Notas

Ludmila FialováLifestyle and Health Promoting Habits as Topic for School Education

Pedro J. Sánchez Gómez y Juan Gabriel MorcilloLa semántica de la enseñanza de las ciencias: constructivismo,

internismo y términos de clase.

Antonio Bernal Guerrero y Antonio Ramón Cárdenas GutiérrezLa formación de emprendedores en la escuela y su repercusión en el ámbito personal.

Una investigación narrativa centrada en el Programa EME.

Juan Luis Fuentes y Tania García BermejoFormación de la identidad y relación educativa en contextos de dificultad social:

el acogimiento en familia extensa.

Alejandro Gómez CamachoLas ideas pedagógicas en la Ortografía castellana de Mateo Alemán.

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IntroductionThe current understanding of health

crossed the borders of medicine and isstrongly connected with pedagogical, psy-chological and sociological aspects. Healthsupport and prevention are understoodin more extensive, comprehensive andcontinuing correlations in contrast to tra-ditional conceptions. The health of indi-viduals is stated as the balanced situationof physical, psychological and sociallevels.

In the Czech Republic several chang-ing are obvious in the education-systembased on the education frames. Theseframes allow the schools a certain libera-tion in using free available hours intro-ducing the new educational field “Individ-ual and Health”. With this activityhealth-support and prevention will be anatural part of the ordinary school situa-tion. The subject health education inte-grates elements of the areas of medicine,psychology, sociology, ethic in the sameway as ecology. This will facilitate teachers

and students to widen previous traditionaldidactic models arranging isolated themeslike hygiene, nutrition, sexual educationetc. for the acquisition of knowledge andskills. The educational strategies of thenew lesson “Health-Education” are tar-geting the mutual activeness in methods,working conditions and activities in inter-nal and external school- education leadingto creation and development of key com-petences. The aims are the initiation oflifelong responsibility for the own healthsame as positive interhuman relations,creating practical viability supportinghealthy mental and social living.

The instructional contents of healtheducation are subdivided in the followingareas:

• Relations between human beingsand form of social life

• Changing in human life and theirreflexion

• Healthy way of living and healthcare

Lifestyle and Health PromotingHabits as Topic for School

Educationby Ludmila FIALOVÁ

Charles University Prague, Czech Republic

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• Health referring risks and its pre-vention

• Worth and support of health• Individual and social development ...

Medicine was already successful in re-straining infectious diseases being themain causes of death in the past. The maintoday´s threatening are however heart andcirculatory disorders and several maliciousforms of cancer. These two main lethalcauses are not longer determined only byphysical but in the same quantum by psy-chological factors. Psycho-somatic and psy-cho- neuro –immunologic studies point outthe meaning of the negative influence ofstress and show that the deeper reasonsfor the health status of the populationshould be searched in psychological area. Acertain number of research projects aretrying to find the reasons for health dam-ages on physical and psychological levelsand checking out ways of prevention.

Psychological health and subjectivewellbeing

A great popularity got the concept“Wellbeing” in correlation with the defini-tion of health created by WHO in 1948.The term wellbeing is hereby establishedas an important characteristic of health. Itmeans not only the absence of disease ormalfunctions but also the status of “com-plete physical, psychological and socialwellbeing”. In 1982 the ability of “conductthe productive life in a social and econom-ical way” was added (Kebza, 2005, inBlatny, Dosedlova, Kebza & Solcova, 2005)to this definition.

Some characteristic actually subjec-tive factors are valid for the area of per-sonal wellbeing, but could be influenced by

objective conditions. The subjective mean-ing of the individual on the own status isdecisive. The measuring of the subjectivewellbeing is targeting on the conclusion ofthe positive factors in difference to the as-sessment of mental health, mostly orien-tated on the absence of negative factors. Itcontains therefore the entire assessing ofall aspects of individual life. Although emo-tions and satisfaction can be objects of re-search on certain areas the global meaningon the living of the individual is mostly em-phasised (Diener, 1984). Wellbeing is in-fluenced in a certain degree by outlastedtime-stable characteristics of the person-ality. Costa and Mc Crae (1980) emphasisethat temperament related personal char-acteristics are long-term a more reliablepredictor of satisfaction than objective fea-tures of life. Diener (1984) points out, thatthe personal characteristics determine 30to 49% of the variability of the subjectiveperception of wellbeing and satisfaction.The authors agree with the correlation be-tween high subjective wellbeing with a lowlevel of neuroticism, high dominance andaffiliation as well as a positive attitude to-wards the social environment. Experiencedforms of subjective wellbeing are also de-pendent of cognitive factors (hope, dispos-able optimism) and of the way of individualperceiving of themselves and environment.

