The field of surgery is continually evolving as there is always room for improvement in the post-operative health of the patient as well as the comfort of the Operating Room (OR) team. While the success of surgery is contingent upon the skills of the surgeon and the OR team, the use of specialized robots has shown to improve surgery-related outcomes in some cases. These outcomes are currently measured using a wide variety of metrics that include patient pain and recovery, surgeon’s comfort, duration of the operation and the cost of the procedure. There is a need for additional research to better understand the optimal criteria for benchmarking surgical performance. Presently, surgeons are trained to perform robot-assisted surgeries using interactive simulators. However, in the absence of well-defined performance standards, these simulators focus primarily on the simulation of the operative scene and not the complexities associated with multiple inputs to a real-world surgical procedure. Because interactive simulators are typically designed for specific robots that perform a small number of tasks controlled by a single user, they are inflexible in terms of their portability to different robots and the inclusion of multiple operators (e.g., nurses, medical assistants). Additionally, while most simulators provide high-quality visuals, simplification techniques are often employed to avoid stability issues for physics computation, contact dynamics and multi-manual interaction. This study addresses the limitations of existing simulators by outlining various specifications required to develop techniques that mimic real-world interactions and collaboration. Moreover, this study focuses on the inclusion of distributed control, shared task allocation and assistive feedback -- through machine learning, secondary and tertiary operators -- alongside the primary human operator.

The thesis deals with leisure time in families with pre-school children in the region of the city Pelhřimov. It desribes conception of the leisure time in families with one or more children. The theoretic part talks about family, follows up its meanings and functions in human life. There is a short description of development of the family in modern time and some specifics of the families with younger preschool children too. Then there are desribed relationships in family (depending on the number of children in the family) and an intergenerational learning process. The next section is devoted to leisure time and its role in human life. We will find there a definition of a leisure time, a brief look at the historical evolution of this phenomenon in modern time and some of its specifics in contemporary family life. The work next deals with some socio-psychological characteristics of younger pre-school children with regard for leisure time. There are written some characteristics of the Pelhřimov?s region related to leisure time. The researching part of the work describes how the conception of the leisure time looks in the family of younger pre-school children in the Pelhřimov?s region. It highlights some of the differences in the conception among families with one or more children too. In a selected population sample survey was carried out using semi-structured interviews. They were then processed using a triple-coding grounded theory.

This article reviews the effectiveness of dose forms and the efficacy of dosage and distribution in morphosyntax intervention for children. Dose forms include the commonly used techniques, procedures, and intervention contexts that constitute teaching episodes; dosage includes the quantitative measures of dose, dose frequency, total intervention duration, and cumulative intervention intensity (S. F. Warren, M. E. Fey, & P. J. Yoder, 2007). Based on the literature, this article first outlines and evaluates the range of dose forms and intervention contexts that clinicians and researchers can employ to facilitate morphosyntactic acquisition. Then, it defines and evaluates research outcomes and provides examples of the dosage components. Current evidence, which focuses primarily on young children and early-developing morphology and sentence structures, suggests that some dose forms and dosage levels are more effective with some populations and some morphosyntactic forms than with others. Distributed practice within sessions and throughout the total period of treatment appears to be more facilitative than massed practice, at least for children with typical language development. The scant research concerning total intervention duration suggests that it affects children's developmental trajectory and that treatment attendance matters. What is missing from the research base is detailed information about the effectiveness and efficacy of intervention for the acquisition of particular morphosyntactic forms in specific populations. The article summarizes these gaps in 3 research goals that reflect the argument of S. F. Warren et al. that it is time to conduct systematic comparisons of specific dose forms while testing how each measure of dosage affects outcomes.