Title: Ways and strategies of 10-12 years old pupils when solving selected type of word problems Abstract This Diploma thesis is focused on word problems that, to some extent, make pupils troubles with their solution. In the first theoretical part there are word problems that the work deals with. These are word problems with ant signal, dynamic, complementary, graphic and their characteristics. The next section is about the strategy of solving word problems and work with mistakes. The second part is focused on experiment of all types of word problems that are described in the theoretical part. This experiment is analysed according to strategies of pupils' and teachers' solutions. Those strategies are later described and commented in detail. Key words word problem, solving strategy, mistake, source of mistake, grasping of word problem

The thesis is focused on the serviceability analysis of the various evaluation forms regarding the work with mistake of pupils during the Czech language classes. The theoretical part of the thesis deals with the advantages and disadvantages of the different evaluation forms. It also covers with the various ways of interest of the varied evaluation forms in the pupils mistake together with its serviceability for another work. The practical part of the thesis deals with the serviceability analysis of the self-made evaluation papers. These papers concern evaluation and self-evaluation work of pupils at the work with mistake during the Czech language classes. This analysis is based on the results acquired from the testing of the papers in practise. The goal of the research was to get know the extent of serviceability of the papers as the instrument of the natural way of learning at the work with mistake.

<p>Кривица постоји ако је учинилац у време када је учинио кривично дело био урачунљив и поступао са умишљајем (нехат кад је законом одређено), а био је свестан или је био дужан и могао бити свестан да је његово дело забрањено. Другим речима, учинилац који није знао да је оно што ради забрањено и који није могао (нити био дужан) да то зна, није крив. Уколико учинилац није знао да је његово дело забрањено, а (био је дужан и) могао је да зна, казна му се може ублажити. Правна заблуда је институт кривичног права уско повезан са начелом кривице, а ипак, као да није успео да се профилише на начин који му припада. Уколико лице нема свест о забрањености дела, налази се у правној заблуди. Она је супротан пол свести о забрањености дела, а свест о забрањености дела је, према чл. 22 КЗ Србије, једна од три компоненте кривице, уз урачунљивост и умишљај (и нехат када је то законом одређено). Три битна обележја савременог кривичног права су хиперкриминализација, учесталост измена и допуна и бланкетизација.У КЗ из 1951. године било је прописано 216 кривичних дела, у КЗ из 1977. године 227, а у КЗ из 2006. године 326 кривичних дела. Од 2009. године до 2015. године донето је 15 закона у којима је прописано 33 кривична дела. КЗ из 1977. године се у 26 година мењао 25 пута (1977. до 2003.), а КЗ из 2006. године се за 8 година (2006. до 2014.) мењао 8 пута. У кривичном законодавству Републике Србије прописано је укупно 385 кривичних дела (основно 326 кривичних дела, а споредно законодавство 59). Од укупног броја кривичних дела, 261 има у потпуности или делимично бланкетни карактер, односно 67,8 %. Бланкетна кривична дела садрже један или више појмова чије значење је одређено у неком другом пропису. Увидом у 326 кривичних дела прописаних у КЗ, утврдили смо да бланкетна кривична дела упућују на 155 прописа. Ова бројка свакако није коначна, напротив. Нису урачунати сви они &bdquo;невидљиви&ldquo; бланкети попут: &bdquo;општепризнатих техничких правила&ldquo;; &bdquo;прописа и мера&ldquo;; &bdquo;техничких правила о мерама заштите&ldquo; и др. У раду се прво указује на одређене појаве које &bdquo;подстичу озбиљнији приступ&ldquo; разматрању института правне заблуде. Ради се о хиперкриминализацији, те неједнакој опасности понашања која су прописана као кривична дела. Након тога следе излагања о појму и развоју кривице (у кривичном праву), кроз кратку дискусију о слободи воље; а потом се приказују становишта психолошких и нормативних теорија кривице. На