Socio-demographic features like age,sex, education, religion, income or envi-ronmental factors (local crime, quality ofcity, traffic...) are aimed in every life as in-dicators for subjective wellbeing, influenc-ing however actually only in a slight de-gree. Schwarz and Strack show that socialvariables are responsible for the varianceof subjective wellbeing only in roughly 5%,with just less influence on emotional com-

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ponents of happiness (Argyle, 2001; Camp-bell et al, 1976).

We all are members of the same (ma-terialistic) culture and have internalised ina certain way what is considered as im-portant, wishful and worthwhile: individ-ual success, popularity and financial pros-perity. Kasser (2006) explored that livingalong external, often materialistic orientedvalues lead to personal, social and ecolog-ical losses. On the personality level theconsuming orientation is connected withlower personal wellbeing, lower frequencyof pleasant emotional experiences in every-day life, higher degree of depression, feel-ing of oppressiveness and narcissism aswell as with a higher probability for drugabuse and physical symptoms like head-and stomach ache. Materialistic orientatedindividuals are more taking other people asan instrument for fulfilling their own in-terests than as persons with their own ex-periences, wishes and aims. The ecologicalsphere gets hurt by a low interest of thematerialistic individuals concerning envi-ronmental protection and restoration ofnatural resources (Kasser, 2006).

The present materialistic orientatedculture proclaims the accumulation ofproperty as the praised way for luck. Onthe basis of the found search results we cansurely say, that the individual wellbeingwill be not increased by a new car or avilla on the sea.

Health supporting behaviourThe discussion on health supporting

behaviour is enriched by Kasl and Kob(1966 after Sarafino, 1990) making a dis-tinction between three different types ofhealth related behaviour. The health sta-tus of the individual is regarded as the cri-

teria for classification in that case: Healthbehaviour, illness behaviour and sick-.rolebehaviour.

Wickers et al (1990) are of the opinionthat health related behavior can be dividedin several independent dimensions. Bymeans of a factor analysis they are defin-ing four main areas: Wellness behavior,accident control, traffic risk taking, sub-stance risk taking. The education at schooland family has to help to prevention of therisk behavior.

A great amount of the population in de-veloped countries is currently sufferingfrom the lack of exercise. 100 years agoour forefathers had to work physically fortheir daily living in a more heavily way.The fact that manual work is decreasingleads in one view to an improvement oflife, but causes on the other hand negativeresults for the human health, expressedin increasing of cardio-vascular diseases,diabetes, overweight and obesity, troublewith the movement apparatus as well as insymptoms of depression and feeling of ap-prehension. It is necessary for stabilizingthe physical and psychological health tocreate a lifestyle considering regularly ex-ercise. The present soma-physical researchprojects are assuming that the functional-ity of our body is influencing our thinking,feeling and acting. Fox, Boucher, Faulkner,Biddle (2000) differences four basic func-tions of physical activity concerning psy-chological health and subjective wellbeing:

• Physical activity is a preventivemeasure against psychological trou-bles

• Physical activity is one of the curefor psychological troubles

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• Physical activity can increase thequality of life for psychological pa-tients

• Physical activity can raise the per-sonal wellbeing of the whole popu-lation

Improvements of the present mood,the total emotional attitude as well as thesubjective wellbeing through regular phys-ical activity are confirmed by differentmeta-analyses as well as extensive epi-demiologic studies carried out in theUnited States and Great Britain (Biddle,2000 after Mutrie & Faulkner, 2004). Thesame authors are quoting additional re-search results confirming the following in-fluences of physical activity: It increasethe ability for stress balance (Taylor&Brown, 1994), influencing positive self-awareness and self-esteem as importantindicators of wellbeing (Fox et al. 2000;Mrazek & Fialova, 2005).

Along with the improvement of physi-cal efficiency and fitness the positive in-fluence on mood and the achievement of afeeling of satisfaction is an important re-sult of physical activity. Rewarding thecreation and the fall-out of endorphins andencephalin subjective pleasant feelings areoriginated (Vonruska & Bartak, 2002).

