El aula es un espacio en el que la diversidad de los estudiantes aflora. Los educadores son los responsables de brindar respuestas y atención a todas aquellas individualidades, no solo a los estudiantes con dificultades de aprendizaje sino también a los que poseen altas capacidades. Por lo tanto, es importante que los docentes reciban conocimientos sobre la formación de niños con altas capacidades en su formación profesional. En ese sentido, el principal objetivo de esta tesis es describir las percepciones de un grupo de diez estudiantes de último año de la carrera de Educación sobre su formación en altas capacidades a lo largo de su carrera universitaria. Para alcanzar el objetivo, se ha trabajado con la metodología fenomenológica, la cual nos permite realizar un análisis descriptivo de las percepciones de las estudiantes entrevistadas. Los resultados de este estudio apuntaron a un desconocimiento sobre el tema de altas capacidades por parte de las estudiantes, durante su formación docente en la carrera de Educación.  En consecuencia, se recomienda se integre en los talleres de Educación en la Diversidad y/o Evaluación de Necesidades Educativas un plan de enriquecimiento curricular sobre el tema de Altas capacidades en pro de la formación integral del Docente. / The classroom is a space in which the diversity of the students emerges. Educators are responsible for providing answers and attention to all those individuals, not only to students with learning difficulties but also to those with high abilities. Therefore, it is important that teachers receive knowledge about the training of children with high abilities in their professional training. In this sense, the main objective of this thesis is to describe the perceptions of a group of ten students of final year in the career of Education regarding their training in high capacities throughout their university career. To achieve the objective, we have worked with the phenomenological methodology, which allows us to carry out a descriptive analysis of the perceptions of the interviewed students. The results of this study pointed to a lack of knowledge on the subject of high abilities on the part of the students, as well as a lack of presentation and deepening of the subject during their teacher training in the Education career. As a consequence, we want to recommend a curricular enrichment to start a formation that is going to provide knowledge about talented children to the future teachers. / Tesis

The goal of my diploma thesis is to introduce leadership concept, to analyze the status of management in company VHZ-DIS, spol. s.r.o., based on theoretical knowledge, and to submit proposals for effective leadership to enhance productivity of the company. This analysis is a starting point for solution proposal how to improve the situation in the company and how to improve effectiveness, engagement and creativity of individual members of the organization.

This diploma thesis deals with analysis of the highest and best use. The first part of the thesis is the theoretical part, which deals mainly with valuation methods and the essence of analysis. This analysis is applied to the Nursery School in Pilsen, where it examines whether the proposed variants meet the four tests. The result is finding the highest and best use of the object.

PhD (English) / Department of English / It has been established, through research, that some first-entering science students display levels of under-preparedness for tertiary studies. One area in which this is seen is in students’ lack of academic reading ability. Although, some of these students read fluently they do not display competencies in other reading areas, such as to understand, interpret, infer or critique ideas expressed in science academic texts. This low academic reading proficiency has a negative effect on their studies. The aim of this study was to identify, through the National Benchmarking Tests (NBT), the reading competencies of all (100) students registered in the Science Foundation Programme (SFP) in the University of Venda. SFP caters for students who did not attain the required scores in Mathematics and Physical Science. These students’ overall scoring, including English competency, is less than the required (26) points, even though they obtained university entrance scores in their Matric Examination. A NBT was used to identify students’ reading competencies and based on these results, a reading profile of the students was drawn up and was used to design an intervention strategy to enhance existing competencies and to remedy any shortcomings. To achieve the study’s aim, a mixedmethod approach was used. The method was predominantly quantitative, because of the statistical aspects of the data from NBT, however, it had some elements of qualitative approach through the use of a case study and the designing of an intervention strategy in response to the profile. The results of the study indicated that the majority of students performed at the basic and lower-intermediate levels. This kind of reading profile means that students on SFP do not possess the academic reading skills needed for them to succeed with their required academic reading activities, without some kind of structured intervention. The design of such a tool (appendix 5) forms the second part of this study

