This diploma thesis concerns the area of self-presentation of a teacher and effective use of his communication skills. The thesis is divided into two parts. The first part is theoretical and presents basic concepts of social communication and defines communication skills essential for effective teaching. The practical part is partly based on the output of a questionnaire survey where the author probes knowledge of communication skills of students of pedagogical faculty and how they evaluate their readiness for the profession of a teacher. Then the author provides a summary of the main rules of communication, necessary skills and practical recommendations. Summary of the main rules of communication, necessary skills and practical advice is also a guide that should help prevent problems with self-presentation and to mitigate or eliminate deficiencies in this area.

Hösten 2016 genomförde vi en studie i en svensk grundskola i en årskurs 2 med syfte att kartlägga några elevers inställning till att lära sig det engelska språket och hur den inställningen påverkades av högläsning av engelsk barnlitteratur. Syftet var också att kartlägga om högläsning påverkade elevernas passiva ordförråd samt om eleverna använde någon form av språklig strategi vid mötet av okända ord under högläsningen.    De datainsamlingsmetoder som användes i studien var 71 strukturerade elevintervjuer, enkla observationer av tre undervisningstillfällen med högläsning av en ny engelskspråkig skönlitterär text vid varje och ett ordtest som genomfördes före och efter de tre undervisningstillfällena.   Studiens resultat antyder att högläsning av engelsk barnlitteratur inte har påverkat elevernas inställning till att lära sig engelska markant, men att eleverna var positiva till högläsning i engelskundervisningen. Resultatet visar även att elevernas passiva ordförråd verkar ha ökat efter de tre undervisningstillfällena, samt att cirka hälften av eleverna kunde rapportera att de använt någon språklig strategi i mötet med de engelska texterna, till exempel att använda bilderna eller likheter med det svenska språket.    Vår slutsats är att högläsning av engelsk barnlitteratur i undervisningen kan bidra till att upprätthålla elevers språkliga nyfikenhet och positiva inställning till att lära sig engelska samt att de utökar sitt passiva ordförråd. En annan slutsats är att alla elever bör ges möjlighet i undervisningen att utveckla förmågan att använda språkliga strategier i enlighet med Skolverket (2011b). / The autumn of 2016, we conducted a study in a Swedish grade 2 class with the aim to identify some pupils´ attitudes to learning the English language and how those attitudes were influenced by the reading aloud of English children´s literature. The aim was also to see whether reading aloud influenced the pupils´ passive vocabulary and whether they used some form of linguistic strategies when encountering unknown words during the listening.    The data collection methods used in the study were 71 structured interviews with the pupils, simple observations of three lessons with reading aloud of English children´s literature and word tests conducted before and after the three lessons.    The study´s results suggest that the reading aloud of English children´s literature did not affect the pupils´ attitudes towards learning English significantly, but that the pupils were positive towards reading aloud during English classes. The results further indicate that the pupils´ passive vocabulary increased after the three lessons, and that about half of them used a linguistic strategy when encountering unknown words during the reading, for example use of pictures and of the similarity to the Swedish language.    A conclusion of this study is that reading aloud of English children´s literature in teaching can help to maintain pupils´ linguistic curiosity and positive attitudes to learning English, as well as expand their passive vocabulary. Another conclusion is that all pupils should be given the opportunity in class to develop the ability to use linguistic strategies according to Skolverket (2011b).

Diploma thesis "Media as an Agent of National Self-Confidence: Analysis of the Victory of the Czechoslovak Ice Hockey Players at the 1947 World Championship" deals with the reflection of the major sport event in the Czechoslovak media and how this reflection inspired the audience. The goal of this diploma thesis is to describe the dependance between the media coverage and the national self-confidence, which results from the national identity. Therefore, I focused on the chosen newspaper titles to analyze the content they produced during the 1947 Ice Hockey World Championship. I defined a hypothesis, based on observation and scholarly literature, that the media used the coverage to strengthen the national self-confidence and redefine the national identity. My second hypothesis was the idea, that this kind of coverage led to an active response among the audience. Before I started analyzing the three chosen titles (Lidova demokracie, Rude Pravo, Prace), I delivered complex structure of theoretical concepts, describing the influence media have towards the audience and also reasons why the members of the audience use media in their everyday life. I also focused on the historical and political context, as well as the media landscape that shaped the content of that time. I conducted the analysis and...

Contemporary literature says that women are less competitive than men. In this thesis I find out if this is the case even in an environment of elite Czech distant runners. Statistical and econometric methods applied to the data from the years 2006-2013 reveal significant differences between the sexes across all distances from 1 500 meters to marathon. These are the highest in the longest distances when Czech men run marathons five times faster than Czech women. Furthermore, I show that the gender gap in competitiveness remains constant on the track races, but in the road racing is declining. And because the acceleration among women occurs primarily in the lower ranks of the elite, it is concurrently valid "biological-predisposition" hypothesis, which is based on a constant differences between men and women due to biological differences, and "economic-incentive" hypothesis, according to which the differences is decreasing due to increasing returns of success in the form of the same financial rewards for winning. Completely fastest women act according to the first-mentioned, next best female runners according to the second. Finally, I suggest that growing quantity of women in road races plays substantial role in the women's approaching to men.

