Diploma thesis deals with financing projects from EU funds and includes instructions on how to obtain subsidies from EU funds. Introductory part is devoted to theoretical information concerning European Union funds. In the main part of analyzing the situation HATRACO Company Ltd. and described the procedure for obtaining funds from the EU structural funds. The final section is devoted to evaluate the use of structural funds for the development of the company.

The submitted thesis is focused on the utilisation of the feasibility study during the preparation of project applications for financial assistance from EU funds. The thesis describes the basics of the project management and its tools in the theoretical part. The inseparable part from the theoretical part informs us also about EU regional policy and Operational programmes. The goal of the thesis is the preparation of the feasibility study of the project in its practical part. This project will be used to obtain a grant from the Human Resources and Employment Operational Programme (HREOP).

The thesis is focused on the possibility of financing projects from EU funds. The thesis is divided into two parts, the theoretical part, the terms relating to the European Union, as well as the basics of project management and methods to assess the situation in the company. The aim of the practical part of the feasibility study of the project funded by the European Fisheries Fund.

This diploma thesis is related to construction order preparation and management from the investor´s view. Theoretical part deals with the project management, essential legislation included. In the practical part the construction order preparation and management of the concrete contracting authority is described. This work´s outcome is the elementary methodical process how to manage project by a contracting authority.

The thesis deals with the evaluation of economic efficiency that benefits the public investment project. The aim of this study is to compare the estimated project costs with the costs actually incurred. The theoretical part describes the theme of public sector cost-output methods, and in detail analyzes the cost-benefit analysis. Furthermore, this section deals with regional policy and subsidy resources used to finance public projects. The practical part describes the project funded by funding from the European Union, which compares the value of all expected costs needed for an application for a grant with the real values of costs after project implementation.

Tato diplomová práce se zabývá Evropskými Fondy a jejich roli při zmenšování rozdílů mezi chudšími a bohatšími regiony EU. Hlavním cílem práce je finanční analýza vybrané společnosti a navržení investičního projektu s důrazem na požadavky kladené na možnost čerpání dotací z evropských fondů. V práci jsou využity data poskytnuté společnosti, které jsou využity při tvorbě finanční analýzy, dále metody PESTL analýzy, Porterův pětifaktorový model, a SWOT analýza. Na závěr bude investiční projekt doporučen či zamítnut.

This thesis focuses on the analysis and the use of the register of voluntary associations of municipalities. The theoretical part of the work is focused on defining the cooperation of municipalities, namely voluntary associations of municipalities, and funding op-portunities for public investment. The practical part deals with the analysis of public associations of municipalities of the South Moravian region, which was part of a specific research. They are then matched funding options selected project independent community through the voluntary association of municipalities.

This diploma thesis focuses on choice of financial resources for realization of construction investment in a public sector, classifies investments based on multiple criteria and describes funding sources including Czech and European grant programs which are suitable for carrying out a construction investment. Next chapter introduces an organization structure of a village with focus on budget structure and establishment of the budget. Village Jaroměřice and organization Svazek obcí skupinového vodovodu Malá Haná are introduced for purposes of the practical part of this work, which describes their planned construction investments and identifies the best source of funding.

This study aims at investigating the managerial imperatives of teen motherhood in public secondary schools in the Mamaila circuit, Limpopo province. The focus is on the managerial imperatives of teen mothers that principal must fulfil; the experiences of principals that have teen mothers in their school; the ability of the principals to fulfil these managerial imperatives; and the kinds of support principals give teen mothers. The study was informed by the legal framework entrenched in Chapter 2 (Bill of Rights) of the Constitution of South Africa, especially such concepts as equality, human dignity, security, the interest of the child, the right to basic education and the safety of learners. In South Africa it is illegal to expel pregnant girls in terms of the Constitution of the Republic of South Africa (hereafter Constitution) (RSA, 1996a). Schoolgirls who become pregnant are allowed to return to school after giving birth (Kaufman, De Wet and Stadler, 2001:147). The learner pregnancy policy (DoBE, 2007) puts obligations to principals to deal with each case confidentially (i.e. to respect the human dignity of the learner); to support the learner by encouraging her to continue with education prior to and after the delivery of the baby; to put in place appropriate mechanisms to deal with unfair discrimination, hate speech or harassment that may arise. The findings have revealed that most of the principals are not aware of the departmental policy on learner pregnancy, but they acknowledge that it is unconstitutional to expel a pregnant learner. Principals find it difficult to liaise with learners who are on maternity leave in terms of giving them school tasks as advocated by the learner pregnant policy (DoBE, 2007). Learners who are entitled to receive a child-support grant disrupt school on the social grant payday by queuing for permission to go to local pay points. Principals also experience late-coming and absenteeism from teen mothers due to a lack of reliable people to care for their babies during the school day. The performance of teen mothers deteriorates due to the household chores of taking care of the baby and having no time to attend extralessons or afternoon study sessions at school. The study has also revealed that principals engage the local clinics officials to present pregnancy awareness with the learners as a way of educating them. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Education Management and Policy Studies / unrestricted

<p>Racial tension in the United States has moved to the forefront in social discourse with the rise of the Black Lives Matter movement and elections of far-right wing politicians who provide support and empathy for White supremacist groups. In higher education, colleges and universities often serve as microcosms of the broader society’s racial climate. Experts have revealed that 56% of U.S. university presidents believed that inclusion and diversity had grown in importance between 2015-2017. Additionally, 47% of presidents at 4-year institutions stated that students had organized on their campus amid concerns about racial diversity. In attempts to combat the divisiveness present in American culture, colleges and universities have begun appointing Chief Diversity Officer (CDO) administrative positions to lead their inclusion and diversity missions to better support minoritized and marginalized communities. Experts estimate that nearly 80% of CDO positions were created in the last 20 years. Despite efforts to develop CDOs, higher education institutions sometimes struggle to foster inclusive and diverse environments. Recently, a small body of literature has been developed to better understand the CDO role in higher education. Predominantly White Land-Grant Universities (PWLGUs) have also seen an influx of issues related to diversity and inclusion over the years. The purpose of the current study was to uncover how CDOs see their role and responsibilities in the context of Predominantly White Land-Grant Universities. This study used Critical Race Theory (CRT) framework to examine how CDOs navigate their identities, the presence of racism, and the social climate of their university and the broader United States. This study was guided by five research questions, including one topical question which served to provide demographic information of the CDOs. The other four research questions covered barriers and successes of CDOs, how CDOs navigated their own identity while in the role of CDO, and how they observed the presence of racism at PWLGUs. Two rounds of interviews were conducted with seven CDOs at PWLGUs. Topic and pattern coding were used to analyze data via NVivo qualitative data analysis software. There were four findings for this study. First, racism has had a constant presence on, and at times has been supported by, land-grant universities further complicating the jobs of CDOs. Second, CDOs of color often connected elements of their identity to the responsibilities of the CDO position. Third, CDOs described ways in which inclusion and diversity were part of the purpose of land-grant universities and ways in which race factored into academic achievements of the institution, but then become afterthoughts in other elements of campus life. Finally, PWLGUs often invoke liberal processes and decision-making that further limits the capabilities of the CDO to foster inclusive and diverse campuses. Future study recommendations include comparing and contrasting CDOs of Color and White CDOs, CDOs at Minority-Serving Institutions with CDOs at Non-Minority Serving Institutions, and perception of satisfaction by people of color with the job of the CDO at their institution. </p>