IN ENGLISH LANGUAGE The diploma thesis describes the beginning of the Czech education system in a former district Německé Jablonné. The first part gives details about the district formation, territorial-administrative development and its decline in 1948. The second part focuses on the development of the Czech education system. Due to huge amount of data I have selected the most important moments, information and documents which happened between 1869 and 1945. This part also contains a chapter about the development of the education system from the border area followed by a short chapter about school chronicles. The third part lists all the schools which were opened between the First and the Second World War in Německé Jablonné district. The aim of the thesis is to describe the district itself as well as the development of the Czech education system during the time of its existence, focusing on the border area. The main aim was to find out what kind of schools were there, the number of students, school equipment, public events, trips, festivals and celebrations. The information was found in the school chronicles and other school documents, from the interviews with the local people and the teachers who have still been teaching at one of those schools. Moreover, the e-mails sent by local registrars,...

Alternating traditional classroom-based teaching techniques with hands-on learning activities outdoors is beneficial for children of all ages. The purpose of this thesis was to explore whether and how teachers may negotiate the constraints to facilitating hands-on learning opportunities outdoors. A snowball sample was used to identify twelve outdoor educators for semi-structured interviews documenting their characteristics, skills and experiences, perceptions of the constraints to outdoor education and recommendations for building interest in and supporting outdoor education. The findings suggested that participants’ childhood experiences outdoors were influential on their decisions to start teaching outdoor education, and that the participants’ perceptions of the constraints varied dependent on their experiences, objectives and attitudes. The participants’ recommendations were focused on what teachers could do to help themselves and each other to succeed. Altogether, the participants’ experiences suggest that passionate and engaged outdoor educators can have a lasting impact on students’ relationships with the natural world. / October 2016

My master thesis is going to focus on the analysis and subsequent proposal of changes for an education system, and the development of employees in that organisation. The first part of the thesis will focus on the study of domestic and foreign literature. When carrying out a literature search, basic concepts of education and development of the employees were defined. The second part of my thesis will focus on the analysis and proposal of changes of an education system in the selected company. After I have analyse the information I will list a proposal of changes to its education and development department within the company.

A vigente política brasileira sobre drogas aloca, aos que as consomem ou aos que as comercializam, ao patamar da ilegalidade – ainda que preveja a diferenciação de fronteiras imprecisas, entre consumo e tráfico. A conjuntura proibicionista proporciona a existência de complexas redes sociais, entre os que mais lucram, e não são identificados como tais, e os que são passíveis de punição/correção. Estes últimos são os que se encontram na porção final da rede de vendas de drogas, em geral ocupada por jovens pobres, fato denunciado no contexto das medidas socioeducativas descritas por este trabalho. Esta dissertação é o resultado de um processo cartográfico junto a jovens em cumprimento de medidas socioeducativas em meio aberto por envolvimento no comércio de drogas, a partir da inserção em grupos de Prestação de Serviços à Comunidade e de Liberdade Assistida. Apresento aqui os elementos vivenciados no período da pesquisa, relacionando-os com as noções de criminalização das juventudes, biopoder e de medicalização do social, analisando como estes se expressam na contemporaneidade e como são trabalhados e (re)produzidos no contexto socioeducativo. Demonstrar como estes conceitos se articulam e constituem a produção de discursos na relação com jovens envolvidos/as com a rede de comércio de drogas, com as políticas públicas para crianças e jovens ao longo do tempo e com as instituições responsáveis pelas medidas socioeducativas em meio aberto foram as pistas percorridas por esta cartografia. Neste contexto é coerente questionar, serão os jovens que estão em conflito com as leis, ou as leis que estão em conflito com os jovens? / The current Brazilian substance misuse policy allocates to those who consume or to those who sell, the illegality – although providing a differentiation, yet of blurred boundaries between consumption and trafficking. The prohibitionist scenario provides the existence of complex social networks among those who profit from, and are not identified as such, and of those whom are punishable. The latter are those who are in the final portion of the drug sales network, generally occupied by poor young people, a fact reported in the context of socio-educational measures described in this work. This dissertation is the result of a social cartography process with young people in fulfilment of educational measures for involvement in the drug trade, part of the integration in Service Delivery groups to Community and Assisted Freedom. I present here the experiences during the research period, relating them to the criminalization of youths, biopower and the medicalization of social, analyzing how these are expressed in contemporary society and how they are worked out and (re)produced in the social and educational context. To demonstrate how these concepts are linked and constitute the production of discourse in relation to young people involved with the drug trade network, with public policies for children and young people over time and with the institutions responsible for social and educational measures were the hints used by this cartography. In this context it is relevant to question: is it the youths who are in conflict with the laws, or are the laws in conflict with the youths?

