Doctor of Philosophy / Department of Animal Sciences and Industry / Jason C. Woodworth / A total of 6,465 nursery pigs were used in 8 experiments. Experiment 1 investigated the effects of Lactobacillus plantarum (LP) or fermented soybean meal (FSBM) on nursery pig growth performance. A LP × FSBM interaction was detected for G:F, where LP and FSBM individually improved G:F, but the effect was not additive. Experiment 2 evaluated the effects of increasing levels of LP on nursery pig performance. No evidence for differences in growth performance were observed among dietary treatments. Experiment 3 and 4 examined the effects of fish meal source and level on nursery pig growth performance. Overall, a source × level interaction for ADG, G:F and final BW was observed as increasing fish meal source 1 improved ADG and G:F; however, pigs fed fish meal source 2 had improved ADG and G:F at 3%, but decreased at 6%. Pigs fed fish meal source 3 had no further improvements in ADG and G:F beyond the 3% inclusion. No evidence for differences were detected between the dietary treatments for ADFI. Experiment 5 evaluated the effects of feeding fish solubles on nursery pig performance. Pigs fed diets with fish meal had increased ADG and ADFI compared to pigs fed the control diet. There was no evidence for differences in growth performance as fish solubles increased. Experiment 6 and 7 investigated the effects of enzymatically-treated soybean meal (ESBM) on nursery pig performance. Results indicated that nursery pigs fed diets with greater than 9% of ESBM resulted in decreased ADFI and final BW. Experiment 8 evaluated the effects of dietary electrolyte balance (dEB) on nursery pig performance. Increasing dEB in diets from weaning to 21-d after weaning resulted in an increase in ADG and BW, which was the result of a marginally significant improvement in ADFI and G:F. Finally, an experiment was conducted to determine the optimal strategy for collecting and submitting samples that adequately describe the nutrient levels in diets collected from a commercial swine facility. Sampling feeders with a probe resulted in less variability on an individual basis, but seemed to get washed out when individual samples were pooled to form a composite sample.

Nursery Rhymes are understood as popular demonstrations and express feelings of regionality, ascendancy and originality, reflecting the rooting of acquirements and everyday experiences of the individual and the social group of belonging. Characterized as cultural practices, the nursery rhymes carry elements that cross generations and move in time and space. This research aims to analyze the Social Representations (SR) of teachers and parents of students on the played and sung nursery rhymes within schools that belong to the Sistema Municipal de Educação de Chapadinha, in Maranhão. The Social Representations in this research acquire a main character, because they allow recognizing at the same time the importance of nursery rhymes as a cultural practice and a didactic teaching, which provides the appreciation of the local culture and the rescue of values that tend to disappear on the current modernity in which we live. The exploratory and descriptive research is guided by a plan that gathers as instruments of data collection semi-structured interviews with teachers, meetings with focus groups of parents of students, previously marked and organized according to their availability of time and space, as well as the analysis of official documents that establish the guidelines to be worked in the first and second years of elementary school (Escolas do Campo) of the city of Chapadinha, besides observation reports, resulting from remarks made in situ. The data comprehension was performed by content analysis underneath the theoretical perspective that guides this approach, providing as a result the understanding that nursery rhymes meet childhood needs of the students because as cultural practices where they find the possibilities that can guide their learning, socialization and intersubjective exchanges interests, which, for them, are significant because they see themselves and find themselves within the perspectives of experienced context. / As cantigas de roda, entendidas como manifestações culturais populares, expressam sentimentos de regionalidade, de ascendência e de originalidade, traduzindo o enraizamento dos saberes e das experiências cotidianas do indivíduo e do grupo social de pertencimento. Caracterizadas como práticas culturais, as cantigas de roda carregam elementos que perpassam as gerações e se movimentam no tempo e espaço. Esta pesquisa se propõe a analisar as Representações Sociais (RS) de docentes e de pais de alunos sobre as cantigas de roda brincadas e cantadas no âmbito das escolas pertencentes ao Sistema Municipal de Educação de Chapadinha, no Maranhão. As Representações Sociais, nesta pesquisa, adquirem um caráter central, pois permitem reconhecer, a um só tempo, a importância das cantigas de roda como práticas culturais e didático-pedagógicas, que propiciam a valorização da cultura local e o resgate de valores que tendem ao desaparecimento na atual modernidade em que se vive. A pesquisa exploratória e descritiva orienta-se por um plano, que reúne como instrumentos de coleta de dados as entrevistas semi-estruturadas com os professores, os encontros com os grupos focais dos pais de alunos, previamente marcados e organizados de acordo com suas disponibilidades de tempo e de espaço, bem como a análise dos documentos oficiais que estabelecem os saberes a serem trabalhados nos 1 e 2 anos do ensino fundamental das Escolas do Campo da cidade em questão, além de notas de campo, resultante de observações realizadas in loco. A interpretação dos dados foi realizada por meio da análise de conteúdo, sob a perspectiva teórica que orienta esta abordagem, oferecendo como resultado a compreensão que as cantigas de roda atendem às necessidades lúdicas dos alunos, porque, como práticas culturais, nelas encontram as possibilidades que podem guiar os seus interesses de aprendizagens, de socialização, de trocas intersubjetivas, que, para eles, são significativas, porque se vêem e se encontram dentro das perspectivas do contexto vivenciado.

This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.

