The thesis called Public law aspects of municipal property management deals with the topic of property management of the territorial self-governing units. The basic units are municipalities and the higher-level territorial administrative units are regions. Municipalities and regions have a legal personality and are public corporations which may have their own property and manage their own budget. Management and disposal of the self-governing units own property and it is one of the fundamental aspects of local government in the Czech Republic. The aim of this thesis is to provide an analysis of the main public law aspects disposition of the property of self-governing units. The thesis is composed of the three sections. The first two sections are focused on the general terms and principles, without which it would be impossible to comprehend more details the disposal of municipal property itself which is discussed in the third section. The first section describes the definition of territorial self-governing units, especially its position as a subject of property rights. There is also described the definition of property and division of property according to the different criteria. The second section deals with the management of municipal property. There are described basic obligations of the...

- Governing Bodies of the Unit Owners' Association and Their Decision- Making The aim of my thesis is to analyze the system of governing bodies of the unit owners' association, their decision-making, powers and liability. The thesis also attempts to focus on and to clarify certain legal questions relating to the provisions of the Unit Ownership Act that cause problems of interpretation with the professional public, courts and unit owners. The thesis is composed of five chapters. Chapter One is introductory and outlines the legal framework of the topic and relevant Czech legislation, and sets out the aims of the thesis. Chapter Two examines the nature of the unit owners' association as a legal entity endowed with limited (special) legal personality that is formed by operation of law (ex lege). The association may exercise only such powers and only to the extent expressly permitted and set forth in the provisions of the Unit Ownership Act (No. 72/1992 Coll.) such as administration, operation, maintenance, repair, and replacement of common elements of the building. Each unit owner in the building submitted to the Unit Ownership Act is entitled to undivided ownership of common elements, and also becomes a member of the relevant association. Chapter Three addresses the issue of the Articles of...

Le dix-huitième siècle ouvre une nouvelle ère dans l’histoire des échanges culturels franco-chinois. La Chine apparaît non seulement comme un pays mystérieux, qui inspire les auteurs de fiction, mais encore, aux yeux des philosophes, comme une nation qui mérite d’être étudiée. Cette étude porte sur un domaine jusqu’à présent peu exploré dans les travaux sur les échanges culturels entre la France et la Chine, à savoir la presse. Notre enquête se propose d’étudier les représentations de l’art de gouverner chinois dans les périodiques de langue française dans la seconde moitié du XVIIIe siècle et le rôle joué par ceux-ci dans la diffusion de représentations de la Chine dans la société française. / The eighteenth century opens a new era in the history of Franco-Chinese cultural exchanges. China appears not only as a mysterious country, which inspired the authors of fiction, but also, in the eyes of the philosophers, as a nation deserves to be studied. This study focuses on a field so far little discovered in the works on cultural exchanges between France and China, namely the press. Our investigation intends to consider the representations of the Chinese art of governing in French-language periodicals in the second half of the 18th century and the role played by them in the dissemination of representations of China in French society.

The aim of the study is to analyse the role of democratic school governing bodies in promoting school improvement in four High Schools in Pimville and Klipspruit locations in Soweto. The study presents two arguments, one is theoretical and the other is methodological. Theoretically, there is no clear-cut relationship between democratic SGBs and school improvement. Methodologically, the relationship between SGBs and school improvement can best be understood based on a critical analysis that specifies the context within which democratic SGBs promote school improvement. Such an analysis reveals the complex nature of the school dynamics within which SGBs have to promote school improvement. The role of SGBs is mediated by various local and global socio-economic and political factors. This study articulates these factors as inputs, context, complexity and mediation. Consequently, understanding the nature of the role of SGBs in promoting school improvement requires an elaboration of the specific articulation of these factors. Input factors important for school improvement include the school infrastructure, learning and teaching material, financial resources, quality of teachers and standards of teaching methodology as well as parental participation. The context and complexity factors indicate that school improvement efforts must appreciate the conceptual and historical contexts that shape the conception and practice of school improvement. SGBs emerge out of a particular historical moment. SGBs have features of both apartheid school boards and committees and the people‘s education‘s PTSA‘s. These features render the role of SGBs precarious because it is framed within contradictory ideological discourses. Other context factors are relationships within the school, leadership and socio-economic factors. Finally, the role of SGBs is mediated by how school improvement is understood in these schools, by legislation and the complex nature of school dynamics. The study concludes that schools do not operate outside of a history of unequal provision of resources and SGBs do not exist independently of the incessant conflict among social forces. Schools operate within a social context. When narrowly focused within the school and in isolation from the historical legacy, school improvement initiatives reproduce and perfect the features that define their context.

The role of Governing Board under Czech legal regulation and the role of Board of Directors under English law This Diploma Thesis deals with the position and role of Governing Bodies of joint-stock companies under Czech and English law. In the first part, the author sets theoretical and economical reasons behind the management of a joint-stock company via Governing Body by way of descriptive and explanatory method, and concludes, that a Governing Body should be an instrument which mitigates the agency costs and provides for a flexibile system of governance. In the second part of the Thesis, the author deals with structure, position and role of a Governing Board and related interpretation problems of Czech regulation by way of description, analysis and synthesis. The author summarises the second part with a definition of czech Governing Board as a sui generis body with supervisory and managerial powers, whose position stands somewhere between Managing Board and Supervisory Board. The third part of the Thesis makes an excursion into English law through descriptive, analytic and synthetic method, where the author deals with history, structure, position and role of a Board of Directors as an english counterpart of czech Governing Board. The author defines Board of Directors through historical and...

