The aim of this study is to analyze and evaluate care services for preschool children in the Czech Republic from the perspective of a demographer. The first part is concerned with theory relating to this issue. This development of preschool education in this country with an emphasis on the period after 1990 . In the next section participation in preschool education in the districts of the Czech Republic is analyzed. As a part of analysis an international comparison is also made with selected European Union countries. A survey was carried about using a questionnaire, the results of which became an importance source helping to describe and, in some cases, illustrate the current situation in and around Prague. The final part outlines the possible future development in the numbers of children and the resulting interest in preschool care. To address the problems related to the return of women to the workplace (labor market) after maternity leave, the number of children are estimated and grouped according to the levels of education of the women.

Syftet med studien är att bidra med kunskap om hur förskollärarna i förskolan använder och planerar för den icke-verbala kommunikationen i sin undervisning. För att kunna besvara syftet har vi utifrån två forskningsfrågor genomfört kvalitativa intervjuer med förskollärare. Förskolan använder sig idag mycket av bildstöd och tecken men även gester. Vi vilel undersöka hur förskollärana i sin undervisning använder sig av såväl den medvetna som den omedveta icke-verbala kommunikationen. Icke- verbal kommuniaktion handlar om ett samspel mellan barn-barn. För att förmedla och uttrycka sina tankar och upplevelser använder sig människan av de talade språket samt genom den icke-verbala kommunikationen som sker genom gester, memik och kroppsspråk. All emeriri analyseras i ljuset av mediering och ur det scoiokulturella perspektivet. Resultatet visade på att samtliga förskollärare använder sig av alternativ kommunikation i underviningen oavsett kompetens och ingen ifrågasätter dess funktion.

In my proposal, I decided to retain and continue with the winning project designed by the architectural office Maxwan, maintaining the planned cultural buildings and location of the new school complex on the bank of the river.

The aim of the diploma thesis was to find right solution for building that represents school in complicated conditions of Ostrava"s city center. School stands on the border between the city and nature.

No description available.

