The diploma thesis deals with analysis of Pavel Kohout's Novels, which were formed in the period of seventies to the nineties. This analysis is focused especially on observation of criminal and detective motifs in novels Katyně, Kde je zakopán pes, Hodina tance a lásky and Hvězdná hodina vrahů. Due to the close interconnection of works and their author, the first part deals with the life of the writer, and emphasis is put on the period after the year 1968. The thesis also deals with the topic of criminal literature, with its development and with definition of rules, which could be found out within this kind of literature. Our intention is to analyze individual works in the terms of particular motifs and methods, which appears in Pavel Kohout's novels. The roles of the main characters and their action in connection with crime are analyzed in particular works. We also observe to what extent are the works influenced by rules and principles of criminal literature. To the characteristic feature of selected novels belongs especially the work with suspense and with reader's expectation. Key words: detective story, criminal literature, investigator, victim, motive, rules, expectation, perspective, composition, versatility

La recherche a été initiée par l'observation d'efflorescences de Planktothrix agardhii, une cyanobactérie dulçaquicole potentiellement toxique, dans deux étangs saumâtres, les étangs de l'Olivier et de Bolmon, avec dans ce dernier le déclin de l'espèce concomitamment à une augmentation de salinité. L'objectif de l'étude consistait à évaluer l'influence de la salinité du milieu sur la performance, l'hégémonie et la production de toxine de Planktothrix agardhii au sein de la communauté phytoplanctonique.La réalisation de suivis pluriannuels in situ couplés à des expérimentations en milieu contrôlé a permis de démontrer (i) la capacité d'acclimatation et d'adaptation à la salinité de Planktothrix agardhii, laquelle garantit sa suprématie et sa production toxinique en milieu saumâtre ; et (ii) la modification structurale et fonctionnelle de la communauté phytoplanctonique suite à une augmentation de salinité supérieure au seuil d'halotolérance de Planktothrix agardhii. La recherche témoigne ainsi de la versatilité des cyanobactéries qui renforce leur aptitude à être de bons compétiteurs, laissant présager leur persistance, la continuité de leurs nuisances, et leur expansion dans le futur. / The research was launched by the observation of Planktothrix agardhii blooms, a potentially toxic freshwater cyanobacterium, in two brackish ponds, the Olivier and Bolmon ponds, with in the latter, the concomitantly collapse of P. agardhii with an increase in salinity. The goal of the study was to assess the salinity influence on the performance, the dominance and the toxin production of P. agardhii within the phytoplankton community.The achievement of a long-term monitoring in situ combined with batch cultures experiments has demonstrated (i) the ability of P. agardhii to acclimate and adapt to salinity, which ensure its supremacy and its toxin production in brackish areas, and (ii) the structural and functional changes of the phytoplankton community with the exceeding of the salt-tolerance threshold of P. agardhii .The research reflects the cyanobacteria versatility that enhances their suitability for being good performers, suggesting their persistence along with their nuisances, and their expansion in the future.

In this dissertation I examine arguments for teaching post-secondary violin students to be versatile musicians rather than specialists in one genre or area of music. In order to do this, I assess the professional and educational opportunities in Toronto based on interviews with nine professional violinists as well as teachers and administrators at four institutions that offer post-secondary instruction in violin performance. To supplement information gathered through interviews, violinists and violists performing with the National Ballet of Canada and the Esprit Orchestra were asked to respond to a questionnaire regarding their training and work experiences. Data collected through fieldwork is contextualized by an analysis of scholarly writing, periodicals and websites on the topic of current post-secondary music curriculum and pedagogy methods. Throughout the dissertation, I build the case that, despite strong opinions and many years of pedagogy that emphasize the contrary, versatility provides many advantages to professional violinists when compared to specialization. In order to maximize the benefits of versatility in a professional career, I draw on Benjamin Brinner’s notion of core competences (Brinner 1995) to posit the skills necessary for professional musicians to pursue successful, enduring careers in Toronto. Applying these core competences to an analysis of violinists’ training, I explore the violin curriculum of post-secondary music schools in Toronto: The University of Toronto, the Glenn Gould School, Humber College, and York University to examine how students are being trained. In particular, I query how students are being prepared to be profession violinists with a focus on whetherthey are being prepared to be versatile musicians or specialists in one style. I conclude by offering recommendations as to how to better teach versatility based on the findings of the previous chapters. I explain that versatility can be nurtured in the school environment through teacher training and curricular changes that emphasize informal learning approaches, shifts in conventionally held assumptions about musical value and career success, and by encouraging exploration and improvisation as a basis of developing creativity.

