The purpose of this diploma thesis is to comprehensively describe the legal regulation of alternative investment funds in the Czech Republic. The diploma thesis is divided into seven parts. The first part deals with the definition of alternative investment funds. The aim of this section is to explain the EU legislation (acceptance and implementation of AIFMD). This part is continuously followed by the second part, which covers the current legislation of the Czech Republic. A part of this section is also a detailed description of the material scope of the Act on Investment Companies and Investment Funds. The third part is devoted to selected legal forms of alternative investment funds according to ZISIF. These are primarily a unit trust, a trust fund, a limited partnership for investment certificates (SICAR) and a joint-stock company with variable capital. The fourth part contains the definition of individual entities ensuring selected activities of the fund. In this section, a description of the person of a manager, administrator, depositary or a main sponsor is available, including a list of binding rules concerning their activities. An integral part of these chapters is also the definition of the position of individual subjects in relation to each other, i.e. the scope of their rights and...

This diploma thesis focuses on the design of three portfolio variants for a fund of qualified investors operating in the Czech Republic, which focuses on investing in shares of Exchange Traded Funds investing in precious metals.

Educational quality is a way to influence the future of the American economy (Hanushek, 1986). Large-scale assessments are designed to determine quality in education by measuring student achievement. A connection exists between the standards, teachers, and assessments that form a system of accountability within education. State and national accountability policies place value in certain educational fields, thereby preferring some while excluding others. As a result, accountability systems influence the field of social studies in several unanticipated ways. Consequential validity suggests that assessments should include value implications and relevance (Messick, 1989). While assessment research examines the disciplines of mathematics, science, and language arts in a more holistic manner, the few social studies assessments are often divided among the field’s various disciplines. The purpose of social studies, and its development of standards, is firmly linked to the current state of disunity within the social studies field. These issues are reflected in teacher preparation policies as well as state assessment policies. Social studies advocates have proven that, in other subjects, teachers and instructional methods are influenced by assessment. Fortunately, the National Assessment of Educational Progress (NAEP) provides an opportunity to determine whether the exclusion of social studies within the state/national accountability system is impacting student achievement in social studies. The current systems make social studies uniquely positioned for studying the effects of large-scale assessment upon the field. Uses and interpretations of assessment data by researchers have been limited in social studies because the subject is not incorporated into most accountability policies. State policy governs educational standards, teacher licensure, and the extent of assessments upon students. For this study, the social studies NAEP assessment is divided into three separate tests (U.S. History, Geography, and Civics). By looking at data from the fourth-, eighth-, and twelfth-grade 2010 social studies NAEP tests, this study will investigate some of the unintended consequences of educational assessment culture. I will examine social studies through different lenses and apply the concept of consequential validity to social studies in order to understand the value of social studies within education.

Introduction: When enrolled nurses upgrade to newly-qualified professional nurses, they are considered more prepared to adapt to professional nurse roles and are expected to "hit the floor running". However, transitioning from enrolled nurse to newly-qualified professional nurse has been found difficult and stressful due to the shift from enrolled nurses' familiar dependent practitioner role to the less known professional nurses' independent practitioner role. Currently there is no official programme to address the transition support needs of newly-qualified professional nurses who upgrade from enrolled nurses in Mpumalanga private hospitals. In the Mpumalanga private hospitals, for the period 2012-2013, the estimated average turnover rate for newly-qualified professional nurses was 33-47%. Aim: The aim of this study was to explore and describe how newly-qualified professional nurses who upgraded from enrolled nurses experienced transition support during the transition period in private hospitals in the Mpumalanga Province. Research design: A qualitative holistic multiple case study research design was utilised to explore and describe how newly-qualified professional nurses who upgraded from enrolled nurses experienced transition support during the transition period in private hospitals in Mpumalanga Province. Method: Ten newly-qualified professional nurses, who graduated in 2012-2015 with a minimum of six months' and a maximum of four years' work experience in two private hospitals in Mpumalanga Province, participated in this study. In-depth semi-structured interviews were conducted and an inductive approach was utilised for content analysis of verbatim transcripts and field notes. Findings: The study found that at the private health care level, there is minimal understanding and recognition of the transition support needs of the newly-qualified professional nurse making the transition to clinical healthcare practice in private hospitals as professional nurses. Consequently, there is no newly-qualified professional nurse transition support programme during the transition period. Moreover, the newly-qualified professional nurse needs transition support mostly during the first two stages of the transition period. / Dissertation (MCur)--University of Pretoria, 2016. / Nursing Science / MCur / Unrestricted