<p dir="ltr">To meet the growing demands for pork products, lactating sows are often housed in farrowing crates to reduce piglet crushing. However, the public has raised welfare concerns about farrowing crate systems due to the confinement and barren environment, which can impair social interactions between sow and piglets, change their activity levels, and alter how sows and piglets satisfy their motivated behaviors to chew and explore by oral manipulation of pen and pen mates. Barren and confined environments can result in skin abrasions caused by oral manipulations and fighting, physiological stress, inactivity, and abnormal behaviors, which can have an impact on sows’ and piglets’ welfare, productivity, and behavior. Previous work on environmental enrichments has shown promise to improve average daily gain, activity levels, stress, and behavioral repertoire. However, the majority of studies on pig environmental enrichments take place after weaning and research investigating the impact enrichments have during lactation is limited. In addition, research on maximizing the use of environmental enrichments based on the location inside the farrowing crate systems has not been conducted. To address the knowledge gaps concerning the impact of the location of environmental enrichments on the welfare, behavior, and productivity of sows and piglets in farrowing crate systems and to provide educational material on pig enrichment, this dissertation consists of two parts: Chapters 2 and 3 examine the effects of the location of environmental enrichments in farrowing crate systems on sows’ and piglet’s welfare, productivity, and behavior. Chapter 5 is an extension article on the different types of environmental enrichments and the best strategies for implementing enrichment in swine operations.</p><p dir="ltr">In Chapter 2, sows (n = 37) and focal piglets (n = 148) were assigned to three treatment groups: SPE (both sows and piglets had access to enrichment objects), PE (only piglets had access to enrichment objects), and CON (control group with no enrichment) blocked by sow parity and genetics. Sow posture and piglet behavior during the lactation and nursery phases were observed at various times after birth and weaning. Environmental enrichments significantly influenced the behaviors of suckling piglets, reducing pig-directed and agonistic behaviors. Piglets with enrichments tended to explore the pen less and engage in more social behaviors. The location of enrichments also impacted behaviors, with higher nursing behavior observed during mid-lactation for piglets with access to enrichments (PE) and increased interaction with enrichments when they were accessible to both sows and piglets (SPE). Treatment did not affect sow postural changes or most nursery behaviors, except for walking, which increased in SPE nursery piglets compared to CON piglets. Overall, the study demonstrated positive effects of environmental enrichments on suckling piglets in farrowing crate systems, highlighting the importance of enrichment placement on nursing behaviors and enrichment interaction.</p><p dir="ltr">In Chapter 3, the same sows and piglets were used to investigate the effects of enrichment location on the welfare (skin lesions, pressure sores, salivary cortisol, and tear stains) and performance (average daily gain and piglet crushing) of the sows and piglets. This study used the same animals that were assigned the treatment group, housing, and management practices from Chapter 2. Salivary cortisol samples were collected from sows at four time points: 24 hours after moving into farrowing crates, 24 hours after treatment group assignment, midway between moving into crates and weaning, and on the day of weaning. Pressure sores of sows were scored on days 1, 4, 7, 10, 14, and 17 after farrowing. For suckling piglets, tear stains and skin lesions were assessed on the same days, and their average daily gain (ADG) was analyzed weekly during lactation. In the nursery phase, salivary cortisol was collected from piglets on the day of weaning and days 1, 7, and 14 post-weaning, with tear stains and skin lesions measured on those days as well. Nursery ADG was analyzed from weaning to day 14 post-weaning. Results indicated that control (CON) sows were less likely to have no pressure sores compared to sows with shared (SPE) enrichments, while piglets in the enriched treatment groups (PE and SPE) had smaller tear stain areas than those in the CON group. Treatment influenced skin lesions in suckling piglets, with enriched piglets having fewer lesions in the ear and front body regions. There was no treatment effect on salivary cortisol for both sows and nursery piglets, nor did treatment affect ADG, piglet crushing, or nursery skin lesions. The provision of environmental enrichments in farrowing crates reduced pressure sores of sows, skin lesions of suckling piglets and tear stains of suckling and nursery piglets.</p><p dir="ltr">Overall, providing environmental enrichments to suckling piglets reduced aggression, as evidenced by fewer agonistic and pig-directed behaviors, and resulted in fewer skin lesions compared to piglets without enrichments. This suggests potentially reduced stress levels in enriched piglets, indicated by smaller tear stain areas. While most behaviors and skin lesion scores showed no significant differences during the nursery phase, enriched piglets continued to have smaller tear stains. Enrichment location influenced the following: sows had fewer pressure sores, and suckling piglets interacted more with enrichments and exhibited fewer pig-directed behaviors when enrichments were accessible to both sows and piglets compared to the only piglet enriched treatment group. Piglets with access only to enrichments also performed more nursing behaviors during mid-lactation compared to the control group. Overall, the study highlights the benefits of environmental enrichments in farrowing crate systems, particularly the positive impact of enrichment location on the welfare and behavior of sows and piglets.</p><p dir="ltr">Lastly, in Chapter 5, the extension article discusses the definition of environmental enrichment and its impact on pigs’ welfare. The article also delves into the five types of environmental enrichments (nutritional, occupational, physical, sensory, and social), providing examples of each. Additionally, the article offers five practical tips for efficiently and successfully implementing environmental enrichments in swine herds.</p>

