Este trabalho introduz um modelo fisiológico para o reflexo pupilar em função das condições de iluminação (Pupil Light Reflex - PLR), e um modelo baseado em imagem para deformação dos padrões da íris. O modelo para PLR expressa o diâmetro da pupila ao longo do tempo e em função da iluminação ambiental, sendo descrito por uma equação diferencial com atraso, adaptando naturalmente o tamanho da pupila a mudanças bruscas de iluminação. Como os parâmetros do nosso modelo são derivados a partir de modelos baseados em experimentos científicos, ele simula corretamente o comportamento da pupila humana para um indivíduo médio. O modelo é então estendido para dar suporte a diferenças individuais e a hippus, além de utilizar modelos para latência e velocidade de dilatação e contração. Outra contribuição deste trabalho é um modelo para deformação realista dos padrões da íris em função da contração e dilatação da pupila. Após capturar várias imagens de íris de diversos voluntários durante diferentes estágios de dilatação, as trajetórias das estruturas das íris foram mapeadas e foi identificado um comportamento médio para as mesmas. Demonstramos a eficácia e qualidade dos resultados obtidos, comparando-os com fotografias e vídeos capturados de íris reais. Os modelos aqui apresentados produzem efeitos foto-realistas e podem ser utilizados para produzir animações preditivas da pupila e da íris em tempo real, na presença de variações na iluminação. Combinados, os dois modelos permitem elevar a qualidade de animações faciais, mais especificamente, animações da íris humana. / This thesis introduces a physiologically-based model for pupil light reflex (PLR) and an image-based model for iridal pattern deformation. The PLR model expresses the pupil diameter as a function of the environment lighting, naturally adapting the pupil diameter even to abrupt changes in light conditions. Since the parameters of the PLR model were derived from measured data, it correctly simulates the actual behavior of the human pupil. The model is extended to include latency, constriction and dilation velocities, individual differences and some constrained random noise to model hippus. The predictability and quality of the simulations were validated through comparisons of modeled results against measured data derived from experiments also described in this work. Another contribution is a model for realist deformation of the iris pattern as a function of pupil dilation and constriction. The salient features of the iris are tracked in photographs, taken from several volunteers during an induced pupil-dilation process, and an average behavior of the iridal features is defined. The effectiveness and quality of the results are demonstrated by comparing the renderings produced by the models with photographs and videos captured from real irises. The resulting models produce high-fidelity appearance effects and can be used to produce real-time predictive animations of the pupil and iris under variable lighting conditions. Combined, the proposed models can bring facial animation to new photorealistic standards.

Tyrimo objektu pasirinkta mokinių požiūris į jų elgesį mokykloje reglamentuojančias taisykles bei tarpusavio santykius su mokytojais (pasitikėjimas mokytojais bei tarpusavio pagarba), problematiškas elgesys (muštynės su kitais mokiniais, bėgimas iš pamokų, svetimo turto laužymas), o taip pat dalyvavimas popamokinėje veikloje. Tyrimo tikslas – išsiaiškinti paauglių dalyvavimo papomokinėje veikloje ir požiūrio į mokyklą bei problematiško elgesio tarpusavio sąsajas. Tyrimo uždaviniai: 1. Išsiaiškinti mokinių požiūrio į elgesio taisykles bei savo pareigas priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 2. Išsiaiškinti mokini��� ir mokytojų tarpusavio santykių priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 3. Išsiaiškinti mokinių problematiško elgesio priklausomybę nuo dalyvavimo papomokinėje veikloje ir šios veiklos pobūdžio. 4. Įvertinti požiūrio į mokyklą ir problematiško elgesio ypatumus priklausomai nuo lyties. Tyrime buvo apklausta 476 Kauno rajono aštuntos – devintos klasės mokiniai. Mokiniai parinkti iš šešių pagrindinių, šešių vidurinių mokyklų ir keturių gimnazijų. Tiriamųjų imtį pagal lytį sudarė 221 mergaitė ir 243 berniukai. 12 mokinių savo lyties nenurodė. Darbe taikytas apklausos raštu metodas. Anketos mokinių klausta ar jiems patinka mokykla, ar jie žino jų elgesį mokykloje reglamentuojančias taisykles. Kiek šios taisyklės yra teisingos, kaip jie vertina savo teises mokykloje. Siekiant išsiaiškinti... [toliau žr. visą tekstą] / The pupils attitude towards the regulating rules of their behavior in school and their inter relationship with teachers (trust in teachers and their mutual respect) also the components of problematic behavior such as brawls with other students, lesson skipping, property intrusion are chosen as The research object. Aim of the research – to find the connection of teenager after school activities participation and the attitude towards school and problematic behavior. The research goal: 1. To sort the pupils’ attitude towards behavior rules and their responsibilities, depending on their participation in after school activities and the nature of those activities. 2. To sort the interrelationship between pupils and teachers depending on participation in after school activities and the nature of those activities. 3. To sort the pupils’ problematic behavior dependency on participation in after school activities and the nature of those activities. 4. To evaluate the attitudes towards school and the peculiarities of problematic behavior, relating to gender. 476 eight – ninth grade pupils of Kaunas region schools were surveyed in this research. Pupils were selected from six base schools, six secondary schools, and four gymnasiums. The data corpus concerning gender was formed from 221 girls and 243 boys. 12 pupils did not indicate their gender. The written test method was used in the survey. The pupils were asked whether they like school, do they know the rules relating their... [to full text]