In this dissertation I examine arguments for teaching post-secondary violin students to be versatile musicians rather than specialists in one genre or area of music. In order to do this, I assess the professional and educational opportunities in Toronto based on interviews with nine professional violinists as well as teachers and administrators at four institutions that offer post-secondary instruction in violin performance. To supplement information gathered through interviews, violinists and violists performing with the National Ballet of Canada and the Esprit Orchestra were asked to respond to a questionnaire regarding their training and work experiences. Data collected through fieldwork is contextualized by an analysis of scholarly writing, periodicals and websites on the topic of current post-secondary music curriculum and pedagogy methods. Throughout the dissertation, I build the case that, despite strong opinions and many years of pedagogy that emphasize the contrary, versatility provides many advantages to professional violinists when compared to specialization. In order to maximize the benefits of versatility in a professional career, I draw on Benjamin Brinner’s notion of core competences (Brinner 1995) to posit the skills necessary for professional musicians to pursue successful, enduring careers in Toronto. Applying these core competences to an analysis of violinists’ training, I explore the violin curriculum of post-secondary music schools in Toronto: The University of Toronto, the Glenn Gould School, Humber College, and York University to examine how students are being trained. In particular, I query how students are being prepared to be profession violinists with a focus on whetherthey are being prepared to be versatile musicians or specialists in one style. I conclude by offering recommendations as to how to better teach versatility based on the findings of the previous chapters. I explain that versatility can be nurtured in the school environment through teacher training and curricular changes that emphasize informal learning approaches, shifts in conventionally held assumptions about musical value and career success, and by encouraging exploration and improvisation as a basis of developing creativity.

The thesis deals with the problematics of movement versatility of younger school children at school PT and athletic sport training. The main target is using testing for measuring level of motor skills all round development. The theoretical part contains the description of terms as motor skills, practical training and its didactic aspects, all round development, effect of exercise on health, younger school children and specifics of training children of this age. The practical part focuses on testing the motor skills of younger school children and the results of performing the tests. One part of the tested sample is looking into the motor skills of those attending the athletic sport training and the other analyses the motor skills versality of the basic school children who do not attend any sports prep regularly. This thesis results may initiate the first grade teachers and the sports prep trainers to more thorough work with the less developed motor skilled.