крају тог наслова објашњава се шта су основи искључења кривице, шта основи извињавања и у чему се разликују. Истраживање о правној заблуди почиње темом свести о забрањености дела која обухвата: садржај, дељивост, условљеност и место свести о противправности; могућности вештачења ове свести те појам и историјски развој правне заблуде. Након тога излаже се део о врстама правне заблуде који обухвата и обрнуту правну заблуду и њене појавне облике. Следећи део представља тему која обрађује &bdquo;прерушавање правне у стварну заблуду&ldquo;. Ради се о низу кривичних дела у чијим законским описима се појављује обележје противправности. Расправља се подела противправности из законског описа дела као општег и посебног обележја дела. Затим, анализа отклоњивости правне заблуде обухвата: критеријуме и средства отклоњивости заблуде те низ конкретних случајева када је правна заблуда (не)отклоњива на примерима из судске праксе Немачке и Аустрије који су подељени у четири целине и коментаре 45 утврђених схватања о отклоњивости. Следе излагања о утицају бланкетних кривичних дела на правну заблуду и односу стварне и правне заблуде код ових дела, као и дејству правне заблуде данас и у прошлости. Учињен је осврт и на упоредноправна решења. На крају се обрађују питања стварне заблуде, нарочито у ширем смислу, уз теорије које настоје да објасне дејство ове заблуде, као и заблуда о извињавјућим основима. Рад завршава напоменама о (могућем) поступању судова у примени овог института као и списком бланкетних прописа, те закључним разматрањима.</p> / <p>Krivica postoji ako je učinilac u vreme kada je učinio krivično delo bio uračunljiv i postupao sa umišljajem (nehat kad je zakonom određeno), a bio je svestan ili je bio dužan i mogao biti svestan da je njegovo delo zabranjeno. Drugim rečima, učinilac koji nije znao da je ono što radi zabranjeno i koji nije mogao (niti bio dužan) da to zna, nije kriv. Ukoliko učinilac nije znao da je njegovo delo zabranjeno, a (bio je dužan i) mogao je da zna, kazna mu se može ublažiti. Pravna zabluda je institut krivičnog prava usko povezan sa načelom krivice, a ipak, kao da nije uspeo da se profiliše na način koji mu pripada. Ukoliko lice nema svest o zabranjenosti dela, nalazi se u pravnoj zabludi. Ona je suprotan pol svesti o zabranjenosti dela, a svest o zabranjenosti dela je, prema čl. 22 KZ Srbije, jedna od tri komponente krivice, uz uračunljivost i umišljaj (i nehat kada je to zakonom određeno). Tri bitna obeležja savremenog krivičnog prava su hiperkriminalizacija, učestalost izmena i dopuna i blanketizacija.U KZ iz 1951. godine bilo je propisano 216 krivičnih dela, u KZ iz 1977. godine 227, a u KZ iz 2006. godine 326 krivičnih dela. Od 2009. godine do 2015. godine doneto je 15 zakona u kojima je propisano 33 krivična dela. KZ iz 1977. godine se u 26 godina menjao 25 puta (1977. do 2003.), a KZ iz 2006. godine se za 8 godina (2006. do 2014.) menjao 8 puta. U krivičnom zakonodavstvu Republike Srbije propisano je ukupno 385 krivičnih dela (osnovno 326 krivičnih dela, a sporedno zakonodavstvo 59). Od ukupnog broja krivičnih dela, 261 ima u potpunosti ili delimično blanketni karakter, odnosno 67,8 %. Blanketna krivična dela sadrže jedan ili više pojmova čije značenje je određeno u nekom drugom propisu. Uvidom u 326 krivičnih dela propisanih u KZ, utvrdili smo da blanketna krivična dela upućuju na 155 propisa. Ova brojka svakako nije konačna, naprotiv. Nisu uračunati svi oni &bdquo;nevidljivi&ldquo; blanketi poput: &bdquo;opštepriznatih tehničkih pravila&ldquo;; &bdquo;propisa i mera&ldquo;; &bdquo;tehničkih pravila o merama zaštite&ldquo; i dr. U radu se prvo ukazuje na određene pojave koje &bdquo;podstiču ozbiljniji pristup&ldquo; razmatranju instituta pravne zablude. Radi se o hiperkriminalizaciji, te nejednakoj opasnosti ponašanja koja su propisana kao krivična dela. Nakon toga slede izlaganja o pojmu i razvoju krivice (u krivičnom pravu), kroz kratku diskusiju o slobodi volje; a potom se prikazuju stanovišta psiholoških i normativnih teorija krivice. Na kraju tog naslova objašnjava se šta su osnovi isključenja krivice, šta osnovi izvinjavanja i u čemu se razlikuju. Istraživanje o pravnoj zabludi počinje temom svesti o zabranjenosti dela