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This thesis aims to draw the attention of teachers throughout different grades to a number of nonverbal phenomena that occur (mostly subconsciously) during didactic communication, not only amid students and teachers but amongst classmates, as well. This treatise transfigures scientific research in the fields of nonverbal communication and business into a didactic environment. By describing the many nonverbal phenomena, the teacher can envision what is behind the nonverbal signals that the students emit and what signals he transmits back. As a result of the knowledge acquired on nonverbal communication in didactic communication, the teacher can intentionally improve his own relationship with students and amid classmates, as well as the bond between students and the given subject, which can contribute to greater joy in the process of learning for both students and teachers. The teacher may apply the knowledge from this paper when interacting with parents or colleagues, as well.

Pravosodni policisti z organizacijskega vidika sodijo v službo oddelka za varnost, znotraj zavodov za izvrševanje kazni zapora. Pri opravljanju svojega dela so v neprestani komunikaciji z zaprtimi osebami, zaradi česar je zelo pomembno, da so vešči verbalne in neverbalne komunikacije. Dokazano je, da je sposobnost razumevanja in uporabe neverbalne komunikacije (govorice telesa) močno orodje, ki nas pomaga povezati z drugimi ter nam pomaga pri izražanju resničnega pomena. Pravosodni policisti skrbijo za varnost, red in disciplino v zaporih, kar pa lahko zagotavljajo tudi z uspešnim branjem neverbalne govorice zaprtih oseb. V diplomskem delu smo predstavili organizacijsko strukturo in delovanje Zavoda za prestajanje mladoletniškega zapora in kazni zapora Celje1 ter dela in naloge pravosodnega policista. Predstavljena je tudi neverbalna komunikacija in njene značilnosti, pomen in vrste, slednje pa bomo razdelili še po pomembnejših segmentih (parajezik, obrazna govorica, gestika in uporaba prostora). V nadaljevanju smo se posvetili še pomenu poznavanja, prepoznavanja in uporabe neverbalne komunikacije pri delu pravosodnih policistov ter s tem v zvezi v različnih varnostnih situacijah. V empiričnem delu smo predstavili ključne ugotovitve rezultatov raziskave, ki smo jih pridobili s pomočjo anketnega vprašalnika, ki so ga izpolnjevali pravosodni policisti, zaposleni v ZPMZKZ Celje. Iz omenjene raziskave smo ugotovili, da so udeleženci v interakciji z zaprtimi osebami v veliki večini pozorni na neverbalno komunikacijo, slednjo pa tudi zavestno spremljajo. Udeleženci pozornost neverbalni komunikaciji največkrat namenjajo vedno, pri vseh stikih z zaprtimi osebami. Udeleženci se v veliki večini prav tako ocenjujejo kot uspešne in učinkovite pri prepoznavi neverbalne komunikacije zaprtih oseb, kar je lahko ključnega pomena v varnostno spornih situacijah. Večina udeleženih je mnenja, da so pri svojem delu ustrezno usposobljeni za prepoznavanje neverbalne komunikacije v interakciji z zaprtimi osebami. Velika večina udeležencev pa izraža tudi željo po izobraževanju s področja neverbalne komunikacije. From the organizational point of view, judicial police officers belong to services of the Department of safety within institutions for the enforcement of prison sentences. During their work they are in constant communication with prisoners, therefore, it is very important that they are skilled in verbal and non-verbal communication. It has been proven that the ability to understand and use non-verbal communication (body language) is a powerful tool, which helps us to connect with others and express the true meaning. Judicial police officers take care for safety, order and discipline in prisons, which they can also ensure with successful reading of non-verbal language of prisoners. In the thesis, we presented the organizational structure and operations of the Celje prison and juvenile prison and the work and tasks of the judicial police officer. We also presented non-verbal communication and its characteristics, meaning and types. We further divided non-verbal communication by important segments (paralanguage, facial expression, gestures and the use of space). In continuation, we discussed the importance of the familiarity, recognition and use of non-verbal communication of judicial police officers at work and consequently during different safety situations. In the empirical part, we presented key-findings of the research, conducted with a survey among judicial police officers of the Celje prison and juvenile prison. We found that the respondents in interaction with prisoners mostly pay attention to non-verbal communication, which they also consciously monitor. They mostly pay attention to it all the time, in all contacts with prisoners. The majority of respondents also asses them as successful and effective in reading of non-verbal communication of prisoners, which can be crucial in safety conflict situations. The majority of respondents think that at their work they are properly trained to recognize non-verbal communication during interaction with prisoners. The vast majority of respondents also expressed a desire for education in the field of non-verbal communication.

This article presents the results of research into the use of gestures by Czech and French speakers in business negotiation training. Its aim was to point out intercultural differences in the use of hand gestures. The research had several standpoints: linguistics, psychology, and social and cultural anthropology. It focused on nonverbal behavior, which is considered to be particularly important in the intercultural interactions between both Czech and French speakers. The research was carried out in the 2011–2012 academic year at the University of West Bohemia in Pilsen, Czech Republic, at lessons of the academic course entitled French Business Negotiation. The aim of the research was to examine the frequency and length of hand gestures and their co-occurrence with speech when used by Czech and French speakers during their business negotiation trainings. Data was collected from six video-recorded business negotiations between two groups of Czech students and two pairs of French students. In total, the cohort consisted of nine students who participated in business negotiation trainings conducted in French and English. Based on repeated observations of the videotaped negotiations, the hand gestures were described and consequently coded and classified into five groups: opened, closed, manipulative, illustrative, and self-touch gestures. Coded gestures and the speech of every participant were registered using ELAN Annotator software. To compare the frequency and length of gestures used by the Czech and French speakers, the Bootstrap statistical method was used. According to the findings, the French speakers used illustrative gestures more frequently compared to the Czech speakers. During the negotiation in French and in English, the French speakers used more gestures of palms directed toward themselves, vertically oriented palms, and palms orientated toward the other speaker in the negotiation more often than the Czech speakers did. The Czech speakers, on the other hand, used more closed, self-touch, and manipulative gestures. They used hair-touch gestures and hands-in-contact gestures more frequently than the French speakers. The length of closed gestures was statistically higher among the Czech speakers in comparison to the French speakers while negotiating in both French and English. The analysis shows that there are cultural differences in the groups of gestures used by Czech and French respondents. In addition, there was always one dominating individual in every negotiation on either side of the negotiating table, who was more active verbally and in the usage of gestures than their other colleagues. These leaders used more gestures equal to those of their counterparts than the other participants in the same negotiation. The number of equal gestures even increased between the two dominating personalities at each side of the negotiation in further negotiations, which proves a stronger mirror gesture effect based on the increasing interpersonal contact experience between the negotiating business partners. By exploring gestural communication as a part of nonverbal behavior, the analysis confirmed that differences exist in nonverbal signals between Czech and French speakers. The findings may therefore be of interest to educators and instructors of English and French business language skills at universities as well as to foreign language teachers in classes for employees working in multinational companies.

The proposed thesis deals with the topic of body language in visual art and with understanding of body language as synergy of the innermost experience and the experience of the bodily form. The theoretical part of the thesis analyses psychological, anthropological and art historical literature published both in the Czech Republic and abroad. The point of departure for the theoretical part is the concept of interconnectedness of sensory perception, its cognitive analysis and the ensuing answer to the environment, focusing especially on the subjective character of these processes. In the practical part of the proposed thesis, an educational art project is designed, based on the results of the theoretical study in the first part and impulses from contemporary visual art (Eva Koťátková, Erwin Wurm, Miriam Cabessa and others). The aim of the educational part is to observe the processes mentioned above, concentrating especially on the creative expression through an artistic action and the experience of the individual.

Title: Suprasegmental level of language and non-verbal aspects of the contemporary teaching French as a foreign language at the czech schools Keywords: French as a foreign language (FLE), teacher-student interaction, the role of teachers, nonverbal communication, gestures, facial expressions, emotions, the European Framework of Reference for Languages, didactics of foreign languages, language level A1 Abstract: The thesis addresses the absence of suprasegmental level of language and non- verbal aspects of the contemporary teaching of French as a foreign language in the textbooks and at the Czech schools and also examines their importance. Moreover, it aims to analyze the above mentioned phenomena in the French textbook with approval clause textbooks: Amis et compagnie 1, Vite ! 1 and Le français entre nous 1 and draw attention to an insufficient integration of these occurrences in the contemporary teaching of the French language, as well as in the Common European Framework of Reference for Languages. Furthermore, this thesis describe the actual situation and indicate the importance to systematically incorporate stated methods into French lessons, and also to indicate that incorporating suprasegmental and non-verbal methods is realistic, practical and even entertaining, as the comprehensible verbal...

Title of the thesis: Complex aspects of communication - gestures and facial expressions Key words: Nonverbal communication, emotions, gestures, facial expressions, interpretation Abstract: The thesis focuses on the international comphrensibility of the complex aspects of communication, especially the nonverbal components. Of these nonverbal components we have pursued the gestures and facial expressions in particular. The domains of nonverbal communication are related, therefore the thesis mentions them as well. However our primary focus rests on the gestures and facial expressions. We researched through a questionnaire. The responders identified themselves and after that they were asked to identify and interpret facial expressions and gestures that we had chosen. The research indicates situations, when a communication is expressed only by the use of nonverbal means and may fail to convey the information. Furthermore, we looked into the possible advantages of knowledge of the nonverbal communication for teachers.

The study analyses notions used in contemporary intercultural philosophy and intercultural literary science to explore various aspects of interculturality. Unlike comparative philosophy, intercultural philosophy does not place the contrasted systems of Western tradition and non-European thinking alongside each other, but correlates their philosophic subject matter. The study examines: 1) the contribution of the philosophy of difference (E. Lévinas, F. Dastur, J. Derrida, J. Kristeva, etc.) to intercultural philosophy, 2) the contribution of the concept of dialogism within a well-founded and coherent domain of phenomenological literary aesthetics (M. Bakhtin), and 3) the contribution of the theory of interliterary communication (D. Ďurišin) to intercultural literary science. Through its conception of phenomena of the foreign and other, the concept of an interliterary community is explained by key notions of national philologies, such as national literature and the literature of nation-states. On the basis of some multinational European countries, problems of complex cultural constellations will be indicated.