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The objective of this study were Little Ice Age (LIA) to recent subglacial tills, glaciofluvial sediments of proglacial sandur, esker sediments and sediments of morainemound complexes of Hørbyebreen polythermal valley glacier and LIA to recent sediments of lateral moraine, frontal moraine, ice-cored moraine and glaciofluvial sediments of proglacial sandur of Bertilbreen polythermal valley glacier. Fossil (probably early Holocene) subglacial and supraglacial tills and sediments of coarsegrained glaciomarginal delta of Bertilbreen have also been studied. The research focused on Old Red sandstone clasts, for which roundness, shape and striation presence have been investigated. The results from this research led to the proposal of new methodological approaches. It is mainly the covariant plot of striations and RA

The book introduces the issue of productive culture of teaching and learning in broader didactical context. In the first part of the book, three areas of productive culture of teaching and learning are as theoretical framework presented: 1. clarity, structure, coherence, 2. cognitive activation, instrumentalization, semantization, 3. Supportive learning environment. The second part of the book presents 17 didactic case studies that have been developed by teams that consisted of researchers and teachers from schools. The aim of didactic case studies is to highlight key areas of productive culture of teaching and learning.

Significant attention has been devoted to the forced switch to distance learning as a result of the COVID-19 pandemic. However, some aspects of this issue that are very important for practice are still understudied. The aim of this study is to describe the development of an online-available screening tool which could help the teachers to identify the students at risk of lowered effectiveness during the distance learning and also to select an appropriate teaching approach for the given class. A complex survey involving 35 teachers of Czech language, German language, Mathematics, Physics and Geography, and more than 1400 of their students from 70 classes, was carried out. In the first step, we identified which out of the more than 100 potentially relevant variables have predictive value for the effectiveness of distance learning. Subsequently, a series of multilinear regression models enabling to quantify the impact of the individual variables on effectiveness and perceived usefulness of distance learning were developed. Moderation analysis was also used to model how suitable synchronous and asynchronous activities based on active learning are for classes with different characteristics. Based on the results of the models, a simple screening tool helping teachers to tailor their approach and strategy is being developed.

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