The cryptosporidia and microsporidia are worldwide spread opportunistic parasites. With regard to their wide host spectra and zoonotic potential there is a significant risk for immunocompromised humans, especially AIDS patients. Natural Cryptosporidium infections in pigs are widespread but generally apathogenic. A total of 411 faecal samples, 39 of sows, 127 of pre-weaned, 122 of post-weaned piglets and 123 of pre-growers from three farms were screened for Cryptosporidium spp. infection using the aniline-carbol-methyl violet staining method and positive molecular characterized (direct sequencing of partial SSU rRNA partial genes and PCR-RFLP at the SSU rRNA). Overall, infections were detected in 84 out of 411 animals (20 %), with highest infection rates among post-weaners (27 %). All positive samples were genotyped based on SSU rRNA sequence analysis. C. suis, Cryptosporidium pig genotype II, and C. muris were detected. The microsporidial infections are very frequent in breeds of pigs. Pigs have been frequently reported to be infected with E. bieneusi. Spores were detected in 258 samples of 342 (75 %). The high prevalence was determined in pre-growers (86 %). Genotyping based on the ITS regions of the rRNA gene identified that most pigs were infected with the species-specific genotype F, while two animals had the zoonotic genotype D and two had genotype Peru 9.

This thesis is focused on analysing chemical experiments and their potential to help increase science literacy among vocational school students. Currently, greater emphasis is placed on the development of scientific and critical thinking at higher cognitive levels and science literacy. These skills and abilities can be achieved through tuition based on experimental scientific activities. For this reason, the main goal of this thesis was to review the quantity and method of processing of individual experiments in terms of quality and compliance with the given requirements. Experiments in the field of organic chemistry were taken from available vocational school literature and were analysed and evaluated. These sources were the following textbooks: Chemie pro střední školy, Chemie pro studijní obory SOŠ a SOU nechemického zaměření and the web page Studium chemie and the video database of chemistry experiments. Each experiment was evaluated whether it met the analysed criteria of transparency, connection with practical life, problem solving and material, technical, time and economic simplicity. Furthermore, the experiments were evaluated in terms of usability during various stages of tuition with regard to the development of students through different levels of inquiry. The last and main evaluation...