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Education requirements of the air law and regulations for air transport pilots
Hejl, Vlastimil ; Vosecký, Slavomír (referee) ; Chlebek, Jiří (advisor)
In the introductory part of the thesis, general characteristics of JAR-FCL 1 and JAR-FCL 2 are given and education requirements for the Air Law and Regulations for air transport pilots are discussed. Especially there is JAR-FCL 1 (2) Subpart J described and there are introduced Learning Objectives, that „represent an indication of the depth and scope of knowledge“ [3] required by the JAA Pilot Li-censes. Also in the beginning there is the brief summary of such requirements for the Air Law and Regulations. In the middle part, actually I’m making the comparison of these requirements. Concretely I’m pointing out the differences between JAR-FCL 1 Amendment 2 and JAR-FCL 1 Amendment 7 (including Learning Objectives). There are compared both content and structuring stand points, primarily fo-cusing on the basic topics, secondarily on the more detailed parts. Finally, on the basis of comparison there are reviewed realized differences and also there is the new Air Law and Regulations course syllabus introduced. Original wording of the historic and today‘s knowledge requirements defined by JAR-FCL 1 Amendment 2 and JAR-FCL 1 Amendment 7 (along with the Learning Objectives) are placed in the CD appendix. In the printed appendix, there is the new course syllabus inserted.
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Education Requirements of the Air Law and Regulations for Air Transport Pilots
Petrovič, Juraj ; Hammer, Jaromír (referee) ; Chlebek, Jiří (advisor)
This bachelor thesis deals with comparison of old and new regulations for the education of transport pilots in the subject Air law and regulations. At the begining of the work is a brief description of JAR-FCL regulation and the EU - Part-FCL regulation and documents for the purposes of theoretical knowledge of transport pilots. The following section compares the regulation devided into three parts and defines the differences during development of the regulations. The last part contains a summary and proposal of a new syllabus in subject Air law and regulations.
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Education Requirements of the Air Law and Regulations for Air Transport Pilots
Petrovič, Juraj ; Hammer, Jaromír (referee) ; Chlebek, Jiří (advisor)
This bachelor thesis deals with comparison of old and new regulations for the education of transport pilots in the subject Air law and regulations. At the begining of the work is a brief description of JAR-FCL regulation and the EU - Part-FCL regulation and documents for the purposes of theoretical knowledge of transport pilots. The following section compares the regulation devided into three parts and defines the differences during development of the regulations. The last part contains a summary and proposal of a new syllabus in subject Air law and regulations.
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Assesment for learning at a primary schoool
Štěpánová, Aneta ; Hejlová, Helena (advisor) ; Stará, Jana (referee)
The master thesis follows up on the topic of an increasingly used method called formative assessment. The goal is to analyze formative assessment as a complex method. It includes its development, psychological context of assessment, essential methods and techniques of this kind of assessment and a part about competences mainly of a teacher beginner to be a professional evaluator, whose methods reflect his personality and individual principles based on the best intentions. The first chapter of the practical part introduces qualitative research which took a place in Czech Republic and foreign countries. Results from Czech Republic refer to the fact, that Czech teachers use techniques of formative assessment, but not yet as a complex system. The results from foreign countries connect teachers' working conditions for using formative assessment based on the adjustment of schooling curriculums in the countries they teach in. The second chapter of the practical part is a methodological collection of formative assessment techniques. KEYWORDS Assessment, personal approach to a pupil, classroom climate, evaluation norms, self- assessment, peer-assessment, criteria, learning objectives, motivation, core competencies.
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Education requirements of the air law and regulations for air transport pilots
Hejl, Vlastimil ; Vosecký, Slavomír (referee) ; Chlebek, Jiří (advisor)
In the introductory part of the thesis, general characteristics of JAR-FCL 1 and JAR-FCL 2 are given and education requirements for the Air Law and Regulations for air transport pilots are discussed. Especially there is JAR-FCL 1 (2) Subpart J described and there are introduced Learning Objectives, that „represent an indication of the depth and scope of knowledge“ [3] required by the JAA Pilot Li-censes. Also in the beginning there is the brief summary of such requirements for the Air Law and Regulations. In the middle part, actually I’m making the comparison of these requirements. Concretely I’m pointing out the differences between JAR-FCL 1 Amendment 2 and JAR-FCL 1 Amendment 7 (including Learning Objectives). There are compared both content and structuring stand points, primarily fo-cusing on the basic topics, secondarily on the more detailed parts. Finally, on the basis of comparison there are reviewed realized differences and also there is the new Air Law and Regulations course syllabus introduced. Original wording of the historic and today‘s knowledge requirements defined by JAR-FCL 1 Amendment 2 and JAR-FCL 1 Amendment 7 (along with the Learning Objectives) are placed in the CD appendix. In the printed appendix, there is the new course syllabus inserted.
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Experience with the application of school educational programmes
ZIMOVÁ, Šárka
Nowadays, the extensive transformation of the whole school system is taking place in our society. School curriculum is introduced into all primary schools since September 2007. This diploma thesis is focused on accumulated experience of primary schools with the creation of school curriculum and the first practical experience with its implementation The first part of this thesis is devoted to the history of Czech education reforms, defines the basic terminology, discusses the different parts of general educational program and describes the creation of school curriculum. Another part is devoted to the research where we compare the experience of some primary schools with the creation and the implementation of school curriculum. In this case, it is used the method of questionnares and observation. The research is mainly focused on the problems of its own making and implementation.
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