This thesis titled Additional Activity of Nonprofit Organizations Providing Social Services mainly deals with the topic of NGOs. The main goal is to determine whether a non-profit organization providing social services operate additional (secondary) activities, whether the activity is beneficial for them, particularly in terms of working with users, whether it is financially lucrative. In my work I set two main research questions, whether non-governmental organizations providing social services operate additional activity, if so, how. The second research question seeks to determine whether additional activities for non-profit organizations providing social services are beneficial and lucrative. The theoretical part describes the current situation regarding to the non-profit sector, non-governmental organizations. Other chapters deal with the funding of NGOs, I explain there concepts such as fundraising, public relations, lobbying, which are closely connected with the non-profit sector. Then I focus on the main and secondary activities of non-profit organizations in the business, both under the Small Business Act and outside the regime of the Trade Act. The theoretical part also deals with what are social services, who can provide social services and the quality of social services. For the empirical part was chosen method of qualitative research through semi-structured interview with the staff of nongovernmental organizations providing social services in the territorial jurisdiction of the municipality with extended powers České Budějovice. For the interview was set 9 indicative questions relating to the complementary activities of non-governmental organizations providing social services. The results have shown that some non-governmental organizations providing social services operate additional activities, in particular the non-formal education, educational activities and programs, about advisory and consulting services, extracurricular education, about lecturing, organizing cultural and social events, conferences, sports events, organizing workshops for the public meeting for seniors and activation programs for them. These additional activities are for non-profit organizations beneficial, especially for work with clients, for creating good relationships with users, to inform the public about non-profit organizations, for expanding their range of services, to improve the quality of offered services. Regarding to the lucrative financial terms, additional activities for non-profit organizations are not too lucrative, but in spite of these activities follows a certain profit for the organizations, they help to co-finance some projects, help organizations to obtain additional resources and to ensure that multi-source financing.

O objetivo deste trabalho foi o de avaliar o efeito de tratamentos por calor nas propriedades mecânicas de resistência flexional e microdureza Knoop de três marcas comerciais de resinas compostas para uso direto (FillMagic, P60 e TPH), na condição de incluída ou não em revestimento durante um tratamento térmico (calor seco/170°C), por três períodos (5, 10 e 15 min). A temperatura adotada para os tratamentos foi baseada em análises prévias (termogravimetria e calorimetria exploratória diferencial) com a finalidade de se determinar a temperatura de início de perda de massa e de transição vítrea das resinas. Os corpos-de-prova (n=7) foram confeccionados com o auxílio de uma matriz metálica (10 mm x 2 mm x 2 mm), sendo o compósito inserido em bloco único e irradiado numa única superfície (600mW/cm 2 por 40s). Foram obtidos, no total, sete grupos experimentais por resina, sendo o controle a condição de apenas fotoativada. Os espécimes foram submetidos ao ensaio de resistência à flexão, com distância entre apoios de 8 mm, em uma velocidade constante de 0,5 mm/min e célula de carga de 1000N. A dureza Knoop foi obtida com carga de 100 g e tempo de penetração de 15 s. As médias de resistência flexional, em MPa, foram de 174,80 para a resina FillMagic, 182,64 para a P60 e 172,22 para a TPH. Na mesma ordem, as médias de microdureza Knoop foram de 73,1; 102,0 e 74,0.A análise de variância dos resultados obtidos permitiram concluir que os tratamentos experimentais aumentaram a resistência flexional das resinas indistintamente. Os valores de microdureza também aumentaram, mas houveram diferenças de suscetibilidade ao tratamento térmico entre as resinas / The aim of this study was to assess the effect of heat treatment on mechanical properties of flexure strength and Knoop micro hardness of three commercially available brands of resin composites for direct use (FillMagic, P60 and TPH) included or not in investments during heat treatment (dry heat/170ºC) by three periods (5, 10 and 15 min.) The temperature adopted for the treatments was based on previous analysis (thermo gravimetric and differential exploratory heating) in order to determine the initial temperature of mass loss and glass transition of resin composites. The samples (n=7) were prepared with a metallic matrix (10 mm x 2mm x 2mm) in which the resin composite was inserted in a single block and only one surface was irradiated (600mW/cm 2 40s). Seven experimental groups were obtained for each resin composite in which the control group was solely light-cured. The flexure strength test was performed with a support distance of 8 mm, cross-head speed of 0.5 mm/min. and 1000 N load. Knoop micro hardness was obtained with a load of 100 g and penetration time of 15 s. The flexure strength averages in MPa were 174.80 for FillMagic, 182. 64 for P60 and 172. 22 for TPH. Thus, Knoop micro hardness means were 73.1; 102.0 and 74.0. The analysis of variance indicated that the experimental treatments increased flexure strength of resin composites. Micro hardness values also increased, but there were differences in the resin composites susceptibility to the heat treatment

