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Increasing pressure of the European Union on diverting municipal waste from landfills requires an active role of households and commands a radical change of their behavior. Knowledge of behavioral patterns enables an effective design of municipal waste management systems. Based on several factors influencing environmental behavior, this paper aims at analyzing differences in municipal waste generation among Czech municipalities using socio-demographic factors. A set of 12 characteristics for 5445 Czech municipalities was investigated. Using ordinary least squares regression, we developed a model with eight indicators describing household size, gender, completed education level and diverse housing characteristics. Even though the model explains only 5.1% of waste generation variability among Czech municipalities, it is statistically significant. Other factors such as age or population density do not improve the model significantly. The resulting model will be used as a basis for further spatial analysis.

This study focuses on the role of teachers' pedagogical content knowledge (PCK) in transforming subject matter in physics instruction (at lower-secondary school). The purpose of the present study is to investigate the nature of teachers' pedagogical content knowledge. Video recordings were analysed of 27 lessons taught by 8 lower- secondary school teachers on the topic "composition of forces". A typology of content representations was developed inductively. The € ndings show that teachers use various types of content representations. These illustrate t he dynamic nature of teachers' pedagogical content knowledge, which is documented using the example of a teacher who combines various types of representation  exibl y when introducing the concept "composition of forces".

In respect of the current curricular reform there is a need for paying more attention not only to school education contents, but also to the conception and conceptualisation of each of the school subjects. The authors reflect on the nature of the relation between the field of study and the school subject, and, in more general methodological contexts, they comment on the problem of the selection and structurisation of educational content, of the structure of scientifi c/art discipline, its competences, and others. The second part of the paper deals with the role which subject didactics might play in solving these problems. Here the authors refer to Shulman’s concept of pedagogical content knowledge. The paper concludes with the belief that the concept of pedagogical content knowledge helps make subject didactics a legitimate scientific discipline, as it opens a path to a more thorough research of the transformation processes that are taking place on the boundary “field of study – school subject”.

Studie se zabýva analytickým přistupem k evaluaci expresivnich uloh. Jejim cilem je přispět k vysvětlovani některých problemů spojených s evaluaci kvality v expresivnich vzdělavacich disciplinach, jako je výtvarna, hudebni nebo dramaticka výchova. Argumentace v textu je založena na předpokladu, že žaci v průběhu řeseni tvůrci ulohy konstruuji obsah sveho uceni jako prostředek rozvoje svých dispozic. Explanace jsou odvozeny z teorie konceptove integrace (Turner & Fauconier, 2002) a z Goodmanova analytickeho přistupu k expresivni symbolizaci. Studie zavadi a zdůvodňuje koncept evaluacni pole tvorby, který ma řesit problem domenove specificnosti obsahu v protikladu k nespecificnosti cilových požadavků na rozvoj žakovských dispozic.

Nowadays, the European municipal waste management policy based on the circular economy paradigm demands the closing of material and financial loops at all territorial levels of public administration. The effective planning of treatment capacities (especially sorting plants, recycling, and energy recovery facilities) and municipal waste management policy requires an accurate prognosis of municipal waste generation, and therefore, the knowledge of behavioral, socio-economic, and demographic factors influencing the waste management (and recycling) behavior of households, and other municipal waste producers. To enable public bodies at different territorial levels to undertake an effective action resulting in circular economy we evaluated various factors influencing the generation of municipal waste fractions at regional, micro-regional and municipal level in the Czech Republic. Principal components were used as input for traditional models (multivariable linear regression, generalized linear model) as well as tree-based machine learning models (regression trees, random forest, gradient boosted regression trees). Study results suggest that the linear regression model usually offers a good trade-off between model accuracy and interpretability. When the most important goal of the prediction is supposed to be accuracy, the random forest is generally the best choice. The quality of developed models depends mostly on the chosen territorial level and municipal waste fraction. The performance of these models deteriorates significantly for lower territorial levels because of worse data quality and bigger variability. Only the age structure seems to be important across territorial levels and municipal waste fractions. Nevertheless, also other factors are of high significance in explaining the generation of municipal waste fractions at different territorial levels (e.g. number of economic subjects, expenditures, population density and the level of education). Therefore, there is not one single effective public policy dealing with circular economy strategy that fits all territorial levels. Public representatives should focus on policies effective at specific territorial level. However, performance of the models is poor for lower territorial levels (municipality and micro-regions). Thus, results for municipalities and micro-regions are weak and should be treated as such.

