HITKOVÁ, Eva. Aggression in Primary Schoul [Thesis]. Prague: Charles University in Prague, Faculty of Education, 2010. The diploma thesis focuses on issues of aggression and aggressiveness of children in nursery school. The aim is to monitor the incidence, causes and manifestations of aggressive behavior in preschool children. The work is divided into ten main chapters. First, focus on the characteristics of the psyche of a preschool age and a child's socialization. It concentrates on the theory, explanation of key concepts and definitions of aggression. An integral part of this work is a list of causes and manifestations of aggression in children in nursery school. Within these chapters it tries to understand and analyze the influences affecting the preschool children and their behavior. In the empirical part, it deals with the investigation and detection of actual aggression and aslo the aggression in today's nursery school in preschool children. The survey was conducted by an observation of children in nursery school. The results were recorded and further processed into tables and graphs. The conclusion is based on collected data, findings and results of the research. Key words: aggression, aggressiveness, nursery school, preschool child, family

Title: The aggressive behaviour in the NHL. Objectives: The aim of this thesis is to describe and analyze NHL fighting phenomenon. The analysis will be realized as a research study. At first, sources of the thesis will be described. Then, there will be mentioned contemporary backgrounds and theoretical points included theory of aggressiveness in everyday sport. Complex view on the aggressive behaviour within the NHL will be assigned as a main part of whole thesis. Main part will contain historical view, ongoing trends of NHL and brief glance to rules of the NHL. Methods: Basic information from the field of NHL fighting was compiled by direct method of research and by method of induction. Research via comparative method was used marginally. Results: Results of my thesis will help to understand and to light up aggressive behaviour phenomenon in NHL. This issue is not published in European countries. Thesis will help to why hockey players do fight, where are roots of the NHL brawling or how is an attitude of officials in NHL. Keywords: NHL, aggressiveness, aggressive behavior, brawl, fight, delinquency

Title: A traffic flow with a bottelneck Author: Adam Kovařík Department: Department of Numerical Mathematics Supervisor: prof. RNDr. Vladimír Janovský, DrSc. Supervisor's e-mail address: janovsky@karlin.mff.cuni.cz Abstract: In this paper we study a microscopic follow-the-leader traffic model on a circu- lar road with a bottleneck. We assume that all drivers are identical and overtaking is not permitted. We sketch a small part of the rich dynamics of the model including Hopf and Neimark-Sacker bifurcations. We introduce so called POM and quasi-POM solutions and an algorithm how to search them. The main goal of this work is to investigate how the optimal velocity model with a bottleneck deals with so called aggressive behavior of dri- vers. The effect of variable reaction time and a combination of both named factors is also tested. Using numerical simulations we'll find out that aggressiveness and faster reactions have positive effect on traffic flow. In the end we discuss models with two bottlenecks and with one extraordinary driver. Keywords: dynamical systems, ODEs, traffic flow, bottleneck, aggressiveness. 1

Neofabraea is a genus of an important plant pathogenic fungi having worldwide appearance. Four Neofabraea species are responsible for bull's eye rot of pome fruits. The aim of this thesis was to investigate which of these species occur in the Czech Republic. 81 isolates were collected during a two- year period and they were identified using PCR fingerprinting (primers ERIC 1R and M13-core) and DNA sequencing (ITS, mtSSU and tub2). The results showed that species N. alba, N. perennans and Cryptosporiopsis kienholzii occur in the Czech Republic. According to available information, this is the second record of C. kienholzii in Europe. One isolate (KP4) failed to be identified as any of the species. KP4 is very close to C. kienholzii, but it can be distinguished both biologically and genetically. Furthermore, the aggressiveness of individual species was compared.N. perennans and strain KP4 proved to be most aggressive, the least aggressive is C. kienholzii. Two N. alba strains (KP36 and KP37) isolated from healthy apple fruit and leaf are pathogenic for apple fruits. Keywords: aggressiveness, Cryptosporiopsis kienholzii, Dermateaceae, Helotiales, apple tree, Malus, PCR fingerprinting, postharvest diseases Powered by TCPDF (www.tcpdf.org)

Cette thèse a pour objet d'étudier les conduites agressives en analysant comment celles-ci s'intègrent ou non dans un système global de valeurs mis en œuvre par chaque individu en fonction de son éducation et de sa personnalité. La question est donc de savoir quels peuvent être les facteurs favorisant l'émergence de réponses agressives chez l'athlète en fonction de différents paramètres, tels que le sexe, le type de pratique, les réactions aux décisions de l'arbitre, les comportements socio-moteurs, les capacités de résistance à la frustration ou à la provocation. Il s'agit d'arriver à expliquer comment le système de valeurs des athlètes peut avoir ou non une influence directe et indirecte sur leurs conduites agressives à travers des mécanismes sociocognitifs d'autorégulation à identifier. Dans ce cadre, cinq études empiriques ont été réalisées chez plus de 1393 compétiteurs. Les résultats principaux de ces différentes enquêtes : 1) Confirment la validité de la théorie des valeurs de base (Schwartz, 1992) dans le domaine sportif ; 2) Proposent un nouveau Questionnaire des Valeurs Sportives de l'Athlète (QVSA) ; 3) Mettent en évidence que les valeurs des athlètes peuvent exercer un double impact (négatif ou positif) sur les conduites agressives à travers différents mécanismes sociocognitifs. Ces études concluent que plus l'athlète valorise des valeurs telles que les Respect des règles, la bienveillance, et le plaisir, plus il pacifie ou inhibe ses conduites agressives. Au contraire, si l'athlète valorise des valeurs fondées sur l'affirmation d'un statut social, ou l'exercice d'un pouvoir, plus il aura tendance à exprimer son agressivité et moins elle sera acceptable selon les règles de jeu / This thesis aims to study aggressive behavior by analyzing how they fit or not in a global value system implemented by each individual according to on his or her education and personality. Thus, the question is to study what are the factors that can lead to the emergence of aggressive responses of the athlete according to different parameters such as sex, type of practice, reactions to the referee's decisions, socio motor behavior, and resilience to frustration or provocation. The aim is to explain who the athlete’s system of values may or may not have a direct and indirect influence on their aggressive behavior through sociocognitive self-regulatory mechanisms which well be identified. In this context, five empirical studies have been conducted about more than 1,393 competitors. The main results of these surveys : 1) Confirm the validity of the theory of basic values (Schwartz, 1992) in the sports field ; 2) Propose a new athlete’s sports values questionnaire (QVSA) ; 3) Make it clear that the values of the athletes can have a double impact (negative or positive) on aggressive behavior across different socio-cognitive mechanisms. These studies conclude that the more athlete promote values such as Respect the rules, Benevolence and Enjoyment, more pacifies or inhibits his or her aggressive behavior. On the contrary, if the athlete values based on the assertion of social status, or the exercise of power, his or her more likely to express aggression, which will be all the less acceptable according to the rules of the game

Many cardiovascular psychophysiological studies have found evidence of lower arousal states in aggressive individuals and hyper-arousal states in individuals exposed to chronic stress. However, most of these studies have relied on clinical diagnoses or self-reports to identify aggressive and victimized individuals. The present study used peer nominations to identify aggressive, victimized, and non-aggressive or victimized adolescents (mean age = 12.09 yrs.) to examine if any psychophysiological differences exist during resting and startle conditions. ANOVAs revealed that high aggressive/low victimized adolescents had a lower resting heart period/rate compared to high victimized/low aggressive adolescents. Further analyses revealed a statistical trend of lower resting heart period variability in high victimized/low aggressive individuals compared to non-aggressive non-victimized controls. Due to evidence suggesting that individuals with high self-reported empathy display less aggression, empathy as a moderator for aggression was investigated. Although gender differences w3ere found across measures, empathy ws not found to moderate aggression. / by Christopher Aults. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The footprint firms leave behind on this planet is widely discussed, and the topic of corporate social responsibility is constantly receiving additional attention. The gravity of working towards a more sustainable way of conducting business is illustrated by the incentivized tax system in various countries, where CSR can render tax deductions. It is widely debated if CSR and tax aggressiveness can live in symbiosis, and what relationship the two areas have. However, the literature investigating thisrelationship is scarce, which has left a research gap for the authors of this study to fill.This study does through a quantitative method investigate the relationship between CSR and tax aggressiveness of 3899 firms from 68 different countries, measuredat the end of 2018. By equivalating the level of social responsibility of a firm with the widely accepted ESG-score and the level of tax aggressiveness of a firm with the ETR-index created by the authors, the statistical testing of the relationship was enabled. Further, the control variables country, industry, leverage, beta, and size were included to account for variance in tax aggressiveness which is not captured by the ESG-score.To guide the authors through the establishment of hypothesis and statistical testing,a theoretical framework was established, concluding theories speaking for the implementation of tax aggressiveness, against it, and theories which reconciles the two contradicting views. The data was thereafter processed to investigate which statistical model to utilize. The robust OLS was found to be the best suited model, which was used to test the relationship between the aggregated ESG-score, as well as its components, relationship to the ETR-index.The statistical results in this study did not exhibit a significant relationship between the aggregated ESG-score, nor for the two components S and G, and the ETR-index. There is however a significant positive relationship between the E-score and the ETR-index, showing that environmentally friendly firms are less tax aggressive in general. This relationship could be explained by the stakeholder theory, which indicates that a firm's objective should be to maximize the value creation for all its stakeholders, as well as by the legitimacy theory, stating that firms seek to conduct proper business within socially constructed norms. Furthermore, the results show that tax aggressiveness depends on the country of headcounter, the industry, and the beta of a firm.