The graduation theses is analyzing possibilities of pension reform in the Czech republic, proposals of political parties and financial group ING and then is considering situation in other europian countries and in the USA.

The master´s thesis deals with the international personal transportation on relation between Czech capital city, Prague and the biggest city of east Slovakia region, Košice. It aims mainly on services, which transport companies currently provide, and presents them according to their attractiveness from the customers´ point of view. The analysis of offered services enables us to describe quality of traveling between Prague and Košice. At the same time, it creates a picture about competition between operating companies on railways mainly. This paper focuses on railway transport but does not omit the bus transport neither. The end of the diploma thesis belongs to assessment of situation of current personal transportation and tries to forecast its future development.

Additional works in a building contract Abstract The presented thesis deals with the issue of additional works within the building contract, which are one of the most common causes of disputes between the contractor and the client. Its aim is to comprehensively present the issue of additional works, especially to define the term of additional works, to analyze their impact on the subject of the work, the time for completion and the price of the work. Last but not least, to analyze the legal regulation of additional works in the FIDIC contractual conditions. In the first, general, part of the thesis, attention is focused on the definition of the term of additional works, i.e. works that are performed in addition, beyond the original building contract and to distinguish them from changes of the work. Furthermore, the distinction of individual types of additional works or the causes of their origin, which can include, for example, the requirements of the client, the contractor's actions, defects in project documentation or unpredictable conditions of the building site. The second, special, part of the thesis is focused on partial controversial issues related to additional works. In particular, it is a question of amending the contract and the related issue of the invalidity of the amendment to the contract or...

In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Social Studies Education / MEd / Unrestricted

This graduation theses is engaged in design of additional module to wheelchair. The project should bring new solution of shape of the equipment, but at the same time keep the original frame. Final solution has sporty look and it results from inner construction and stifles sanitary sterility.

Augmentative and alternative communication (AAC) provides many individuals who have little or no functional speech with a means to enter the world of communication. Aided and/or unaided symbols are used as a means of reception and expression to create shared meaning. The selection of an appropriate symbol set/system is vital and iconicity plays a central role in this process. The Western-based symbol set, Picture Communication Symbols (PCS) (Johnson, 1981), is readily available and widely used in South Africa, despite little information existing on its iconicity to South African populations with disabilities. This study aimed to determine the iconicity of Picture Communication Symbols (PCS) for children with English Additional Language (EAL) and intellectual disability. A quantitative, non-experimental, descriptive design was used. Thirty participants between the ages of 12;00 and 15;11 (years; months) with EAL and intellectual disability were required to identify 16 PCS presented thematically on a ‘bed-making’ communication overlay in response to a gloss read out by the researcher. The results indicated that, overall, the 16 PCS were relatively iconic to the participants. The results also indicated that the iconicity of PCS can be manipulated and enhanced and that it can be influenced by other PCS that are used simultaneously on the communication overlay. The reasons for these findings are described. The clinical and theoretical implications of this study’s results are discussed, followed by a critical evaluation of this study and, finally, recommendations for future research are suggested. / Dissertation (Master of Arts)--University of Pretoria, 2012. / Centre for Augmentative and Alternative Communication (CAAC) / unrestricted