This paper examines the role of the competition on the waste-collection market. Based on the case study of the Czech Republic, we evaluate the influence of competition intensity on supply side of t...

Text je zaměřen na jednu ze zakladnich složek vzdělavani v přirodovědných předmětech: přirodovědný edukacni experiment. Prvni cast textu se věnuje funkcim edukacniho experimentu v přirodovědnem vzdělavani a objasněni metodiky 3A použite k analýze výuky. V druhe casti je rozebirana konkretni situace z výuky chemie na obchodni akademii s důrazem na kognitivni aktivizaci žaků. Text se zaměřuje na analýzu obsahove konstrukce přirodovědneho experimentu a na jeho didakticke uplatněni ve výuce předevsim s ohledem na kvalitu výuky. Směřuje k transdidaktickemu zobecněni do cele vzdělavaci oblasti přirodnich věd, tj. nad ramec jednoho vzdělavaciho oboru. Analýza pozorovaneho experimentu odhalila obecne didakticke formalismy snižujici kvalitu výuky: tzv. odcizene poznani a utajene poznani. Formalismy jsou zaviněny nedostatecnou didaktickou analýzou hloubkove struktury výuky a omezuji rozvoj přirodovědne gramotnosti žaků. Navržene alterace směřuji k odstraněni formalismů a k rozvoji kognitivni aktivizace žaků na podkladě didakticke integrace strukturnich složek přirodovědneho experimentu: hypoteza - experimentace - pozorovani - zavěry.

The present transboundary study of ecosystem services (ES) focusses on a section of the Eastern Ore Mountains, a rural low mountain range in Germany and the Czech Republic. Aims of the study were to quantify five biotope types typical for the region (raised bogs, mountain meadows, clearance cairns, near-natural mountain forests, and near-natural streams), to identify some of the specific (not just monetary) values of nature in both countries, and to test appropriate ways to communicate ES aspects to stakeholders and the lay public. The study had to cope with country-specific differences in terms of data availability, valuation methods, landscape pecularities, and relations between supply and demand aspects. The ES were assessed using both expert-based (‘ecological’) assessments and economic valuations (e.g. calculation of prices and costs, revealed preferences). Among the provisioning ES, particularly biomass/fodder from meadows, wild fruit, and timber were taken into consideration; among the regulating ES, carbon sequestration and water regulation; and of the cultural ES, landscape aesthetics and recreation. The values of (near-)natural ecosystems in terms of regulating and cultural ES exceed those of provisioning ES by far. The results were also prepared for environmental education using new media, such as scouting games and virtual nature trails supported by mobile devices (smartphones, tablets, or GPS devices).EDITED BY Peter Schuhmann

FRED A. J. KORTHAGEN, JOS KESSELS, BOB KOSTER, BRAM LAGERWERF, & THEO WUBBELS: Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. London: Lawrence Erlbaum associates, Publishers, 2001. 312 pp.

Alignment and patterning of neurons have great importance in some research fields, especially for regenerative medicine and for the formation of artificial neural networks. Alignment of neurons on quartz grooves and parylene cues on quartz substrate was evaluated in this work. The neurons&rsquo, alignment on quartz grooves is considered to be topographical alignment, while the neurons&rsquo, alignment on parylene cues on quartz substrate is considered to be chemical alignment. Both quartz grooves&rsquo, and parylene cues&rsquo, widths were fabricated in a range from 2 &micro, m to 8 &micro, m, quartz grooves&rsquo, heights were in a range from 0.25 &micro, m to 4 &micro, m, while parylene cues&rsquo, heights were only 0.25 &micro, m. Neurons were dissociated hippocampal neurons from rat E18. Neurons were cultivated on test substrates for 7 days before alignment evaluation. As expected, neurons aligned according to the direction of grooves and cues, however, transversal growth direction was also observed with much smaller tendency. Chemical alignment was found to be more effective than topographical alignment. If parylene cues are thin and distanced enough, then neurons have a tendency to follow the direction of individual parylene cues, however, neurons on quartz grooves have a tendency just to follow a preferable direction than individual quartz grooves.

