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The Possibilities in the Efectivity of the Primary Prevention
Hermanová, Lenka ; Ortová, Marie (advisor) ; Roth, Martin (referee)
Knowledges from different researchers showed necessity to begin with primary prevention activities from childhood. This function has primarily family and home - folks, then preJschool education and schools. This thesis is about possibilities how to make the primary prevention for children and young people more effective. Particular attention is paid on the primary prevention programs in schools. But there are other factors very important beyond these activities. And it is homeJfolks, primarily family and peers but also terms in the society. There are very important protective and risk factors, which prevention tends to enhance or tries to minimise. There are a lot of methods and criterias which are very important in these programs to be consider effective. And it is very important to adapt methods and forms of these programs to the age of individual. There are mentioned information about specificity in class of age, various types of programs and methods in this essay. Further information are about the possibilities and approaches, which are indispensable to achive success in the field of primary prevention school programs. Powered by TCPDF (www.tcpdf.org)
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Korfball and its Possibilityof Use at Primary Schools
Brožová, Karolína ; Süss, Vladimír (advisor) ; Fořterová, Petra (referee)
Magdalény Rettigové 4, 116 39 Praha 1 tel.: +420 221 900 111 www.pedf.cuni.cz IČ 00216208 DIČ CZ00216208 Dle čl. 4 Opatření rektora č. 6/2010 o Zpřístupnění elektronické databáze závěrečných prací http://www.cuni.cz/UK-3470.html a čl. 1 Opatření děkana 17/2010 se z časového hlediska závěrečné práce dělí do tří skupin: a. "nové práce", tj. práce odevzdávané k obhajobě počínaje 29. 9. 2010, b. "starší práce", tj. práce odevzdané k obhajobě od 1. 1. 2006 do 28. 9. 2010, c. "práce před rokem 2006", tj. práce odevzdané k obhajobě před 1. 1. 2006. V tomto případě jde o "starší práci" odevzdanou k obhajobě od 1. 1. 2006 do 28. 9. 2010. Omlouváme se, ale dokument není k dispozici.
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Kinetic ability of boys and girls on the second grade of the primary school
Moudrá, Martina ; Kolčiterová, Jana (advisor) ; Vindušková, Jitka (referee)
THE TERM OF THE THESIS K.inetic ability ofboys and girls on the second grade ofthe primary school. THE PURPOSE OF THE THESIS The purpose of the thesis is to find a level of the kinetic efficiency in pubescence ofboys and girls and if there is any influence of subcutaneous fat on their kinetic efficiency. Next point is their interest in sport in their free time. THEMETHOD The thesis is elaborated in form of the empirie quantitative research. This research proceeds in standardized environment with minimalized outside influences (gym). Chosen group are pupils ofthe second grade ofthe primary school. CONCLUSION The conclusion of our study is that boys with higher rate of subcutaneous fat have lower the kinetic efficiency and they don't do any sport in their free time. Girls have a very similar conclusion, but girls, who were in group with average rate of subcutaneous fat, have better conclusions ofkinetic efficiency and they do sports more. KEYWORDS K.inetic efficiency, rate of subcutaneous fat, testing, kinetics, pubescence, free time activity, recreational and efficiency ofsport. Martina Moudrá, 26. června 2008 4
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Primary School Teacher - the Relationship Between Theory and Practice in the Professional Training
Urbanová, Radka ; Štech, Stanislav (advisor) ; Smetáčková, Irena (referee)
This work deals with permanent and yet actual subject of the relationship of theory and practise in education of teachers. The main subject is connected closely to professional identity of primary school teachers, as well. First of all, the theoretical part of this work focuses on the relationship of theory and practise. It's based on works of both Czech and foreign authors, specifically German and Swiss ones. Because there are different systems of teacher-preparation in these countries, the view on theory-practise relationship is different in many points, as well. Theoretical part is divided into five chapters. First one presents primary school teacher and shows his typical features which differentiate him from teachers in another levels of education. The second chapter describes a concept of pedagogical education of teachers. The third chapter deals with how differently may concept "practise" be percieved in context of their mutual relationship. The fourth chapter describes the relationship of theory and practise in pedagogy and the last, fifth one is the most comprehensive one and is further divided into three chapters.
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Adaptation of children to the role of schooler
Vísnerová, Tereza ; Hříbková, Lenka (advisor) ; Viktorová, Ida (referee)
The subject of my thesis is the analysis of data from observation of the first class of primary school. A child is confronted with many requirements at the beginning of school. In my work I am trying to detect school adjustment process in terms of the fresh scholar. First, I try to define the core areas to which must adapt the child entering school. This core area is here called contexts,. Then I focus on subelements of these areas of school adjustment, which result requirements for the psyche of the pupil. On the basis of observation, I identified three main areas, contexts: 1. the physical context, 2. social context and 3. school-task context. The physical context relates on such elements of the school adaptation, which are inanimated - spaces and objects. It is the need to learn how to orientate oneself in the new environment and to organize school equipments and tools. The social context is related to adaptation to new social relationships of child at school (other pupils, teacher etc.). And the scholl-task context is aimed specifically at school demands, work. An important regulator of school pupils to adapt to the first class is the clasp teacher, which manages the process. According to the demandingness of the process of adaptation to school, is my next major effort of identifying such expressions of...
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Contacts betweeen family and school on elementary school
Lívancová, Šárka ; Hadj - Moussová, Zuzana (advisor) ; Viktorová, Ida (referee)
Diploma thesis discusses the communication between family and teachers, especially the specific aspects of this interaction considering small schools. The communication between parents and teachers is one of the important parts of coordination of parents and school. Communication can be divided into direct, represented by f a c e - t o - f a ce contact between parents and teachers, and indirect, which comprise telephone conversation and other messages delivered by the pupils. This t h e s i s focuses on the direct type of communication. It aims to describe s p e c i f i c forms of direct communication in context of s p e c i f i c traits of r e l a t ed environment. We assume, that the village environment, which is common for small schools, doesn't suffer of anonymity of large cities, and that people in this environment generally have closer contacts with each other. Small schools are schools for 6 to 11 years old, o f f e r i n g only the primary level of education, for which the higher rate of p a r e n t - t e a c h e r i n t e r a c t i o n is typical. In these small schools, the primary education has the p o s s i b i l i t y to preserve i t ' s autonomy, and it i s n ' t influenced by the secondary level education, which appears to be dominant, when the both levels are combined. Last but not least...
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Developing open approach to mathematics in future primary school teachers
Samková, L. ; Tichá, Marie
In our contribution we focus on the possibility to develop open approach to mathematics in future primary school teachers during a university course on mathematics conducted in inquiry-based manner. We analyse data obtained in the beginning and in the end of the course with respect to two main aspects related to open approach to mathematics: searching for all solutions of a task, and acceptance of different forms of notation of a given solution. Data analysis revealed in the participants three different shifts towards open approach to mathematics, and showed that after the active participation in the course each of the participants improved at least in one of the monitored aspects, and that none of the participants got worse in any of the aspects.
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