy do
ttneho rozpotu z tchto dan pribline na rovni z roku 2010. Najvy vnos bol zatia
dosiahnut v roku 2013. V roku 2015 klesli prjmy z ekologickch dan o 234 tis. eur oproti
roku 2014, aj ke pvodne bola prognza daovch prjmov z tchto dan vo vke 41 292 tis.
eur. Za pokles me pravdepodobne zlepenie povedomia spotrebiteov o pouvan tchto
produktov, ale aj zvyovanie cien produktov. Najv prjem do ttneho rozpotu v
sledovanch rokoch zabezpeila da zo zemnho plynu (najviac v roku 2013), najni da z
uhlia (najviac v roku 2012).
Tabuka 3, Daov prjmy z dan s environmentlnym charakterom v SR v rokoch

2008 a 2015 v mil. eur
Spotrebn 2008 2009 2010 2011 2012 2013 2014 2015
da:
Z elektriny 3,899 7,694 14,561 16,028 16,616 16,811 13,952 13,456
Zo zemnho 4,674 11,159 21,272 22,441 22,639 25,548 22,829 23,100
plynu
Z uhlia 0,329 0,913 0,684 0,584 0,970 0,741 0,426 0,417
Celkom 8,902 19,766 36,517 39,053 40,225 43,100 37,207 36,973
Zdroj: vlastn spracovanie poda: finance.gov, 2016.
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Zver
Dleitou sasou hospodrskej politiky ttov je environmentlna politika zaoberajca sa

ochranou ivotnho prostredia v spojen s podnikateskm sektorom ale aj spotrebitemi, na
ktorch sprvanie sa sna pozitvne vplva. Kad z ns si mus v prvom rade uvedomi, e
environmentlne problmy nie s problmy jednotlivca ale globlne problmy celho
udstva. Stav ivotnho prostredia sa kadm rokom zhoruje v dsledku zmeny klmy,
rastcich emisi sklenkovch plynov, oslabujcej sa oznovej vrstvy, kyslch daov i bytku
rodnej pdy. Jednm z hlavnch problmov je doprava, kde celkov emisie z cestnej dopravy
v E predstavovali v roku 2013 pribline 20 % z celkovch emisi sklenkovch plynov. Okrem
podpory cyklistov s v rieen problematiky udratenej dopravy almi alternatvami vozidl
na elektrick alebo aspo hybridn pohon, vozidl na dusk, podpora mestskej hromadnej
dopravy i elektrifikovan eleznin preprava erpajca elektrinu najlepie z obnovitenho
zdroja energie. Mnoh tty sa snaia riei tieto problmy aj cez daov politiku
prostrednctvom environmentlnych dan a rznych av, no vina krajn E zatia
nepresadila tento nepriamy nstroj a vyuva skr rzne poplatky, pokuty, avy i odvody.
Seversk krajiny dosahuj najvy podiel z environmentlnych dan ako percento z celkovch
dan a ako percento z HDP. Vzhadom na vznik negatvnych externalt na ivotnom prostred
Slovensk republika nespa normy Eurpskej nie z pohadu kvality ovzduia a vypania
emisi. Od roku 2000 pozorujeme neustly nrast emisi oxidov duska z cestnej dopravy. Dane
zo zneisovania ovzduia s na naom zem stle pomerne nzke a nerieia efektvnym
spsobom extern vplyvy, ktor maj negatvny dopad na zdravotn stav obyvatestva. Preto
by bolo vhodn posilni zkladu ekologickch dan uplatovanch v Slovenskej republike,
naprklad zavedenm dane z vypania emisi oxidu uhliitho. Slovensk republika nem
vybudovan systm environmentlnych dan. Dane tu uplatovan v daovej sstave nie s
definovan ako environmentlne, ale ako spotrebn a dosahuje sa z nich nezanedbaten
prjem do ttneho rozpotu. Netvoria sce nosn as ttneho rozpotu, maj vak svoje
vznamn miesto, ktorm sa okrem fiklneho charakteru, spolupodieaj na zlepovan stavu
ivotnho prostredia v naej krajine. Ekonomick subjekty tieto dane vnmaj, a pri svojich
rozhodnutiach zmaj racionlnejie ako v minulosti.
Slovensko vyuva aj in zelen nstroje ako s dane. Ide najm o ekologick poplatky, priom
rozliuje platby za zneisovanie ivotnho prostredia, najm za zneisovanie ovzduia, za
ukladanie odpadov a za vypanie odpadovch vd do povrchovch vd, a potom platby za
vyuvanie prrodnch zdrojov, ktorch sasou s naprklad poplatky za odber podzemnej a
povrchovej vody, vody z verejnch vodovodov, odvody napr. za zber lesnej a
ponohospodrskej pdy a hrady napr. za vydobyt nerasty, za vyuvanie
hydroenergetickho potencilu vodnch tokov a pod. Ekonomickch nstrojov, ktormi
mono vplva na ivotn prostredie, je teda niekoko ako rzne poplatky, environmentlne
poistenia, pokuty i emisn povolenia. Nie vetky plyn do ttneho rozpotu.
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(ENVIROPORTAL, 2016) Niektor z nich plyn aj do pecilnych fondov urench isto na

