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This text presents a reply to the article published by John Zametica and his critique of the volume Sarajevo1914. Sparking the First World War.

The language of the Moldavian books and chancery documents written during the reign of Peter Rareş (1527–1538, 1541–1546) shows an unneglectable variability depending on the purpose, addressee and format of the texts. Using all kinds of preserved texts from this period, we have tried to describe this variability focusing on the texts written in the Cyrillic script. These texts are evaluated according to three criteria: spelling, morphosyntax and vocabulary. The most prestigious variety was the Trinovitan (Tărnovo) variety of Middle Church Slavonic. Its shape in the texts, belonging to the common Church Slavonic legacy, shows the lowest impact of the Moldavian linguistic environment. The original Church Slavonic bookish texts composed in Moldavia (Macarie’s Chronicle, Enkomion to St John the New, colophons and inscriptions) show a variable proportion of Moldavian spelling and morphosyntactic markers. The chancery documents can be characterised by blending of Church Slavonic and Ruthenian (Ukrainian-based) elements. Except the Ruthenian-based documents addressed to Poland, the chancery documents are basically Church Slavonic shaped with Ruthenian infiltrations on the level of some fixed formulas, function words and few lexical items. Moreover, Slavonic letters sent to Transylvania show tiny Wallachian Slavonic influence, manifested by forms of Serbian chancery origin. Monastery charters combine CS-shaped Ruthenian formulas with Trinovitan Church Slavonic formulas, partly shared with colophons and inscriptions. Thus, the Moldavian written legacy shares common elements both with the Wallachian milieu (e.g. Romanian Cyrillic spelling of proper names, Romanian impact on morphosyntax, specific terminology etc.) as well as with a broader Ruthenian area (mainly the eastern part of the Polish-Lithuanian Union).

Research background: In a modern economy, full of complexities, ensuring a business' financial stability, and increasing its financial performance and competitiveness, has become especially difficult. Then, monitoring the company's financial situation and predicting its future develop-ment becomes important. Assessing the financial health of business entities using various models is an important area in not only scientific research, but also business practice.Purpose of the article: This study aims to predict the bankruptcy of companies in the engineer-ing and automotive industries of the Slovak Republic using a multilayer neural network and logistic regression. Importantly, we develop a novel an early warning model for the Slovak engi-neering and automotive industries, which can be applied in countries with undeveloped capital markets. Methods: Data on the financial ratios of 2,384 companies were used. We used a logistic regres-sion to analyse the data for the year 2019 and designed a logistic model. Meanwhile, the data for the years 2018 and 2019 were analysed using the neural network. In the prediction model, we analysed the predictive performance of several combinations of factors based on the industry sector, use of the scaling technique, activation function, and ratio of the sample distribution to the test and training parts. Findings & value added: The financial indicators ROS, QR, NWC/A, and PC/S reduce the likelihood of bankruptcy. Regarding the value of this work, we constructed an optimal network for the automotive and engineering industries using nine financial indicators on the input layer in combination with one hidden layer. Moreover, we developed a novel prediction model for bank-ruptcy using six of these indicators. Almost all sampled industries are privatised, and most com-panies are foreign owned. Hence, international companies as well as researchers can apply our models to understand their financial health and sustainability. Moreover, they can conduct com-parative analyses of their own model with ours to reveal areas of model improvements. KEGA [001PU-4/2022]; Scientific Grant Agency of the Ministry of Education, Science, Research, and Sport of the Slovak Republic; Slovak Academy Sciences [1/0590/22] 1/0590/22; Kultúrna a Edukacná Grantová Agentúra MŠVVaŠ SR, KEGA: 001PU-4/2022

The Çiğdemli Mound is located in the western part of Erzurum Plain, one of the largest plains of the Northeast Anatolia Region. It was uninterruptedly inhabited from the Bronze Age to the end of the Iron Age. Traces are also found from the Middle Ages. In 1997, a short-term salvage excavation was carried out under the scientific consultancy of Prof. Dr. Mehmet Karaosmanoğlu. At the same time, a large number of ceramic materials were collected from the Çiğdemli Mound during the survey of the Erzurum Plain in 2001, again under the direction of Prof. Dr. Mehmet Karaosmanoğlu. This study makes evaluations of the Çiğdemli Höyük ceramic materials that have been determined to have come from all three phases of the Iron Age and to be very dissimilar in Eastern Anatolia and is thought to be able to shed light on future research to be done on this subject. Kuzeydoğu Anadolu Bölgesi’nin en büyük ovalarından Erzurum Ovası’nın batı kesiminde yer alan Çiğdemli Höyük, Karaz kültüründen başlayarak Demir Çağları sonuna kadar kesintisiz olarak yerleşim görmüştür. Aynı zamanda Ortaçağ’a ait izler de mevcuttur. 1997 yılında Prof. Dr. Mehmet Karaosmanoğlu’nun bilimsel danışmanlığında kısa süreli bir kurtarma kazısı gerçekleştirilmiştir. Aynı zamanda 2001 yılında yine Prof. Dr. Mehmet Karaosmanoğlu başkanlığında bu kez Erzurum Ovası’ndaki yüzey araştırmasında Çiğdemli Höyük’ten çok sayıda seramik malzemesi toplanmıştır. Çiğdemli Höyük seramik malzemesi üzerinde değerlendirmelerin yapıldığı ve Doğu Anadolu’da çok benzeri olmayan biçimde Demir Çağlarının her üç evresinin tespit edildiği bu çalışmanın, konu ile ilgili yapılacak araştırmalara ışık tutacağına inanılmaktadır.

