Eating habits of junior and senior school students Abstract AJ The Work summarizes the result of the testing of 204 pupils at two primary schools in Prague and Brno at both levels - junior and senior. 128 girls and 76 boys were tested. The junior level was represented by pupils attending 4th and 5th year of the school (39% of all pupils) and the second level was represented by 124 pupils (61% of the sample) The aim of the study was to find out the nutrition habits of pupils and its development during the school attendance. The results of my survey show us some positives in eating habits and lifestyle. Girls from both, Prague and Brno, are most often eating 5 times a day, at the junior level of the primary school. Boys from Brno also eat 5 times a day, the boys from Prague indicate eating 4 times a day. Most children are breakfasting, children at the junior level more than the children at the senior level. For breakfast they eat mostly cereals or bagel, almost everyone's having a snack and usually wears a paneled savory pastries from home. Children go to lunch in the school canteen, eat dairy products. They also daily, two to four times, consume fruits and vegetables and eat fish. The children do most often drink water, and play some sport or training. On the other hand, the results point to some negatives...

The aim of my thesis Dietary habits of students of 1st and 2nd grade elementary school was to determine:  What factors influence the eating habits of students. Examined factors were mainly students sex, age and location of residence.  Whether the menu in school canteens reflects recommendations for compilation of the menu and consumption basket, and how large percentage of children eat in the cafeteria  what foods offers the school buffet to children and what do the kids in the cafeteria frequently buy; whether the sortiment of the school buffet influences the students eating and to what extent. The Work was made using questionnaires distributed among 330 pupils at three primary schools in Prague, Brno and Sedlcany at both levels - junior and senior. On individual schools there were further analyzed the menus of school canteens in the period in which the questionnaires were distributed in schools. The buffet assortment was sent and communicated with leaders of school canteens. A study shows that children's eating habits are influenced by monitored factors mainly by gender, age, location of residence and dining options represented by cafeterias and school lunches offers. All three surveyed schools offer their pupils a choice of several lunches, in one case, with the additional option of diets. From three...

This thesis has theoretical and practicalcharacter. In the theoretical part, I accumulate knowledge about the definition of assessment and school evaluation forms, functions and types of assessment. Then I mention self-evaluation, portfolio and individual standard. In the practical part, I had evaluated the results ofquantitative and qualitative research, based on interviews with primary school teachers on the topic from the theoretical part. In the quantitative part of the research I have submitted questionnaires to teachers of different primary schools. Questions are focused on their attitude towards the current evaluation school system, student's self-evaluation and the level of individualization by teacher's student assessments. In several in-depth semi-structured interviews, which have the character of qualitative, I amfocusing moreon the answers in the questionnaire and I try to find the differences or agreements between the teacher's attitudes and beliefs on the topic in their answers. Keywords: evaluation, individualization, attitude, strategy, teacher, studets

The inquiry based learning is a teaching method that prefers the interests of the pupils and their own activity. Its structure greatly contributes to the development of various knowledge and skills. Although it uses scientific methodological principles, this way of teaching is a suitable method for all pupils regardless of their future orientation. It develops and encourages skills that are necessary for each person, such as using appropriate information. Due to the poor awareness of teachers in our country, this method faces some obstacles that hinder its successful implementation in education. Furthermore, in fact, a lot of available inquiry based lessons are not research-oriented tasks at all. In this theses, there are described several of successful research tasks, in comparison with some IBE lessons which does not correspond to the concept of IBE. In conclusion, I suggest my own example of the inquiry based lesson plan.

This thesis attempts to clarify connections between psychological aspects of student personality and the quality of responses in special music education. It focuses on three factors: abilities, temperament and motivation. It extends to the field of psychology, pedagogy and didactics. The aim of this work is to gain deeper understanding of psychological characteristics of students which manifest in instrumental music education and the work aspires to improve the quality of individual approach in the teaching process.

