86 Abstract - Transplantation Act: ethical and legal aspects. Theory and practice in the Czech Republic in comparison to the legal regulation in Germany Transplantations and related issues form an important part of medical law which is constantly developing. Currently it is a widely debated topic because there is lack of organs for donation, thus current supply can't satisfy all the demanding donees. It is a problem where the ethic, legal, medical and economic factors meet so there is no easy solution for majority of difficulties associated with transplantations. This diploma thesis focuses on contemporary legislation of organ and tissue donation and transplantations in Czech Republic which is mainly based on transplantation law and several legally binding international agreements. The aim of the thesis is a comprehensive evaluation of the current legislation and its comparison with the same legal branch in Germany. The work will also point out some of the shortcomings associated with the transplantation law and proposal of possible solution. Thanks to the comparison the thesis comes to a conclusion that the Czech transplantation law is relatively of high quality, but there are still imperfections which haven't been erased even by the approved amendatory act. However with relation to the German...

In this thesis I deal with legal personality of nursery schools. I define the concept of legal personality, describe its influence on school management, present the extent of legal personality of Czech nursery schools in a historical comparison, and briefly also in an international comparison with other European countries. The topic of the thesis directly addresses the field of legal status of schools. In the theoretical section, I describe the current situation, explain relevant terms, and the needs preceding the necessity to establish the legal personality of schools. Furthermore, I present the history and legal terms of legal personality of schools in the time frame of the 1990s when all types of schools gradually gained their legal personality. In a separate chapter, I discuss management of the school as a legal entity. In the research section of the thesis, I show the present extent of legal personality of Czech public nursery schools. The aim of the thesis is to help create a comprehensive view of how legal personality affects school management and the authority of the headmaster as an executive of an organization with legal personality.

Leadership is considered one of the most important factors when it comes to the experience of a well-functioning workplace and therefore there are many studies about leadership. Our study aims to examine how the experiance of a well-functioning workplace can be explained by the cohesion instead of just leadership. To study the cohesion it has been important to ensure the corporate culture that prevails. We have studied this by examine the company's standards and values, the invisible culture. The study is conducted at a company that is in the middle of a valuation process, which means that they do not have any formal values that they work for. Despite this, the employees have a common understanding of how the values of the company are ​​perceived. This is a result of a strong cohesion. The study is based on a qualitative approach where we conducted interviews with eight employees in a recruitment company in southern Sweden. We have also done simple observations when we spent a lot of time at the company's office. We have analyzed our material using three key concepts; corporate culture, autonomy and roles. These concepts also became our keywords. The results of the study shows that a good cohesion is the key to a functioning workplace. Our conclusion is that it is not only the leadership that is the foundation for a well-functioning workplace. Leadership is a contributing factor, but it is the leardership together with the employes that create a well-functioning workplace.

Magister Philosophiae - MPhil / Zambia has, since independence in 1964, endeavoured to build an effective local government system anchored on decentralisation in an effort to attain the values and principles of democracy, autonomy and transparency. These values and principles are essential in enhancing service delivery and development. Within the South African context, De Visser and May argue, in keeping with the developmental imperatives for decentralisation, that local governments should be entrusted with fundamental powers and functions related to basic service delivery. A local government entrusted with fundamental powers is said to be the best foundation for building democracy, social and economic development. Therefore, the desire to build a strong foundation for an effective local government system is what motivates the design of local government administrations in many countries. One of the essential aspects in the design of a local government system is administrative autonomy. Administrative autonomy is important because it plays a complementary role to the realisation of political and fiscal autonomy. Administrative autonomy refers to the discretion to appoint, remunerate, discipline and dismiss staff as well as determining internal administrative procedures. It further ensures that the implementation of local policies is locally directed and driven by promoting accountability of local administrative officials to sub-national governments. In an effort to have a local government system that promotes accountability of local administrative officials to sub-national governments, Zambia has over the years employed three systems of local government administrations from 1964 to 2016 namely, the separate, unified and integrated systems.

