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Skill Set: Building Drones, Custom Microscopes, and Writing 70-Page Assignments

Mgr. Pavla Svítková — Fri, 19 Jun 2026 12:19:53 +0000

Skill Set: Building Drones, Custom Microscopes, and Writing 70-Page Assignments Mgr. Pavla Svítková Fri, 06/19/2026 - 14:19

While his classmates were busy preparing for prom, he was busy programming a robot for an international competition. He later had to cut nearly a third of his thesis because it was “too long”. And when his younger brother needed equipment for his science projects, he simply built him a custom microscope. When Jakub Ešpandr from the Faculty of Economics and Administration takes on a project, he refuses to settle for “good enough”.

A pair of FEA students recently created a 3D haptic model of the Mydlářovský House in Chrudim – home to the Museum of Puppet Culture. The 1:55 model is now part of the museum’s tactile exhibition, allowing visitors with visual impairments to explore the building through touch. Jakub and his classmate Martin Fiebinger divided the work: Martin handled the design, while Jakub took charge of the 3D printing. And printing is something Jakub knows well: he routinely prints components for his robots, drones, cameras and even microscopes.

“Printing the house and all its ornaments took over 200 hours. The post-processing took another hundred – gluing the model together, sanding the joints so they wouldn’t show, and applying the final paintwork. At that point I had no idea what ‘haptic’ even meant, but my gut told me to use a more durable paint. When I later learned the model was meant to be touched, I was relieved I’d chosen a paint used for German military vehicles – it can withstand almost anything,”
Jakub laughs.

What’s that case you’re carrying?

I keep my drone in it. I used to transport it on the back seat of my car, and… well, one day it fell over and got damaged. So I built a case. It started as a regular transport box, but I modified it based on my own design. Some parts I printed on a 3D printer – simply because you can’t buy them anywhere. The result fits my needs exactly, so I’m happy with it.

Do you carry it around often?

Only when I’m in the mood to fly, or when I want to film or take photos. Recently I even brought a couple of drones to university and showed them to my thesis supervisor and several lecturers, because my thesis focuses directly on drone-based remote sensing.

When and where did you last fly your drone?

That was still in Taiwan – I came back from my internship there in mid-June. I spent four and a half months there, but only managed to go on three trips. I tried to use the time mainly for my own development. And after returning home, I barely had time to fly here too – my thesis kept me fully occupied until I defended it at the end of August. I complicated things a bit by including seven case studies comparing 60 models.

Isn’t that more like a dissertation?

Theoretically, maybe yes. Some parts genuinely look like a PhD thesis. That’s kind of my reputation at the faculty. (laughs) If a seminar paper was supposed to be eight to ten pages, mine had 70. My classmates don’t even bat an eye anymore.

Do you fly any special type of drone?

My favourites are the ones I build myself. This one too. I hardly use anything else nowadays. I have specific requirements, and the only drones that meet them are the ones I make. (laughs)

How are your drones different from the standard ones on the market?

Commercial drones are made as universal machines for a mass audience. Mine aren’t. Each of my drones is custom-built for a specific purpose. I can push the performance further and fine-tune the parameters exactly as I need – speed, stability, payload capacity for cameras or custom sensors. As a result, they can do things you simply won’t get from regular store-bought models.

When did you build your very first drone?

Drones became popular in the Czech Republic around 2013, when the first communities started forming. I built my first one in 2012. I ordered the components from the Netherlands and China and made the frame out of wood. By then I already had experience with robotics, electrical engineering and electronics. I originally started by building and programming robots for competitions – first using specialised LEGO Technic kits, and when even those weren’t enough, I printed my own components on a 3D printer.

So how do you actually build a drone?

First, I design the frame in CAD [Computer-Aided Design] and run simulations of the expected flight parameters – that helps me choose the right electronic and motor components. Then I print a prototype on a 3D printer to verify the tolerances. The final frame is cut from carbon fibre on my CNC [Computer Numerical Control] machine. Then comes the assembly, wiring, soldering of electronic parts, and finally the software tuning. For that, I use my own software that analyses the drone’s flight-log data – its “black box”. After many hours of fine-tuning, the drone is finally ready to fly. Besides standard cameras, I also mount custom equipment – I even built my own multispectral camera for academic research. It’s still a work in progress and needs plenty more tweaking.

Do you build drones on commission?

I do. I created a brand – Born4Flight. It’s a small startup I’d like to develop further. The idea is to offer complete design, development and production of custom FPV [First Person View] drones – both for individuals who want a unique machine and for companies or media teams that need specialised equipment for filming, surveying or other projects.

And what do you personally film with your drones?

I love bird’s-eye views. They’re the only way to get truly original shots. But what I enjoy most is experimental photography – macro and micro photography. You can really experiment with it and develop a distinctive style that people immediately recognise. It’s not something everyone does – you need specific knowledge, experience and specialised gear. And now I’m also getting different requests: recently I filmed the junior motocross championship, for example.

When did you actually start taking photos?

I first held a camera when I was three or four – and immediately took it apart. (laughs) I’ve been into photography since primary school. I loved capturing little moments and documenting trips. In secondary school, I bought my own camera and joined the photography club. I even represented the school in a photo competition with my macro shots of animals, architecture and various experimental images.

Have you ever won any awards for your photos?

Yes, quite a few. I repeatedly placed in FotografRoku, a competition organised by FotoVideo magazine, and some of my photos even made it into the print edition. In 2017, I won first place in the Technology Around Me competition run by the Prague Science & Technology Society for a short documentary film. One of my photos was also selected by SAAL Digital for large-format printing as part of a photo contest. That really gave me a boost – that moment when recognition starts coming in.

What does your photography gear look like?

It depends on where I’m going. While most people try to make their equipment lighter and smaller, I carry a photo backpack that weighs around twenty kilos. I take the gear I trust: Canon professional DSLRs paired with several lenses, from wide-angle to telephoto. I know I can rely on them: battery life, shutter durability, and overall performance. And they handle dust, rain and rough terrain without any issues. And if something does break? I fix it myself. I’ve repaired faulty lenses at home several times.

Do you repair cameras for others too?

Yes. Friends know they can always come to me – and word has spread. Recently, a film production company from Slovakia contacted me because they had damaged a specialised €4,500 camera and couldn’t find anyone who would repair it for a reasonable price.

And do you specialise in anything else?

Thanks to my younger brother, who has been into biology since primary school, I started getting deeper into microscopes. The ones we had at home didn’t always meet our needs, so I began experimenting – modifying them, upgrading them, adding new components. I added options for microphotography and various lighting techniques. It helped him enormously with his biology studies and sample documentation.

So that’s what pulled you into optics?

