Abstract - Which abilities are the students training in the subject of physics? The purpose of this study was to examine teachers' plans, LPPs (Local Educational Planning) to see which abilities are trained and how. I have created a content analysis of the teachers' plans, LPPs and how the teachers practice the abilities of the students in the subject of physics. I analysed two LPPs in the grade 5 and two LPPs in the grade 6. The LPPs are from two different schools and two teachers' one in each grade. My first purpose was to examine which abilities, prescribed in Lgr 11 students are training and if the abilities create a common thread between grade 5 and grade 6 in the subject of physics. My second purpose was to examine what kind of teaching the students are training the abilities which can be found in Lgr 11. The study addresses three different kinds of teaching which are more open, more guided or in a combined way of teaching. My study answered the following questions: Which abilities in Lgr 11 are the students training in the subject of physics in grade 5 and 6? What kind of teaching are the students training the abilities in Lgr 11? The study was based on a content analysis of the LPPs and the theory I used to analyse was The Big 5. I also used interview by email with the teachers who gave me the LPPs. Based on the results and the analysis of the study, I came to the conclusion that all four LPPs in the two different schools were practicing the abilities prescribed in Lgr 11 and that they used The Big 5 to clarify the abilities that the topic addresses. All four LPPs have a common thread between grade 5 and 6 where some abilities are recorded again others are excluded and supplemented with new ones. Based on the results and the analysis, I came to the conclusion that both teachers teach the skills prescribed in Lgr 11 in the subject of physics in an open way of teaching, i.e. when students are active participants in the teaching. Combined teaching was used several times when the students e.g. had to try out for a given topic. Guided teaching was used only once in all four LPPs e.g. when the teachers prepare a list of concepts.

La reconnaissance des expressions faciales émotionelles dans les Troubles Envahissants du Développement (TED) est atypique, contribuant à des difficultés socio-adaptatives y compris dans les TED sans déficience intellectuelle (TED-SDI). Hypothèse : il existe des facteurs de risque ou de protection dans les capacités de reconnaissance des expressions faciales émotionnelles des TED-SDI. Objectifs : 1) caractériser les capacités de 32 enfants et adolescents de 8 à 14 ans avec TED-SDI ; 2) identifier des facteurs de risque ou de protection, comparer nos observations à un groupe contrôle de 37 sujets typiques. Notre étude est transversale, descriptive et analytique. Le critère de jugement principal utilisé est le nombre d'erreurs au DANVA2F, qui évalue les capacités de reconnaissance des expressions faciales émotionnelles de base. Résultats : un nombre significatif d'erreurs plus élevé est observé dans le groupe TED-SDI comparativement à la population normée et à la population contrôle. L'intensité des troubles socio-communicatifs actuels mesurés par l'ADOS constitue un facteur de risque (ORa=2,08 ; IC 95%= [1,02/4,22] ; p=0,006). D'autre part, une faible intensité des comportements stéréotypés et des schémas répétitifs inférieurs mesurée à l'aire 3 de l'ADI apparaît être un facteur de protection (DANVA AF : ORa=0,078 ; IC 95%= [0,007/0,883] ; p=0,02. DANVA CF : ORa : 0,05 ; IC 95%= [0,005/0,44] ; p=0,0004). Conclusion : nos résultats vont dans le sens d'un trouble de la capacité à reconnaitre les expressions faciales dans les TED-SDI et permettent d'identifier des facteurs de risque cliniques de plus grandes vulnérabilités. Perspectives : utiliser un échantillon plus large et développer sur le plan clinique des interventions précoces et multimodales. / Facial emotionanl expression recognition in Pervasive Developpemental Disorders (PDD) are atypic and contribute to social skills difficulties for children and adolescents with PDD, including without intellectual disabilities. Hypothesis: predictiv factors exist in facial emotional expression recognition in PDD. Objectives: 1) characterize the abilities of facial emotional expressions recognition of 32 children and adolescents; 2) identify risk or protective factors in the development of these abilities. Compare our results with a control group of 37 typical peers. Our study is cross-sectional, descriptive and analytical. The primary point was the number of errors in the Danva 2F, which is a validated and standardized assessment tool (basic emotional expression). Results: show that our clinical group made significantly more errors in the recognition of facial emotional expressions than what is observed in population and standardized in our control population. Risk factors of the number of errors made in the Danva are highlighted: the intensity of socio-communicative disorders present as measured by the ADOS (ORa=2,08 ; IC 95%= [1,02/4,22] ; p=0,006). Protective factors are identified, linked to a low of stereotyped and repetitive patterns score below the threshold of the area 3 of the ADI (DANVA AF: ORa=0,078 ; IC 95%= [0,007/0,883] ; p=0,02. DANVA CF: ORa: 0,05 ; IC 95%= [0,005/0,44] ; p=0,0004). Conclusion: results allow us to observe a disorder of the ability to recognize facial expressions in our clinical group and the presence of risk factors and protective factors related to it. Perspectives: use a larger sample to study clinical parameters more related to emotional processing, our clinical work emphasizes the importance of early intervention multimodal, to improve the capacity of emotional processing.

