This diploma thesis on the application of logical, empirical and statistical methods defined the role of the complementarity principle in the preparation of experts in the field of the protection of population in the framework of a quantitative research. The complementarity principle is characterized in the thesis in general (working with two expressions, both of them are necessary to explain the nature of the problem but cannot be used simultaneously, e.g. expressions "analysis" and "synthesis"). The diploma thesis then defined the physical aspect of the complementarity principle the wave-corpuscular dualism, the position and the momentum, the energy and the time. The comparison of the basics of the protection of population with the structure of the physical aspect of the complementarity principle followed. The performed comparison was adjusted to the needs and possibilities of future experts in the field of the protection of population on the basis of the theory of the curriculum process. The steps are clear from the set of objectives which were fulfilled gradually in the thesis: 1) To systematically describe the general form of the complementarity principle and its physical application from the point of view of the theory of the curriculum process. 2) To create a structure of the system of emergencies from the point of view of a scientific field of the protection of population and to focus on its educational aspect for the preparation of experts. 3) To perform the comparison of the physical aspect and emergencies with the general form of the complementarity principle. To transfer the findings, a theory of curriculum process was used. The link between a more generally approached complementarity principle and the protection of population was explained in the framework of a conceptual curriculum. The theory connecting these two different fields is the more generally approached complementarity principle and especially Bohr's complementarity principle linking not only the wave-corpuscular dualism but also Heisenberg's uncertainty principle. The physical aspect of emergencies was adjusted to the possibilities and needs of students (the intended curriculum) and written down in an educational text which was provided to students (the project curriculum). The practicality of the educational test was verified by an educational test the results of which were statistically processed (implemented curriculum). The statistical analysis of the test results confirmed the second hypothesis of this work. "The knowledge of future experts in the field of the protection of population will have, from the point of view of the role of the complementarity principle in their preparation, a theoretical division which will be close to the normal division." By confirming this hypothesis, the correctness and applicability of the curriculum process were confirmed as it was assumed by the first hypothesis: "Using the stages of a curriculum process, an educational basis of the role of the complementarity principle can be created within a quantitative research." The contributions of this work can be summarized by following points: 1) The use of an educational text in the preparation of experts in the field of the protection of population (a practical contribution of this diploma thesis). 2) The improvement of the applicability of the theory of the curriculum process in the field of the protection of population which has not been researched so far (the improvement of the theory of the curriculum process). 3) The definition of the link of the physical aspect of the complementarity principle to the general form of this principle (the theoretical contribution of this diploma thesis).

This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated with its design and development and the lived experiences of the stakeholders involved. The goal is to highlight the dynamic human nature of the curriculum construction process. Specifically, through a case study approach this research identifies several dimensions of the nature of curriculum development considered by Pinar et al. (1995), namely: the “historical, political,…phenomenological, [and] autobiographical” (p. 847). This research determined the factors that influenced this curriculum and the lived experiences of the stakeholders involved. It examined how they reflected on the curriculum process and curriculum product, and investigated the deconstruction/reconstruction processes experienced by some participants. This research helps educators make more informed decisions about designing, developing and implementing curriculum.