The European regulation of biodegradable municipal waste (biowaste) treatment places a significant demand on local biowaste separation systems and consequent treatment (composting, anaerobic digestion). When implementing separate collection systems, there is a public demand for systems based on containers and bags. Based on a case study of the city Usti nad Labem in the Czech Republic, the authors illustrate the difficulties encountered in the implementation of this kind of system. A series of factors should be paramount in the organization of biowaste separate collection, including the location of containers, the amount of contaminants, and system parameters (e.g. volume of containers, frequency of collection). The results obtained confirm how a precision-targeted information campaign may contribute towards reducing contamination of biowaste container content. Lower amounts of contaminants imply a simplified biowaste treatment (composting) and increased system efficiency. Furthermore, it was observed that the relocation of biowaste containers, or placing of additional containers in the system, resulted in an increase in public involvement as a result of the added convenience of separate collection proximity of containers. The equipment of the chosen city district by additional 55 containers increases the number of address points covered by the system by approx. 149.20% and the number of inhabitants by about 38.14%. However, this added convenience of separate collection is not cost-neutral, with the increased proximity of containers contributing towards a rise in collection costs including transport, and containers. The increase of collection costs ranges between 105.5 and 156.78% in comparison with the current situation.

Studie se zabýva psychologickou gramotnosti jako jednim z klicových cilů vzdělavani v psychologii. Autoři analyzuji psychologickou gramotnost jako koncept, který podmiňuje výběr vzdělavaciho obsahu a použiti metod v psychologickem vzdělavani. S oporou o Searlovo (2004) rozliseni ontologie prvni a třeti osoby autoři upozorňuji na nebez peci redukcionismu v psychologickem vzdělavani, jestliže v něm neni věnovana dostatecna pozornost poznavaci perspektivě prvni osoby. Zaroveň teoreticky objasňuji, jak poznavaci perspektivu prvni osoby uplatnit ve výuce prostřednictvim expresivnich tvůrcich cinnosti. Na podkladě Goodmanovy (2007) klasifikace typů symbolicke reprezentace teoreticky vysvětluji funkci exprese v psychologickem vzdělavani a objasňuji metodu tzv. expresivni experimentace založenou na principu optimalni bez pecne angažovanosti v psychicky působivem obsahu.

Socio-demographic structures of inhabitants of most European towns and cities are facing substantial changes. Populations are ageing, the number of smaller or single person households is increasing and city centers face sinking number of inhabitants. This changes in many cities and regions brings new challenges for implementation of modern smart solutions in many areas including waste management and circular economy. Czech municipalities should currently start preparations for transition to circular economy that can begin with better understanding particular waste streams that are collected at the municipal level. Our research aimed at two separate waste streams (plastic and glass) and how are they affected by socio-demographic characteristics of inhabitants and households. The socio-demographic aspect is important for forecasting of waste generation as well as for planning of various campaigns supporting the implementation and acceptance of circular economy. Our results indicate that it is necessary to analyze different waste streams separately because there are significant differences. While socio-demographic characteristic has nearly no impact on waste glass production, it influences significantly plastic waste production.

The book concentrates on teaching and instructional quality with emphasis on the relationship between educational theory and practice with respect to teacher education. In the first part of the book, philosophical and theoretical background is introduced of a research specific methodology that focuses on analysing the development of instructional environment and also on assessing its quality. In the second part of the book, the 3A procedure is described as a research approach specifically designed to analyse instructional quality. The third part of the book summarises the results of a multicase study carried out within the framework of the 3A procedure. The book aims to serve as inspiration to theorists in general and field didactics, teachers interested in instructional quality, school headmasters and all those who assess the didactical quality of instruction.

Kniha pojednava o fenomenu tacitnich znalosti u studentů ucitelstvi v magisterskem stupni vzdělavani. Zaměřuje se jednak na teoreticka východiska zkoumani tacitnich znalosti a poukazuje na důležitost metodologickeho obratu ve zkoumani tohoto tematu. Dale představuje velmi podrobně kvalitativně orientovanou metodu sběru dat (Cistý jazyk), ktera byla využita v prezentovanem výzkumu. V empiricke casti knihy se pak věnuje jednotlivým tematům, ktere uzce souvisi s tacitnimi znalostmi studentů, jako jsou neocekavane situace, subjektivni pojeti výuky nebo sdileni tacitnich a explicitnich znalosti.