L’objectif de cette thèse est d’identifier les compétences interculturelles qui déterminent la disposition des gestionnaires au changement organisationnel. Pour ce faire, nous avons analysé l’influence des compétences interculturelles, impliquant des aptitudes cognitives, des habiletés émotives et des compétences comportementales/sociales chez les gestionnaires, sur la disposition au changement. Afin de tester notre modèle de recherche, incluant douze hypothèses principales nous avons eu recours à une enquête avec un questionnaire électronique auto-administré. Notre échantillon total compte cinq cent cinquante- sept personnes en provenance de soixante-huit pays différents. Les personnes interrogées, des salariés d’entreprises, occupent des postes à différents niveaux hiérarchiques : au niveau stratégique, mais aussi au niveau opérationnel, c’est-à- dire, des gestionnaires qui sont responsables de la planification à long terme, du contrôle du progrès, ou de la supervision quotidienne des opérations. La compréhension du concept de la compétence interculturelle était un aspect essentiel dans cette thèse de doctorat. La partie théorique a donc été écrite discrétionnairement par le chercheur au sujet des références choisies sur lesquelles le cadre conceptuel a été établi. Une partie empirique a été soutenue avec une analyse méthodologique quantitative afin de prouver qu’il y a une corrélation positive significative entre la compétence interculturelle et la disposition des gestionnaires au changement organisationnel. / The object of this thesis is to discover the intercultural competencies that determine manager’s readiness for organizational change. Through the analysis of twelve main hypotheses; regarded as intercultural competence; involving cognitive capabilities, emotional abilities and behavioural/social skills in managers; and their influence on readiness for change, the procedure to validate the general hypothesis includes an electronic self-administered questionnaire and a total of five hundred and fifty seven respondents from sixty-eight different nationalities. The respondents are managers of corporations who hold strategic, tactical or operational management positions; that is, managers who are responsible for long-term planning, progress monitoring, or day-to-day operational supervision.The understanding of the concept of intercultural competence is a central aspect in this dissertation and therefore the theoretical part has been written discretionarily by the researcher concerning the selected references upon which the conceptual framework was built. An empirical part is supported with a quantitative methodological analysis in order to prove that there is a significant positive correlation between intercultural competence and managers’ readiness for organizational change.

