The aim of the research was to investigate the relationship between facilitation, computer software and the learner in teaching a computer-integrated lesson. South Africa has recently changed their education system from that of content-based to that of outcomes-based. With these changes came the introduction of e-Education. The Government e-Education goal is that every South African learner in the general and further education and training bands will be ICT (Information and Communication Technology) capable by 2013. Educators are expected to facilitate these classes without having being trained as facilitators in a computer environment. Most educators’ follow an instructivist mode of teaching and the researcher decided to do a case study at a school in the Western Cape to investigate the role of an educator in a computer environment. The researcher also wrote the computer-mediated software for the educator to use in his lesson. The software was written for a lesson on Physical Science which was not the field of study of the educator. The educator, however, is a computer technician. These issues raised questions as to what the methodology of teaching of this educator would be, how would the learners interact with the facilitator and the content and to what degree learning would take place with regards to transfer of skills and knowledge. From the literature survey the researcher compiled a checklist of what the role of an educator in a computer environment should be whereby the educator was assessed. A questionnaire was compiled whereby the learners evaluated the software that was used for this computer integrated lesson. The learners had to write a pre- and post-test to determine whether content was transferred in this lesson and they were asked to perform a practical experiment to determine their skills. This dissertation shows how good facilitation, coupled with pedagogically well-designed software and good learner participation leads to a successful learning community. Copyright / Dissertation (MEd)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

Thesis Accomodation premises designed for homeless children and low-income people at the documentary for execution of works. The building was designed so that the object is divided into two parts. The first part is a home for homeless children, which is developed to the level of documentation for construction. The secon part is a started flats, which is designed only as a preparatory study and work. The building is brick of brick blocks. Foundation structures bearing walls ale designed footings. Roof construction is designed flat. The building has four above-ground floors and cellar. The building is insulated exterior contact insulation.

The diploma thesis is focused on the assessment of the stream and the proposal against flood risk in the location of town Březová nad Svitavou. The stream Svitava flows under administration of Povodí Moravy. s. p. The stream Svitava flowing through urban area, has a high potencial flood risk. The current situation of a section of the stream is assessed based on defined data and personal inspection. On the stream, there were provided the measurements by the method of HEM. Capacity of the stream along with the objects for the particular section were calculated in the software HEC-RAS. Based on the results, there have been designed the flood protection. The final design was verified by the calculation in the program HEC-RAS.

This thesis deals with the impact of a planning on land prices in the village Bernartice nad Odrou. A theoretical basis for an evaluation of an immovable property is described, then a documentation of the planning in the village is analysed and in the end, an evaluation via a case study of two selected lands is made. Both of these lands are evaluated by a determined price and a usual price in the three levels according to the conditions of a local plan. There are levels using plots such as an agricultural land, a land designed for building-up according to the local plan and a building land. The evaluation is based on calculation results in the particular phases. Finally, results justification is presented.

The thesis is focused on testing of the cutting tools for machining on five axis machine tools and possibility of implementation of designed experiments in this area. The theoretical section focuses attention on analysis of specific features during five axis machining, including chip cross section and particularity of tool testing under high speed cutting conditions with consideration of dynamic stability of cutting tools. In the thesis force loading of the tool is discussed as well as its measurement process, considering force development caused by tool wear and data analysis. Description of designed experiment and its application to the area of tool testing is included as well. All theoretical predictions are followed by experimental verifying by extensive number of experimental tests, including evaluation of cutting tool condition, influence of hard coatings on cutting power of the tools, etc. For each of testing conditions are designed specific methods of processing of gathered data as well as evaluation of power of the cutting tools. Gathered data were processed by means of statistical evaluation and by statistical methods of designed experiments. The thesis contains also the extensive number of records and analysis, documented by means of light microscopy as well as electron microscopy.

The main aim of the thesis is an appraisal of the stream Oslava which belongs to the Náměšť nad Oslavou region with the focus on flood control of the town. The thesis asseses current state of the stream with respect to the state of riverbed, bulwark of the stream and evaluation of the capacity of the stream channel. Calculation water surface profiles have been made by usage of the 1D mathematical model HEC-RAS for selected N-year flows. The capacity of flows and objects in the given period has been detected. There is also a map of the water runoffs included and possible solutions of how to protect the area surrounding the stream are proposed. The thesis was complemented with hydroecological monitoring of the stream channel - the HEM analysis 2014.