Denna uppsats ska vara ett praxisorienterat bidrag till såväl lärarprofessionen som till den religionsdidaktiska forskningen. Studien som presenteras här är en intervjustudie om sju verksamma lärares arbete med att undervisa i religionskunskap under styrdokumentens ledord om allsidighet och likvärdhet. Arbetet ska kunna ligga till grund för kollegialt lärande och religionsdidaktisk kompetensutveckling. Uppsatsen bidrar också till utvecklingen av en religionsdidaktisk ”läskunnighet” eller literacy genom att studera olika sätt att tolka och förhålla sig till religion som dimensioner i lärarnas erfarenheter. Genom en fenomenografisk analys av variationerna i lärarnas berättelser framträder nyanser som kan beskriva deras lärdomar och utmaningar de ser. Uppsatsen syftar till att besvara följande frågeställningar: 1. Finns det, och i så fall hur, inslag av fler didaktiska förhållningssätt i religionslärares didaktiska reflektion? 2. Hur arbetar religionslärare för att utveckla sina elevers analysförmåga och källkritik inom ramen för ämnet? 3. Hur arbetar religionslärare med variation i material och arbetssätt för att skapa en likvärd utbildning? Resultaten visar att lärare rör sig mellan olika förhållningssätt för olika syften, men ganska oreflekterat. Lärarna ger inte uttryck för att strikt följa det ena eller andra didaktiska förhållningssättet, utan uttrycker en medveten ambition om allsidighet och likvärdhet. Lärarna uttrycker också att en stor utmaning för allsidigheten är att elever ofta upplever religionsämnet som främmande, vilket flera lärare försöker möta med ett livsförståelseutvecklande förhållningssätt. Studien visar också att många lärare identifierar skolan med ett utifrånperspektiv på religion, samtidigt som lärarna beskriver en sekulär samhällsnorm och att eleverna ofta uttrycker en religionskritisk position. En likvärd religionsundervisning beskrivs av lärarna dels i relation till elevers olika pedagogiska behov och dels i relation till deras olika religiösa tro. Hur lärarna arbetar med likvärdhet varierar mellan ett nivåmässigt tillrättaläggande förhållningssätt och ett utmanande och ansvarskrävande förhållningssätt. Studien visar också att lärarna skiljer sig åt i vad de vill ha för stöd av kollegiet och skolan och att många av dem har svårt att hitta bra arbetsmaterial. Såväl variation i perspektiv och tolkningar som variation i material och arbetssätt uttrycks av många lärare som svårförenligt med högstadieelevers begränsade ämneskunskaper och mognad. / This paper will be a practice-oriented contribution to both the teaching profession and the didactic research of religious education. The study that’s presented is an interview study of seven active teachers teaching in the Swedish subject of religionskunskap (approx. religious knowledge) within the framework of the curriculum’s keywords allsidighet (approx. versatility) and likvärdhet (approx. equality). This study will contribute to collegial learning and religious-didactic skills development. The paper also contributes to the development especially of a Swedish religious-didactic literacy, by studying different interpretations and approaches to religion as dimensions of the teacher’s experiences. By a phenomenographic analysis of the variations in the teachers experiences there appears nuances that can describe their know-how and challenges they see. The essay aims to answer the following questions: 1. Is there, and if so how, elements of several learning approaches in religious teachers’ didactic reflection? 2. How do religious teachers work to develop their student’s analytical ability and information evaluation within the subject? 3. How does religious teachers work with variation in material and pedagogic methods to create an equal education? The results show that teachers move between different approaches for different purposes, but quite unreflected. The teachers do not express to strictly follow one didactic approach or another but express a conscious ambition of versatility and equality. The teachers also express that a great challenge for versatility is that students often experience the religious subject as alien, which several teachers try to face with a life-focused approach. The study also show that many teachers identify the school with an outside perspective on religion, while at the same time they describe a secular societal norm and that the students often express a critical position towards religion. An equal religious education is described by the teachers partly in relation to the student’s different pedagogical needs and partly in relation to their different religious beliefs. How the teachers work with equality varies between an age adjusted facilitation and a challenging and responsibility demanding approach. The study also shows that the teachers differ to which degree they want support from colleagues and the school and that many of them find it difficult to find good working material. As well variation in perspectives and interpretations as variation in material and working methods is expressed by many teachers as difficult to combine to high school students limited knowledge of the subject and their maturity.

In this thesis, the versatility, survivability, and sustainability of Spain’s microtheatre industry is analysed in the light of the European Culture in Crisis caused by the Covid-19 pandemic. Using microtheatre in Spain as a case study, the thesis studies: 1) the versatility of the Spanish microtheatre industry; 2) how its versatility ensures its survival during the Covid-19 pandemic; and 3) how its versatility ensures its sustainability in post Covid-19. The study is interdisciplinary as it cuts across the disciplines of political, social, performance, and cultural studies by highlighting themes such as theatre, culture, globalisation, Covid-19, and sustainability. It uses a qualitative methodology based on semi-structured interviews, document analysis, and participant observation, as well as a thematic analysis based on the circle of sustainability approach.The study proves that the versatility of the Spanish microtheatre industry, characterised by its nature and functions, ensures its survivability and sustainability in the light of the culture crisis caused by the Covid-19 pandemic.

