The diploma thesis is focused on educator's function in development of nonspeech areas of children with communicative disability. The thesis consists of two main parts. The theoretical part is divided into four chapters which gradually introduce the development of the child at a younger school age, communicative disability, nonspeech areas of comunication and education of children with communicative disability. This information provides a basic insight into issues of work and makes it easier to be well informed about topic. The empirical part presents the qualitative research in which four pupils with communicative disability are involved. The aim of the research is to find out the difficulties in nonspeech areas and what influence the educator of the after-school club can have on their development. Sensory perception, cognitive processes and motor skills are analyzed in accoradance with these goals. Changes between investigations are also observed. The chapter contains case studies of pupils that include personal and family history, individual children's abilities, social interaction and information about speech therapy. Furthermore, the results of the entry and control examination are presented in detail. Based on evaluation of results, answers to research questions are formulated. The chapter...

<p dir="ltr">Past research has extensively explored the benefits of acute aerobic exercise (AE) on memory and executive functions. Additionally, the cross-sectional relationship between muscle strength – a direct outcome of RE – and cognition is unknown, despite the simultaneous onset of muscle and cognitive decline in one’s thirties. However, the effects of acute resistance exercise (RE) on cognition remain understudied, despite the growing popularity of RE and evidence that RE may have distinct effects on cognition.. Therefore, the present study aimed to broaden our understanding of the connection between muscle strength and hippocampal-dependent memory and to investigate the influence of RE on memory and executive function.</p><p dir="ltr">A sample of 125 healthy young adults (18-50 years old) completed this study. On the first day of testing, subjects completed a cognitive battery testing aspects of hippocampal dependent memory, spatial abilities, and working memory, a maximal muscle strength testing session including handgrip strength and one-rep-max testing, and maximal aerobic capacity testing. Subjects completed a bioelectrical impedance assessment (BIA) body scan to measure body composition on Day 2. Day 3 consisted of a randomized controlled trial (RCT), where subjects completed either 42 minute moderate intensity RE (n = 62) or a seated rest (n = 61). Cognitive testing including a memory recognition task, an inhibitory control task, and a working memory task were performed both before and after the intervention. Subjects also completed lactate, blood pressure, and blood draw (only a subset of subjects (n = 59)) before and after intervention.</p><p dir="ltr">The results first revealed that after controlling for known covariates, those with greater handgrip strength performed better on mental rotation tasks (t = 2.14, p = 0.04, Δr2= 0.04), while those with higher upper-body relative strength did better on recognition (t = 2.78, p = 0.01, Δr2 = 0.06) and pattern separation (t = 2.03, p = 0.04, Δr2= 0.04) tasks. Further, while there was no acute effect of RE on memory performance, response times during measures of inhibitory control (t = 4.15, p < 0.01, d = 0.40) and working memory decreased after exercise (t = 7.01, p < 0.01, d = 0.46), along with decreases in P3 latency during the inhibitory control task (t =-5.99, p < 0.01, d = 0.58). Additionally, blood lactate (t =-17.18, p < 0.01, d = 2.06), serum brain derived neurotropic factor (BDNF) (t = -4.17, p < 0.01, d = 0.66), and systolic blood pressure (t = -10.58, p < 0.01, d = 0.99) all increased following RE, while diastolic blood pressure (t = 4.90, p < 0.01,d = 0.50) decreased. Notably, the change in systolic blood pressure (t = -2.83, p = 0.01, Δr2 = 0.06) was associated with improvements in behavioral measures of inhibitory control, changes in lactate (t = -2.26, p = 0.03, Δr2 = 0.04) and systolic blood pressure (t = -3.30, p < 0.01, Δr2 = 0.08) were also related to improved behavioral changes in working memory, and changes in lactate (t = -3.31, p < 0.01, Δr2= 0.08) and BDNF (t = -2.12, p = 0.04, Δr2= 0.08) related to faster P3 latency during inhibitory control. Importantly, these associations between physiological and cognitive changes were consistent across both exercise and rest groups, suggesting that physiological changes were linked to improved cognitive performance regardless of group assignment.</p><p dir="ltr">In conclusion, this study highlights the positive relationships between cross-sectional muscle strength and aspects of memory and spatial abilities, with distinct contributions from handgrip and upper body strength. Furthermore, acute RE was shown to enhance executive functions, particularly in terms of processing speed during inhibitory control (response time and P3 latency) and working memory (response time). This study suggests that RE can be a valid way to garner exercise-induced benefits on executive functions potentially through its influence on lactate, BDNF, and blood pressure, however, since these effects were evident regardless of intervention, more work is needed to determine if RE-induced changes have the same mechanisms. Overall, these findings underscore the potential benefits of muscle strength and RE on enhancing executive function in young and middle-aged adults.</p>

<p dir="ltr">Infographics are increasingly used as visual communication tools for conveying health information to diverse audiences. However, research is lacking on how specific infographic design factors influence learning outcomes. This study aimed to determine the comparative effectiveness of automatically advanced (Group A) versus manually advanced (Group B) infographics for promoting breast cancer awareness and knowledge. A mixed-methods quasi-experimental pretest-posttest design was utilized. The sample comprised 42 participants for analysis. Of these, the majority, 41 persons self-reported as female, with one participant indicating their gender as 'other.' Participant ages ranged from 25 to 55 years (M = 40.5, SD = 7.62). Most participants were well-educated, with graduate degrees or other advanced education beyond a bachelor's degree. Participants were randomly assigned to either the automatically advanced infographic group (Group A) or the manually advanced infographic group (Group B). Results indicated that Group B had significantly higher scores on the knowledge post-test compared to Group A, suggesting improved recall and comprehension of key information. There were no significant differences in cognitive load ratings or viewing duration between the groups. Qualitative feedback from participants suggested that Group B's manually advanced infographic facilitated better self-pacing and absorption of content. While the study's findings provide preliminary evidence supporting the efficacy of manually advanced infographics in learning complex health information, limitations are acknowledged. The research contributes to the design of patient education materials and underscores the necessity for further investigations across varied populations and health topics to understand the impact of infographic design more comprehensively on learning and behavior.</p>