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Minority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors' agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period. [ABSTRACT FROM AUTHOR]

Copyright of Nursing Perspectives / Ošetřovatelské Perspektivy is the property of Silesian University in Opava, Faculty of Public Policies in Opava and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Slavica Litteraria is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Global climate change is an important and topical issue that the public, and especially the younger generation, should be well acquainted with. However, relatively little attention is paid to this issue in the currently valid biology textbooks and in the Framework Educational Programme (FEP) for Czech grammar schools. It is not beneficial to pass on knowledge about this issue to students only in the form of bare facts that would have to be memorized. On the contrary, it is desirable that pupils themselves actively acquire information on the issue, think about it critically and understand it. Therefore, the aim of this paper is to follow up on the article "Water and Plant Stress" published in issue number 4/2019 of this journal in order to elaborate the given topic in a didactic manner, in the form of nineteen active learning tasks intended primarily for pupils at upper secondary schools. Pupils have to draw upon information from introductory texts, graphs, tables or pictures to solve them correctly and critically think about them and to some extent can apply previously acquired knowledge and experience. Such acquired knowledge can then be applied more convincingly not only at school but also outside of it. The author's solutions are attached to the tasks. The proposed tasks were selected from a set of 30 tasks elaborated on the given topic, which were tentatively tested during pedagogical practice at a grammar school. [ABSTRACT FROM AUTHOR]

Copyright of Hudební Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Universitatis Carolinae Historia Universitatis Carolinae Pragensis is the property of Charles University Prague, Karolinum Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)