This diploma thesis deals with preparedness of students of commercial Academy for their future employment. The object of research was Commercial Academy and Language school of Trebic. In present time the most of the students continue their studies on universities or college. My main interest was if the students of third class know the profile of graduate, the possibilities of future employment, if they find the present teaching system sufficient and if they applied any changes. The thesis also contains the view of teachers. As I am a former graduate and present teacher on this commercial Academy my main goal was to catch the both points of view. The thesis also shortly describes the implementation of state final exams and the system of high school's financing.

This thesis deals with the analysis of accounting textbooks for secondary schools. The main aim of this thesis is to analyze three Czech, three Slovak and five Austrian textbooks on the basis of selected evaluation criteria. The subject of the analysis was to assess the didactic aspects, text difficulty and content textual analysis. All the assessed textbooks are currently widely used for teaching accounting at comparable types of secondary technical school finished by graduation exams: business academies in the Czech and the Slovak Republic and Handelsakademie in Austria. The comparison of the results is an integral part of the research. The secondary aim was to give recommendations to the contemporary authors of accounting textbooks.

This thesis deals with a creation of a timetable on Business College. In the first part the areas in which we can encounter scheduling are introduced, because timetabling undoubtedly belongs to scheduling tasks. Then the linear programming theory is explained. With its help a model for a timetable is made. The assignment problem, which forms a basis for timetable creation model, will be mentioned. We cannot imagine all that without the support of computers. That is why one chapter is dedicated to useable computer programs. The next chapter discusses didactics and its requirements for a good timetable. These requirements are then taken into account in an application chapter. Fundamental part of the thesis is the creation of the timetable for real Business College, taking into account all important conditions. At the end of this thesis a mathematical model is introduced which is suitable for creating timetables for twenty-four classes of this school.

Title: Organization and management of football academies Objectives: The aim of this thesis is to create a general model for the organization and management of football academies by exploring key areas in work with youth in football club 1. FC Slovácko. The next object is to propose measures that would lead to the improvement of the conditions of preparation and education of young players in the club. Methods: The basic method in processing this thesis was "case study". I focused on a detailed examination of the case, Football academy in 1. FC Slovácko club. I used method "document analysis" and method "interview with the instructions" to collected necessary data and information relating to the football academy. Results: Using these methods I achieved goals that I had set. I created a generic model for the organization and management of football academies. I found out how works Football academy in Uherské Hradiště and I suggested measures, that could lead to the improvement of conditions and work with youth. Keywords: football, football academy, organization, children and youth