koja obuhvata: sadržaj, deljivost, uslovljenost i mesto svesti o protivpravnosti; mogućnosti veštačenja ove svesti te pojam i istorijski razvoj pravne zablude. Nakon toga izlaže se deo o vrstama pravne zablude koji obuhvata i obrnutu pravnu zabludu i njene pojavne oblike. Sledeći deo predstavlja temu koja obrađuje &bdquo;prerušavanje pravne u stvarnu zabludu&ldquo;. Radi se o nizu krivičnih dela u čijim zakonskim opisima se pojavljuje obeležje protivpravnosti. Raspravlja se podela protivpravnosti iz zakonskog opisa dela kao opšteg i posebnog obeležja dela. Zatim, analiza otklonjivosti pravne zablude obuhvata: kriterijume i sredstva otklonjivosti zablude te niz konkretnih slučajeva kada je pravna zabluda (ne)otklonjiva na primerima iz sudske prakse Nemačke i Austrije koji su podeljeni u četiri celine i komentare 45 utvrđenih shvatanja o otklonjivosti. Slede izlaganja o uticaju blanketnih krivičnih dela na pravnu zabludu i odnosu stvarne i pravne zablude kod ovih dela, kao i dejstvu pravne zablude danas i u prošlosti. Učinjen je osvrt i na uporednopravna rešenja. Na kraju se obrađuju pitanja stvarne zablude, naročito u širem smislu, uz teorije koje nastoje da objasne dejstvo ove zablude, kao i zabluda o izvinjavjućim osnovima. Rad završava napomenama o (mogućem) postupanju sudova u primeni ovog instituta kao i spiskom blanketnih propisa, te zaključnim razmatranjima.</p> / <p>The Guilt exists if the perpetrator at the time he committed the offense was countable and acted with intent (negligence when it was determined by law), and was aware of or was obliged and could be aware that his act was prohibited. In other words, an offender who did not know that what he was doing was prohibited and who could not (nor was obliged to) know it, is not guilty. If the perpetrator did not know that his action was prohibited, and (he was obliged) he could have known, his punishment could be mitigated. Mistake of law is a criminal law institute closely linked to the principle of guilt, and yet, as if it did not manage to profil the way it belongs. If a person has no awareness of the prohibition of act, he is in a mistake of law. It is the opposite pole of the conscience of the prohibition of the act, and the conscience of the prohibition of the action is, according to Art. 22 of the CC of Serbia, one of the three components of guilt, with accountability and intent (and negligence when determined by law). Three important features of modern criminal law are overcriminalization, frequency of amendments and blanketization. In the CC from 1951, 216 criminal offences were prescribed, in the CC from 1977, 227, and in the CC from 2006, 326 criminal offences. From 2009 to 2015, 15 laws were passed in which 33 criminal offences were prescribed. The CC from 1977 changed 25 times in 26 years (1977 to 2003), and the 2006 CC changed 8 times in 8 years (2006 to 2014). The criminal legislation of the Republic of Serbia consists of&nbsp; 385 criminal offences (326 criminal offences in basic, and 59 in secondary legislation). Out of the total number of crimes, 261 has a completely or partially blanket character, that is, 67.8%. Blanket criminal offences contain one or more terms the meaning of which is defined in another regulation. By inspecting the 326 criminal offences prescribed in the Criminal Code, we established that blanket offences refer to 155 regulations. This figure is certainly not the final, on the contrary. All those &quot;invisible&quot; blankets are not counted as: &quot;generally accepted technical rules&quot;; &quot;Regulations and measures&quot;; &quot;Technical rules on protection measures&quot; and others. The text first points to certain phenomena which &quot;encourage a more serious approach&quot; to the consideration of the institute of mistake of law. This is an overcriminalization, and an unequal risk of behaviors that are prescribed as criminal offences. After that, there follows the statements about the concept and the development of guilt (in criminal law), through a brief discussion of freedom of will; and then the views of psychological and normative theories of guilt are presented. At the end of this title, the explanation is made regarding the differnece