Head of the laboratory: Mgr. Michaela Fencková, Ph.D.

Lucie Hrádková (technical assistant, lab manager)

Tereza Koníková (technical assistant, researcher)



Pavla Nedbalová (postdoc)
Maria Constanza Gonzalez Ramirez (postdoc)

Petra Havlíčková (PhD student)
Anna Koutská (PhD student)
Lukáš Martínek (MSc student)
Matyáš Suchý (MSc student)

Aneta Medková (BSc student)
Anna Vápeníková (BSc student)
Sera Gruber (BSc student)

MASTER STUDENT WANTED
NEW MASTER PROJECT FOR 2024/2025 

WHAT WE DO

We study genes that are important for cognitive function and investigate how can single genetic defects result in dramatic and severe neurodevelopmental disorders, such as intellectual disability (ID) or autism (autism spectrum disorder, ASD).

HOW WE DO IT

We introduce equivalent mutations that are found in individuals with ID or ASD into the genes of a fruit fly, Drosophila. We use various approaches, depending on the type of mutation, such as RNA interference (to mimic loss-of-function), overexpression (to mimic gain-of-function), or CRISPR/Cas9-based genome editing (to model missense and patient-specific variants).

The fruit fly genetic models are inspected for cognitive phenotypes. We mostly focus on habituation, a conserved form of learning that we found to be relevant for ID and ASD. During habituation, a reaction to repeated irrelevant stimuli gradually wanes. They are filtered out and our brain can focus on important matters. A typical example is learning to ignore the sound of a ticking clock. Habituation protects our brain from information overload and it is required for higher cognitive functions, such as memory. It can be assessed in both ID/ASD individuals and their Drosophila models, which makes it suitable for the investigation of disease mechanisms and treatment targets.

You can read more about genetics, molecular control and clinical relevance of habituation learning in our review.

Just as the human brain gets used = habituates to clock ticking, fruit flies can suppress their jump response to a repetition of a light-off stimulus. In the beginning, they perceive it as a danger and respond with a jump. After few repetitions, they learn that it does not cause any harm and stop jumping. Flies with habituation deficit are not able to suppress the response and continue jumping, like in the video below. Our habituation assay is thus called light-off jump habituation. With this assay, we can test 24 flies in less than 30 minutes.

We employ cell- and time-specific tools (Gal4 and split-Gal4, TARGET) to determine neuronal substrates and the developmental origin of gene-specific habituation deficit and genetic interactions to identify dysfunctional pathways and treatment targets. We also look at synapse biology as habituation is related to synaptic function (see example here). To determine the effect of habituation defective missense or patient-specific variants, we use structural modeling and molecular assays. Finally, we attempt to correct the deficits with mechanism-specific drugs.

WHY IS IT IMPORTANT

ID and ASD are major and co-occurring neurodevelopmental disorders. They represent a significant burden for the affected individuals, their families, and health care costs. The underlying mechanisms are not completely understood and there is no treatment to ameliorate the cognitive deficits. ID/ASD have mostly monogenic causes - they are caused by mutations in single genes. To date, we know >1500 such genes. They represent a window into biological pathways and treatment targets but it would take way too long if they are studied in low-throughput models, such as laboratory mice. A high-throughput model is needed. Drosophila is a great opportunity because it has high genetic conservation (75% of disease genes can also be found in fruit flies), high-throughput compatibility, and efficient tools to generate mutations and dissect the molecular mechanisms. With high-throughput light-off jump habituation, we can assess what matters the most - cognitive function. Established human habituation protocols will facilitate the translation of this knowledge to treatment trials.

What are the options for mobility within the Erasmus+ program?

Students can go on a study stay or work internship. Employees can use the Erasmus+ program for a teaching stay at a partner university or for training (educational event, shadowing, cooperation, language stay, etc.)—attention, NOT a conference.

For how long can I use the Erasmus+ program?

Study stays are usually on the length of semesters at the receiving university (1-2 semesters). The minimum duration for a traineeship is 2 months. PhD students can also use a short-term internship for 5-30 days.

Employees usually use a week (5 days plus travel), and the minimum length of stay is 2 days.

Where can I go?

With the Erasmus+ program, you can go to EU countries. A bilateral agreement must be concluded between the institutions for the type of study stay (students) and teaching stay (employees). These are EU member states: Austria, Belgium, Bulgaria, Croatia, Denmark, Estonia, Finland, France, Germany, Ireland, Italy, Cyprus, Lithuania, Latvia, Luxembourg, Hungary, Malta, Netherlands, Poland, Portugal, Romania, Greece, Slovakia, Slovenia, Spain, Sweden. Then the countries of the European Economic Area (Norway, Iceland and Liechtenstein) as well as Turkey and Macedonia.

What is the amount of the scholarship for a study stay/work placement?

You can find the amount of scholarships for a specific type here:

The scholarship in the Erasmus+ program is a contribution to your stay abroad. It does not compensate for all costs.

I am interested in being in contact with international students here at the Faculty of Science/university. What can I do?

Contact the "international student club" ESN USB Budweis (https://esnusb.cz/).

Where can I get information on foreign mobility?

You can find information about foreign mobilities in the Foreign Mobilities section or on the website of the University of South Bohemia in České Budějovice.

If you do not find the information you seek, do not hesitate to contact our foreign relations department.

• other programmes

The International Office of the Faculty of Science is methodically managed by the USB rectorate's International Relations Office and the vice-rector for international relations.

Agenda of the international department:

• Erasmus + (KA131) - arrivals and departures of students for study stay and work placements, arrivals and departures of employees for educational stay and training from and to EU countries;
• International credit mobility (KA107) - projects of EU countries with partner countries outside the EU - mobility administration;
• Administration of bilateral agreements within the Erasmus+ program;
• Ensuring short-term study and employee mobilities outside the Erasmus + program (for example: MŠMT, CEEPUS, free movers, mobilities based on Memorandum of Understanding, Quantitative Ecology Module and others);
• Provision of the "Interní výzva" project - funding for mobility from USB outside the EU, students and academics;
• Records of foreign mobility at the faculty (mainly student internships);
• Cooperation with the personnel and study department regarding visa and residence issues of international students and employees;
• Management and updating of the faculty website in the international relation agenda;
• Cooperation with ESN USB Budweis (student association helping international students).