The thesis called "Extended musical teaching in primary school" addresses the ini­tial idea of the author, professor Ladislav Daniel, since itś creation till its development in the last 45 elapsed years of its continuation in the Czech Republic. Based on this method this experimental research has taken place. This research will focus specifically on The 2nd primary school in Jindřichův Hradec where extended musical teaching has been in progress. The purpose of this activity is to find out how this school has dealt with extended teaching (the reason for its foundation, difficult situations during teaching, where is the musical education leading) and if this way of educating is comparable to professor Danielś method.

(in English): The diploma thesis is focused on employee engagement in a specific organization and its analysis. It is based on the assumption that employee engagement can be perceived as an overarching concept based on the theory of role quality, motivation, satisfaction, and leadership, and that employee engagement has an impact on employee productivity and increases the results of the organization. In this diploma thesis, we rejoin the question of what is employee engagement in a specific organization, what is the differentiation according to employee department, and what factors affect the employee engagement. First, the thesis pivots with the terminological grounding of employee engagement and the discussion that surrounds this approach. Then, an analysis of the employee engagement is performed, focusing on ongoing organizational changes due to the COVID 19 pandemic. Finally, the thesis proposes few recommendations that the organization can implement and thus improve employee engagement.

Die kompetenzzellenbasierte Vernetzung ist ein wissenschaftlicher Ansatz für die Kooperation elementarer Leistungseinheiten, der eine neue Perspektive für kleine und mittelständische Unternehmen darstellt, wie diese im globalen Wettbewerb mit Konzernen bestehen können. Die Arbeit beschreibt die systematische Generierung von Produktinnovationen ohne Kundenauftrag aus Initiativen innerhalb des Netzes. Als Grundlage für den Aufbau von Wettbewerbsvorteilen durch die Kooperation wird ein Verfahren zur Clusterbildung eingeführt, das beschreibt, wie sich Kompetenzzellen anhand der Charakteristik ihrer Kompetenzen effektiv zu einem Cluster verbinden lassen. Der beschriebene Innovationsprozess umfasst dann sowohl die methodische Suche nach neuen, marktgerechten Produktkonzepten, die im Produktentwicklungsprozess konstruiert werden, als auch die Technologieentwicklung, bei der neues Wissen für die Definition zukünftiger Produkte generiert wird. Für Letztere wird ein Ansatz zur Auswahl der Beteiligten beschrieben, die anhand einer annähernd objektiven Bewertung der Innovationsfähigkeit erfolgt. Der Nachweis der Funktionsfähigkeit des Verfahrens wird am Beispiel eines Forschungsinstitutes erbracht. / The competence-cell-based networking is a scientific approach to the cooperation of elementary performance units representing a new perspective for small and medium-sized enterprises of how they can stand in the global competition with large concerns. This thesis describes the systematic generation of product innovations without customer orders through initiatives within the network. As a basis for gaining competitive advantages through this cooperation, a clustering method is introduced. It explains how competence cells can be joined effectively to a cluster by means of their characteristics. The described innovation process comprises the methodical search for new, market-oriented product concepts which will be designed in the product development process. Furthermore, it comprehends also the technology development, with which new knowledge for the definition of future products is generated. For the latter, an approach for selecting the required participants is described, which is accomplished by a nearly objective evaluation of the innovative capability. The functionality of the method was verified by an example of a research institute. / Las redes basadas en células de competencia son un planteamiento científico enfocado a la cooperación de unidades funcionales elementales que representan una nueva perspectiva para las pequeñas y medianas empresas para poder subsistir en la competencia global contra grandes consorcios. La tesis describe la generación sistemática de innovaciones de producto, sin órdenes de cliente, a partir de iniciativas dentro de la misma red. Como base para la creación de ventajas competitivas a través de la cooperación se introduce un nuevo procedimiento para formar agrupaciones, el cual describe como se pueden agrupar de forma efectiva células de competencia por medio de sus características. El proceso de innovación descrito comprende tanto la búsqueda metódica de nuevos conceptos de productos orientados al mercado, que se diseñaran en el proceso del desarrollo de productos; así como también el desarrollo de tecnología, con el que se genera nuevo conocimiento para la definición de futuros productos. Para este último, se describe un método para la selección de los participantes necesarios que se efectúa por medio de la valoración aproximadamente objetiva de su capacidad para innovar. La funcionalidad del modelo propuesto se comprobó por medio de un ejemplo de un instituto de investigación.