Exactly – microscopes and optical instruments in general. Over time we started buying older models, watching auctions and hunting for parts across the globe. We received parcels from Ukraine, Uzbekistan, Australia, the US… eventually we built an entire collection. And yes – I can fully refurbish them. I disassemble the entire microscope, clean the optics, repair or replace faulty parts, then reassemble and realign everything. That can get complicated, especially with models from the 1940s or 1960s.

Why is that?

Because documentation for those models is nearly impossible to find today. I even wrote directly to the manufacturer – and they replied that back then, only three specialists in the world knew how to service the instrument. Their advice? Trial and error.

And you managed…

I did – and it didn’t even take that long. That’s when I decided to create missing manuals for older microscopes. I keep a catalogue of all my microscopes online, complete with photos and descriptions – a kind of virtual museum. By now, I have one of the largest personal collections of manuals and publications on microscopes.

It sounds like you approach everything your own way.

That’s probably true. I tend to do things differently, in my own style. It was the same in secondary school. When I built a robot that won the Czech round of a competition, I was already working on another robot I was supposed to take to the world finals. I programmed it using Arduino – and ironically, I was failing that subject in school. (laughs) In competitions, it often happened that I taught my robots far more tasks than required, or described their programming in an overly sophisticated way. My challenge is that I find it hard to do something “just simply” when I know it could go much further. It feels wasteful to stay on the surface.

Where are you heading now?

I always try to find a niche and significantly improve it, even if the result will serve only a small group of people. I enjoy pushing things forward. My dream is to design and build my own products, or create tools that people can genuinely use to develop their own skills. For example, my fully automated photography system: it consists of three components I designed and built myself – a macro rail, a micro rail and a control unit. All the user does is enter the starting and ending positions and choose the step size or number of shots. The system takes over and produces a sequence of perfectly sharp images. I’m also focusing on drone software because I want complete independence from third-party apps – so I’m developing my own tools with features I always wished commercial apps had.

You build robots, drones, repair optics and microscopes. What’s next?

Hard to say. I’ve just applied for the doctoral programme in Applied Informatics, so I’m curious to see what challenges await me. I’m specialising in a few areas, but I still aim to remain versatile. Right now, I’m investing above all in personal growth. I think that’s the best thing I can do – build the broadest portfolio of skills possible. Because what you develop while you’re young is exactly what you can draw on for the rest of your life.

TEXT Zuzana Paulusová : PHOTOS Adrián Zeiner

This text is available in the exclusive edition of the 51�Թ�� magazine MY UPCE, in both print and online versions.

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Meet My Teacher at the 51�Թ��: An Interview with Mrs. Mazurova by Daniela Svec Castro

Ing. Jan Pražák — Thu, 28 May 2026 06:55:40 +0000

Meet My Teacher at the 51�Թ��: An Interview with Mrs. Mazurova by Daniela Svec Castro Ing. Jan Pražák Thu, 05/28/2026 - 08:55

When I first joined Mrs. Mazurova’s class at the 51�Թ��, I quickly realized she was the kind of teacher who makes you participate in ways that actually prepare you for real life. You do not just sit there and absorb information. You speak, practice, present, and learn to communicate confidently.

Now, as a student ambassador for Study in Czechia, I wanted to introduce someone who truly shapes the student experience here, not just through what she teaches, but through how she thinks about education, the future of work, and international students. So I sat down with Mrs. Mazurova, my teacher at the Department of English and American Studies, to share her story with you.

Mrs. Mazurova has been teaching at the university for almost four years. She works as a lecturer, teaching General English and English for Specific Purposes, and she focuses heavily on skills. In our interview, she highlighted presentation skills and employability training as key parts of her work, and it makes sense. In her view, a university should not only give you knowledge. It should help you build the abilities you will need outside the classroom.

What many people might not realize is that her role goes beyond teaching. Mrs. Mazurova is also deeply involved in internationalization. She described herself as the head of internationalization for the Faculty of Arts and Philosophy and as supporting internationalization at the department level. Listening to her, it became clear that this work is not just administrative. It is connected to building a university environment where international students feel welcome, supported, and part of a real community.

Another side of her work feels especially relevant right now. Mrs. Mazurova described herself as an “AI-curious” person, and she is part of a group of academics and lecturers who give lectures on artificial intelligence during the winter semester. She is passionate about the intersection of language, communication, and technology, and her interest in AI is not theoretical or distant. It is practical. She believes technology is one of the fastest ways to discover new methods, new possibilities, and better ways of working, and she has always tried to be an early adopter.

That attitude comes from her professional background. Before academia, Mrs. Mazurova spent more than fifteen years working in international business and diplomacy. She described her professional journey in a simple phrase that stuck with me: from theory to practice and back to theory. After graduating, she moved into the business world. She later worked at the Australian Consulate in Prague as a business development manager for the Australian Trade Commission, which supports international trade as part of Australia’s diplomatic work. She also briefly worked in a financial institution. Eventually, she transitioned into university teaching. The reason was not that she wanted to leave her previous career behind, but that she wanted a different challenge and a different pace. International business involved a lot of travel, often for long periods, and she reached a point where she wanted a more stable environment where she could focus on new priorities.

As her student, I was especially curious about what she enjoys most about working with students, because people often have strong opinions about younger generations. Mrs. Mazurova had a refreshing answer. She said she loves students’ energy and does not share the negative views some people have about today’s young people. She sees students as innovative and passionate about their interests. What made this even more meaningful is that she does not talk about learning as something students do and teachers supervise. She said she has never stopped being a learner herself and genuinely learns from her students, too. That mindset is something you can feel in the classroom.

When it comes to teaching, she mentioned one area she especially loves, her course “Employability Training”. This is where her work experience becomes a huge advantage for students, because she can bring in real examples from professional life and show how skills work in practice. She believes the best way to transfer knowledge is through experience, not just theory. When I asked which skills from her previous career help her most now, she answered immediately: communication. She also emphasized flexibility and the ability to adapt quickly, including adopting new technologies and implementing them in everyday work.

That is precisely why she encourages students to actively use AI. She believes it will reshape the world of work, and she wants students to be ready for that reality. At the same time, she shared something honest and essential. She is not always sure students use AI as effectively as they could. Knowing that tools exist is not the same as learning how to use them strategically. In her view, AI can reduce repetitive tasks and make work smoother, but it cannot replace initiative. No one will tell you exactly what to do or how to use it best. Students need creativity and responsibility to make it truly helpful.

I also asked her what a typical day at the university looks like. She teaches every day and balances that with responsibilities connected to internationalization. But she tries not to get lost in administration. Instead, she prioritizes staying in touch with students, talking to them, and discussing issues that are not always strictly tied to a single subject. She also makes room in her day for physical activity, which she considers essential. She is a passionate runner and also enjoys the gym, cycling, and hiking during spring and summer. It was a small detail, but it showed something important about her approach. Productivity is not everything. Balance matters.

