ABSTRACTS: 1) Jarmila Bradova: The paper presents results of research conducted to verify [INS: the :INS] existence of an action zone of teacher's[HS1] and pupils' interaction in an[HS2] elementary school classroom. 32 classrooms of sixth grade [DEL: :DEL] were observed, teacher-pupil interaction was noted into a standardised recording sheet and [DEL: consequently :DEL] [INS: then :INS] processed using quantitative analysis. [INS: The r :INS] [DEL: R :DEL] esults of the research [DEL: argue :DEL] [INS: reveal :INS] that the existence of [HS3] action communication zone in a classroom [HS4] is not axiomatic and [INS: that :INS] it depends on various factors such as taught subject, teacher's movement in a classroom and [DEL: the fact :DEL] who creates a seating chart. 2) Michal [HS5] Cigan: Indra, Beowulf and the monster´s mother in the water cave Problem of genetic-based textual resemblance of archaic Indo-European narratives Th[INS: is :INS] [DEL: e :DEL] paper deals with [INS: the :INS] theoretical and methodological issues in the field of [DEL: comparative :DEL] [INS: Comparative :INS] Indo-European [INS: M :INS] [DEL: m :DEL] ythology. These are demonstrated o[HS6] n the case of [HS7] practical textual comparison of Indrasúkta RV 1.32 and [HS8] Epic of Beowulf. Mutual affinities of compared structures are rooted in [DEL: affinities of :DEL] their social backgrounds, which are genetically unrelated in general. However, Indo-European interpretation of both narratives remains methodologically sustainable. [HS9] Author suggests [HS10] reflection of different semantic layers of analyzed text in dependence on [HS11] different types of its contextual processes. Hypothetical genetic relations of compared text have to be [HS12] evaluated in each of the layers separately. 3) Vladimir Dordevic: “[HS13] What binds the Western Balkans to the Caucasus is, among other issues, certainly an extremely challenging legacy of the past. Dissolution of two respective multinational states-- [HS14] the Soviet Union and Socialist Yugoslavia in the beginning of 1990s-- introduced ethno-nationalist conflicts on [HS15] large scale. While the Yugoslav crisis ended in 1999 after FRY was bombed by NATO during its Kosovo campaign, the Caucasus still remains a conflict-ridden region where Russian and Western influences keep [HS16] colliding. In that respect, the point [HS17] of this article is to present an analytical comparison of the three respective regional conflicts-- Kosovo, Abkhazia and South Ossetia-- by enumerating and analyzing similarities and differences between[HS18] them as this proves to be one of [HS19] current and more intriguing issues of the contemporary international political scene. In that respect, th[INS: is :INS] [DEL: e :DEL] article is aimed at providing answers to two different issues: Did Kosovo’s independence influence [HS20] establishment of a specific political pattern applicable to other disputed regions, and[DEL: , :DEL] on the other hand, to what degree are [INS: the :INS] cases in question comparable to each other”? 4) Lucie Grodecka Title: Functional a[SB21] nalysis of four SERPING1 promoter mutations SERPING1 is a gene coding for C1 inhibitor[INS: s in…? :INS] [SB22] , [INS: the :INS] principal regulator of the complement activation. Many mutations of the gene have been detected so far[SB23] resulting in [INS: the :INS] development of hereditary angioedema. Four of the mutations were found in [INS: the :INS] SERPING1 promoter sequence, but their role in the promoter function was not demonstrated. In order to better understand the impact of those promoter mutations on the C1 inhibitor expression, we employed luciferase reporter gene assays. We examined various promoter variants in two distinct SERPING1 sequence stretches and two distinct cell lines, U-937 and HepG2. W[INS: hat w :INS] e found [INS: was :INS] [SB24] that mutation -40 C>G significantly decreased [INS: the :INS] promoter efficiency in one of the examined promoter stretches while it was silent in the other one. Mutation -45 C>A did not exert any influence on the reporter gene transcription. The other two mutations, -101 A>G and -103 C>T significantly[INS: , though :INS] [DEL: but :DEL] inconsistently[INS: , :INS] increased the promoter activity, which does [SB25] not correspond to the decrease of C1 inhibitor plasma concentration found in patients. Further, we did not confirm a negative[INS: :INS] [DEL: :DEL] correlation between SERPING1 mRNA level and the C1 inhibitor plasma concentration proposed by other researchers. Therefore we conclude that the surveyed promoter mutations may affect SERPING1 promoter activity. However, their role in [INS: the :INS] regulation of C1 inhibitor expression is rather complex and deserves further examination.[INS: [Overall: well :INS] [INS: - :INS] [INS: formulated :INS] [INS: , clear :INS] [INS: sentences. :INS] [INS: Pay attention to the use of the definite article]. :INS] 5) Adam Janek: Title: Rosy Road to Russian[SB26] Abstract: In the present paper[INS: , :INS] we showed [SB27] how a modern language textbook should be designed when aiming for [DEL: an :DEL] effective teaching of [INS: the :INS] Russian language. We defined all[INS: the :INS] criterias [SB28] we [DEL: found :DEL] [INS: consider :INS] to be most substantial for [DEL: each :DEL] [INS: any :INS] language textbook ‒ not only for [DEL: the :DEL] [INS: a :INS] Russian language textbook. The criteria[DEL: s :DEL] are founded on [INS: research that was conducted over :INS] a [INS: period of :INS] more than one year[INS: , :INS] [DEL: long :DEL] [DEL: research :DEL] [DEL: among :DEL] [INS: with a :INS] [DEL: the :DEL] target group of 16-22 year[DEL: s :DEL] old students. On the basis of the [INS: defined :INS] [DEL: showed :DEL] criteria[INS: , :INS] [DEL: s :DEL] we created a concept[DEL: ion :DEL] of a modern textbook of present-day Russia[DEL: n :DEL] which guarantees a high level of efficacy during [DEL: the :DEL] lessons. Models of how to use and work with [INS: the :INS] whole textbook as well as with single exercises are demonstrated in the paper. The main ideas, solutions and decisions related to the process of [INS: the :INS] creation of the new textbo[DEL: o :DEL] ok are also offered here.