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Copyright of Orbis Scholae 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.)

Practical exercises should form an essential component of high-quality first aid courses. However, incorporating them into school curricula often encounters several challenges. Among the most prevalent issues are the insufficient availability of resources, primarily resuscitation mannequins, and the relatively large class sizes. These factors can result in limited space for effective hands-on exercises for every student within a single class session. To address this, one potential solution involves dividing the students into smaller groups. In this approach, the teacher can focus individually on guiding practical exercises for one group, while the remaining students engage in alternate activities, such as completing independent worksheets. The groups can subsequently rotate, ensuring that all students receive dedicated attention during the lesson. Consequently, the objective of our research was to develop a collection of educational tasks designed to be compiled into worksheets, facilitating independent work among students. We devised a total of nine distinct task types, presented in four different variations (yielding a total of 36 tasks), and organized them into four comprehensive worksheets. Subsequently, we evaluated the practicality of these worksheets through a trial involving 86 elementary school pupils. The assessment questionnaire indicated that the tasks were highly practical, comprehensible, suitably challenging, and relatively enjoyable, according to the feedback from the students. The paper contains more detailed information about the evaluation process, as well as a link to download all of the prepared worksheets, including the author’s solutions and methodological recommendations for teachers. [ABSTRACT FROM AUTHOR]

The paper offers an analysis of history curricula in lower secondary schools. It looks at the independence (vs. integration) of history as a subject, the time allocated to it and the presence of modern history in the curriculum. The results are compared with previous findings and placed in a wider context. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Scholae 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 Journal of Technology & Information Education is the property of Palacky University in Olomouc 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 Orbis Scholae 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 Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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 Orbis Scholae 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.)

The paper deals with the world religions paradigm (WRP) in education on religions in the Czech education. The paper summarizes the criticism of WRP in the study of religions. The WRP formed in the 19th century under strong influence of Christian theology and colonialism, there are no objective criteria for its defining, it is highly abstract, ahistorical and it leads to essentialism and normative understanding of religions. The analysis of framework education programmes reveals that the WRP is applied in this curricular documents. The framework programme for basic education covers Christianity, Judaism and Islam, while Christianity has a privileged position. Framework programme for secondary education connects religions with the concept of civilization circles. World religions, understood in essentialistic and highly abstract terms, represent a basis for culture circles. This concept corresponds with the model of world civilizations by S. P. Huntington. In this perspective, world civilizations are based on religious traditions of WRP. European civilization is founded on Christianity, other religions are represented as aliens. The WRP in framework programmes enables formation of stereotypes on religious traditions and identities.

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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 E-Pedagogium is the property of Palacky University in Olomouc 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 Journal of Technology & Information Education is the property of Palacky University in Olomouc 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 Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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 Pedagogická Orientace is the property of Pedagogicka Orientace 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 Orbis Scholae 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 Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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.)

The paper is focused on the issue how to develop and strengthen the competencies of military leaders essential for management of the Lessons Learned process in the Czech Armed Forces. The analysis shows that the issue of lessons learned is sufficiently addressed in relevant military documents which provides a foundation for definition of relevant competencies. Questionnaire survey proves that most respondents apply identified competencies related primarily to analysis phase and the verification of lessons identified. The article further presents a study curriculum proposal that can be used as a comprehensive framework for study programs within career education currently provided by the Center for Security and Military Strategic Studies of the University of Defence and the Training Command - Military Academy.

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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.)

This paper reflects the current situation of educational theory and practice,and it deals in particular with art lessons which show significant disproportion between theory and educational reality in schools. In the introduction, the reasons behind the opposing conceptions of the terms theory and practice are outlined andvarious philosophical approches introduced. The relationship between theory and practice in education is influenced by the fact that theoretical constructs tend to have rather normative character with the objective to be applied and to form the practice. In terms of having strained relationship between theory and practice, art lessons are no diff erent to other educational subjects. The paper further explains the impact of fine art and its theory on art lessons, and it also presents examples of the clash between theory and practice taken from the history of the subject. Current issues which preventthe implementation of theoretical findings into practice are non-parallel existence of both fields and deficiencies in knowledge base of teaching profession, which were detected in practice among art teachers and which were related to their knowledgeof both the curriculum and functional dictionary.

Scholarly understanding of educational effectiveness as a relationship between desired (expected) goals and achieved results is an extremely complex matter. If we start from the assumption that striving for the effectiveness of education is a correct and socially justified intention, we need to know the tools with which we can measure the effects of education and the result we want to get closer to. But what is the real point of geographic education? Who decides what is considered a desirable outcome? And is the effort to achieve the performances defined in educational standards the meaning of education? In Slovakia, there has been no national-level research dealing with determining the effectiveness of geographical education. In our article, we examine more thoroughly only one of the possible indicators of the effectiveness of geographical education, which is the level of conceptual (fundamental from the point of view of geography) knowledge achieved. This required creating a non-standardized didactic test tool and its application to a set of adult Slovak populations. The testing results showed a relatively high average success rate of solving the tasks by the respondents (72.48%). However, it should be emphasized that the questions mapped the most important topics and curriculum from the 5th year of elementary school. Of the individual thematic units, the respondents achieved the worst results in Cartography (61.78%) and Planetary Geography (68.22%). [ABSTRACT FROM AUTHOR]

The context for this paper is the marketisation of higher education in England since the 1990s which has established the core mission of the university as primarily economic. Successive government policies have framed this mission as the generation of ‘useful’ knowledge and the supply of skilled graduates required by companies to compete in the ‘global economic race’. Higher education in the UK is now driven by a dynamic in which universities are required to compete for students in a quasimarket characterised by growing stratification and reduced state funding. This paper examines the impact of these changes in a case study of undergraduate curriculum in a university Business School. The data were collected through semi-structured interviews with academics who taught on undergraduate programmes together with a documentary analysis of texts such as module specifications, programme review documents and Business School strategy. Bernstein’s pedagogic theory and in particular his concept of recontextualisation was utilised to interpret the findings. It was found that market imperatives relating to the maximisation of income generation dominate the discourse in the Business School. As a result, pedagogical relations have become recontextualised as a form of product management accompanied by a range of unintended consequences.

Central to contemporary revisions of curriculum are the questions of the relationship between factual and conceptual knowledge. In this paper we describe and compare the national curricular frameworks or content standards for primary history in three countries. Australia, England and United States of America are chosen as our sample as these countries recently revised their national frameworks, issued the new ones or the revision is under way. Our analysis shows some common trends: the increased centralisation and prescription in curricular policy, growing emphasis on (national) history in schools, return to chronological overviews and narration in primary history. The analysed documents, however, differ in the way how the factual knowledge is included and in relationship of primary to secondary history teaching (linear vs. cyclic).

This article deals with the problems of historical consciousness in school education in connection with civics and contemporary history. Special attention is paid to questions relating to development and perception of civil society and presentation of given theme in curriculum of civics. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace 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.)

The paper presents some methodological applications of design-basedresearch regarding the relation between managerial decision-making and the qualityof a school. With the support of the theoretical principles of decision-making andthe concept of a good school, we review the real eff ects of our decision-makingprocesses in the phase of constituting a school and developing the school curriculum.The project is a private, bilingual primary school. The quality of the decision-makingprocesses represents the basis of the quality of the school. During a 4 year period,we were observing and evaluating how the initial decisions were reviewed and changed during the cyclical process of analysis-design-evaluation-new design. Based on our process experience, we off er some interpretations which might contribute to wider understanding of decision-making processes of the management of schools. Concurrently, we make use of the research outputs to refine a practical solution tobenefit the surveyed school.

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace 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 Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. 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.)