English reading comprehension is an educational challenge worldwide. This study investigated how Grade 2 teachers teach English reading comprehension to First Additional Language (FAL) learners at three selected independent schools in Gauteng where the language of learning and teaching (LoLT) is English. Three English medium independent schools in Gauteng, South Africa participated in the study. The participants at each research site consisted of Grade 2 teachers (main participants) and Grade 2 learners (secondary participants). Grade 2 teachers were selected purposively on the criteria that they had taught for more than two years and were teaching English reading comprehension to Grade 2 FAL learners. This study followed a qualitative approach, and was situated within the interpretivist paradigm. The research design accommodated a case study. The conceptual framework was based on the revised taxonomy by Krathwohl and Anderson for questioning which integrated the role of the teacher in a reading lesson. The three stages of reading, before reading, during reading and after reading were divided into the different levels of thinking and reasoning as suggested in Vygotsky's Zone of Proximal Development (ZPD) theory. The data collection strategies were semi-structured interviews with Grade 2 teachers; observing reading lessons they gave; and keeping a journal in which personal reflections on the investigation into teaching and learning practices were documented. Once data was collected, the recordings of the semi-structured interviews were transcribed. The observation checklists and the reflection journal entries were analysed. Data was analysed using a coding process and five themes and twelve sub-themes emerged. The findings show that the interactive approach was common in the teaching of English reading comprehension. However, parental involvement, the availability of the trained teachers and appropriate resources were necessary. A learner's individual reading needs and reasoning ability have to be considered through the use of differentiated teaching practices. Questioning throughout the reading process improves a learner's understanding of the text. / Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as Eerste Addisionele Taal gee by drie uitgesoekte onafhanklike skole in Gauteng waar die taal van leer en onderrig (TLO) Engels is. Drie onafhanklike Engelsmediumskole in Gauteng, Suid-Afrika het aan die studie deelgeneem. By elke skool was die deelnemers Graad 2-onderwysers (hoofdeelnemers) en Graad 2-leerders (sekondêre deelnemers). Graad 2-onderwysers is doelbewus gekies op grond van die kriterium dat hulle langer as twee jaar onderrig gegee het en ten tye van die studie Graad 2-EAT-leerders onderrig het. Die studie volg 'n kwalitatiewe benadering binne die interpretivistiese paradigma. Die navorsingsontwerp behels 'n gevallestudie. Die konseptuele raamwerk is gebaseer op Krathwohl en Anderson se hersiene taksonomie van vraagstelling wat die onderwyser se rol in 'n leesles integreer. Die drie leesstadia voor, gedurende en na lees word in die verskillende vlakke van lees en redenering verdeel, soos wat in Vygotsky se teorie van die Sone van Naaste Ontwikkeling (ZPD) aan die hand gedoen word. As dataversamelingstrategieë is semigestruktureerde onderhoude met Graad 2-onderwysers gevoer, lesse waargeneem en 'n joernaal gehou waarin persoonlike besinning oor die ondersoek van onderrig- en leerpraktyke gedokumenteer is. Na dataversameling is die opnames van die semigestruktureerde onderhoude getranskribeer. Die waarnemings-kontrolelyste en die inskrywings in die besinningsjoernaal is ontleed. Data is met behulp van 'n koderingsproses ontleed, wat vyf temas en twaalf subtemas na vore gebring het. Daar is bevind dat die interaktiewe benadering algemeen in die onderrig van leesbegrip van Engels gebruik word. Die betrokkenheid van ouers, beskikbaarheid van opgeleide onderwysers en geskikte hulpbronne was egter noodsaaklik. Leerders se individuele leesbehoeftes en redeneringsvermoë moet by wyse van gedifferensieerde onderrigpraktyke in aanmerking geneem word. Leerders se begrip van die teks verbeter wanneer vrae in die loop van die leesproses gestel word. / Dissertation (MEd)--University of Pretoria, 2016. / Early Childhood Education / MEd / Unrestricted

The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I explored the experiences of teachers and learners in this transition. The context of this case study is a poverty-stricken and underdeveloped rural area. SiSwati is the language commonly spoken in this area and English is spoken, heard and read only in the classroom. Purposive sampling was done, including three grade 3 classes and their teachers, as well as the grade 4 learners and the teachers teaching siSwati, English and Mathematics. Data was collected through interviews, observations, document analysis and field notes. Conventional content analysis was conducted. Among the theoretical lenses adopted for the study was Krashen’s input-interaction-output model of second language learning. This informed the process grade 4 learners undergo in learning English as a second language and medium of instruction. The findings of this study revealed that the challenge regarding this transition is not the English language per se, but rather a deficient home language foundation and the quality of teaching offered. The learners’ age at the time of this transition also plays a significant role, as it affects their readiness to switch to another language. The implications of this study relate to the necessity of a solid mother tongue foundation and improved quality of teaching. It is suggested that the admission age in grade 1 be seven years and the actual point of transition prolonged. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted