This Master's thesis is divided into the theoretical and research part. The theoretical part is focused on the concept of primary education, in particular on the area of key competences. The thesis submits methods through which pupil's key competences can be developed. The major focus is placed on the pedagogical device which develops key competences and that is a pupil's portfolio. The thesis describes different types of the portfolio as well as its importance especially in the process of self-assessment of the pupil. The main aim of the research part is to investigate the benefits of using the pupil's portfolio and to describe its forms in different grades at primary school. This part is primarily focused on the concept of working with portfolio at two different primary schools. There are also interviews with teachers and pupils which suggest arguments why working with the portfolio is beneficial and what possible difficulties can occur. Responses which were received from the interviews with teachers show that the main benefits of working with the pupil's portfolio include the possibility of gathering pupil's works at one place, developing some system, storing of works, providing and documenting of pupil's results. All this is can be used especially during consultations with parents and the pupil.

Emotion is thought to modulate the long-term fate of memories. Experiences that elicit an emotional response tend to be better remembered than comparatively unemotional events, while the emotional charge associated with these memories diminishes over time. Sleep – in particular rapid-eye movement (REM) and slow-wave sleep (SWS) - has been implicated in both the selective strengthening and affective uncharging of emotional memories. According to the sleep to forget, sleep to remember (SFSR) hypothesis, both processes occur in parallel during REM sleep. Although evidence strongly supports a role of REM sleep in the selective consolidation of emotional memories, it is far less clear to what extent sleep is involved in the development of emotional charge. While some studies support a primary role of REM in habituation (i.e. the decrease of emotional charge), others suggest a more central role of SWS. Further, existing literature indicates that the physiological (bottom-up) and cognitive (top-down) components of emotional responses may be differentially processed across sleep. Chapter 2 proposes complementary functions of REM and SWS in emotional memory processes based on a combination of evidence from rodent and human research. The experiments presented in this thesis employed polysomnography (PSG), subjective arousal testing, pupillometry, targeted memory reactivation (TMR), and transcranial alternating current stimulation (tACs) to investigate the respective roles of REM and SWS in the overnight development of subjective and autonomic arousal in response to negative emotional and neutral stimuli. In Chapter 3 I assessed how subjective and autonomic responses to neutral and negative stimuli develop across 12 hours containing either nocturnal sleep or daytime wakefulness. I found that autonomic reactivity – indexed by pupil dilation – decreased across sleep but not wake, while subjective arousal did not change across either interval. In a further experiment, I investigated whether the placement of sleep within a 24 hour interval would affect habituation. Once again, autonomic arousal decreased significantly. Subjective arousal towards negative stimuli was found to decrease more if sleep followed rather than preceded daytime wakefulness within the 24 hour interval. In Chapter 4 I explored the role of REM sleep in emotional habituation by applying 5 Hz tACs in an attempt to entrain endogenous cortical theta (4-7 Hz) activity, which has previously been associated with emotional memory consolidation in humans. Surprisingly, I found that stimulation was associated with a reduction in theta power and no change in subjective or autonomic habituation compared to the sham control night. In Chapters 5 and 6, I addressed the contribution of memory reactivations during SWS and REM sleep, respectively, in emotional habituation using TMR. In Chapter 5, I found that TMR was associated with a decrease and simultaneous increase in autonomic habituation towards negative and neutral stimuli, respectively, without affecting overnight changes in subjective arousal. In contrast, in Chapter 6, TMR during REM sleep was associated with an increase in subjective habituation towards both neutral and negative stimuli without affecting autonomic responses. In conclusion, my results provide new insights to the role of sleep in emotional habituation. I have provided evidence that targeted memory reactivation during REM sleep can modulate the development of cognitive evaluations of emotion, while TMR during SWS may interfere with autonomic habituation. This suggests distinct emotional processing during REM and SWS, as well as a dissociation between subjective and autonomic habituation across sleep. These results are discussed in the light of previous research and the model of sleep-dependent emotional memory processing proposed in Chapter 2.

This diploma thesis deals with a problem of iclusion of pupils with behavioral disorder in the first grade of elementary shool. The goal of the thesis is to describe an approach of the teachers in the first grade of ordinary elementary school to these pupils. The theorethical part of the thesis describes complex of problems of behavioral disorders, inclusion and current situation of czech educational system. The practical part of the thesis focuses on two czech elementary schools where I have been doing a research during school year 2016/2017. In a process of finding solution of examined problem was used a way of qualitative research and observing methods, analyzes of articles and documents, an interview and comments. The thesis contains a complex case report about pupils with behavioral disorder. This case report is based on information gained during the research and there are also described pedagogical approaches of their teachers. According to that research was found out that a topic of school inclusion is ongoing and teachers are very familier with it. But sometimes they keep mistaking this concept for a concept of integration. There was also found out that teachers have experience with children with behavioral disorder but they are not always able to work correctly with these children. Main...

