This master thesis describes the design of a detached two-storey home for the eldery in Holešov with seventeen apartment units. The thesis includes architectural and structural designs, concept of technical systems and assessment of the building’s energy performance. The last part of the master thesis is about the vegetated roof water-balance. On the first floor there are facilities, canteen, a doctor´s office, a caretaker´s office, hairdresser´s and pedicure, buffet, tool storage and eight apartment units (1+kk – seven flats, 2+kk – one flat). On the second floor there are caregiver´s office, rehabilitation room, common room with library, and nine apartment units (1+kk – seven flats, 2+kk –two flat). The building has concrete foundations. Loadbearing walls are made of ceramic blocks. Floor structures and staircase are designed from cast-in-place reinforced concrete. The building is covered with a flat extensive green roof. The envelope is insulated with ETICS. There are nineteen parking spaces on the plot. The drawings were elaborated in AutoCAD software.

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The thesis solves the project of a kindergarten in the field of inclination 7%. The kindergarten is located on the plots number 570, st. 373, st. 374 in the village Vrané nad Vltavou. The building has two floors and one basement. The kindergarten is for 60 children and for 11 employees. The building serves as a preschool institution for raising children. The supporting structure consists of a precast concrete frame supplemented in the basement by a cast-in-place wall and a foundation slap. External walls and partitions form sand-lime bricks Sendwich. The external walls are completed with Orsilt TF Profi mineral insulation th. 280 mm. The floors are made of prestressed concrete floor slabs Spiroll PPD 256 th. 250 mm supported by T and L primary beams. The building ends with a could extensive green roof. The slope and space for the blow-in insulation Climatizer Plus uses Steico Joist 400 I-beams. Windows are wooden frame Optiwin Purista and doors are Optiwin Entrada.

This presented dissertation is focused on the installation technology of green roofs and sustainable long-term stability considering the construction and runoff water management. The main topic of the study and research was the technical layer application, especially the newly developed retention board made of recycled polyester fiber and non woven textiles. Consistent monitoring was performed in the climatic conditions of the Czech Republic and selected installation technology.

[pt] A presente tese é primordialmente um trabalho de teoria do direito cujo objeto de pesquisa é a relação entre duas estratégias que o jurista pode utilizar para solucionar problemas de ausência e/ou insuficiência normativa: a analogia e a interpretação extensiva. A doutrina brasileira é unânime ao compreender que, apesar da proximidade, a analogia e a interpretação extensiva são estratégias distintas. O objetivo da presente tese é questionar essa unanimidade; para tanto, busca aprofundar o estudo dessas estratégias e investigar a relação existente entre elas. Apesar da diferença conceitual existente e da distinção presente no âmbito do direito penal – que admite a utilização da interpretação extensiva, mas não a analogia (exceto para benefício do réu) –, a linha limítrofe que demarca o âmbito de aplicação de ambas é fluída e de aplicação prática. Os estudos sobre essas estratégias acabam priorizando as diferenças, negligenciando a proximidade existente entre elas. A hipótese da tese: a chave para a compreensão da relação entre analogia e interpretação extensiva reside naquilo que elas têm em comum. Essa proximidade é evidenciada com o apoio das recentes descobertas no campo das ciências cognitivas, em especial nos estudos sobre o raciocínio analógico. / [en] The presente thesis is primarily a work of jurisprudence whose object of research is the relationship between two strategies that the lawyer can use to solve problem of regulatory absence and/or insufficiency: analogy and extensive interpretation. Brazilian doctrine is unanimous in understanding that, despite the proximity, analogy and extensive interpretation are distinct strategies. The purpose of this thesis is to question this unanimity; therefore, it seeks to deepen the study of these strategies and investigate the relationship between them. Despite the existing conceptual difference and the distinction presente in the scope of criminal law – which admits the use of extensive interpretation, but not the analogy (except fot the benefit of the defendant) –, the boundary line that marks the scope of both is fluid and whit difficult practical application. Studies on these strategies end up prioritizing differences, neglecting the existing proximity between them. The thesis hypothesis: the key to understanding the relationship betweem analogy and extensive interpretation lies in what they have in common. This proximity is evidenced with the support of recente discoveries in the field of cognitive sciences, especially in studies on analogical reasoning.

Research into the effects of extensive reading (ER) in second language acquisition has surged over the past few decades. Many studies report several benefits that come from engaging in ER, including reading rate gains. However, these studies almost exclusively focus on English language learners and tend to be limited by their lack of control over how the ER treatment is conducted. Furthermore, experimental and quantitative studies that investigate the possible effects of ER on the reading skills of learners of Japanese have yet to be fully explored. The goal of this study was to investigate the possible effects of ER on the reading rate development of learners of Japanese as a foreign language. This study also aimed to examine the level of comprehension learners were able to maintain as their reading rates increased as well as the feasibility of a 12,000 character (7,200 standard word) per week reading goal. Finally, this study also surveyed learner perceptions of ER.<br><br>Using a quantitative single-case experiment design, eight intermediate-level learners of Japanese were monitored engaging in ER following strict adherence to ER principles over two and a half to four months. Longitudinal reading rate data as well as reading comprehension, ER, and survey data were collected over the course of the study. Results showed that participants’ reading rates increased significantly following the ER treatment. Furthermore, participants’ comprehension abilities were not hampered by an increase in their reading rates. Results also indicate that a weekly reading goal of 12,000 characters is likely feasible for intermediate-level learners. Finally, it was found that participants had overwhelmingly positive attitudes towards ER. This study provides evidence that ER has the potential to provide a highly enjoyable activity while substantially increasing learner reading rates without hindering comprehension.<p></p>

No description available.

The goal of this research study was to determine whether extensive reading, supported by the instruction and use of appropriate strategies, would a) improve learners' comprehension achievement b) increase academic achievement in English, and c) promote higher achievement in general academic performance. One hundred and twenty-one learners participated in this project. Three groups of learners: extensive readers, less extensive readers and non-extensive readers were identified and studied. The result indicated that extensive reading not only leads to improved achievement in comprehension, but that it also leads to improvement in general academic performance in all subjects across the curriculum; while lack of extensive reading has an adverse effect on both reading comprehension achievement and general academic performance as a whole. / Teacher Education / M.Ed. (Didactics)

No description available.

The goal of this research study was to determine whether extensive reading, supported by the instruction and use of appropriate strategies, would a) improve learners' comprehension achievement b) increase academic achievement in English, and c) promote higher achievement in general academic performance. One hundred and twenty-one learners participated in this project. Three groups of learners: extensive readers, less extensive readers and non-extensive readers were identified and studied. The result indicated that extensive reading not only leads to improved achievement in comprehension, but that it also leads to improvement in general academic performance in all subjects across the curriculum; while lack of extensive reading has an adverse effect on both reading comprehension achievement and general academic performance as a whole. / Teacher Education / M.Ed. (Didactics)