Die weltweite Veränderung der klimatischen Bedingungen macht eine deutliche Verringerung des globalen Ausstoßes von Treibhausgasen unumgänglich. Der Bausektor und insbesondere die Zementherstellung sind von diesen Entwicklungen nicht ausgenommen, weshalb die Suche nach alternativen, nachhaltigen Baumaterialien verstärkt in den Fokus der Industrie und der Wissenschaft rückt. Im vorliegenden Artikel sollen einige Entwicklungstendenzen aufgezeigt und gewisse Potentiale und besondere Eigenschaften dieser Materialien hervorgehoben werden. Dabei erheben die Autoren mit diesem Aufsatz keinesfalls den Anspruch auf eine vollständige Darstellung aller bekannten Optionen, sondern er soll vielmehr zu neuen Denkansätzen motivieren und Forschungsbedarf aufzeigen.

As in many European countries, the Public Health Service (PHS) in Germany has had considerable difficulties in attracting well-qualified personnel for decades. Despite ongoing political and societal debate, limited empirical research on possible causes and explanations is available. To identify areas of action, we explored reasons for the (lack of) interest in working in the PHS by conducting two cross-sectional surveys among 3019 medical students (MS), public health students, and students from other PHS-relevant fields (PH&ONM) in Germany right before (wave 1, 2019/2020) and during the COVID-19 pandemic (wave 2, 2021). While interest in working in the PHS among MS was low, it was considerably higher among PH&ONM. The prevalent underestimation of the importance of public health and low levels of knowledge about the PHS were identified as potential barriers. Although core activities of the PHS were often considered attractive, they were repeatedly not attributed to the PHS. A negative perception of the PHS (e.g., it being too bureaucratic) was prevalent among students with and without PHS interest, indicating that both a negative image and potentially structural deficits need to be overcome to increase attractiveness. Based on the findings, we propose approaches on how to sustainably attract and retain qualified personnel.

The Public Health Service (PHS) in Germany has had difficulties in recruiting enough qualified staff for years, but there is limited research on what factors drive decisions to (not) join the PHS workforce. We explored reasons for this perceived (lack of) attractiveness. We conducted two cross-sectional surveys among medical students (MS), public health students and students from other PHS-relevant fields (PH&ONM) in Germany before (2019/2020) and during the COVID-19 pandemic (2021). Both waves surveyed self-reported reasons for why students did (not) consider working in the PHS as attractive and how this could be improved, using open-question items. Qual- itative and quantitative content analyses were conducted according to Mayring. In total, 948 MS and 445 PH&ONM provided valid written responses. Reasons for considering the PHS as attractive were, among others, the perception of a good work-life balance, high impact, population health focus, and generally interesting occupations. Suggestions to increase attractiveness included reducing bureaucracy, modernization/digitalization, and more acknowledgement of non-medical profession- als. Among MS, reasons against were too little clinical/patient-related activities, low salary, and occupations regarded as boring. Our findings indicate areas for improvement for image, working conditions in, and institutional structures of the PHS in Germany to increase its attractiveness as an employer among young professionals.