[pt] A presente pesquisa volta-se para o estudo da construção das identidades sociais e discursivas na fala-em-interação de uma família brasiliense. Os objetivos consistem em mostrar: como cada pessoa/participante, em seus papéis interacionais, produz sua fala/interação; como as identidades são construídas na relação entre o eu e o outro; como se articulam identidades pessoais e de grupo, no contexto da família. A fundamentação teórica articula-se entre a Sociolingüística Interacional e uma concepção sociocultural e interacional sobre identidades sociais e discursivas. A metodologia é a micro-análise etnográfica, de natureza qualitativa e interpretativa, e baseia-se em análise lingüística de interações face-a-face transcritas, bem como em entrevistas de pesquisa. A análise focaliza: o conflito interacional que se estabelece entre pai e filha em eventos interacionais; as identidades pessoais de membros da família que se constroem na relação um com o outro; as identidades de família como um grupo social. Os resultados indicam que os participantes empregam recursos que mudam os enquadres e alinhamentos familiares, criando e mantendo relações de hierarquia e solidariedade numa co-construção de suas identidades. As construções de família como grupo social se mostram em mudança, do ponto de vista das relações, mas há ainda manutenção de valores conservadores. Este trabalho propõe subsídios e resultados para que se possa refletir sobre as interações familiares, auxiliando na compreensão da construção das identidades sociais e discursivas e, principalmente, nas relações de conflito e de negociação que permeiam a família em processo de mudança. / [en] The present research aims at studying the construction of discursive and social identities regarding the interrelated speech produced by a family from Brasília. The goals intended to be attained consist at showing: the way each person / participant, playing their interrelated role, produce interrelated speech; how identities are built in the relationship between the self and the other; how personal and group identities are uttered in the family context. The theoretical support resides between the Interrelated Sociolinguistics and an interrelated sociocultural conception on discursive and social identities. The methodology is the ethnographic microanalysis of qualitative and interpretative nature, and based upon linguistics analysis of face-to-face written out interactions, as well as in research interviews. The analysis focuses; the interactional conflict that is established between father and daughter in interactional events; the family members personal identities that are built in the relationship with each other; the family identities considered as a social group. The results indicate that the participants use means which change the family’s frame and footing, creating and keeping hierarchy and solidarity relationships on a co-construction of their identities. From the viewpoint of relationships, the building of a family regarded as a social group appears to be changing, though people still maintain conservative values. The present paper proposes data and results, so that one can think upon the family’s interactions, helping to compensate the construction of social and discursive identities, mainly the ones involved in the relationships of conflict and negotiations, which are part of families in process of changes.

In this thesis, we present research on synthesizing autonomous driving with shared autonomy using Unity Engine. Adaptive Cruise Control (ACC) is considered as level 1 autonomous vehicle, which has been studied by academia and commercialized by industry. Cooperative Adaptive Cruise Control (CACC) system is an expansion of ACC, in which communication is set up between members to share driving information. Shared autonomy is a subject about human-computer interactivities. In our research, we developed a highly customizable 3D environment. We can simulate various driving scenarios and analyze the performance of different driving methods from human driving to CACC. The result of simulation proves the safety and efficiency of CACC, and the project also provides a potential of assisting the improvement of autonomous vehicles.

At the core of this collaborative ‘independent’ project is a growing and shifting community of practitioners: design students, volunteers, professors, farmers, entrepreneurs, local nonhuman species and the soil; each of us performing our various roles together. By contextualizing this community within the growth economy: industrialization, globalization and capitalism and more specifically: patriarchy, oppression, and alienation, I aim to explore how, through design, we can perform local accountabilities that critically co-respond to the greater anthropocentric narratives of our time. By engaging with autonomous, post-capitalist feminist theories of care, and the queering of normative ways of world-making, I investigate the roles our everyday farm tools play in helping to further explore, ask questions and shape more resilient and convivial practices. Through the collaborative processes of workshopping and prototyping, my collaborators and I challenge the normative narrative of the ‘hero’ tool, looking to our everyday choreographies at the farm for those actions and labours that go unnoticed. Through discussion and material exploration we used the makerly practice of weaving as tool for coming together and helping to create a community of care.

