Doctor of Philosophy / Department of Special Education, Counseling and Student Affairs / Fred O. Bradley / Over the last few years, the safety record of U.S. commercial airlines has improved to the point where the statistics on accidents are negligible. The overwhelming numbers of aviation fatalities occur in General Aviation (GA) accidents. While the fatal accident rate has improved—from around 5.0 per 100,000 miles flown in the post–World War II era to varying between 1.2 and 1.5 since 1996—it still results in 450 to 700 deaths per year. In 2013, improving GA safety was on the National Transportation Safety Board’s (NTSB’s) most wanted list. The NTSB has cited a lack of aeronautical knowledge as the cause of many of these accidents. If pilots are required to pass Federal Aviation Administration (FAA) knowledge and practical tests prior to obtaining a new pilot certificate, how could they not possess the knowledge needed to operate in the National Airspace System (NAS)? Some, attributing it to a failure to learn basic aeronautical knowledge, are concerned that potential pilots memorize the answers to test questions published in commercially available test guides and quickly forget the material after passing the test. The purpose of this retrospective causal comparative study was to see if airman knowledge tests scores are related to fatal accidents. Fatal GA accidents that had pilot error as a causal factor were compared with those in which maintenance factors caused the accidents, to see if there were significant differences in the pilots’ knowledge test scores. The time that potential pilots took to answer skill-based questions that required calculation or interpretation was compared to the time to answer recall questions to see if rote memorization may have been involved in passing the knowledge test. The results of this paper may have implications on how AFS 630 structures the FAA knowledge tests and how instructors prepare potential pilots for these tests.

The reason why I chose this topic is that field trips (short-term or long-term) have demonstrable effect on students' knowledge, values and attitudes as well as teachers' skills. The objective of this thesis was to prepare a field trip including all needed teaching materials and evaluate it's effect on students' knowledge. Created teaching materials were tested in four classes in two primary school in Příbram and a nearby village. Students from these schools were divided into two groups - experimental and control. The experimental group attended the field trip and the control group got involved in the same program but at school. Both groups completed pretest, teaching, posttest 1 (with a feedback about teaching), posttest 2 and 3. Data collected from this research were evaluated using statistical methods. The results from these methods proved a significant difference of knowledge between groups in posttest 1 and 2. The score of both groups gained in posttest 3 was similar. We can conclude that students of both groups learned new information and their knowledge improved. Nevertheless the field trip had significantly higher effect on students' knowledge than the school lesson. Key words: teaching methods, field trip, students' knowledge, knowledge testing

This diploma thesis is dedicated to teaching botany, and is focused namely on lessons concerning toxic plants. The first part deals with creating of worksheets for secondary school students for field trip into Botanic Garden of Faculty of Science, Charles University in Prague. The second part compares effectiveness of classical lesson and the field trip. Students of the first grades from four secondary schools (grammar schools) were divided into two groups.The first group was taught by classic conventional teaching in classroom (control group) and the second group (experimental) was taken for the field trip to the Botanic Garden of Faculty of Science, Charles University in Prague. The effectiveness of education was measured by means of a knowledge test before the lesson (pre-test) and after it (post-test). Level of knowledge increased in experimental groups and control groups, however, the difference between individual groups was not significant. Key words: toxic plants, botanical garden, field trips, worksheets, knowledge testing

The tasks generating and their answers automatic checking problems of web-based assessment and testing systems was formulated in this document. The main tasks for thesis were set. The similar systems were analyzed and possible solutions reviewed. In this case, was decided to design the tasks generating and automatic checking software, which will resolve the tasks, brought to user’s recurrence, improve the skills checking. The technologies for this project realization were choused. The created software system was tested and the quality analysis was made. Finally, the experimental research was accomplished. All the research results showed that the raised problems were resolved.

Medication management is important and very complex part of health care, which is ensured by many healthcare professionals. Intensive care specifics include not only extensive pharmacotherapy but also the administration of medication that can directly and very promptly affect vital signs. This fact brings huge demands on safety during providing care. Traditionally, it is assumed the medication is prescribed by physician, and the nurse ensure administration based on physician?s detailed written prescription. However, activities related to this part of healthcare are currently much more complex. The nurses are expected to be fully competent to fulfil their role in this area at the point of graduation, even in the specialized environment. In addition, it seems that the formal nurses? competencies in medication management are not, in spite of heavy regulation, clearly specified. Although the close relationship between medication management and quality of provided healthcare is obvious, the role of nurses including expected and required demands of current practice have not been analysed in detail yet. The aim of the thesis was to analyse the competencies and nursing role in medication management at intensive care units.Mixed methods design was chosen. Quantitative techniques were used to analyse extent of education and nurses? knowledge in this area, and qualitative techniques were used to analyse current practice and requirements on competence of nurses. There is no difference in formal nurses? clinical competencies in the field of medication management in the Czech Republic depending on the level of education. There is also no difference in extent of pharmacology education during qualifying study at diploma and degree level. However, the current practice in medication management at intensive care units is hugely multifaceted. In some respects its demands greatly exceed the expectations that can be derived from formal set of nurses? clinical competencies in medication management. Although the previous medical doctor?s prescription, especially in case of medication with systemic effect, is considered to be the necessity, the experience of administering this medication in certain circumstances without previous medical doctor?s prescription has been also described. Patient assessment and dose titration of certain medication according to its effect or e.g. laboratory values were described as relatively common part of complex nursing care at this type of workplace, as well as adherence to specific procedures during administration. Particular procedures were workplace related and varied among units but the importance of quality of care was emphasized. The administration of topical medication in specific circumstances, such as eye, oral or skin care in patients with decreased level of consciousness, was perceived more as basic nursing care than medicine administration. However further research will be necessary to verify the extent of this practice. The nurses? knowledge in medication management varied according to the specific topic, but also according to the level of education or previous work experience including previous practice at intensive care environment, although formal competencies in medication management do not differ. Due to the complexity of the medication management and increasing demands on the competence of all healthcare professionals including nurses, it is essential to consider a fundamental revision of the formal nurses? competencies to be necessity at least in this area. Consequently, it could be possible to address the scope, form and content of nursing pharmacology education so that set requirements are met.

Der Beitrag berichtet Ergebnisse und Erfahrungen eines E-Learning-Projekts zur Förderung von Kompetenzen zum Forschen und wissenschaftlichen Schreiben von Studierenden im Bereich der Sozial- und Wirtschaftswissenschaften. Das Projekt wurde gemeinsam von der Professur für Schlüsselqualifikationen der HTW Dresden und der Professur für Internationales Management und Unternehmensstrategie der TU Bergakademie Freiberg vom 01.07.2020 bis zum 31.12.2021 im Rahmen des Digital Fellowship-Programms durchgeführt und erfolgreich abgeschlossen. Da bestehende Formate wie die Präsenzlehre und digitale Angebote wie Foren hinsichtlich des komplexen Lernfelds die unterschiedlichen Lernstile und -strategien Studierender nur bedingt adressieren können, steht das studienbegleitende Konzept in Ergänzung zu bestehenden Angeboten wie wissenschaftlichen Seminaren und wird bei der Erstellung von Studienarbeiten genutzt. ... [Aus der Einleitung]

The thesis deals with a problem of the design of information system. The design of system is provided with Rational Unifeid Process methodology. This thesis creates a list of requests to system. It makes an analysis and a design of current information system. It useses a RUP methodology to realize two first phases, inception phase and elaboration phase. Created elaboration phase of document is a base for creating programming prototype in Ruby on Rails environment using Ruby language with combination of HTML code.