Because this interview was for Study in Czechia, I asked her what she sees as the main advantages of studying here. Mrs. Mazurova described Czech society as generally open-minded and liberal, and she believes the country offers a welcoming atmosphere for people from different cultures. She also highlighted something international students often appreciate once they arrive. Czechia is not only about big capital cities and huge institutions. Many universities here have a more personal scale, which creates space for academic growth, creativity, and individual attention.

When we focused specifically on Pardubice, she explained why she thinks it is an excellent city for students. The campus is a perfect size and easy to navigate, and you can walk almost everywhere. She mentioned that the university offers a wide variety of study programs considering its size. She also emphasized affordability compared to larger cities and that Pardubice is peaceful while still offering events and activities students can join. One more practical advantage she highlighted is its location. Pardubice is a transport hub, which makes it easy to travel around Czechia and beyond by train, bus, or car.

I asked her how she would describe the atmosphere of the Faculty of Arts and Philosophy to someone abroad considering studying here. She described it as familiar and community-like, where people often know each other by name. She also spoke positively about teachers' attitude, saying they are approachable and encouraging because they do what they genuinely enjoy. In her view, teachers spend time with students, talk to them, motivate them, and intellectually stimulate them. As a student, this supportive atmosphere is one of the reasons why studying in Pardubice feels so personal.

We also discussed the language question that many international students face: Should you learn Czech before you arrive? Mrs. Mazurova said that learning a few basic phrases is always a big plus because people appreciate the effort, but no one expects international students to speak Czech fluently. Czech is difficult, and she acknowledged that honestly, so her advice felt realistic. A few phrases can help you connect, and that is already a strong start.

Before we finished, she shared one more thought she wanted included. She believes universities should focus far more on soft skills, even within subjects that are usually considered more technical or academic. Communication, listening, leadership, and adaptability, in her view, are the skills students will need to thrive in the near future, because knowing only what you study will not be enough. She tries to develop these abilities through practical communication activities, presentations, short speeches, and “thinking on your feet” moments where students cannot rely on scripts. She also connects this to technology and AI, explaining that these tools can help reduce repetitive work, but students still need creativity and self-direction to use them well.

At the end of our interview, I asked how she imagines the university in five years. She hopes for a stronger international environment in both directions, with more international students coming to Pardubice and more Czech students going abroad through different programs, not only Erasmus. She also hopes universities in Czechia continue modernizing, because education cannot rely on the same methods from fifteen years ago in a world that has changed so dramatically.

For me, this interview was a reminder that studying abroad is not only about a country or a campus. It is also about the people who guide you through the experience. Mrs. Mazurova’s message to international students was warm and direct. Come with curiosity, and we will give you more than you expect. As her student and as a Study in Czechia ambassador, I can honestly say that is the spirit I want to share with the world.

The article is republished from the Study in Czechia portal.
Text: Daniela Svec Castro, Study in Czechia Ambassador
Photo: Tereza Volfová, Daniela Svec Castro

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International Students on an Excursion to Kuks

Mgr. Pavla Svítková — Mon, 26 May 2025 13:26:26 +0000

International Students on an Excursion to Kuks Mgr. Pavla Svítková Mon, 05/26/2025 - 15:26

A group of international students enrolled in English-taught programmes at the 51�Թ�� took part in a cultural excursion to discover more of the Czech Republic’s historical landmarks.

The itinerary included a guided tour of the Kuks complex and the exhibition "The History of Pharmacies", both delivered in English. The students also explored the surrounding area, concluding the trip with a visit to Braun’s Bethlehem (Braunův Betlém), located approximately 5 km from Kuks, where they had the opportunity to view additional Baroque sculptures by Matthias Bernard Braun.

Martina Votoupalová
International Office

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As the heroine of a detective story

Mgr. Pavla Svítková — Fri, 06 Dec 2024 08:04:26 +0000

As the heroine of a detective story Mgr. Pavla Svítková Fri, 12/06/2024 - 09:04

From a young age, Markéta Svobodová dreamed of becoming a detective or working in a lab. Now a student at the Faculty of Restoration, her childhood aspirations have come to life in an unexpected way. When a long-forgotten, mysterious painting surfaced, Markéta wasn't just tasked with restoring it – she also uncovered the identity and beauty of the young girl immortalised on its canvas.

Initially, Markéta knew very little about the painting. It dated back to the late 19th century, and its artist was unknown. For decades, the piece had languished in the archives of Olomouc, hidden beneath layers of dirt and dust. Humidity and improper storage had taken their toll. "It was in terrible condition," Markéta recounts. "It looks like it had been standing in water for some time, which affected all its components – the decorative frame, the fabric, and the paint layer, which had suffered significant losses." Even the wooden supports bore signs of damage. To make matters worse, the painting had been struck by something heavy, leaving holes and several long cracks. Despite its sorry state, Markéta was captivated from the start. "The girl in the painting is beautiful. Her mysterious gaze immediately drew me in, as if she were trying to tell me something," she shares. Those haunting eyes accompanied her through countless early mornings and long evenings. Little did she know how far this unknown girl would lead her.

When was the last time you saw the painting?

About three days before the end of the exhibition. We created the exhibition to share the painting's story, and I gave guided tours at the museum in Olomouc, walking visitors through our journey together.

Do you miss it?

I did spend a lot of time with it, so in a way, I do. Restoring it was an incredible experience – one I'll never forget. I was fortunate in every way to have had the opportunity to work on it.

How did the painting end up in your hands?

It became the focus of my bachelor's thesis. My supervisor had two paintings lined up for me and a classmate to choose from. We both wanted this one! To be fair, we decided to draw lots (laughs). First, we played rock-paper-scissors to see who would go first – and I won! My classmate ended up with the other painting, and I got my dream project.

Did you know?

The story of the painting was so extraordinary that it inspired an exhibition titled Sister, which was showcased at the Regional Museum in Olomouc. The exhibition was a great success, and there is a possibility it may travel to other venues in the future. It captivated audiences not only with the intricate and meticulous restoration process but also with the almost detective-like journey of uncovering the painting's story. This journey led the student to identify the girl in the painting and piece together the broader context of her family history. "Being part of this incredible process has been a once-in-a-lifetime experience," says Markéta Svobodová, the student behind the restoration. Currently in the second year of her postgraduate studies at the Faculty of Restoration in Litomyšl, Markéta also teaches at a Primary Art School and continues to pursue her own artistic projects.

How did it all begin?

When the painting first came into my hands, it was in a terrible state. I knew the restoration process would be challenging. My first step was to take swabs from the painting for microbiological analysis to check for any infections. There's always a chance that something harmful could be lurking beneath the layers of dirt and dust. Luckily, no mould was detected.

What came next?

