The main goal of this thesis is to provide a description and analysis of the Environmental Impact Assessment (EIA), which is one of the significant legal tools of environmental quality protection. This process precedes the development consent to the project and his purpose is to identify and comprehensively evaluate environmental impact of a project. The first part of this thesis is focused on the international and European legal context of the EIA. This part introduces the key international treaties related to the EIA (the Aarhus Convention and the Espoo Convention), then an example of the EIA's integration into policy of one of the international organisations (an example of the World Bank) and the reflection if the EIA procedure can be considered as part of the international customary law. In the second part of this chapter the context of the European law (especially the revised Directive 2011/92/EU) and the current Czech legal regulation is outlined. The second part of this thesis consists of the analysis of the Czech legal regulation of the EIA under the Act No. 100/2001 Coll., on the Environmental Impact Assessment, with the emphasis on its recent amendments (especially the amendment of Act No. 326/2017 Coll. effective from 1 November 2017). In this part the essential elements of the EIA...

Darbe yra analizuojama poveikio aplinkai vertinimo procesą reglamentuojančios teisės aktų metodiniai aspektai, t.y. ar poįstatyminiai poveikio aplinkai vertinimo procesą reglamentuojantys dokumentai išsamiai numato visus poveikio aplinkai vertinimo proceso aspektus, ar gali būti vienareikšmiškai interpretuojami, yra aiškūs ir tikslūs. Problema - siekiant išvengti aplinkos apsaugos požiūriu nepalankių sprendimų, poveikio aplinkai vertinimo procesas turi būti tinkamai reglamentuotas bei turi būti parengti atitinkami metodiškai pagrįsti poveikio aplinkai vertinimo proceso dokumentai. Tyrimo objektas – Lietuvos Respublikos poveikio aplinkai vertinimo procesą reglamentuojančios teisinės bazės metodinė būklė. Tyrimo tikslas - nustatyti ir įvertinti ar pakankamai efektyviai yra parengta planuojamos ūkinės veiklos poveikio aplinkai vertinimo metodinę bazę. Iškeltam darbo tikslui ir uždaviniams įgyvendinti buvo naudojami anketavimo ir lyginamosios analizės metodai. / This work concentrates on the analysis of the methodical aspects of the legislation regulating the EIA process, i.e. whether the subordinate legislation regulating the EIA process comprehensively cover all the EIA process aspects, whether they can be unambiguously interpreted, whether they are clear and precise.

Les élèves des écoles maternelles et élémentaires sont évalués. En cas de suspicion de troubles des apprentissages, ils sont adressés dans une unité d'évaluations pour une expertise médicalisée. Cette recherche porte sur la manière dont ce dispositif a pris place dans celui de l'école dans le but de traiter ces éventuels troubles des apprentissages. Car, ces enfants semblent enlisés dans des procédés d'apprentissages repérables chez des enfants de maternelle et de cours préparatoire. Les apports de la psychologie du développement nous permettent de les décrire, mais ne nous éclairent pas sur l'articulation entre les développements cognitif et affectif. C'est donc au regard des apports de la psychopathologie clinique et de la psychanalyse, en nous appuyant sur des études de cas, que nous traitons de ces problématiques interférant sur les apprentissages scolaires. À partir de là nous interrogeons la pertinence du dispositif médical pour le traitement de la difficulté scolaire. / The pupils of preschool and elementary school are estimated. In case of suspicion of possible leaming disorders they are sent in a unit of evaluation for a medical expertise. This research suggests examining how the medical device has come in that of the school to detect at thepupil's of possible leaming disorders and treat them. Yet these children seem to stay in processes of leaming which are the ones of children of preschool and first year of elementary school. The contributions theories of cognitive development allow us to describe them, but does not enlight us about the articulation between the cognitive and emotional development. lt is therefore, based on the contributions of the clinical psychopathology and the psychoanalysis, based on several case studies, that we treat problems susceptible to interfere on the school leaming. From there we question the relevance of the medical device for the treatment of the school difficulty.