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V diplomskem delu z naslovom Čustva predšolskih otrok pri obisku zobozdravnika smo želeli podrobneje ovrednotiti in raziskati, kako vplivajo čustva na otroka pred in po obisku zobozdravnika ter kako vpliva njegovo obnašanje pred in po obisku na starše oziroma skrbnike, ki so ga pripeljali k zobozdravniku. V teoretičnem delu je predstavljeno razvojno obdobje otroka, otrokova navezanost, značilnosti otrokovih čustev, opisan je tudi strah in odziv otroka na obisk pri zobozdravniku. V empiričnem delu smo s pomočjo deskriptivne in neeksperimentalne kavzalne metode na vzorcu iz konkretne populacije 89 otrok raziskali, ali otroci, ki so bolje pripravljeni in motivirani za obisk zobozdravnika s strani staršev reagirajo bolj pozitivno kot otroci, ki so slabše pripravljeni. Preučili smo otrokovo obnašanje do staršev oziroma skrbnikov pred in po obisku zobozdravnika. S pomočjo absolutne frekvence smo izračunali odsotne frekvence in ugotovili, da starši svoje otroke pripravijo na obisk zobozdravnika največkrat s pomočjo pravljic, pogovora in obljub. Otroci pred obiskom največkrat začutijo strah, ki ga pokažejo z jokom. Do oseb, ki jih pripeljejo na pregled k zobozdravniku, pred pregledom niso bili agresivni, vendar pa je polovica otrok ignorirala osebo, ki jih je pripeljala. Po pregledu 86 od anketiranih otrok te osebe ne želi izpustiti in si želi njenega objema. This thesis examines children's emotions before and after a dentist appointment, and the influence of their behaviour before and after an appointment on their parents or those who accompany them. The initial part of the thesis offers a brief overview of the following topics: children's development and attachment, emotional characteristics of children, children's fear and reactions to a dentist appointment. The main goal of our thesis was to analyze children's reactions to a dentist appointment. We studied the reactions of 89 children using a descriptive and non-experimental causal method to determine whether motivated and prepared children react better to a dentist appointment than less motivated and underprepared children. We also examined the children's attitude towards their parents or those who accompanied them before and after the appointment. Based on the absolute frequency we determined that parents often prepare children for a dentist appointment with the help of fairy tales, conversations and promises. Prior to the appointment, children often experience fear and cry, but express no anger or aggression towards their parents or those who accompany them after the appointment, 86 children usually do not wish to let go of them and want to be hugged.

Prispevek obravnava strategije uravnavanja čustev glede na Grossov in Thompsonov) model ter subjektivno blagostanje pri študentih razrednega pouka (n = 116) in socialne pedagogike (n = 54). Med strategijami uravnavanja čustev skupini študentov najbolj pogosto uporabljata izbiro in spremembo situacije, telesno aktivnost in iskanje socialne opore, najmanj pa psihoaktivne snovi. Študenti razrednega pouka pogosteje kot študenti socialne pedagogike čustva uravnavajo s preusmerjanjem pozornosti, z vplivanjem na fiziološke spremembe in z iskanjem socialne opore. Študenti razrednega pouka poročajo o pomembno višjem subjektivnem blagostanju kot študenti socialne pedagogike. In the study, emotion regulation (ER) strategies according to Gross and Thompson’s model (2009) and well-being were analysed in students of primary education (n = 116) and of social pedagogy (n = 54). The most frequently students used situation selection and selection modification, physical activation, and social support seeking and the least frequently psychoactive substance use. Students of primary education use ER strategies of attentional deployment, physiological response modulation and social support seeking significantly more than students of social pedagogy. The students of primary education reported significantly higher levels of well-being than the students of social pedagogy.

Odločitve sodnikov v kazenskem postopku lahko pomembno vplivajo na življenje posameznika. Zakon sodniku postavi določene meje, vendar mu hkrati hote ali nehote prepusti tudi določeno svobodo pri izbiri med možnimi odločitvami. Kljub zakonski ureditvi sodnega odločanja in visoki strokovni usposobljenosti sodnikov pa prihaja do nekonsistentnih in nepravičnih sodnih odločitev. Odločanje je namreč človeški proces, v katerem pridejo do izraza vse človeške mentalne, duhovne in socialne lastnosti. Poleg situacijskih in vrednostnih okvirjev odločanja h kontekstu odločanja sodijo tudi psihološki in socialni dejavniki odločanja, npr. utrujenost, čustvena vznemirjenost, pričakovanja in želje izkušnje in znanje, spol, starost, etična in slojna pripadnost. Visoka kompleksnost odločanja pomeni, da so napake v presojah odločanja skoraj neizogibne. Pravzaprav se lahko čudimo, kako to, da kljub takšni kompleksnosti kontekstov odločanja, sodniki praviloma ne delajo velikih napak oz. dosegajo svoje cilje. Sodniki so tako kot ostali ljudje podvrženi različnim kognitivnim in socialnim dejavnikom, katerih delovanje je po večini nezavedno. Odločajo kot celostna bitja, z »dušo in telesom«, s čustvi in razumom, kot člani družbenih celot in ne le kot posamezniki, in prav tako ne kot neka vrsta avtomati ali računalniki. Vpliva teh dejavnikov se ne da izkoreniniti, lahko pa zmanjšamo njihov učinek na sodne odločitve z opozarjanjem na njihov obstoj in z izobraževanjem sodnikov o njihovem delovanju. The decisions of judges in criminal proceedings can have a significant impact on the individual's life. The law sets a judge to certain limits, but at the same time leaves him with a certain degree of freedom in choosing between possible choices. Despite the legal order of judicial decision-making and the high professional qualifications of judges, there are inconsistent and unfair judgments. Decision making is a human process in which all human mental, spiritual and social characteristics are expressed. In addition to the situation and value decision frameworks, the decision-making context also includes psychological and social factors of decision-making, for example, tiredness, emotional agitation, expectations and desires experience and knowledge, gender, age, ethical and layered affiliation. The high complexity of decision-making means that errors in decision-making are almost unavoidable. In fact, we can wonder how, in spite of the complexity of the contexts of decision-making, judges generally do not make major mistakes, achieve their goals. Judges, like other people, are subject to various cognitive and social factors, whose actions are largely unconscious. They act as integral beings, with "soul and body," with emotions and reason, as members of the social whole, and not only as individuals, and also not as some kind of machines or computers. The impact of these factors can not be eradicated, but they can reduce their impact on judicial decisions by drawing attention to their existence and by educating judges about their actions.

Svojo diplomsko nalogo sem posvetila raziskovanju dojemanja smrti in procesa žalovanja pri otrocih ter pomenu otroške literature kot enega izmed možnih načinov približanja omenjene tematike otroku in možne metode pomoči v primeru realne izgube bližnjega. V teoretičnem delu sem najprej opredelila žalovanje in splošne značilnosti procesa žalovanja in sprememb, ki jih prinese smrt v človekovo življenje. Bolj natančno sem se osredotočila na značilnosti procesa žalovanja otroka, na to, kako se razvija predstava o smrti, kako drugače od odraslih žalujejo otroci in kakšen je potek žalovanja. Na podlagi dognanj o tem, kaj ob smrti zanima otroke in na kakšen način moramo o tem z njimi govoriti, sem izpostavila tudi pomen iskrenega pogovora in oblike ter načine pomoči ob realni izgubi bližnjega, tudi ko/če v žalovanju pride do obremenitev. Na koncu sem definirala še pravljico in opisala, kakšen pomen ima za otroka in kako jo starši in strokovni delavci lahko uporabijo kot ustrezno metodo pri poučevanju otrok o smrti in žalovanju ali kot metodo pomoči tistim otrokom, ki se soočajo z izkušnjo smrti. V empiričnem delu sem raziskovala obstoj otroške literature, do starosti 10 let, ki se ukvarja s temo smrti in žalovanja, izdane po letu 1990 v Sloveniji. Ta del sestoji iz petih hipotez, ki sem jih preverila na podlagi seznama z naslovi, ki sem ga pridobila v okviru raziskovanja. Spoznala sem, da imamo pri nas relativno malo predvsem vsebinsko različne literature na to temo in da bi za zadovoljitev potreb otrok, ki se znajdejo v stiski zaradi različnih situacij, potrebovali malo večji izbor. Diplomsko delo ponuja pregled izdane otroške literature na to temo v Sloveniji. Takšen pregled je lahko dobra pomoč tako staršu kot tudi strokovnemu delavcu, ki vsakodnevno vstopa v kontakt z otroci, pri načrtovanju procesa učenja o smrti in žalovanju ali načrtovanju procesa pomoči v primeru smrti otrokovega bližnjega. I devoted my diploma thesis to the research on children’s perception of death and bereavement, and on the importance of children’s literature as one of the possible approaches for children to learn about death and grief. I have also tried to show that children’s literature can be of great help when loss actually occurs in the family. The definition of grief, the general characteristics of bereavement, and the changes it brings are defined in the theoretical section. The process of children’s bereavement is explained in greater detail – from how they acknowledge death to the differences between the mourning of children and adults. I have also emphasized the importance of honesty when talking to children about death, and the importance of providing help when death occurs in the family, especially if there are difficulties in the mourning process. In the end, I also define a fairytale and its importance for children. Fairytales can be a great method for parents, or any professional who works with children, to use when trying to help a child to understand death, dying and grief. The empirical section includes the research about existing children’s literature on death and bereavement, published in Slovenia after 1990, and consists of 5 hypotheses, which I have tried to prove. I have established that in Slovenia there is a relatively low number of children’s literature on this topic with regard to the diversity of contents. Especially if we would like to satisfy all the different needs of different children in different situations of distress. Nevertheless, the diploma thesis tries to provide a review of existing children’s books and literature on death/bereavement in Slovenia, which can be of help when planning to provide help or teach children about both – not only for the child’s parents but also for the professionals working with them.

