Učená společnost České republiky ČR sdružující význačné vědce všech vědních oborů zasedala ve dnech 23. až 24. května 2016 v pražském Karolinu a sídle Akademie věd na Národní třídě. První den veřejné části jednání, jehož se zúčastnily význačné osobnosti badatelské i politické sféry, patřil tradičnímu ceremoniálu - předání medailí, cen a čestných uznání. Medaile Učené společnosti za zásluhy o rozvoj vědy převzali prof. Ivan Lefkovits a prof. František Vyskočil., Two eminent professorw were awarded the Medal of the Learned Society of the Czech Republic at the General Assembly of the Learned Society held on May 23-24, 2016. World-famous neurologist František Vyskočil and world-renowned immunologist Ivan Lefkovits were honored for their meritorious contributions to the advancement of sciences. Junior Scientist Awards were bestowed on Dr. Martin Ferus and Dr. Michal Malinský, awards were also granted to teachers and high school students., and Luděk Svoboda.
In the present text I have attempted to describe the profession of elementary school teacher and the changes it underwent in the last quarter of the 18th century. At that time, the education of the majority of children between the ages of six and twelve or thirteen was mostly in the hands of village schoolmasters, and these are my primary focus. Following the reform of the education system by Maria Teresa, teachers in Bohemia and Moravia were trained predominantly in what were known as preparanda at the Normal School in Prague. Their training differed from that of their predecessors in that their knowledge was now tested in examinations, with greater emphasis on teaching methods and closer supervision. Drawing on lists of teacher training graduates and other sources, I have analysed how many graduated every year and under what conditions, what textbooks they later used in the classroom, and the official view of pedagogy at that time. From those lists I was able to conclude that graduates who only spoke Czech ended up teaching only in small Czech-medium village schools. By looking at certain individual teachers more closely (such as the composer Jakub Jan Ryba, the pastor Tomáš Juren and several members of the Vlach family of teachers from Boleslav), my aim was to describe in outline the career of these "Czech" village schoolmasters, their motivation, level of knowledge, and deduce what they probably taught. From 1787 on, they were subject to inspection by regional school commissioners. I focussed on the first sixteen of these (one for each region), noting in particular how they were selected, their duties and aims. For it is they who were the guarantors of the new school system and the disseminators of the new thinking.As a result of the reforms, mandatory training and more exacting standards, elementary school teachers were able to improve their social standing and prestige., Michal Kneblík., and Obsahuje bibliografické odkazy
von Emil Weeger, Separatabdruck aus den Mittheilungen der k. k. mähr.-schles. Gesellschaft für Ackerbau, Natur- und Landeskunde., and Tištěno švabachem
As servants of their church community, teachers had to spend much of their time on activities that today we might consider secondary - tasks relating to their ancillary duties as cantor, organist or verger. But in rural communities the teachers, alongside the priests, were often the only educated men in the parish and played a not inconsiderable role in the early stages of the national revival movement. The school reforms passed in 18th century Hungary opened the way for teachers - even those in elementary schools - to improve their social standing and prestige, on condition they fulfilled certain expectations as formulated in the basic reform programme, Ratio educationis (1777). Our paper examines the new types of school (normal, preparatory) that offered teachers better chances of social advancement and public acceptance. Drawing on case studies of teachers in several schools, it documents how they managed to meet the demands made on them while still pursuing and realizing their own ambitions., Eva Kowalská., and Obsahuje bibliografické odkazy
Ulinastatin [or called as urinary trypsin inhibitor (UTI)] plays a role in regulating neurological deficits evoked by transient cerebral ischemia. However, the underlying mechanisms still need to be determined. The present study was to examine the effects of UTI on autophagy, Nrf2-ARE and apoptosis signal pathway in the hippocampus in the process of neurological functions after cerebral ischemia using a rat model of cardiac arrest (CA). CA was induced by asphyxia followed by cardiopulmonary resuscitation (CPR) in rats. Western blot analysis was employed to determine the expression of representative autophagy (namely, Atg5, LC3, Beclin 1), p62 protein (a maker of autophagic flux), and Nrf2-ARE pathways. Neuronal apoptosis was assessed by determining expression levels of Caspase-3 and Caspase-9, and by examining terminal deoxynucleotide transferase-mediated dUTP nick-end labeling (TUNEL). The modified neurological severity score (mNSS) and spatial working memory performance were used to assess neurological deficiencies in CA rats. Our results show that CA amplified autophagy and apoptotic Caspase-3/Caspase-9, and downregulated Nrf2-ARE pathway in the hippocampus CA1 region. Systemic administration of UTI attenuated autophagy and apoptosis, and largely restored Nrf2-ARE signal pathway following cerebral ischemia and thereby alleviated neurological deficits with increasing survival of CA rats. Our data suggest that UTI improves the worsened protein expression of autophagy and apoptosis, and restores Nrf2-ARE signals in the hippocampus and this is linked to inhibition of neurological deficiencies in transient cerebral ischemia. UTI plays a beneficial role in modulating neurological deficits induced by transient cerebral ischemia via central autophagy, apoptosis and Nrf2-ARE mechanisms., Xiao-Ming Jiang, Jing-Hai Hu, Lu-Lu Wang, Chi Ma, Xu Wang, Xiao-Liang Liu., and Obsahuje bibliografii