Magnetic resonance perfusion imaging is a today's very promising method for medicine diagnosis. This thesis deals with a sparse representation of signals, low-rank matrix recovery and compressed sensing, which allows overcoming present physical limitations of magnetic resonance perfusion imaging. Several models for reconstruction of measured perfusion data is introduced and numerical methods for their software implementation, which is an important part of the thesis, is mentioned. Proposed models are verified on simulated and real perfusion data from magnetic resonance.

This diploma thesis deals with separation of backgroud and moving objects in video. Video can be represented as series of frames and each frame represented as low - rank structure - matrix. This thesis describe sparse representation of signals and robust principal component analysis. It also presents and implements algorithms - models for reconstruction of real video.

DEd / Department of Curriculum Studies / Multi-grade teaching is a situation where one teacher teaches several grades together in one class. This phenomenon is common in both developed and developing countries. However, the problem is, in South Africa there is no multi-grade policy in place, curriculum and materials are written for mono-grade schools, pre-service and in-service training for teachers are geared at a mono-grade classroom. Consequently, teachers are not trained in appropriate multi-grade teaching and learning strategies; this may affect learner performance at such schools. It has been indicated that there is a dearth of research in the teaching and assessment practices in multi-grade setting in the literature, especially in Africa. This mixed methods study is based on the implications of peer tutoring as a teaching and learning strategy in English First Additional Language (FAL) for Grade 5 multi-grade learners’ performance. The purpose of this study was to determine implications of peer tutoring as a multi-grade teaching and learning strategy on Grade 5 learner performance in Vhembe District in Limpopo Province of South Africa. The study used mixed-methods design and concurrent Triangulation approach where both qualitative and quantitative approaches were used to collect data concurrently. Quantitative data were collected through quasi experimental design and surveys while qualitative data were collected using scheduled interviews. The six week one-on-one peer tutoring programme was designed to assist grade 5 learners to read and spell proficiently as a supplemental instruction. The literature review revealed that peer tutoring as a teaching and learning strategy has been effectively used mostly in monograde schools. The study sample consisted of 77 grade 5 learners from four random sampled multi-grade schools whose first language (L1) or home language (HL) is Tshivenda but learnt through English as a Second language (L2) or First Additional Language (FAL), 4 teachers and 4 principals. Two schools served as treatment group v while two served as control group. Both groups took a pre-test and post-test; only the treatment group received peer tutoring intervention. The mixed method approach involved collected quantitative data through learners’ pretests, post-tests and spelling activities during the peer tutoring intervention. This was to compare the grade 5 learners’ results of those who had participated in the peer tutoring intervention with those in the control group. Both teachers and principals and learners completed a questionnaire on multi-grade teaching and peer tutoring. The findings revealed that: 1. The peer tutoring group performed better than the control group. 2. Peer tutoring might possibly be an effective teaching and learning strategy for multi-grade teaching. 3. Both teachers and principals expressed the need for in-service training workshops in teaching and learning strategies specifically for multi-grade teaching. 4. They also revealed that pre-service training should provide training courses on multi-grade teaching to prepare prospective teachers. The study recommended the following: The Department of Education should develop a multi-grade policy. In-service training workshops should train multi-grade teachers in appropriate multi-grade teaching and learning strategies. Institutions of higher learning should provide pre-service training in multi-grade strategies, infuse some multi-grade modules into their teacher training programmes and provide short courses on multi-grade teaching.

Utevistelse är en naturlig och central del i förskolans dagliga verksamhet, där förskolegården utgör den främsta platsen att vara på. Studien är kvalitativ och bygger på en metod med semistrukturerade intervjuer som genomförts med fem olika förskollärare. Syftet med studien r att bidra med kunskap om hur förskollärare ser på undervisning utomhus på förskolegården. Forskningsfrågorna som ska svara upp mot syftet är: Hur uppfattar förskollärare undervisning på förskolegården?, “Hurbeskriver förskollärare att de använder förskolegården vid undervisning?” och “Vilka ramar beskriver förskollärare finns vid undervisning på förskolegården?”Resultaten analyseras med hjälp av proximala utvecklingszonen och didaktikens fyra nyckelbegrepp som teoretisk utgångspunkt. Resultaten tyder på att förskollärare använder förskolegården till både spontan och planerad undervisning där de integrerar olika undervisningsmaterial och lärandeinnehåll. Förskolegårdens utformning avspeglar möjligheterna att bedriva undervisning utomhus, där resultaten visar på att en välplanerad miljö är önskvärd. Det framkommer i studien att det finns en del ramar att ta hänsyn till vid planering och genomförande av undervisning på förskolegården. Slutsatsen är att det faller tillbaka på förskollärares enskilda motivation och inställning till att undervisa utomhus på förskolegården, snarare än att förskolegårdens utformning avgör i vilken utsträckning undervisning bedrivs.