ochranu ovzduia, pdy, vody, krajiny. Na druhej strane environmentlne dane plynce do
ttneho rozpotu nemusia by bezprostredne pouit len na zachovanie ivotnho
prostredia. Vlda me tie prostrednctvom vdavkov z verejnch rozpotov podporova
urit subjekty, a to poskytovanm rznych subvenci, dotci alebo prspevkov. Takisto sa
zavdzaj rzne daov avy pre vybran subjekty, ktor sa sprvaj ekologickejie a pri
svojej produkcii zavdzaj nov technolgie etrn k ivotnmu prostrediu.
Prstup k environmentlnej politike m potencil generova dodaton vldne prjmy vo

forme daovch prjmov v oblasti ivotnho prostredia alebo vnosov z vydraench kvt z
obchodovania s emisiami. To si vak vyaduje ovea uiu interakciu medzi politikou ivotnho
prostredia a daovou politikou ako v minulosti. Devastcia ivotnho prostredia a
vyerpvanie prrodnch zdrojov sa premieta do hospodrskej agendy a stva sa jednou z
najdiskutovanejch tm sasnosti. Ekonomick rast ohrozuje predovetkm tie asti
ivotnho prostredia, ktor s loklne nadmieru zneisovan. Preto sa environmentlne
dane neustle vyvjaj a viacer ekonomiky kadm rokom roziruj svoju zkladu
environmentlneho zdaovania ako mon rieenie danho problmu.
Poakovanie
Prspevok je spracovan v rmci rieenia vedecko-vskumnho projektu VEGA . 1/0443/15

Daov politika a jej vplyv na efektvny vber dan a eliminciu daovch nikov. Doba
rieenia projektu 2015 - 2018.
Referencie a citcie
(1) ANDERSEN, M. 1994. The Green Tax Reform in Denmark: Shifting the Focus of tax Liability.
[online]. Dostupn na internete:
http://pure.au.dk/portal/files/85704365/EnvLiability_Andersen.pdf
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BARIRY IMPLEMENTCIE EVIDENCE BASED PRACTICE
Lenka Gajdoov25, Dana Farkaov, Hana Padykov
Abstract
Implementation of scientific principles into practice is a proven method of improving the

quality of the health care provided. Specifics barriers and mapping the differences in the
perception of positive and negative factors of the implementation process of evidence based
practice in nursing practice in selected workplaces anesthesiology and intensive medicine. The
research project was carried out in 2015. We addressed 164 nurses from anaesthesiology and
intensive medicine units. The results of the research project show that the incidence of barriers
to the implementation of the process of evidence based practice in nursing practice,
anaesthesiology and intensive medicine in the workplace is a significant net (p = 0,007).
Implementation of the principles of evidence-based practice into nursing care in monitored
anaesthesiology and intensive medicine units assumes an active approach to elimination of
barriers and requires a motivation of multidisciplinary team towards acceptance of changes.
Keywords
Evidence based practice, anaesthesiology and intensive medicine units, nursing care, barriers.
Abstrakt
Implementcia vedeckch princpov do praxe je osveden postup zvyovania kvality