FRANTIŠEK ŽÁK SJ (1862-1934) AND THEOLOGY OF CREATION The thesis is focused on the personality of Czech Jesuit priest František Žák SJ (1862-1934) and his theology of creation. In the first chapter the life story of František Žák is presented - the description of key moments of his life offers a basis for an evaluation of his personality. Consecutively, his writings are summed up in different thematic groups according to author's interest. In the second chapter Žák's main work of systematic theology - Soustavná katolická věrouka pro lid - is portrayed. Themes of different parts of the book are outlined and special focus is put on its fifth chapter, which deals with God the Creator. This question will be examined in the third chapter of this thesis. The fifth chapter of the book will be thematically and formally analyzed - with special regard to the way how Žák uses the evidence from the Scripture and Church Fathers. Finally, author's main work will be examined in comparison with the writings of his contemporaries Josef Pospíšil, Richard Špaček and Jan Valerián Jirsík. Their and Žák's conception of God the Creator is compared. Keywords František Žák Biography Systematic theology Theology of Creation

This thesis is focused on an education of students with different mother language (OMJ) at the first degree of primary school. It's consist of two parts. The terms specified in the theoretical part are related to student OMJ, influence of foreigners in Czech republic. This part is also focused on educating student with OMJ at Czech primary schools. The practical part of thesis describes research which was implemented in various schools. Qualitative part of this research was made on sample of five students with different mother language, who each visits different primary school. The goal of the whole research was the obtain data about education of students and also the way the teachers works with their language goals of teaching. KEYWORDS Pupil with a different mother language, migration, education, czech as a foreign language, inclusion, integration, observation, casuistry

This dissertation focuses on development of reading skills in teaching Czech language on the first grade of elementary schools with application of motivation effect of modern technologies. The thesis focuses mainly on usage of tablets as the latest technology, which currently begins to be used in classes of the elementary schools. In the theoretical part, I apply terms such as reading skill, reading literacy, motivation, and motivate activities. I present methods for teaching reading and describe individual modern technologies that are used in teaching. The goal of this dissertation is to show by what manners may be the tablets applied in the teaching. One section of the practical part is a collection of applications that can be used for development of reading skills. Furthermore, I introduce how the work looks in a class with the tablets by description of sample lessons and I compare it with the work which does not use the modern technologies. I also add opinions and experience of students and teachers who are already working with tablets in classes. Powered by TCPDF (www.tcpdf.org)

Title: Bullying in Basic Schools: Solving the Problem from Pupil's Point of View Abstract: This diploma thesis deals with bullying at primary schools. The theoretical section describes the definition of bullying, bullying division, the stages of bullying, its protagonists, and the procedure of current best practice in the prevention and eradication of bullying. The aim of the empirical part is find out how effective The Minimal Preventive Programme is in one particular Prague primary school. Research was carried out through interviews. This paper presents views and ideas of how to solve the problem of bullying from the student's point of view. The results of the research show that the goals in bullying prevention have been fulfilled. The school prevents bullying, teachers and students are sufficiently confident in this issue. Keywords: bullying, teacher, pupil, basic school

The topic of this thesis is a social pedagogical work in EU countries. The main aim is to map approaches in selected European countries and the analysis of social-pedagogy work in these countries to identify reserves in this field in the Czech Republic and to propose possibilities to improve an existing concept. This thesis is based on theoretical studies as well as on the legal provisions, regulations and documents. Research problem is: "Effect of legislative changes and historical aspects in social-pedagogical activities in schools". There are defined three problematic issues: What is the role of global EU legislative for the social-pedagogy work in schools? What is the role of local legislation changes in EU countries in social-pedagogical work in schools? What is the difference in social pedagogy in schools in different EU countries related to their history? The thesis discusses basic socio-pedagogical concepts, defines social pedagogy as a scientific discipline and provides an overview of its main dimensions, areas of action, functions, methods and tasks. It specifies the social pedagogical worker in education system based on theoretical concept maps competences of such worker. It deals also with the conceptual terms of social-educational work in school and its consequences in the Czech...