Aim of the study: to survey pupils’ opinion regarding healthcare service organizing in boarding schools of Vilnius city. Objectives: to evaluate healthcare service organizing, to evaluate factors haveing influence in the relations between doctors and children; to compare health care service organizing between boarding schools of Vilnius city. Methods: a sample anonymous survey of 193 pupils aged between 10 and 18 was conducted. Results were compared between two surveyed boarding schools. SPSS statistics software (SPSS 10.0) was used to measure the statistical significance of the results. Results: School nurses play an important role in health care organizing within schools. Almost a half of pupils reported to have been registered with a doctor by school nurses. 84 % of younger pupils stated that nurses accompany them to the health centers. More than a half of pupils surveyed (53.9 %) indicated that average waiting time in health centre, prior to being admitted to the consulting-room, was between 10 to 20 minutes. The majority of pupils asserted that doctors have not provided them with accurate information regarding their health status; only 51 % of them believe that doctors would keep information about their health status in secret. Only 1 of ten children remarked, that doctor wasn’t attentive to him. Conclusions: Sufficient attention has been paid to the healthcare organization in Vilnius boarding schools, healthcare services have been provided in time, unfortunately... [to full text]

Este trabalho introduz um modelo fisiológico para o reflexo pupilar em função das condições de iluminação (Pupil Light Reflex - PLR), e um modelo baseado em imagem para deformação dos padrões da íris. O modelo para PLR expressa o diâmetro da pupila ao longo do tempo e em função da iluminação ambiental, sendo descrito por uma equação diferencial com atraso, adaptando naturalmente o tamanho da pupila a mudanças bruscas de iluminação. Como os parâmetros do nosso modelo são derivados a partir de modelos baseados em experimentos científicos, ele simula corretamente o comportamento da pupila humana para um indivíduo médio. O modelo é então estendido para dar suporte a diferenças individuais e a hippus, além de utilizar modelos para latência e velocidade de dilatação e contração. Outra contribuição deste trabalho é um modelo para deformação realista dos padrões da íris em função da contração e dilatação da pupila. Após capturar várias imagens de íris de diversos voluntários durante diferentes estágios de dilatação, as trajetórias das estruturas das íris foram mapeadas e foi identificado um comportamento médio para as mesmas. Demonstramos a eficácia e qualidade dos resultados obtidos, comparando-os com fotografias e vídeos capturados de íris reais. Os modelos aqui apresentados produzem efeitos foto-realistas e podem ser utilizados para produzir animações preditivas da pupila e da íris em tempo real, na presença de variações na iluminação. Combinados, os dois modelos permitem elevar a qualidade de animações faciais, mais especificamente, animações da íris humana. / This thesis introduces a physiologically-based model for pupil light reflex (PLR) and an image-based model for iridal pattern deformation. The PLR model expresses the pupil diameter as a function of the environment lighting, naturally adapting the pupil diameter even to abrupt changes in light conditions. Since the parameters of the PLR model were derived from measured data, it correctly simulates the actual behavior of the human pupil. The model is extended to include latency, constriction and dilation velocities, individual differences and some constrained random noise to model hippus. The predictability and quality of the simulations were validated through comparisons of modeled results against measured data derived from experiments also described in this work. Another contribution is a model for realist deformation of the iris pattern as a function of pupil dilation and constriction. The salient features of the iris are tracked in photographs, taken from several volunteers during an induced pupil-dilation process, and an average behavior of the iridal features is defined. The effectiveness and quality of the results are demonstrated by comparing the renderings produced by the models with photographs and videos captured from real irises. The resulting models produce high-fidelity appearance effects and can be used to produce real-time predictive animations of the pupil and iris under variable lighting conditions. Combined, the proposed models can bring facial animation to new photorealistic standards.

