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Comparison of Immune System of Newborns and Adults
Dusilová, Adéla ; Zajícová, Alena (referee) ; Hrdý, Jiří (advisor)
In general, it is possible to characterize neonatal immune system (IS) as immature in comparison to adult IS. From a clinical point of view, newborns show an increased susceptibility to infections. Breastfeeding can contribute to the descent incidence of illnesses, because it supplies the intestinal mucosal system with antibodies of the mother`s origin, important nutrients and other immunoregulatory components. Breast milk compensates decreased newborn's capacity to produce immunoglobulins- especially IgA, that concentration reaches adult levels in two years, but even later (to the pubescent period). Other classes of antibodies are found in cord blood only sporadically except IgG, which is transferred transplacentary. Reduced ability of B lymphocytes to produce antibodies is caused by insufficient expression of surface costimulatory signals of Th2 cells. T lymphocytes are not able to react properly to low doses of stimulators (polyclonal activators - phytoid lectins: ConA or PHA), which bind to T cell receptors in complex with CD3 and proliferate in a response to anti-CD3 monoclonal antibodies. Most of the cord blood T lymphocytes display "naive" phenotype CD45RA. During intrauterine development, neonatal IS is in contact with mother IS and because a pro-inflammatory Th1 response could lead to...
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Motivating Adults to Lifelong Learning
NĚMCOVÁ, Simona
The diploma paper characterizes what motivates adults for lifelong learning. The theoretical part provides you a comprehensive overview about adulthood, lifelong learning of adults, and about motivation itself. First of all, the diploma work defines adulthood , and it focuses on developmental and professional parts of it. Then, it provides you an integrated idea about lifelong learning of adults, it especially focuses on the basic terminology, an overview about lifelong learning, the educational system in ČR and other types/cathegories of lifelong learning. Then, the paper defines motivation, connecting it with Maslow´s theory and assigning it with lifelong learning. It focuses for example on the system of benefits and gains, which is closely connected with lifelong learning. The practical part evaluates quantitative research methods. According to this kind of research technique I used a questionnaire for surveying what adults think about lifelong learning, which form of lifelong learning they prefer, and what motivates them for lifelong learning.
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