AFRIKAANS: Die Suid-Afrikaanse Akademie vir Wetenskap en Kuns vier vanjaar sy eeufees. Hierdie instansie is die kurator van die Hertzogprys, ’n gesogte letterkundeprys en die oudste en bekendste prestigetoekenning wat deur hierdie instansie gemaak word. Die terrein wat deur hierdie proefskrif gedek word, is die Akademie se houding teenoor en bevordering van Afrikaanse drama, met ’n geslypter fokus op die Hertzogprystoekennings vanaf 1915 tot net voor 1972. Etlike gegewens met betrekking tot die prys soos aangebied in reeds gepubliseerde werk, is verwarrend of nie feitelik korrek nie. Ten einde klarigheid daaroor te kry, is ’n grondige studie gemaak van die toekenningsprosedures en die invloed daarvan op die dramabekronings tot voor 1972. Dit was veral verhelderend met betrekking tot die dramaturg Uys Krige. Aanvanklik het die drie literêre kategorieë prosa, poësie en drama gelyktydig in aanmerking gekom vir die prys. Vanaf 1928 roteer dit en kom Afrikaanse dramas elke derde jaar aan die beurt. In vergelyking met die literêre kategorieë prosa en poësie, is daar relatief min dramabekronings gemaak – veral aan die beginjare van die prys. Deur noukeurige studie is gepoog om die gebrek aan dramatoekennings in perspektief te stel. Klem word gelê op die rol wat prosedures gespeel het, byvoorbeeld minder goeie prosedures wat veroorsaak het dat die verkeerde of geen toekennings gemaak is nie en sodoende bygedra het tot ’n skewe beeld wat bestaan oor Hertzogprystoekennings vir Drama. Sekere toekennings (of gebrek daaraan) kan direk gekoppel word aan foutiewe uitsprake van administratiewe amptenare, onbevredigende prosedures of aan die invloed van persone wat seggenskap oor die prys gehad het. Bepalende bakens en beslissings word aangetoon. Die sestigerjare was in die geskiedenis van die land en van die Akademie vol beroeringe. Met betrekking tot die Akademie se beleid oor die handhawing en bevordering van die Afrikaanse kultuur, het Akademielede van mekaar verskil oor die vertolking en uitlewing daarvan. Dit het gelei tot uiteenlopende menings oor die rigting wat die Akademie moes inslaan, maar ook oor sekere literêre werke. Verskillende menings het geheers oor wie die finale seggenskap oor die Hertzogprys moes hê: die Akademieraad as kurator van die prys volgens die skenkingsakte, of die Letterkundige Kommissie wat die kundiges op letterkundegebied was. Hierdie meningsverskille is op die spits gedryf in 1966 – die jaar waarin Uys Krige vir ’n dramatoekenning aanbeveel is. Die Akademieraadsbesluit om nie daardie jaar ’n prys toe te ken nie, het hewige kritiek ontlok – selfs van Kommissielede, en sou nog vir jare daarna ’n rimpeleffek hê. Die eerste staande Letterkundige Kommissie is aangewys vir die periode April 1968 tot April 1971 en die eerste toekenning waaroor hulle moes besluit, was die Dramatoekenning van 1969. In teenstelling met die stormagtige sestigerjare, het dramabekronings in die jare daarna verloop sonder onmin tussen die Akademieraad, die Fakulteitsraad en die Letterkundige Kommissie. Die jare waartydens ’n Hertzogprys vir Drama toegeken kon word vanaf 1972 tot 2009, word slegs kortliks en skematies gedek om die bespreking af te rond met betrekking tot dié dramaturge wat reeds voor 1972 gedebuteer het, maar eers daarna met die prys bekroon is. ENGLISH: The year 2009 marks the centenary celebrations of the Suid-Afrikaanse Akademie vir Wetenskap en Kuns. This institution is the curator of the Hertzog Prize, a sought-after literary prize and the oldest and most prestigious award made by this institution. This dissertation focuses on the Academy’s attitude towards and advancement of Afrikaans drama, with the focus on the Hertzog Prize awards from 1915 until 1971. Certain information relating to the prize as recorded in previously published works on the subject, are confusing and factually incorrect. In an effort to clarify these, an in depth study was undertaken of the award procedures and their influence on the awards for drama up to 1972. It was especially enlightening with regard to the dramatist Uys Krige. Initially the three literary categories prose, poetry and drama were considered simultaneously, but as from 1928 they rotate and Afrikaans dramas are considered every third year. In comparison with the literary categories prose and poetry, there is a paucity of drama awards – especially during the early years of the prize. An effort was made to place the paucity in perspective. Emphasis is placed on procedures with specific reference to those less than perfect ones which lead to incorrect, or the lack of, awards, resulting in a warped image of drama awards. Certain awards or lack thereof, can be attributed to incorrect statements by administrators, unsatisfactory procedures or the influence of people with authority. Defining beacons and decisions are indicated. In the nineteen sixties the country and the Academy experienced years of turbulence. With regards to the Academy’s policy on the protection and advancement of Afrikaans culture, members of the Academy differed on the interpretation and implementation thereof. This lead to differing views on the Academy’s course and on certain literary works. There were different views on who should have the final say on the Hertzog Prize: the Board as curator of the prize according to the deed of gift, or the Commission for Literature as literary experts. These differences lead to a boiling point in 1966 when Uys Krige was nominated for the prize. The Board’s decision not to award the prize lead to severe criticism – even from members of the Committee, and had a ripple effect for years thereafter. The first standing Commission for Literature was appointed for the period April 1968 to April 1971 and the first award they had to adjudicate was the Drama award for 1969. As opposed to the stormy sixties, the awards for drama in the following years were made without discord between the board of the Academy, the Faculty and the Commission for Literature. The years during which the Drama Prize could be awarded during the period 1972 to 2009 are dealt with briefly and schematically in order to conclude the discussion with reference to those dramatists who made their drama debut before 1972, but were only awarded the Hertzog Prize after 1972. / Thesis (DLitt)--University of Pretoria, 2009. / Afrikaans / unrestricted

No description available.