Namen diplomskega dela je bil ugotoviti vpliv barv na sporočilnost videa. Teoretični del naloge zajema raziskave o samem videu kot načinu komunikacije, o psihološkem vplivu barv ter o procesih barvne korekcije videa. Predstavljeno je, kako različne barve vplivajo na dojemanje posameznika in njegove občutke, medtem ko je izpostavljen nekem mediju. Podrobneje pa se teoretični del naloge poglobi v video, kot medij, ki se danes vedno bolj uporablja za podajanje informacij. Eksperimentalni del zajema proces produkcije in postprodukcije videa. To vključuje tudi pripravo, torej izdelavo snemalne knjige in scenarija. Na dokončanem videu se je z uporabo programske opreme, izvedla barvna korekcijo videa s spreminjanjem barvnih vrednosti. Na ta način je bilo izdelano določeno število variacij videa, med katerimi bo razlika le v barvi, saj so ostale spremenljivke, kot so kadri, osvetlitev in zvok, ostale nespremenjene. Za vsako od variacij videa smo izdelali vprašalnik. S pomočjo tega smo ugotovili, da barve nedvomno vplivajo na sporočilnost videa, vendar pa v vseh primerih ta vpliv ni predvidljiv. The purpose of this diploma thesis was to find out how colors effect the communication value of the video. Theoretical part of the thesis contains research about video, as a way of communication, about psychological effects of color and about process of color correction in postproduciton. We researched the nfluence of different colors on the perception of an individual and his/her emotion, while he/her is exposed to a certain media. The theoretical part goes more in depth when it comes to video, as the media, which is today constantly present as a way of visual communication. Experimental part of the thesis involves the process of video production and postproduction. This also includes preparation, which means creating a script and a storyboard. When the video was finished, the color correction was applied with altering the characteristics of colors. This way we got a certain number of variations of the video, where the only changes were in color values, while other possible variables, like shots, lighting and sound, stayed unaltered. For each variaton of the video, we created a survey. With those surveys we established, that colors undoubtedly effect the communication value of the video, but not always in a predictable manner.

V magistrskem delu smo preverili, kakšen nivo strahu in gnusa navajajo študentje Pedagoške fakultete, študija Dvopredmetni učitelj, smeri Biologija-kemija (BI-KE) in Biologija-gospodinjstvo (BI-GO), ter študentje Zdravstvene fakultete, smer Sanitarno inženirstvo (SI), do izbranih živali. Poleg tega smo preverili njihovo pripravljenost za rokovanje z izbranimi živalmi in interpretirali, kako bi to lahko vplivalo na kakovost opravljanja njihovega bodočega poklica. V ta namen smo pripravili anketni vprašalnik, s pomočjo katerega smo pridobili ocene o posameznih kategorijah. Naredili smo kvantitativno raziskavo, s katero smo se pri obdelavi podatkov osredotočali predvsem na razlike, prisotne med spoloma, razlike glede na smer študija pri študentih Pedagoške fakultete in tudi glede na letnik študija. V raziskavi je sodelovalo 276 anketirancev. Analiza je pokazala, da na izražanje strahu in gnusa vpliva predvsem vrsta živali in ali so študentje že imeli stik z določeno živaljo. Študentje imajo v povprečju bolj pozitiven odnos do živali, ki se jih ne bojijo. Med te živali smo uvrstili predvsem živali, ki jih uvrščamo v kategorijo »hišnih ljubljenčkov« oziroma družnih živali. Bolj negativen odnos so študentje izkazali do dvoživk in nevretenčarjev. Negativen odnos do dvoživk in nevretenčarjev je bolj povezan z doživljanjem gnusa kot z doživljanjem strahu. Študentke so v povprečju ocenile višji strah in gnus do več vrst živali kot študentje. Razlike so se pojavljale tudi pri določenih vrstah živali glede na smer študija (BI – KE - GO in SI). Pri oceni strahu, gnusa in pripravljenosti študentov za rokovanje z izbranimi živalmi, glede na letnik študija študentov Pef razlik skoraj ni bilo, pojavile so se le pri določenih vrstah živali. Ker je naša raziskava vezana na študente, ki se bodo v poklicnem življenju zagotovo srečali z njim ljubimi in neljubimi živalmi, je treba poskrbeti, da bodo ob koncu študija usposobljeni tako, da bodo vedeli, kako se spoprijeti s predstavniki različnih živalskih vrst, saj bomo le tako dobili kompetentne diplomante. The master thesis examines the level of fear and disgust reported by students of the Faculty of Education (PEF), studies of double subject teacher, the biology-chemistry programme (BI – KE) and biology-home economics (BI – GO), and the Faculty of Health Sciences, majoring in sanitary engineering (SI) to selected animals. The thesis also verifies their willingness for handling these animals and interprets how this could impact the quality of the provision of their future profession. To this end, we prepared a questionnaire through which we obtained the most accurate assessments of the individual categories. We performed a quantitative study in which data processing focused primarily on the differences present between the sexes and the differences depending on study programmes for students of Faculty of Education, as well as based on the year of study. The study involved 276 respondents. The analysis showed that expression of fear and disgust is mainly dependant on the type of animals and whether or not the students had had contact with a certain animal. On average, students have more positive attitude to animals they are not afraid of. Among these, we primarily classified those animals that can be categorised as “pets” or, more correctly, companion animals. A more negative attitude was detected toward amphibians and invertebrates. This negative attitude towards amphibians and invertebrates is more bound to the experience of disgust, rather than the experience of fear. Female students on average reported higher levels of fear and disgust toward more animal species than male students. Differences were also found with certain types of animals relative to the study programme (BI – KE - GO and SI). For the assessment of fear, disgust and willingness to handling with selected animals, depending on the study year of students Pef there were almost no differences, there have been only on certain types of animals. As our survey is linked to students who will have in working life contact with the animals they are keen and not keen on, it is necessary to ensure they be trained by the end of their studies, so that they will know how to deal with different animal species. Only in this way can we get competent graduates.

Avtorica je v magistrskem delu Vzgoja z emocionalnim načinom starševstva v otroštvu v povezavi s čustveno hladnostjo in zadovoljstvom v partnerskem odnosu v odraslosti raziskovala povezanost med emocionalnim načinom starševstva iz vidika odrasle osebe, čustvene hladnosti (aleksitimije) ter zadovoljstvom v interpersonalnem oziroma partnerskem odnosu, ki ga oseba občuti v odraslosti, obenem pa razlike med spoloma v stopnji aleksitimije. Magistrsko delo je razdeljeno na dva dela teoretičnega in empiričnega. V teoretičnem delu so ob vzgoji in starševstvu ter njenem neizbežnem vplivu na možgane, predstavljeni še nevroanatomija človeških možganov, nato so v nadaljevanju predstavljene emocije in čustveno delovanje ter razumevanje otrokovega čustvenega delovanja. V osrednjem delu je predstavljeno emocionalno starševstvo, z njim povezane temeljne komponente in terminologija čustvene hladnosti (aleksitimije) ter pomen prvotnih odnosov na nadaljnje vzpostavljanje le-teh. V drugem, empiričnem delu so predstavljeni izsledki raziskave, v kateri je sodelovalo 289 udeležencev, od tega 218 žensk in 71 moških, s povprečno starostjo 26,26 let. Rezultati kažejo statistično pomembno povezavo med emocionalnim načinom starševstva in čustveno hladnostjo v odraslosti, kar pomeni, da bolj kot oseba ocenjuje svoja starša oziroma njuno starševstvo kot emocionalno, manj bo ta oseba kazala stopnjo čustvene hladnosti v odraslosti. Izvedena raziskava je potrdila tudi povezavo med čustveno hladnostjo in zadovoljstvom v partnerskem odnosu, medtem ko je razlike med spoloma pri dimenziji čustvene hladnosti lahko le delno potrdila. Avtorica je tako na podlagi dobljenih rezultatov zaključila, da obstaja določen trend, ki nakazuje, da bolj kot bodo starši vzgajali z neemocionalnim načinom starševstva, bolj bodo otroci v odraslosti čustveno hladni. V nadaljevanju zaključuje, da se slednja komponenta povezuje z zadovoljstvom v romantičnem odnosu le-ta se negativno povezuje z višjo stopnjo čustvene hladnosti. In this master`s thesis titled Education with emotional parenting style in childhood in connection with emotional coldness and satisfaction in a partner relationship in adulthood the author has researched the connection between emotional parenting style from the point of view of a grown up, emotional coldness (alexithymia) and satisfaction with one`s interpersonal or partner relationship that a person has in their adulthood, at the same time the differences between the sexes in the level of alexithymia were researched. This master`s thesis is divided in two parts, the theoretical and the empirical one. In the theoretical part, there is a presentation of education and parenting with its inevitable influence on the brain, as well as the presentation of neuro-anatomy of the human brain and further a presentation of emotions, their functioning and understanding of a child`s emotional function. The central part of the thesis contains the presentation of emotional parenting and its basic components with the terminology of emotional coldness (aleximythia), and the meaning of primal relationships for future establishing of them. In the second, empirical part there are results of a research, which was done on 289 participants, of those 218 women and 71 men, with their average age of 26.26 years. The results show a statistically important connection between the emotional parenting style and emotional parenting in adulthood, which means that the more a person assesses its parents or their parenting style as emotional, the lesser level of emotional coldness such person will show in adulthood. The conducted research has also confirmed a connection between emotional coldness and satisfaction in a partnership while the differences between sexes in the dimension of emotional coldness could only partially be confirmed. The author has concluded, based on the data obtained, that there is a certain trend indicating that the more the parents educate with the non-emotional parenting style, the more the children will be emotional cold in their adulthood. Furthermore, she concludes that each component is connected to satisfaction in a romantic relationship the latter is negatively connected to the higher level of emotional coldness.