Thesis (M. Dev.) --University of Limpopo, 2005 / Refer to document

Thesis (M.Dev.) --University of Limpopo, 2008 / The focus of the research was mainly on leadership problems, with special reference to the rural primary schools of Ximhungwe Circuit in the Bushbuckridge area. Special attention has been given to the leadership background of SGB members and their involvement on governance matters. This is a qualitative research study that involved seventeen rural primary schools of the Ximhungwe Circuit, where the SGB’s of these schools were interviewed to elicit information and to get their view points. The respondents interviewed from each school included the principal, chairperson of the SGB, educator component and parent component. The research findings revealed that the majority of SGB members are not coping with their roles and responsibilities as enshrined in the South African Schools Act, Act 84 of 1996. The results also indicated that there is a general lack of understanding in relation to governance matters, hence the elite principals and educators are seen to be taking a lead in that regard.

Thesis (MPA) --University of Limpopo, 2013 / The study investigated the involvement of parents in school governance in Sibasa Circuit. Among others the study found that parents experience various challenges with their role in this regard. School Governing Bodies struggle to maintain a full complement of the parent’s component. However, there are various ways and means that can be used in order to improve the situation. The study used both qualitative and quantitative approaches in both data collection and analysis. The result from the study indicates that lack of capacity is a challenge to parents in contributing positively towards the involvement of school governance. The findings of this study have shown that there is a major concern that parents need to be given the opportunity to make inputs in the school. The study shows that the level of capacity and lack of ownership by parents is still a challenge; however the interest to change the status is still available by the parents. The recommendations suggest the following: • Parents should first be made familiar with the South African Schools Act of 84 of 1996. If parents could be educated on this Act, they would know the duties of governing bodies and what is expected from them. • The training should be conducted among all chairpersons, secretaries and treasurers in order for them to be taught how to conduct their duties; Effective consultation should be introduced in schools in order to encourage parents to be involved in school governance. Establishment of parental association can improve the involvement of parents in school governance. Parental association must educate parent members about the importance of communication. They must know that they have to communicate with other parents who are not members of the school governing body, because their duty is to represent their interests. This will help to foster parent involvement in school. Lastly, the National Department of Education needs to review Section 27 of South African Schools Act 84 of 1996 to include remuneration of school governing body members. This section is the one that states that no remuneration must be given to people for governing body duties. Remuneration can help to motivate parents to participate fully in governing body duties.

<p>Many researches have been done about the difficulties in teaching children with disabilities and like in this case dyslexia, which is the disability my essay is focused on. Earlier researches have investigated how and what teachers do practically when they have pupils with dyslexia and what help they have in their work. I wanted to investigate how the theories in National Compulsory School Curriculum (Lpo94) and about inclusive education in relation to the actual work in one Swedish school. My essay, with help of other research, has taken the expression “school for all” and it’s meaning to what is possible to do in a real life work situation, with the assignments that schools have in Lpo94. The result from my research on this Swedish school in Stockholm region is that they have a somewhat impossible goal to achieve, if the School system wants to be a “school for all” and at the same time fulfil their obligations in Lpo94 about an inclusive education and at the same time notice and offer alternative education to the ordinary if necessary.</p>

<p>Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country’s majority language. These students’ possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents.</p><p> </p><p>The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language. The comparison also app­lies to the requirements that each country has for the students who are looking to the Swedish upper secondary school, and its counterpart in Norway, “den videre­gående skolen”.</p><p> </p><p>It is possible to see some similarities in the design of the governing documents and the school as an institution. However, there are some differences in the content of teaching and the document that governs this. The Norwegian school and Norwegian governing documents put more focus on the Norwegian language, while the Swedish school system and Swedish governing documents have a more generous attitude towards the native language.</p> / <p>Många elever i svenska och norska grundskolan har inte behörighet att söka till vidare utbildning. Det är en stor andel av dessa elever som har ett annat modersmål än landets majoritetsspråk. Dessa elevers möjligheter till en rättvis och likvärdig utbildning finns reglerade i ländernas lagar och regler för skolverksamheten, de så kallade styr­doku­menten.</p><p> </p><p>Syftet med denna undersökning är att jämföra norska och svenska styrdokument an­gående undervisningen för elever som har annat modersmål. Jämförelsen gäller även vilka krav respektive land har för de elever som söker till den svenska gymnasie­skolan, och dess motsvarighet i Norge, ”den videregående skolen”.</p><p> </p><p>Det går att se vissa likheter i utformningen av styrdokumenten och grundskolan som in­stitution. Däremot finns en del skillnader när det gäller innehållet i undervisningen och de dokument som styr denna. Den norska skolan och de norska styrdokumenten lägger mera fokus på det norska språket, medan den svenska skolan och de svenska styr­dokumenten har en generösare attityd till modersmålet.</p>