The aim of the dissertation was to examine the relationship between career adaptability, sense of coherence (SOC) and career decision-making self-efficacy (CDMSE), and whether there were any demographic differences, namely age, gender and race, between the constructs. The Career Adapt-ability Scale South Africa (CAAS-South Africa), Orientation to Life Questionnaire (OLQ-13), Career Decision Self-Efficacy Scale Short Form (CDSE-SF) and a demographical questionnaire were applied in a convenience sample comprising 317 undergraduate students at a residential university in South Africa. The results indicated a moderate positive relationship between career adaptability, and SOC, and a strong positive relationship between career adaptability and CDMSE. CDMSE predicted career adaptability with a variance of 43%. SOC did not emerge as a significant predictor of career adaptability. No gender differences were found. This study makes a valuable contribution to the existing literature and practice, showing that CDMSE and SOC can have an impact on the career adaptability of undergraduate students. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)

<p>Основни проблем истраживања је утврђивање ефикасности проприоцептивног тренинга у развоју антрополошких показатеља фудбалера и ученика средњих школа. Поставља се питање да ли ће вежбање применом експерименталног модела тренинга допринети да се ниво морфолошких карактеристика, телесне композиције, базичних и специфичних моторичких способности подигне на виши ниво.<br />Циљеви истраживања су: да се утврди иницијално стање антрополошких показатеља фудбалера и ученика неспортиста; да се утврде разлике антрополошких показатеља фудбалера и ученика неспортиста на иницијалном стадијуму; да се утврде трансформације антрополошких показатеља експерименталне и контролне групе фудбалера и ученика неспортиста од иницијалног до финалног стадијума; да се утврде разлике у нивоу антрополошких показатеља експерименталне и контролне групе фудбалера и ученика неспортиста на финалном стадијуму.<br />Истраживање је спроведено на узорку од 250 испитаника дефинисаном као популација фудбалера и ученика средње Пољопривредне школе из Бачке Тополе, мушког пола, узраста 15 и 16 година (1997. и 1998. годиште). Експерименталне групе чине 125 испитаника: Е1 - 62 млада фудбалера; Е2 - 63 ученика који се не баве активно спортом. Контролне групе чине 125 испитаника: К1 - 66 младих фудбалера; К2 - 59 ученика који се не баве активно спортом. Узорак варијабли чине: морфолошке карактеристике, телесна композиција, базичне и специфичне моторичке способности.<br />Применом унивариатне и мултивариатне анализе варијансе, као и коваријансе, установљено је да је проприоцептивни тренинг у трајању од десет недеља изазвао појаву значајне промене базичних и специфичних моторичких способности. Статистички значајне разлике антрополошких показатеља фудбалера и ученика неспортиста постојале су пре примене проприоцептивног тренинга. Услед примене проприоцептивног тренинга дошло је до појаве статистички значајне разлике базичних (.000) и специфичних моторичких способности (.023) код експерименталне групе фудбалера, као и базичних (.000) и специфичних (.004) моторичких способности код експерименталне групе ученика неспортиста. Код контролне групе ученика неспортиста дошло је до појаве значајне разлике само код специфичних моторичких способности (.022). Постоји статистички значајна разлика антрополошких показатеља експерименталних и контролних група фудбалера и ученика неспортиста на финалном стадијуму. Иако су и контролне групе постигле одређени напредак (претпоставља се услед раста и развоја организма у том периоду живота, као и утицаја неких других фактора који нису обухваћени овим радом) закључак овог истраживања је да проприоцептивни тренинг пружа значајно већи напредак од уобичајеног плана и програма рада на часовима физичког вежбања и да доприноси значајном напредку код испитаника који се налазе у тренежном процесу.</p> / <p>Osnovni problem istraživanja je utvrđivanje efikasnosti proprioceptivnog treninga u razvoju antropoloških pokazatelja fudbalera i učenika srednjih škola. Postavlja se pitanje da li će vežbanje primenom eksperimentalnog modela treninga doprineti da se nivo morfoloških karakteristika, telesne kompozicije, bazičnih i specifičnih motoričkih sposobnosti podigne na viši nivo.<br />Ciljevi istraživanja su: da se utvrdi inicijalno stanje antropoloških pokazatelja fudbalera i učenika nesportista; da se utvrde razlike antropoloških pokazatelja fudbalera i učenika nesportista na inicijalnom stadijumu; da se utvrde transformacije antropoloških pokazatelja eksperimentalne i kontrolne grupe fudbalera i učenika nesportista od inicijalnog do finalnog stadijuma; da se utvrde razlike u nivou antropoloških pokazatelja eksperimentalne i kontrolne grupe fudbalera i učenika nesportista na finalnom stadijumu.