Physical activity is influencing the psy-che not only short-termed but also with along-term effect (Solcova & Kebza, 2006).Physical active people are showing morepositive attitudes than people in a mainlysitting lifestyle. They are feeling lessstress, apprehensiveness and depressionand are better able to cope with stress(Biddle & Mutrie, in Steptoe &Wardle,2004). Because of a lower weight, a more

attractive appearance as well as achievingof sportive successes it comes to a betterself-image with people being regularlyphysical active. This all helps them to ahigher self-assessment and to a higher de-gree of self-respect (Sarafino, 1990). Howcan we educate the citizens with a good lifestyle and health habits? What can changethe school education? First of all we needthe answer on the question: How is thecommon absolvent of our educational sys-tem, what is right and what is wrong in hislife style?

Methods

TargetThe aim of our empiric study (Dos-

edlová, Fialová, Kebza, Slová�ková,2008) was the research of correlationsbetween health supporting behavior andselected personality characteristicswithin university students as well as theanalysis of mistakes in their lifestyle.The initial point was the assumption thatthe stage of development of the cumu-lated adolescence and the changing to-wards the young-adult-age get a particu-lar importance for the forming of ahierarchic value system and the consoli-dation of responsible behavior, targetingthe own person and in the same way thesociety. The supposal of the importantrole of health and its values in that stageof development can open the chance for adesirable actual behavior in the sameway as for regulations of the individuallifestyle in the future. If not getting astabile classification of health into thebasic values in that phase it will be verydifficult to find ways into a healthylifestyle.

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SampleThe sample covers students of the

three major universities of the Czech Re-public (Charles University in Prague,Masaryk University in Brno and PalackyUniversity in Olomuc). The students aremembers of the group of age which is atthe transition from adolescence to youngadults. At the same time they constituteone of the best educated groups of the pop-ulation. We can therefore take them asrepresentatives of our society, taking partin a particular degree in the formation ofattitudes and habits of future generations.4292 students of the age 18-29 attendedthe questionnaire.

Used methodsThe research project was supported by

the following measuring instruments:

• Questionnaire “Health, Sport andBody concepts in Middle- and East-Europe” (Mrazek, Fialova, By-chovskaja, 1998) and “Scale ofschematic body silhouettes” (Modi-fication of Fallon, Rozin, 1985). Thequestionnaire is investigating thehealth status, the health supportingbehavior, the extent of physical ac-tivity, the relation to the own bodyand the body image with 96 items.Most of them are based on a 5-levelLikert-scale (1- absolutely not right,5- absolutely right).

• “NEO Personality-questionnaire”with five factors (Costa, Mc Cray/Hrebickova, Urbanek, 2001). The 60items refer to the five basic factors:openness to experience, conscien-tiousness, extroversion, amicability,

neuroticism. The answers are on a5-level scale (1- not applicable, 5completely applicable).

• “Questionnaire to Life-satisfaction”(Pavot, Diener, 1993) with fiveitems. The persons asked are ex-pressing the degree of acceptanceand disagreement on a scale of 1- 5(1- not agree, 5- complete agree).For the analysis the total value wasused, which can be between 5 and25 by five items. A high valuemeans a high life-satisfaction.

ResultsThe 40 items for body- and health re-

lating behavior from the questionnaire“Health, Sport and Body-concepts in Mid-dle- and East- Europe” were examined bya main-component-analysis with obliquerotation Promax (value Kappa= 4). The re-sults were 11 factors explaining 65% ofthe common variance. It concerns aboutthe following factors:

• Factor 1 – Physical activity (in-crease of physical capacity, activeshaping of the figure, apparatusgymnastics, sport exercises inhours, competitive- and regularlypracticed leisure- sport)

• Factor 2 – Hygiene and care of ap-pearance (regular hygiene, cleanli-ness of clothing, use of deodorants,mirror-control of appearance)

• Factor 3 – Weight- and figure- con-trol (diet, passive treatment for fig-ure-modeling, solarium-visits,weight-control)

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• Factor 4 – Correct way of life (suffi-cient sleep, regular nutrition, re-covery, staying outdoors, healthyfood, drinking habit)

• Factor 5 – Smoking, alcohol, drugs

• Factor 6 – Coping with health prob-lems on regulation of way of life(taking medicine)

• Factor 7 – Positive attitude towardsthe own body

• Factor 8 – Attention for health prob-lems, prevention (reflection on rea-sons of health problems)

• Factor 9 – Massage, sauna, alter-native treatments (kinesiology,homeopathy, etc.)

