The Development of Domain of the Abby of Velehrad 1205-1420 - Summary My paper tries to make an overview of possessiones of the Cistercian monastery Velehrad in the period between the founding and a year 1420. First I studied the deeds contained in series CDB II.-III. and CDM II.-XV. I gained the informations and put them in the charts with 3 columns with the name from the deed, the current name and other informations. I chose 4 deeds which had confirmed the possessions of the monastery in each year and I made maps with villages according to them. Velehrad Monastery was founded as a Cistercian monastery, so it was a part of filial system of monasteries. The line was Morimond - Ebrach - Pomuk - Langheim - Plasy - Velehrad. The monastery was founded by Vladislav Jindřich, who was a ruler in Moravia, with support from his brother the Bohemian king Přemysl Otakar I. and the bischop of Olomouc. 11th November 1205 12 monks with the abbot Thicelin came to Moravia to build Velehrad near a small river called Salaška. Vladislav Jindřich gave them 4 villages called Boršice, Zlechov, Huštěnovice a Kostelany. The Pope Inocenc III., the king Přemysl Otakar and the bishop Robert gave their support to the monastery, as well. The possessions of the monastery flourished in the 13. Century and the monastery became rich....

Background: In the treatment of hypertension, physicians’ attitudes and practice patterns are receiving increased attention as contributors to poor blood pressure (BP) control. Thus, current use of antihypertensive drugs in primary care was analyzed and the association with selected physician and patient characteristics was assessed. Methods: The Hypertension and Diabetes Risk Screening and Awareness (HYDRA) study is a cross-sectional point prevalence study of 45,125 primary care attendees recruited from a representative nationwide sample of 1912 primary care practices in Germany. Prescription frequencies of the various antihypertensive drugs in the individual patients were recorded by the physicians using standardized questionnaires. We assessed the association of patient variables [age, gender; co-morbidities such as diabetes, nephropathy or coronary heart disease (CHD)] and physician variables (general practitioner vs internist, guideline adherence, etc.) with drug treatment intensity and prescription patterns. Results: Of all 43,549 patients for whom a physician diagnosis on hypertension or diabetes was available, 17,485 (40.1%) had hypertension. Of these hypertensive patients, 1647 (9.4%) received no treatment at all, 1191 (6.8%) received non-pharmacological measures only, and 14,647 (83.8%) were given one or more antihypertensive drugs. Drug treatment rates were lower in young patients (16–40 years: 57.4%). BP control was poor: 70.6% of all patients were not normalized, i.e., had BP ≥140/90 mmHg. Antihypertensive treatment was generally intensified with increasing age, or if complications or comorbidities were present. The use of the different drug classes was rather uniform across the various patient subgroups (e.g., by age and gender). Individualized treatment with regard to co-morbidities as recommended in guidelines was not the rule. Adherence to guidelines as self-reported by physicians as well as other physician characteristics (region, training etc.) did not result in more differentiated prescription pattern. Conclusions: Despite the broad armamentarium of drug treatment options, physicians in primary care did not treat hypertension aggressively enough. Treatment was only intensified at a late stage, after complications had occurred. Treatment should be more differentiated in terms of coexisting morbidities such as diabetes, nephropathy, or CHD.

An der Schnittstelle zwischen Sport- und Behindertenpädagogik möchte die Arbeit Ansätze einer behindertenpädagogisch und kulturanthropologisch fundierten Theorie einer inklusiven Didaktik am Beispiel des Unterrichtsfachs Sport skizzieren. Ausgangspunkt der Argumentation ist dabei, dass die Sportpädagogik – wie andere Anwendungs- und Handlungswissenschaften auch – vielfach mit impliziten, gesellschaftlich vorformatierten Normvorstellungen wie etwa medial kolportierten Schönheits- und Fitnessideale hantiert. Gleichzeitig ist sie auch mit verborgenen (kultur-)anthropologischen Normvorstellungen konfrontiert. Es kann vermutet werden, dass diese häufig unreflektierten Normvorstellungen, möglicherweise insbesondere in der Sportpädagogik, der vollen Teilhabe von Menschen mit Behinderungen auf einer strukturellen Ebene potentiell entgegenwirken und ein exkludierendes Potential entfalten können. So erscheint es auf dem Weg zu einer inklusiven Fachdidaktik notwendig, diese immanenten Strukturen zunächst auf ihr inklusives bzw. exklusives Potential hin zu analysieren, um diskriminierende Strukturen in fachimmanenten theoretischen Modellierungen zu reflektieren und ggf. zu dekonstruieren. Als theoretisch explorative Studie findet dazu ein inter- bzw. transdisziplinärer Forschungsansatz Anwendung, der sich analytischer, texthermeneutischer Verfahren bedient, um auf der Folie der Disability Studies sowie des Ableismus immanente Inklusionshemmnisse zu dekonstruieren. / At the interdisciplinary interface between physical education and special education, the work aims to outline approaches to a theory of inclusive didactics founded on a pedagogic and cultural anthropology based on the example of PE. The point of departure for the argument is that sports education – like other application and action sciences – often deals with implicit, socially preformatted norms such as mediated beauty and fitness ideals. At the same time, it is also confronted with hidden (cultural) anthropological norms. It can be assumed that these often not reflected norms can potentially counteract the full participation of persons with disabilities at a structural level and have an exclusionary potential. On the way to inclusive didactics, it seems necessary to analyze these immanent structures first of all for their inclusive or exclusive potential in order to reflect and, if necessary, to deconstruct discriminatory structures in theoretical models that are inherent. As a theoretical explorative study, an interdisciplinary or transdisciplinary research approach is used, which uses analytical, text-hermeneutic methods to deconstruct intrinsic barriers to inclusion based on disability studies as well as on Ableism.