In coastal defense operations, anti-ship missile (ASM) attacks on amphibious assault high value targets (HVT) constitutes a window of opportunity with decisive potential. However, in war, the availability and performance of ASM-forces is uncertain and most likely less than ideal. This thesis explores how organizational and technological flexibility can be a solution to such uncertainties. This is achieved by modeling representative examples of weapon redundancy, weapon versatility, and a flexible balance between offensive and defensive powers. A Two-Layer Defense HVT Acquisition Missile Salvo Model is developed, as an extension of Hughes Missile Salvo Model, to enable detailed study of sub-saturation attacks that rely on missiles leaking through target defenses. The result of this study shows that organizational and technological flexibility can potentially enhance ASM-attacks directed at the HVTs of an amphibious assault in multiple ways. Mentionable key-findings are that additional ways of challenging target defenses, additional firepower, and increased lethality through characteristics such as precision will create tolerance to loss and tactical benefits.

Afrikaans text / Hierdie navorsing handel oar die verwantskap tussen prestasiemotivering en interpersoonlike style. Die konsepte wat in die navorsing beskryf word, is prestasiemotivering (vanuit 'n humanistiese raamwerk} en selfgelding, responsiwiteit en aanpasbaarheid (vanuit 'n behavioristiese raamwerk). Die gekose meetinstrumenter naamlik, die Bestuursmotiefvraelys vir prestasiemotivering en die lnterpersoonlike Verhoudingsvraelys vir interpersoonlike style, is op 'n steekproef van 155 middelvlakbestuurders wat die senior takseersentrum binne 'n semi-staatsdiens organisasie deurloop het, afgeneem. Die resultate is verwerk deur middel van korrelasie en regressie (enkelvoudig en meervoudig) tegnieke. Die korrelasie.:.analise het getoon dat daar 'n statisties betekenisvolle korrelasie bestaan tussen prestasiemotivering en selfgelding. Die enkelvoudige regressie-analise het getoon dat selfgelding, responsiwiteit en aanpasbaarheid 'n invloed op prestasiemotivering uitoefen. Die korrelasie- en regressie-analise dui daarop dat responsiwiteit en aanpasbaarheid 'n negatiewe invloed uitoefen op prestasiemotivering. 'n Moontlike voorspellingsmodel vir prestasiemotivering is nie ontwikkel nie, aangesien die integriteit van die resultate betwyfelword. / Hierdie navorsing handel oar die verwantskap tussen prestasiemotivering en interpersoonlike style. Die konsepte wat in die navorsing beskryf word, is prestasiemotivering (vanuit 'n humanistiese raamwerk} en selfgelding, responsiwiteit en aanpasbaarheid (vanuit 'n behavioristiese raamwerk). Die gekose meetinstrumenter naamlik, die Bestuursmotiefvraelys vir prestasiemotivering en die lnterpersoonlike Verhoudingsvraelys vir interpersoonlike style, is op 'n steekproef van 155 middelvlakbestuurders wat die senior takseersentrum binne 'n semi-staatsdiens organisasie deurloop het, afgeneem. Die resultate is verwerk deur middel van korrelasie en regressie (enkelvoudig en meervoudig) tegnieke. Die korrelasie.:.analise het getoon dat daar 'n statisties betekenisvolle korrelasie bestaan tussen prestasiemotivering en selfgelding. Die enkelvoudige regressie-analise het getoon dat selfgelding, responsiwiteit en aanpasbaarheid 'n invloed op prestasiemotivering uitoefen. Die korrelasie- en regressie-analise dui daarop dat responsiwiteit en aanpasbaarheid 'n negatiewe invloed uitoefen op prestasiemotivering. 'n Moontlike voorspellingsmodel vir prestasiemotivering is nie ontwikkel nie, aangesien die integriteit van die resultate betwyfelword. / This research deals with the relationship between achievement motivation and interpersonal styles. The concepts achievement motivation (from a humanistic point of view} and assertiveness, responsiveness and versatility {from a behavioristic point of view), have been described in this research. The chosen measuring instruments, namely the Management Motive questionnaire for achievement motivation and the Interpersonal Relations questionnaire for interpersonal styles, were administered by means of sampling a group of 155 from middle management who participated in the senior assessment centre in a semi-government organisation. The results were processed by using correlation and regression (simple and multiple) techniques. The correlation analysis showed significant statistical correlation between achievement motivation and assertiveness. The single regression analysis indicated that assertiveness, responsiveness and versatility have an influence on achievement motivation. The correlation and regression analysis showed that responsiveness and versatility impact negatively on achievement · motivation. The possible prediction model for achievement motivation has not been developed due to the integrity of the results being doubtful!. / Industrial and Organisational Psychology / MCOM (Bedryfsielkunde)