Magister Legum - LLM / The unemployment rate in South Africa is alarmingly high. In the year 2018, the unemployment rate was recorded at 27.2%. Many people are forced to do desperate, and even dangerous things in order to sustain themselves. This includes people going into landfills to collect recyclable materials to sell and look for a meal. Collecting and retailing recyclable waste has become an informal source of income for thousands of people in South Africa. Waste pickers are individuals whose survival largely depends on collecting, sorting and selling recyclable waste. Waste pickers are defined as people who “collect, sort and sell reusable and recyclable materials”. They embark on waste picking as a means of survival. Given the fact that informal waste management is not regulated by the government, waste pickers are left vulnerable to exploitation and hazardous working environments. Waste pickers are denied access to landfills by either private companies, where municipalities have outsourced this function, or by municipalities themselves. Depending on the management of the landfill, waste pickers could also potentially be faced with crime on landfills with gangsters robbing them of their recyclables and/or hard earned money.

Thesis advisor: Martin Scanlan / This qualitative case study explored the role of central office leaders in supporting autonomy and accountability in the Lawrence Public Schools. One of the key strategies of central office transformation is the creation of assistance relationships with principals (Honig et al., 2010), which serves as the conceptual framework for this study. Data was gathered from interviews with and observations of central office leaders and principals as well as a document review. The results of the study found that principals were granted broad autonomy in several areas of school leadership that resulted in improved student outcomes. Findings further noted that central office leaders engaged in assistance relationships and employed the key practices in their efforts to support principals. Principals reported that central office leaders employed these practices in each of the four decision-making areas of building leadership; budget, staffing, curriculum and assessment, and scheduling. While enacting autonomy for principals in building decision-making, central office leaders executed a “customer-service culture” of support. Recommendations include continual examination of assistance relationships among central office leaders in support of principals’ autonomy in the context of a turnaround district. Future researchers may continue to contribute to the growing body of literature by examining these findings and offering a longitudinal view of this practice. This strands’ findings may begin to provide insights into strategies that will add to school improvement efforts for chronically underperforming schools and districts. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

This research report investigates the critique that selected independent schools have about the new curriculum in South Africa, the National Curriculum Statement (NCS). The NCS was introduced in response to the implementation of a political democratic dispensation in South Africa, in an attempt to marry the philosophy of democracy to education. The NCS is fundamentally different to the apartheid curriculum in that it is based on democratic values that are derived from the South African Constitution. The independent school sector has been vocal in its critique of the NCS. This study thus investigates this critique in an attempt to uncover the reasons that underlie it. Methodologically, this research project is located in the qualitative paradigm. The research participants comprised teachers and heads of curriculum from three schools in the independent sector, as well as managers from the Independent Examinations Board (IEB). The IEB is the assessment body to which the independent school sector belongs. The independent school sector that this study focused on is upper middle class high-fee paying schools, which are located in the ex whites-only suburbs in South Africa. To gather data from the research participants, I used questionnaires and interviews. The combination of structured and unstructured interviews allowed me to systematically probe the research participants’ understandings and views on the NCS. The themes that emerged from the findings are: (1) the old curriculum is used as a benchmark for the NCS; (2) democratic values teaching in the NCS is regarded as optional and (3) educators continue to hold on to their identities in alignment with the past curriculum. One of the key factors that is used to judge the worth of an independent school is the academic results that the school achieves. This has prompted the independent school sector to continue with the same pedagogical practices that they used in the past curriculum, since they have provided the sought-after academic results. In this regard, very little democratic values teaching is taking place in the schools, as intended by the implementation of the NCS. The IEB, as the assessment body, continues to focus on assessment practices that are largely reminiscent of the past curriculum where the main focus was on summative forms of assessment (form of assessment that is used to record a judgement of the performance or competence of a learner), rather than on formative forms of assessment (form of assessment that gives feedback to the learners so that they can improve their performance). This research project concludes with possible suggestions for each group of research participants that could assist them to implement the NCS as it was intended; that is, as a democratic values-based transformational curriculum. Recommendations for future research are also made.