The theoretical part of the thesis summarizes the findings concerning the fulfillment of environmental education in the Czech Republic and comparison with environmental education in the EU. The research part deals with the change of opinion on the environment in the second year of the grammar school in Nové Strašecí after completing the residential educational program. The analysis has shown that environmental-related views have changed in some cases after passing the course (for example, in waste sorting or fertilizer opinion), but most of the views have not changed (for example, in the willingness to give money to the environment or in view of exaggerating environmental problems).

According to The Article 164 of Constitution, Expenditures of educational program, scientific studies and cultural, services shall not be, in respect of the Central Government, less than 15 percent of the total national budget; in respect of each province, less than 25 percent of the total provincial budgets; and in respect of the municipality or county, less than 35 percent of the total municipal or county budget. Educational and cultural foundations established in accordance with law shall, together their property be protected. It is addressed the Expenditures of educational program has to be protected. The purpose of this study is discussed the reform of the local education finance after The Article 164 of Constitution has been terminated. The development of education policies and education concepts are depended by well- organized educational finance systems. The citizens¡¦ education is the foundation of education, the major purposes are to develop the healthy personality for our next generations and it is very important stage to educate them to have the ability to earn a living. The local government is playing a role to manage citizens¡¦ education for a long time. Therefore, local government has a major responsibility to establish a well-organized education finance systems. This is also extremely important that how to allocate budget to develop citizens¡¦ education. This study conducted the budget cancellation of education program is against the learning rights for human and world wide tide. It¡¦s also discussed the development of learning right and then point out the issues that how to Constitution to protect people to have the education right and learning right. Further discussion also concluded the analysis of local education finance operation before The Article 164 of Constitution terminated and the issues of local education finance operation changing after Article 164 has been terminated. The final purpose of this study is making several proper consultations and suggestions for local education finance. This study falls into five chapters. Chapter 1 indicates the background of the issue, the motives, the purpose, the methods and the frame of the research. Chapter 2 discusses the concepts of education right and learning rights historical development and process. Chapter 3 addresses the analysis of local education finance operation before The Article 164 of Constitution terminated. Chapter 4 conducts the issues of local education finance operation changing after The Article 164 of Constitution has been terminated. Chapter 5 provides several proper consultations and suggestions for local education finance.

Research now shows that the Individual Educational Programs (IEP) are dominated by individual- oriented actions. This despite the fact that the school`s policy documents advocate that IEP should be viewed in context of the school`s activities. Support must be seen from a holistic perspective and the student`s difficulties will be related to the whole school environment. In an attempt to understand why the individual- oriented actions are still there, I have studied how specific IEP are formulated, and how it relates to the school`s policy documents. In the study, I used discourse theory as a method. By examining the I E P in educational activity, I wanted to find the meaning with which the concept of individual, group and organizational level were filled. The results show that the IEP in comparison with the policy documents mainly differ on the definition of group and organizational level. The three levels individual, group and organizational level do appear as headlines in all IEP. But the prominent fact is that the measures are formulated so that in practice they still get individualized no matter on which level they are described. / Forskningen idag visar att åtgärdsprogrammen domineras av individinriktade åtgärder. Detta trots att skolans styrdokument förordar att arbetet med åtgärdsprogram ska ses i ett sammanhang till skolans hela verksamhet. Stödet ska ses ur ett helhetsperspektiv och elevens svårigheter ska sättas i relation till hela skolmiljön. I ett försök att förstå varför de individinriktade åtgärderna fortfarande råder har jag studerat hur konkreta åtgärdsprogram är formulerade, och hur den formuleringen förhåller sig till skolans styrdokument. I studien använde jag mig av diskursteori som metod. Genom att undersöka åtgärdsprogram i pedagogisk verksamhet ville jag få syn på vilken innebörd individ – grupp - samt organisationsnivå fyllts med. Resultatet visar att åtgärdsprogrammen i jämförelse med styrdokumentens riktlinjer främst skiljer sig åt vad gäller definitionen av grupp- och organisationsnivå. De tre nivåerna individ - grupp - och organisationsnivå finns visserligen med som rubrikform i samtliga åtgärdsprogram. Men det framträdande är att åtgärderna formuleras så att de i praktiken ändå blir individinriktade oavsett under vilken nivå de beskrivs.