• Factor 10 – Regular doctor visits(preventive checkups by practicaldoctor and dentist, motivation fordoctor visits)

• Factor 11 – Hiding of the own body(avoiding of body-contacts and pres-entation of own nakedness)

1. Types of lifestyleThrough a cluster analysis (method

K- Means) the types of life styles will bedetermined under use of the above men-tioned 11 factors of the health and bodyrelated behavior. The division of the per-sons in 6 clusters was turned out as thebest solution. We identified 6 differenttypes of lifestyles and qualified them onthe base of their usefulness for health.The following types were turned out(working fitting terms were madethrough typical characteristics of behav-ior):

• Sportsman/ Pleasure lover

• Good examples

• Conscious people

• Careless people

• Barrelhouse loafers

• Hypochondriac

The basic characteristics of the indi-vidual cluster are shown in table 1.

Table 1: Types of lifestyle

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Cluster 1 Sportsmen/ Pleasure lover(12.5% of sample)

These students are spending manyhours per week with physical activities,dedicating less attention on their way oflife as well as on care of health and ap-pearance, paying less attention on weightand figure, visiting regularly the doctorbut having no good attitude to their ownbody. This group is most homogeny con-cerning the gender splitting – covering59.7% males and 40.3% females. We canfind them especially in faculties with sportorientation. But they are not all competi-tive sportsmen; a relative large number ofthese students are studying mathematic-technical subject areas. Especially rarethis lifestyle is represented within themedical faculties.

Cluster 2 Good Examples (16.8 % ofsample)

This group is showing figures over theaverage in all items – the students are ex-ercising regularly, watching their weightand their figure, concerning good nutri-tion and putting special emphasis on pre-vention. This group is built by women in

major degree (82.2% women, 17.8% men).We find the representatives of this styleabove all within sport students and medi-cine-students. In contrast to that repre-sentatives of this lifestyle are studyingvery rare on mathematic-technical andnatural faculties.

Cluster 3 Conscious people (20.3 %of sample)

The majority of the focused variablesare on the average with these students–physical activities are natural for them,they take care of their lifestyle, throughwhich they try to get influence on healthtroubles. They are interested in theirhealth situation and are quite critical to-wards their body, however accepting him.In this group the women are dominating inthe relation of 1:2 (32.9% men, 67.1%women). Characteristically for these stu-dents are after all the natural every-day-cares for themselves and essentially fortheir good health status. In relation totheir health these students are very re-sponsible and are trying to support it by anadequate lifestyle. Therefore it is logicalthat the majority of these health-conscious

1 – Physical activity, 2 – Hygiene and Care of appearance, 3 – Weight- and figure control, 4 – correct wayof life, 5 – Smoking, alcohol, drugs, 6 – Coping of health problems through regulations in way of life, 7 –Positive attitude towards the own body, 8 – Attention for health problems, Prevention, 9 – Massage, Sauna,Alternative treatments, 10 – regular doctor visits, 11- hiding the own body

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students can be found on medical faculties.In comparison with other study areas aless number of such students can be foundon faculties of social sciences.

Cluster 4 Careless people (10.4% ofsample)

These students neglect themselves andtheir own health, they chose no physicalactivity and have no positive relation to-wards their own body; hygiene and care oftheir own image are not important forthem. In this numerical smallest groupmen are in the majority, actually in rela-tion 2:1 (63.4% men, 36.6 women). Thisfact is corresponding with the splitting onthe study areas: most of the careless stu-dents are found on mathematic-technicalfaculties. Extremely rare this lifestyle isrepresented by sport students.

Cluster 5 Barrelhouse loafers (17.6%of sample)

Representatives of this group take careof hygiene and appearance, are less phys-ical active, concern less about their health,consume excessively alcohol and also usingother drugs. For this group (24.7% men,75.3% women) their lifestyle and healthare not of relevant importance. The majornumber of representatives of this groupwe found within students of areas of socialsciences, a relative large number is also onjuristic and economical faculties. As rarestthis lifestyle is represented on sport sci-ence faculties.