O objetivo central deste trabalho é oferecer uma ferramenta de trabalho aos profissionais que atuam com crianças pequenas (primeira infância 0 a 3 anos de idade) no campo da educação e também da saúde para o manejo dos impasses e conflitos representados muitas vezes pela agressividade com as famílias de crianças. A pesquisa desenvolve-se em cinco capítulos e uma seção de considerações finais. A princípio serão apresentadas diferentes perspectivas sobre o saber na cultura e sociedade por meio do âmbito da ciência, do cientificismo e da psicanálise. Parte-se da ideia de que a segunda modalidade (cientificismo) aparece como um desdobramento do primeiro (ciência), a partir da tecnocratização (técnica + burocratização) do saber. Além disso, trata-se do reflexo da sociedade atual e sua relação com o conhecimento. Em contrapartida, o saber da psicanálise será trabalhado a partir da subversão do sujeito cartesiano com o conceito de sujeito do inconsciente. Por meio de um estudo bibliográfico, será abordada a construção do conceito de agressividade na obra de Sigmund Freud e seus desdobramentos e avanços em Jacques Lacan. Além disso, o conceito do mal-estar presente na educação também será abordado frente às relações estabelecidas com o conhecimento e o lugar do saber na sociedade como produto (mercadoria). A partir da contextualização da instituição creche e como esta se apropria dos saberes ao longo do tempo (saber higienista, pedagogizante, psicologizante etc.) tem-se como contraponto a pergunta: e do lado dos pais, de que saber se trata? Esta pergunta aparece como pano de fundo do trabalho uma vez que o saber parental vem sendo destituído pela técnica e o cientificismo, relacionado inclusive à posição dos educadores e outros profissionais como especialistas. Portanto, diante dos saberes que estão em jogo na educação das crianças, serão apresentadas as posições subjetivas de pais e educadores e os efeitos na relação entre eles, caracterizando em uma relação harmoniosa pautada na identificação mútua ao saber científico ou em uma relação permeada por conflitos e até agressividade, quando não há o reconhecimento do saber inconsciente. Por fim, uma contribuição mais direta ao campo da educação com a proposta dos manejos possíveis a partir do campo simbólico pelos recortes das falas de educadores e pais em relação aos saberes que circulam, fazendo contraponto às pesquisas científicas que abordam tais conflitos a partir de um ideal que visa excluir o espaço para a diferença e as descontinuidades entre pais e educadores, produzindo assim, algo da impotência na educação / The main objective of this work is to provide a tool for professionals who work with young children (early childhood 0 to 3 years old) in the field of education as well as health care for the management of impasses and conflicts represented many times for aggressiveness with children families. The research is presented in five chapters and a final-consideration section. At first, different perspectives will be presented on knowledge in culture and society through the field of science, scientism, and psychoanalysis. It starts from the idea the second modality (scientific) appears as a deployment of the first (science), from the technocratization (technique + bureaucratization) of knowledge. In addition, it is the reflection of the current society and its relation with knowledge. On the other hand, the psychoanalysis knowledge will be worked from the subversion of the Cartesian subject with the concept of subject of the unconscious. Through a bibliographical study, the construction of the concept of aggressiveness in the Sigmund Freuds work and its deployment and advances in Jacques Lacan will be discussed. Moreover, the concept of uneasiness on education will also be discussed in the face of relations established with knowledge and place of knowledge in the society as a product (merchandise). From the contextualization of the day-care institution and how it appropriates the knowledge over time (hygienist, pedagogizing, psychologizing knowledge, among others), the question is asked: on the parents side, what is this knowledge about? This question appears as the background of the work since parental knowledge has been deprived by technique and scientism, even related to the position of educators and other professionals as specialists. Therefore, as a result of the knowledge that is at stake in children education, the subjective positions of parents and educators will be presented, and the effects on the relationship between them, characterizing in a harmonious relationship based on the mutual identification associated to scientific knowledge or a relationship permeated by conflicts and even aggressiveness, when there is no recognition of unconscious knowledge. Finally, a more direct contribution to the field of education with the proposal of possible management from the symbolic field by the clippings of educators and parents speeches concerning the knowledge that circulates, providing a counterpoint to the scientific researches that broach such conflicts from an ideal aiming at excluding the space for difference and discontinuities between parents and educators, then producing something of impotence in education

The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth. / by Ashley M. Miller. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Numerous studies examining bullying among elementary school students and anti-bullying curricula and programs are available in educational literature. However, little research examines the perceptions of elementary teachers and guidance counselors regarding implementing the curriculum. To address this gap in the literature, my case study focused on three elementary schools and 21 participants (18 teachers and three guidance counselors) in South Florida and their perceptions on bullying and the antibullying curriculum implemented during the 2011 school year. The data collected included approximately 50 hours of interviews and the disaggregation of each school’s discipline summary report. There were two major themes that emerged from the study. The first theme (elementary school bullying) addressed the individuals responsible for addressing bullying, the outcomes of bullying, the characterisitcs of a bully, the locations of bullying, and the reasons why bullying occurs. The second theme (elementary school anti-bullying curriculua) addressed the professional development offered and what is needed, the components within an anti-bullying curriculum and what is needed, and the ways in which special needs students are addressed through an anti-bullying curriculum. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection