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This diploma thesis deals with the relations between mathematics and geography in teaching at grammar school at implemented curriculum level. In theoretical part it deals with conceptions of teaching which support connection of educational content of individual subjects as well as general possibilities for realization interdisciplinary relations of mathematics or geography. There are also concrete interdisciplinary relations between mathematics and geography presented and there are identified main reasons why the developing of connection berween the mentioned subjects is important. Problems of the realization interdisciplinary relations at teaching conducts a survey by halfstructured interview with mathematics teachers. Their answers provide the view of realized curriculum and they uncover opportunities and limitations the tachers of mathematics at level of interdisciplinary connection deals with in practice. There are mainly teachers with mathematics and geography qualification, who can give their opinion on relations of these two subjects. There were prepared six lessons in this diploma thesis focused on active use of interdisciplinary relations of mathematics and geography. Then the autor taught it at grammar school and it made practical review of possibilities and restrictions of such teaching....

The Bachelor thesis is focused on functions and use of school historical atlases. The main goal of the work is aimed to answer the questions: what role do historical atlases play in an education of history, which functions of school historical atlases are used and how do teachers apply them. The work also deals with the difference of the application between teachers with combined specialization in history-geography and history-other subjects. The targets were reached by using the method of card sorting and half-structured interviews with ten teachers. The method of content analysis was applied after the evaluation of results. The research implies that the role of school historical atlases is primarily an extra tool in an education. The main functions of present-day atlases are: illustrating, informing and place orienting. The respondent teachers use school historical atlases in most cases as a basis for their lecture and group work. Nevertheless, they do not use them as homework at all. The application of school historical atlases does not differ in reliance on the teaching specialization. The usage of geoportal and combination with the second teaching subject occurs more frequently by teachers of history-geography.

This bachelor thesis focuses on teaching biogeography at high schools and its enrichment by use of web maps. The thesis contains of summary of information about biogeography and web maps and analysis of their inclusion into teaching according to Czech curricular documents. Furthermore it brings an overview of web maps concerning biogeography. For better clarity, the web maps are divided into several categories. Five web maps, most suitable for inclusion in teaching of biogeography at high schools, were chosen for further research. The chosen web maps are described more closely in terms of their content and possibility of their use in biogeography teaching, their properties were evaluated in rating tables. Exemplary task was designed for each of the five web maps so that it can be an inspiration for teaching. Key words: biogeography, web maps, high school

The thesis deals with identification and analysis of misconceptions that are formed when the ninth grade pupils work with thematic maps. It is divided into two main parts. The first part, which is theoretical, informs the readers about the aims of the thesis and defines the fundamental terms on the basis of the literature review. The misconceptions in thematic cartography are described in detail as well as the methodology of the research. The phenomenographic interview was used as a method for collecting qualitative data in order to fulfil the established aim. The research was realized in five schools situated in Ústecký region, in Děčín district, with twenty pupils. More specifically, the research aim was to find out whether there exists, and if so, then what is the impact of pupils' orientation in elementary geographic knowledge, used cartographic method and correctness of thematic map on pupils' conceptions. Keywords: misconception, map skill, thematic map, elementary education

This bachelor thesis presents the theme of geography teaching in alternative schools. The first part of the thesis contains theoretical bases, methodology, introduces with the aim of the thesis and presents specific schools, which were chosen. There are Montessori schools, Waldorfs schools and Step by Step schools. In the practical part, there is described qualitative research activities, that was carried out in schools like a method of participating observation on geography lessons, a method of semi-structured interviews with geography teachers and a method of focus groups of students. Keywords: a geography teaching, alternative schools, educational program, Montessori, school, Step by Step, student, teacher, Waldorf

The presented bachelor thesis fosuses on interdisciplinary relations of mathematics and geography in teaching at grammar school. It theoreticcaly defines interdisciplinary relations and terms related with them. Next, it deals with intended (project) curriculum and it analyses mutual linkage between mathematics and geography in RVP G and in selected ŠVP. Next there follows an analyses of mathematics textbooks from the point of view of occurrence of application examples and examples with interdisciplinary themes. Then it focuses more on examples with geography themes. It also presents selected educational materials focused on interdisciplinary relations. keywords: interdisciplinary relations, mathematics, geography, teaching, grammar school

Formins are proteins facilitating formation of actin filaments. They affect structure of cytoskeleton and participate in cytokinesis and tip growth. There are 2 classes of formins in Arabidopsis thaliana, which include FH1 and FH2 (Formin Homology 1 and 2) domain. Formins of the class I have usually a transmembrane domain on N-terminus. Due to this fact they can interact with membranes. Some formins from the class II include PTEN domain (Phosphatase and Tensin Homolog) derived from sequences of PTEN proteins which has lost the function of phosphatase. It is assumed this domain can bind on a membrane via the phosphatase section or C2 domain. This thesis was focused on the formin AtFH13 from the class II in Arabidopsis thaliana and on its PTEN domain. There were analyzed differences between mutants and wild-types in length of roots in seedlings and in size of seeds and seed coats, and observed the effect of dexamethasone on the length of roots on AtFH13. PTEN domain of the formin was isolated from cDNA, cloned to a vector and fused with YFP. The tagged protein was visualized by the method of transient expression in epidermal cells in the leaves of Nicotiana benthamiana. No big differences were observed between plants mutant in the gene AtFH13 and wild-type in choice parameters. Dexamethasone did't influence...