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Institute for History of Medicine and Foreign Languages, First Faculty of Medicine, Charles University
Bareš, Ladislav - Bárta, Miroslav - Smoláríková, Květa - Strouhal, Eugen
Survey of the research of Czech National Centre of Egyptology in Abusir (Egypt) in 2002
In: Zeitschrift für ägyptische Sprache und Altertumskunde,roč. 130,č. 2,2003,s. 147-159,
Bareš, Ladislav - Dvořák, M. - Smoláríková, K. - Strouhal, Eugen
The shaft-tomb of Iufaa at Abusir at 2001
Description of finds in newly discovered parts of the shaft tomb of Iufaa at Abusir
In: Zeitschrift für ägyptische Sprache und Altertumskunde,roč. 129,č. 2,2002,s. 97-108,
Bareš, Ladislav - Strouhal, Eugen
The Shaft-tomb of Iufaa - Season of 1997-98
In: Zeitschrift für ägyptische Sprache und Altertumskunde,roč. 127,č. 1,2000,s. 5-14,
Barnard, Hans - Strouhal, Eugen
Wadi Qitna revisited
Catalogue of collection of hand-made poterry from WQ (renamed Eastern Deser Ware) in the Náprstek Museum
In: Annals of the Náprstek Museum Prague,roč. 25,2004,s. 29-55,
Magister Martinus, memory, mental hygiene
In: Sborník abstrakt,Univerzita Palackého v Olomouci,Olomouc,2005,s. 14-14,
Pavlov, Nobel Prize
In: Časopis lékařů českých,roč. 146,č. 2,2007,s. 179-179,
A computer literacy of all participants and an adequate technical equipment are both necessary for an effective e-learning implementation into the process of education. Apart from those obvious preconditions, there are, however, additional material and operational ones which are often omitted, such as sufficient human resources, enough time available, and the financial support. The article reports on a personal experience of teaching Greek and Latin medical terminology at the First and Third Faculty of Medicine in Prague, where undervaluation of these preconditions is a serious factor which limits the improvement of the e-learning. An emphasis on the lowest time expenditure possible leads, among others, to substantial limitation in the interactivity.
Klúčové kompetencie pre celoživotné vzdelávanie II., Ročenka Centra celoživotného a kompetenčného vzdelávania Prešovskej univerzity v Prešove,Prešovská univerzita v Prešove,Prešov,2011,s. 55-60,
The chapter deals with beginnigs of teaching Latin (Greek and Latin medical terminology) at Faculty of General Medicine in Prague at the end of 50ies and in the beginning of 60ies. As a result of educational reforms after the World War II Latin virtually disappeared from the Czech and Slovak high schools and the students entering the Faculty of Medicine had no or minimal knowledge of Latin, which caused problems in teaching proper medical subjects, especially in anatomy. As a logical consequence of this situation the compulsory courses of Latin were established.
O duši medika, Jak vzniká lékař,Triton,Praha,2011,s. 27-31,
Beran, Aleš - /
The paper gives information on conclusions of the research conducted by questionnaires, which was focused on 120 students of general medicine in the first year of study at the First and Third Faculty of Medicine in Prague. Its main interest was to outline the profile of a typical Czech or Slovak student in relation to medical Latin in order to learn his/her real skills in Latin before entering the faculty and the attitudes towards the instruction of medical Latin. The most important conclusions are: 1) Though 48% of students have learnt Latin during the previous studies, most of them have minimal skills. 2) The attitudes towards the instruction are very positive, students understand how much Latin is important for medical studies. 3) Students perceive this subject more as medical terminology than as course of foreign language.
Latinský jazyk, Súčasť odbornej jazykovej prípravy v akademickom prostredí, Zborník príspevkov z konferencie 11. júna 2010,Univerzita Komenského v Bratislave,Bratislava,2011,s. 55-67,
Blažková Sršňová, Šárka
This paper deals with a very complex problem – with the integrating of second (foreign) language and content education. The acronym CLIL is used as a generic term to describe all types of educational provision in which a target language (a foreign, second, regional or minority language) is used to teach (or to learn) a curricular subject (content) other than languages lessons themselves. There are discussed following questions in the text: some educational and methodological principles, pilot projects in the field of CLIL in the Czech Republic, published documents in the field of CLIL in last decade etc.
In: Aussiger Beiträge,roč. 3,č. 3,2009,s. 149-159,