between basis of the excuses of guilt and apology. A study of mistake of law begins with the subject of conscience of the prohibition of action that includes: content, divisiveness, conditionality and place of conscience of the prohibition; possibilities for expert examination of this conscience, and the concept and historical development of mistake of law. Thereafter, a section on the types of mistake of law, which includes both reversed mistake of law and its manifestations, is presented. The next section presents a topic that deals with &quot;disguising the mistake of law in a mistake of fact&quot;. It is about series of criminal offences in whose legal descriptions a mark of unlawfulness appears. The division of illegality from the legal description of the work as a general and special feature of the action is discussed. Furthermore, the analysis of the avoidability of the mistake of law includes: the criteria and means of avoidability of the mistake of law and a number of cases where the mistake of law is (not) avoidable on examples from the case law of Germany and Austria divided into four parts and 45 comments of the established perceptions of the avoidability. Following are the statements about the impact of blanket crimes on mistake of law and the relation of mistake of law and fact to these acts, as well as to the legal effect of mistake of law today and in the past. A review was also made of comparative solutions. In the end, questions of mistake of fact, especially in the wider sense, are addressed, along with theories that attempt to explain the effect of this mistake, as well as the mistake of apologizing basis. The text concludes with remarks on the (possible) conduct of courts in the application of this institute, as well as the list of blank regulations, and concluding observations.</p>

The aim of our work was to map the process of identification, evaluation, and implementation of activities directed at prevention or management of nursing safety risks in organizations providing urgent ward care in the Czech Republic from the point of view of top management of nursing. Our work traced a quantitative research. For collecting data we used a non-standard questionnaire made up only for the purposes of this work. The questionnaire was distributed by the top representative of nursing management (ward sister/deputy in charge of nursing care) of the above specified health centres. The research was carried out in the period February - April 2008 and for assessment of the results obtained we used 110 questionnaires. For the purposes of our work we determined six hypotheses. Hypothesis 1 saying that hospitals create conditions for the development of safe organizational culture proved true. For the future it is essential to discuss this topic more profoundly, as well as to get rid of the fear of punishment for acknowledging a mistake and accept the fact that we all make mistakes, therefore we must minimalize their frequency and consequences and above all learn from them. Hypothesis 2 stating that hospitals watch risk factors for occurence of emergencies proved true, too. As a negative finding we can consider proving hypothesis 3 saying that hospitals do not reveal particulat risks of nursing care until the elimination of their consequences. Uncovering insufficient use of proactive strategy led us to a more detailed description of a FMEA method. Hypothesis 4 saying that hospitals have created a procedure for occurence of emergency and hypothesis 5 - nursing personnel is obligated to observe and report at minimum three kinds of emergencies related to nursing care proved true, too. The last hypothesis 6 presenting the fact that hospitals do not make their patients/clients involved in prevention of mistakes of medical workers was also confirmed by the results, but it was pleasant to find out that 43,3% of respondents stated that this possibility is being used at their place. We suggest to include the prevention of mistakes in the nursing process whether by means of particular nursing diagnoses or global education of patients/clients. As a suggestion of a feasible content of education we translated and adapted a document SPEAK UP into Czech named 7P.

