The aim of this thesis is to elaborate the strategic analysis of the Plzeňský Prazdroj a.s. company, i.e. to analyse both the company environment and the inner resources and abilities, to reveal strengths and weaknesses of the company and even oportunities and threats. The aim is also to identify specific merits of the firm and finally to mention strategic recommendations with regard of elaborated analysis. The whole thesis is divided into two main parts: the theoretical part, where are described methods and procedures of the strategic analysis and the application part, where these methods are applied to the Plzeňský Prazdroj a.s. company.

L’agrément d’un vin dépend du jugement de ses qualités organoleptiques par un jury de professionnels. Les performances olfactives et gustatives nécessaires des dégustateurs y jouent un rôle déterminant. Pourtant jusqu’ici, ces aptitudes sensorielles fondamentales n'étaient pas directement prises en compte par les professionnels. Même si l’on peut donner une définition de l'expert, en préciser les capacités nécessaires, de multiples études ont mis en relief l’hétérogénéité des appréciations individuelles de dégustation et le manque de consensus forts. La littérature illustre les différences d’expertises entre professionnels et novices, mais aucune étude ne s’intéresse à l’amplitude des différences sensorielles interindividuelles chez les experts.Nos recherches nous ont conduit à caractériser les capacités olfactives de la population des professionnels du vin et à mesurer leur influence sur l’appréciation d’un vin. Nos mesures ont montré la variété interindividuelle des capacités perceptives, des appréciations hédoniques et des capacités cognitives recrutées par le traitement de l’information olfactive chez les professionnels du vin. Nos expériences ont suggéré que ces différences interindividuelles, relatives notamment à la sensibilité et l’appréciation hédonique, influencent la perception et le jugement d’un même vin par les experts. Cependant les résultats confirment aussi la possible influence de la dimension cognitive liée au vécu du sujet sur la perception olfactive plus ou moins complexe et l’apprentissage olfactif. Finalement, ce travail permet de déterminer des besoins en formation. Nous proposons en conséquence des outils pratiques d’évaluation des capacités sensorielles et des pédagogies d’entraînement adaptées. C'est l'occasion de souligner la pertinence de certains facteurs cognitifs dans l’amélioration des performances olfactives, tels que ceux impliquant l’attention ou l'imagerie mentale olfactives. / The quality of a wine is measured primarily by experts who evaluate its organoleptic features. Their olfactory and gustatory capacities are decisive, but these experts do not appreciate their own sensory abilities. Moreover, although we can give a clear definition of the expertise, several studies have shown that professionals are often confronted with disparities in their wine assessment. Several studies have also shown the differences between experts and novices, but no attention was paid to the diversity of the chemosensory abilities of the experts.At the Oenology Faculty in Bordeaux, with voluntary participation of the professionals, we characterized the olfactory performances of wine professionals and measured their impact on the wine assessment.The results showed significant inter-individual variation in olfactory sensitivities, hedonic ratings and cognitive abilities among the wine professionals. Further, our experiments have suggested that these inter-individual differences, especially concerning the sensitivity and the hedonic appreciation, influence perceptions and judgments of a same wine by the experts. However, the results confirm the possible influence of the cognitive dimensions related to the experience of the subject on their perception and their olfactory training. Finally, this work identifies training needs. We therefore propose and test practical tools for assessment of sensory performances and appropriate sensorial training. This has been an opportunity to highlight the potential role of attention or olfactory mental imagery in the improvement of the olfactory performance.

