The main focus of the work is to search for the greatest Czech, according to opinion of the 9th grade students. Other goal was to create and apply a project, through which we gathered information. Another goal was to find out if the students are interested in these persons out of the school education. Two methods were used to fulfil these goals - a survey and a project. The results of survey are: 1st place - Charles Fourth, 2nd place - Tomáš Garrigue Masaryk and 3rd place - Václav Havel. The survey also showed that students are in mostly interested in these persons. If they do, they use internet and documentary movies as main sources of information rather than specialised literature. The final reflection of the project indicates that students liked it and considered it as interesting.

This thesis deals with topic of creation of the Constitution of the Czech Republic. The main aim of the thesis was to map all relevant circumstances that led to approval of the final form of the document in December 1992. The thesis is divided into chapters that deal successively with historical circumstances, sources of inspiration, various actors involved in the creation of the Constitution of the Czech Republic, the sequence of negotiations and finally with critical issues that provoked widespread debate. The question was how the Constitution was influenced by previous proposals and other sources. The finding that these effects were substantial and that actors of creation of the Constitution explicitly invoked them is partial result of the work. Another question was how the text of the Constitution itself was affected by specific political influences. Based on an analysis of various historical documents, it appears that an attempt to influence the constitution-making process by the government coalition was strong, however, in the result there were compromises in the framework of fundamental issues accepted because there was need to adopt the Constitution in the Czech National Council in December 1992, which was eventually successful.

Diploma Thesis Project teaching - Monuments and personalities in Uhříněves is a project that was created with the primary school pupils as an example of the possible use of regional history in teaching. The thesis contains theoretical and practical part. The theoretical part is a summary of information from available literature. In this part of the thesis is closer introduced to the benefits and importance of regional history for history teaching in primary schools , along with anchoring regional history in the curriculum. There are also shown working methods, organizational forms and teaching aids, which the teacher can use in assigning regional history teaching. The practical part presents the project itself, its preparation, implementation and evaluation of the effectiveness of including the problems that occurred during the project, and the possibilities of how to avoid the problem. There are also outlined options for further use of the project. The thesis includes both text and image attachments that document the project.

in English Development of Czech education in Znojmo, development of girl education in Znojmo, Czech girl education in Znojmo, German girl education in Znojmo, women's emancipation, national revival in Znojmo, Educational Association for Women's occupations "Vlasta" in Znojmo, personalities of Czech and girl education in Znojmo, biographies, Jan Vlk, Eduard Krechler, Karel Polesný

University of Macau / Faculty of Social Sciences. / Department of Communication

Este estudo qualitativo de caráter exploratório está pautado em preceitos convergentes da Educação e da Psicologia tendo por objetivo identificar referências pessoais que influenciem os valores ético-morais adotados pelo público adolescente. A investigação teórico empírica perpassou pressupostos da educação em valores consonantes a prerrogativas da psicologia moral visando elencar características admiráveis apontadas pelos jovens participantes; o presente trabalho foi emoldurado por variáveis do escopo educativo assumindo-o como um campo privilegiado de interação entre as distintas gerações que venham a favorecer uma construção reflexiva de valores ético-morais a partir de princípios louváveis. Em função destas prerrogativas uma questão central norteou nossa pesquisa: que influências perpassam a constituição de referências éticas e morais da atual geração de adolescentes? Alunos do terceiro ano do Ensino Médio da rede pública estadual paulista atendidos por um programa socioeducativo de formação complementar participaram desta pesquisa; estes dezenove adolescentes de dezessete anos por ocasião da pesquisa revelaram especificidades de seu raciocínio moral respondendo a um questionário de oito questões compostas. A organização e a composição dos resultados demonstrou a singularidade e a complexidade de sua leitura de mundo impregnada pelo contexto e pelo momento histórico vivenciado: moradores do entorno do grande ABC paulista composto pelos municípios de Santo André, São Bernardo do Campo e São Caetano região considerada referência do movimento sindical brasileiro por ocasião do início das mobilizações de rua convocadas pelas redes sociais em Junho de dois mil e treze. A sistematização dos dados foi organizada por categorias de influências e significados resultantes da lógica singular a cada um dos participantes, doze do sexo masculino e sete do sexo feminino; tal disposição demonstrou que a confiança dedicada a outrem é um dos valores centrais à constituição dos princípios ético-morais entre estes jovens. Os resultados obtidos evidenciam a relevância do afeto bem como, e especialmente, da afetividade constituída a partir das relações pessoais próximas e significativas demonstrando a indubitabilidade da influência daqueles com quem são estabelecidos os laços humanos mais genuínos instaurando vínculos potencialmente constituintes das personalidades éticas. / This exploratory qualitative study is based on Educational and Psychological convergent precepts. Our central aim was to identify personal references that could influence moral and ethical values adopted by teenagers. An empirical such as theoretical investigation sought values education in the domain of Moral Psychology looking for a kind of inventory demonstrating admirable characteristics pointed out by nineteen adolescents in the age of seventeen residents of the great São Paulo ABC (reference of the Brazilian trade union movement). The scope was framed by educational influences looking for a kind of privileged ground of interaction between different generations that will hold a reflexive construction of ethical and moral values from about praiseworthy principles. In view of these prerogatives, a central question has guided our research: what kind of influences pass through the constitution of ethical and moral references of the present generation of adolescents? These youngsters third-year high school students by the São Paulo State Public School, twelve males and seven females, were also attended by a socio-educational program of complementary preparation. Composition and organization of them answers to a survey of eight compound questions revealed specificities about moral reasoning of these adolescents demonstrating the uniqueness and complexity way they assume their influences specially considering recent political marches. This data analysis was organized by categories analyzing influences and meanings which results from the singular moral judgment of each of these nineteen participants. Our central results demonstrated that trust committed to proximal others is one of the core values for the constitution of ethical-moral principles among these young people. Therefore out coming evidences confirmed affection relevance as well as, and especially, affectivity constituted from about close and significant personal relationships demonstrating the influence of those with whom the most genuine human bonds are established constituting potentially roots of ethical personalities.