Title: Security and usability of standard hash functions, in particular MD-5, SHA-1 and SHA-2 Author: Galaczová Barbora Department: Department of Algebra Supervisor: Doc. RNDr. Tůma Jiří, DrSc., Department of Algebra Consultant: Ing. Budiš Petr, Ph.D. Abstract: In the present work we try to digestedly describe standard hash functions, in particular MD-5, SHA-1 and SHA-2. We describe resume of existing attacks on these hash functions. We closely focused on MD-5 collision attacks, because the other hash function collision attacks result from these. Next we describe posibilities of practical usage of hash function collisions, in particular into the qualified certificates area and possible threats. At the end to the present work we describe new hash functions, which could replace current hash functions. This work also contains software to calculate MD-5 hash and search it`s collisions. The software is based on method invented by Czech cryptoanalytist Vlastimil Klíma. Keywords: hash function, collision, qualified certificate, security.

Judgment by acknowledgment on the basis of fiction Abstract This diploma thesis deals with the judgment by acknowledgment. It is an institute of civil procedural law. The judgment by acknowledgment can be issued on the basis of the express content of the defendant or applicatioan of the legal fiction of the acknowledgment. This paper deals with both types of judgment of acknowledgment but the main part is devoted to the fiction of acknowledgment. The thesis is divided into six chapters. Chapter One describes the history of the judgment by acknowledgment on Czech territory. Chapter Two deals with the issuance of a qualified call for expression and the requirements that are put on the expression of the defendant. Chapter Three analyzes legal conditions for issuing a judgment of acknowledgment based on both the express content of the defendant and the fiction of acknowledgement. In this chapter are also described the remedies that can be applied against it. Chapter Four is dedicated to the judgment of the Constitutional Court, which ruled on the constitutionality of the qualified call and the judgment of acknowledgment based on fiction. The majority of judges were in favor of preserving the contested provisions. In the justification and also in the statements of dissenting judges were confronted the...

This study has a two-fold purpose; to examine the conceptions of newly qualified preschool teachers concerning preschool teaching and children’s right to participation, as well as their conceptions of professional implications of the legislation of the Convention on the Rights of the Child (CRC) in January 2020. A lack of professional competence regarding CRC has been noticed in Sweden by the Committee on the Rights of the Child and the Swedish government has both published strategies to strengthen the rights of the child and introduced further training concerning CRC to preschool teachers. Previous research shows that preschool teaching is a complex phenomenon, but a number of didactics has been developed to adapt the concept of teaching to preschool context. A study about research in education about human rights (EHR) shows that EHR tend to focus primarily on participation and agency in early childhood education, whereas other areas such as children’s awareness about their own rights and respect towards the rights seem to be connected to primary school. The study’s theoretical framework is phenomenography and concerns qualitatively different ways to experience different phenomenon in the surrounding world, in this case the conceptions of newly qualified preschool teachers. For this purpose, data was collected in a total of ten semi-structured interviews; nine of them via telephone and sound recorded for later transcription, and one through writing. A phenomenographic analysis of the data collection resulted in a total of six categories of description based on the conceptions referential meaning and limitation towards the context and other conceptions.  The categories in the first part, relating to conceptions about the relation between teaching and participation are: Participation as a base for preschool education, Participation through experience-based teaching and The child’s awareness about its right to Participation by reflection. The qualitative differences resided in the level of didactic perception and reasoning about participation. The categories in the second part, relating to conceptions about one’s own didactic competence regarding CRC as well as professional implications of the legislation of the CRC, are: The need for didactic competence regarding the CRC; The mission to actualize the CRC and The need to reflect upon contradictions.  The following conclusions are drawn: participation can be viewed from a preschool didactics perspective in order for the child to develop its participation as well as an awareness about its right to participation; further didactic discussions in relation to education about CRC are needed in both preschool teacher education and preschools in order to actualize CRC in a preschool context. There is also a need for discussions about the implications of the legislation of CRC in relation to individual preschools.