TITLE: Education of pupils with behavioural problems at secondary schools AUTHOR: Adriana Drbalová DEPARTMENT: Department of Special Education SUPERVISOR: PhDr. Zbyněk Němec, Ph.D. ABSTRACT: The thesis is focused on children behavioural problems at secondary schools in the context of Czech education system. The thesis aim is to find out about education, upbringing and integration process of these troubled children. In the theoretic part it will be explained the terms - behavioural problem and its most frequent symptoms at secondary school, a troubled pupil, types of secondary schools, that will be related to this work and causes of behavioural problem at this age. The empirical part will be realized by conversations at five different secondary schools in the Czech Republic. It will be used the method of quality. The conversations will be taken place with methodists of prevention, psychologists or teachers of the troubled pupils. The empirical part will be implemented with the aid of qualitative interviewing -semi-structured interview. The interview will be taped and written down. Afterwards I will make interwees answers necessary for survey. KEYWORDS: Troubled pupil, secondary schools, behavioural problems prevention

The purpose of this study was to explore and describe the perceptions of pupil-enrolled nurses with regard to the integration of theory into practice. The study was qualitative in nature and used exploratory and descriptive designs. The population of this study consisted of all the pupil-enrolled nurses at a private nursing school in Pretoria. These pupil-enrolled nurses had received theoretical instruction and had been given the opportunity to be placed in a clinical setting for practical experience. Purposive sampling method was used to select participants for the study. Data relevant to the study was collected through focus group interviews. Data analysis was done using Tesch’s method of analysis (cited in Creswell 1994:154) and categories, subcategories and themes emerged. Consequently, the following main categories were identified: evidence of cognitive/psychomotor and affective development, professional preparation, obstacles to theory practice integration, management issues in the nursing school and solutions to integration of theory into practice problems. In terms of the findings of the study, the following recommendations were made: better communication should be fostered between the school and the clinical practice area; there should be constant clinical accompaniment of pupil-enrolled nurses; skills laboratories should be better equipped and tutors employed who have a nursing education qualification as well as experience; student status should be recognised in the clinical area. Communication between the nursing school and the clinical practice area should be improved and pupil-enrolled nurses should be fully supported when they are in the clinical practice area. / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

Attitudes are usually defined as feelings for or against something (Remmers and Gage, 1955). They are very important in the lives of people because they help determine future success in an individual's life. Because of them one works to get the things he wants, one votes for or against certain issues, one joins a cause, opposes something, or attempts to influence others.

Dans un contexte d’augmentation du nombre d’amétropes dans la population mondiale, et en conséquence, de l’accroissement du recours aux techniques de corrections chirurgicales, la compréhension et l’amélioration de celles-ci sont un enjeu crucial. Nous avons cherché à améliorer la prédictibilité de certains résultats postopératoires dans le cas d’un LASIK (Laser-Assisted In-Situ Keratomileusis), d’une PKR (Photorefractive Keratectomy) ou d'une chirurgie de la cataracte, et ainsi formuler des recommandations pratiques qui contribueraient au développement de stratégies de traitement davantage personnalisés. Pour cela, nous avons utilisé prospectivement des méthodologies de « contrôle de qualité » des chirurgies sur de larges échantillons de patients. Dans un premier temps, nous avons étudié la dynamique pupillaire dans le cadre de chirurgies au LASIK et notamment le rôle du centre pupillaire, point de référence important dans les stratégies de centrage. Nous avons également évalué la dynamique du diamètre pupillaire et les modifications du segment antérieur sur des yeux subissant une chirurgie de la cataracte. La seconde partie du travail s’est focalisée sur le rôle de l’épithélium dans la topographique cornéenne. Nous avons comparé les topographies spéculaires de l'épithélium et de la couche de Bowman sur des cornées saines et des cornées kératoconiques, présentant une myopie faible à modérée corrigée par PKR. Enfin, dans la dernière partie de notre recherche, nous nous sommes intéressés aux changements de paramètres anatomiques de l'oeil, des performances visuelles et de la qualité de vision subjective survenant dans un échantillon d’yeux myopes après un LASIK réalisé avec le laser WaveLight® Refractive Suite (Alcon® Laboratories Inc., USA). / While the number of ametropic eyes in the world’s population and consequently the use of surgical correction techniques is increasing, understanding and improving these techniques is a crucial issue. We sought to improve the predictability of certain postoperative results in the case of LASIK (Laser-Assisted In-Situ Keratomileusis), PRK (Photorefractive Keratectomy) and cataract surgery, and thus to formulate practical recommendations that would contribute to the development of more personalized treatment strategies. To achieve this objective, we have prospectively used "quality control" methodologies to assess surgeries performed on large samples of patients. First, we studied the pupillary dynamics in LASIK surgery and in particular the role of the pupillary centre, an important point of reference in the centration strategies. We also assessed the dynamics of pupillary diameter and anterior segment changes on eyes undergoing cataract surgery. The second part of the work focused on the role of the epithelium in the corneal topography. We compared specular topographies of the epithelium and Bowman's layer in healthy and keratoconus corneas with mild to moderate myopia corrected by PRK. Finally, in the last part of our research, we were interested in the changes in anatomical parameters of the eye, visual performance and subjective quality of vision occurring in a sample of myopic eyes after LASIK performed with the WaveLight® Refractive Suite (Alcon® Laboratories Inc., USA).

