Annotation: The diploma thesis analyzes level of quality of gallery educating systems in educational institutions. It focuses on city of Kutná Hora and Gallery of the Central Bohemia Region. In its theoretical part it focuses on characterization of gallery educating systém and shows that musems and galleries can offer educative activities of great value. It describes its origins and tradition in the Czech Republic. It describes its methods and goals, characters of educators, their role in educating programs. It focuses on how it works as part of curricular documents and describes how space can affect quality of educational process. The second part introduces Gallery of the Central Bohemia Region Kutná Hora and its center for education LC GASK, its goals and visions of. It describes what activities LC GASK offers and not only for schools. The third part describes experience from three points of view. The first point of view is of child participating in the educational programs, the child was actually the author of the diploma thesis. The second is a teacher who tries to offer educational programs to students and it also shows difficulties which exist in this process and trying to deal with these difficulties. The last one is new and unexperienced gallery educator. The last chapter completes all hypothesis...

In Search of the Deep Politic: Light/The Holocaust and Humanity Project, an Arts, Education and Civic Partnership, explores the enactment of public scholarship through embedded case study methodology. Charting the author's experience of seeking deep political action, this case demonstrates the ways in which transdisciplinary partnerships create liminal spaces that open possibilities for pedagogic and social change. The study outlines the enactment of an arts, education and civic partnership occurring inAustin, Texas in 2005 centered in a community-based study of the Holocaust. The study seeks answers to the following questions: (a) How did community leaders envision and enact the community-based partnership Light/The Holocaust and Humanity Project?; (b) In what ways, if any, were the artistic, education and civic events amplified through the collaborative partnership Light/The Holocaust and Humanity Project?; and (c) What pedagogical possibilities occur for audiences experiencing the dance work Light/The Holocaust and Humanity Project? The case demonstrates the possibilities for expanding educational impact through a community integration process, characterized by the alignment of school-based and community-based learning activities located outside traditional educational spaces using a transdisciplinary approach that combines multiple forms of representation. The embedded case of the dance reveals pedagogical possibilities for Holocaust education made possible through the dance, Light/The Holocaust and Humanity Project. While limitations of the form inhibit the conveyance of dense historical content, it opens possibility for exploration of dense emotional content. A close examination of the construction of the dance provides an entry point for students into important conversations about the history and representation of the Holocaust. The case study demonstrates the ways in which the Light Project engaged civic capacities through expanded participation, enhanced public awareness, and enhanced capacity for convening civic dialogue and contributions to public discourse. This study describes the ways in which resonance, assurances and the catalyzing forces of leaders support the effective implementation of partnerships.

Collaboration has become a critical trend in the field of distance education. Many studies indicated that academic administrators believe in the positive impact of distance education, but they did not consider their roles in making distance learning programs effective. It is beneficial to investigate the administrators’ perceptions of establishing relationships with the other partners for enhancing the competitive advantages of their distance learning programs. This study examines the incentives that drive distance education administrators to consider collaboration. It also reveals how the administrator’s role influences the function and development of collaboration. In order to uncover administrators’ incentives for interorganizational coordination, this study implemented semi-structured interviews and document reviews for data collection through a case named INAC, which was an international academic joint venture by using videoconferencing technology. Eight interviewees comprised two higher-level administrators, 4 mid-level administrators, and 2 lower administrators. The open and axial coding techniques were used to process collected data. The findings indentified four administrative incentives: the opportunity of international exchanges, technology, organizational prestige, and commercialization. These incentives influenced the interorganizational coordination in terms of goals development, participant recruitment, resource leveraging, communication enhancing, and course design. In addition, the INAC project was compared with the literature based on Mattessich’s model (2003). It illustrated how the collaboration components, such as leadership, evaluation, communication, goals, budget, and technology, influenced the development of interorganizational coordination in the practical context. / Department of Educational Studies

This thesis addresses two questions to understand the current situation of technology in Atlanta: Is Atlanta an ideal location for a technology cluster to form? Does a true technology cluster exist in Atlanta? According to cluster literature, there are seven characteristics required for emerging clusters: a high-quality, powerful research university; a skilled labor pool; funding (R&D, venture capital, etc.); favorable policies; linkages; certain city characteristics; and luck. There also are several somewhat-vague characteristics that show success in a cluster. Among these are agglomeration, innovation (where funding and employment are two measures of innovation), and growth. In order to provide a comprehensive assessment of the answers to the two questions, a mixture of summary statistics, shallow case studies, previous analysis, and comparisons of Atlanta with other clusters are blended together to assess Atlanta's performance on each of the characteristics outlined in theory. Where possible, more than one of these measures are used. Of the seven necessary characteristics of cluster creation set out by theory, Atlanta seems to have achieved a passing grade regarding research university, labor pool, and city characteristics, but has a failing grade on policy and linkages. One interesting finding is that Atlanta receives a strong amount of venture capital investment in start-ups but is lacking in later stage companies. Atlanta's success as a cluster is dubious. It has proven somewhat successful in start-ups and in the so-called "Level II" technology companies that have lower levels of technology-oriented jobs and that tend to be more manufacturing focused. It is also possible that a technology cluster is forming in Atlanta, but that it is still in its infancy. With regard to policy, it is recommended that Atlanta gain certain policies that will allow for the characteristics of cluster formation (particularly investment and linkages--since those are the areas where Atlanta is or possibly is lacking) and replace policies that will hinder the growth of technology and investment in the technology industries.

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