Next was a detailed photographic documentation process, an essential part of any restoration research. It helps us uncover important details about the artwork. Using imaging techniques, I photographed the painting under various types of light: daylight, ultraviolet, and infrared. The final step involved an X-ray examination.

What did the survey reveal?

The non-invasive analysis provided valuable insights into the painting's materials and structure. For example, it showed that the artist used pigments with metallic compounds. When pigments contain heavy metal-based substances, they create a strong glow under X-rays. Seeing the whites light up so vividly, I immediately recognised the use of lead white. In addition to this, invasive methods were used, such as taking microscopic samples from the painting. These samples revealed more about the binders, pigments, and the intricate layers that make up the artwork.

Why is all this necessary?

To gather as much information as possible about the painting. This knowledge allowed me to create a comprehensive restoration plan. From a research perspective, the painting was incredibly fascinating, offering many unique insights into its creation and history.

Were you surprised by anything revealed in the survey?

The biggest surprise came when I used ultraviolet light. Suddenly, text appeared on the reverse side of the painting. It was faintly visible in daylight but completely illegible. After some graphic adjustments, the text became clear – and there it was, written in German.

What did it say?

"Pauline Keszler, born in Loštice in Moravia, sister of the painter of historical paintings Jos. Keszler in Vienna, painted in Loštice 1850..."

That must have been a significant clue!

It was huge! I was running around the faculty, telling everyone with so much excitement (laughs). This discovery prompted me to delve deeper into Josef Kessler, the painter mentioned in the text. I scoured various sources, but there wasn't much information about him in the literature. Then, I stumbled upon a book specifically about him. It was written by an Austrian priest, Hans Klinger, who was a devoted admirer of Kessler's work.

Where did the book lead you?

The book detailed Josef Kessler's life and mentioned that he had five brothers. But the painting clearly depicted a woman. What puzzled me was that there was no mention of a sister anywhere in the book. This made me question if the translation of the text was wrong.

Was it?

No, the translation was correct. But the lack of any reference to a sister didn't make sense, so I turned to 19th-century records from Loštice, where Josef Kessler was born. I started combing through the registers to see if a daughter had been born into his family. It was tough – the records were handwritten in German cursive, and I was exhausted. The lines blurred together as I read them over and over. All I kept finding were mentions of his brothers. And then, suddenly, there it was. I can still picture it (laughs).

You found the missing sister!

Yes! It was 2:37 in the morning when I saw Pauline Kessler's name in the register. At first, I thought I was dreaming. I was so tired I closed the book, but when I looked again in the morning, it was still there (laughs).

How did it feel?

I was both thrilled and stunned. It was a monumental moment – not just for the painting but also for the historical record. I had disproved a detail in the book and uncovered the existence of a sister who had been completely overlooked. It was incredible to think that Pauline Kessler had finally been found after all these years.

Didn't the restoration take a backseat because of your search for the painter's history?

I couldn't afford for that to happen! Restoring the painting was the subject of my bachelor's thesis, and I had to complete both the restoration and the research on time (laughs). The additional research came later.

What did you enjoy most about restoring the painting?

From the very beginning, I aimed to restore the painting as a whole, which included the decorative gilded frame. That wasn't a typical part of my bachelor's studies, so it was both a challenge and a chance to learn new techniques. Once I cleaned off the thickest layers of dust and dirt, I removed the painting from the decorative frame and stretcher to access the underlying layers. That's when I discovered that the central scene had been painted on paper, surrounded by and backed with fabric. The entire piece was supported by an additional layer of fabric on the reverse.

What restoration procedures did you perform?

I focused on preserving as many original fragments as possible, adjusting my approach accordingly. First, I worked to even out the surface and straighten the edges. I reinforced the paper backing with Japanese paper to mend the holes and cracks. Once the general repairs were complete, I added a new canvas backing to stabilise the entire piece. Next, I turned to the colour layer. I tested the solubility of the old varnish and began thinning it. As I worked, the original colours started to emerge – vivid and breathtaking. Over time, varnish yellows and darkens, so removing it brought the painting back to life. The colours were stunning Finally, I used a blending imitative retouch technique to restore the areas where paint was missing, seamlessly integrating them with the rest of the artwork. Once everything was complete, I reassembled the painting, including its gilded frame. Seeing it restored to its full beauty was incredibly rewarding.

What is particularly important when restoring such a work?

The key is to restore it without causing any harm to the original. Every intervention I made had to be both aesthetically acceptable and as reversible as possible. This means that if someone in the future decides my work isn't suitable, they should be able to undo it without damaging the original painting.

When did you realise the painting might be included in an exhibition?

During the restoration process, as I uncovered more about the identity of the girl in the painting, it became clear that the work could serve as the centrepiece of an exhibition. This added an extra layer of responsibility to the restoration. While I could have taken a purely conservative approach, the potential for an exhibition made it crucial to also restore the painting's aesthetic value. It was an amazing opportunity to undertake a more comprehensive restoration that could be shared with the public.

Did you eventually uncover the entire history of the painting?

When I identified the girl in the painting, Michaela Čadilová, the exhibition's curator, became deeply interested in the research. She was just as enthusiastic as I was, and we began working together to trace the painting's history. We were eager to see how far back we could go.

What did you discover?

We learned that the painter, Josef Kessler, didn't have children, but his brothers did. By following their lineage, we found two branches of the family who owned other paintings by him – artworks we were keen to see.

Did you meet with them?

Yes, we visited one family in Loštice. They shared a wealth of valuable information and were incredibly helpful. It turns out they were the same family Hans Klinger had visited when researching for his publication on Kessler.

Did the other family contribute to the puzzle as well?

They had a painting we were particularly interested in. Klinger's book included a black-and-white photograph of a painting of a girl, and based on the features, we suspected it could be "our" Pauline – just older.

Was your suspicion confirmed?

When we saw the painting in person, the resemblance was undeniable. The girl in the second painting looked strikingly similar to "our" Pauline. Upon closer inspection, we found Josef Kessler's signature on the painting, along with the year 1860 – exactly ten years after the first painting. I later superimposed photographs of both paintings on the computer. By cross-referencing their features, we confirmed that "our" Pauline Kessler is indeed the subject of both works. The shared, unmistakable characteristics left no doubt.

The family had no idea who was in the picture?

They called the painting Auntie Bušinka, believing it depicted the painter's aunt, Libuše. This name had been passed down through the family. Unlike "our" painting, this one was more intimate. The painter's style seemed looser and more graceful, evident in the expression, clothing, and overall composition. In contrast, "our" painting appeared to have a more representative or formal function.

But you knew right away that the other painting was of Pauline, too...

During our visit to the first family, we were shown a photograph of a woman they called Auntie Zhánělová. By then, we knew Pauline had married František Zháněl at around 38 years old and taken the surname Zhánělová. Suddenly, we had three versions of Pauline Kessler before us at different stages of her life. That's when the whole puzzle came together.

