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Emergency preparedness of schools of the city of České Budějovice
BLÁHOVÁ, Kateřina
School readiness for an emergency situation should be one of the basic priorities for all employers and employees of these facilities. For this purpose, there was implemented a questionnaire survey with three types of questionnaires a questionnaire for school principals, teachers and students. The theoretical part deals with of legislative definition of emergency situation and terminology of concepts such as safety or emergency, emergency situation, an emergency threat, rescue and liquidation work, crisis situations, integrated rescue system, protection of the population and evacuation. Another chapter is the concept of public protection teaching , which is divided into periods before 1989 and after 1989. Within chapters population protection before 1989, we may include terms such as antiaircraft civil protection, civil defense and military training the concept of . Teaching in area of the population for emergencies in the Czech Republic after 1989 is divided into preschool education, elementary education, secondary education and university education. This chapter included preventive educational activities directed at the desired target group. Further chapters in the theoretical part of the thesis are Protection of Population and Concept of Population Protection. The last chapter was focused on the current state of schools in the Czech Republic, in the South Bohemian Region and in the city České Budějovice. The target of the research part was to assess the readiness of selected schools in the emergency situation. For the purpose of research were developed three types of questionnaires. The first questionnaire was designed for school principals and contained 26 questions. Questions have closed answers. The beginning of the questionnaire characterizes the research sample. Followed by the thematic block that deals with the evacuation plan and the subsequent evacuation. Further questions are aimed to asses the readiness of schools, teachers and students for the emergency situation. The last questions asks whether directors ward appreciated to retrain the teachers in the area of Human Protection in emergency situation. The second questionnaire was intended for teachers. It included 34 questions and was organized into two thematic sections. The questionnaire was a combination of open and closed questions. The beginning of the questionnaire characterizes the research sample. The first thematic section discusses about the evacuation plan, how often it is performed evacuation training, whether the school is working with the Integrated Rescue System, whether the students are acquainted with the recommended behavior when an emergency event is and how, whether teachers participate in training to protect the population, or which training or thematic area should bet he best for them. The second thematic section was focused on the teacher knowledges. The third questionnaire was for students and included 28 questions. The first three questions were used to gather information about the respondent. After the questionnaire was focused on the students' knowledge in the area of civil protection, fire protection, first aid, release of radioactive and chemical substances. Each area contained four questions. Another 3 questions were focused on the knowledge of phone numbers which students should know in case of emergency. The last issues examined whether and how they were pupils and students introduced with the recommended behavior in the course of an emergency event.In case of school principals was used as a qualitative method PAPI - Paper and Pen Interviewing. This method is based on personal interviews in which respondents' answers recorded in a printed, standardized questionnaire. In The questionnaire for teachers and students was used a quantitative methods of questionnaire survey. All results were entered into the Excel program, which is a part of the Microsoft Office software package and evaluated in graphs.
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The evacuation of schools and school facilities for children, pupils and students with special educational needs in South Bohemia
PAVELKOVÁ, Petra
This thesis deals with the problems of schools and educational institutions in the South Bohemian Region in terms of their preparedness to evacuate children and students with special educational needs. This thesis assesses the preparedness and awareness of individual schools. The work is divided into two parts, a theoretical part and a research part. The theoretical part deals mainly with evacuations as a reaction on an emergence of an incident or crisis. Evacuation applies to people of all ages. Evacuation is divided in several respects. This includes aspects of the measures adopted, where we put area evacuation and building evacuation. Another aspect is that of selecting persons involved in the evacuation; then it is universal and partial evacuation. Evacuation is also divided according to its duration, into the short term evacuation, long term evacuation and an exit. Evacuation divided according to the mode of implementation is driven evacuation, spontaneous evacuation and self-evacuation. The last division of evacuation, division in terms of danger, divides evacuation into direct and indirect evacuation. Further in the thesis I deal with evacuations planning. I analyse evacuation plan as a part of the emergency plans of the region. I also discuss the planning of evacuation in emergency planning zones. One of the subsections discusses also a plan for the evacuation of people, as an integral part of the external emergency plan which is elaborated for a nuclear facility or a workplace of 4th category. Other subchapters deal with evacuation plans of organizations preparing an internal emergency plan, evacuation plans as part of flood protection and evacuation plans of other legal entities and individuals. An important chapter in the theoretical part is the educational system in the Czech Republic. Here I proceed mainly from the Act no. 561/2004 Coll., on preschool, primary, secondary, higher professional and other education (Education Act) and amending other laws, as amended. There are different kinds of schools. These species include kindergarten, primary school, secondary school, conservatory, higher vocational school, elementary school of arts and language school with the state language examination. Other types of schools are special schools. Among special schools we include kindergarten for visually impaired children, elementary school for the visually impaired, high school for the visually impaired, conservatory for the visually impaired; nursery school for the deaf, school for the hearing-impaired, high school for the hearing impaired; kindergarten for the deaf and blind, primary school for deaf and blind; kindergarten at health care facilities, primary school at health care facilities, special primary school at a health care facility; nursery school for the disabled, a school for the disabled, a secondary school for the disabled; speech therapy kindergarten, speech therapy elementary school; special kindergarten, elementary practical school, special school, vocational school, practical school; elementary school for pupils with learning disabilities, primary school for pupils with specific behavioural problems. Special schools are attended by children, pupils and students with special educational needs. These children, pupils and students can have different kinds of disability. According to the Act no. 108/2006 Coll., on social services, we divide disability into several groups, into visual impairment, hearing impairment, mental disability, physical disability, internal disability, speech impairment, combined handicaps and we also include mental illness, seniors and parents of children with disabilities to these groups. These individual disabilities are characterized later in the thesis.
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