poskytovania oetrovateskej starostlivosti. pecifikujeme bariry a mapujeme rozdiely vo
vnman pozitvnych a negatvnych faktorov implementcie procesu evidence based practice
v oetrovateskej praxi na vybranch pracoviskch anestziolgie a intenzvnej medicny.
Vskumn projekt sme realizovali v roku 2015. Dotaznkom vlastnej kontrukcie sme oslovili
164 sestier z pracovsk anestziolgie a intenzvnej medicny. Vsledky vskumnho projektu
poukazuj, e incidencia barir pri implementci procesu evidence based practice
v oetrovateskej praxi na pracoviskch anestziolgie a intenzvnej medicny je signifikantn
(p=0,007). Na sledovanch pracoviskch anestziolgie a intenzvnej medicny implementcia
princpov praxe zaloenej na dkazoch predpoklad aktvny prstup k eliminci barir
a vyaduje motivciu multidisciplinrneho tmu k akceptci zmien.
25
Katedra terie oetrovatestva a manamentu v nelekrskych odboroch, Fakulta oetrovatestva
a zdravotnckych odbornch tdi, Slovensk zdravotncka univerzita, Bratislava, lenkagaj@gmail.com
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Kov slov
Evidence based practice, pracovisk anestziolgie a intenzvnej medicny, oetrovatesk

starostlivos, bariry.
I. vod
Poskytovanie kvalitnej zdravotnej starostlivosti predpoklad zabezpei aj poadovan

rove kvality poskytovania oetrovateskej starostlivosti, ako jej integrlnej sasti.
Implementcia vsledkov vedeckho vskumu v medicne si vyaduje, aby oetrovatesk
starostlivos, ktor sestry poskytuj, reflektovala na rastce poiadavky. Sestra mus by
schopn efektvne reagova na pecifick situcie v procese uspokojovania potrieb pacienta
vo vzahu k zvznm a innm vsledkom kvalitatvnych vskumnch tdi (Melnyk,
Fineout-Overholt, 2011). Uplatnenie princpov evidence based practice je definovan ako
svedomit, jednoznan a uvliv pouitie dostupnch dkazov pri rozhodovan o zdravotnej
starostlivosti o jednotlivch pacientov (Malcolm, 2016). Praktick vyuitie evidence based
practice (EBP) predstavuje v medicne i oetrovatestve zjednotenie klinickej emprie
s najlepm externm klinickm dkazom, ktor vznikol na zklade systematickho vedeckho
vskumu. Evidence based practice je najjednoduchm a osvedenm postupom zvyovania
kvality oetrovateskej starostlivosti k dosiahnutiu elatenho vsledku (Barker, 2013).
Prkladom pre oetrovatestvo, v uvedenom procese zvyovania kvality poskytovanej
starostlivosti, s historick sksenosti a spechy medicny. Pri implementcii princpov praxe
zaloenej na dkazoch do kadodennej praxe sestry prekonvaj viacer bariry v zmysle
stagncie vedeckho vskumu v oblasti oetrovatestva, i rezervovan prstup v procese
stotonenia sa so zmenami. Cielene sme sa zamerali v prvej lnii empirickho mapovania
problematiky na pracovisk anestziolgie a intenzvnej medicny. Tie s prznan okrem
vysokch poiadaviek na rove starostlivosti v intencich najnovch svetovch vedeckch
poznatkov, tak i rchlo sa meniacim zdravotnm stavom pacienta v kritickom stave, ako aj
rznorodosou, komplexnosou a nronosou individualizovanej oetrovateskej
starostlivosti o pacienta. V prci analyzujeme problm identifikcie barir implementcie
procesu evidence based practice na pracoviskch anestziolgie a intenzvnej medicny.
Cieom empirickej sondy je pecifikova bariry a analyzova vnmanie pozitvnych

a negatvnych faktorov implementcie procesu evidence based practice v oetrovateskej
praxi na vybranch pracoviskch anestziolgie a intenzvnej medicny ako vznamnho
predpokladu poskytovania kvalitnej zdravotnej starostlivosti. Overovali sme predpoklad
tatisticky vznamnch rozdielov vo vnman pozitvnych a negatvnych faktorov
implementcie procesu evidence based practice v oetrovateskej praxi.
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1.1. Materil a metdy
Do vskumnho projektu bolo zaradench 164 sestier. Zkladnm kritriom pri generovan
vberovho sboru bolo pracovn zaradenie sestier na pracoviskch v odbore anestziolgia
a intenzvna starostlivos a ochota participova na projekte. Vek participujcich sestier sa
pohyboval od min. 23 rokov do max. 56 rokov, priemern vek respondentov bol 36,4 rokov.
Priemern dka odbornej praxe oslovench sestier bola 12,7 roka. Vzdelanie sestier zahalo
vetky mon stupne vzdelania v odbore oetrovatestvo. Najviac sestier, 50 (30,5%) malo
ukonen stredokolsk vzdelanie s maturitou, 32 (19,5%) sestier malo ukonen vyie
odborn vzdelanie, 36 (22,0%) malo 1. vysokokolsk (bakalrsky) stupe, 35 (21,3%) 2.
vysokokolsk (magistersk) stupe, 9 (5,5%) sestier ukonen vzdelanie rigorznym konanm
s titulom PhDr. a 2 sestry (1,2%) mali 3. stupe (doktorandsk tdium) s prislchajcim
titulom PhD. K zmapovaniu problematiky sme pristpili stratgiou analzy literrnych zdrojov
z medzinrodnch databz. Nsledne sme zvolili vskumn nstroj vlastnej kontrukcie -
dotaznk, priom sme vychdzali z platnej legislatvy, etickch princpov a informci
z odbornej literatry. Zber dt prebiehal anonymne na uvedench pracoviskch v mesiacoch
jn 2015 a december 2015. Zskan vsledky sme analyzovali prostrednctvom
deskriptvnych tatistickch postupov a overovanm tatistickej vznamnosti.
1.2. Vsledky
S integrciou praxe zaloenej na dkazoch do oetrovateskej praxe sa astokrt stretvame

s mnostvom vhod, ktor proces jej realizcie posiluj, ale i mnostvom barir, ktor cel
jej proces brzdia. Mapovali sme problm incidencie barir implementcie procesu evidence
based practice v oetrovateskej praxi na pracoviskch anestziolgie a intenzvnej medicny
dotaznkovou metdou. V grafe 1 a 2 prezentujeme pozitvne a negatvne faktory
ovplyvujce implementciu evidence based practice v oetrovateskej praxi, kde sestry jej
mieru vyjadrovali v dotaznku na kle od 1 do 4 pri kadej poloke.
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Graf 1 Vhody implementcie procesu EBP v oetrovateskej praxi na AIM
Rozvijajca kritick myslenie sestier 0,11 0,366 0,238 0,287
Poporujca samostatn rozhodovanie sestier 0,268 0,311

0,037 0,384
Podporujca rovnocenn vzah
0,091 0,354 0,39 0,165
multidisciplinrneho tmu
Zvyujca kvalitu oetrovateskej starostlivosti 0,152 0,287 0,543
0,018
Ponkajca v pocit bezpenosti 0,091 0,348 0,415 0,146
Eliminujca izolciu pacienta 0,201 0,524 0,171 0,104
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
1 nepatrn 2 mierna 3 stredn 4 podstatn
Graf 1 vyjadruje postoj oslovench sestier k vhodm implementcie evidence based practice
do oetrovateskej praxe prostrednctvom generovanch faktorov.
Graf 2 Bariry implementcie procesu EBP v oetrovateskej praxi na AIM

Nedostaton prstup k internetu 0,299 0,463 0,098 0,14
Nedostaton potaov gramotnos 0,287 0,341 0,268 0,104
Nedostaton poet personlu 0 0,14 0,341 0,518
Neochota personlu pre implementciu zmien 0,061 0,323 0,223 0,39
Neochota manamentu podporova zmeny 0 0,183 0,329 0,488
Nedostaton technick zrunost sestry 0,104 0,238 0,372 0,287

1 nepatrn
Nedostaton informovanos o EBP0,0060,171 0,39 0,433
2 mierna
3 stredn 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
4 podstatn
Graf 2 zobrazuje pohad osolench sestier na bariry, ktor svisia s implementciou evidence
based practice do klinickej praxe.
Zistenia vskumnho projektu sme upriamili na ukazovatele rozdielov medzi sbormi vo

vnman pozitvnych a negatvnych faktorov implementcie procesu evidence based practice
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v oetrovateskej praxi na pracoviskch anestziolgie a intenzvnej medicny.