Este trabalho introduz um modelo fisiológico para o reflexo pupilar em função das condições de iluminação (Pupil Light Reflex - PLR), e um modelo baseado em imagem para deformação dos padrões da íris. O modelo para PLR expressa o diâmetro da pupila ao longo do tempo e em função da iluminação ambiental, sendo descrito por uma equação diferencial com atraso, adaptando naturalmente o tamanho da pupila a mudanças bruscas de iluminação. Como os parâmetros do nosso modelo são derivados a partir de modelos baseados em experimentos científicos, ele simula corretamente o comportamento da pupila humana para um indivíduo médio. O modelo é então estendido para dar suporte a diferenças individuais e a hippus, além de utilizar modelos para latência e velocidade de dilatação e contração. Outra contribuição deste trabalho é um modelo para deformação realista dos padrões da íris em função da contração e dilatação da pupila. Após capturar várias imagens de íris de diversos voluntários durante diferentes estágios de dilatação, as trajetórias das estruturas das íris foram mapeadas e foi identificado um comportamento médio para as mesmas. Demonstramos a eficácia e qualidade dos resultados obtidos, comparando-os com fotografias e vídeos capturados de íris reais. Os modelos aqui apresentados produzem efeitos foto-realistas e podem ser utilizados para produzir animações preditivas da pupila e da íris em tempo real, na presença de variações na iluminação. Combinados, os dois modelos permitem elevar a qualidade de animações faciais, mais especificamente, animações da íris humana. / This thesis introduces a physiologically-based model for pupil light reflex (PLR) and an image-based model for iridal pattern deformation. The PLR model expresses the pupil diameter as a function of the environment lighting, naturally adapting the pupil diameter even to abrupt changes in light conditions. Since the parameters of the PLR model were derived from measured data, it correctly simulates the actual behavior of the human pupil. The model is extended to include latency, constriction and dilation velocities, individual differences and some constrained random noise to model hippus. The predictability and quality of the simulations were validated through comparisons of modeled results against measured data derived from experiments also described in this work. Another contribution is a model for realist deformation of the iris pattern as a function of pupil dilation and constriction. The salient features of the iris are tracked in photographs, taken from several volunteers during an induced pupil-dilation process, and an average behavior of the iridal features is defined. The effectiveness and quality of the results are demonstrated by comparing the renderings produced by the models with photographs and videos captured from real irises. The resulting models produce high-fidelity appearance effects and can be used to produce real-time predictive animations of the pupil and iris under variable lighting conditions. Combined, the proposed models can bring facial animation to new photorealistic standards.

Sociocultural disability of foreign pupils and professional qualification of teachers The aim of the dissertation thesis is to analyze the vocational qualification of teachers in relation to socio-cultural disability of foreign pupils (pupils with a different mother tongue). The theoretical part presents current knowledge regarding the issues of education of foreign pupils (pupils with a different mother tongue) in Czech and foreign background. It defines basic approaches to socio-cultural disabilities and content framework of vocational qualification in relation to foreigner's pupils. The theoretical part is based mainly on the latest intercultural education, special education and other educational disciplines. Another source of information is an empirical study which determines what should be the content of training teachers to effectively teach foreigner's pupil (the pupil with a different mother tongue). The empirical part presents the results of research focused on the training of teachers in relation to foreigner's pupils. The objective of the research was refined by formulation of research questions. A questionnaire technique was used for teachers and students of the Faculty of Education at University of West Bohemia (Field of study: Teaching at Elementary School, 1st stage), semi-structured...