Čustva so zelo pomembna za otrokov celostni razvoj in ker je večina otrok vsak dan približno polovico dneva v vrtcu, je pomembno, da ne samo starši, ampak tudi strokovni delavci v vrtcu ustrezno pristopijo k vsakemu izraženemu čustvu otroka. V diplomskem delu me je zanimalo, ali v vrtcu strokovni delavci pri otrocih opažajo zgolj temeljna čustva ali tudi čustva samozavedanja, ki vključujejo sram in ponos, ter kako se na čustva otroci odzivajo. Za sram in ponos me je tudi podrobneje zanimalo, v katerih situacijah ju strokovni delavci v vrtcu opazijo in kako koristna se jim zdita. Pri raziskovanju sem uporabila anketni vprašalnik. Vzorec anketiranih zajema 40 strokovnih delavk iz VVZ Radovljica, ki delajo z otroki iz obeh starostnih obdobij. Ugotovila sem, da strokovne delavke v vrtcu pri otrocih pogosteje opažajo temeljna čustva, kot pa čustva samozavedanja in da se z otroki o njih tudi več pogovarjajo, največkrat takrat, ko otroci določeno čustvo izražajo. Strokovne delavke čustva, večkrat opazijo na ravni neverbalne komunikacije (mimika obraza), kot na ravni verbalne komunikacije. Otroci po mnenju anketirank čustvo sramu izrazijo redkeje, največkrat, ko se polulajo v hlače, čustvo ponosa pa včasih, največkrat ko samostojno izvedejo neko dejavnost. Največ strokovnih delavk meni, da sta tako čustvo sramu kot čustvo ponosa za otroke koristna. Dejavnosti za razumevanje čustva sramu, ki jih strokovne delavke izvajajo z otroki, so branje literarnega dela, socialne igre, likovne in plesne dejavnosti, za razumevanje čustva ponosa pa dejavnosti z didaktičnimi igrami, nastop pred skupino, obisk kulturnih predstav in pravljice o doživljanju čustev. Emotions are very important for child's comprehensive development. Most of the children spend at least half of the day in preschool, that is why it is important that not only parents, but also educational workers in preschool, have the appropriate approach to each child the expressed emotion. In my degree, I was wondering if educational workers in preschool observed only on basic emotions or on emotions of self-awareness as well, which including shame and pride and how children respond to emotions. For shame and pride I was also interested in more detail and in which situations by educators in preeschool are observed and how useful they seem. In the research I used a questionnaire. Respondent's sample includes 40 educational workers from childcare institution Radovljica, which working with children in both age groups. I found out that the educational workers in preschool notice basic emotions more often than emotions of self-awareness and that they talk with children more about them, most when children express emotion. Educational workers feelings, repeatedly observed at of non-verbal communication (facial expressions), then in form of verbal. According to the respondents, children shame show rarely, mostly when they pee their pants and feeling of pride sometimes, usually when independently perform an activity. The majority of respondents believe, that the emotion of shame as well as pride, are very usefull for the children. Activities for understanding the emotion of shame, that educational workers perform with children are reading proper literature, social games, art and dance activities and for understanding the emotion of pride activities with didactic games, performance in front of the group, visiting cultural performances and a story about experiencing emotions.

V diplomski nalogi smo s pomočjo definicij in pogledov različnih avtorjev predstavili organizacijsko kulturo, zadovoljstvo zaposlenih in prisotnost čustev v organizaciji. Z raziskavo smo preverili, ali organizacijska kultura vpliva na zadovoljstvo zaposlenih in v kakšni meri so na delovnem mestu prisotna čustva. Kot podlago za raziskavo smo uporabili raziskovalni projekt GLOBE, enega večjih projektov na področju raziskovanja organizacijske kulture. S pomočjo standardiziranega anketnega vprašalnika smo v prvem delu anketirance spraševali o obstoječem stanju v podjetju, pri tem pa smo uporabili devet dimenzij organizacijske kulture: odnos do moči, izogibanje negotovosti, družbeni kolektivizem, skupinski kolektivizem, enakopravnost spolov, odpornost, usmerjenost v prihodnost, usmerjenost v uspešnost in človečnost. V drugem delu smo od anketirancev želeli izvedeti, kako in v kolikšnem obsegu se na delovnem mestu kaže prisotnost čustev. Z analizo rezultatov smo ugotovili, da so skupinski kolektivizem, odpornost zaposlenih, usmerjenost v prihodnost in usmerjenost v uspešnost tiste dimenzije organizacijske kulture, ki vplivajo na zadovoljstvo zaposlenih. Prav tako smo ugotovili, da zadovoljni zaposleni na splošno izražajo pozitivno naklonjenost do podjetja in svojih sodelavcev, medtem ko so nezadovoljni zaposleni nenaklonjeni svojim sodelavcem in se na delovnem mestu pogosto soočajo s pojavom jeze. In the thesis we presented organizational culture, employee job satisfaction and the presence of the emotions in organization, with the help of definitions and views of various authors. With the research we verified whether the organizational culture influences the employee job satisfaction and to what extent emotions are presence at the workplace. As a basis for the research, project GLOBE, one of the major projects in the field of organizational culture research, was used. With the help of a standardized questionnaire, in the first part, we were asking about the existing situation in the company, using nine dimensions of organizational culture: power distance, uncertainty avoidance, institutional collectivism, in-group collectivism, gender egalitarianism, assertiveness, future orientation, performance orientation and humane orientation. In the second part, we wanted to find out how and to what extent the presence of emotions is revealed at the workplace. By analyzing the results of the questionnaire, we found out that, in-group collectivism, assertiveness, future orientation and performance orientation, are the dimensions of the organizational culture that influence the employee job satisfaction. We also found out that satisfied employees in general express positive attitude towards the company and their colleagues, while dissatisfied employees are unfavourable to their colleagues and often face with anger at the workplace.

V diplomskem delu sem opredelila otrokova čustva, opisala njihove značilnosti in pojasnila razumevanje čustev. Predvsem sem se poglobila v čustvo jeze pri otrocih v predšolskem obdobju. Kot bodoča vzgojiteljica sem pregledala literaturo, ki opisuje, kako naj vzgojitelji pomagamo otroku učinkovito izraziti jezo. V empiričnem delu diplomskega dela sem raziskala, v katerih situacijah otroci v vrtcu izražajo jezo in na kakšen način, prav tako so me zanimale razlike v izražanju jeze med različno starimi otroki in spoloma. Zanimalo me je tudi, kako se na otrokovo izražanje jeze odzivajo vzgojitelji in drugi otroci. V raziskavo je bilo vključenih 49 otrok iz različnih slovenskih regij, 20 otrok iz prve starostne skupine (do 3. leta) in 29 otrok iz druge starostne skupine (od 3. leta do vstopa v šolo), pri čemer je bilo 18 deklet in 31 fantov. Otroci so izrazili jezo v 72 primerih. Z raziskavo sem ugotovila, da otroci največkrat izrazijo čustvo jeze, kadar jim je odvzet določen predmet. Vsi otroci izrazijo jezo z mimiko in telesom, velik delež teh otrok pa tudi z agresivnim vedenjem do drugih otrok. Razlik v izražanju jeze z agresivnim vedenjem med spoloma in med starostnima skupinama nisem potrdila za vse oblike agresivnega vedenja. Vzgojitelji so ob jezi otrok najpogosteje moralizirali, drugi otroci pa so se največkrat odzvali s sodelovanjem v konfliktu, najmanjkrat pa so z doživljanjem jeze sočustvovali. In my diploma paper, I identified the child's feelings, described their characteristics and explained the understanding of their emotions. In particular, I looked into the emotion of anger in children of preschool age. As a future educator, I reviewed literature which describes how teachers can help children express their anger effectively. In the empirical part of the thesis I investigated the situations in which kindergarten children express anger and how they do it. I have also been interested in the differences in the expression of anger among the children of different ages and sexes. I was also interested in how the educators and other children responded to a child’s anger. The study included 49 children from different Slovenian regions, 20 children from the first age group (up to 3 years) and 29 children from other age groups (from 3 years up to school age). Altogether there were 18 girls and 31 boys. Children expressed the emotion of anger in 72 cases. Following my research, I have found that most children express the feeling of anger when they are deprived of a particular object. All children express anger with various expressions and body language. A large proportion of these children also expressed their anger with aggressive behaviour towards other children. I have not confirmed any differences in the expression of anger between the sexes and between age groups. Educators have most commonly moralized the child and other children usually responded with accompanying the conflict. The children were not prone to show sympathy when an expression of anger came about.

Praktično zaključno delo z naslovom Plesno izražanje predšolskih otrok in plesna dramatizacija, temelji na projektnemu delu, ki smo ga izvedli v vrtcu Radovednež Škocjan, v skupini Cicibani, kjer so otroci stari od 3 do 4 leta. Otroci so se seznanili s pravljico Marjana Mančka: Piščanček Pik. Pravljica nam je bila motivacija za plesno ustvarjanje katerega končni rezultat je bila izvedba plesne dramatizacije. V teoretičnem delu so predstavljena področja, ki so se povezovala ves čas trajanja projektnega dela: ples, glasba, čustva in pravljica v povezavi s predšolskim otrokom. Opisali smo tudi projektno delo v vrtcu. V praktičnem delu je opisan potek projektnega dela. Tekom projekta, ki je temeljil na pripravi in izvedbi plesne dramatizacije, so se otroci seznanili z novo pravljico, spoznavali osnovna čustva (strah, jeza, žalost, veselje), poslušali glasbo za različna razpoloženja in se nanjo gibalno odzvali ter ustvarili plesno dramatizacijo Piščanček Pik, s katero so se na prireditvi ob materinskem dnevu, ki je potekala na ravni vrtca Radovednež Škocjan, predstavili otrokom vrtca, njihovim staršem in zaposlenim. This practical final work with the title Dance Expression of Preschool Children and Dance Dramatization is based on the project work we carried out in the group Cicibani at the kindergarten Radovednež Škocjan, with children of the ages of 3 and 4. They were introduced with the story Piščanček Pik by Marjan Manček. This story was the motivation for dance performance, the final result of which was the staging of a dance dramatization. The theoretical part presents four main areas, which were linked throughout the entire duration of the project work: dance, music, emotions, and story in connection to a preschool child. We also described project work in the kindergarten. The practical part contains the description of the project work. During the project, which was based on the preparation and execution of a dance dramatization, the children were introduced with the new story, they learned about the basic emotions (fear, anger, sadness, joy), listened to music for different moods, and physically responded to create a dance dramatization with the title Piščanček Pik, which they performed for kindergarten children, their parents and kindergarten employees at the event at Mother’s Day, organized by the kindergarten Radovednež Škocjan.