And that's when it became clear there would be an exhibition.

It's unusual to create an exhibition centred on a single painting, but this case was special. First, people were impressed by my restoration work, and second, the painting's story was so captivating. It's rare to uncover such a significant piece of history through restoration. Together with the museum curator, we began planning an exhibition aptly titled Sister.

How did you feel while working on the painting?

It felt like solving a detective story (laughs). Bit by bit, piece by piece, I pieced everything together, and then it all clicked. It's still incredible to me that, through my dedication and discoveries, we were able to uncover so much.

Detectives often keep little notebooks. Where did you record all the information you found?

I kept a journal to ensure all my notes were in one place. At the same time, I maintained restoration documentation from the very beginning. That's a standard part of the process, and all the key details had to go there. When I didn't have paper handy, I'd jot down quick notes on my hand (laughs).

You speak about your work with such enthusiasm – it's clear you've chosen the right field.

I really love restoration. What fascinates me is how it combines so many disciplines. You need to approach a piece holistically, understanding what's best for it. I always say you need to be a little bit schizophrenic in this field – you're part photographer, technologist, chemist, art historian, artist, and skilled craftsman. And that's what makes it endlessly rewarding for me.

TEXT Zuzana Paulusová: PHOTO Archiv Markéta Svobodová

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Expand your boundaries!

Ing. Lenka Krejčíková — Thu, 24 Nov 2022 12:58:15 +0000

Expand your boundaries! Ing. Lenka Kre… Thu, 11/24/2022 - 13:58

To improve and grow. The DofE programme founded by the Duke of Edinburgh helps students from the 51�Թ��.

Some students go jogging or swimming, others learn archery or pick up waste in the countryside. They have one thing in common: they are looking for a challenge. And wish to engage in personal development. They are motivated by the Duke of Edinburgh’s Award programme with dozens of participants this year. “DofE is an informal educational programme for young people between the ages of 14 and 24. The programme helps their self-development and self-awareness by engaging in three categories of activities,” said Andrea Marie Krocová, a student of the Faculty of Chemical Technology.

Students work on specific skills, engage in volunteer work, or do sport. They choose one activity in each category in which they engage once a week for a period of six months or a year, depending on whether they aim for a Bronze, Silver, or Gold Award. “Personally, I am aiming for the Silver Award, and have chosen leading DofE at the 51�Թ�� for the Volunteer section,” says Andrea.

Having one’s own bees

Beekeeping is the skill that Andrea wants to work on. She is assisted by her neighbour, who owns beehives. “I want to learn how to keep bees to be able to take care of my own bees and get honey. At secondary school, I attended a beekeeping club, which I enjoyed a lot. DofE is an opportunity for me to continue doing this,” says Andrea. As for the Sports section, she went for archery. Every week, she must practice with 24 arrows for at least an hour. Andrea sees it in her own way: “It means that I carry 24 lives in my quiver. I take inspiration from rangers that I I read about in the Ranger’s Apprentice book. Thanks to the books, I got an archery set as a Christmas gift,” says Andrea.

Andrea learned about DofE by accident. The company that makes her favourite jewellery made a brooch for the Countess of Wessex. Countess Sophie was wearing the brooch for the DofE Award Ceremony and the jewellery manufacturer posted the news on its website. “When I started studying at the 51�Թ��, I found out that the university was part of the programme. It was a stimulus to join the programme,” says Andrea who studies Chemistry. She started by aiming for the Bronze Award, which involved picking up waste in Czech forests, and she opted for photography as a skill. Her aim was to take photos of an ice-hockey match, and she succeeded. She ended up being the photographer for the Riders team for the entire season.

Learning sign language

Andrea is not the only leader of the programme at the 51�Թ�� and cooperates with Kateřina Komorousová of the Faculty of Arts and Philosophy. “Because we, as leaders, have received some training, we approve the activities for the participants and help them set goals that are measurable and help them progress. The aim of DofE is not creating competition among students, but to determine one own’s progress,” says Kateřina. She practised swimming and dancing, did babysitting and learned sign language. “Some years ago, I watched a series about sign language, which sparked my interest. I enjoyed comparing American sign language and Czech sign language,” says Kateřina Komorousová.

Students who join the programme at the 51�Թ�� engage in a variety of activities. Some do martial arts, yoga, meditation or learn to cook. “Some male students do cooking, which surprised me. They want to get better at what they can prepare in the kitchen” says Kateřina. After each award achievement, there is an adventurous expedition to the countryside together with other participants. “During our expedition, we will walk part of the Zittau Way and we will keep mapping how wheelchair and pushchair accessible it is,” says Kateřina.

These enthusiasts are motivated by a number of things, such as self-development, making progress and an easier start in their professional life. “The participants receive a certificate that they can include in their CV. Employers see that the graduates can engage in long-term activities and have stamina,” says Kateřina. The certificate is recognised internationally. In addition, the students receive a brooch at the ceremony.

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When studies are drowned out by war

Anonymous — Fri, 24 Jun 2022 10:15:26 +0000

When studies are drowned out by war Anonymous (not verified) Fri, 06/24/2022 - 12:15

It was Thursday, 24 February. They woke up to a day that was supposed to be like any other. A student day. Lectures, seminars and nice meetings with friends on campus awaited them. But that morning they woke up to war. A war they didn't want. Dozens of Ukrainian students, but also Russian ones, together with Czech ones, agree on one thing. This is not a war between Russians and Ukrainians. It is Vladimir Putin's war.

Most students found out about the start of the Russian invasion of Ukraine as soon as they picked up the phone in the morning. "Suddenly I received a large number of text messages. My mother texted me that the war had started," Viktoriia Safonenko, a Ukrainian student at the Faculty of Economics and Administration, described the initial shock. Other students received messages with detailed descriptions of what was happening in their home country. Relatives wrote to them that the Russian army was bombing Kiev and Kharkiv. "It has already started!!! We have not slept since five in the morning. You can hear explosions," read the terrifying message sent by her family in Kiev to Alona Podzega, who is finishing her studies at the same faculty and also works for the 51�Թ��.

"In February, everyone said there might be a war. But I didn't believe it. We live in the 21st century, I don't understand that these things can happen in this time," says Daria Smirnova, a Ukrainian student studying at the Faculty of Arts and Philosophy, who has bad memories of the 2014 conflict. "Soldiers came to the school with machine guns and told us to go home. I ran to meet my grandmother, crying and calling out to her that there was a war. We moved from Luhansk to Odessa because of this. And here it is again. I didn't think I would experience two wars in 20 years of my life," she sighed. Yet Thursday, 24 February, was written in black in the history of Ukraine and Europe.

