Sofia Kovalevskaya was not only a great Russian mathematician, but also a writer and advocate of women's rights in the 19th century. After concluding her sexondary schooling, Sofia was determined to continue her education at the university level. She travelled to Heidelberg to study mathematics, but discovered there that as a woman she could not graduate. In 1870 she moved to Berlin to study with Karl Meierstrass, in 1874 she was granted a Ph.D. from the Göttingen University. In 1883 she received an invitation from Gösta Mittag-Leffler to lecture at the University of Stockholm. Sophia's most famous work is on the theory of partial differential equations, and on the rotation of a solid body about a fixed point. Sophia died very young, at the age of 41, from pneumonia., Ivo Kraus., and Obsahuje bibliografii
Fyzikálne vzdelávanie v rámci prírodovedného a technického vzdelávania je vo vyspelých krajinách považované za dôležité. Pritiahnuť mladých ľudí a inšpirovať ich učiteľov pri vzdelávaní v týchto školských predmetoch je viacročnou ambíciou aj autorov tohto článku. V tomto článku sa zameriavame na využitie lacnej vývojovej dosky s jednočipovým mikropočítačom Arduino Uno R3 pri konštrukcii jednoduchého hudobného zariadenia - syntetizátora - a jeho následného využitia vo výučbe. Samotná konštrukcia zariadenia môže byť námetom na časovo náročnejšiu bádateľskú aktivitu (v zmysle IBSE - Inquiry Based Science Education). Súčasťou článku sú aj námety na ďalšie bádateľské aktivity, od časovo náročnejšej, venovanej konštrukcii syntetizátora, až po jednoduchšie, zrealizovateľné v rámci jednej vyučovacej hodiny., Physics education is considered to be important in science and technology education in developed countries. Attracting young people and inspiring their teachers for these subjects is a long-term ambition of the authors of this article. In this paper, we focus on using a low-cost development board with a single-chip microcomputer Arduino Uno R3 in the construction of a simple music device - a synthesizer - and its subsequent use in teaching. The design of the device itself can be the subject of a time-consuming inquiry-based activity (in terms of IBSE - Inquiry Based Science Education). This article also includes suggestions for further inquiry-based activities, from the more time-consuming construction of the synthesizer to simpler ones, that can be achieved within one lesson., Martin Hruška, Miriam Spodniaková Pfefferová, Stanislav Holec., and Obsahuje bibliografické odkazy
Příspěvek je věnován problematice jazyka mládeže. Zkoumaná slovní spojení, vybraná ze dvou slovníků, jsou posuzována z hlediska syntaktického (např. utváření nových obratů podle již existujícího vzoru), sémantického a komunikačního (slova nabývající nový význam jsou často začleňována do ustálených větných forem a postupně se stávají frazeologismy). Samotný jazyk mládeže je pak posuzován jako specifická varieta řečové komunikace.
One of the most abundant immunologic cell types in early decidua is the uterine natural killer (UNK) cell that despite the presence of cytoplasmic granules rich in perforin and granzymes does not degranulate in normal pregnancy. UNK cells are important producers of angiogenic factors that permit normal dilation of uterine arteries to provide increased blood flow for the growing feto-placental unit. Gram-negative bacteria lipopolysaccharide (LPS) administration can trigger an imbalance of pro-inflammatory and anti-inflammatory cytokines impairing the normal immune cells activity as well as uterine homeostasis. The present study aimed to evaluate by immunohistochemistry the reactivity of perforin and α-actin on UNK cell from LPStreated pregnant mice. For the first time, we demonstrate that LPS injection in pregnant mice causes α-actin down regulation, concomitantly with perforin loss in UNK cells. This suggests that LPS alters UNK cell migration and activates cytotoxic granule release., B. Zavan, A. M. do Amarante-Paffaro, V. A. Paffaro Jr., and Obsahuje bibliografii
The structuralistic point of view seems to be applicable in the sociolinguistics as far as the relation of language norms and varieties is concerned. Language norms can be classifiable as components of human consciousness, the function of which is to regulate language expectations and actions. These norms reflect social and language phenomena. Varieties are coherent collections of language elements which can be distributed according to geographic, social or functional criteria. The relation between norms and varieties is that between invariant and variant elements. These units facilitate to operationalize the sociolin-guistic perception of language-users. Invariant constructs with their sociolinguistic relevance (segments of norms) are realizable in various ways, which depends on various factors determining communicative situations. The author suggests to coin the term normeme for the realizable unit and allonorme for the realized variants (segments of varieties).