Designade ankyrinupprepningsproteiner (DARPiner) är små, mycket stabila antikroppsmimetiska proteiner. I det här projektet användes anti-EpCAM-DARPiner tillsammans med mikrofluidik för att avgära om de kunde fånga upp HCT116-celler mer effektivt än anti-EpCAM-antikroppar. Ytorna på insidan av mikroffluidikkanaler förändrades genom bindning av N-γ-maleimidobutyryl-oxysuccinimidester (GMBS) och merkaptopropyltrietoxysilan (MPTES) för anti-EpCAM-antikroppar och GMBS och (3-aminopropyl)trietoxysilan (APTES) för DARPiner. Båda kanaltyperna testades genom inflöde av cancerceller och helblod blandat med cancerceller. Ingen effektiv och konsekvent celluppfångst åstadkoms trots att det visades att antikropparna och DARPinerna kunde binda till cellerna direkt och att test med fluorescenta DARPiner och antikroppar visade att ytförändringskemin var fungerande. Slutsatsen blev att de mest troliga orsakerna till misslyckandena var att ytförändringskemin påverkade proteinernas bindningsförmåga negativt eller att proteinerna bands till kanalernas yta i fel riktning. DARPiner är fortfarande intressanta för tillämpningar inom mikrofluidik, men vidare förbättring av det experimentella protokollet behövs. / Designed ankyrin repeat proteins (DARPins) are small and highly stable antibody mimetics. In this project, anti-EpCAM DARPins were used in conjunction with microfluidics to determine if they could capture HCT116 cells more effectively than anti-EpCAM antibodies. The inside surfaces of microfluidic chips were modified using N-γ-maleimidobutyryl-oxysuccinimide ester (GMBS) and mercaptopropyltriethoxysilane (MPTES) for anti-EpCAM antibodies, and surface modifications for anti-EpCAM DARPins were made using GMBS and (3-aminopropyl)triethoxysilane (APTES). Both chip types were tested using cancer cells and whole blood mixed with cancer cells. No effective and consistent cell capture was achieved, despite the antibodies and DARPins being shown to be able to bind to the cells directly and tests with fluorescently labelled DARPins and antibodies showing that the surface modification chemistry used was functional. It was concluded that the most likely causes of the failures were surface modifications interfering with the binding ability of the proteins, or improper orientation of the bound proteins. The DARPin remains a protein of interest for microfluidic applications, but further changes and optimisation of the experimental protocol is necessary.

(in English) This Master's Thesis is interested in the support of adoptive families in the Czech Republic. The aim of the thesis is to define possibilities of this support and stress the need to help people in the process of arranging adoption in the 21st century. The thesis describes the possibilities of supporting adoptive families in the chosen regions of the Czech Republic. Suggestions of different ways of helping and supporting adoptive families from experts are researched. The thesis is divided into two parts. The theoretical part of the thesis consists of four chapters. In the first chapter the term adopting is defined and different forms of this type of foster parenthood are introduced. This chapter also brings an overview of the historical development of adoption. The second chapter is interested in the specifics of adoption in the first 21st century, analyzes the needs of adopting families and stresses the importance of supporting the people involved in the different stages of the adoption process. The third chapter identifies the support of adopting families, and specifies the content, aims and the target group of the thesis. The last chapter is interested in describing different ways of supporting adoptive families in the Czech Republic and refers to places where adoptive families can...