K porovnvaniu vnmania rozdielov sme pouili prov t test, na hladine tatistickej
vznamnosti 5%.
Provm t - testom sme zistili rozdiely vo vnman pozitvnych a negatvnych faktorov

implementcie procesu evidence based practice v oetrovateskej praxi. Monosti odpoved
sestier vykazovali vyiu smerodajn odchlku v sbore vnmania vhod ako v sbore
vnmania nevhod (tabuka 1).
Tabuka 1 Porovnvanie vnmania vhod a nevhod implementcie procesu EBP

Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Vhody ,5734 164 ,19682 ,01537

Nevhody ,6184 164 ,18281 ,01427
Na zklade tatistickej analzy dt sme zistili vskyt korelcie 0,393 u sestier, ktor vnmaj
vrazne pozitva sasne uvdzaj aj vrazn negatvna implementcie procesu a princpov
evidence based practice a naopak (tabuka 2).
Tabuka 2 Korelcia vnmania vhod a nevhod implementcie procesu EBP
Paired Samples Correlations
N Correlation Sig.
Vhody a nevhody 164 ,393 ,000
Rozdiely pozitvnych faktorov a negatvnych faktorov vnman sestrami s tatisticky

vznamne zporn (tabuka 3).
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Tabuka 3 Vhody a nevhody implementcie EBP do praxe

Paired Samples Test
Paired Differences
95% Confidence
Std. Interval of the
Std. Error Difference Sig.
Mean Deviation Mean Lower Upper t df (2-tailed)
Vhody -,04500 ,20943 ,01635 -,07729 -,01271 -2,752 163 ,007
Nevhody
Z vsledkov je vidie, e u oslovench sestier je signifikantn rozdiel medzi vnmanm vhod

(M=0,5734) a nevhod (M=0,6184) v procese implementcie evidence based practice
v oetrovateskej praxi na pracoviskch anestziolgie a intenzvnej medicny (t (164) -2,752;
p<0,01, r=0,393). tatistickou analzou sa overovan predpoklad potvrdil, preto
potvrdzujeme jej platnos pre vskumn vzorku. Kontatovali sme skutonosti, z ktorch
vyplvaj zvery a konkrtne zmery podpory a upevovania pozitvnych faktorov
a elimincie negatvnych faktorov pre efektvnu implementciu praxe zaloenej na dkazoch
do oetrovateskej praxe na pracoviskch anestziolgie a intenzvnej medicny.
2. Diskusia
Analza vsledkov vskumnho projektu potvrdzuje vnmanie irieho spektra pozitvnych

faktorov uplatovania EBP zo strany oslovench sestier. Zvyovanie kvality poskytovanej
oetrovateskej starostlivosti prostrednctvom implementovania EBP oznailo 89 (54,3%)
sestier, podporu samostatnho rozhodovania sa sestier oznailo 51 (31,1%) sestier, rozvoj
kritickho myslenia u sestier v oetrovateskej praxi oznailo 47 (28,7%) sestier. V komparci
s vsledkami vskumov (Jaroov, Zelenkov, 2014) je rebrek vnmania pozitvnych faktorov
implementcie praxe zaloenej na dkazoch sestrami podstatne rovnak.
Vnmanie barir EBP na zklade analzy vsledkov vskumu sestry dominantne vnmaj
v oblasti nedostatonho personlneho normatvu 85 (51,8%), neochote manamentu
podporova zmeny 80 (48,8%), nedostatonej informovanosti sestier o vzname EBP 71
(43,3%). Autorka vskumu (Jaroov, Zelenkov, 2014) uvdza ako najpodstatnej negatvny
determinant implementcie EBP do oetrovateskej praxi nedostatok vedomost
o problematike (56,6%). Nedostatok vedomost, akm spsobom aplikova vsledky vskumu
do oetrovateskej praxe potvrdzuj aj vskumy (Sidani et al., 2016; Cherry, Jacob, 2014;
Grove et al., 2013; Burns, Grove, 2005). Hannes (2007) upozoruje na vonkajie bariry
implementcie praxe zaloenej na dkazoch, ako s deficit dostupnch zdrojov, neefektvnu
podporu kompetentnch osb. Na druhej strane k vntornm prekkam zaradil neochotu
meni sasn podmienky pri poskytovan oetrovateskej starostlivosti. Weng et al. (2013)
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poukazuj na najastejie aspekty vnmania barir implementcie EBP do klinickej praxe, ako
s nedostatok schopnosti pracova s potaom a nedostaton jazykov schopnosti.
Predchdzajce tdie potvrdzuj, e najdleitejm determinantom pri vyhadvan
najlepieho vedeckho dkazu je schopnos prce s potaom (Hajerbrahimi et al., 2014;
Clarke et al., 2005). Ako uvdzaj autori vskumov (Malcolm, 2016; Varaei, 2013)
najvznamnejou prekkou implementcie EBP je nedostatok asu zdravotnckeho
personlu. Tto skutonos potvrdzuje aj vskum v medicne (Hajerbrahimi et al., 2014).
Mapovali sme rozdiely v deklarovan pozitvnych a negatvnych faktorov implementcie