My thesis is aimed at the process of teaching the Czech language for pupils with different mother tongues at the level A1, so the aim of this thesis was to describe the approaches to the educational process at two primary schools. I chose to do case studies about the approaches. The practical part is based on theory and contains answers to all research questions about the approaches of school management at primary schools, teaching methods and educational materials. Furthermore, I focused on the progress of four pupils with different mother tongues, so the practical part contains four detailed reports about them. The results showed that ideal school management supports teachers in professional development and provides special lessons of the Czech language as a foreign language. Ideal teachers, who teach the pupils with different mother tongues, use different kinds of teaching methods and individual approaches. In addition to this, they know how to teach these pupils in general and from a language perspective. Key words pupil with different mother tongue, pupil with special educational needs, integration, inclusion, case study

TITLE: Teacher's conception of the pupil SUMMARY: This diploma thesis deals with the relationship between the objectified conception of a pupil and the teacher's subjective conception of a pupil. The first chapter introduces teacher's conception of a successful pupil and especially different success criteria varying on the base of different personality of the teacher. The thesis also describes the aspects of pedagogic interaction affecting school success of pupils. The second chapter describes the basic educative styles reflecting the teacher's conception of a pupil. The intention of the practical part of the thesis is to confirm or disprove the influence of the objectified conception of a pupil. To reveal the relations between phenomena, the qualitative research has been used as well as the case studies from the schools, which are consistent in a pupil conception. The contribution of the work can be found in the analysis of the teacher's conception of a pupil and in the interpretation of results of the research. These results indicate, that the subjective conception of teachers acting according to the modern pedagogy findings is not being updated by the objectified school conception, because it was in accordance with when the teacher started an employment. KEYWORDS: The subjective conception of a pupil,...

The diploma thesis deals with intervention approaches used in the educational system of foreigners and pupils of younger school age with a different mother tongue. It focuses on the position of pupils with a different mother tongue in the Czech educational system and their schooling. It also refers to the concept of migration and presents the current legislation applied in the education of pupils with a different mother tongue. The thesis introduces the organizations that provide support to children with a different mother tongue during their primary school studies. It also mentions support, supporting measures, intervention approaches and strategies for an inclusive approach. The diploma thesis describes through interviews, examples of inspiring practice and case studies the intervention approaches to primary school pupils with a different mother tongue. KEYWORDS Pupil with different mother tongue, pupil foreigner, inclusion, migration, intervention, support measures.

Mitt examensarbete handlar om hur grundskoleelever ser på sitt lärande och sin motivation i ett musikalprojekt. Syftet är att beskriva detta, sätta det i samband med skolans värdegrund och få en förståelse för relationen mellan lärandet och motivationen. Undersökningen grundar sig på kvalitativa intervjuer med tio elever från två olika skolklasser i skolår åtta. Metoden har även stöd av observationer. Intervjusvaren är strukturerade efter teman. Eleverna i projektet utvecklar kunskap som med rollspel gestaltas i egna tolkningar för publik. Undervisningsformen är omtyckt av eleverna då det finns plats för socialt umgänge. De tränar sig i samarbete, problemlösning, organisation och improvisation. Språkträning i ett undersökande av sin egen identitet ingår också. De lär sig även att se samband i projektet. De utvecklar ett självständigt tänkande, eget inflytande och ansvar och tränas i ett praktiserande av demokratiska principer. De blir motiverade av de friare arbetsformerna med improvisation under eget ansvar, samarbete med problembaserade uppgifter, det sociala värdet av att umgås och presentation av projektet inför publik. De utvecklar ett lärande utifrån egna erfarenheter, de blir duktigare att improvisera fram lösningar ju mer erfarenhet de får. Lärandet och motivationen går in i en symbios, ju längre tid som går. Eleverna blir motiverade av att de efterhand inser de att allihop är beroende av varandra. Detta skapar en kollektiv lojalitet som i sin tur underlättar lärandet. / My thesis concerns how pupils in comprehensive school look upon their own learning and motivation during a musical project. The purpose is to describe this, connect it with the schools values and get an understanding of the connection between learning and motivation. This research is based on qualitative interviews with ten eight graders from two different classes and this method is also backed up by observations. The answers from the interviews are then structured after certain themes. The pupils in the project develop their knowledge by being asked to make their own interpretations that are subsequently illustrated in role plays in front of an audience. This way of teaching is appreciated by the pupils as it also gives room for social intercourse. They train their cooperative abilities as well as problem solving, organizing and improvising abilities. Language training while examining their own identity also enters into this project and they learn to become aware of different connections. They develop independent thinking, to have influence and be responsible while they train practicing democratic principles and they get motivated by the more liberal forms for working with improvisations on their own responsibility, cooperating with problem based tasks, the social value of working together and the presentation of the project in front of and audience. Their learning develops out of their own experiences and they become more skilled in improvising solutions the more experience they get. Learning and motivation enter into a symbiosis the more time that passes and the pupils become motivated while gradually realizing that they are all dependent on one another. This creates a collective sense of loyalty which in turn facilitates the learning process.