La naissance prématurée se caractérise par des expériences multisensorielles et sensorimotrices atypiques lors d’une période du développement très sensible à ces dernières (Koenig-Zores & Kuhn, 2016). Les recherches ont mis en évidence un impact significatif de la prématurité sur le développement des enfants (Marret et al., 2015) induisant notamment des troubles perceptivo-moteurs avec ou sans troubles neurologiques associés (De Rose et al., 2013). Cependant, si beaucoup d’études portent sur la motricité des nouveau-nés et nourrissons nés prématurés, peu de données existent sur le développement perceptivo-moteur des enfants nés prématurés sans diagnostic de trouble neurodéveloppemental. La question principale abordée dans cette thèse est de savoir si la prématurité n’induit pas des signatures motrices spécifiques, même en absence de ces troubles. Dans l’objectif de répondre à cette question, différents tests standardisés, et trois tâches expérimentales impliquant la perception des équivalences intermodalitaires, la coordination visuomotrice et le contrôle postural, ont été proposés à 48 enfants nés à terme et 32 enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental et tous âgés de 8 ans. Les résultats ont mis en évidence dans les deux groupes des habiletés comparables de perception des équivalences intermodalitaires dans les modalités haptique et visuelle. Cependant, ils ont aussi révélé une efficience moindre de la coordination visuomotrice et du contrôle postural chez les enfants nés prématurés en comparaison des enfants nés à terme. Ces différences suggèrent des processus perceptivo-moteurs différents chez les enfants nés grands prématurés sans diagnostic de trouble neurodéveloppemental âgés de 8 ans. Ces résultats offrent ainsi de nouvelles perspectives cliniques, notamment d’évaluation plus fine des habiletés perceptivo-motrices, ainsi que de nouveaux questionnements de recherche sur les trajectoires développementales de ces mêmes habiletés et des réseaux neuronaux sous-jacents chez les enfants nés prématurés. / Preterm birth is associated with atypical multisensory and sensorimotor experiences during a period of development sensitive to these experiences (Koenig-Zores & Kuhn, 2016). The studies showed a significant impact of prematurity on children development (Marret et al., 2015), such as perceptual-motor disorders, with or without associated neurological disorders (De Rose et al., 2013). However, even though there are many studies on motor abilities of preterm newborns and preterm infants, little data exists on perceptual-motor development of preterm children without neurodevelopmental disorders. The main question addressed in this thesis is to know whether prematurity does induce specific motor signatures, even in the absence of neurodevelopmental disorders. To answer this question, different standardized tests and three research tasks involving perception of intersensory equivalences, visuomotor coordination, and postural control, have been proposed to 48 full-term children and 32 very preterm children without any diagnosis of neurodevelopmental disorders, all aged 8 years old. The results revealed comparable perception abilities of intersensory equivalences in haptic and visual modalities in the preterm and the full-term groups. However, they also showed a lower efficiency of visuomotor coordination and postural control in the preterm children compared to the full-term children. These observations suggest different perceptual-motor processes in very preterm children without diagnosis of neurodevelopmental disorders at the age of 8. The results offer new clinical opportunities for a more precise evaluation of perceptual-motor abilities, and new research questions about developmental trajectories of perceptual-motor abilities and underlying neuronal networks, in preterm children.

INTRODUCTION: By the age of 65, every driver holding a valid driving license is required to undergo a compulsory medical examination according to Act 361/2000 Coll. The purpose of the examination should be to examine not only physical, but also psychosocial and cognitive factors that can affect the ability to drive safely. However, the extension of the validity of a driving license may have a considerable impact on the preservation of the existing self-sufficiency. GOALS: To determine the relationship of anamnestic data on the state of driving a motor vehicle with the state of cognitive functions. As a secondary goal, the work asks whether there is a correlation between the results of the Montreal cognitive test (MoCA-CZ1) with newly created memory screening tests (POBAV, ALBA and DOZNAT). METHODOLOGY: The research was based on a qualitative examination of the 39 drivers older than 65 years. Drivers were assessed by the state of cognitive function according to the Montreal Cognitive Test, and were then examined by "new short cognitive tests" targeting different types of memory. Finally, the participants filled out the questionnaire on subjective evaluation of driving skills. RESULTS: Dependence was found between the driving frequency and the groups of drivers with cognitive impairment and...