procesu EBP do oetrovateskej praxe. Pri komparci sledovanch determinantov provm t-
testom sme zistili vznamn korelciu (= 0,393), ktor poukazuje na skutonos, e sestry,
ktor vnmaj vrazne pozitva sasne uvdzaj aj vrazn negatva a naopak. Rozdiel vo
vnman pozitvnych a negatvnych determinantov sestrami je tatisticky vznamne zporn
(-2,752), teda pravdou je, e sestry vnmaj vraznejie negatvne faktory (p=0,007).
Kontatujeme, e incidencia barir pri implementci procesu EBP v oetrovateskej praxi, na
projektom oslovench pracoviskch anestziolgie a intenzvnej medicny je signifikantn,
pretoe jej tatistick hladina nebola prekroen nad definovan tatistick hladinu
vznamnosti 5%. K spenej implementci procesu EBP do klinickej praxi, na sledovanch
pracoviskch prispejeme eliminciou uvedench barir a motivovanm sestier. Proces EBP
aplikovan v oetrovateskej praxi zvyuje kvalitu poskytovanej oetrovateskej starostlivosti
a vznamnm spsobom pozitvne prispieva k zlepeniu zdravotnho stavu pacienta.
Na zklade analzy vsledkov vskumnho projektu sme identifikovali organizan

a individulne determinanty vnman sestrami ako kov bariry implementcie procesu
EBP do oetrovateskej praxe.
Zver
Zmapovali sme siln a slab strnky procesu implementcie princpov EBP do oetrovateskej
praxe na vybranch pracoviskch anestziolgie a intenzvnej medicny, o mono povaova
za novtorsk. Zistili sme, e najvznamnejou barirou implementcie EBP do
oetrovateskej praxe je oblas nedostatonho zabezpeenia personlneho normatvu
v klinickej praxi. Pozitvnym zistenm je, e sestry vnmaj vrazn pozitvum implementcie
procesu EBP do oetrovateskej praxe v oblasti zvyovania kvality poskytovanej
oetrovateskej starostlivosti.
Za prnos prce pre rozvoj oetrovatestva povaujeme skutonos, e identifikovanie

determinujcich faktorov implementcie EBP umon efektvnejie manaova oetrovatesk
starostlivos na sledovanch pracoviskch. Kontatujeme, e limitujcou skutonosou pre
n projekt bola ochota sestier odpoveda na vetky poloky dotaznka, o ns nsledne
obmedzuje v interpretci zistench vsledkov s platnosou len na osloven pracovisk.
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Navrhujeme, pre zvenie kvality poskytovanej oetrovateskej starostlivosti podporova

proces implementcie zmien a princpov EBP eliminciou identifikovanch barir
a uplatovanm auditov kvality oetrovateskej starostlivosti, ako sasti zabezpeenia
kontinuity kvality zdravotnej starostlivosti. Nevyhnutnos implementcie princpov EBP do
poskytovania oetrovateskej starostlivosti o pacientov na pracoviskch anestziolgie
a intenzvnej medicny vychdza z prkladu medicny, je nevyhnutnou poiadavkou udrania
odbornej rovne poskytovanej starostlivosti a cestou zvyovania efektvnosti oetrovateskej
starostlivosti. Evidence based practice povaujeme za proces kontinulneho rozvoja
manamentu oetrovateskej starostlivosti. Dovolme si vyslovi poakovanie participujcim
sestrm za ich cenn informcie, nzory a postrehy na zvenie kvality oetrovateskej
starostlivosti.
Referencie a citcie
(1) MELNYK, B. M., FINEOUT-OVERHOLT, E. 2011. Evidence-Based Practice in Nursing &