The purpose of this study is to examine how specialist teachers relate to content- and language-integrated learning, as well as examine if and how they work with developing the pupils' language and subject knowledge in the tutoring in order to benefit for the pupils learning process. The intention is also to examine which lingual challenges the teachers see in their subject. To answer the research questions, a qualitative method is used, and semi-structured interviews. In total, five senior high school teachers from one school in Västra Götaland have been interviewed and the subjects represented are physical education, social science, history, religion, sociology, mathematics and natural science. The result shows that teachers support content- and language integrated learning in their tutoring and they also believe that it is important to develop the pupils' lingual ability in order for them to develop in their specific subject. However, the result shows that the old subject tradition is still evident to some extent, but the perception of the role as a specialist teacher is changing. Moreover, the result shows that the teachers work with content- and language integrated learning in their specific subject, with an emphasis on terms and the understanding of concepts. It is evident that Vygotskys socio-cultural perspective and Hallidays systemic-functional grammar is seen in how teachers work, but the conclusion is that teachers to a large extent work according to these theories without being aware of it, and thus rather makes it right by coincidence. Further, the result shows that the teachers are aware of what lingual challenges the pupils' come across in their specific subject, and they agree on that there are mainly the cognitive abilities that challenge the pupil. / Syftet med studien är att undersöka hur ämneslärare förhåller sig till språk- och kunskapsutvecklande arbetssätt, samt undersöka om och hur de i så fall arbetar med att utveckla elevens språk och ämneskunskap i undervisningen för att gynna elevens lärande. Intentionen är även att undersöka vilka språkliga utmaningar lärarna anser att eleven möter i deras ämnen. För att besvara studiens frågeställningar har en kvalitativ inriktad metod valts, i form av semistrukturerade intervjuer. Sammanlagt intervjuades fem gymnasielärare från en skola i Västra Götaland och ämnena som representeras är idrott och hälsa, samhällsvetenskap, historia, religion, sociologi, matematik och naturvetenskap. Resultatet visar att lärarna är positivt inställda till språk- och kunskapsutvecklande arbetssätt i ämnesundervisningen och att de tycker att det är viktigt att utveckla elevens språkliga förmåga för att eleven ska kunna utvecklas i deras ämnen. Dock visar resultatet att den gamla ämnestraditionen fortfarande finns kvar till viss del, men att synen på ämneslärarens roll likväl håller på att förändras. Vidare visar resultatet att lärarna arbetar med språk- och kunskapsutveckling i sina ämnen, med fokus på främst termer och begreppsförståelse. Det går tydligt att se Vygotskys sociokulturella perspektiv och Hallidays systemisk-funktionella grammatik i lärarnas arbetssätt, men slutsatsen blir att lärarna till stor del arbetar omedvetet utifrån teorierna och mer råkar ”träffa rätt”. Vidare visar resultatet att alla lärarna är medvetna om vilka språkliga utmaningar som eleven möter i deras ämnen och de är överens om att det främst är de kognitiva förmågorna som är en utmaning för eleven.

L’entre-deux-guerres se caractérise par la tentative de mise en œuvre de réformes s’inscrivant dans l’idéal d’instauration de l’école unique et visant la démocratisation de l’enseignement, en particulier de l’enseignement secondaire. Parmi les réactions à ces réformes de l’enseignement, le "démo-élitisme" mis en évidence par A. Robert (2005) constitue une forme subtile de réponse. Elle est d’autant plus efficace qu’elle se positionne au moins en apparence dans le camp des promoteurs de la réforme, puisqu’il s’agit de défendre l’idée de démocratisation de l’enseignement. Cette attitude est d’ailleurs souvent portée par des personnalités dont les options politiques sont proches de celles des réformateurs eux-mêmes.L’attitude démo-élitiste, dans la mesure où elle ne s’oppose pas de manière frontale et radicale aux projets de réforme, réussit à freiner, voire à empêcher la mise en œuvre effective des mesures envisagées. Cette position est facilitée par le fait que le projet des réformateurs peut lui-même être chargé d’ambiguïtés. Cette question des réformes et des réactions aux réformes est étudiée à travers deux moments essentiels : la mise en œuvre des classes amalgamées en 1926, et celle des classes d’orientation en 1937. / The inter-war period is characterized by the attempt to implement reforms in the ideal introduction to the "école unique" and to developp the democratization of education, especially secondary education. Among the reactions to these education reforms, the "demo-élitisme" showed by A. Robert (2005) is a subtle form of response. It is most effective because it is positioned at least in appearance in the camp of the proponents of reform, as it is to defend the idea of democratization of education. This attitude is often carried by politics including political options are similar to those of the reformers themselves.The "demo-elitiste" attitude, since it does not oppose a frontal and radical reform projects, able to slow or prevent the effective implementation of the measures. This position is facilitated by the fact that the project of reforming itself may be full of ambiguities.This issue of reforms and reactions to reforms is examined through two key moments : the implementation of the “classes amalgamées” in 1926, and of the “classes d’orientation” in 1937.