[INS: [Overall, well-written; ensure :INS] [INS: tense consistency] :INS] [INS: :INS] 6) Petr Pakosta Title: Popular beliefs about reasons of poverty in the Czech Republic [DEL: between :DEL] [INS: from :INS] 1991[DEL: and :DEL] [INS: - :INS] 2008. Previous [SB29] research revealed [SB30] that [INS: as a post-communist country :INS] [INS: , :INS] [INS: :INS] the Czech Republic[DEL: , :DEL] [DEL: as a post-communist country :DEL] [DEL: , :DEL] [INS: has :INS] [DEL: in last twenty years :DEL] experienced rapid changes in social structure [INS: in last twenty years, :INS] accompanied by [INS: a :INS] growth [DEL: of :DEL] [INS: in :INS] social inequalities. We consider popular beliefs about poverty and reasons “why people are poor” as an important cultural factor of social policy. However, we found[INS: that there is :INS] a lack of literature focus[INS: ing :INS] [DEL: ed :DEL] on public beliefs about reasons of poverty. Therefore we analyzed datasets from [INS: the :INS] European Value Study (conducted 1991, 1999, and 2008).[INS: :INS] We found that [INS: there was a tendency to :INS] blam[INS: e :INS] [DEL: ing of the :DEL] [INS: the :INS] poor [INS: for being :INS] [DEL: (from :DEL] laz[INS: y or unwilling to overcome their predicament, and that these were :INS] [DEL: iness, lack of will) :DEL] [DEL: is a :DEL] [INS: the :INS] dominant explanation[INS: s :INS] of poverty which is the highest rate between all European countries[SB31] . Individual destiny, macrostructure and societal causes are cited much less. Moreover this complex [SB32] of opinions was stable between 1991 and 2008. Blaming [DEL: of :DEL] the poor is [INS: often :INS] connected with party affiliation (left or right wing) and it is not connected with any demographic[DEL: s :DEL] characteristics of our respondents. We suggest that one possible explanation [INS: for the perceptions of the poor :INS] [DEL: lays :DEL] [INS: lies :INS] in [INS: a :INS] small proportion of the poor in the Czech Republic (in comparison with other European countries)[INS: . :INS] [DEL: what changes perception of the poor. :DEL] Due to a small proportion of the undeserving poor is a main body of the poor regarded as the deserving poor whose are easy to blame from their own status.[SB33] 7) David Sehnal Title: SiteBinder: A GUI Based Software for Superimposing Large Sets of Small Protein Motifs and Calculating their Structural Models Abstract: SiteBinder is a computational tool with an intuitive graphical interface [INS: to allow :INS] for comparison[INS: s :INS] of 3D structural motifs in proteins. It employs a-priori knowledge of amino acid side chains to find [INS: the :INS] optimal pairing of atoms. Subsequently, quaternion algebra is applied to minimize [INS: the :INS] root mean square deviation (RMSD). It is optimized for large sets of small[DEL: er :DEL] to medium size domains or motifs and outperforms state-of-the-art programs like VMD, PyMOL, or Chimera in such applications. We demonstrate its applicability by a superimposition of 503 zinc finger motifs, a comparison of 66 sugar binding sites from PA-IIL lectin complexed [SB34] with different sugars, and an analysis of a BH3 domain in apoptosis proteins. ________________________________ t [HS1]eachers‘ In this case the possessive apostrophe should come after the ‘s‘. [HS2]A single classroom or 32? If the latter, then phraae it as: elementary school classrooms. [HS3]Insert an article [HS4]Watch out for superfluous spaces. [HS5] [HS5]Watch out for superfluous spaces. [HS6]Preposition error [HS7]Article missing. [HS8]See comment HS7. [HS9]See comment HS7. [HS10]See comment HS7. [HS11]Incomprehensible. The preposition on confuses the reader as to what you want to express here; perhaps you want to say: are dependent on? [HS12]are evaluated? If you are making a suggestion, then perhaps you want to hedge by using the word ‘should‘? [HS13]Remove these quotes. [HS14]In academic writing, try to avoid using hypens or dashes to join clauses in your sentences. You may want to write: ...; that is, ... and ..., introduced ... [HS15]Article missing. [HS16]Try to maintain an academic tone; you could have written: ... continue to ... [HS17]See comment HS15. You could use ‘purpose‘ perhaps? [HS18]Wrong word. For more than three items, use 'among'. [HS19]Include article. [HS20]Article missing. [SB21]Content words in titles are usually capitalised [SB22]? [SB23]Over a fixed period of time/since research began? [SB24]I’ve changed this so as to avoid the repetitive structure (We ~/We ~) [SB25]Ensure tense consistency (in the previous clause, you use the past tense, i.e. increased...) [SB26]? Russia? [SB27]The present simple tense is commonly used to report on research/studies [SB28]Criteria = plural (criterion = singular) [SB29]Starting with this word suggests that a comparison of some sort is being made [SB30]If you are referring to the impact of previous research on work/life now, then use the present perfect tense, i.e. has revealed... [SB31]unclear [SB32]inappropriate word [SB33]this needs to be rewritten as your point is unclear... [SB34]?