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Autoři přispěvku si kladou za cil představit online aplikaci jako nastroj pedagogicke diagnostiky pro předskolni vzdělavani, ktera byla vytvořena jako originalni nastroj v ramci projektu Technologicke agentury CR. Třiletý projekt reaguje na aktualni potřeby pedagogicke praxe v kontextu pedagogicke diagnostiky, ale soucasně, i na podminky vzdělavani v době covidove epidemie. V textu jsou popsana východiska pro tvorbu aplikace, jeji technologie i pedagogický koncept. Ctenař se může soucasně seznamit s implementaci aplikace do praxe, zejmena potom s klady a připominkami ze strany ucitelů mateřských skol, kteři jsou do projektu zapojeni, a patři k prvnim uživatelům vytvořene aplikace.

Inclusive education and related aspects are currently the priorities of the educational policy in the Czech Republic. Should inclusion be successful, it needs to be supported not only by public administration authorities and legislation, but also by schools, families, school authorities and counselling services. The present research study analyses the opinions of teachers, who are significant actors in the area of inclusive education. The results of the research reflect not only the teachers' opinions about the issue, but at the same time reveal some issues that need to be addressed by educators of future as well as current teachers, should inclusion be successful.

The “4 per 1000” initiatives encourages agricultural sector to apply practices aimed at soil organic carbon (SOC) management for greenhouse gases sequestration. We accessed the potential of Russian agricultural soils to store SOC under various managements. RothC model was used to simulate SOC stocks in seven Russian long-term experiments started in 1933–1980 with mineral and organic fertilization. Crop sequences included alternation of cereals, row crops and grasses, four experiments had crop rotations with bare fallow field. We used current weather data and yearly carbon input as input data. Carbon input was calculated using crop residues estimated from crop yield and aboveground biomass production. RothC satisfactorily simulated the observed changes in SOC on Podzols, Retisols and Chernozems, as evaluated through the root mean square error, coefficient of determination and the mean difference. However, in the absence of clear trend, RothC was less sensitive to the observed interannual SOC dynamics. To maintain initial C level annual input of 1.1–1.3 Mg C ha−1 yr−1 was required for sandy Podzols, while for loamy Retisols necessary rates were 1.4–2.0 Mg C ha −1 yr−1. Inputs of 2.6–2.9 Mg C ha−1 yr−1 were required to maintain soil C in Chernozem. If long-term C input was insufficient to maintain SOC, the stock of resistant plant material continuously decreased. The effect of agronomic practices on active C pools might lead only to a short-term C sequestration that was highly yield-dependent. Simulation of SOC dynamics for the plots that did not receive fertilizers and had the lowest SOC stock revealed that aboveground net primary production (NPP) input was sufficient for maintaining constant SOM stocks if these plots were converted to grassland for forage production and received farmyard manure. The average annual 7–17‰ increase in SOC was possible to reach for 30 years and more in all experiments on Podzols and Retisols in treatments with organic fertilization, while treatments with only mineral fertilizers were not sufficient to reach 4‰ level.

The study suggests an application of a coelenteramide-containing fluorescent protein (CLM-CFP) as a simplest bioassay for gamma radiation exposures. “Discharged obelin,” a product of the bioluminescence reaction of the marine coelenterate Obelia longissima, was used as a representative of the CLM-CFP group. The bioassay is based on a simple enzymatic reaction—photochemical proton transfer in the coelenteramide-apoprotein complex. Components of this reaction differ in fluorescence color, providing, by this, an evaluation of the proton transfer efficiency in the photochemical process. This efficiency depends on the microenvironment of the coelenteramide within the protein complex, and, hence, can evaluate a destructive ability of gamma radiation. The CLM-CFP samples were exposed to gamma radiation (137Cs, 2 mGy/h) for 7 and 16 days at 20 °C and 5 °C, respectively. As a result, two fluorescence characteristics (overall fluorescence intensity and contributions of color components to the fluorescence spectra) were identified as bioassay parameters. Both parameters demonstrated high sensitivity of the CLM-CFP-based bioassay to the low-dose gamma radiation exposure (up to 100 mGy). Higher temperature (20 °C) enhanced the response of CLM-CFP to gamma radiation. This new bioassay can provide fluorescent multicolor assessment of protein destruction in cells and physiological liquids under exposure to low doses of gamma radiation.

The current curriculum for elementary education in the Czech Republic allows inclusion of pupils with special educational needs in mainstream schools. In spite of the fact that today the right of all persons to education is generally accepted, the inclusive form of education frequently raises various doubts in both the lay and professional community. Various concerns stem from inaccurate ideas of this form of education and insufficient information, particularly in relation to successful delivery of inclusion. In some countries, such as in Great Britain or Finland, the experience with the inclusive form of education is much longer and is mostly positive, in our country however, the concept of inclusion is gaining ground relatively slowly. The quality of educating both the healthy population and pupils with special educational needs is influenced by a number of factors. One of the most significant roles in the educational process is taken by the educator. The educator’s role is irreplaceable and is decisive for the degree of success of the development of a child personality. All changes in the educational approaches are related not only to a well thought-out theoretical background but particularly to comprehensive readiness of the principal educational actors, i.e. the teachers. To accomplish this task however, the highest possible amount of information is required. To acquire this information was one of the aims of a research study carried out in the previous year 2014. Keywords: Czech Republic; inclusive form; education

The article offers a view to conclusions of research: pedagogical-psychological experiment which was focused on finding of electivity of artetherapy activities (arte-, drama-, music-) for parents of children with severe health disabilities.

In my paper I would like to discuss the specifics of community interpreting (CI) as a relatively new art of interpreting. The following aspects should be taken into consideration: the definition of the term on specific scopes of CI and compared to other types of interpretation as well as a brief overview of the development of this type of interpreting in Sweden, USA and Canada as pioneer countries and German-speaking countries.For the definition of CI compared especially to conference interpreting, the following factors are important: the particular communication situation, the additional skills of the interpreter, guidelines for CI as well as questions of quality management and the role of the interpreter: Is the tendency to over-emphasize the position of power of the community interpreter fair? In the context of a country-specific overview, the following are also discussed: the professional status of the community interpreter and the situation on the labor market – in areas of court interpreting (including asylum procedures, eg Legal Law Clinic in Innsbruck, Austria as a positive example) and hospital interpreting – and training for community interpreters at university (eg in Graz and Vienna in Austria).In conclusion, I would like to speak about necessary steps to professionalize CI in German-speaking countries.