Kniha představuje didaktickou kazuistiku jako nastroj pro kultivaci (oborově)didaktickeho mysleni. V prvni casti je představen pojem kazuistika v souvislosti s výzkumem v klinických vědach. Zvlastni pozornost je potom věnovana didaktickým kazuistikam a jejich roli v transdisciplinarnim didaktickem výzkumu a představeni transdidaktickeho přistupu využivajiciho metodiku 3A. Druhou cast knihy tvoři vybrane didakticke kazuistiky zpracovane týmem oborových didaktiků a ucitelů v praxi. Kniha navazuje na publikaci Transdisciplinarni didaktika: o ucitelskem sdileni znalosti a zvysovani kvality výuky napřic obory autorů J. Slavika, T. Janika, P. Najvara a P. Knechta.

Tato teoreticko-metodologická studie představuje specifický přístup k výzkumu kvality výuky v oborových didaktikách, jenž je založen na anotování – analyzování – alterování výukových situací (metodika 3A). Koncepce metodiky vychází z praktického obratu v sociohumanitních vědách, který je reprezentován dvěma tezemi: (1) Praxe je východiskem teorie. (2) Teorie má být prakticky založená a orientovaná. Text seznamuje s ideovým kontextem, hlavními myšlenkami a koncepčními zdroji metodiky 3A a vysvětluje pojetí výzkumu založeného na Peschlově cyklu sdílení znalostí. Je objasněna souvislost metodiky 3A s koncepcí reflektivní praxe v přípravě učitelů a je vysvětlen teoretický model pro posuzování kvality výuky prostřednictvím metodiky 3A. Tento model, nazvaný Model hloubkové struktury výuky, umožňuje vyhodnocovat integritu mezi obsahem výuky, jejími cíli a konkrétními činnostmi žáků při řešení učebních úloh. Na uvedeném teoretickém základě jsou představeny hlavní kategorie a postupy metodiky 3A a jsou diskutovány některé širší souvislosti jejího uplatnění při profesním rozvoji učitelů (a profesionalizaci učitelství).

Local Agenda 21 (LA21), a voluntary tool for implementing sustainable development (SD) in local level, is one way of implementing sustainability principles in practice. Twenty years after the United Nations Conference on Environment and Development Conference in Rio de Janeiro, which made the first reference of LA21 (intended as a framework for the twenty-first century respecting SD principles), this article deals with evaluating the real contribution of this initiative to the implementation of SD in practice on the example of selected municipalities in the Czech Republic. This contribution is examined by a comparative analysis of the indices of change in selected indicators (three to four indicators for each pillar of SD) for municipalities involved in the LA21 initiative in comparison with reference municipalities, which have not been involved in LA21 so far. The analysis results indicate that different trends in some of the indicators can be observed in municipalities implementing LA21 and in the other...

According to the European regulation regarding waste management (which is reflected in the increasing pressure on municipal waste separation and recycling) the choice of suitable political instruments seems to be crucial. Based on scientific research, the variable charges are considered as an effective choice for the regulation. Unfortunately, scientific research is not followed by a local decision making process within the Czech Republic. One of the reasons discussed in this paper is the economy of variable charges and their influence on administrative costs and total costs of the municipal waste management system. There is no doubt that the effectiveness of variable charges is higher than by fixed fees, but the crucial question for local representatives is not the effectiveness but the economy of charges in the waste management.

European towns and cities are facing substantial changes in demographic and socioeconomic structure of their inhabitants. Demographic changes mainly linked with population ageing, i.e. increasing number and proportion of older people in the society, increasing number of single person households and decreasing number of inhabitants in some cities and regions introduce new challenges for smart cities to tackle changing condition of the public services provision. Especially waste management seems to be affected by these changes significantly. Our research aimed to evaluate how demographic variables influence the municipal solid waste production and propose a matching adaptation policy at the local level. Although results confirmed that demographic variables explain only 4% of the variation of municipal solid waste production in the Czech Republic, demographic development is the reality and the adaptation policy should be define to minimize costs of the adaptation. Not only organization of the waste management services in municipalities, but also the personal policy of the waste handling companies should stay in the center of the interest.