<br />Istraživanje je sprovedeno na uzorku od 250 ispitanika definisanom kao populacija fudbalera i učenika srednje Poljoprivredne škole iz Bačke Topole, muškog pola, uzrasta 15 i 16 godina (1997. i 1998. godište). Eksperimentalne grupe čine 125 ispitanika: E1 - 62 mlada fudbalera; E2 - 63 učenika koji se ne bave aktivno sportom. Kontrolne grupe čine 125 ispitanika: K1 - 66 mladih fudbalera; K2 - 59 učenika koji se ne bave aktivno sportom. Uzorak varijabli čine: morfološke karakteristike, telesna kompozicija, bazične i specifične motoričke sposobnosti.<br />Primenom univariatne i multivariatne analize varijanse, kao i kovarijanse, ustanovljeno je da je proprioceptivni trening u trajanju od deset nedelja izazvao pojavu značajne promene bazičnih i specifičnih motoričkih sposobnosti. Statistički značajne razlike antropoloških pokazatelja fudbalera i učenika nesportista postojale su pre primene proprioceptivnog treninga. Usled primene proprioceptivnog treninga došlo je do pojave statistički značajne razlike bazičnih (.000) i specifičnih motoričkih sposobnosti (.023) kod eksperimentalne grupe fudbalera, kao i bazičnih (.000) i specifičnih (.004) motoričkih sposobnosti kod eksperimentalne grupe učenika nesportista. Kod kontrolne grupe učenika nesportista došlo je do pojave značajne razlike samo kod specifičnih motoričkih sposobnosti (.022). Postoji statistički značajna razlika antropoloških pokazatelja eksperimentalnih i kontrolnih grupa fudbalera i učenika nesportista na finalnom stadijumu. Iako su i kontrolne grupe postigle određeni napredak (pretpostavlja se usled rasta i razvoja organizma u tom periodu života, kao i uticaja nekih drugih faktora koji nisu obuhvaćeni ovim radom) zaključak ovog istraživanja je da proprioceptivni trening pruža značajno veći napredak od uobičajenog plana i programa rada na časovima fizičkog vežbanja i da doprinosi značajnom napredku kod ispitanika koji se nalaze u trenežnom procesu.</p> / <p>The basic problem of the research is establishing the efficiensy of the proprioceptive training in the development of anthropological indicators of football players and secondary school pupiles. The question is whether exercises with the application of an experimental training model will contribute that the existing level of the morphological characteristics, body composition, basic and specific motor abilities is raised to a higher level.<br />The research goals are: to establish the initial state of anthropological indicators of the football players and students nonathletes; to establish the differences of the anthropological indicators football players and students nonathletes on the initial stadium, to establish the transformation of the anthropological indicators of the experimental and the control group of the football players and students nonathletes from the initial to the final stadium; to establish the differences on the level of the anthropological indicators of the experimental and the control group of football players and students nonathletes in the final stadium.<br />The research has been carried out on the sample of 250 male exeminees defined as a population of football players and students of the secondary Agricultural school from Bačka Topola, at the age of 15 and 16 years (age groups 1997 and 1998). The Experimental groups consists of 125 exeminees: E1 - 62 young football players , E2 - 63 students who do not go in for sport actively. The Control groups consist of 125 examinees: C1 - 66 young football players, C2 - 59 students who do not go in for sports actively. The variable sample consists of: morphological characteristics, body composition, basic and specific motor abilities.<br />With the application univariant and multivariant analysis of variance, as well as covariance, it has been established that the proprioceptive training lasting ten weeks has caused significant changes of basic and specific motor abilities. Statistically significant differences of the anthropological indicators of football players and students non - athletes existed prior to the application of the proprioceptive training. The application of the proprioceptive training resulted statistically significant difference of the basic (.000) and the specific motor abilities (.023) with the experimental group of young football players, as well as the basic (.000) and specific (.004) motor abilities with the experimental group of the students nonathletes. With the control group of students nonathletes a significant difference oecured only with specific motor abilities (.022). There is a statistically significant difference of the anthropological indicators of the experimental and control group of football players and the students nonathletes in the final stadium. Although the control group has achieved certain progress, due to, the growth and the development of the organism in that life period. Proprioceptive training offers significantly greater progress than the customary plan and programme of the physical exercise classes and that it contributes to the significant progress with the examinees who are in the training process.</p>