Die Arbeit behandelt anhand des Dichtermusikers Girolamo Parabosco (ca. 1524–1557) die Musikkultur des mittleren Cinquecento-Venedig. Neben biographischen Bezügen werden primär soziokulturelle Kontexte wie Ridotti und informelle Akademien besprochen, wie sie in den zumeist literarischen Quellen repräsentiert sind. Einen Schwerpunkt bildet der Liebesdiskurs, der in den entsprechenden Kreisen florierte. Dieses breitere Panorama bildet den kulturellen Hintergrund für eine musikoliterarische Lektüre der Madrigali a cinque voci […] (Venedig, 1546) Paraboscos. Damit leistet die Arbeit einen wichtigen Beitrag, enge Verbindungen zwischen sozialen, kulturellen und musikalischen Bereichen des Cinquecento zu erschließen. / This study explores the musical culture of mid Cinquecento Venice through the poet-musician Girolamo Parabosco (ca. 1524–1557). Beyond biographical aspects, it is primarily focused on sociocultural contexts like ridotti and informal academies, as they are represented in literary sources. Emphasis lies on the discourse of love, which flourished in these circles. This broader picture works as the cultural background for reading musicoliterarily Paraboscos Madrigali a cinque voci […] (Venice, 1546). Thus, the study contributes to draw close relations between social, cultural and musical realms of the Cinquecento.

Seit 2011 widmet sich eine Arbeitsstelle der Akademie der Wissenschaften zu Göttingen an der Universitätsbibliothek Leipzig der Erschließung der breiten Tradition gelehrter Zeitschriften des 18. Jahrhunderts. Das bis 2025 laufende Langfristprojekt (eine andere Arbeitsstelle befindet sich an der Bayerischen Staatsbibliothek München) will die Beiträge erfassen und zugleich die konkreten Effekte der publizistisch-öffentlichen Diskussion herausstellen. Ein Datenbankportal wird Artikel, Rezensionen und gelehrte Nachrichten aus rund 128 Zeitschriften des 18. Jahrhunderts detailliert recherchierbar machen. Für Fragen einer allgemeinen Wissenstopographie und Wissensvernetzung des 18. Jahrhunderts ist das Projekt ebenso bedeutend wie für die Rezeptionsgeschichte einzelner Werke sowie für die Entwicklung gesellschaftlicher Debatten.

Research of the feedback during the defenses of final works at art schools focused on new media. This thesis describes the process of defenses of the final and diploma works within six art colleges in the Czech Republic. The thesis emphasises observing the process of discussion after the presentation of artwork. Emphatic analysis of this year's final evaluation of practical work is carried out within each observed art studio. Both students and teachers express themselves to the process of the defense within this text. The text reflects the importance of this particular period and compares different approaches. In the resume of the thesis)the author advises some of the formal methods that can help to improve the discussion and defense itself.The author focuses on the importance of a comprehensive written evaluation from the beginning of the thesis.

Seit 2011 widmet sich eine Arbeitsstelle der Akademie der Wissenschaften zu Göttingen an der Universitätsbibliothek Leipzig der Erschließung der breiten Tradition gelehrter Zeitschriften des 18. Jahrhunderts. Das bis 2025 laufende Langfristprojekt (eine andere Arbeitsstelle befindet sich an der Bayerischen Staatsbibliothek München) will die Beiträge erfassen und zugleich die konkreten Effekte der publizistisch-öffentlichen Diskussion herausstellen. Ein Datenbankportal wird Artikel, Rezensionen und gelehrte Nachrichten aus rund 128 Zeitschriften des 18. Jahrhunderts detailliert recherchierbar machen. Für Fragen einer allgemeinen Wissenstopographie und Wissensvernetzung des 18. Jahrhunderts ist das Projekt ebenso bedeutend wie für die Rezeptionsgeschichte einzelner Werke sowie für die Entwicklung gesellschaftlicher Debatten.