Kniha představuje koncepci obsahově zaměřeneho přistupu ke zkoumani a zlepsovani výuky. Koncepce je založena na empirickem zkoumani výuky v různých oborech skolniho vzdělavani s využitim videostudii. Výzkumne poznatky jsou zpracovany do podoby didaktických kazuistik, na jejichž zakladě autoři směřuji k nad-oborovem zobecněni a k zacleněni poznatků do stavajicich teorii. Autoři věři, že kniha otevira a konkretizuje cestu k reflektovanemu rozvijeni kvality výuky a výhledově snad i k nove (produktivni) kultuře vyucovani a uceni.

Kniha pojednava o fenomenu tacitnich znalosti u studentů ucitelstvi v magisterskem stupni vzdělavani. Zaměřuje se jednak na teoreticka východiska zkoumani tacitnich znalosti a poukazuje na důležitost metodologickeho obratu ve zkoumani tohoto tematu. Dale představuje velmi podrobně kvalitativně orientovanou metodu sběru dat (Cistý jazyk), ktera byla využita v prezentovanem výzkumu. V empiricke casti knihy se pak věnuje jednotlivým tematům, ktere uzce souvisi s tacitnimi znalostmi studentů, jako jsou neocekavane situace, subjektivni pojeti výuky nebo sdileni tacitnich a explicitnich znalosti.

Text je koncipován jako teoretická studie vycházející v návaznosti na český překlad knihy Linking practice and theory: The pedagogy of realistic teacher education od F. A. J. Korthagena et al. Výklad je ve studii rozvržen do dvou částí. V první části jsou představeny vůdčí (programové) myšlenky Korthagenovy koncepce; text je převážně popisný, nemá ambici kritické analýzy. O to jde v druhé části studie, kde se autoři vracejí k vybraným myšlenkám Korthagenovy koncepce, rozebírají je a podrobují je diskusi v širším kontextu novějších domácích i zahraničních přístupů a poznatků. Zaměřují se na tři související problémové okruhy: (1) Povaha vztahu teorie a praxe – nedocenění teorie s velkým T? (2) Význam reflexe v učitelově profesním rozvoji – vyprázdněnost s ohledem na učivo? (3) Podpora profesního učení – redukované pojetí supervize? V závěru studie je otevřena otázka, jak prezentovanou koncepci využít v kontextu učitelského vzdělávání v České republice. Text je koncipován jako teoretická studie vycházející v návaznosti na český překlad knihy Linking practice and theory: The pedagogy of realistic teacher education od F. A. J. Korthagena et al. Výklad je ve studii rozvržen do dvou částí. V první části jsou představeny vůdčí (programové) myšlenky Korthagenovy koncepce; text je převážně popisný, nemá ambici kritické analýzy. O to jde v druhé části studie, kde se autoři vracejí k vybraným myšlenkám Korthagenovy koncepce, rozebírají je a podrobují je diskusi v širším kontextu novějších domácích i zahraničních přístupů a poznatků. Zaměřují se na tři související problémové okruhy: (1) Povaha vztahu teorie a praxe – nedocenění teorie s velkým T? (2) Význam reflexe v učitelově profesním rozvoji – vyprázdněnost s ohledem na učivo? (3) Podpora profesního učení – redukované pojetí supervize? V závěru studie je otevřena otázka, jak prezentovanou koncepci využít v kontextu učitelského vzdělávání v České republice. This theoretical paper follows the publication of the Czech translation of the book by F. A. J. Korthagen et al. Linking practice and theory: The pedagogy of realistic teacher education. The paper consists of two parts. In the first part, the key (programmatic) ideas of Korthagen’s approach are introduced; the text is descriptive without the ambition to provide a critical analysis. Such analysis is the topic of the second part of the text. The authors revisit some of the ideas of Korthagen’s approach, analyse them and discuss them in a wider context of some newer approaches. They focus on three problem areas: (1) The nature of the relationship between practice and theory – underestimating Theory with capital T? (2) The importance of reflection in teachers’ professional development – deemphasising content? (3) Supporting professional learning – a limited view on supervision? Towards the end of the paper, the authors discuss how the presented ideas could inspire the practice of teacher education in the Czech Republic.

(2011). SUSTAINABLE DEVELOPMENT IN PRACTICE: EXPERIENCE GAINED WITH LA21 IN THE CZECH REPUBLIC. Regions Magazine: Vol. 283, No. 1, pp. 4-7.