The study examined the typical development of early literacy in a group of typically developing preschool Sepedi first language children residing in Atteridgeville, by determining their performance on a protocol of early literacy tasks. The following aspects were included: written language awareness, narrative abilities, phonological awareness, letter name knowledge, grapheme-phoneme correspondence and literacy motivation. The performance of the participants on the various tasks was used to describe the early literacy development of the target population and to identify relevant risk criteria that may indicate delayed early literacy development in the target population. The performance of participants on these tasks differed from those of other participants in local and international studies, which underscores the necessity of culturally sensitive procedures for identifying delays in the early literacy development of children. The influence of factors such as the mother’s level of education, gender, participants’ level of engagement in literacy activities and participants' current academic performance on the development of early literacy skills were also investigated. Based on the results as well as other indications from the literature, possible risk factors for delayed early literacy development for this group are listed. / Dissertation (M (Communication Pathology))--University of Pretoria, 2007. / Speech-Language Pathology and Audiology / unrestricted

Please read the abstract in the section 00front of this document / Thesis (DPhil)--University of Pretoria, 2010. / Sociology / unrestricted

The purpose of this project is to offer a functionally comprehensive application, Cognitive Rehab Solutions (CRS), that is designed for neuropsychologists to deliver restorative cognitive training in areas of attention and memory of persons with brain impairment.