In der vorliegenden Dissertation wird untersucht, wie die Beschulungsart mit den schulischen Kompetenzen und der schulischen Motivation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SPF) in der vierten Jahrgangsstufe zusammenhängt. In der ersten Teilstudie wurde geprüft, ob die Kompetenztests im IQB-Ländervergleich 2011 geeignet sind, die schulischen Kompetenzen von Kindern mit SPF in Förderschulen und allgemeinen Schulen reliabel und valide zu erfassen. Die Messeigenschaften der Kompetenztests waren zwischen den Schülergruppen mit SPF in Förderschulen und allgemeinen Schulen vergleichbar. Jedoch zeigten sich Einschränkungen in der Testgüte für die Kompetenztests im Fach Mathematik für Kinder mit SPF in Förderschulen. In der zweiten Teilstudie wurden die schulischen Kompetenzen in den Fächern Deutsch und Mathematik zwischen Kindern mit SPF in Förderschulen und allgemeinen Schulen miteinander verglichen. Kinder mit SPF in allgemeinen Schulen erzielten in beiden Fächern höhere schulische Kompetenzen als Kinder mit SPF in Förderschulen mit vergleichbaren Lernvoraussetzungen und Hintergrundmerkmalen. Insbesondere Kinder mit dem Förderschwerpunkt Lernen profitierten von einer Beschulung in allgemeinen Schulen. In der dritten Teilstudie zeigte sich, dass die fähigkeitsbezogene Klassenkomposition unter Berücksichtigung individueller Hintergrundmerkmale und Schulart positiv mit den schulischen Kompetenzen von Kindern mit SPF zusammenhing. In der vierten Teilstudie wurden Zusammenhänge zwischen der Beschulungsart und Merkmalen der schulischen Motivation untersucht. Kinder mit SPF in Förderschulen wiesen ein höheres akademisches Selbstkonzept in den Fächern Deutsch und Mathematik sowie fächerübergreifend eine höhere Lernfreude auf als Kinder mit SPF in allgemeinen Schulen. Diese motivationalen Unterschiede konnten auf die geringere Leistungsstärke in Förderschulen im Vergleich zu allgemeinen Schulen zurückgeführt werden. / The present dissertation examines the relation between the educational placement of students with special educational needs (SEN) in special education schools or regular schools and their school achievement and achievement motivation at the end of fourth grade. In the first study, we investigated if the achievement tests in German and mathematics assess SEN students’ proficiencies reliably and validly. Overall, the interpretation of the test scores was comparable between students with SEN in special education schools and regular schools. Comparability of the achievement tests in mathematics, however, was constrained for SEN students in special education schools compared to students without SEN. In the second study, we compared SEN students’ school achievement in German and mathematics between special education schools and regular schools. SEN students in regular schools had significantly higher test scores across both domains than comparable SEN students in special education schools. In particular, students with special needs in learning benefitted from an education in regular schools. In the third study, we found a significant positive relationship between the average cognitive abilities at the class level and SEN students’ individual school achievement in German and mathematics after accounting for students’ achievement-related characteristics and educational placement in special education schools or regular schools. The fourth study focused on the relation between SEN students’ educational placement and their achievement motivation. SEN students in special education schools reported higher academic self-concepts in German and mathematics as well as more enjoyment of learning than SEN students in regular schools. Placement differences could be explained by the lower class-average achievement in special education schools compared to regular schools.

DOCTORAL THESIS Ivana HERGLOVÁ --- KINGDOM OF BOHEMIA - NEIGHBOUR OF BAVARIA IN THE LATE MIDDLE AGES AND IN THE EARLY MODERN TIMES --- Abstract --- The thesis is dedicated to research in the field of Bavarian-Bohemian relations, mainly in the field of politics, in the 15th and early 16th century. Main interest is given to the contacts between the Kingdom of Bohemia and the four partial duchies into which Bavaria was subdivided in this period - (Lower) Bavaria-Straubing, Bavaria-Munich, Bavaria-Landshut and Bavaria-Ingolstadt. The work is divided into four large parts. The first goes on the Hussite Wars (1419-1434/36). The second part analyses Czech royal election of the year 1440 and the motives of the selected candidate, the duke Albrecht III of Bavaria-Munich, to finally decline the election. This chapter is followed by a summary of the political cooperation between Czech kings Ladislaus Posthumus (1453-1457) and George of Podiebrad (1458-1471) and the duke Louis/Ludwig IX of Bavaria-Landshut. The last chapter of the thesis describes the attempt of the Bavarian dukes (of the now reunited Duchy of Bavaria) William/Wilhelm IV and Louis/Ludwig X to become the kings of Bohemia as a part of their competition for hegemony in the middle European region with the house of Habsburg.