Rozvoj hlasu pro pedagogickou komunikaci - mezi reflexí a prožitkem

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.

Autoři zkoumají využití dramatizační metody tzv. živých obrazů při výuce dějepisu. Přitom se zaměřují na obecnější problematiku utváření vztahů mezi subjektivní zkušeností žáka a obsahem vzdělávacího oboru prostřednictvím výukové metody. V tomto procesu se žákova zkušenost instrumentalizuje – obohacuje se oborovým poznáním. Jedná se o problematiku považovanou autory za "slepou skvrnu" výzkumů výuky, pokud tyto výzkumy nedokáží sledovat tzv. relační změny, tj. změny spojené s procesem sémantizace poznatků v příslušném vzdělávacím oboru. K výkladu text využívá metodologický potenciál didaktické kazuistiky založené na Yinově pojetí analytické generalizace a replikace teoretických konstruktů. Hlavním cílem statě je replikovat teoretické konstrukty "scénování", "exprese", "fikční svět", "z působ ověřování faktů" a "protifaktové myšlení", které pomáhají analyzovat a objasňovat, jak se v konkrétním učebním prostředí s pomocí metody živých obrazů instrumentalizuje žákovská zkušenost. Poznatky z analýzy vedly k návrhu rozšířeného pojetí Goodmanova teoretického konstruktu "exprese", jež je diskutováno v závěru statě. The authors explore the use of a drama method called live pictures in history lessons. They concentrate on a more general issue dealing with the constitution of a relationship between the pupil’s subjective experience and the discipline’s content through a teaching method. The pupil’s experience is enriched in this process through disciplinary knowledge and becomes instrumental. The authors consider this issue to be a “blind spot” in research on teaching since the research does not pay enough attention to the relational changes connected with the process of lexical expression of disciplinary knowledge. The present study uses the methodological potential of didactic case studies based on Yin’s concept of analytical generalisation and replication of theoretical constructs. The main aim of the study is to replicate the theoretical constructs of scenicisation, expression, fictional worlds, ways of verifying facts, and contrafactual thinking, which help to analyse and explain how the pupil’s experience becomes instrumental through the use of the live pictures method in a particular learning environment. The analysis findings led to a proposal that Goodman’s theoretical construct expression should be extended, as is discussed at the end of the text.

The economic valuation of environmental resources is considered to be an important theoretical tool for decision-making on the allocation of scarce natural resources. However, its practical (political) use is often questioned. Within the paper the usefulness of the widely used contingent valuation method for local tourism strategies is defended. The results from two pilot Czech–German comparative case studies undertaken in the border Euro-region Elbe/Labe are presented and their political relevance explained.

Business processes take place in an environment of complex systems that consist of many interrelated elements with stochastic and dynamic characteristics. Simulation and management methods were developed to cope with such complexity. Simulation and management methods are interdependent disciplines that were developed relatively separately, but we argue that simulation can serve as a tool for implementation of specific management methods, and at the same time, simulation and operational research represent the methodological foundation for many modern management methods.

Currently, if speaking about the theoretical background of the environmental policy, most of environmental economists have neoclassical economics in their minds. State regulation of private activities by means of restrictions, commands, taxes and fees is usually seen as the only one way to reach the high quality of the environment. It is believed, that due to market failures market forces are not able to solve the environmental problems. Actually, these are the main arguments for state interventions into the private negotiations about environmental issues. But are these assumptions correct from the methodological point of view? Is the state regulation really the only one way to solve the environmental problems? In this paper we try to signify the main methodological problems of neoclassical economics and to identify, how to solve environmental problems from the point of view of other economic school of thoughts. The development of theoretical aspects of environmental issues was not fetched up in 60's. and 70's with neoclassical conclusions, but it continued in 80's and 90's with free-market-environmentalism. This theoretical background contains the methodology of Austrian school of thoughts, Public Choice theory and new institutional economics. In the present environmental policy, theoretical conclusions of these school of thoughts are (intentionally) marginalized. At the end of this paper we discuss the interdependence between environmental degradation and economic growth. Is the economic growth bad or good for environmental protection? To answer this question we follow the modeling approach.