The topic of this thesis is the Preparation of Dispute Proceedings. I am convinced, that particularly this part of proceedings is truly important, because everything else depends on it. If the proceedings is not perfectly prepared, subsequent proceedings is endangered with a risk of delay. Although, the preparation of the proceedings is fully in the hands of the judge, it must be taken seriously by all parties involved. After all, the proceedings may end at this stage, based on passivity of the parties, e.g. by judgment of acknowledgment. The ultimate instrument in preparation of proceedings is qualified summon, which I have paid the most attention to in terms of number of pages. However, all instruments entrusted to judge are mentioned in this thesis and evaluated in terms of their effectiveness. The thesis is divided into four chapters, introduction and conclusion not included. The first chapter focus on the key words definition and defining starting points of the work. Each of the following chapter is then devoted to one stage of the preparation of proceedings.

Hearing Preparation in Contentious Procedure Abstract Hearing preparation is a key phase of civil proceedings, in which the judge, with the assistance of the parties, shall prepare the hearing effectively and consistently and subsequently takes a decision pursuant to Section 114a(1) of Act No. 99/1963 Coll., Code of Civil Procedure, as amended, at a single hearing. The aim of this diploma thesis is to carry out a comprehensive analysis of valid and effective legal regulations concerning the preparation of a hearing in contentious procedure in the Czech Republic. To fulfill this goal, this thesis is divided into six chapters. The first chapter defines the concept of hearing preparation and formulates its objectives. For the sake of clarity, hearing preparation is divided into two levels, namely the hearing preparation in terms of its form and the hearing preparation in terms of its material, the so-called proper hearing preparation. These two levels are also described in the first chapter. The second chapter briefly outlines the development of the Czech legislation on hearing preparation, paying particular attention to two important amendments to the Code of Civil Procedure, which have a common objective to strengthen the stage of hearing preparation. The third chapter introduces the individual basic...

Purpose: Access to the full range of contraceptive options is essential to providing patient-centered reproductive health care. Women living in rural areas often experience more barriers to contraceptive care than women living in urban areas. Therefore, federally funded family planning clinics are important for ensuring women have access to contraceptive care, especially in rural areas. This study examines contraceptive provision, factors supporting contraceptive provision, and contraceptive utilization among federally funded family planning clinics in 2 Southern states. Methods: All health department and Federally Qualified Health Center clinics in Alabama and South Carolina that offer contraceptive services were surveyed in 2017-2018. Based on these surveys, we examined differences between rural and urban clinics in the following areas: clinic characteristics, services offered, staffing, staff training, policies, patient characteristics, contraceptive provision, and contraceptive utilization. Differences were assessed using Chi-square tests of independence for categorical variables and independent t-tests for continuous variables. Findings: Urban clinics had more staff on average than rural clinics, but rural clinics reported greater ease in recruiting and retaining family planning providers. Patient characteristics did not significantly vary between rural and urban clinics. While no significant differences were observed in the provision of long-acting reversible contraceptives (LARCs) overall, a greater proportion of patients in urban clinics utilized LARCs. Conclusions: While provision of most contraceptives is similar between rural and urban federally funded family planning clinics, important differences in other factors continue to result in women who receive care in rural clinics being less likely to choose LARC methods.