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The physic principles of relativistic linear accelerator for radiological assistent
VODVÁŘKA, Marek
As the selected theory of transfer of knowledge from the scientific radiological physics (in the sphere of physical bases of relativistic linear accelerator) to students of radiological branches the theory of curricular process was used. This theory was formulated in the world by M. Pasche, T. G. Gardner, M. Certon, M. Gayl, in the Czech and Slovak Republics by J. Průcha, J. Brockmeyerová, P.Tarábek, P. Záškodný. On the base of the curriculum process theory, in the sphere of radiological physics curriculum process can be defined as a sequence of transformations T1-T5 variant forms of curriculum: "Conceptual curriculum" as a communicable scientific system of radiological physics (first variant form of curriculum as transformation T1 output from a scientific system to a communicable scientific system). "Intended curriculum" as an educational system of radiological physics (second variant form of curriculum as transformation T2 output from a communicable scientific system to an educational system). "Project curriculum" as an instructional project of radiological physics (third variant form of curriculum as transformation T3 output from an educational system to a teaching project). "Implemented curriculum-1" as the preparedness of educator to education inradiological physics (fourth variant form of curriculum as the first transformation T4 output from an educational project to implementation of teaching). "Implemented curriculum-2" as the results of education in radiological physics (fifth variant form of curriculum as the second transformation T4 output from aneducational project to implementation of teaching). "Attained curriculum" as applicable results of education in radiological physics (sixth variant form of curriculum transformation T5 output from implementation of teaching to application of the results of teaching). In this thesis, in the sphere of physical bases of relativistic linear accelerator the transformation between the intended curriculum, project curriculum, implemented curriculum-1 and implemented curriculum-2 were used. These transformations were carried out by binds between educating text, experimental teaching, preparation for experimental teaching and placing of educational test to students of radiological branches to find out the results of experimental teaching in the sphere of physical bases of relativistic linear accelerator. In order to prove the hypotheses of the bachelor thesis, methods of mathematical statistics apart from methods of descriptive statistics were used: Nonparametric tests and two sample t-test. Nonparametric test was used to test the normality of knowledge acquired by experimental teaching. Two-sample t-test was used to compare the knowledge from the sphere of physical bases of relativistic linear accelerator in students of full-time and part-time study programme. The bachelor thesis was based on the verification of two hypotheses: a) an adequate educational text in the sphere of physical bases of relativistic linear accelerator can be created by application of curriculum process b) students´ knowledge in the sphere of physical bases of relativistic linear accelerator acquired on the base of worked out educational text will have normal distribution. Both of these hypotheses were confirmed by statistical processing of the results which were obtained by experimental teaching and by placing of educational test to students. Partial hypothesis was also confirmed that knowledge between full-time students and part-time students will not be statistically different on the level of statistical significance 0.05.
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Analytical - synthetic modelling of education process of subject "Integrated emergency system"
MENDLOVÁ, Ludmila
The main units of the Integrated Rescue System (IRS) include the Fire Rescue Service (FRS), the Police of the Czech Republic (PCR) and the Health Rescue Service (HRS). The educational system of these units is not unified and thus there exist certain problems, which result from this disintegration. One of many consequences is for example unfamiliarity with competences at solving crisis situations and at carrying out rescue and liquidating work. The aim of this thesis was to analyze the educational system of basic IRS units{\crq} workers and suggest a certain arrangements which would eliminate some problematic issues. On the basis of a detailed analysis some drawbacks were found. The most significant drawback in the educational system of basic IRS units{\crq} workers was the disintegration of thematic contents in terms of particular units{\crq} education. As a result the IRS units{\crq} workers are not educated in some fundamental disciplines (legislation of IRS and crisis management, toxicology or radiation protection). That is why there was suggested a unifying educational course for all main IRS units{\crq} workers, which provides comprehensive information needed by these workers. The education is moreover divided into two modules. First module is thematically focused on disciplines which are common to all main IRS units. It includes not only legislation and IRS organization but also for example psychology. Second module is focused on the needs of particular main units and includes for example the basics of toxicology and the basics of radiation protection. Suggested unifying course may be transferred to lifelong learning course, which would be under the auspices of a university or a college.
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