This report presents the first intellectual output (IO1) of the Open School Doors project. IO1 has been jointly produced by the whole project consortium. It summarizes the national policies and initiatives among the partnership concerning the parental engagement / involvement of migrant / refugee parents toward school life. To this end literature resources have been collected and then analysed, with the following aims: a) Profile the target group per country, i.e. outline what is the main audience, its specific cultural characteristics (if any), what has to be taken into consideration for the design of a Training Framework that will match both their learning and cultural needs, etc. b) Elaborate on certain cases of successful parental engagement / involvement, i.e. mainly EU, nationally or locally funded projects. The rationale behind the intensive search of such cases was to identify practices that really work but not to ‘reinvent the wheel’, and have a valid starting point for Open Schools Doors (OSD) Training Framework ‐ no doubt that the amplitude and variety of such programs are good indicators of each country policy and posture towards social inclusion and provision of equal opportunities to education. c) Identify the gaps in the current situation among the participant countries and design a Training Framework that will actively facilitate parents’ engagement / involvement to school life in a tangible and long‐term manner. Methodically authors started with desk research and apart from that empirical data was collected from focus groups which were organized with the view to validating what was theoretically concluded from literature resources by asking the main target audience of the project about the Training Framework specifications and features. To this end the last section summarizes findings of both theoretical research and focus groups, providing thus an overview of what is needed and on which directions OSD didactic approach should focus.:Abstract 6 Introduction and scope 7 1 Conceptualising Home School Interaction 9 1.1 Models of Parental Engagement 9 1.2 ‘Hard to reach’ parents or Hard to Reach Schools? 11 1.2.1 Intersectionality 13 1.2.2 Social Class and home ‐ school interaction 13 1.2.3 Ethnicity and home ‐ school interaction 15 1.2.4 Colonialism / Post‐colonialism 16 1.3 Home school interaction and technology 17 1.4 Infusing home ‐ school interaction with Literacies 20 1.4.1 Home ‐ school interaction as literacy work 20 1.5 Refugee Adults and Digital Literacy 22 1.6 Looking forward: Third Spaces and Multi‐Directional Parental Engagement 24 1.6.1 Multi‐directionality 25 1.6.2 Family Learning 26 1.6.3 Family learning and ‘Digital success stories’ ‐ ideas for future engagement? 27 2 The European dimension 29 2.1 European policies on parental involvement 29 2.2 Facts and figures 30 2.3 European and international experiences: interesting cases of parental involvement projects / practices beyond the consortium partner countries 33 2.3.1 Empowerment of Roma: An interesting practice followed in Croatia 33 2.3.2 Toddler: Towards Opportunities for Disadvantaged and Diverse Learners on Early Childhood‐Road ‐ an EU project 34 2.3.3 ASPIRA Parents for Educational Excellence Program (APEX): An ongoing parental involvement project 37 2.3.4 Involve Parents – Improve School – COMENIUS Multilateral Project 38 2.3.5 Language courses for people of a migrant background: An interesting practice from Sweden 41 2.3.6 More chances with parents: An interesting practice from the Netherlands 42 3 National Experiences 46 3.1 Austria 46 3.1.1 National initiatives, projects and articles in the area of parental engagement/involvement of migrant/ refugee parents 48 3.1.2 Recent initiatives and programmes to further language development 49 3.1.3 Political support for initiatives to engage immigrant parents 50 3.1.4 Lessons learnt 52 3.2 Germany 58 3.2.1 Parental involvement among migrants in German education research 58 3.2.2 Projects on parental involvement 59 3.2.3 Research results on (intercultural) parental work 63 3.2.4 Summary 65 3.3 Greece 67 3.3.1 Good practices and research about migrants’ parental engagement 67 3.3.2 Interventions and projects with migrants’ parents in Greece 72 3.3.3 Summarizing Comments 78 3.4 UK 78 3.4.1 Home school interaction and migrant parents 78 3.4.2 Home School Interaction and Roma families 80 3.4.3 Good practice – cultural acknowledgement 82 3.4.4 ‘Good practice at the grassroots’ 84 4 Focus Groups 85 4.1 Organization and scope 85 4.2 Overview about methodical aspects 86 4.3 Trans European focus group 87 4.4 Focus groups in Austria 90 4.5 Focus groups Germany 93 4.5.1 Focus groups Germany 93 4.5.2 Focus Group “German Parental Association” 93 4.5.3 Focus Group “Teacher Training Programme TU Dresden” 95 4.6 Focus groups Greece 99 4.6.1 Organization 99 4.6.2 Analysis and main findings 102 4.7 Focus groups UK 107 4.7.1 Issues and Themes Emerging from Focus Group Discussions 107 5 Conclusions and recommendations for the design of Open Schools Doors training framework 135 5.1 Leadership 135 5.2 Underpinning principles 136 5.3 Priorities for Teacher development: 139 Bibliography 142 Publications recommended for further reading 151 Appendix 152 A.1 Interview Guide 152 A.2 Feedback Template 154 A.3 Attendance List Template 155

The National Socialist newspaper “Der Freiheitskampf” was published nearly daily from August 1st 1930 to Mai 8th 1945. In addition to articles from all areas of politics, economics and society, it contained information on dates, events and persons of regional importance in Saxony during the era of the Third Reich and before. Because of its character as official press organ of the NSDAP in the Gau Saxony, the newspaper is suitable to compensate missing historical evidence caused by the systematic shredding of files in spring 1945 and a lack of documents in Saxon archives. This paper presents a joint project of the Hannah Arendt Institute for the Research on Totalitarianism at the TU Dresden (HAIT) and the Saxon State and University Library, Dresden (SLUB), which aims to enhance the usability of “Der Freiheitskampf” – not only for scientific purposes. The combined digitization of the (nearly) complete source and its deep indexing result in a presentation in an elaborated database (the years 1930 to 1934 are covered at present). This database provides more effective possibilities for answering scientific (interdisciplinary) questions, not only on the establishment of National Socialist rulership in Saxony. The paper also discusses the possible worth of the usage of the newspaper and its representation in a database for purposes of political education.

Indiana University-Purdue University Indianapolis (IUPUI / Charter schools are a major movement in American education and increasingly used as a city strategy for neighborhood rehabilitation. Indianapolis is one of a growing number of urban areas to promote charter schools as catalysts for neighborhood revitalization. Previous studies find mixed results about the causes of neighborhood change or how residents make mobility decisions. The present study seeks to create an empirical model that discovers the impact of charter schools as a neighborhood amenity. This is based on two measures of well-being: change in percentage poverty and change in percentage school-aged residents. Data indicate a negative relationship between charter schools in a census tract and the school-aged resident population. However, statistical analysis did not support a significant relationship between either measure and charter schools in the ten year time frame.