En el transcurso de dos siglos (desde 1807), el territorio checo ha visto cambios fundamentales en el paradigma de didácticas especiales de L1 para alumnos con deficiencia visual (en adelante DV). Las transformaciones didácticas individuales a menudo han encontrado antecedentes en enfoques de educación especial simultáneamente diseñados por toda Europa (especialmente en Austria, Inglaterra, ex Yugoslavia, Italia, Hungría, Rusia, etc.) así como un gran respeto hacia los requerimientos especiales para la enseñanza con alumnos con DV. La aceptación de enfoques específicos europeos normalmente dependía del contexto general (especialmente político y social) del periodo, el cual también tuvo un impacto en los objetivos y tareas de la enseñanza especializada del lenguaje. El artículo define los objetivos históricamente formulados de la enseñanza de L1 para alumnos con DV y los contextualiza con la finalidad de entender los objetivos actuales. Depuis deux siècles (depuis 1807), les pays tchèques connaissent les changements fondamentaux dans le paradigme de la didactique de L1 pour les élèves avec une déficience visuelle (DV). Les transformations didactiques individuelles trouvent souvent la base théorique dans des approches de l'éducation spéciale échafaudées simultanément à travers l'Europe (spécialement en Autriche, Angleterre, ex-Yougoslavie, Italie, Hongrie, Russie etc.) et dans le respect accentué à l'égard des exigences de l'enseignement des élèves avec DV. La somme d'approches européennes de l'éducation spéciale résulte du contexte (politique et social particulièrement) général de l'époque, qui a, à son tour, une incidence sur les buts et sur les tâches de l'éducation spéciale de la langue. Notre contribution définie les buts de l'éducation de L1 aux élèves avec DV dans leur contexte historique pour comprendre et faire comprendre les objectifs actuels. En el transcurs de dos segles (des del 1807), el territori txec ha vist canvis fonamentals en el paradigma de didàctiques especials de L1 per a alumnes amb deficiència visual (d'ara endavant DV). Les transformacions didàctiques individuals sovint han trobat antecedents en enfocaments d'educació especial dissenyats simultàniament arreu d'Europa (especialment a Àustria, Anglaterra, ex-Iugoslàvia, Itàlia, Hongria, Rússia, etc.) amb gran respecte cap als requeriments especials de l'ensenyament amb alumnes amb DV. L'acceptació d'enfocaments específics europeus depèn normalment del context general (especialment polític i social) del període, el qual també va tenir un impacte en els objectius i les àrees de l'ensenyament especialitzat del llenguatge. L'article defineix els objectius històricament formulats de l'ensenyament de L1 per als alumnes amb DV i els contextualitza amb la finalitat d'entendre els objectius actuals. Over the course of two centuries (since 1807), the Czech lands have seen fundamental changes in the paradigm of special L1 didactics for pupils with vision impairments (hereinafter the VI). The individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and social) context of the period, which also had an impact on the aims and tasks of special language teaching. The paper defines the historically shaped aims of L1 teaching for pupils with VI and contextualizes them in order to understand the current aims.

En la disciplina Lengua Checa y Literatura, el concepto actual de educación literaria continúa siendo fundamentalmente basada en el enfoque de doctrina reducido a historia literaria y a la forma frontal organizacional de enseñar. Menos espacio en clase es dedicado al uso de educación literaria concebida de manera innovadora: lectura de textos, especialmente literatura artística, y actividad creativa envolviendo la construcción y reconstrucción por parte de los estudiantes de los textos, y sus reflexiones sobre los mismos. Ondřej Hník, Ph.D., profesor del Departamento de Estudios Checos en la Facultad de Pedagogía Jan Evangelista Purkyně, de la Universidad en Ústí nad Labem reflexiona sobre la enseñanza de la literatura en escuelas checas. In the educational subject Czech Language and Literature, the present concept of literary education continues to be primarily based on the doctrinal approach reduced to literary history and frontal organizational form of teaching. Less class space is given to the use of innovatively conceived literary education: reading texts, especially artistic literature, and creative activity involving the pupils' construction and re-construction of the texts and their reflection. Contemplating literature teaching in Czech schools is Ondřej Hník, Ph.D., Associate Professor of the Department of Czech Studies at the Pedagogical Faculty of Jan Evangelista Purkyně University in Ústí nad Labem. Dans la matière Langue tchèque et littérature, la conception actuelle de l'éducation littéraire est toujours dominée par l'approche théorique réduite à l'histoire littéraire et à la méthode de l'enseignement frontal. L'éducation littéraire innovante est moins utilisée dans l'enseignement: la lecture des textes, en particulier des textes littéraires, et la production dans le sens de construction et reconstruction des textes par les élèves et de raisonnement sur eux. L'enseignement littéraire dans les écoles tchèques est analysé et commenté par le professeur associé du Département des études tchèques de la Faculté pédagogique UJEP à Ústí nad Labem, Ondrej Hník, Ph.D. A la disciplina Llengua Txeca i Literatura, el concepte actual d'educació literària continua essent fonamentalment basat en un enfocament reduït a història literària i una manera d'ensenyar transmissora del saber. Menys espai a classe és dedicat a maneres innovadores: lectura de textos, especialment literatura artística, i activitat creativa sobre la construcció i reconstrucció per part dels estudiants dels textos, i les seves reflexions. Ondřej Hník, Ph.D., professor del Departament d'Estudis Txecs a la Facultat de Pedagogia Jan Evangelista Purkyně, de la Universitat a Ústí nad Labem reflexiona l'ensenyament de la literatura en escoles txeques.