Le travail enseignant a connu au fil des années une évolution continue qui s’est traduite par une complexification de la tâche et des changements dans les pratiques professionnelles avec des possibles conséquences sur le bien-être pédagogique des enseignants. C’est dans ce sens que cette recherche s’intéresse à l’exploration des relations entre les pratiques professionnelles réfléchies des enseignants oeuvrant dans une école secondaire et leur bien-être pédagogique. Pour ce faire, nous avons réalisé une recherche de type exploratoire, à dominance qualitative, auprès de onze enseignantes et de deux enseignants d’écoles secondaire de la grande région de Montréal. Afin de documenter leurs niveaux de réflexions au cours de leurs relations avec les élèves et les collègues et les relations entre ces réflexions et les dimensions du bien-être pédagogique chez les enseignants interviewés, nous avons opté pour une approche sociocognitive. Pour la cueillette des données, nous avons fait appel à deux techniques : la technique Q et la technique de l’incident critique. Pour explorer ces liens, nous avons commencé par nous pencher sur le modèle des niveaux de changement de Korthagen et Vasalos (2005), qui ont mis en évidence les interactions entre les réflexions spécifiques concernant six niveaux de réflexions : environnement professionnel, comportements centrés sur l’apprentissage scolaire, compétences de gestion de classe, croyances, identité professionnelles et mission auprès des élèves. Nous avons ensuite exploré le concept de bien-être pédagogique des enseignants. D’après l’ensemble des résultats de notre recherche, le bien-être pédagogique des enseignants des écoles secondaires s’avère à la fois un processus dynamique, dont l’évolution est influencée par ce qui se passe dans le milieu de travail, particulièrement dans la classe, et par les qualités essentielles de l’enseignant, et un construit reposant sur des dimensions spécifiques; trois dimensions ont été retenues pour cette étude : l’autoefficacité, l’engagement et la satisfaction au travail. Les relations pédagogiques avec les élèves constitueraient la principale source de bien-être pédagogique des enseignants. Le fait de croire en l’efficacité de leurs compétences de gestion de classe et de constater que les élèves sont contents d’être dans leur classe et engagés dans leur apprentissage stimulerait l’engagement et la satisfaction au travail des enseignants. Les réflexions sur les caractéristiques et sur le vécu des élèves, y compris sur leur bien-être en classe, et les compétences professionnelles seraient les aspects des interactions avec les élèves qui interagiraient le plus avec le bien-être pédagogique des enseignants. Pour ce qui est des interactions entre les relations de travail avec leurs collègues, elles auraient un impact positif sur le bien-être pédagogique, notamment par l’entremise de réflexions collectives sur les situations ordinaires des pratiques professionnelles. Enfin, malgré certaines limites méthodologiques et conceptuelles, cette étude met en évidence l’existence de liens empiriques entre les pratiques réfléchies et le bien-être pédagogique des enseignantes et enseignants oeuvrant dans une école secondaire. Elle dégage également des pistes de recherches futures sur les influences réciproques entre les pratiques pédagogiques et le bien-être pédagogique, et propose des idées de recherches prospectives. / This research explores the relations between the well-designed professional practices of high school teachers and their educational well-being. To do this, we conducted an exploratory research, with a qualitative dominance, among eleven female and two male high school teachers from the Greater Montreal Area. We adopted a sociocognitive approach to document their levels of reflection throughout their relations with their students and colleagues and their relations with dimensions of educational well-being among high school teachers. We used two data collection techniques: the Q technique and critical incident technique. To explore these links, we started by examining the change level model of Korthagen and Vasalos (2005), which highlighted the interactions between the specific reflections of six levels of reflection: work environment, schooling-centered behaviors, class management skills, professional beliefs and identify and mission with students. We then explored the concept of the educational well-being of teachers. According to the overall results of our research, the educational well-being of high school teachers is both a dynamic process whose evolution is influenced by what is going on in the work environment, especially in the classroom, and by the teacher’s essential qualities, and a construct based on specific dimensions; three dimensions were used in this study: self-efficacy, commitment and job satisfaction. Educational relations with students seem to be the main source of educational well-being for teachers. Believing in the efficiency of their class management skills and noticing that students are happy to be in their class and are involved in their learning apparently stimulates the commitment and job satisfaction of teachers. Reflections on the characteristics and background of students, including their well-being in the classroom, and professional skills seem to be the aspects of interactions with students that affect the educational well-being of teachers the most. As for interactions between work relations with their colleagues, they seem to have a positive impact on educational well-being, namely through collective reflections on the ordinary situations of professional practices. Lastly, despite certain methodological and conceptual limitations, this study highlights the existence of empirical links between well-designed practices and the educational well-being of high school teachers. It also identifies directions for future research on the reciprocal influences between educational practices and educational well-being, and proposes foresight research ideas.

<p>When duties are documented, new ideas are often created regarding how the work should be carried out. Writing is an important source of development, but unfortunately the possibilities are limited when it comes to transferring new ways of thinking to personnel. As with organizational change in general, employees tend to neglect new instructions. On the basis of their personal ways of thinking, they might find that the new order is incorrect, requires more resources, lacks contact with reality, or cannot be understood. The people who have prepared the new directives think they are surely justified and easy to understand. In their eyes, those who stick to what used to be correct and reasonable seem resistant to change.</p><p>The aim of this dissertation is to understand the influence of self-assessment on service cognition and to propose how this influence can be utilized to attain strategic aims. The term self-assessment refers here to the activity whereby employees, in a structured manner, collectively assess and document their own instructions. The concept of service cognition refers to individual employee’s conceptions on how to carry out their own tasks, on how colleagues carry out theirs, and on connections between activities in the common workflow. The object of study is self-assessment as business process modeling at the local offices of the Swedish Employment Service.</p><p>What is explored is the crass but fruitful understanding that new ways of thinking more easily arise among those who define organizational design than among those who are expected to change. Using socio-cognitive theory as well as longitudinal and extensive action research, the reasons are investigated behind the inevitable development of units which are trusted to write their own instructions and, in so doing, start to talk about the way work is done. Despite the independence needed to coordinate by consensus, it seems that the collective mind thereby induced actually enhances opportunities for central control and change: Units designing their own routines surely become better coordinated, but also more controllable and adaptive to strategic change. Furthermore, some principles are presented to support self-assessment regarding organization and change.</p>