Syftet med denna studie är att undersöka om materialet Praktisk matematik 1 passar att använda i matematikundervisningen i årskurs 1–3 utifrån arbetssättet konkret till abstrakt med fokus på kopplingen till de matematiska förmågorna och det centrala innehållet i matematik från Skolverkets (2019) läroplan. I studien undersöks vilka fem matematiska förmågor som elever ges möjlighet att öva, genom vilket centralt innehåll elever ges möjlighet att öva dessa fem matematiska förmågor samt hur materialet är utformat för arbete genom arbetssättet konkret till abstrakt.    Denna studie innehåller en kvalitativ innehållsanalys av materialet Praktisk matematik 1. För att analysera materialet skapades kriterier utifrån de matematiska förmågorna och det centrala innehållet från den svenska läroplanen (Skolverket, 2019). Materialets utformning för arbetssättet konkret till abstrakt analyserades utifrån studiens teori.   Resultatet visar att elever ges möjlighet att öva samtliga matematiska förmågor i olika utsträckning genom arbete med materialet Praktisk matematik 1. Genom områdena taluppfattning och tals användning, geometri och problemlösning ges elever möjlighet att öva samtliga fem matematiska förmågor. Genom områdena algebra och sannolikhet och statistik ges elever möjlighet att öva begrepps-, räkne- och problemlösningsförmågan och genom området samband och förändring ges elever möjlighet att öva begrepps-, räkne-, problemlösnings- och resonemangsförmågan. Dessa förmågor ges möjlighet att öva i olika utsträckning genom de olika punkterna som områdena innehåller. Materialet är utformat för att arbeta utifrån arbetssättet konkret till abstrakt genom att samtliga kort uppmanar elever till arbete med konkret material. Vid ungefär hälften av korten följs arbetet med det konkreta materialet av abstrakta beräkningar. / The purpose of this study is to investigate whether the material Praktisk matematik 1 is suitable for use in mathematics teaching in years 1–3 based on the working method concrete to abstract with a focus on the connection to the mathematical abilities and the central content in mathematics from Skolverkets (2019) curriculum. This study analyses which five mathematical abilities students are given an opportunity to practice, through which central content students are given the opportunity to practice these five mathematical abilities and in what way the material is designed for working from concrete to abstract.   This study contains a qualitative content analysis of the material Praktisk matematik 1. To analyse the material, criteria were created based of the mathematical abilities and the central content from the Swedish curriculum (Skolverket 2019). The material’s design for working from concrete to abstract was analysed from this study’s theory.   The results show that students are given the opportunity to practice all five mathematical abilities to a verifying degree through working with the material Praktisk matematik 1. Through the areas number perception and number’s use, geometry and problem-solving students are given the opportunity to practice all five mathematical abilities. Through the areas algebra and probability and statistics are students given the opportunity to practice the ability to comprehend mathematical terms, numeracy, and the ability to solve problems. Through the area connections and change student are given the opportunity to practice their ability to comprehend mathematical terms, numeracy, the ability to solve problems and reasoning ability. These abilities are given a varied opportunity to practice through the different points the areas include. The material is designed to work from concrete to abstract because every card calls on using concrete material. The usage of concrete material is in about half of the cards followed by an abstract calculation.

My thesis will serve as a monitoring tool for the management of an educational division in company BooK s.r.o.. This monitoring will consist in setting up a new form of monitoring feedback mechanism with help of a made-to-measure web application created by me. The feedback check will reflect the customer’s satisfaction with services provided by this company as well as the evaluation of employees concerned. Creation of this new form of feedback was requested directly by the company management of BooK s.r.o. and the implementation and using itself will bring benefits the company primarily in automatization of the monitoring process and time factor. At the same time this application will serve as a tool for evaluation of satisfaction of the customers whose opinions are crucial for the company’s success and improvement of the standard of the provided services which will result in increasing the company’s competitiveness.

MSCAGR (Plant Production) / Department of Plant Production / Smallholder farmers in Sub-Saharan Africa still obtain low grain yields in maize largely due to low soil fertility. The soils are inherently low in nitrogen (N) that is required for the proper development of the maize plant. Currently there are no commercial cultivars for low N tolerance locally. The combining ability approach can be used as a tool for breeding desirable cultivars. In order to improve grain yield in maize, it is important to consider ear prolificacy which is a major yield component. Therefore this study was designed to estimate combining ability in maize. Exotic germplasm from the International Maize and Wheat Improvement Center and the Institute of Tropical Agriculture as well as the local germplasm from the Agricultural Research Council was used in the study to generate crosses. One hundred and two crosses were evaluated together with a standard commercial check under low N and optimum N conditions. The specific objectives of the study were to determine general and specific combining ability for prolificacy among local and exotic inbred lines and evaluate the response of prolific hybrids to low N conditions. The hybrids were planted in the 2014/2015 summer season under irrigation in Potchefstroom, Cedara and Taung in field plots consisting of 0.75m x 0.25m spacing in a 0.1 alpha lattice design replicated twice. Data for agronomic attributes were recorded and subjected to analysis of variance using SAS version 9.1.3. Genetic correlations were analyzed using the Principal Components Analysis and factor analysis based on the correlation analysis and major traits. The results showed variation in agronomic performance among the inbred lines and their F1 hybrids. Inbred lines including TZEI63, T1162W, L15 and L17 showed positive GCA estimates for ear prolificacy at the different locations. Specific combining ability for prolific hybrids was positive at all locations and environments. The GCA:SCA ratio was close to unity; indicating that the number of ears per plant showed highly significant (P<0.01) correlation with grain yield. The hybrids showed ear prolificacy under the low N conditions. This trait can be used effectively in stress tolerance maize breeding programmes. / NRF

Die Arbeit gliedert sich in fünf Teile. An ein Überblickskapitel, in welchem aktuelle Modelle und Verfahren zur Erfassung Emotionaler Intelligenz vorgestellt werden, schließen sich drei empirische Studien (englischsprachig) an. In diesen werden Zusammenhänge von Fähigkeitstests und Selbstberichtverfahren zur Erfassung emotionaler Fähigkeiten in Bezug auf sozial relevante Faktoren wie Lebenszufriedenheit, Konfliktlösefähigkeiten und Freundschaft untersucht. Darüber hinaus wird geprüft, inwieweit sich Patienten verschiedener Störungsbilder von einer psychisch gesunden Kontrollgruppe als auch untereinander in ihren gezeigten emotionalen Fähigkeiten unterscheiden. Die Arbeit endet mit einer Integration der Ergebnisse dieser drei Studien. Insbesondere wird dabei auf die Probleme aktueller Verfahren zur Erfassung Emotionaler Intelligenz mittels Selbstbericht und Fähigkeitstest eingegangen. Aufgrund der konzeptionellen Nähe von Sozialer Intelligenz und Emotionaler Intelligenz werden mögliche Integrationspunkte dieser beiden Forschungsfelder benannt. Ebenso werden mögliche alternative Erfassungsmethoden aufgezeigt. / This dissertation is devided into five parts. An introductory chapter explains actual self-report questionnaires and ability tests to assess emotional intelligence. The following three chapters present empirical data looking at relations between self-report measures and ability tests and important variables of social functioning like life satisfaction, conflict-management abilities, and friendship. Moreover, in another study we looked at differences between and within inpatients with different kinds of mental disorders and a clinically healthy control group. The final chapter integrates findings and conclusions focusing on the problems assessing emotional intelligence with self-report questionnaires and ability tests. As social intelligence and emotional intelligence are conceptionally related possible areas of collaborative work are discussed. Furthermore, alternative ways of assessing emotional abilities are highlighted.

My diploma essay is devoted to games as away of education which can be used in Czech realia education of adult foreigners. A part target is to describe the situation among teachers of Czech as a foreign language. In the focus of interest, there are questions how to treat Czech realia education, which ways of education to use and how to feel the game as a way of studying while using in this type of education. The main target of my essay is to find out how successful the suggested revision and motivation games are in the Czech realia education and if they can bring something new for students. The first part of my diploma essay is devoted to realia description, their classification and problems connected with organisation of this education type. In the rest of chapters, the game is treated as a way of education which can be even used in Czech realia studies. In the empiric part of my essay, I used an electronic questionnaire to find out the opinions of teachers of Czech as a foreign language which they have on Czech realia studies and using game there. The research dates serve as further motivation item for realisation of the second research which is devoted to suggestion of revision and motivation games for Czech realia studies, their practising and evaluation from the point of view to school results...