Cluster 6 Hypochondriac (22.5% ofsample)

These students are paying excessiveattention for their body inclusive hygiene

and care of appearance. They are tryingprevention of possible health problems,often visiting the doctor, are non-smokersand non-drinkers. In this group thewomen are dominating clearly the men(9.3% men, 90.7% women). It is the nu-merous largest group; representatives ofthis lifestyle are relatively often found inall study areas – the most we find withmedical students, relatively many alsowith students of social sciences. Therarest hypochondriacs are representedon sport faculties.

2. Motivation for physical activitiesIn the cognitive-motivational process-

model of life it is accepted that the suc-cess depends on the quality and dura-tion of carried out activities, but alsofrom the status of functionality of the in-dividual during the learning period (En-gesser et al. 2005). Physical activity iswithout any doubt one of the key-factorsfor a healthy lifestyle. In the frame ofour research we will be not content withthe conclusion that the different types oflifestyle are attending in a different wayto physical activity. The above listed re-sults show that students from the groups“Good examples”, “Sportsmen/Pleasurelover” and “Conscious people” are partic-ularly emphasizing the value of physicalactivity. Conversely the “Careless peo-ple” and “Barrelhouse loafers” are fewestphysically active. For the continuinganalysis of these differences we there-fore researched also the motives of thosestudents attending physical activities es-pecially in their leisure time. Out of thetotal list of nine possible motives we cre-ated two independent factors: F1–Health- and Aesthetic-motives, F2 –Re-

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laxation- and Social-intercourse-motives.The six types of lifestyle were compared

concerning these two motive-factors withvariance-analyses (see table 2).

Table 2: Lifestyle-types and Motivation for physical activity

The results of this table explore thatthe differences in motivation for physicalactivities are statistically significant be-tween members of the different lifestyle-types. Above all the differences are moresignificant within the Health- and Aes-thetic motives. Both kinds of motives are ofgreat importance for the lifestyles “Goodexamples” and “Conscious people”. Theyare practicing sport on one side in knowl-edge of the healthy importance of physicalactivity; on the other side exercise also of-fers them a feeling of relaxation and sa-

tisfaction through social contacts.“Sportsmen/ Pleasure lover” corre-

spond exactly with the term we gave tothat lifestyle. They are declaring in thesame way relaxation and social intercoursereasons for their basic motivation for phys-ical activities. They enjoy their exercise;however the health aspect is less impor-tant for them. Not surprising is the resultthat those students explaining the impor-tance of relaxation- and social intercoursemotives also show high extraversion fig-ures.

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DiscussionOnly two of the six explored lifestyles

can be termed as “healthy” (“Good exam-ples” and “Conscious people”). The stu-dents representing these lifestyles got arelative large amount of positive habitsincluding those we are declaring as healthsupporting (physical activity, adequateway of life, limited consuming of addictivedrugs, control of health problems on regu-lation of way of life, health trouble con-cerned attention, regular doctor-visits). Incontrary to these healthy lifestyles are the“Barrelhouse loafers” and “Careless peo-ple”. At least some criterions of health sup-porting behaviour are fulfilled by the lasttypes “Sportsmen/ Pleasure lover” and“Hypochondriacs”. The students belongingto those types are concentrating them-selves always on only one of the researchedaspects (Within the “Sportsmen/ Pleasurelover” it is physical activity; within the“Hypochondriacs” it is the endeavour forminimising the risks of health problems).Other health supporting habits are ignoredby these students; that is why these waysof life are not very effective in concern ofhealth support. In conclusion we can con-stitute that approximately 40% of our sam-ple are following successfully a healthylifestyle, whereas the remaining 60% stillhave reserves concerning attention andcare on themselves and their own health.

In view of the remaining researchedaspects we can ascertain that the obtainedfindings are in a large degree correspon-ding with the results of other studies withsimilar targets. The individuals from oursample, which lifestyle is comprising ahigher number of health supportinghabits, are more conscious, emotional morestabile, stronger realising their self effec-

tiveness and are better capable for the de-tection of processes targeting their bodies.The students representing the lifestyle ofa good example, consciousness and plea-sure loving are belonging to the especiallyextraverted ones. In agreement with otherauthors (Blumenthal et al., 1982) thesestudents got after all a positive relation-ship towards physical activity in relation totheir health supporting behaviour.