Darbe atlikta teorinė ugdymo turinio individualizavimo samprata, nurodyti individualios programos rengimo principai ir etapai. Iškelta hipotezė, kad ugdydami vidutinius ir didelius specialiuosius ugdymosi poreikius patiriančius mokinius, mokytojai moko tų pačių temų, tik nustato skirtingą jų įsisavinimo laiką ir skirtingus mokymo būdus, o rengdami individualias kulinarijos pradmenų ugdymo programas vidutinius ir didelius specialiuosius ugdymosi poreikius patiriantiems mokiniams mokytojai derina bendrąsias ir specialiąsias programas. Anketinės apklausos metodu bei mokyklos dokumentų analize buvo atliktas tyrimas, kurio tikslas- ištirti ko ir kaip pedagogai moko aukštesniųjų lavinamųjų klasių mokinius ugdydami jų kulianrijos pradmenų gebėjimus. Parengtos rekomendacinės kulinarijos pradmenų ugdymo temos vidutinius ir didelius specialiuosius ugdymosi poreikius patiriantiems mokiniams, pravestas eksperimentinis mokymas, įvertinti ir palyginti mokinių gebėjimai gaminti valgį iki eksperimentinio mokymo ir po jo. Siekiama nustatyti, kokiais kriterijais remdamiesi mokytojai nustato, kokiu lygiu mokiniai įsisavino programą. Tyrime dalyvavo 30 specialiosios mokyklos aukštesniųjų lavinamųjų klasių mokinių technologijų mokytojų ir 60 5 - 10 lavinamųjų klasių mokinių. Empirinėje dalyje nagrinėjamas mokytojų suvokimas apie lavinamųjų klasių mokinių gebėjimą gaminti valgį, nustatomi trys mokinių gebėjimų lygiai: gebančių savarankiškai gaminti, gebančių gaminti su pagalba ir negebančių... [toliau žr. visą tekstą] / Development of cookery basics should help those children to accomplish the objective to be grown-ups, independent and able to take care of themselves. Schoolchildren, having acquired food preparation skills will have a greater freedom of choice and more possibilities to live a more independent life. Hypothesis: it is likely that poor cooking skills impede children independent functioning in social environment, therefore suggested topics for development of cookery program will satisfy the needs of children with extensive and extremely extensive educational needs and will benefit solution of this problem. 30 crafts teachers of upper grades of specialized school and 60 schoolchildren of extensive and extremely extensive special educational needs of upper grades (5-10) from specialized schools participated in the research. The most significant conclusions of empirical research: ● Data from teachers’ questionnaires reveal that all of them follow the program of “Cookery basics” and examine all of the recommended topics, least of their attention dedicating to the topics, such as “Essence of diet” and “Menu”. According to respondents, these topics do not meet children needs with extensive and extremely extensive special educational needs as well as possibilities to acquire them. ● Only fifth of participants are able to cook independently, about two fifths cook with the supervision of a teacher and two fifths do not prepare food at all. This confirms our hypothesis that poor... [to full text]

Socialinė erdvė yra svarbus kūno vaizdo formavimosi komponentas, susijęs su savo kūno suvokimu (Jackson, 2004). Kuo labiau asmens fiziniai bruožai nutolę nuo socialinių lūkesčių, tuo labiau asmuo nepatenkintas savo kūnu, tuo prasčiau save vertina, dažniau linksta į depresiją, dažniau manipuliuoja maistu (Cash, Pruzinsky, 2004; Tiggemann, 2011). Rūpestis dėl nepasitenkinimo savo kūnu turi neigiamą poveikį paauglių fiziniam bei psichosocialiniam vystymuisi ir sveikatai (Johnson, Wardle, 2005; Shrof, Thompson, 2006). Paauglių tyrimai atskleidžia, kad nepasitenkinimas savo kūnu paauglystėje yra susijęs su prastesniu savęs vertinimu, sutrikusiu valgymo elgesiu, neigiamų svorio kontrolės būdų taikymu ir didėjančiu vaikų bei paauglių antsvorio plitimu (Neumark-Sztainer et al., 2006; Jackson, Chen, 2010). Prastas savęs vertinimas siejamas su dažnesne tikimybe tapti patyčių auka (Jankauskiene et al., 2008), didesne savižudybės rizika, savęs žalojimu (Rodriguez-Cano, Beato-Fernandez, Llario, 2006; Laskytė, 2009). Iki šiol atliktuose tyrimuose daugiausia dėmesio buvo skiriama su valgymu susijusiam elgesiui analizuoti, o darbų, kurie atskleistų su fiziniu aktyvumu susijusio elgesio raišką reguliuojant kūno masę, stokojama. Nėra iki galo aišku, kiek bendras siekimas atitikti socialinius ir kultūrinius išvaizdos idealus yra susijęs su svorio mažinimo elgesiu, nežinoma, kaip paaugliai elgiasi, jei nusprendžia kūno masę mažinti fiziniu aktyvumu. Trūksta tyrimų, nagrinėjančių paauglių savęs... [toliau žr. visą tekstą] / Our children grow and mature in the times, where image and media attention to a beautiful body is overestimated, and the social pressure for meeting image expectations influences and affects the development of immature persons. The less physical characteristics of a person meet social expectations, the more dissatisfied the person is with his/her body, the lower is self-esteem, and the bigger is propensity for depression and manipulation with food (Cash, Pruzinsky, 2004; Tiggemann, 2011). Adolescent dissatisfaction with appearance is related to low self-esteem that leads to eating disorders or disordered eating. Such behaviour is harmful to health and causes obesity (Haines, Neumark-Sztainer, 2006). Poor self-esteem is associated with a higher likelihood of becoming a victim of bullying (Jankauskiene et al., 2008), increased risk of suicide and deliberate self-harm (Rodrigues-Cano, Beato-Fernandes, Llario, 2006; Laskytė, 2009). A large part of modern consumerist society is constantly concerned about weight loss/gain methods that promise rapid results (O’Dea, 2007; Bauman, 2011; Tereškinas, 2011). Seeking peer recognition and wanting to meet the society’s expectations young people often exhaust themselves with diets and/or excessive exercise (O’Dea, 2007; Ojala et al., 2007; Sabbah et al, 2009; Jankauskienė et al, 2010; Tereškinas, 2011). Obesity and eating disorders prevention programs are not standardized and are based on parental understanding of healthy nutrition... [to full text]