Title: Monitoring of reaction abilities in different age categories of judo athletes Objectives: The aim of the thesis was to assess the influence of judo on the reaction abilities among different age groups of judo athletes. This finding should help to develop a view of necessity of focusing on reaction abilities during exercise unit. Methods: During the research a reactometer was used to capture simple and complex reaction time to visual stimulus and tactile response. Overall 166 individuals (100 men, 66 women) took part of the monitoring from which 3 were excluded. Every proband has undergone one test measurement (5 stimuls at least) and two evaluated ones (20 seconds each). The shorter - reaction time score was consider as a result for the particular test. The outcomes were utilized via Kruskal - Wallis test, Pearsons's and Spearman's correlation coefficient, Mann - Whitney's test and others. Results: The biggest difference between reaction period was observed between the age group of 8-10 and older groups. This category has also significantly differed in reaction period and the highest median. Statistically any notable difference was not confirmed among judo athletes and our control group in contrary with the situation between individual age categories. The hypothesis of judo athletes training...

Conceptions of area and volume of pupils at the elementary school Veronika Tůmová ABSTRACT: The aim of my thesis is to investigate how the conceptions of area and volume are built, what the major pitfalls and problems are, what skills and strategies are helpful for solving problems and what are the frequent unsuccessful strategies and pupils' misconceptions. I used the concept of the hypothetical learning trajectory as a tool to describe this process. Based on existing research review, I compiled two hypothetical learning trajectories - one for area and one for volume. The crucial building blocks that were identified based on these trajectories are: space abilities, structuration of space into arrays of units and multiplicative thinking. A test was designed to measure these factors and the correlation of these factors with success in volume and area problems ranged from week (multiplicative thinking) to very strong (spatial abilities). These findings confirm that these factors constitute an important part of the hypothetical learning trajectory for both concepts. Several structuration tasks were selected to investigate pupils' structuration skills and mistakes in more detail. Three main categories of problems were identified in the pupils' solutions: incorrect space structuration, disconnection between...

Objectives: The aim of this work was to monitor and describe the state of fitness preparation of young tennis players in age 12 - 15 years old in the West Bohemian region. Methods: In this work we have used these methods: interview with a trainer, summary report, content analysis and frame analysis as a partial method. Results: We have found out that players who have regular and systematic fitness preparation in their training regime perform much better than those who have not included fitness preparation into their training routine. Keywords: physical abilities used in tennis, general and specific fitness preparation, organization and forms of fitness preparation, compensatory exercise.

Syftet med denna studie är att genom en kvalitativ metod belysa om och hur rörelsepauser har någon påverkan för elevers koncentrationsförmåga. Utöver detta undersöks hur elever och lärare upplever rörelsepauser och huruvida koncentrationsförmågan påverkas av rörelser samt hur elever tar sig an den text de ska läsa. För att kunna belysa detta syfte har observationer och individuella intervjuer används. Bearbetning av det empiriska materialet har skett genom den tematiska analysen för att kunna kategorisera det som uppvisats vid observationer och utifrån informanternas upplevelser. Studiens resultat har diskuterats utifrån den tidigare forskningen samt det kognitiva perspektivet eftersom koncentrationsförmågan är en kognitiv förmåga. Vidare belyses den yttre distraktionens påverkan på elevernas koncentrationsförmåga samt hur informanterna kan reducera denna påverkan. Resultatet i studien synliggör att eleverna uppvisar en positiv förändrad koncentrationsförmåga efter att rörelser har implementerats. Utöver detta visades att det är olika påverkansfaktorer på koncentrationsförmågan beroende på vilken rörelse som implementeras. Ytterligare resultat visar att arbetssätt och arbetsform är av vikt för elevers koncentrationsförmåga, dessutom hur yttre distraktioner påverkar eleverna i olika nivåer, vilket har betydelse för deras läsinlärning. / The purpose of this study is to, through a qualitative method, highlight if and how movement breaks influences the pupil’s ability to concentrate. Beyond this, the pupils and teachers experience with movement breaks have been examined, and whether the ability to concentrate is affected by movements, and how students approach the text they are to read. To illustrate this purpose, observations and individual interviews were used. Processing of the collected data was done through the thematic analysis to categorize what was shown in the observations and based on the informants’ experiences. The result of the study has been discussed based on the previous research as well as the cognitive perspective, as the ability to concentrate is a cognitive ability. Furthermore, the effect of the external distraction is highlighted on the pupil’s ability to concentrate, and how informants can reduce this impact. The result of the study show that the students show a positive change in their ability to concentrate after movements have been implemented. In addition, it was shown that there are various influencing factors on the ability to concentrate, depending on the movement implemented. Additional results show that working methods and working form are important for the pupil’s ability to concentrate, also how external distractions affect pupils at different levels, which is important to improve their literacy.