Healthcare. Philadelphia: Lippincott Wiliams and Wilkins, 2011. 656 s. ISBN 13-978-1-60547-
778-7.
(2) MALCOLM, A. K. 2016. The Nurse Executive Role in Implementing Evidence Based-Practice
(EBP) at the Point of Care: doctoral Theses Otterbein University, 2016. 47 p.
(3) BARKER, J. 2013. Evidence based practice for nurses. London: Sage Publications, 2013.
195 p. ISBN 987-1-4462-5228-4.
(4) JAROOV, D., ZELENKOV, R. 2014. Oetovatelstv zaloen na dkazech. Praha: Grada
Publishing, 2014. 136 p. ISBN 978-80-247-5345-4.
(5) SIDANI, S. et al. 2016. Nurses Perceptions of Interventions for the Management of Patient-
Oriented Outcomes: A key Factor for Evidence - Based Practice. In Wordviews on Evidence
Based Nursing [online]. 2016; 13 (1): 66-74. Dostupn na internete:
https://experts.umich.edu/en/publications/nurses-perceptions-of-interventions-for-the-
management-of-patient-2
(6) CHERRY, B., JACOB, R. S. 2014. Contemporary nursing: issues, trends, & management.
Missouri: Elsevier, 2014, 509 p. ISBN 978-0-323-10109-7.
(7) GROVE, S., BURNS, N., GRAY, R. J. 2013. The practice of nursing research. Missouri:
Elsevier, 2013; 714 p. ISBN 978- 1-455-70736-2.
(8) BURNS, N., GROVE, K. S. 2005. Study guide for the practice of nursing research. Missouri:
Elsevier, 2005; 341 p. ISBN 97-8072-1606-27-9.
(9) HANNES, K. et al. 2007. Barriers to evidence-based nursing: a focus group study. In Journal
of Advanced Nursing [online]. 2007; 60 (2): 162171. Dostupn na internete:
http://www.ncbi.nlm.nih.gov/pubmed/17877563
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(10) WENG, H. Y. et al. 2013. Implementation of evidence-based practice across medical,

nursing, pharmacological and allied healthcare professionals: a questionnaire survey in
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Ecoletra.com Scientific eJournal, Vol.

2, 2016/ 03, ISSN 2377-9848

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2016-06-15/ 10 articles/ 133 pages

1. Martin Dlouh, Jana Hjkov, Irena Svobodov, Vra Kuhnov, Ladislav

10. Lenka Gajdoov, Dana Farkaov, Hana Padykov

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TEACHING PROCESS IN PRIMARY SCHOOLS AT HOSPITALS IN THE CZECH

lnek se zabv vyuovacm procesem ve kole pi nemocnici, nebo vchova a vyuovn ve

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zkladn koly pi zdravotnickch zazench, teorie vzdln, teorie vyuovn, vchova a

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1. Establishment of a contact with a sick child

An establishment of a personal contact with a sick child is a solution of every single

2. Education and teaching as a part of a medical treatment

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3. Cooperation of a hospital school pedagogue with a home school of a

A pedagogue in a hospital school might be significantly supported by a pedagogue from a

4. Organization of hospital school education

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5. Didactics aspects of sick children education

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Educational objectives Number of answers

An evaluation of an issue understanding and a managing of a treatment has to be form a

5.1 Motivational methods

5.2 Exposure methods

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Elaboration of nontraditional activities and connected elaboration of tools and preparation

A longitude observation method might be used occasionally in a hospital school environment,

5.3 Fixation methods

during educational process itself,

6. Special pedagogical diagnostics in hospital schools

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7. A sick pupil classification

After ending of a hospitalization, a hospital school is sending to a home institution a personal

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A hospital school pedagogue occupation is specific thanks to a need of a careful consideration

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References and citations

ECOLETRA.COM SCIENTIFIC EJOURNAL, VOL. 2, 2016/ 03, ISSN 2377-9848 WWW.ECOLETRA.COM

(15) MOJEK, L. Vyuovac metody. Praha: St. Ped. Nakl., 1988.

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ANALYSIS OF COMPETITIVENESS OF THE SLOVAK AUTOMOTIVE INDUSTRY

Cieom tohto lnku je analyzova obchodn konkurencieschopnos automobilovho