Life at the 51�Թ�� seems to have stopped for them for a while. The lectures went by the wayside that day, and the studies were drowned out by the war. The motivation to gather new knowledge was replaced by sadness, fear and anger. "Even if I had gone to the lecture, I would not have been able to concentrate at all. I kept thinking about whether my family was okay," says Roman Pokhodoshchuk, a student of the Faculty of Transport Engineering, who was fighting a very hard battle within himself. On the very Thursday, he wanted to pack up and go home to join the fighting and defend his country. But his family tried to convince him not to go. "I should stay in the Czech Republic so I can help other Ukrainians who decide to come here," the young man said, adding that many of his classmates from his former school are already on the front lines. Almost all of the students wanted to go home. "Every day is very hard for me, I would like to be with my family, I am very worried about them," Viktoriia said, adding that her dad is ready to defend Ukraine. "He makes Molotov cocktails at home to protect our family and our city," she added. Some, however, don't even know if they have anywhere to return to or how their home is. "When I look at the pictures of destroyed Kiev, my city, my heart aches. I have absolutely no idea in what condition our house will be in," Liza Ryzhuk, a student at the Faculty of Economics and Administration, described her emotions.

Some were supposed to see their relatives in March, but the planned meetings were suddenly unthinkable. Families remained separated. "The weekend after the occupation began, I was supposed to be home. I was supposed to eat my grandmother's vareniki and discuss with my parents what was new. Unfortunately, that didn't happen," Alona lamented. Daria wanted to celebrate her birthday with her family, who planned to come to Pardubice to see her. "I wanted to celebrate with my mum, dad, grandma, grandpa and siblings. But that's not going to happen," Daria said.

But the war in Ukraine has also begun to have a big impact on student finances. Parents could no longer send them financial support as before. And so, life in Pardubice became a little more difficult for them. Very hastily, the students began to look for other part-time jobs to support themselves. "I have to go to work and earn some money to become financially independent and to be able to send some money to my family. I go to part-time jobs, but the earnings are limited because of taxes. Plus, studying has to be primary for me – that's why I'm here. So, I asked the dean for an extraordinary scholarship," Daria confided.

The extraordinary scholarship is one of several forms of assistance offered by the 51�Թ�� to its students from Ukraine. The University Executive Board condemned the unprecedented Russian invasion, which shows no respect for the principles of democracy and the fundamental values of the European Union in the 21st century. So shortly after the war began, the University offered an extraordinary scholarship to students in a difficult financial situation and will also meet the needs of those who will have difficulty fulfilling their study obligations due to the conflict. Right away on that Thursday, Ukrainian flags began flying all over campus to express at least symbolic support and opposition to the war. Even the university logo was coloured yellow and blue.

The aid applies to all students affected by the war, including Russian students. Students who have come to the Czech Republic to study from Russia also face financial problems. Moreover, it is not certain whether they will have to end their studies early and return to their home country because they will not get visas. "Because of Putin's war, my parents cannot send me money, and I am afraid that they will not extend my visa and I will not be able to finish my studies. But I don't want to go back to Russia. However, it's nothing compared to what people in Ukraine are experiencing, Ukrainians are like brothers to me and now they are under fire. I will never accept this," says Ivan Knyshov, a student at the Faculty of Economics and Administration. Neither he nor his family, who actively oppose Putin, agree with the war. His father was even imprisoned for fighting against the political regime in Russia. "Democracy and freedom simply don't exist in Russia, the words are used, but the government understands them completely differently. That's why my parents sent me to the Czech Republic – to grow up in a democratic and free state," describes Ivan, who stands behind his Ukrainian classmates. While the Russian ones support their Ukrainian classmates, the Ukrainian ones know that their peers did not start the war. They even formed Russian-Ukrainian friendships that endure to this day – neither guns nor war will sever those ties. "I have a Russian friend here. I know that she is not to blame for the war and she did not choose it. We are still friends, I love her," Liza said.

Love vs. war

Some Russian and Ukrainian students even started dating. Also, love resists war. The partners took part in demonstrations in Prague and stand behind each other. For example, Oleksandr Korolov, a Ukrainian student from the Faculty of Economics and Administration in the Czech Republic, found his destined love when he met Maria, a Russian student studying at the Faculty of Chemical Technology. "The war will not divide us. If she weren't with me, I don't think I could even handle this situation. I don't mind that she's from Russia. She doesn't support the war or Putin," Sasha explained. His girlfriend disapproves of the war and her parents are proud of her for that; they don't want war either. But they cannot continue to send money to their daughter because of the Russian government's measures. So, Sasha and his girlfriend spent a whole day going to ATMs all over Pardubice, trying to withdraw as much money as possible, because they knew that her cards would soon stop working.

Students from both groups find at least some comfort in the support they receive from the Czech Republic and its citizens. "It is very important for us to know that we are not alone in this," Viktoriia added. At the 51�Թ��, many initiatives have been created to give support to Ukraine. The faculties announced collections of supplies, which they then sent to refugees, Ukrainian soldiers and families cut off from basic needs. At the Musical Benefit Evening for Ukraine, students raised money to support the Ukrainian people. And the Department of Physical Education and Sports organised Yoga for Ukraine, where a voluntary entrance fee was paid, which went to help Ukrainian people. In addition, the 51�Թ�� offered one entire building on campus, formerly a residence hall, to the city and region as housing for hundreds of people fleeing the war. The 51�Թ�� is also accepting other Ukrainian students who were deprived of the opportunity to study at their universities by the war.

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From the jungle straight to campus

Anonymous — Fri, 24 Jun 2022 09:06:39 +0000

From the jungle straight to campus Anonymous (not verified) Fri, 06/24/2022 - 11:06

Coconuts, palm trees and a sunny beach. Faculty of Economics and Administration student Enrique Lysoněk went to paradise on earth as a contestant of the reality show Survivor. On Team Azua, he fought for survival on a desert island. He survived for a month with minimal food and belongings on the edge of the jungle. The consolation for dropping out early was that he made it back in time for the first day of the semester.

What was the first meal you had after returning to the Czech Republic?

It was McDonald's. I was really looking forward to it and it was the first thing I wanted to eat. The first place I went to when I arrived in Pardubice was for a hamburger at the train station (laughs).

Some viewers objected that you were living in "luxury". They saw that you had tea, for example.

To anyone who says that, I'd like to take them there. If it's a luxury for someone to have a coconut for breakfast every day, I'll give it to them. Coconut for breakfast, coconut for lunch, coconut for dinner. It's true that the red tribe of Mao had tea because they brewed it from some berries. We had berries too, but they were not ripe. It was definitely not a luxury.

What did you miss most from the luxuries you are used to at home?

The biggest discomfort for me was eating and sleeping on the hard ground. I still can't sleep in a bed and my back hurts. I am gradually getting used to it and sleep alternately on the floor and on a mattress. The weather was really fantastic. The sun shone all the time, only occasionally it rained, otherwise it was always warm. But that's all.