This PhD project aims to develop a cost modelling system to support lean product and process development. The system enables the designers to assess the design along with associated manufacturing processes and provides decision support at an early development stage. Design assessment at early development stage can help designers to take proactive decisions, eliminate mistakes and enhance product value. The developed cost modelling system to support lean product and process development incorporates three lean product and process development enablers, namely set-based concurrent engineering, knowledge-based engineering, and mistake-proofing (poka-yoke). To facilitate above explained lean enablers, the system architecture contains six modules, six separate groups of database, a CAD modelling system, and a user interface. The system modules are: (i) value identification; (ii) manufacturing process/machines selection; (iii) material selection; (iv) geometric features specification; (v) geometric features and manufacturability assessment; and (vi) manufacturing time and cost estimation. The group of database includes: (i) geometric features database, (ii) material database, (iii) machine database, (iv) geometric features assessment database, (v) manufacturability assessment database, and (vi) previous projects cost database. A number of activities have been accomplished to develop the cost modelling system. Firstly, an extensive literature review related to cost estimation, and lean product and process development was performed. Secondly, a field study in European industry and a case study analysis were carried out to identify current industrial practices and challenges. Thirdly, a cost modelling system to support lean product and process development was developed. Finally, validation of the system was carried out using real life industrial case studies. The system provides a number of benefits, as it enables designers to incorporate lean thinking in cost estimation. It takes into consideration downstream manufacturable process information at an early upstream stage of the design and as a result the designer performs the process concurrently and makes decisions quickly. Moreover, the system helps to avoid mistakes during product features design, material and manufacturing process selection, and process parameters generation; hence it guides toward a mistake-proof product development. The main feature of the system, in addition to manufacturing cost estimation, is set-based concurrent engineering support; because the system provides a number of design values for alternative design concepts to identify the feasible design region. The major contribution of the developed system is the identification and incorporation of three major lean product and process development enablers, namely set-based concurrent engineering, knowledge-based engineering and poka-yoke (mistake-proofing) in the cost modelling system. A quantification method has been proposed to eliminate the weaker solution among several alternatives; therefore only the feasible or strong solution is selected. In addition, a new cost estimation process to support lean product and process development has been developed which assists above explained three lean product and process development enablers.

Common mistakes Czech students make in English represent the main topic of the presented master thesis. The theoretical part mainly deals with the presentation of various TEFL (Teaching English as Foreign Language) methods. Moreover, they are discussed from several perspectives, including techniques, strategies and principles while using the particular method, the role of the teacher, his or her relationship with students, and especially the response to errors within each of the methods. The purpose of presenting TEFL methods is to show also the connection between mistakes and methods themselves. Concerning the area of mistakes and their corrections, we focus on the classification of mistakes and their division. The practical part is based on various illustrations of mistakes from students' writing assignments. These mistakes are divided into four major classes, including grammar, spelling, wrong word and word order. The thesis also deals with the remedial treatment which may hopefully reduce the number of possible mistakes. The aim of the thesis is to compare the level of students' English language knowledge at the Secondary School of Tourism in Prague where the author works as an English teacher.

[pt] O objetivo deste trabalho de pesquisa é investigar a vivência do erro e da correção na produção oral em sala de aula de língua estrangeira. Neste estudo, o erro é considerado como parte fundamental do processo de ensino e aprendizagem (Allwright & Bailey, 1991). A sala de aula é entendida a partir de suas dimensões social, afetiva e cognitiva (Allwright, 1988; Prabhu, 1992; Arnold & Brown, 1999), e o aprendizado é visto em uma perspectiva sócio- interacional e sócioconstrutivista (Bakhtin, 1981; Mercer, 1994, 2000; Vygotsky, 1998). A investigação se realizou através da seleção de trechos gravados de aulas de inglês em dois contextos diferentes, assim como pelas respostas dos alunos a dois questionários. A análise da vivência do erro e da correção na produção oral demonstra a importância desses instrumentos para o aprendizado de inglês como língua estrangeira. Os resultados indicam que a vivência dos erros orais pode acontecer de forma harmônica ou não, dependendo das relações pessoais e dos tipos de interação estabelecidos em sala de aula. Esses resultados também mostram que o professor ainda é reconhecido como o principal responsável por todos os movimentos corretivos. / [en] The purpose of this study is to investigate how students deal with errors and their correction in spoken discourse in a foreign language class. In this study, the error is considered an essential part of the learning and teaching process (Allwright & Bailey, 1991). The classroom is studied with respect to its social, affective and cognitive dimensions (Allwright, 1988; Prabhu, 1992; Arnold & Brown, 1999), and learning is examined according to a socio-interactional and socio-constructivist perspective (Bakhtin, 1981; Mercer, 1994, 2000; Vygotsky, 1998). The investigation used selected, videotaped parts of English classes in two different contexts and the students´ answers to two questionnaires distributed before and after a viewing of the videotape. The analysis of how students deal with errors in spoken discourse and their correction shows that errors are important for the learning of English as a foreign language. The results of this analysis indicate that students may or may not perceive and deal with spoken errors and their correction in a harmonious manner, depending on their personal relations and the kinds of interaction established in the classroom. These results also point out the perception of the teacher´s central role in corrections of all types.

