Akademický bulletin si letos připomíná čtvrtstoletí existence, která přímo souvisí s událostmí spjatými s demokratizačním procesem v Akademii věd. Redakce původního „oběžníku“ z předinternetové doby i jeho pozdější časopisecké podoby náležela po většinu času do tehdejšího Tiskového odboru ČSAV. A právě k tiskovému oddělení - ovšem v šedesátých letech minulého století - těsně spjatému s počátky popularizace vědy - se váží vzpomínky dr. Ivana Klimeše, jednoho ze zakladatelů popularizace vědy v bývalém Československu a po emigraci v roce 1969 úspěšného britského vydavatele, s nímž Akademie věd navázala kontakt hned, jak to uvolnění ostře střežené hranice mezi Východem a Západem před čtvrt stoletím umožnilo. and Marina Hužvárová.
Brain Awareness Week is a series of events held around the world to increase public awareness of the brain. Top Czech scientists attracted more then 1,300 students with lectures as part of the annual Brain Awareness Week that took place in the administration building of the Czech Academy of Sciences extending from 10-13 March 2008. and Gabriela Adámková.
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.
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.
The purpose of this paper is to present a new paradigm and an innovative technology for thinking about the future. The concept of time synchronization is introduced as a technology to improve individual competency for balancing the continuous construciton of reinterpreted pasts, presents and futures in order to cope with the aceleration of change, complexity, and uncertainty. This new paradigm is driven by recognition of three factors: 1. Humans are both conservative and novelty generating. 2. Novelty is a key factor of life and humans address novelty through pattern-evolvign creativity. 3. Reality is defined through the unique ability of humans to anticipate and define experience in terms of pattern and category. This article asserts that rapidly expanding human pluarity and novelty require new models concerning relationships of past, present, and future. Such models should adequately address the rapidly changing and more complex conditions in which they are constructed and deconstructed, including the expanding opportunities that accompany them. and Arthur M. Harkins, George H. Kubik, John Moravec.