<p>Uvod: Ko&scaron;arka je naizmeničan, dominantno anaerobni timski sport koji igraju sportisti na različitim nivoima. Iako je primarno američki sport, ko&scaron;arka je ubrzo postala i međunarodni, a danas gotovo da nema zemlje u kojoj se ne igra. Razlog za podizanje svesti o ko&scaron;arka&scaron;koj igri je taj &scaron;to je to dru&scaron;tvena igra čijim upražnjavanjem se može zadovoljiti niz sociolo&scaron;kih, fiziolo&scaron;kih, psiholo&scaron;kih i mnogih drugih aspekata. U trenažnom procesu, samo pravilnim izborom trenažnih programa, raznovrsnosti trenažnih sadržaja, izborom trenažnih metoda i sredstava rada može se očekivati razvoj svih kretnih, funkcionalnih i drugih sposobnosti ko&scaron;arka&scaron;a. Prethodno navedeno utiče na izbor vežbi koje će biti primenjene na sportiste odnosno ko&scaron;arka&scaron;e, a koje su osnovno sredstvo u trenažnoj tehnologiji za prevođenje sportiste iz nižeg u vi&scaron;i nivo sportske forme.<br />Cilj: Cilj istraživanja je da se kroz odabranu bateriju testova ustanovi efekat zadatog tretmana na transformaciju morfo-funkcionalnih, motoričkih i specifično motoričkih sposobnosti studenata ko&scaron;arka&scaron;a sprovedenog u pripremnom delu sezone (predtakmičarski ili bazični deo).<br />Metodologija: Uzorak ispitanika činio je ukupno 95 studenata mu&scaron;kog pola, Severoistočnog federalnog univerziteta u Jakutsku (Rusija) koji broji oko 20000 studenata pretežno iz azijatskog dela sveta. Uzrast ispitanika je od 18-23 godine gde je prosečna starost 20.841.26 godina. Naveden uzorak je metodom slučajnog uzorka podeljen u dve grupe: prva grupa je bila eksperimentalna (N=45), dok je druga grupa bila kontrolna (N=50). Eksperimentalna grupa je realizovala eksperimentalni plan i program. Kontrolna grupa je realizovala &bdquo;Op&scaron;ti program treninga ko&scaron;arka&scaron;kih performansi&ldquo; koji se primenjuje u KK&ldquo;Borac&ldquo; iz Čačka.<br />Za svaku dobijenu varijablu izračunati su centralni i disperzioni parametri. Za procenu normalnosti distribucije svih varijabli primenjen je Kolmogorov-Smirnov test. U cilju utvrđivanja razlika u morfo-funkcionalnim i motoričkimi specifično motoričkim sposobnostima studenata ko&scaron;arka&scaron;a u inicijalnom i finalnom merenju između kontrolne i eksperimentalne grupe primenjena je multivarijatna analiza varijanse (MANOVA) i univarijatna analiza varijanse (ANOVA). Struktura razlika između grupa i hijerarhija antropometrijskih i motoričkih varijabli na inicijalnom i na finalnom merenju utvrđena je primenom Diskriminativne analize. Stvarni efekti eksperimentalnog i kontrolnog tretmana, na finalnom merenju utvrđeni su uz pomoć univarijatne analize kovarijanse (ANCOVA) i multivarijatne analize kovarijanse (MANCOVA).<br />Rezultati: Rezultati multivarijatne analize varijanse ukazuju da u sistemu primenjenih varijabli postoje statistički značajne razlike između kontrolne i eksperimentalne grupe na finalnom merenju u varijablama za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti (p = .000). Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih (p = .000) i specifično motoričkih sposobnosti na finalnom merenju. Primenom ANOVA analize utvrđeno je da postoje statistički značajne razlike između subuzoraka studenata ko&scaron;arka&scaron;a u varijablama za procenu morfolo&scaron;kih karakteristika i u varijablama za procenu funkcionalnih sposobnosti ispitanika. ANOVA je takođe potvrdila statistički značajne razlike u varijablama za procenu motoričkih i specifično motoričkih sposobnosti. Statistički značajne razlike u gore navedenim varijablama je uočena u korist eksperimentalne grupe.<br />Putem MANCOVA analize utvrđena je statistički značajna razlika između eksperimentalne i kontrolne grupe studenata ko&scaron;arka&scaron;a u sistemu primenjenih varijabli za procenu morfolo&scaron;kih karakteristika ispitanika (p=.000), za procenu funkcionalnih sposobnosti (p=.000), za procenu motoričkih sposobnosti (p=.000) i za procenu specifično motoričkih sposobnosti ispitanika (p=.000) na finalnom merenju, na kraju primenjenog eksperimentalnog tretmana u korist eksperimentalne grupe. Rezultati diskriminativne analize (p = .000) ukazuju da postoji jasno definisana granica između subuzoraka kada su u pitanju varijable za procenu morfolo&scaron;kih karakteristika (p = .000), funkcionalnih sposobnosti (p = .000), motoričkih&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; (p = .000) i specifično motoričkih sposobnosti na na kraju primenjenog eksperimentalnog tretmana.<br />Zaključak: Kako je uočena statistički značajna razlika u celom ispitivanom prostoru, može se zaključiti da postoji statistički značajan efekat eksperimentalnog tretmana na određene morfolo&scaron;ke karakteristike, funkcionalne, motoričke i specifično motoričke sposobnosti ispitanika. Efekti eksperimentalnog tretmana na ko&scaron;arka&scaron;e su bili bolji od efekata konvencionalnog ko&scaron;arka&scaron;og treninga.</p> / <p>Introduction: Basketball is an alternate, dominant anaerobic team sport that plays athletes at different levels. Although it is&nbsp; the US primarily sport, basketball soon became international, and today there is almost no country in which it is not played. The reason for raising awareness about the basketball game is that it is a social game whose practice can satisfy a range of sociological, physiological, psychological and many other aspects. In the training process, only the correct selection of training programs, variety of training contents, choice of training methods and training tools can be expected to develop all the locomotional, functional and other abilities of basketball players. The aforementioned influences the selection of exercises that will be applied to athletes or basketball players, which are the basic instrumentality in the training technique for translating an athlete from a lower to a higher level of sports form.<br />Objective: The aim of the research is to determine the effect of the given treatment on the transformation of the morpho-functional, motor and specific motor skills of basketball players conducted during the preparatory part of the season (pre-competitive or basic part) through the selected battery of tests.<br />Methodology: The sample of respondents consisted of a total of 95 male students, Northeastern Federal University in Yakutsk (Russia), which has about 20000 students predominantly from the Asian region. The age of the respondents is from 18-23 years, where the average age is 20.841.26 years. The sample was randomly divided into two groups: the first group was experimental (N = 45), while the second group was control group (N = 50). The experimental group realized the experimental plan and program. The control group realized the &quot;General Basketball Performance Training Program&quot;, which is being applied in BC &quot;Borac&quot; from Cacak.<br />For each obtained variable, the central and dispersion parameters. The Kolmogorov-Smirnov test was used to estimate the normal distribution of all variables. In order to determine the differences in the morpho-functional, motor and specific motor skills of basketball students in the initial and final measurement between the control and the experimental group, a multivariate variance analysis (MANOVA) and a univariate variance analysis (ANOVA) were applied. The structure of differences between groups and the hierarchies of anthropometric and motor variables on initial and final measurement was determined using the Discrimination Analysis. The actual effects of experimental and control treatment were determined at the final measurement using a univariate covariance analysis (ANCOVA) and multivariate covariance analysis (MANCOVA).<br />Results: The results of the multivariate analysis of variance indicate that in the system of applied variables there are statistically significant differences between the control and the experimental group at the final measurement in variables for estimating morphological characteristics (p = .000), functional abilities (p = .000) .000), motor skills (p = .000) and specific motor skills (p = .000). The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessing morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor skills in final measurement.<br />Using ANOVA analysis it was determined that there are statistically significant differences between subsamples of students in variables for evaluation of morphological characteristics and variables for assessing the functional abilities. ANOVA also confirmed statistically significant differences in variables for assessing motor abilities and specific motor skills. In the above mentioned variables statistically significant differences were observed in favor of the experimental group.<br />The MANCOVA analysis showed a statistically significant difference between the experimental and control group of basketball students in the system of applied variables for assessing the morphological characteristics of the respondents (p = .000), for assessment functional abilities (p = .000), for the assessment of motor abilities (p =. 000) and for the assessment of the specific motor abilities of the subjects (p = .000) at the final measurement, at the end of the applied experimental treatment, in favor of the experimental group. The results of the discriminant analysis (p = .000) indicate that there is a clearly defined boundary between subunits when it comes to variables for assessment morphological characteristics (p = .000), functional abilities (p = .000), motor (p = .000) and specific motor abilities, at the end of the applied experimental treatment.<br />Conclusion: As a statistically significant difference was observed in the entire study area, it can be concluded that there is a statistically significant effect of experimental treatment on certain morphological characteristics, functional, motor and specific motor abilities of the respondents. The effects of experimental treatment on basketball players were better than the effects of conventional basketball training.</p>