Obsah konference reflektoval pravě vychazejici monografii Oborove didaktiky: vývoj - stav - perspektivy. Cilem konference bylo přibližit stěžejni problemy ceskeho skolstvi na pozadi oborových didaktik. K jednotlivým tematům se vyjadřili editoři, autoři, ale i recenzenti monografie.

Překladana kniha obsahuje devět empirickovýzkumných studii, ktere z různých hledisek vypovidaji o realitě nasi soucasne skoly: o skolni výuce a jeji kvalitě anebo o žacich. Relativně pestra skladba temat a zorných uhlů, z nich jsou studovana a pojednavana, je sjednocena spolecnou snahou – co nejhlouběji rozumět skolnimu děni s ohledem na hlavni poslani skoly: umožňovat poznani svým žakům, motivovat je k němu a přinaset jim intelektualni zazemi, v němž lze poznavani vyhledavat, prohlubovat a rozvijet. V odborne knize jsou rozpracovany teoreticke ramce, metodologicke přistupy a výzkumne nastroje umožňujici realizovat výzkum z různých oblasti skolniho vzdělavani.

The widely used fluorescent probe 2',7'-bis-(2-carboxyethyl)-5(6)-carboxyfluorescein (BCECF) serves as a pH-sensitive indicator in classical microscopy. Characteristics of BCECF were studied and a way of employing the probe in a confocal laser scanning microscope equipped with an argon laser at 488 nm was developed, based on the fact that the emission fluorescence spectra are pH-dependent with spectral maximum shift from 518 to 529 nm. Optical filters for the dual-emission ratio method were set to 506 and 529 nm. pH values measured inside a single cell of Saccharomyces cerevisiae were similar to those obtained with other pH estimation methods.

Fluorescein-5'-isothiocyanate (FITC) was used to study the high-affinity ATP-binding site of Na+/K+-ATPase. The molar ratio of specifically bound FITC per alpha-subunit of Na+/K+-ATPase was found to be 0.5 as followed from pretreatment experiments with another specific E1ATP-inhibitor Cr(H2O)4AdoPP[CH2]P. This indicated an existence of one high affinity ATP-binding site (E1ATP-binding site) in the native (alphabeta)2-diprotomer of Na+/K+-ATPase. Fluorescence dual-excitation ratio of specifically bound FITC revealed that at external pH 7.5, the pH value inside the E1ATP-binding site is 6.95 +/- 0.18. In addition, FITC fluorescence quenching by anti-fluorescein and by iodide choline indicated the limited access of water into the small pocket of the E1ATP-binding site. Copyright 1999 Academic Press.

Galectins have a wide range of biological activities which are elicited by binding to appropriate glycoligands. Besides regulation of the expression of the galectins the extent of the presence of suitable binding sites will be relevant to infer the cellular responsiveness to this class of sugar receptors. Thus ligand presentation requires monitoring by the tissue lectin. We demonstrate the expression of galectin-3 by macrophages and foreign-body giant multinucleate cells colonizing a cellophane implant in the rat by the A1D6 monoclonal antibody. The extents of ligand presence are visualized in the same cells by biotinylated galectin-3 and also by galectin-1 which is produced by diverse mammalian cell types and widely distributed. Labeled mistletoe (VAA) and tomato (LEA) lectins are used as tools to assess the degree of similarity of the binding profile between endogenous and exogenous proteins. The presentation of alpha-galactosides is monitored with a natural immunoglobulin G subfraction obtained by two consecutive affinity chromatography steps. The binding of labeled galectins and plant lectins was significantly lower to foreign-body giant multinucleate cells than to mononuclear macrophages. The application of the alpha-galactoside-specific probe yielded no significant staining. The potential problem of epitope accessibility could be excluded by the concomitant positivity obtained with an IgG subfraction with selectivity to beta-galactosides also obtained by affinity chromatography. These results provide no evidence for a role of alpha-galactosides for the binding of galectins in the rat macrophages colonizing the implant. The reduced level of expression of glycoligands for galectin-1 and -3 in foreign-body giant multinucleate cells in contrast with the mononuclear macrophages suggests an inhibitory influence of macrophage fusion on the expression of galectin-reactive molecules.