The study combined qualitative methods (observation, interview and case study techniques) and quantitative methods (use of questionnaire and survey instruments) methods to (a) identify and describe current teaching practices in Papua New Guinea (PNG) secondary science laboratory classrooms; (b) investigate the effect of specific teaching practices on academic success on an external science achievement examinaton; and (c) investigate whether an educational productivity model for investigating factors associated with learning is applicable to a developing country context, namely, PNG. Analysis of data from 3,182 Papua New Guinea secondary students, generated revealed similar science laboratory learning environments across most high schools with Open-Endedness having the lowest score. Overall students' attitudes towards science were favourable, with boys having a more favourable attitudes than girls. Multivariate analyses showed that science academic achievement, science practical achievement and attitudes were related to quality and quantity of instruction, the science laboratory learning environment and gender. As in similar studies in other countries, male students performed significantly better than female students in external science achievement examinations. But female students achieved significantly better on a practical science process test. Finally, the study identified some specific aspects of current teaching practices in a developing country context, involving science learning environments and students' attitudes towards science.

The research recorded in this thesis examined the experience of eight foreign teachers who have taken up residence in China as teachers of oral English language. The study grew out of my reflections on my own challenging, yet rewarding, journey as an international student in New Zealand, and aimed to investigate and unfold the reality of foreigners living and working experience under the influence of traditional Chinese culture, specifically in Pan Yu district, Guang Zhou City, Guang Dong Province. I was interested to find the cultural differences that the teachers struggled to accept or understand. I wondered whether the foreign teachers would reshape their personal beliefs and values, especially about teaching, because of the cultural differences they encountered in China. A sample of eight foreign teachers, from Australia, America, Canada and New Zealand, took part in semi-structured interviews in which I hoped to capture critical incidents in their inter-cultural experience. I was also able to undertake two observations of classroom practice. The data collected was then analysed using Boyatzis' (1998) system of thematic analysis. The research found that participants had similar experiences during their residence in China. For instance, the majority of participants showed a long period of cultural adoption and they all defined their experience as challenging. All participants refused to reshape their moral beliefs about teaching in response to traditional Chinese culture, but that they all, to some extent, eventually adjusted to a Chinese way of thinking. However, issues that direct connected to their own cultural heritage remained unchanged. An interpretation of the findings was that perhaps, on one hand, while the environment and cultural difference initiated various forms of difficulties, on the other hand, participants are trying to reset their personal limits. Most likely, their desire to introduce their Chinese students to a different style of learning convinced them to hold on to personal beliefs about effective teaching and learning, hoping to pass this on to a new generation of Chinese. My research, however, focused on only very small proportion of foreign teachers in China. Further research should be pursued with an expanded focus, to find the potential of the implementation of cultural awareness programmes and support groups for foreigner.