Uvod: Medicinske sestre in zdravstveni delavci na splošno so iz geriatričnega področja strokovno pomanjkljivo usposobljeni, zato lahko pride do nepričakovanih zapletov pri njihovi pooperativni zdravstveni obravnavi. Namen: Naš namen je bil preučiti in predstaviti posebnosti, ki vplivajo na okrevanje starostnikov po operaciji in na katere bi morale biti medicinske sestre in ostalo zdravstveno osebje bolj pozorni. Metode dela: V diplomskem delu smo uporabili deskriptivno metodo s pregledom literature. Pri iskanju literature smo uporabili literaturo od leta 2001 do 2017. Literatura je bila iskana v angleškem jeziku s ključnimi besedami: postoperative health care AND perioperative care elderly AND postoperative nursing AND gerioperative nursing v podatkovih bazah CINAHL, Science Direct, Google scholar, PubMed in COBISS. V analizo smo vključili 20 člankov. Rezultati: Starostniki na bolečino niso bolj občutljivi, so pa bolj občutljivi na zdravila, tako da je potrebno prilagoditi količino opiata v kombinaciji s periferno delujočim analgetikom. Pri odpustu iz bolnišnice trpi zaradi pooperativnih kognitivnih motenj kar 30–41 % pacientov. Na razvoj psihosomatskih obolenj po operaciji pri starostnikih vplivajo določeni dejavniki pred operacijo, zdravila in različni dejavniki med operacijo in po operaciji. Razprava in zaključek: Starejši potrebujejo veliko naše zdravstvene podpore in skrbi s ponavljajočimi navodili, usmerjanji in nenehno motivacijo. Največji vpliv na okrevanje in občutek pacientov, da so v varnih rokah, ima pozornost, skrb, upoštevanje navodil kirurgov in dobra navodila negovalnega osebja. Zdravstveno osebje bi moralo bolj sistematično ocenjevati stres pacientov in bolečino ter jim izboljšati bolnišnično izkušnjo. Glede na vsa dejstva predpostavljamo in zaključujemo, da bi bilo za paciente bolj koristno in za zdravstvo ceneje, če bi se osebje in bližnji bolj informirali in izobraževali o posebnostih pooperativne zdravstvene nege ter se pogovorili o občutkih in čustvih starostnikov v občutljivem pooperativnem obdobju in poskrbeli za sproščanje, preden bi jih poslali na dodatne preiskave. Introduction: The professional qualification of nurses and health professionals from geriatric areas is poor, and can lead to complications in the medical treatment of the elderly when they are hospitalized. Purpose: Our aim was to examine and present specific features that influence on the recovery of elderly people, and to which the nurses and the other medical staff should pay more attention. Methods: In this thesis, we used a descriptive method with a systematic review of the literature. In search of the literature was used literature namely from 2001 to 2017. The literature was searched in English with keywords postoperative health care AND perioperative care elderly AND postoperative nursing AND gerioperative nursing in databases CINAHL, Science Direct, Google Scholar, PubMed and COBISS. The analysis included 20 articles. Results: Elderly are not more sensitive to pain, but they are more sensitive to drugs, so the required amount of an opiate, in combination with a peripherally acting analgesic should be adjusted. When discharged from the hospital, 30-41% of patients suffer from post-operative cognitive disorders. The psychosomatic disorders after surgery develop because of some medicines and various factors during surgery and after surgery. Discussion and conclusion: Elderly need a lot of our medical support and care, with repeated instruction, guidance and constant motivation. The biggest impact on patients recovery is the feeling that they are in safe hands, the attention, care, adherence surgeons and good advice of nursing stuff. Medical personnel should more systematically assess patients stress and pain, and improve their hospital experience. In the light of all the facts, we assume and conclude that it would be more useful for the patients and cheaper for the heath care if staff would be more informed and educated about the specifics of post-operative care and talk about feelings and emotions with the elderly in sensitive postoperative period and take care for their release, before sending them to further investigations.

Diplomska naloga govori o vlomih na splošno, o njihovih posledicah in žrtvah. Vlom je pri nas vsakodnevni pojav in se vedno bolj pogosto dogaja. Veliko ljudi se je že srečalo z vlomom ali pa vsaj poznajo kakšno žrtev. Temo sem si izbrala z namenom, da raziščem, kaj doživljajo žrtve vloma in kakšne so razlike v doživljanju glede na spol. Prvi del diplomske govori bolj o vlomu na splošno. Predstavljena je definicija vloma, načini vlamljanja, kako se preiskovalci lotijo preiskave vloma, kdaj se zgodi največ vlomov in kakšna je statistika vlomov v Sloveniji glede na pretekla leta. Za dokazovanje vloma so za preiskovalce zelo pomembne sledi in priče. Sodelovanje med pričo in preiskovalcem je pomembno z vidika pridobivanja informacij. Predstavljeni so tudi vlomilci — kakšne vrste vlomilcev poznamo in kako jih z vlomi zaznamujemo. Drugi del naloge je pomembnejši in se nanaša na žrtev in njene posledice. Žrtve vloma doživijo psihične in materialne posledice. Za žrtev imajo večjo težo psihične posledice. Pri tem se reakcije na vlom razlikujejo po spolu. Preteklost in osebnost žrtve imata močan vpliv na to, kako žrtev reagira na vlom. Vse žrtve namreč ne reagirajo enako na vlom in pri prizadetih se pojavijo različna čustva. Vlom pomeni za žrtve ogromen stres, zaradi česar se razvijejo različna čustva. Med najpogostejšimi so: strah, jeza, jok, obup, šok, tesnoba, panična motnja, depresivnost, žalost … V nadaljevanju je predstavljena tudi viktimologija, veda, ki se ukvarja z žrtvijo. Viktimologi raziskujejo dejavnike viktimologije, zakaj se ponavlja, kakšne so njene posledice na žrtev. Te so predvsem psihične narave in pogosto se pojavi tudi posttravmatska stresna motnja. To je motnja, ko žrtev po doživetju potencialno travmatičnega dogodka razvije nadaljnje travmatične težave. The thesis explores the acts of burglary in general, its consequences and victims. Burglary is an everyday occurrence and is becoming more frequent. There are many people that have been victims of burglary or at least know someone who has. The topic was chosen in order to explore what burglary victims feel and the difference of such feelings according to gender. The first part of the thesis is focused on burglary in general- the definition of burglary, methods, investigations of burglaries, time periods when most of these criminal acts occur and the statistics of burglaries in Slovenia in comparison with previous years. Traces and witnesses play an important role during the investigation of a burglary. Cooperation between witnesses and investigators is important for gaining information. Also different types of burglars are presented and the consequences their act has on them. Second part of the thesis is of bigger importance as it deals with the victims and consequences. When individuals become victims of a burglary, they suffer material and psychological consequences. Psychological consequences are of greater importance to the victims. Reactions to burglary are gender distinctive while also past experiences and personality affect the reactions of a burglary victim. All victims don't react in the same manner and various emotional reactions can happen. Becoming a victim of a burglary causes immense stress to an individual and evokes various emotional reactions. Most often these reactions are: fear, anger, crying, desperation, shock, anxiety, panic disorder, depression, sadness… The continuation of the thesis deals also with victimology, a study of victims. Victimology experts study factors of victimology, why it re-appears, and its consequences on the victim. Consequences are usually psychological and often result in a posttraumatic stress disorder. Posttraumatic stress disorder is a mental disorder that can develop after a person is exposed to a potentially traumatic event that results in further traumatic difficulties.

Diplomska naloga z naslovom Žalovanje predšolskih otrok ob izgubi pomembne osebe je sestavljena iz teoretičnega in empiričnega dela. Z diplomsko nalogo sem želela spoznati in izvedeti, ali se v vrtcu vzgojitelji ter vzgojiteljice pogovarjajo o smrti z otroki, ali je smrt večinoma tabu tema, ki se ji izogibajo in pred to temo otroke obvarujejo, ter tudi, na kakšne načine to temo obravnavajo v vrtcu. V prvem, teoretičnem, delu diplomske naloge sem pisala o smrti in žalovanju ter doživljanju smrti in žalovanja pri otrocih. Opredelila sem, kaj je smrt in žalovanje, katere so faze žalovanja, pomoč pri žalovanju ter ali je pravilno, da otrok vidi odraslega jokati oziroma žalovati. V nadaljevanju sem pisala o tem, kako otrok razume smrt, kako otroku razložimo smrt, odziv otroka na smrt bližnje osebe ter smrt staršev ter ali naj se otrok udeleži pogreba ali ne. Ob koncu teoretičnega dela sem obravnavala pomembno temo, in sicer, kako pomagati otroku ob izgubi njemu pomembne osebe. Dodala sem tudi nekaj primerov literature, s katero si lahko pomagamo, ko se s predšolskim otrokom želimo pogovoriti o žalovanju ali smrti. V empiričnem delu sem imela s pomočjo anketnega vprašalnika, ki sem ga razdelila med vzgojiteljice ter pomočnice vzgojiteljic, namen ugotoviti, ali imajo vzgojitelji ter pomočniki vzgojiteljev izkušnje z otrokom, ki je doživel izgubo njemu pomembne druge osebe in kako v vrtcu to temo obravnavajo. V empiričnem delu so interpretirani in predstavljeni rezultati raziskave, ki so bili obdelani s pomočjo programa Microsoft Office Excel. Ugotovila sem, da se v vrtcih z otroki o smrti veliko pogovarjajo, vendar se te teme večinoma ne dotikajo, če to ni zares potrebno. Znajo izbrati pristope pogovora z otrokom in pomoči otroku, ki izgubi njemu bližnjo osebo. Diploma thesis, titled Grieving of preschool children when losing an important person, consists of two parts, empirical and theoretical. By this diploma thesis I have questioned, whether and childcare workers deal with the topic of death if they talk about it with children and in which manner or if they try to avoid it. In the theoretical part, I have written about death, grieving, and how children experience them. I have defined death and grieving, listed grieving phases, focused on how to deal with a grieving child and established if it is good for a child to see an adult cry. I continued with the topic of death how a child understands it, how we explain it to a child, child's response to the death of a close relative or a parent, and should a child attend the funeral. I have summarized my work with some guidelines on helping a child when losing an important person in their life. I have added some useful literature to rely upon when we talk with a preschooler about death and grieving process. In the empirical part, I have analyzed the questionnaire, given to childcare workers to solve. My intention was to establish, whether preschool teachers have any experience in dealing with a grieving child as a result of a loss of an important person and how they deal with this topic in kindergarten. Results are presented in Microsoft Office Excel. My conclusion is that childcare workers actually talk about death, but only if it is really necessary. They also know how to approach and help a preschooler, if he/she loses an important person in life.

V diplomskem seminarju sem predstavil pomembnost čustvene inteligence v organizacijah. V prvem poglavju je opredeljena čustvena inteligenca in čustvo. V drugem poglavju so razložene vse štiri spretnosti za razvijanje popolne čustvene inteligence posameznika: samozavedanje, obvladanje sebe, družbeno zavedanje in obvladanje medsebojnih odnosov. V tretjem poglavju je predstavljen pomen povezovanja posameznikov v čustveno inteligentne skupine. S povezovanjem pridobijo znanje, izkušenosti in postanejo močnejši za doseganje skupnih ciljev. V četrtem poglavju je razložena razlika med čustvenim in razumnim umom, kaj prispevata k posamezniku in pomembnost obojega. V petem poglavju je predstavljen pomen čustvene inteligentne za organizacije, kako se ohrani, kako se poveča in meri. Na koncu je opredeljen vpliv čustvene inteligence na organizacije, kako lahko znižajo stres, izboljšajo pogoje na delovnem mestu in pomagajo pri vodenju organizacije. In the diploma seminar I presented the importance of emotional intelligence in organizations. In the first chapte i will refined emotional intelligence and emotion. The second section covers all four skills to develop complete individual emotional intelligence: self-awareness, self mastery, social awareness and mastery of interpersonal relations. The third chapter presents the importance of connecting emotionally intelligent individuals in the group. Thus, they acquire the knowledge, skills and become stronger to achieve common goals. In the fourth chapter explains the variation of the emotional and the rational mind, is valuable to the individual and the importance of both. In the fifth chapter presents the importance of emotionally intelligent organizations, how it is maintained, how it increases and custom. Finally, the emotional impact is defined ingerence to organizations how they can reduce stress, improve conditions on the workstation and assist in the management of the organization.

V Sloveniji je v letih 2011–2014 potekal projekt E-učbeniki pri naravoslovnih predmetih v osnovni šoli. Rezultat projekta so učbeniki za naravoslovne predmete v osnovni in srednji šoli. Med obveznimi naravoslovnimi predmeti niso pripravili le učbenika za biologijo. Da bi ugotovili, kako bi delo z interaktivnim elektronskim učbenikom pri biologiji vplivalo na pridobivanje znanja, smo sami pripravili vzorčne aktivnosti z orodji in po smernicah, ki so bile uporabljene za izdelavo ostalih učbenikov. Na začetku raziskave smo si zastavili dve glavni raziskovalni vprašanji: (1) Ali interaktivnost vpliva na pridobivanje znanja? in (2) Ali na pridobivanje znanja vpliva format učbenika? Poleg tega so nas zanimale razlike med uporabniki. Preučili smo vplive odnosa učencev do predmeta, učnega sklopa, načina dela, učitelja ter vpliv izkušenj glede na način dela. Za namene raziskave smo izdelali učni sklop elektronskega učbenika na temo čutil s tremi podenotami: 1. Vid, 2. Sluh, 3. Vonj, okus in tip. Uporabili smo orodje ExeCute 3.5, ki je bilo uporabljeno tudi za izdelavo učbenikov pri prej omenjenem projektu. Pridobljeno znanje smo ovrednotili z razliko točk med predtestom in potestom, ki so ga učenci rešili pred aktivnostjo in po njej. Aktivnosti smo izvedli na tri različne načine: delo s tablico, pri katerem je bil uporabljen elektronski učbenik, delo s projektorjem, kjer je prav tako bil uporabljen elektronski učbenik, ter delo s klasičnim učbenikom, ki je bil vsebinsko enak elektronskemu učbeniku z manjšimi prilagoditvami za fizični format učbenika. Za ugotavljanje razlik med učenci smo sestavili vprašalnik, s katerim smo ovrednotili čustva do predmeta, odnos do učnega sklopa, načine dela in učitelja ter mnenje o izkušnjah glede na način dela. K sodelovanju v raziskavi smo povabili šole, ki so sodelovale v projektu, njihovi učenci in učitelji pa so imeli izkušnje z uporabo elektronskih učbenikov. Ugotovili smo, da interaktivnost ni vplivala na pridobivanje znanja. Delo z elektronskim in klasičnim učbenikom je imelo primerljiv vpliv na pridobljeno znanje. Učenci so najmanj znanja pridobili z delom s projektorjem, ki je bil najbolj pasiven način dela v raziskavi. Pri delu s projektorjem je bil uporabljen elektronski učbenik, tako format učbenika ni vplival na pridobivanje znanja. Razlike med skupinama A in B so bile večinoma ali nepomembne ali manj pomembne, nekoliko bolj je odstopala skupina C. Pri analizi testov so rezultati sklopa o vonju, okusu in tipu pri vseh skupinah, ne glede na način dela, odstopali od sklopov o vidu ter sluhu. Ker se je odstopanje pojavilo pri vseh skupinah, ni bistveno vplivalo na skupen rezultat, je pa onemogočilo določitev povezave med različnimi odnosi (do učitelja, predmeta, sklopa ter načina dela) in izkušnjami z uporabo posameznih učnih pripomočkov (tablica, projektor in klasični učbenik) ter pridobljenim znanjem. In Slovenia government sponsored a project E—textbooks for science subjects in secondary schools in years 2011 - 2014, in which e-textbooks for science subjects were created for secondary schools and high schools / college. The only compulsory science subject that did not get its own textbook was Biology. We were interested to see what such textbook would look like and how would working with interactive e-textbook in Biology affect gained knowledge. For that reason we have created example activities with tools and guidelines used for creation of other textbooks. At the beginning of our research we posed two research main questions: (1) Does interactivity have an impact on gaining knowledge? and (2) Does a format of a textbook have an impact on gaining knowledge? In addition, we were interested in any existing differences between test groups, that could affect results. We were interested in differences in attitude towards the subject, the topic, the type of learning (with e-textbook, classic textbook and a projector), the teacher and experiences with working with different methods. For this research we have created a part of e-textbook for the topic of senses with three sub-topics: 1. Sight, 2.Hearing, 3. Taste, Smell and Touch. We used a program ExeCute 3.5, which was also used to create e-textbooks for before mentioned project. We measured gained knowledge as a difference in achieved marks between results of post-test and pre-test that students completed before and after the learning process. Learning was facilitated in 3 different ways: 1. Using tablet computer, with electronic textbook, 2. Projector, also using electronic textbook and 3. Classic printed textbook, with same content and activities as electronic textbook, with minor adjustments due to format. To determine any existing differences between groups we used a questionnaire which asked students about their before mentioned attitudes as well as their experiences with using different textbook types. We invited schools participating in the government project to also participate in our study. This way both teachers and the students had some experience with use of e-textbooks as a part of a learning process. We found out that interactivity did not have an effect on gaining knowledge. Learning with electronic textbook and classic textbook had a similar effect on gained knowledge. Students gained the least knowledge learning with a projector, which was the most passive method used in our study. For work with a projector the same e-textbook was used and as such the format of textbook did not directly affect gained knowledge. The differences in attitude between groups A and B were either negligible or small, attitude of group C however, was somewhat more different from the others. In the analysis of tests we found out that there were outlying results for one topic (taste, smell and touch), regardless of the method used. Because the same occurred across all groups it did not have an impact of overall result, it did however make in impossible to determine connections between attitudes (towards teacher, subject, topic and learning tool), experience with use of different learning tools (tablet computer, projector and classic textbook) and gained knowledge.

Namen diplomskega dela je bil ugotoviti, katera so tista neprimerna vedenja, s katerimi učenci najpogosteje kršijo pravila šolskega reda in katera od teh dejanj so najbolj moteča. Cilj je bil ugotoviti tudi vzroke za pojav neprimernih vedenj (po mnenju učiteljev) in metode oz. pristope, ki jih uporabljajo učitelji ob neprimernem vedenju. Prav tako je bil namen spoznati, ali učenci z neprimernim vedenjem spodbudijo negativna čustva pri učiteljih, katera so ta in kaj vpliva na njihovo izčrpanost. Prvi, teoretični del, predstavljajo teoretična spoznanja različnih avtorjev, drugi, empirični del, je prikaz odnosa učiteljev razrednega pouka do neprimernega vedenja učencev na podlagi anketnega vprašalnika, ki so ga reševali učitelji. Rezultati empirične raziskave so pridobljeni s pomočjo spletnega anketnega vprašalnika, ki je vseboval 8 vprašanj zaprtega tipa in so ga reševali 103 razredni učitelji. Rezultati raziskave so pokazali, da je najbolj moteče vedenje po mnenju anketirancev psihično in fizično nasilje med vrstniki, najpogostejše neprimerno vedenje pa klepetanje. Učitelji menijo, da vzroki neprimernega vedenja izhajajo iz družine. Ob neprimernem vedenju učencev doživljajo učitelji negativna čustva, najpogosteje razočaranje. Neprimerno vedenje vpliva na izčrpanost učiteljev. Pri reševanju neprimernih vedenj učitelji uporabljajo pristope zmernega nadzora, prav tako Glasserjev in Dreikurssov model reševanja neprimernih vedenj učencev. The purpose of this diploma thesis was to determine which inappropriate behavioural attitudes that violate school discipline appear among pupils and which of these actions are the most disturbing. The aim was also to determine the cause of such misbehaviour (according to teachers) and methods and approaches that teachers use on inappropriate behaviour. The main objective was also to realise whether those inappropriate actions encourage negative feelings among teachers and whether they affect teachers’ exhaustion. In the theoretical part there are described theoretical findings of different authors and second, empirical part shows the relation of class teachers towards inappropriate behavioural attitudes based on survey among teachers. The online questionnaire contained 8 closed-type questions and was solved by 103 teachers. The results of the research indicated that the most distracting behaviour is psychological and physical violence among peers and the most frequent misbehaviour is chatting. Teachers think that causes of inappropriate behaviour derive from family. By pupils’ misbehaviour, teachers experience negative emotions, especially disappointment. When solving inappropriate behavioural attitudes teachers use moderate-control approaches, alike Glasser’s and Dreikurs’ model.

Diplomsko delo obravnava (možno) uporabo mnemotehnik pri učenju arbitrarnih kategorij v nemščini kot tujem jeziku. Osrednji cilj je s stališča nevrodidaktike opozoriti na učinkovitost mnemotehnik in s stališča vrlinske epistemologije upravičiti spominska prepričanja na podlagi tega, kako jih ohranjamo v spominu. V teoretičnem delu je umetnost pomnjenja opisana kot čustveno obarvana strategija organiziranja spominskih vtisov v okviru asociativnega učenja, spomin opredeljen kot epistemska vrlina ter mnemotehnike kot metode pomnjenja, ki upravičujejo ohranjanje prepričanj in krepijo spomin. Sekundarni cilj je na podlagi učbeniškega gradiva – z eksemplarično analizo izbranega priročnika in učbenika – ugotoviti, v kolikšni meri so pri učenju arbitrarnih kategorij mnemotehnike zastopane (barvno kodiranje, mentalne slike, metoda lokacije in domišljijske zgodbe). Ob analizi se poskuša s sugestijami, kako tematizirati mnemotehnike, dopolniti komunikacijske vrzeli, ki nastopijo zaradi diskretnega pristopa k mnemotehnikam. Če mnemotehnike pozitivno učinkujejo na učenje, potem bi jih bilo potrebno tematizirati tudi v izobraževalnem procesu učiteljev in učencev. Die vorliegende Arbeit behandelt den (möglichen) Einsatz von Mnemotechniken beim Lernen arbiträrer Lerninhalte in der Fremdsprache Deutsch. Das zentrale Ziel ist es aus neurodidaktischer Sicht auf die Effizienz von Mnemotechniken aufgrund der erhöhten Lernleistung hinzuweisen und aus epistemologischer Sicht Überzeugungen aus unserem Erinnerungsvermögen anhand der Weise, wie sie im Gedächtnis abgespeichert werden zu rechtfertigen. Im theoretischen Teil wird die Gedächtniskunst als emotional geladene Strategie der Organisierung von Gedächtniseindrücken im Rahmen des assoziativen Lernens und das Gedächtnis als epistemische Tugend beschrieben. Mnemotechniken werden als Gedächtnismethoden verstanden, die das Erinnerungsvermögen stärken und somit die Erhaltung von Überzeugungen rechtfertigen. Das sekundäre Ziel ist es anhand einer exemplarischen Lehrwerkanalyse darauf einzugehen, wie stark Mnemotechniken beim Lernen arbiträrer Kategorien vertreten sind (Farbkodierung, mentale Gedächtnisbilder, die Loci-Technik und Kurzgeschichten). Es werden Vorschläge gemacht, wie die durch diskrete Ansätze entstandenen Kommunikationslücken zu füllen sind. Dabei wird die Herangehensweise zum Deutschlernen mit Mnemotechniken mit der in einem unkonventionellen Lehrwerk verglichen. Wenn sich Mnemotechniken positiv auf das Lernen auswirken, dann sollten sie im Bildungsprozess der Lehr- und Lernenden stärker thematisiert werden.

Den Ausgangspunkt der Diplomarbeit bilden substantivische Kollokationen des Typs Adjektiv + Substantiv, welche das Merkmal auszeichnet, dass sie eine gemeinsame semantische Grundlage aufweisen. Mit dieser Grundlage sind deren Adjektive gemeint, durch welche sich Gefühls- bzw. Emotionszustände ausdrücken lassen. Kollokationen zählen zum Gegenstandsbereich der Phraseologie, da sich diese Forschungsrichtung vorwiegend mit der Erforschung von festen Wortverbindungen einer Sprache beschäftigt. Vor allem in den letzten Jahrzehnten wurde der Erforschung von Kollokationen viel Aufmerksamkeit geschenkt, da man erkannte, dass die Sprache nicht wie eine Menge an Wörtern funktioniert, welche man beliebig verknüpft, sondern dass diese Verbindungen typisch und vorhersehbar geregelt sind, was beim Lesen dieser Arbeit ersichtlich wird. Den Sprechern der deutschen Sprache wird hauptsächlich durch Adjektive ermöglicht, bestimmte Gefühlszustände ausdrücken, daher bilden sie auch das Zentrum der Arbeit. Diese sind jedoch nicht isoliert zu betrachten, da sie jeweils verschiedene semantische Inhalte aufweisen und durch die Analyse aufgezeigt wird, dass die Semantik der Adjektive, hinsichtlich ihres Bezugswortes, variiert. Um zu dieser Schlussfolgerung zu gelangen, müssen auch die Substantive, mit denen sich die Adjektive am häufigsten verbinden, in Betracht gezogen werden. Diese Daten können anhand von umfangreichen Korpora erhoben werden, wobei sich diese Arbeit auf das Digitale Wörterbuch der deutschen Sprache (DWDS) stützt, aus welchem die Frequenzen der jeweiligen Wortverbindungen entnommen wurden. Hierbei wird unter anderem die Annahme bestätigt, dass sich emotionsgeprägte Adjektive im authentischen Sprachgebrauch nicht lediglich auf Personen bzw. Lebewesen beziehen. Die Erwartungshaltung, dass es sich bei der Mehrheit der Wortverbindungen um Phraseme im engeren Sinne und/oder Kollokationen handelt kann bestätigt werden, jedoch ist dies auch weitgehend davon abhängig, auf welche Theorie sich die wissenschaftliche Arbeit dabei stützt. Izhodišče diplomskega dela predstavljajo samostalniške kolokacije tipa pridevnik + samostalnik, za katere je značilna skupna semantična osnova – pridevniki, s katerimi se izražajo čustvena stanja. Kolokacije sodijo v tematsko področje frazeologije, ki se ukvarja predvsem z raziskovanjem stalnih besednih zvez določenega jezika. Zlasti v zadnjih desetletjih je bilo raziskovanju kolokacij namenjeno veliko pozornosti, in ugotovljeno, da jezik ne deluje kot množica besed, katere poljubno povezujemo, temveč da so te povezave tipično in predvidljivo urejene, kar bo razvidno pri branju tega diplomskega dela. Govorcem nemškega jezika omogočajo izražanje določenih čustvenih stanj predvsem pridevniki, ki tako predstavljajo jedro tega dela. Vendar pa le teh ni priporočljivo opazovati izolirano, saj ima vsak drugačno semantično vsebino. Tudi analiza pokaže, da pomen pridevnikov, glede na besedo na katero se nanašajo, variira. Da lahko pridemo do takšnega zaključka, je potrebno upoštevati tudi samostalnike, s katerimi se pridevniki najpogosteje povezujejo. Ti podatki se lahko zberejo s pomočjo obsežnega korpusa, pri čemer se diplomsko delo opira na Digitales Wörterbuch der deutschen Sprache – DWDS (Digitalni slovar nemškega jezika), iz katerega so pridobljene frekvence posameznih besednih zvez. Med ostalim je hipoteza, da se čustveno zaznamovani pridevniki v avtentični rabi jezika ne nanašajo zgolj na osebe oz. živa bitja, potrjena. Tudi pričakovanje, da gre pri večini besednih zvez za frazeme v ožjem pomenu in/ali kolokacije, se lahko potrdi, vendar je v veliki meri odvisno od tega, na katero teorijo se znanstveno delo pri tem opira.

Diplomsko delo z naslovom Obrazni izrazi in vloga upodabljanja čustev v portretni umetnosti je sestavljeno iz dveh delov, teoretičnega in praktičnega. V teoretičnem delu smo predstavili telesno govorico in izražanje čustev. Osredotočili smo se na opisovanje čustvenih izrazov na obrazu in izražanje ekspresije v likovni umetnosti. Nato smo obravnavali upodobitve obrednih in izraznih gibov, ki so se ohranile v ikonografiji. Proti koncu teoretičnega dela smo predstavili še tri umetnike: Charlesa Le Bruna, Rembrandta Harmenszoon van Rijna in Francisa Bacona, ki so v svojih v portretih in avtoportretih raziskovali in ustvarjali različne izraze človekove ekspresije. Telo v kontekstu gibanja in čustev smo proučevali zato, da bi obravnavano vsebino uporabili pri odkrivanju psiholoških lastnosti portretirancev. V praktičnem delu smo na začetku predstavili izdelavo kartonske praskanke s kombiniranjem materialov in uporabo različnih orodij pri modeliranju oblik v beli risbi. Na koncu smo predstavili še ustvarjalni proces ter lastne portrete in avtoportrete. Graduation thesis with the title Facial expressions and role of depicting emotions in portrait art consists of two parts, theoretical and practical. In the theoretical part we presented body language and expression of emotions. We focused on describing facial expressions of emotions and revealing these expressions in fine art. Furthermore, we discussed the depictions of ceremonial and expressive gestures, which are still preserved in iconography. At the end of the theoretical work we introduced three artists: Charles Le Brun, Rembrandt Harmenszoon van Rijn and Francis Bacon, who in their own portraits and self-portraits researched and portrayed human expressions in different ways. We studied the body within the context of gestures and emotions to use this material for detecting psychological characteristics of the people portrayed. In the practical part we firstly presented the making of cardboard scratchboard by combining materials and using different tools for modelling shapes on white drawing. At the end we described the creative process and our own portraits and self-portraits.

Osrednji namen diplomskega dela je raziskati, kako pogosto, v katerih situacijah in na kakšen način izražajo čustva deklice ter dečki v predšolskem obdobju. V teoretičnem delu se najprej posvetim splošnim značilnostim čustev, nato pa predstavim značilnosti posameznih temeljnih čustev, in sicer veselja, jeze, žalosti in strahu. Sledi pregled razvoja čustev in poglavje o vlogi vzgojitelja pri čustvenem razvoju otrok. Na koncu se posvetim razlikam med spoloma, in sicer predstavim biološke razlike, spolno diferencirano čustveno socializacijo, spolne stereotipe in izražanje čustev pri dečkih ter deklicah. V empiričnem delu podrobno analiziram del podatkov, pridobljenih v raziskavi o izražanju čustev predšolskih otrok, katere nosilki sta Helena Smrtnik Vitulić in Simona Prosen. Zanimalo me je, v katerih situacijah in na kakšen način izražajo temeljna čustva dečki ter deklice. Preverjam tudi, ali obstajajo statistično pomembne razlike med spoloma v pogostosti izražanja temeljnih čustev. Rezultati so pokazali, da med dečki in deklicami ni statistično pomembnih razlik v pogostosti izražanja temeljnih čustev. Največje razlike med spoloma v situacijah, ki sprožajo temeljna čustva, so se pokazale pred nastopom, ob pogrešanju ljube osebe, ko otrok nečesa ni dobil in ob dosežku. V načinu izražanja temeljnih čustev so se največje razlike med spoloma pokazale pri izražanju žalosti v obliki mencanja oči, strahu v obliki zibanja/prestopanja, veselja v obliki smeha in jeze v obliki nemira. The main purpose of the diploma thesis is to research how often, in which situations and how do preschool girls and boys express their emotions. I start the theoretical part by explaining general characteristics of emotions, following by characteristics of individual basic emotions, namely joy, anger, sadness and fear. After that I present an overview of the development of emotions and the role of preschool teacher in the emotional development of children. At the end I focus on gender differences and introduce biological differences, gender stereotypes, gender differentiated emotion socialization and differences between boys and girls in the emotion expression. In the empirical part I present a detailed analysis of the data obtained in the study on the emotion expression in preschool children, which was conducted by H. Smrtnik Vitulić and S. Prosen. I was interested, in which situations and how do preschool children express basic emotions. I also examine whether there are statistically significant gender differences in the frequency of expression of basic emotions in preschool children. The results showed that between boys and girls there are no statistically significant differences in the frequency of expression of basic emotions. The biggest differences between the sexes in situations that trigger basic emotions were in situation before performance, when a child missed loved ones, when a child didn’t get something and when a child achieved something. The biggest differences between the sexes in emotion expression were in expressing sadness in the form of rubbing eyes, fear in the form of rocking/shifting from one foot to the other, joy with laughter and anger in the form of restlessness.

Del človeštva spoznava, da se je potrebno vrniti k celostnemu in ustvarjalnemu človeku, ki je sposoben čustvovati, obstajati, se izražati, sodelovati, soustvarjati – v vsej svoji različnosti. Mnoga podjetja so se zato v 21. stoletju obrnila tudi k umetnosti. Umetnost ima namreč moč spodbujati ustvarjalnost, ki je podlaga za inovativnost, spodbuja medsebojno ustvarjalno sodelovanje in nagovarja človeški potencial v celoti - srce, telo, razum in duha. Kljub strinjanju strokovnjakov, da je ustvarjalnost koristna in nujno potrebna za družbeni napredek in da brez inovacij dolgoročen obstoj podjetij ni možen, smo v praksi še šibki. Vsako podjetje na svoj način išče odgovore in rešitve. V zadnjih letih napredna podjetja, predvsem v tujini, pomoč iščejo tudi pri umetnikih in umetniških organizacijah. Primeri so pokazali, da so bili ti cilji doseženi, a je povezava med umetniškimi intervencijami in inovacijami redko neposredna in očitna. Obenem je na voljo malo teorije in empiričnih študij, na katerih bi temeljila strategija za raziskovanje in vrednotenje vplivov umetniških intervencij na ustvarjalnost in inovativnost. V majhnem, slovenskem podjetju X smo z enajstimi udeleženci v obdobju enega leta izvedli raziskavo s tremi različnimi umetniškimi intervencijami s tremi različnimi umetniki. Ker smo poskušali priti do čim celovitejše slike doživljanja umetniških intervencij v izbranem podjetju oziroma do čim celovitejše analize njihovih vplivov na proučevane konstrukte (percepcija lastne ustvarjalnosti, ustvarjalna samoučinkovitost, samospoštovanje, razpoloženjska in čustvena stanja, klima za psihološko varnost), smo uporabili kombinacijo kvantitativnih in kvalitativnih raziskovalnih metod. Ugotovili smo, da kvantitativni del raziskave kaže, da v proučevanem obdobju ni prišlo do statistično značilnih razlik med merjenji konstruktov, ki bi kazale na učinkovitost umetniških intervencij v izbranem podjetju (nakazovala se je le smer povišanja ali znižanja). O toliko večji podpori umetniškim intervencijam v izbranem podjetju pa govori kvalitativni del. Nekateri udeleženci raziskave so pol leta po intervencijah zaznali spremembe pri svojem delu in v delo začeli vnašati spremembe v smeri večje ustvarjalnosti. Nekateri so ugotovili, da so npr. bolj ustvarjalni, kot so pričakovali, da so pri delu manj pasivni in rutinerski ter bolj spontani, da so ob izdelkih, ki so nastali na intervencijah, odkrili lasten, še neizkoriščen ustvarjalni potencial in da lahko tudi na do sedaj nepoznanih področjih pokažejo ustvarjalnost. Nekateri udeleženci so občutili spremembe pri doživljanju samih sebe, zlasti pa so po intervencijah veliko bolj zaznavali in izražali različna razpoloženjska in čustvena stanja. Predvsem so po intervencijah začeli drugače doživljati svoj tim. Na intervencijah so imeli udeleženci priložnost spoznati sposobnosti sodelavcev, njihovo ustvarjalnost, odprtost, sproščenost in pripravljenost za sodelovanje. Povezanost in sodelovanje znotraj tima se je zato povečalo in pri večini se je doživljanje psihološke varnosti v podjetju okrepilo. Na podlagi izkustva so se okrepila tudi spoznanja o sinergičnih učinkih medsebojnega povezovanja in sodelovanja, kjer udeleženci raziskave po intervencijah vidijo največji in še neizkoriščen potencial. Umetniške intervencije so spodbudile razmišljanje o pomenu ustvarjalnosti in inovativnosti za posameznika in podjetje ter željo in ideje za nadaljnje aktivnejše razvijanje tega področja. Ugotovili smo, da uvajanje sprememb na področju vedenja pogosto zahteva napor in čas. Zato bi morali pri merjenju vplivov umetniških intervencij več pozornosti nameniti dolgoročnim izidom. Obenem bi bilo potrebno povečati intenziteto izpostavljenosti posameznika različnim umetniškim intervencijam skozi daljše časovno obdobje. Več pozornosti pa bi bilo potrebno nameniti tudi uporabni vrednosti umetniških intervencij. There is a growing understanding among people that a return to human being is necessary – a return to Man who is comprehensive, creative, man capable of emotionality, existence, expression, cooperation, co-creation – in all our diversity. Therefore, in the 21st century many companies have also turned towards art. Not only due to the need to encourage creativity, which is the foundation of innovation, but also because art addresses and draws on the heart, body, reason, and spirit. Even though many experts agree that creativity is beneficial and necessary for any social progress and that long-term existence of a company is not possible without innovation, humankind is still performing inadequately in practice. Every organisation is looking for answers and solutions in its own way. In the recent few years, advanced organisations – primarily foreign – have been seeking help with artists and art organisations. Cases have shown that these goals were achieved, but the correlation between artistic interventions and innovations is rarely direct and obvious. At the same time, theory is scarce and there are only a handful of empirical studies that would serve as a strategic basis for the study and evaluation of art’s impact on creativity and innovation. Namely, scientific techniques and established work methods in this field do not exist, so the options are practically unlimited. However, with high (creative) freedom, one faces greater risk and uncertainty. In a small Slovenian company X, we conducted a study with eleven participants in a period of one year, with three artistic interventions and three different established artists. As we hoped to get the most comprehensive picture of experiencing artistic interventions in the selected company – or the most comprehensive analysis of their effects on the studied constructs (perceptions of one’s own creativity, creative self-efficacy, self-esteem, moods and emotional states, climate for psychological safety) – we used a combination of quantitative and qualitative research methods. We detected that artistic interventions had no significant effects on measured constructs – quantitative analysis only indicates upward or downward trends however, the qualitative part lends much greater credence to artistic interventions in the selected company. Half a year after the interventions, some participants felt differences in their work. They began implementing changes in their work towards greater creativity. Some found out that they are, for example, more creative than they expected that they are less passive, perfunctory and are more spontaneous in their work that team work motivates them and encourages more active thinking and a search for something new, something different and that they discovered an untapped creative potential with the products that were made during these interventions. Some participants experienced changes in their self-perception, and, after the interventions, they especially perceived and expressed moods and emotional states. Above all, they began experiencing their team and co-workers differently after interventions, as they had an opportunity to familiarise themselves with their co-worker’s capabilities, their creativity, openness, easiness, and readiness to cooperate. Cohesion and cooperation within the team thus generally improved, and most participants experienced increased levels of psychological safety. Artistic interventions primarily encouraged thinking about the significance of creativity and innovativeness for an individual and the company, and a desire and ideas for a more active development of this area in the future. Above all, this experience strengthened their understanding of synergistic effects of team cohesion and cooperation, which the participants of the study after the intervention consider the greatest and as of yet untapped potential. Most hypotheses were, based on the results of the qualitative part, at least partially confirmed.