Cette thèse montre en quoi l'analyse de l'activité des professeurs des écoles enseignant une Langue Vivante Etrangère peut apporter des connaissances utiles au processus de formation continue de ces maîtres au sein de leur polyvalence. L'activité humaine est invisible tant pour les observateurs que pour les acteurs eux-mêmes, d'où notre recours au cadre théorique et méthodologique de l'analyse ergonomique de l'activité enseignante qui s'inscrit dans une perspective historico-culturelle et se nourrit des apports féconds d'une clinique de l'activité. La Méthode d'Auto Confrontation, méthode indirecte, nous permet la création d'un milieu spécifique où nous prenons en compte l'expérience des enseignants et où nous cherchons à transformer le travail pour le comprendre. Nous nous sommes appuyés sur l'analyse de l'activité de six enseignants engagés dans l'enseignement de l'anglais afin de rendre compte de leurs manières de faire, des arbitrages et compromis à l'oeuvre. Une première représentation des pratiques enseignantes laisse ainsi apparaître trois registres d'action principaux liés à leur maîtrise de la conduite de classe, à leur connaissance de la démarche didactique et pédagogique de l'enseignement des LVE et à leur maîtrise de la langue cible. Un processus spécifique lié à la confiance en soi a émergé en cours d'analyse et joue un rôle central dans leur activité. Un nouvel éclairage de la polyvalence est alors envisagé où nous proposons une rencontre entre analyse du travail et formation. La « mise en situation active » (MSA) décline les perspectives découlant de la visée technologique de notre recherche. / This thesis shows how the analysis of the activity of the school teachers teaching a Foreign Language can bring useful knowledge to the process of ongoing training to these teachers within the core of their versatility. Human activity is invisible as much for the observers as for the actors themselves, which leads us to fall back on the theoretical and methodological frameworks of the ergonomic teaching activity which joins a historical-cultural perspective and is fed by the fertile contributions of a clinic of activity. The method of Self-Confrontation, an indirect method, allows us to create a specific space where we take into account the experience of the teachers and where we seek to transform the work in order to understand it. We turned to the analysis of the activity of six teachers engaged in the teaching of English in order to report on their methods, their judgments and compromises in action. A primary representation of their teaching practices thus allows three principle registers of action linked to their mastery of classroom management, to their knowledge of the didactic and pedagogical process of the teaching of Foreign Languages and their mastery of the target language. A specific process linked to self-confidence emerged during the course of the study and played a central role in their activity. A new understanding of versatility is thus envisioned where we propose to link the work analysis and training. The "put into live action" breaks down the perspectives coming from our targeted online research.