I denna kunskapsöversikt är syftet att undersöka hur det sociala samspelet jämfört med ettpragmatiskt förhållningssätt kan främja språkutveckling i SO-undervisningen. Detta hargenomförts genom att jämföra olika vetenskapliga artiklar. Artiklarna vi valde att undersöka,hämtades från olika databaser, Ebsco, Eric och Google Scholar. Vi valde att bryta ner detsociala och det pragmatiska förhållningssättet i mindre lärandemetoder för att kunnaundersöka vad forskningen säger om språkutvecklande arbetssätt inom SO-undervisningen.Kunskapsöversiktens resultat och slutats visar att det sociala samspelet och det pragmatiskaförhållningssättet kompletterar varandra och går att koppla samman.

Univerzita Karlova v Praze 1. lékařská fakulta Postgraduální doktorský program v biomedicíně Studijní obor: Experimentální chirurgie Disertační práce MUDr. Jan Klouda: Preoperative planning of the reconstructive surgery of the forefoot Abstract The presented thesis describes a study aimed at the change of articular surface position in the region of first metatarsophalangeal joint after operative reconstruction due to hallux valgus deformity, done by performing Lapidus arthrodesis. The study evaluates a cohort of patients, who underwent surgery in Department of Orthopaedics, First Faculty of Medicine, Charles University in Prague at Motol University Hospital from 2010 to 2015. The results and clinical implications of the aforementioned retrospective study were published in 2018. The observers evaluated several defined angles on preoperative and postoperative radiographs of the forefoot. The angles were thoroughly selected with regard to the exact representation of first metatarsophalangeal joint articular surface position in relation to the axes of first metatarsal and the whole forefoot. The executed measurements allowed us to assess the overall effectivity of the performed surgery in deformity correction, as well as to describe possible pitfalls and disadvantages resulting from the change of structural...

The effects of perceived mental/emotional problems (psychopathology) in the family-of-origin on adult offspring marital satisfaction was tested in a model considering the mediating variables of parental marital satisfaction, mother-child relationship quality, father-child relationship quality, and resolution of issues from the family-of-origin. The nationally representative sample (n = 802) drawn from the RELATionship Evaluation (RELATE) database included mostly college educated, lower-middle-class individuals in their first marriage. This sample was used to test a structural equation model that results showed fit the data well. Results showed that historical (distal) factors (such as psychopathology in the family-of-origin) explain only a small portion of the variance in adult offspring marital satisfaction and suggest that more contemporary (proximal) factors (such as individual characteristics) have a stronger relationship to adult offspring marital satisfaction. Results showed that 56% of the variance in achieving resolution of issues from the family-of-origin was explained by the other variables in the model with the best predictor being parental marital satisfaction. Direct, indirect, and total effects of each of the independent variables were examined. Results showed no direct effect of perceived mental/emotional problems (psychopathology) in the family-of-origin on adult offspring marital satisfaction. Only the mother-child relationship quality had a direct effect on adult offspring marital satisfaction. Clinical implications for practitioners are discussed. This study helps practitioners know how to help a client find resolution to issues stemming from perceived family-of-origin mental/emotional problems. This study also shows that focusing on current interpersonal processes and skills that may be part of achieving resolution is more likely to help a couple with marital problems than focusing on negative effects from the family-of-origin. Future research should focus on exploring the applicability of this model to different variables such as gender, race, income levels, etc. Future research models should also incorporate both historical and contemporary factors to help determine the direct effects of these variables on adult offspring relationship satisfaction.

Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 / The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered.

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