Across a range of sectors, including transportation and healthcare, the use of automation to assist humans with increasingly complex tasks is also demanding that such systems are more interactive with human users. Given the role of cognitive factors in human decision-making during their interactions with automation, models enabling human cognitive state estimation and prediction could be used by autonomous systems to appropriately adapt their behavior. However, accomplishing this requires mathematical models of human cognitive state evolution that are suitable for algorithm design. In this thesis, a computational model of coupled human trust and self-confidence dynamics is proposed. The dynamics are modeled as a partially observable Markov decision process that leverages behavioral and self-report data as observations for estimation of the cognitive states. The use of an asymmetrical structure in the emission probability functions enables labeling and interpretation of the coupled cognitive states. The model is trained and validated using data collected from 340 participants. Analysis of the transition probabilities shows that the model captures nuanced effects, in terms of participants' decisions to rely on an autonomous system, that result as a function of the combination of their trust in the automation and self-confidence. Implications for the design of human-aware autonomous systems are discussed, particularly in the context of human trust and self-confidence calibration.

<p>E-mail: 400amanetta@gmail.com</p>

Syftet med denna studie är att klargöra bakomliggande yttre och inre drivkrafter i samband med yrkesväxling mitt i livet, vad som bidrar till att våga ta klivet att börja studera, som en del av den personliga utvecklingen. Teoretiska utgångspunkter är följande: Abraham Maslows (1989/1943) behovspyramid, George Herbert Meads (2001/1934) signifikanta andra, Fuchs Ebaughs (1988) teori om vändpunktsprocesser och teorin om Planned Happenstance som Kathleen Mitchell, Al Levin och John Krumboltz (1999) är grundare till. Metoden som har använts är fokusgruppsintervjuer. Resultaten visar att de bakomliggande drivkrafterna i samband med yrkesväxling kan kopplas till behoven i Maslows (1989/1943) behovspyramid. De mest grundläggande behoven måste vara tillgodosedda för att individen ska känna sig motiverad till att påbörja en självutveckling. Ett hinder för att våga satsa på utbildning är sviktande självförtroende. För att överbrygga detta får omgivningens, signifikanta andras, (Mead 2001/1934) inställning en avgörande betydelse. En vändpunktsprocess innebär en identitetskris där en ny yrkesroll ska inträdas, en påfrestning för såväl deltagaren som hela familjen (Fuchs Ebaugh 1988). Andra drivkrafter, förutom självförverkligande, är en efterlängtad förändring av sin arbetslivssituation och deltagarnas önskan om att komma in i gemenskapen i en arbetsgrupp som de ser upp till. För att nå dit ser deltagarna utbildning som en väg och ett sätt att öka sin anställningsbarhet. Deltagarna i studien menar i flera fall att det var slumpen som avgjorde vilken utbildning de hamnade på men med Planned Happenstance som förklaringsmodell framgår det att valen egentligen byggde på medvetna ställningstaganden (Mitchell, Levin och Krumboltz 1999). Studiens resultat redogör med andra ord för några av de drivkrafter som motiverar individer att våga ta klivet till att börja studera, vilket kan öka kunskapen för studie- och yrkesvägledare, om hur individer bör bemötas och vilka områden som professionen bör fokusera på för att hjälpa individer nå framtida yrkesambitioner genom ett välgrundat val. / The aim of this thesis is to clarify the underlying human motives, both external and internal, in career choices of professional change, of which contributes to career changes. This thesis enlightens some of the societal conditions or obstacles that exist to a future study start, as part of the participants personal development, and clarify what led them to take the decisive step towards a new career path. Theoretical framework used is Abraham Maslow's (1989/1943) needs pyramid, George Herbert Meads (2001/1934) concept of significant others, Fuchs Ebaugh's (1988) theory of turning point processes and the theory of planned Happenstance which Kathleen Mitchell, Al Levin and John Krumboltz (1999) are the founders of. Method used is focus group interviews. Results show that the underlying human motivation processes in participants' professional exchange can be linked to the needs of Maslow's (1989/1943) needs pyramid. The most basic needs must be met in order for the individual to feel motivated to begin self-development. One obstacle whether to decide to invest in education or not, is failing self-confidence. To overcome this, the attitude of the significant other (Mead 2001/1934) takes on a decisive importance. A turning point process involves an identity crisis in which a new professional role is to take place, a strain for both the participant and the whole family (Fuchs Ebaugh 1988). Other human motivation processes, besides self-realization, are a long-awaited change in their working life situation and the participants' desire to enter the community in a working group they look forward to. To get there, participants see education as a fulfilling way and a way to increase their employability. The participants in this study believe that it was random that decided which education they ended up with in many cases, but with Planned Happenstance as an explanatory model it appears that the choice were really based on conscious attitudes (Mitchell, Levin and Krumboltz 1999). This thesis can increase the knowledge for study and career counselors, about how individuals should be approached and what areas the profession should focus on to help individuals reach future career aspirations through an informed choice.

