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Intergenerational comparison of reasons and motivations for not watching television
Florián, Petr ; Reifová, Irena (advisor) ; Vochocová, Lenka (referee)
This thesis focuses on an intergenerational comparison of reasons and motivations for not watching television broadcasting. The aim of the research is to find out why people do not watch television broadcasting and what activities they substitute for this activity. Then the differences between the responses of the first target group, which includes people aged 20-30 who do not watch television broadcasting, and the responses of the second target group, which includes people aged 50-60 who do not watch television broadcasting, are compared. The theoretical part focuses on the historical background of television, mass audience, post- broadcasting age, television viewing, leisure and digital detox. The next part of the thesis discusses the methodology that was used for the research part. The practical part focuses on the categorization and interpretation of the semi-structured interviews with the respondents. The research was conducted in the spring of 2023. The data then shows a number of findings regarding not only what the respondents' main reasons for not watching television are and what they substitute for this activity. At the very end of the paper, a transcript of one of the interviews is also included to give an example of how the semi-structured interviews were conducted.
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The Comparison Of Lifestyles Between Individual Generations (baby boomers, X, Y, Z)
VAVROUŠKOVÁ, Nikola
The whole human kind has been struggling with intergenerational differences for centuries and it has not changed to this day. I tis a matter we all should be able to discuss, for we face such differences every day. Each generation is different from the previous one and they are very often defying. It is almost impossible to imagine teenagers of today having the same view of the world as their parents or even the generation which endured the world war 2, lived in a totalitarian system or after the velvet revolution. Each generation is unique because of the enviroment they grow up in, in enviroment built by previous generations. And because the human society is a dynamical phenomenon, each generation is original thanks to the influence of its enviroment. And it is the enviroment in which all the generations are being molded, that is going through a constant change. That is why we hear about new generation differences so often and how those differences are being deeper. Both, seniors and young people keep offending opinions of the others and path to mutual understanding can be qite thorny. Some of us are asking ourselves why and if this is true. Is today's generation better than the previous ones? In the first part of my work I'm discussing concepts such as human's 'lifestyle'. In the second part I'm analyzing factors which influence the lifestyle most of all. Third part of my bachelor thesis is focusing on the 'needs' as basic source of the individual motivation. In the fourth part I discuss the individual needs according to the Masslow's need hierarchy. In the fifth I deal with man's 'values' and in the sixth with factors which significantly influence them. In the research part I'll try to chart the major differences between generations of baby boomers, X, Y and Z from many views, such as perception of the future, media, education, technology, internet and ecology. The research part of my bachelor thesis was done thanks to quantitative method of data collection. The questionnaire consisted of 23 questions and each had only one answer. It was anonymous questionnaire and had 'closed answers'.
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Preferences in key elements of a didactic process of non-formal education of adult learners from the perspective of age cohorts
Loukotková, Klára ; Dvořáková, Miroslava (advisor) ; Šerák, Michal (referee)
4 Abstract The aim of this bachelor thesis is to identify preferences in key elements of the didactic process, namely in didactic forms, didactic methods, teacher roles, teaching aids, didactic technology and seating arrangements, at those adults, who have been participating in at least one non-formal educational activity in the last twelve months, depending on the age cohort they belong to. Based on relevant educational literature, the first three chapters cover a description of a didactic process and its key areas, material and non-material didactic means, which are further divided into particular elements. In the fourth chapter, there is a definition of the age cohorts and a description of their specifics both in general and in the field of didactics. The fifth chapter is dedicated to a preparation and a realisation of the quantitative questionnaire survey at those members of age cohorts, who have been participating in at least one non-formal educational activity in the last twelve months. Based on these findings, the differences in preferences in key elements of the didactic process at the age cohorts are stated. Keywords elements of didactic process, didactic forms, didactic methods, teacher roles, teaching aids, didactic technology, seating arrangements, baby boomers generation, generation X, generation Y
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