The diploma thesis deals with the psysical aktivity of pupils of older school age, ie pupils of the second grade of primary school, during an emergency caused by a coronavirus pandemic. The aim of the work is based on theoretical analysis and the results of our own research to map and compare the programof teaching psysical education in distance form in selected schools. The theoretical part deals with the issue of physical activity, the period of older school age, the state of emergency and the associated excessive sitting and social isolation. The practical part specifically focuses on the content, volume, intensity of physical education, communication between teachers and students in the distance form, but also on leisure physical activity. To find out the results for the practical part, I chose a questionnaire survey of pupils in the second grade od selected primary schools and interviews with physical education teachers. Based on these results, a specific program for teaching physical education in distance for was created.

The diploma thesis deals with the religious education at the church elementary school in the Czech Republic. The theoretical part describes the church elementary school, its history and its relation to the Framework Education Program for the Elementary Education and to the official documents and then it describes the religious education itself from the perspective of the aims and contents. The next part describes the participants of the religious education - the teachers of religious education and the characteristics of the children in the 4th and 5th grade in terms of developmental psychology. The final chapter of the theoretical part is dedicated to the researches that were carried out in the church elementary schools and in the religious education. The practical part of my diploma thesis is devoted to the research, which was carried out by means of questionnaire method. The aim of the practical part was to find how pupils of the 4th and 5th grades at the church elementary school in Prague view the subject of religious education using the questionnaire construction. The results of the research show that the pupils have mostly a positive relationship toward the subject. They consider it as a rather relaxing and amusing subject. In their eyes, the subject is connected to the faith and its symbols....

Philosophiae Doctor - PhD / The sexual abuse of learners by teachers (LSA) has been under recognised and understudied. This research set out to explore the intrapersonal, interpersonal and institutional dynamics and reactions related to LSA in Namibia. It was hypothesised that the survivor, her primary caretakers, the perpetrator and every educator involved, will have an influence on and/or be influenced by the occurrence of LSA. It was thought necessary to contextualise the phenomenon within the school setting, the policy environment and socio-economic background. I hoped that such a study would enhance understanding, and as such contribute to educational change. Research which aims to uncover personal meaning-making and hear the voice of participants already suggests that the qualitative paradigm would be suitable. "The advantages of qualitative portrayals of holistic settings and impacts is that greater attention can be given to nuance, setting, interdependencies, complexities, idiosyncrasies, and context" (Patton, 1990: 51). An exploratory case study was conducted in Namibia between September 2000 and October 2002. Thirteen participants from different socio-economic strata and subgroups participated. The data corpus also included eighteen policy documents of international or national reference, ten case-specific documents and five letters from archival files. To capture the tapestry of LSA accurately and holistically from the perspectives of every one of the role players, an in-depth analysis was necessary. The research uncovered that a school is by its interactive character and hierarchical constellation an ideal setting for LSA. It was found that educators, a survivor and his/her parents may, unwittingly and unwillingly, accommodate LSA: disempowered by the modus operandi of a perpetrator and blinded by the pastoral myth. Intrapersonal distress, fears and confusion led interpersonal and institutional (defensive) coping mechanisms. The coping mechanisms applied by one role player, rendered another ignorant, immobilised and/or disempowered - affirming the concepts of patterned relationships and circularity. Being allegedly homosexual child abuse, apparently perpetrated by a female, the case study was a "highly unusual manifestation" (Creswell, 1998: 119) of the phenomenon. This added value to the research. It was found that social conceptions ('females don't'), cultural practices (the othermother tradition) and added defences (abnormalisation), silence survivors, incapacitate protectors and perpetuate female perpetration. The research also challenges the research community to reinvestigate the proclaimed parameters of CSA. This research is first and foremost "forensically relevant research" (Myers, 1993: 573). It has shown how LSA happens, why role players accommodate LSA and through the research methodology established which investigative approaches might aid sustained disclosure and enhance truth-telling.