A backpack full of information about a water world a collection of didactical tools for teachers with a group of children in a ZOO is a collection of educational materials and didactic tools that can be used for the work with pupils of primary school under the guidance of a teacher and without the presence of an instructor of a ZOO. It is a set of information and tools (photographs, substances, models etc.), methodical instructions and information for teachers and worksheets for children including solutions for leading groups. The set shows a demonstrative approach of the discussing subjects on expositions of live animals. The author´s field is a tutorship in primary school and that is why the diploma thesis focuses on younger pupils. It is about the superstructure of primary school education. The author sees an advantage in the fact that the program is self-serviced so it can be realized without the presence of an instructor of a ZOO. Pupils are guided by their teacher or a leader of a group who follows a methodical guide of a certain educational program. Pupils are learning about animal species from biological and geographical point of view by playful form directly in a ZOO. A part of the diploma thesis contains concrete didactical tools, map of a ZOO with marked posts, tools to given tasks, worksheets for pupils and methodical guide for a leader of a group.

This final thesis deals with the realisation of multicultural education at public elementary schools and at the lower level of eight-year grammar schools in the Czech Republic. In the first part of the thesis I define the most common terms like multiculturalism and multicultural education. Also, I examine the curricular educational documents. In the main part I did a research in schools during the school year 2017/2018 in Central Bohemian Region and in Prague. Here I briefly map the situation at the school and the state of their educational program. I describe the course of the lessons, interviews with the teachers, mostly used methods and the results of the study. In the interviews I ask about the personality of the teacher, their opinion on current status of legislation and multicultural education. Key words: multiculturalism, multicultural education, nation, culture, ethnicity, minorities, educational program

Thesis concerns with cross-section theme "Multicultural education and intersections of cross- section theme with educational area for education to citizenship." The cross-section theme Multicultural education will be analysed and compared with common themes of education to citizenship in RVP ZV. The link to identification education will be managed a didactic analysis school book. On the basis of research finding it will be suggest the recommendation for education(teaching). KEYWORDS School educational program, studying, multicultural educational, theme, didactics

The thesis Multimedia educational program for teaching about local region on 1st grade of the primary school (Sedlčany area) is divided into two parts. The theoretical part of the thesis is complete home study characteristics of the researched area. It contains definition and location of the researched place, its physical {--} geographic and social {--} geographic characteristics, historical developement and home study curiosities. The practical part concurs on the acquired information and findings. It is composed by multimedia projects, aimed for 4th grade of the primary schools, applied on interactive boards. A part of the thesis is the methodical guide, containing themes and ideas suggesting how to work with the projects. Everything is in accordance with the General educational program for basic education, in particular with the thematic cirque {\clq}qThe place where we live``, {\clq}qThe people and the time`` and {\clq}qDiversity of the nature`` from the educational section {\clq}qThe man and his world``. Further the thesis contains common chapters of scientific work, as introduction, literature analysis, work methodics, conclusion and list of literature

This Diploma Thesis deals with the drama education and its use as a tool for teaching of historical topics related to Prague and its monuments. The Diploma Thesis is divided into two parts. The theoretical part characterizes the drama education, enumerates its principles and methods of work. The theoretical part deals with inclusion of history and drama education in Framework educational program. It deals with positives of drama education and its potential problems. The practical part includes sample lessons on the topic of Prague, its history and monuments. It is also examined the question of what kind of problems can bring drama education in the teaching of history in elementary school.