Socialinis pedagogo pareigybė yra dar nauja Lietuvos bendrojo lavinimo mokyklose. Šių specialistų funkcijos mokykloje skiriasi nuo kitų pedagogų veiklos. Vos tik įsteigus socialinių pedagogų etatus mokyklose, jų veikla kitų mokyklos bendruomenės narių buvo suprantama nevienareikšmiškai. Kaip rodo ankstesni tyrimai, minėtas veiksnys apsunkino šių specialistų integravimosi kelią: tarp socialinių pedagogų ir mokyklos bendruomenės kildavo tam tikri nesusipratimai dėl klaidingai suprantamos jų veiklos bei dėl pernelyg plačių, neapibrėžtų funkcijų priskyrimo. Socialinis pedagogas yra tiesiogiai atskaitingas mokyklos vadovui, todėl šiam specialistui labai dažnai tenka bendradarbiauti su juo. Mokslinės literatūros analizė ir atlikto empirinio tyrimo duomenys atskleidė, kad vadovo asmenybė, kompetentingumas, valdymo stilius, socialinio pedagogo funkcijų ir veiklos supratimas ypač lemia socialinio pedagogo psichologinę savijautą mokyklos bendruomenėje, darbo efektyvumą, profesinio potencialo atsiskleidimo galimybę. Mokyklos vadovo veiklą, funkcijas, įgaliojimus, atsakomybę reglamentuojančiose dokumentuose nurodoma, kad vadovas turi užtikrinti demokratinį mokyklos valdymą ir bendradarbiavimu pagrįstus santykius. Todėl kilo poreikis išsiaiškinti, koks, šių naujų mokyklos bendruomenės specialistų požiūriu, yra mokyklų vadovų valdymo stilius, jų tarpusavio bendradarbiavimo raiškos ypatumai bei egzistuojantys santykiai. Šio darbo tikslas ir buvo nustatyti socialinių... [toliau žr. visą tekstą] / Social pedagogue is quite new speciality in the secondary schools of Lithuania. The functions of these specialists differ from the activities of other teachers in school. At the very beginning in the process of social pedagogues’ speciality establishment their functions were estimated slowly and in ambiguity manner. As shown in the previous studies, these factors impeded the path of integration process of these professionals, thus some misunderstandings and problems were encountered between these specialists and school community members concerning different understanding of responsibility spheres. Social pedagogue is directly accountable to the schoolmaster, so their cooperation is understood as a necessity in the process of communication. The analysis of scientific literature and the empirical study showed that several factors influence psychological feelings of social pedagogues in the school community, their work efficiency, all professional skills and these factors are: the personality of the schoolmaster, his or her competency, the management style as well as clear understanding of social pedagogue functions and mandatory activities. It is noticed in the documents of schoolmaster that a democratic school management system has to be ensured and collaborative relationship gained. Therefore, there is a need to clarify the attitude of these new specialists towards these questions: what the management style of their school leaders is and the peculiarity of their mutual... [to full text]

This practical-theoretic diploma thesis deals with a glass artist and a schoolmaster Stanislav Libenský. He taught students in every grade of glass education however the subject matter of this thesis is his work in tertiary education at Academy of Arts, Architecture & Design in Prague according to the historical context. The practical part of the thesis comprises a melted and cut glass sculpture called Kontakty (Touches) which is realized according to findings in theoretical part of the thesis.

This study examined the effects of the January 2010 cold spell on mangrove utilizing coral reef fishes off the southeast coast of Florida, USA, in the vicinity of Biscayne National Park (BNP). An ongoing, fishery-independent mangrove visual survey documenting fish assemblages in BNP provided data from the years 1998 to 2014 for examination. Of particular interest were the presence, abundance, and size structure for five mangrove utilizing coral reef fishes: sergeant major (Abudefduf saxatilis), yellowfin mojarra (Gerres cinereus), schoolmaster snapper (Lutjanus apodus), gray snapper (Lutjanus griseus), and great barracuda (Sphyraena barracuda). These species were selected for analysis due to their economic and ecologic importance, their potential as environmental indicators, their connectedness to multiple habitats, and their abundance within the available data set. Data were collected using a modified visual ‘belt transect’ method, consisting of 60 m2 transects running parallel to the mangrove shorelines. Data for average length of fish were reconstructed to form standard normal distributions and the resulting lengths were assigned to various age-classes to create species-specific length-frequency distributions. Variations in presence and abundance were examined across three time periods (1998-2009; 2010-2011; 2012-2014), as well as comparisons of length-frequency distributions. Following the January 2010 cold spell, the presence and abundance values for the two years immediately following the event were significantly decreased compared to the years prior to the cold spell for most of the five species at either mainland (ML) or leeward key (LK) locations. Additionally, the presence and abundance estimates typically remained statistically decreased when compared against the remaining years in the available data set. The size structures for the majority of the five species at either location, however, were not consistently significantly different between the three time periods, as was hypothesized. Instead, the analyses showed mixed results, with the size structure typically shifting towards smaller individuals immediately following the event. These findings suggest that drops in water temperature resulting from cold spells are capable of directly impacting mangrove utilizing reef fish species, albeit to varying degrees depending on various factors, such as physiological tolerances, ecological life history strategies, and habitat requirements.

Predator satiation and prey-size preference were determined for locally caught lionfish, schoolmaster, and graysby, all co-occurring predatory fishes in the Florida coral reef ecosystem. Individuals were evaluated by exposing them to wild-caught killifish over a gradient of four size classes (20 mm to 60 mm, in 10 mm increments). Preference trials extended over a 2 hr time period and were filmed to determine the order in which each prey item was consumed. Satiation was evaluated by exposing the predators to an equal number of excess prey items for 24 hrs and evaluating consumed prey weight. Lionfish and schoolmaster showed a significant preference for the smallest size class (20-30 mm) while the graysby preferred the largest (50-60 mm) and smallest equally. Graysby were shown to consume the least amount of food per gram by biomass (0.034g/gram predator-1) while lionfish consumed the most (0.079g/gram predator-1). A significant difference was also found between consumption rates of lionfish and schoolmaster (0.053g/gram predator-1). If consumption is compared by length between species, lionfish ( = 0.051g/mm predator-1) and schoolmaster ( = 0.061g/mm predator-1) consumption was not significantly different. These results suggest that lionfish success may stem from its ability to target prey sizes not preferred by the graysby while able to outcompete schoolmaster for the same prey size class. However, if the lionfish is compared on an individual level to schoolmaster by individual or length, consumption is similar, suggesting lionfish consumption is not significantly greater on the reef than the native species on an individual basis.

The theme of my thesis is the patriotic pedagogue Josef Věnceslav Soukup (1819-1882) whose life was full of feverish activity in the educational system. Moreover he was a prolific author of textbooks (one of his famous is The Technological Natural History) and musical works - we can mention his Wreath of fine songs which includes the song Wayfarer that is known for today. In music he paid attention to carols and Christmas songs and plays as well (the most famous is The Young Shephers of Bethlehem). J. V. Soukup excelled in almost every field, not only in pedagogy and music but also in drawing (he even taught Mikoláš Aleš, the well-known Czech painter), chemistry, technology and cultivation of plants. Moreover he contributed to many pedagogical magazines. The beginnins of his teacher's career were not easy, he strained for an appropriate position and during that time he had hardly anything to eat. He gave private lessons for food and played in pubs with the band of musicians to earn some money. However, as really hardworking and diligent student he got stipendium and thus he had not have any financial problems since that time. He knew K. S. Amerling (a great pedagogue who participated in the efforts of a higher girls' education) whose lectures he attended and was influenced by his philosophy. Josef Věnceslav...