Att spara pengar i aktier blir allt vanligare. Det kan leda till en hög avkastning, men det kan också medfölja en stor risk. Det kräver en viss kunskap och förståelse för vad risk är och kan leda till. Nyckeltal kan hjälpa investerare då de berättar hur företag mår och hur deras framtid ser ut. De teoretiska perspektiv som låg till grund för studien var den effektiva marknadsteorin, beteendeekonomi, Prospect Theory, teorier om riskbenägenhet, portföljteori och teorier om nyckeltal. Syftet med studien var att undersöka hur respondenterna uttrycker sina attityder gentemot risk och vikten av nyckeltal vid köp av aktier. Samt att analysera hur respondenternas uttryckta personliga egenskaper kön, ålder, erfarenhet, utbildningsnivå och självförtroende speglar deras riskbenägenhet och vikten av nyckeltal. Studien är en kvantitativ metod med tvärsnittsdesign. Forskningsansatsen är deduktiv. En enkätundersökning genomfördes och besvarades av 352 respondenter som uttryckt att de sparar i aktier. Data analyserades med en multipel regressionsanalys för att hitta samband mellan variabler. Resultatet visar att över sextio procent av respondenterna väljer det säkrare alternativet före det riskfyllda. Respondenterna är riskaverta. De personliga egenskaperna som har det starkaste sambandet med riskbenägenhet är ett högt självförtroende (R = 0,2111) och kön (R = 0,1970). Resultatet visar även att nyckeltalen är viktigt för över sextio procent av respondenterna. Nyckeltalen som var mest populära är P/E-talet (60 %), direktavkastning (45 %) och EPS (37 %). De personliga egenskaperna som hade det starkaste sambandet med vikten av nyckeltal var ett högt självförtroende (R = 0,2785) och utbildningsnivå (R = 0,2079). / To save money in shares are becoming more and more popular. It can lead to a high revenue, but it also comes with a risk. It takes knowledge and an understanding for what risk is and what it can lead to. Financial ratios can help by telling investors how a firm feels financially and what their future looks like. The theoretical perspectives on which this study was based on were the efficient market theory, behavioral finance, Prospect Theory, theories about risk, portfolio selection and theories about financial ratios. The purpose of this study is to explore how the respondents express their attitudes towards risk and the importance of financial ratios when buying shares. And also to analyze how the respondents expressed personal qualities gender, age, experience, level of education and self- confidence reflects their risk level and the importance of financial ratios. The method in this study is a quantitative method with cross-sectional design. This study takes a deductive approach. The data collection is from a survey that got 352 responses. The data has been analyzed by multiple regression to find relationships between variables. The result shows that over sixty percent of the respondents chose the risk-free alternative over the riskier one. The respondents are risk averse. The personal qualities that have the strongest connection with risk are high self-confidence (R = 0,2111) and gender (R = 0,1970). The results also show that the financial ratios are important for over sixty percent of the respondents. The financial ratio that were most popular were P/E (60 %), yield (45 %) and EPS (37 %). The personal qualities that had the strongest connection with the importance of financial ratios are a high self-confidence (R = 0,2785) and level of education (R = 0,2079).

Title: Competitive anxiety in female gymnasts: Association with age and length of sports career Objectives: The main aim of the diploma thesis is to describe levels of competitive anxiety and its association to age and length of sports career in young female gymnasts from Prague. Methods: The thesis has a character of empirical and theoretical research and includes elements of quantitative research with an application of a survey. Specifically the thesis represents a cross-sectional study. A multidimensional questionnaire, the Competitive state anxiety investory-2 was administered to a sample of N = 18 female gymnasts. The questionnaire consists of three subscales measuring: somatic anxiety, cognitive anxiety, self-confidence. Data were analyzed using basic descriptive statistics, and the Pearson correlation coefficient was used to examine the hypotheses about relationships. Results: The results have shown that age is related to somatic and cognitive anxiety, whereas both components of competitive anxiety increase with increasing age. On the other hand age was not associated with self- confidence. The length of sports career was positively associated with somatic anxiety and self-confidence, however was not related to cognitive anxiety. Keywords: activation, emotions, cognitive anxiety, somatic...

Many first-year college/university students have low retention and success rates which affect their ability to remain in college and attain a career. Despite matriculation practices employed by institutions of higher learning to increase retention, a gap remains in the understanding of the causative factors of retention. The purpose of this study was to determine if academic self-confidence scores of students prior to entry and post- completion of an FYS are reliable predictors of students' ability to progress from the first year to the second year of college. Tinto's (1987) academic retention theory framed the study. A quantitative case study approach including a paired t-test for the dependent sample analysis, point-biserial correlation analysis, and a one-way analysis of covariance (ANCOVA) was employed for this study. The findings are that students' self-reported academic confidence does improve postcompletion of the FYS and that these results are not gender specific. The statistical analysis of correlation between posttest self-confidence scores and re-enrollment for second year of college were not statistically significant. The findings of this study contribute to the body of knowledge in current literature on factors of retention, specifically students' self-reported academic confidence. When careful investigations are conducted to determine causative factors that can be used as predictors of student retention, those investigations directly impact positive social change and promote accountability for current matriculation practices employed by institutions of higher learning.