Agresivnost je vedenjska značilnost, ki se kaže v gospodovalnosti ter nasilnih ali napadalnih besedah in dejanjih proti drugim ljudem. Na agresivnost ima med ostalimi dejavniki velik vpliv tudi čustvena inteligentnost in ena izmed komponent čustvene inteligentnosti – čustvena regulacija, ki pomeni sposobnost obvladovanja in nadzorovanja lastnega čustvenega stanja. Da lahko namreč v družbi sodelujemo z drugimi ljudmi, je potreben čustveni nadzor. S pomočjo vprašalnika o nasilju in čustveni regulaciji smo v empiričnem delu želeli ugotoviti, kako je čustvena inteligentnost (natančneje čustvena regulacija) povezana z nasilnim vedenjem v adolescenci. Ugotoviti želimo, ali so tisti, ki imajo boljše sposobnosti emocionalne regulacije, v večji ali manjši meri žrtve ali storilci agresivnega vedenja in kaj si le-ti mislijo o nasilju. Razlike želimo poiskati tudi med spoloma, v starosti in med učnim uspehom učencev. S pomočjo raziskave smo ugotovili, da so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri deležni agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Prav tako so adolescenti, ki imajo manj razvito sposobnost čustvene regulacije, v večji meri storilci agresivnih dejanj kot tisti, ki imajo bolj razvito sposobnost čustvene regulacije. Pri primerjavi žrtev agresivnih dejanj obstajajo statistično značilne razlike glede na spol in starost, ni pa statistično značilnih razlik glede na učni uspeh. Med storilci agresivnih dejanj so statistično značilne razlike glede na spol, ni pa statistično značilnih razlik glede na starost in učni uspeh. Aggresion is a behavioural characteristic that shows in domineering behaviour and violent or offensive words and acts towards other people. Emotional intelligence among other factors has great influence on aggression, especially one specific component of the emotional intelligence - emotional regulation. Emotional regulation is persons capabilty to control his own emotional state. Emotional regulation is vital to cooperate with other people in society. In empirical part we used a questionnaire to find out how is emotional intelligence (more specifically emotional regulation) linked with violent behaviour in adolescence. We wanted to find out whether those with better developed capability of emotional regulation are more often or less often victims or perpetrators of aggressive behaviour and what is their opionion on violence. We also tried to find the differences in gender, age and school success of pupils. Research showed that adolescents with less developed capability of emotional regulation are more often victims of aggressive behaviour than those with better developed capability of emotional regulation and that adolescents with less developed capability of emotional regulation are more often perpetrators of aggressive behaviour than those with better developed capability of emotional regulation. There are statistically significant differences based on age and gender among victims of aggressive behaviour, but there are no statistically significant differences based on school success. Among perpetrators of aggressive behaviour there are statistically significant differences based on gender and no significant differences based on age or school success.

Predšolski otrok ob sebi nujno potrebuje odraslo osebo, ki ga usmerja, vzgaja in uči. Starši, skrbniki ali strokovni delavci se morajo za otroka zavzeti in mu nuditi čim boljše življenjske pogoje. V teoretičnem delu diplomskega dela so navedeni in opisani razlogi, kaj starše ali skrbnike privede, da začnejo zanemarjati svojega otroka, na kakšne načine to počnejo in kako se predšolski otrok ob tem počuti. Razčlenjene so vrste zanemarjenosti in vsaka izmed njih je posebej opredeljena. Predšolski otrok v času zanemarjanja trpi, zato je pomembno, da se problemi in težave odpravijo. Opisani in navedeni so pristopi k reševanju zanemarjanja ter predlogi kako pomagati tudi staršem ali skrbnikom. Pomembno je, da starši ali skrbniki s tem dejanjem nemudoma prenehajo in ga več ne ponavljajo. V empiričnem delu diplomskega dela so navedeni rezultati ali obstajajo razlike med mestnimi in podeželskimi otroci glede na higieno, ali se otroci ločenih staršev manj gibajo, kateri starši ali skrbniki (zanemarjenih ali ne zanemarjenih otrok) pogosteje komunicirajo z vzgojitelji in ali obstaja povezava med ustvarjalnim področjem otroka ter izobrazbo staršev ali skrbnikov. Vsi pridobljeni podatki iz anketnih vprašalnikov so bili obdelani s programom SPSS (Statistical Package for the Social Sciences) in prikazani v tabelah. A preschool child urgently needs an adult person which guides and educates him. Parents, guardians or practitioners must take great care of the child and provide him with the best possible living conditions. The theoretical part of this thesis consists of stated and characterized reasons regarding what leads parents and guardians towards a neglecting behavior of their child, how they are neglecting the child, and how does a preschool child feel. Moreover, the types of neglect are analyzed and each of the types is defined individually. During the period of neglect a preschool child is suffering badly, due to that it is necessary the problems and issues get eliminated. Described and stated are also the approaches for solving neglect, and how to help parents and guardians. It is of great importance that parents and guardians immediately stop with their neglecting behavior and do not repeat it. The empirical part of this thesis presents the results of whether there is a difference between urban and rural children regarding hygiene, if children of divorced parents are less physically active, which parents (of neglected or not neglected children) frequently communicate with the educators, and whether there is a link between the creative area of a child and the education of their parents or guardians. All data obtained from the questionnaires were analyzed by SPSS (Statistical Package for the Social Sciences) and presented in tabular form.

V diplomski nalogi je predstavljen postopek zasnove in izdelave spletne aplikacije za osebnostno rast. Živimo v dobi, ko je za naše fizično udobje dobro poskrbljeno, v nevarnosti pa je naš um. Ljudje se pogosto počutijo manjvredne in ne razumejo svojih čustev, zato smo razvili spletno aplikacijo, ki pomaga krepiti samozavest in vzpodbuja razumevanje čustev. Razvijanja smo se lotili z uporabo nekaterih novejših tehnologij. Na strani strežnika smo uporabili tehnologije Node.js, Express.js, in MongoDB, na strani odjemalca pa AngularJS, HTML, CSS in JavaScript. Skozi leta smo nabrali veliko idej s psiholoških področij, ki v človeku vzbudijo pozitivna razkritja. Te ideje smo vključili v aplikacijo in jih predstavili v pričujočem delu. Predstavljajo osnovo za pozitivno okolje, ki raste skupaj s svojimi uporabniki. V diplomo smo dodali tudi sklepne ugotovitve, mnenja testnih uporabnikov in cilje za nadaljnje delo. The thesis presents the process of designing and producing a web application for personal growth. We live in an era where it is well taken care of our physical comfort, but our mind is in danger. People often feel worthless and do not understand their feelings so we have developed a web application that helps strenghten confidence and encourages understanding of emotions. We started development with the use of some newer technologies. On the server side, we used Node.js, Express.js and MongoDB technologies while we used AngularJS, HTML, CSS and JavaScript on the client side. Over the years we have accumulated a lot of ideas from psychological fields that inspire positive revelations. We included these ideas in the application and we also presented them in this work. They provide the basis for a positive environment that grows together with it's users. We also added conclusions, opinions of test users and objectives for future work into the thesis.

Rak dojke je v svetu zelo razširjena bolezen, vendar se samo mali odstotek bolezni pojavi pri mladih ženskah, nosečnicah. Takšna nosečnica se spopada s številnimi težavami tako na fizičnem, kot tudi na psihičnem področju. Namen diplomskega dela je predstaviti rak dojke v času nosečnosti in možne duševne motnje, ki se lahko pojavijo pri nosečnici s to boleznijo. S študijo primera smo ugotavljali, kako se nosečnica psihično spopada z boleznijo in zdravljenjem ter kakšno vlogo ima pri tem družina. Breast cancer is a wide spread disease all over the world, however only a small percentage of breast cancer occurs for pregnant woman at young age. Pregnant woman has to deal with physical, as well as psychological issues during the illness. The purpose of the diploma thesis is to present breast cancer during the pregnancy and all the possibilities of having mental disorders, which can appear during throughout the disease. By studying this case, we are trying to figure out, how a pregnant woman can mentally cope with the disease as well as the treatment, and what is the family role in all this.