published_or_final_version / Architecture / Master / Master of Architecture

Doctor of Philosophy / Department of Diagnostic Medicine/Pathobiology / Steven S. Dritz / Vaccination against porcine circovirus type 2 (PCV2) has become a standard practice to improve pig mortality and growth rate in PCV2-affected herds. Unfortunately, there has been little field-based research evaluating factors which affect circovirus vaccination. The focus of this research was on potential vaccination-affecting factors such as age, dosing strategy, pig genetic makeup, and interaction with other vaccines. A total of 6,275 pigs were used to determine factors which affect circovirus vaccination and the effects of vaccination on average daily gain (ADG), immune responses, and viral circulation under field conditions. In the first study evaluating circovirus vaccination effects on PCV2 antibody titer, regardless of age and dose administration protocol, pigs vaccinated with a 2-dose circovirus vaccine had increased (P ≤ 0.008) antibody titers compared with non-vaccinates. In a second study, dosing strategy failed (P = 0.31) to affect antibody titers. However, product and time after vaccination did affect (P = 0.005) antibody titers. In another 130-d study across the nursery and finishing phases, pigs vaccinated with a 2-dose circovirus vaccine had decreased (P < 0.001) serum PCV2 viral load compared with non-vaccinates and ADG of vaccinates was better than non-vaccinates. However, the effect was more pronounced (vaccination-by-genetic interaction, P ≤ 0.05) in Duroc-based compared to Pietrain-based pigs. In a study limited to the nursery phase, vaccination for PCV2 and Mycoplasma hyopneumoniae independently reduced ADG and consumption, but the effect was product-dependent. In a 155-d study across the nursery and finishing phases, vaccination with a 2-dose, 2-vaccine program for PCV2 and Mycoplasma hyopneumoniae decreased (P < 0.001) nursery ADG but tended to increase (P = 0.06) finishing ADG compared to a 1-dose, 2-vaccine program, with no difference (P = 0.66) observed between final pig weights. Finally, circovirus vaccination affected PCV2-circulation in high-health research herds but not in a commercial herd where PCV2 DNA was detected in the environment. These results indicate that finishing performance was improved by a 2-dose circovirus vaccine; however, nursery performance was negatively affected by the same product. Circovirus vaccination responses of growth, viral load, and antibody titer were affected by pig genetic makeup, product, and PCV2-exposure status.

Master of Science / Department of Horticulture, Forestry, and Recreation Resources / Dale J. Bremer / Heat stress is an important problem in potted nursery plants, but container color may moderate effects of solar radiation on container soil temperatures. Field studies were conducted near Manhattan, Kansas, USA during summer to evaluate effects of container color on growth of roots and aboveground biomass in: bush beans (Phaseolus vulgaris); red maple (Acer rubrum); and eastern redbud (Cercis canadensis). In the tree studies, effects of shaded soil-surfaces on plant growth were also evaluated. Four treatments among studies included containers colored black (control), flat white, gloss white, and silver, with two additional treatments in the tree studies of green and black containers with shaded soil surfaces (black shaded); treatments were arranged in a completely randomized design. Plants were grown in a bark-based soil-less media, and temperatures were measured at 5 cm depths in the sun-facing sides and centers in five containers per treatment. After four months (June-October), plant variables were measured. Roots were separated into three sections: core (10.2 cm diam.), north, and south, rinsed of all media, dried and weighed. In the bean study, media temperatures at the sun-facing side averaged lowest in gloss and flat white (~36 oC) and greatest in the black control (50.3 oC). Accordingly, total root biomass at the sun-facing side was reduced by 63 to 71% in black compared to flat and gloss white containers. In heat-sensitive maples, media temperatures at the sun-facing side averaged up to 7.7 oC greater in black, black shade and green than in other treatments; temperatures in black shade may have been lower if shade cloth had covered the sun-facing sides of containers in addition to only the media surface. Media temperatures in the core averaged 3.5 to 3.8 oC greater in black than in flat and gloss white, resulting in up to 2.5 times greater belowground biomass and up to 2.3 times greater aboveground biomass in flat and gloss white than in black pots. In heat-tolerant redbuds, the effects of container color on whole-plant growth were less evident. Data suggests that heat-sensitive plants benefit from using white pots or painting outer surfaces of green and black pots white.

The aim of my dissertation was to describe the responsibilities of teachers in institutional pre-school education and how they bolster the moral development of pre-school age children, which takes place in the context of the children's mental progress and the formation of moral values gained from their families. The thesis is divided into two parts. The theoretical part describes the moral progress of pre-school age children, educational and institutional strategies to develop the moral consciousness and good behavior of pre-school age children and the abilities and skills of teachers in the field of ethics education. The practical part describes the results of my research, which mainly surveys activities that improve the moral progress of children used in practice by teachers in nursery schools. The following chapter makes sugestions and evaluates the execution of educational projects aimed at the ethical education of pre-school age children. This work contibutes to the understanding of observations of the moral progress of a pre-school age child with connections to the practices and abilities of teachers in nursery schools. Keywords ability moral values nursery school moral development pre-school age conscience class climate teacher