We've already talked about coconut, but what else did you eat?

We had rice. We got a kilo for the whole team for the week, so we had a spoonful and a half of uncooked rice per person about three times a week. It was very little. If we were lucky, we'd win potatoes or beans and make, like, soups. At the beginning we also got spoons, forks, cups and a pot. In the first competition we also won an axe, hammer, saw and rope, which came in handy.

How did you practice personal hygiene on the island?

We used to brush our teeth with water and ash. Well, I tried it once and I lacerated my gum, so I didn't do it again. I didn't brush my teeth for 24 days. Since we didn't have food, it wasn't really necessary. And instead of a shower, we had the ocean. We washed our hair with salt water, which made it completely stiff.

Could you describe what a typical day was like?

I have no idea what time we got up. We had absolutely no idea of the time and we couldn't tell it from the sun. But I usually woke up at dawn, when other competitors were already by the fire drying things. For every breakfast, we had a coconut. Then we did things that were needed, like carrying wood. At the beginning we built a shelter together, and we also collected coconuts. We collected them on the beach and carried about ten of them. Sometimes we went fishing, but we soon abandoned that because we were unsuccessful most of the time.

And what did you do in the afternoon?

Later, we mainly rested. Lukas made chess pieces out of wood, which shortened our time. In addition, we participated in competitions. When we won a prize, we cooked with the ingredients we got when we returned. Or we'd go for a swim in the sea to wash off the loss and cool off. In the evening, we'd go and watch the sunset. We would sit on the beach on a bench made again by Lukas. We had a beautiful view there that I will remember for the rest of my life. Later we spent time together around the fire, sometimes singing. At night I often slept in the open because we couldn't all huddle together under the shelter. Some of us would wake up during the night and go to tend the fire regularly.

Why did you enter the competition in the first place?

When I was younger, it was on TV and I watched it every night. We talked about it at school, totally immersed in it. When Robinson's Island (a similar reality show – ed.) was on, it was the same thing. Even at that time I wished it was here too. When Robinson's Island came to the Czech Republic, I was 17 years old, so I couldn't apply. And I didn't even think I would make it. But one day I was scrolling through TikTok and I saw an ad for Survivor Czech & Slovakia. I didn't hesitate for a second. I clicked right away and signed up. The next day I made a motivational video and sent it in.

The start of the show was postponed due to the pandemic. What was going on?

That's right, it was because we had Covid. We have no idea where we caught it, we were all tested before we left, yet the infection got in. A lot of us ended up testing positive, and I was one of them. We were in isolation in a hotel room the whole time.

Did you prepare physically and mentally for the competition?

I knew from the beginning what I was getting into. I knew I'd be very hungry there. Two months before the competition, I ate a lot more and managed to gain a little weight. But I lost a lot more kilos on the island than I gained before I left. I tried not to think about hunger and not to tell myself that I was hungry. Mentally, it's more about being with strangers. It took a lot of tolerance.

Did you go into the competition with any tactics?

I had some plans, but I went in knowing that anything could happen. I knew from the beginning that the game was about alliances. Having an alliance was one of the tasks I set myself. I didn't expect it to go so fast, that there would be so many people that I would have a similar opinion with. So, I guess the tactic was just to hang on as long as possible, and also to play clean, even though it was clear that there was lying and tactics at play. I was a tactical player, but I didn't lie once. The game is also about betrayal, but I can't do that. I thought that since Survivor was my dream game, I would change there in that way, but I couldn't. And maybe that's why I'm here.

Do you notice any differences between the Czech and American versions of Survivor?

If I were to compare the game system, the two-person challenges that decide which of the two proposed players will leave the island are hugely different. People don't like that. Although I lost the challenge, I'm still a supporter. They can completely change the game. I hope these challenges show up in the US versions as well. The audience also criticised the fact that we had blankets to sleep on. In Robinson's Island, again, the participants had more pieces of clothing so they could sleep in them. We had fewer clothes and a blanket instead.

They say Survivor is a sort of relationship catalyst.

On a desert island, people get to know each other very quickly. In the beginning, everyone talks to everyone, but then some relationships deepen and some fade. You just can't get along with everyone in this game.

How was the return to social media?

It was a shock to me, for better or worse. A lot of criticism and hatred poured in. I'm trying not to take to heart the nearly 400 comments under my photo. Only a small portion of them is about me, and the rest are people arguing with each other. Occasionally someone criticises my appearance, which I find completely out of line. But in private messages I get a lot of support and constructive criticism, like how I should have done it better and so on. I'm grateful for that, and I'm also glad that my fan base has grown.

Have you looked back at the episodes that aired?

Just some of them. I'm sorry they cut out my frequent line that it's Survivor and you never know what's going to happen on the island. I understand that the editing is done to entertain the audience. When I watched from episode 10 onwards, I thought it was good and didn't miss anything. But it's different for everyone. For me it was the games, but I understand that people wanted to see more of how we live on the island, for example.

When you were on the island, it was the exam period here. How did you arrange that?

I sent a long email to the vice-dean, trying to explain everything. Actually, I wrote to her that I was going somewhere, I don't know where, I don't know when I'll be leaving or when I'll be back, but that I needed to postpone the exam period. I think she must have thought I was crazy because she didn't know the competition. But she was as helpful as she could be and advised me on what to do. So, I had a postponed exam period and potentially the start of the summer term. But in the end, I came back on the first day of the semester exactly. Now I have a lot on my plate, but up until now I've been enjoying myself and fulfilling my dream, so I need to get busy.

What has Survivor given you in your life?

Definitely a new perspective on people and the world around us. There were 11 people I didn't know at all, and suddenly I had to live with them. It also taught me a tolerance that was very much needed there. I also got the experience of filming and participating in such a huge project. When I say Survivor now, I think of hunger, competitions, living with people, alliances, and so on. I will always know that hunger is something you can endure. It's in your head.

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Returning From Isolation With a Unique Experience

Anonymous — Tue, 24 Aug 2021 13:50:24 +0000

Returning From Isolation With a Unique Experience Anonymous (not verified) Tue, 08/24/2021 - 15:50

Students of the 51�Թ�� have returned from field research in Lapland with unique experience and material for evaluation. During the isolation, they covered in a closed group almost 300 kilometres through the wilderness of Swedish national parks without any mobile network and Internet coverage. The ability to go offline was the biggest challenge.

Being online, whether via computer or mobile, is an everyday part of life today. However, the students had to do for 19 days without the comfort of modern times and any signal. In addition, nature, terrain and white nights beyond the Arctic Circle, which erased the boundaries between day and night, complicated their Internet detox in the wilderness. This led to a unique research experience – students lost track of time. "As a result, the need for a time frame proved to be even more important to them than the lack of a telephone signal or the Internet," says Adam Horálek, head of the Department of Social and Cultural Anthropology at the Faculty of Arts and Philosophy.

