The Academy of Sciences of the Czech Republic has been observing the 20th anniversary of its origin. This month we feature an interview with the first president of the ASCR. Professor Rudolf Zahradnik, who merited attained international acclaim by restoring the strength and integrity of this scientific institution. Professor Zahradnik also provided the cntical impetus to not only democratize the Czech Academy but to reintegrate it within the global scientific community.
The mission of the conference held from 7 to 10 October 2008 was two-fold. The first was to focus on these women from all over the world who discussed their own experiences, both good and bad. The participants promoted their own individual research, as well as established contact with international colleagues in an effort to have greater access to funding for continuing their research. The second aspect of the conference directly addressed a problem of the low numbers of women entering the field of physics. Delegates discussed efforts to promote women in physics in their own country as well as promoting women in physics on the international scale. and Raji Heyrovska, Jarmila Kodymova, Vera Hamplova.
Derek Walcott’s colonial schoolhouse bears an interesting relationship to space and place: it is both a Caribbean site, and a site that disavows its locality by valorizing the metropolis and acting as a vital institution in the psychic colonization of the Caribbean peoples. Th e situation of the schoolhouse within the Caribbean landscape, and the presence of the Caribbean body, means that the pedagogical relationship works in two ways, and that the hegemonic/colonial discourses of the schoolhouse are inherently challenged within its walls. While the school was used as a means of colonial subjugation, as a method of privileging the metropolitan centre, and as a way of recreating that centre within the colonies, Walcott’s emphasis on place complicates and ultimately rewrites colonial discourses and practices. While the school attempts to legitimize colonial space, it in fact fosters what Walter Mignolo has termed “border thinking.”, Koloniální škola Dereka Walcotta s sebou nese zajimavý vztah mezi prostorem a místem: je to jak místo v Karibiku, tak i místo, které své locality vzdává tím, že zvyšuje hodnotu metropole a jedná jako nepostradatelná instituce v psychické kolonizaci karibského lidu. Poloha školy v karibské krajině a přítomnost karibského těla znamenají, že pedagogický vztah působí dvěma způsoby a že hegemonické/ koloniální diskursy školy jsou uvnitř jejích zdí z vlastní podstaty zpochybňovány. Přestože škola byla používána jako prostředek koloniálního podmanění, jako metoda pro privilegování metropolitního centra a jako způsob znovuvytváření tohoto centra uvnitř kolonií, Walcottův důraz na místo komplikuje a v konečném důsledku přepisuje koloniální diskursy a praktiky. Zatímco škola usiluje o legitimizaci koloniálního prostoru, ve skutečnosti pěstuje to, co Walter Mignolo nazval “hraničním myšlením”., and Ben Jefferson.
Anderer Theil, In welchem gehandelt wird von der Gestalt, Natur, Kraft und Würckung aller Bäume, Kräuter, vierfüssigen, and durch Andream Glorez von Mährn
In this issue, we feature an interview with Phillipe Lebaube, head of the CORDIS Unit of EU’s Publication, for a detailed view on its activities. CORDIS, information space devoted to European research and development and technology transfer, has been in operation for nearly two decades now. and Anna Vosečková.