In the late 1980¡¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcher¡¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcher¡¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

Due to the social uncertainties caused by Taiwan¡¦s economic recession and rapid social changes, many people try to seek solace in fortune telling, which they believe can bring them peace of mind. Therefore, how to provide a high quality and high credibility fortune-telling environment lest people should be swindled by ill-intentioned fortune tellers is a public policy and a social responsibility that the government shouldn¡¦t evade. In terms of the great influence of Chinese Numerology on Taiwanese people and its great demand, I suggest in my research paper that an environment suitable for the development of Chinese Numerology be provided in Taiwan society. In this way, the mid-term quality control and long-term academic development of Chinese Numerology can be assured. This thesis aims at exploring the theory and technique of Chinese Numerology, an ancient Chinese science and culture. Through the related courses offered by the technological and vocational education system, internationally top-notch Chinese Numerology professionals and Feng Shui experts can thus be cultivated. Due to the limitation of time, human resources and money, the field of my research paper focuses mainly on the influence Chinese Numerology has exerted on Taiwanese people and what expectations the have had of it. As National Kaohsiung Hospitality College can educate outstanding restaurant and hotel personnel, so can vocational technological universities offering Chinese Numerology courses cultivate excellent experts in this field. By absorbing Chinese and Western traditional cultural ideas, these experts will create Taiwan¡¦s Chinese Numerology industry and make themselves become internationally acclaimed. Questionaires are distributed asking people in Kaohsiung what they think of the implementation of Chinese Numerology in technological and vocational education system. It is hoped that the cultivation of internationally top-notch Chinese Numerology professionals and Feng Shui experts will consolidate Taiwan¡¦s leading status in the field of Chinese Numerology, which will become Taiwan¡¦s unique cultural feature in the future. At the end of my thesis, three suggestions are made. First, for the development of Chinese Numerology, related courses should be incorporated into the curricula of technological and vocational universities. Second, the Chinese Numerology certificate system should be established. Third, academic research centers of Chinese Numerology should be set up to cultivate more high-quality experts in this field.

This thesis examines how mothers of children labeled ‘learning disabled’ negotiate with educational professionals as advocates for their children. Previous scholarship has not adequately addressed the role that parents, particularly mothers of children labeled ‘learning disabled’ play in the education of their children. Through analyzing the ways in which these educational practices shape people’s experiences and identities, we can gain a deeper understanding of the ways in which labeling processes are experienced, managed, constructed, negotiated and/or resisted. This subject was explored through in-depth interviews with six mothers, using interviewing practices informed by standpoint methodology. My analysis follows two major themes. The first theme deals with the contradictory nature of psychoeducational assessments in the classrooms of the educational system. I demonstrate how psychoeducational assessments act as a set of rules, regulations and rights. I demonstrate how the mothers in my study used these as tools for empowerment and resistance to educational structures and discourses of normalcy. I also demonstrate the limitations of these texts to secure the educational interest and rights of children labeled ‘learning disabled’. The second theme deals with transformation processes. I ask, how do mothers of children labeled ‘learning disabled’ change as a result of negotiating their child or children’s ‘learning disability’. I demonstrate how being a parent of a child labeled ‘learning disabled’ is outside the sphere of ‘regular’ parenting and the sphere of the formal educational system and the economic, social and health-related consequences of such negotiations.

The purpose of this thesis is to map possible benefits and drawbacks of the newly proposed funding system of tertiary education system in the Czech Republic (with a focus on an issue of private funding). The paper should examine two different interpretations of the funding system, that is the perspectives of ¡§Liberal¡¨ part and ¡§Socialist part¡¨ of the Czech political spectrum. The thesis will try to find and explain possible drawbacks (as they are expressed by left-wing oriented observers) and possible positive effects of a proposed tertiary education system funding reform (as observed by the liberal, right-wing, analysts and observers). The paper should demonstrate how market forces are and/or are not beneficial in a tertiary education sphere, and whether and how they can be reflected in efficiency and equity of tertiary education system. This paper should also provide interviews with people from different fields and of different perspectives and explore their reasoning in more detail. The observations included in the research demonstrate three models of higher-education system; these are a general USA model, a Swedish model, and a concrete model of a profitable successful college, EM Lyon, France. These models should offer a comparison and possible implications for the Czech TES funding reform; these possible implications should be a part of a conclusion of this paper.