The students themselves admit that they only missed contacts and information they normally receive via the Internet and social networks for the first few days and were able to disengage from them. "We found out how important gestures of mutual help are for us, and that life can be quite simple without disturbing influences," said Vojtěch Juda, a second-year student of the postgraduate Social and Cultural Anthropology.

For students of Social and Cultural Anthropology, the extreme form of isolation was part of the research of autoethnography and ethnography of the social dynamics of the isolated microgroup. "In practice, it turned out that even a group of eight people is already a society – a social group. It has different tools and relationships than when you travel with two or four people. Being isolated from the external environment made it a society that naturally and gradually created new systems of values, norms, rules, but also social pressure. On the one hand, it restricted the freedom of the individual, on the other hand, it naturally allowed to manage society effectively," said Horálek, adding: "Although I was still the leader of the group, several parallel management tools were created that were independent of me. With the group being isolated, these processes, forces and standards were more visible and identifiable."

The researchers are now embarking on a second phase, the analysis. It was the duty of each member of the expedition to keep a field diary as one of the main anthropological methods. In addition, they were given daily tasks and kept an evaluation form, which will serve as a quantifying and confrontational material for comparison with data from diaries. Students brought a large amount of film and photographic material for the study focus of visual anthropology. "We now have a huge amount of data. However, we plan to publish the first preliminary results at the Sociocon 2021 conference in October," said Horálek, who believes that it will be possible to compile a professional monograph from the analysis of diaries and that research experience will inspire students in writing their theses.

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UPCE On Air Episode with Ahmed from Yemen

Anonymous — Fri, 13 Aug 2021 13:46:17 +0000

UPCE On Air Episode with Ahmed from Yemen Anonymous (not verified) Fri, 08/13/2021 - 15:46

Check out our facebook, spotify, or youtube to catch the first UPCE On Air podcast in English coming out on Monday 16 August at 5pm CEST. This episode will bring you a story of our student Ahmed. What was it like growing up in Yemen. How does volunteering help him in overcoming homesickness? What is Jambiya and what does it represent? You can look forward to all of this and more.

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Universitas Café: Having something sweet, that is where the added value of the talks lies.

Ing. Lenka Krejčíková — Fri, 16 Oct 2020 10:06:26 +0000

Universitas Café: Having something sweet, that is where the added value of the talks lies. Ing. Lenka Kre… Fri, 10/16/2020 - 12:06

The first Universitas Café in the new semester has touched upon the current pandemic in a historical context with a lecture entitled Plague Epidemic in the Early Modern Period in Czechlands. Recently, Veronika Janečková and Aneta Kohoutová, students of the Department of Philosophy and Religious Studies, have taken charge of the Café.

How would you briefly describe the Universitas Café?

Veronika: It is a series of talks held at Klub 29, which offers an informal setting. Our role as the organizers is inviting the speaker and organizing the talks so that they are attractive for as many students and members of the public as possible. Our aim is to spark interest in science and knowledge and create an atmosphere that will be conducive to asking questions and finding answers.

Aneta: People meet at a friendly place outside the classroom walls to discuss topics that do involve an academic dimension.

What was your personal motivation for joining the project?

Veronika: During my study at the 51�Թ��, I attended a number of talks and conferences, which were not obligatory and no credits were awarded for the attendance. I simply attended them in my free time to learn more about things outside my field of study. I see organizing talks for the Universitas Café as doing something in return since I fully realize that there was a real organizer behind each talk or conference that I could attend. That is why I was happy to join the project when I was approached.

Aneta: What I liked about the project was stepping outside the university premises and discussing academic topics in the fresh air. Personally, I see it as an opportunity to get the public involved in university activities, which is an extremely important motivation for me.

How time-consuming is the organization? How much in advance do you start preparing and arranging the talks?

Veronika: Since it was just before the COVID-19 outbreak that we got in charge, I cannot, in fact, tell how the preparation process looks like under normal circumstances. At the moment, all is frantic and no one knows what to expect.

Aneta: Our ideal scenario would be planning the programme for the entire semester, which we have, actually, managed to do this semester due to the pandemic, which postponed most of the talks. At the moment, we are approaching mainly speakers from the 51�Թ��, but in the future we would like to approach experts from other universities or institutions too.

How do you choose the topics for individual talks?

Veronika: Our primary aim is that the talks be attractive for students and the public. We would like to give the researchers from the 51�Թ�� an opportunity to present and discuss their research; personally I am really interested in what the teachers at our university deal with and what progress they achieve. At the same time, we would like to invite experts from other institutions to be able to maintain the diversity of topics, for which the Universitas Café is famous, thanks to the excellent work of our predecessors.

Aneta: It seems to me that so far we have been approaching particular speakers, rather than choosing specific topics. We have been in charge for too short a time to be able to give a proper answer. In the future, I would like to focus on topical issues as well as innovations in traditional topics.

Which talk scheduled for the fall semester do you look forward to the most? Who was most difficult to persuade?

Veronika: I look forward to all the talks and I believe that all the topics are interesting.
Aneta: What I look forward to the most is a talk that will not be subject to any restrictions. Topic-wise, I agree with Veronika and I am happy about each of the talks.

Have you thought of an alternative in case there are some containment measures in place?

Aneta: Unfortunately, we have to. At the moment, we are discussing moving the talks online. We are fine tuning the details.

The name Universitas Café lends itself to the following question: Will the attendees be able to have a coffee or something sweet to eat?

Veronika: Absolutely. The talks take place in an informal setting, in Klub 29, rather than at the university, so that the attendees may listen to the talks while enjoying something to eat.

Aneta: Quite so. Having something sweet, that is where the added value of the talks lies. In fact, the café environment itself has been traditionally a place for meeting people and enjoying a hot drink. That is what brings people attending the talks together. I hope that the informal nature will make it possible to break any barriers and counter prejudices that some of the attendees may have as they otherwise avoid university as an ivory tower. In fact, what we offer is a sort of a friendly pub chat.

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Students

Útvar (kvůli odkazu v přehledu novinek a odběrům na intranetu)

UPCE

Students

Skill Set: Building Drones, Custom Microscopes, and Writing 70-Page Assignments

Meet My Teacher at the 51�Թ���: An Interview with Mrs. Mazurova by Daniela Svec Castro

International Students on an Excursion to Kuks

As the heroine of a detective story

Expand your boundaries!

When studies are drowned out by war

From the jungle straight to campus

Returning From Isolation With a Unique Experience

UPCE On Air Episode with Ahmed from Yemen

Universitas Café: Having something sweet, that is where the added value of the talks lies.

Meet My Teacher at the 51�Թ��: An Interview with Mrs. Mazurova by Daniela Svec Castro