Using the Boltzman equation electron energy distribution functions, swarm parameters (mean energy, characteristic energy, drift velocity and diffusion coefficient), and transition rates (one for vibrational and one for electronical excitation for each of the gases) for N2+O2 (80%+20%) mixture plasma have been calculated. The influence of the applied reduced electric field and the vibrational temperatures on these quantities is studied.

The electron energy distribution functions for helium plasmas have been calculated using the Boltzmann equation. Three characteristic temperatures of these distribution functions have been determined (from mean energy, the Einstein formula, and the logarithmic slope). The reaction rates for nonequilibrium and three equilibrium (corresponding to these three characteristic temperatures) distribution functions have been calculated and compared We have found that the use of equilibrium values for reaction rates of processes going from the ground state can lead to great errors in results, the use of equilibrium values for processes going from higher levels is possible for higher reduced electric fields, and there is no problem with using equilibrium values. for superelastic processes.

This article introduces and explains the concept of the "paradox of education" for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation of its outputs. Especially sensitive to the paradox of education are all disciplines that emphasise students' creative expression. In the text expression and its cultural context – expressivity – are characterised as an experimental field for the investigation and management of the tension between autonomy and heteronomy in education. The characteristics of expression are derived from Goodman's (1976) concept of symbolisation as a type of expression, but is developed with regard to the relationship between subject and cultural context and in relation to Searle's (2004) differentiation of first and third person ontology. The interpretation leads to the formulation of a theoretical model of subjectivity in the context of culture in education. The theoretical model of subjectivity shall contribute to the development of a comprehensive approach to the curriculum, which with respect to the paradox of education balances the autonomy of the pupil together with a heteronomous system of cultural rules. The model is illustrated in a case study of voice education. The interpretation supports the educational efforts that lead to a holistic approach to assessment in the expressive disciplines with emphasis on the quality of the educational process, not only on the evaluation of outcomes.

Přispěvek představuje druhou fazi výzkumu kurikularni reformy na gymnaziich. Jejim cilem bylo vyhodnotit aktualni fazi kurikularni reformy na gymnaziich, ktera spociva v zahajeni výuky podle skolnich vzdělavacich programů. Pozornost výzkumu byla soustředěna do tři oblasti: akceptace kurikularni reformy, ucitelovo pojeti kurikula, využiti a ucinky kurikula. Výzkumný vzorek sestaval z 1098 respondentů z 58 skol.

Přispěvek představuje ctvrtou fazi výzkumu kurikularni reformy na gymnaziich. V rovině teoretických východisek výzkum stavěl na konceptových analýzach realizovaneho kurikula z oboroveho a didaktickeho hlediska. Výzkumne otazky se vztahovaly k tomu, jak se vybrane ideje kurikularni reformy (např. klicove kompetence) odražeji v realne výuce. Cilem videostudii bylo postihnout kvalitu přiležitosti k rozvijeni kompetenci ve výuce a prozkoumat možnosti operacionalizace tohoto konstruktu na urovni konkretni výuky ve vybraných oborech gymnazialniho vzdělavani. Jestě vice než v předchozich fazich umožnily videostudie uchopit zkoumane aspekty z oborově didaktickeho hlediska.

Fluorescent dyes are capable of giving in vivo information on intracellular ionic composition, membrane potential, membrane fluidity, polarity, localisation of receptors, enzymes and enzymatic activity, and they can selectively label various intracellular compartments and cellular constituents. The tremendous potential inherent in fluorescent techniques is illustrated by the example of in vivo intracellular pH measurement.

Fluorescein Isothiocyanate (FITC) is widely used in biology and medicine as a fluorescent marker for labeling various proteins. Particularly fluorescence marking of antibodies could not be imagined without FITC. However, at the same time FITC displays pH-indicative properties. This paper evaluates the limits of the use of FITC as a pH indicator in biological material, namely, for intracellular and intraorganellar pH measurement.

Application of genetic algorithm and genetic programming to identification of a nonlinear vibration system is presented. Both the theoretical groundwork and experimental results are included. The genetic algorithm is used for identification of parameters of nonlinear stiffness and friction damping characteristics of a single-degree-of-freedom model of a vibration isolation system. The genetic programming is used for identification of a functional form and parameters of a load-deflection characteristic of a rubber isolator. Obtained results from computational experiments are presented and discussed. Results of GA are compared to results obtained by using a simulated annealing method.