The thesis deals with the topic of safety and health protection of pre-school children. It focuses on education opportunities for children in nursery school. The aim of the work is to highlight the importance of health and safety education for pre-school-age children and to propose the subsequent possible implementation of a project called Safe in danger into the education of pre- school-age children. The work summaries theoretical knowledge about the developmental peculiarities of a child of pre-school age and possible risks of accidents. There is a condensed legislative framework that is binding on pre-school education, which implies principles for the safety and health of children and presents the expected outcomes formulated in the Framework Education Programme for pre-school education in the area. The theoretical section points to an investigation in the field of selected issues by the Czech School Inspection and presents an overview of programs, projects and materials that can be used to educate children on this issue. The empirical part of the work uses the method of action research. It includes a questionnaire survey, an analysis of school documents that lead to the safety and health of children in nursery school and the design of the project. At the end of the research, due to the...

The topic of the diploma thesis is the development of speech and communication in preschool children. It deals with the possibilities of using children's literature and reading children's books to influence and improve the level of speech and communication between children. The work consists of two parts. The theoretical part defines the development of a preschool child with emphasis on the development of speech and their components. Furthermore, the types and forms of children's literature and its importance in preschool age are introduced. The theoretical part also deals with the individual language levels that it describes. The empirical part is processed in the form of action research. Its main part is a thematic unit with proposed activities and work with selected children's literature. Within the thematic unit, children are more actively involved in children's literature and communication with each other. At the end of the empirical part, the thematic unit will be reflected, evaluated and possible recommendations for further support of speech development and communication of preschool children will be given. The main goal of the work is to improve the level of speech and communication skills in a selected group of children through work with children's literature. Thanks to the thematic unit,...

This thesis describes the design and solution of the object for education of preschool aged children The nursery school situated in Ostrava consists of two classes, each with capacity of 20 children. Outdoor playground and parking lots for visitors and employees are included in the project. Building is designed as double-storeyed with partial basement and with extensive green roof. Floor plan is irregular, corresponds to few slipped (blended?) rectangles. Walls are made of ceramic blocks, ceilings is made of precast cencrete panels Spiroll.

The aim of my thesis is to design and elaborate the project documentation for construction of the nursery school in the cadastral area Prague-Černý most. It is a two-storey partially basement building, witch with its layout corresponds to the conditons of the building operation. Nusery school is designed for 4 departments after 24 kids. The construction system of the object is designed as Porotherm system. External load-bearing structures are designed as ventilated facade with thermal insulation of 180 mm thickness. Vertical load-bearing structures of 1st and 2nd floor will be lined with brick blocks Porotherm 38 profi and 1.S bricks from the Best 30 permanent formwork. The inner bearing walls are designed with Porotherm 24 profi and Porotherm 11,5 Profi is used for non-load-bearing masonry. The exterior facade cladding is designed from HPL compact laminate boards. The internal staircase is half-turn stairs, reinforced concrete, monolithic. Horizontal supporting structures consist of Porotherm ceramic concrete system (POT beams and miako insert) with a thickness of 250 mm. The roof is designed as a vegetation, some of witch is supplemented with a gutter. The windows and doors are plastic-aluminium. Floor coverings are designed taking into the use of individual rooms such as floor screed, ceramic tiles and cork floors. The main aim of my work was to solve the disposition for the given purpose, to design a suitable construction system and to draw up the drawing documentation including the text part.

The topic of this thesis is a project documentation of a Nursery School located in Trencin part Juh. The object had been designed as a stand-alone three storey building. The topic of this thesis is a project documentation of a nursery school located in Trencin quarter - Juh. The object has been designed as a stand-alone three storey building with two above- and one under-ground floors. Nursery school consists of two separate classrooms for kids, part for operations and employees, two creative areas, basement with storage space and garden. Only basic food is going to be prepared directly in the building, main courses will be brought by external provider and warmed up. A combined wall construction system made of Porotherm 30 Profi bricks and one reinforced concrete pillar have been used. In the basement the walls are constructed using permanent shuttering filled with concrete. Ceilings are of reinforced concrete. The object is founded on foundation stripes. The roof is then designed as one-shell flat with standard order of all layers. Above the 2nd floor the roof is projected as walk able , in the eastern part above the 1st floor as walk able with concrete paving on the rectification pads and above western part of the 1st floor it is designed as green vegetation roof. The access road to the object leads to the northern side of the building. In the eastern part of the estate an independent parking lot for parents is located, in the western part then one for employees and supplying. The southern part of the object is occupied by garden with projected area for playing and stay of the kids outside.

The subject of this project is a nursery school in Sokolnice. The building consists of four departments, facilities for personnel and kitchen. The building is designed as a two-storey cellarless building. It has concrete foundations. The external walls are designed from POROTHERM 425 T Profi bricks with internal insulation. The internal vertical construction is designed from POROTHERM bricks for thin-layer masonry. The supporting structure of roof is provided by slab method Spiroll. The entrance doors are made from aluminum sections, plastic windows. The building has single-layer flat roof with waterproofing coating.

The topic of diploma thesis is a comprehensive study of urban development area, located between the Terezy Novákové street and Žilkova street, in the Řečkovice and Mokrá Hora disctrict in Brno. The side of the Žilkova street is built up of numbers of family houses. Terezy Novákové street divides the site and the former barracks, nowadays serving as depositary of the Technical Museum in Brno. The task is to design residential complex of minimum capacity of 180-200 ppl/ha and a 2-class numery school with appropriate facilities.