Our research follows up longitudinal study of doc. PhDr. Gabriela Seidlová Málková, Ph.D. on Faculty of humanities, Charles University. In the years 2010-2012 four subsequent research of 127 preschool children age 3,5 - 5,5 years took place. In 2017 we succeeded in searching for 40 children attending at that time 5th class in elementary school. We captured current abilities of that children, especially reading. Our interest was to investigate decoding and reading comprehension. In agreement with previous research results we found out, that reading comprehension relates statistically significantly to decoding skill, listening comprehension, vocabulary, language awareness and nonverbal intelligence (all in elementary school). Based on the tests in nursery school, we divided children to three groups, and we described two outer - more (Comparative group) and less (Deficit group) language equipped. We traced reading profiles of these two groups in elementary school (5th grade). Keywords: language skills, reading literacy, reading comprehension, reading abilities, diagnostics of reading, development of reading skills, decoding

Doctor Educationis / Die volwassene wat 'n professionele beroep beoefen, vervul nie net die rol van professionele beroepsbeoefenaar nie, maar is ook 'n voltydse leerder (student); tuisteskepper en landsburger. Hierdie verskillende rolle kan só veeleisend raak dat die volwassene oorweldig voel en in spanningsituasies of te midde van 'n vol program, onvanpaste besluitnemingstrategieë aanwend. Die openbaring van onvanpaste besluitnemingsgedrag sluit in die onvermoë om • die kern van die probleem te formuleer • alternatiewe te genereer en te evalueer • die besluit te neem, te implementeer en te evalueer 'n Empiriese ondersoek is onderneem om te bepaal watter besluitnemingstrategieë deur professionele volwassenes bemeester behoort te word en of die andragoog die volwassene tydens die afhandeling van die besluitnemingsproses moet bystaan. Die faktore wat 'n rol by besluitneming speel, is ook behandel. Die navorser se eie voorstelling van die besluitnemingsproses, wat as opsomming van die literatuurstudie beskou kan word, is as raamwerk gebruik om vrae te genereer wat in die vraelys opgeneem kon word, asook om onderhoude te voer. Die belangrikste gevolgtrekking van die ondersoek is dat professionele volwassenes tydens die besluitnemingsproses op ondersteuning aangewese is en dat besluit nemingskonflik verlig kan word indien 33 belangrike besluitnemingsvaardighede bemeester is. Verder is gevind dat daar beduidende verskille is ten opsigte van die besluitnemingsvermoë van die agt verskillende beroepsgroepe wat by hierdie navorsing betrek is, asook tussen manlike en vroulike respondente en Afrikaanssprekende en Engelssprekende respondente. Die algemene gevolgtrekking waartoe gekom is, is dat sommige professionele volwassenes onderpresteer wat besluitneming betref en dat hulle in besonder op begeleiding aangewese is. Die andragoog wat as besluitnemingskonsultant optree, sal hom dit spesifiek ten doel stelom sy medevolwassene wat ontoereikende besluitnemingsgedrag openbaar, te begelei tot die vorming van 'n realistiese besluitnemingsidentiteit. Verder word 'n nuwe, meer omvattende uiteensetting van die besluitnemingshandeling vanuit die Sielkundige Opvoedkunde voorgestel wat ten doel het om 'n meer indringende beskrywing van dié konatiewe handeling daar te stel as wat tans in die opvoedkundige sielkundige teorie te vind is.