Title: Possibilities of education of students with physical and combined disabilities author: Bc. Kamila Chroboková leading: Doc. PaedDr. Vanda Hájková, Ph.D. Abstract This paper attends to the issues concerning children with physical and combined disabilities, and the possibilities for their education. It briefly summarizes the issues of physical and combined disabilities, and explains the difficulties that these children might experience during the course of their education and that should be anticipated during the education process. The second part of this paper enlightens the forms of primary education available for these children. Furthermore, it describes the general and academic educational programmes that primary schools follow today. Within the framework of special education, the institution Jedlička Institute in Prague (JÚŠ) is briefly introduced. In conclusion, this paper presents research conducted on and mapping the progress of students of JÚŠ special primary school and records from the documentation of these children. Keywords physical disability, combined disabilities, educational mainstream, special education, general educational programme, individual educational plan, Jedlička Institute and schools

No description available.

With the changing political, economic, cultural and environmental landscape of global societies, journalistic writings on social development issues and concerns have become more relevant in recent times. Through civic advocacy journalism (CAJ), the agenda and programs of social development movements, civil society groups, international development organizations and non-government organizations are promoted and advanced. It is essential to understand the forms and representations of CAJ in practice, concepts and theories in the light of its relevance to media practice and to society at large. However, there is very little literature on the scope and extent of CAJ knowledge and practice. A researcher needs to look into actual practice and connect this with available literature to establish the application of CAJ. For this study, a qualitative content analysis method was used to assess CAJ practice in online print media reports at the Copenhagen Climate Change Summit.

This study focused on experimentally determining the cooling performance of a fully cooled, scaled-up model of a C3X turbine vane. The primary objective was to determine the differences in overall effectiveness in the presence and absence of a hot mainstream flowing over the vane. Overall effectiveness was measured using a thermally scaled matched Biot number vane with an impingement plate providing the internal cooling. This is the first study focused on investigating the effect of removing the mainstream flow and comparing the contour and laterally-averaged effectiveness data in support of the development of an assembly line thermal testing method. It was found that the proposed method of factory floor testing of turbine component cooling performance did not provide comparable information to traditional overall effectiveness test methods. A second experiment was performed in which the effect of altering the angle of attack of a flow into a passive turbulence generator was investigated. Measurements in the approach flow were taken using a single wire hot-wire anemometer. This study was the first to investigate the effects such a setup would have on fluctuating flow quantitates such as turbulence intensity and integral length scale rather than simply the mean quantities. It was found that both the downstream turbulence intensity and the turbulence integral length scale increase monotonically with approach flow incidence angle at a specified distance downstream of the turbulence generator. / text

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

This thesis examines the growing trend of cinematisation in computer and console games, where both visual styles and industrial practices are concerned. The ever-increasing runtime of cinematic cutscenes in games, and the stylization of game graphics in accordance with established film genres are of primary focus regarding the gaming industry's absorption and interpretation of cinematic visuals. Comparisons of film-game convergence are based on the proliferation of non-gameplay promotional trailers and their role in hype-generation; as well as game producer strategies of franchising, cross-promotion, and initial-sales business model. Comparison is thus accomplished with regards to a number of fundamental similarities in both industries' business and commercial tactics, as stemming from the risk and reward-based investment financing system prevalent in both industries. Finally, a selection of user and industry professional video responses to the aforementioned trends are examined, both for their value in counter-balancing the assumptions of success which often follow staggeringly high initial sales figures; and for their value in layering the depth of film-game convergence even further, as they respond to the recent, filmic trends in games using the very language of film.

El cinema comercial independent de baix pressupost elaborat amb els elements industrials i artístics del sector cinematogràfic del propi país és viable, sostenible i exportable. Aquest ha sigut el cas d’El Lute, Crimen en familia i altres pel•lícules que Cunillés ha produït. Estudiar els mecanismes de finançament, fabricació i venda d’aquest tipus de producció ens permetrà extrapolar-ho, generalitzar-ho i explicar-ho als actuals i futurs decisors audiovisuals. En el cas de Cunillés, el trobem gestionant sales cinematogràfiques, distribuint o coproduint pel•lícules, o implicant-se en operacions corporatives per millorar les condicions del sector. Ha calgut introduir el context històric, sota l’etiqueta de “cinema de transició”, estudiar la persona i els orígens temàtics per acabar construint un mètode que el propi productor ha abandonat per dedicar-se únicament a l’explotació dels seus drets audiovisuals. Altres productors continuen emprant aquest model amb èxit, però els paràmetres han canviat i Cunillés no vol tornar a navegar. / Commercial, independent low-budget filmmaking produced with industrial and artistic elements of the film sector in one’s own country is viable, sustainable and exportable. It’s the case of El Lute, Crimen en familia and other films that Cunillés has produced. Studying the financing, manufacturing and sales of this kind of production will allow us to extrapolate, generalize and explain it to current and future film decision-makers. Cunillés can be found managing cinemas, distributing or producing films, or getting involved in corporative operations to improve the sector’s conditions. It’s been necessary to introduce the historical context under the label “transition filmmaking”, and study the person and his thematic origins in order to devise a method that the producer himself has abandoned to work solely on the exploitation of film rights. Other producers still use this method successfully, but the parameters have changed and Cunillés doesn’t want to navigate again.

In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

The theoretical part of the thesis should bring us into the issue followed by subsequent analysis and comparison of body modifications such as piercings, microdermal implants, tattoos and corsets in the socio-cultural discourse. The following section should be focused on the differences between ethnic cultures with respect to the issue outlined. The output of the practical part is based on theoretical knowledge, basic manual should be the final product, which would introduce the issue of deliberate physical transformation of the main points to the general public.