Our findings confirm explicit a corre-lation between personality and health sup-porting behaviour. On the base of theseresearch results we can assess conscien-tiousness, emotional stability and self ef-fectiveness as a essential assumption forkeeping a healthy lifestyle. Their signifi-cance is subsidised by the findings of otherauthors. For the facilitation of the opti-mal access to health their linking and com-bining is basically essential. Conscious-ness is the base for the long-termedkeeping of health supporting habits andconscious attitude towards health oftendemand self discipline and persistence.Emotional stability takes satisfaction andsafety and avoids thereby being afraid incase of changing in health status. Becauseof that it set the frame conditions for fur-ther personality characteristics and theawareness for self-effectiveness. These fac-tors are absolutely necessary for the feel-ing of the individual, having itself undercontrol and able to influence the ownhealth status as well as the subjective well-being under assistance of a health sup-porting lifestyle.

We should educate people for a positiveself-esteem, that means being aware oftheir own worth and in the same way liv-ing healthy and rational. Before others theyouth should get important information

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about body-care in the frame of school ed-ucation. This could also allow an easierorientation in the offers concerning the lotof different preparations for beauty, healthand physical efficiency. Sport is an indis-putable medium for the perfection of theown body and the psychological state ofhealth and should have its place in everyone´s life.

The author is aware that the presentedstudy cannot become the status of a con-cluded evaluation. It put however somevery important findings and values for pro-posal, being used for the development ofthe new school education subject and offersthe way of getting continued.

Address of the Author: Prof. Dr. Ludmila Fialova,Department of Psychology, Pedagogy and Didactics,Faculty of Physical Education and Sport, CharlesUniversity Prague, J. Martiho 31, 16252 Prague 6,Czech Republic, fialova@ftvs.cuni.cz

Received: 10. V. 2013.

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Summary:Lifestyle and Health PromotingHabits as Topic for School Education

Health prevention and physical activ-ities are actually matching a fulfilled, bal-anced and self – determined human dailylife. This study was conceived and run inorder to support this very important andnecessary cognition and to involve the find-ings after all into a new subject in schooleducation (“Individual and Health”). Theaim of our empiric study was the researchof correlations between health supportingbehaviour and selected personality char-acteristics within university students aswell as the analysis of mistakes in theirlifestyle. This revision created and sum-marized findings taken from three ques-tionnaires concerning differences in lifestyle and targeting themes of body imageand health promoting behaviour, life sat-isfaction and personality. Only 40% of the

sample (4 292 students) have the desirablehealth life style, most of students do mis-takes (hypokinesis, smoking, alcohol,drugs, not regular doctor visits, negativeattitude to the own body…).

Key Words: Health education, life style,health promoting behaviour, body care,physical activity

Resumen:Estilos de vida y hábitos para la pro-moción de la salud como materia deestudio en la educación escolar

La prevención de la salud y las activi-dades físicas son en realidad una partidacompleta, equilibrada y propiamente de-terminada en la vida diaria.

Este estudio fue concebido y puesto enmarcha para apoyar este importante ynecesario conocimiento e implicar los des-cubrimientos a pesar de incluir a un nuevosujeto en la educación escolar (“individuo ysalud”). El propósito de nuestro estudioempírico fue la investigación de las cor-relaciones entre la promoción de conductassaludables y una selección de característi-cas de personalidad de estudiantes de laUniversidad, así como de errores en su es-tilo de vida.

Esta revisión creó y sintetizó des-cubrimientos apoyados en tres cuestionar-ios relativos a las diferencias en los estilosde vida y una selección de temas de imagencorporal y promoción de de conductassaludables, satisfacción vital y personali-dad. Solo el 40% de esta muestra (4292estudiantes) tienen el deseado estilo devida saludable, la mayoría de los estudi-antes cometen errores (hipokinesis, fumar,alcohol, drogas, no visitar regularmente

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Lifestyle and Health Promoting Habits as Topic for School Education

al médico, actitud negativa a su propiocuerpo...).

Descriptores: Educación para la salud,estilo de vida, promoción de conductassaludables, cuidado corporal, movimientoactividad.

AcknowledgementThis study was supported by the Grant

Agency „VZ MŠMT -R MSM 0021620864“and Grant Agency of the Czech Republic „GA CR 406/05/0564“ and „PRVOUK 15“