本文內除第一章<緒論>、第五章<結論>外，共分為三章:第二章<支遁的生平>進入探討支遁的生平、行跡、交游、著作出家諸事。第三章<支遁時代的背景>觀察到<支遁集>是在甚麼樣的學術背景下形成的。第四章<支遁集分析>分析支遁集的版本、流傳、和內容。再者，分析支遁集部分的文類形式與內容。

Den här uppsatsen handlar om mobbing ur elevers perspektiv. Jag har valt att intervjua barn i åldrarna 8-12 år, och barnen kom från två olika grundskolor i mellan Sverige. Den litteratur som används är mestadels baserad på nordisk forskning. I studien redogörs för barnens uppfattning om vilka personligheter som mobbar och vilka som offren är. Hur ser barnen på fenomenet mobbing och hur kan lärare och elever, enligt dem, arbeta tillsammans för att förebygga mobbing i skolan. Vilka blir konsekvenserna för de som deltar i dessa handlingar och för dem som blir utsatta? I undersökningen redogörs det också för fem av de antimobbningsprogram som är vanligt förekommande i landets skolor. Studien visar att alla eleverna visste vad mobbing är för dem, att det kan vara fula ord, slag och sparkar. Eleverna tror att de som mobbar är arga eller ledsna av sig, och de som blir mobbade kan vara vilka ersoner som helst. Dessa barn som drabbats av mobbing kommer troligtvis drabbas av huvudvärk, magont, dåligt självförtroende, huvudvärk och magont. Dom vill inte gå till skolan, och i värsta fall får de självmordstankar. / This essay is about bullying from the students point of view. I`ve chosen to interview children between 8-12 years old, in two schools from the central part of Sweden. The main part of the literature I´ve used is based on Nordic researches. The study reads up on children`s perception of what personalities the bullies have and who their victims are. What is bullying for them, the children I interviewed, and how can we work together to prevent bullying in schools. What are the consequences for those who participate in these acts and for those who are being abused? The investigation also reads up on five of the most common bullying programs used in scholls around Sweden. The study shows that every one of the students knew what bullying is, that  it can be nasty words, punches and kicks. The students belive that those who bully are angry and sad, and those who are being subjected can be anyone. These children most likely will get low self esteem, headache and stomach problems. They don`t want to go to school, and in worse cases they´ll get suicidal thoughts.

The aim of this study was to examine differences between happy and unhappy people, with respect to individuals interpretations, their attributonal style and in what way the priming effect is related to their attributional style and well-being. The participants were 74 senior high school and 21 undergraduate college students. Participants were asked to read a short story, some words were in bold type, and thereafter for their subjective perception of the words in bold type loading and memory of them in a recognition list. Attributional style was operationalized with an own constructed instrument. The results show that happy individuals interpreted more words as positive than negative in comparission with unhappy individuals. No correlation between participants well-being and global or attributional style for negative events were found. Both groups showed a tendency to be more optimistic than pessimstic for positive events. No differences were found for either memory or priming of loaded words. In sum the results suggest that happy individuals tend to conceive the world more positive.

<p>The aim of this study was to examine differences between happy and unhappy people, with respect to individuals interpretations, their attributonal style and in what way the priming effect is related to their attributional style and well-being. The participants were 74 senior high school and 21 undergraduate college students. Participants were asked to read a short story, some words were in bold type, and thereafter for their subjective perception of the words in bold type loading and memory of them in a recognition list. Attributional style was operationalized with an own constructed instrument. The results show that happy individuals interpreted more words as positive than negative in comparission with unhappy individuals. No correlation between participants well-being and global or attributional style for negative events were found. Both groups showed a tendency to be more optimistic than pessimstic for positive events. No differences were found for either memory or priming of loaded words. In sum the results suggest that happy individuals tend to conceive the world more positive.</p>