The dissertation is be concerned with the comparison of two Czech translations of novel "The Castle" by Franz Kafka from the linguistic viewpoint. The dissertation compares text translation by Vladimír Kafka of 1969 and Jana Zoubková of 2014. The dissertation focuses on the methodes of translation, demands, that are placed on a literary translations. The dissertation focuses on a lifetime period of translations and their critism and last but not least, some problems of modern text translation. After closer exploration and analyses of problems of translation our dissertation will evaluate the strengths and weakness of both our translations. Key words: Translation, language, interpretation, mistake, method, critism, equivalent, idiom

Ce travail vise à tracer l’évolution de la question des « erreurs » de Boccace, du XVIe siècle jusqu’à nos jours, selon différentes approches : historique, ecdotique, linguistique et stylistique. Le travail se compose d’un premier chapitre divisé en trois sous-parties. Les deux premières sont consacrées à la perception du modèle de Boccace pendant les querelles linguistiques du XVIe siècle. La troisième vise à réfléchir sur la façon dont les lettrés de l’époque ont associé la définition d’ « erreurs » à la syntaxe du Décaméron.Nous nous attarderons sur les commentaires de Ruscelli, Borghini, Salviati et Beni. Le deuxième chapitre porte sur la tradition manuscrite du Décaméron et sur les propositions ecdotiques les plus récentes émises par les philologues modernes. Le troisième chapitre est entièrement consacré à la description des phénomènes de répétition de « che », du « che » suivi d’un infinitif, de la parahypotaxe et de la coordination entre subordonnées aux modes personnels et impersonnels, selon une approche comparative en italien ancien et ancien français. Le dernier chapitre se propose de réfléchir sur la présence (et l’absence) de ces constructions syntaxiques dans le Décaméron, afin de comprendre les choix de Boccace écrivain, selon les contextes d’élocution et les niveaux diégétiques des nouvelles. / The present work aims to describe the evolution of Boccaccio’s “mistakes” from 16th century on through the use of different approaches (namely historical, ecdotic, linguistic, and stylistic). The dissertation starts with a chapter divided in three sections: the first two sections deal with the perception of Boccaccio’s model in the linguistic controversy characterizing the 16th century. The third section analyses how the syntax of the Decameron came to be considered incorrect by scholars of the time.I will concentrate on the commentaries by Ruscelli, Borghini, Salviati and Beni. The second chapter is about the manuscript tradition of the Decameron and on the most recent ecdotic theories formulated by modern philologists on the issue. In the third chapter I focus on such linguistic phenomena as the repetition of “che”, para-hypotaxis, “che” followed by the infinitive, and the coordination between dependent clauses with both finite and nonfinite verbs. In this part of my dissertation, I make use of a comparative method, bringing together Old Italian and Old French. In the last chapter I intend to reflect on the presence (and absence) of these linguistic phenomena in the Decameron, in order to understand Boccaccio’s writing choices, and taking into account other elements such as elocution and the different diegetic levels acting in the novellas.

This study aimed at investigating the effects of three different types of error correction feedback on foreign language students. This study is conducted in the Department of Foreign Languages at TOBB ETU in three B level clasess and three different error correction techniques are used to mesaure the effectiveness of each one on general writing success of the students. For this purpose, 68 preparatory school students at TOBB ETU participated the study. The data were collected through quantitative and qualitative data collection instruments. The pre-test and post test results as well as the grades of weekly regular writing assignments provided the quantitative data. The qualitative data came from the semi-structured students interviews. The analysis of the quantitative data, especially the comparison of the pre-test and post-test, indicated that the students who received three different types of feedback didn&amp / #8217 / t score significantly different from each other. However, a close scrutiny of the analysis of the grades of weekly writing assignments give important insight about the usefulness of the coded type of feedback as the students getting that type of feedback outperformed the others in most of the weeks. The analysis of the semi-structured interviews has shown that the students prefer more salient corrective types of feedback