The problem undertaken is a study of certain basic techniques of office management as they apply to the efficient supervision of a small office. The study deals with such fundamental functions of management as the selection and guidance of office personnel, the handling of correspondence and transcription, the manipulation of office files, and the choice of equipment and supplies within the range of a limited budget. It is a survey of existing office practices.

This thesis analyzes the structure of positional places for graduates in the regional offices, particularly in the Jihočeský Region, Jihomoravský Region, Karlovarský Region, Plzeňský Region and Region Vysočina. It examines the requirements that are imposed on candidates for the position of the regional office. Then the thesis focuses on the profile of the graduate School of Management, specializing in public sector management and regional development, and determines whether the knowledge are applicable to positions in the regional offices.

Dissertation abstract This dissertation deals with the lowest segment of administration in Bohemia - regional offices - with respect to their personnel staffing in 1537-1848. The chronological limits of the work were determined by surviving archival sources of the central institutions and printed calenders and "schematizations" which enabled, with exceptions of a part of problematic years of the Thirty Years'War, to compile the line of the regional governors in this period. The first two chapters briefly discuss the development of the regions and regional governors'duties, and in this way delimit the frames of their activities in the society. The next two chapters form the basis of the study. They are focused on the participation of nobility in the administration of the regions in chronological order. Firstly, the share of the high nobility and particulary aristocracy within in holding the office is observed, dividing the period into three parts, first the period before the White Mountain Bettle, the second within the years 1631-1713 and last is limited by the years of the regions'reforms in 1714 and 1751. The reason for adopting the chronological division was the used method which enabled to specify the biggest land possesors in the regions after the White Mountain period and to clarify the involment of...

This study examined the data use of central office administrators working in the Curriculum and Instruction Department of a school district. The purpose of this work was to broaden the knowledge base of data use and of the integral role the central office plays in the district-wide use of data to improve teaching and learning. Two research questions guided the study: (a) How do central office personnel involved in curriculum and instruction use data to support district goals of improved student achievement, and (b) how do central office personnel involved in curriculum and instruction use data to support campus goals of improved student achievement? A qualitative and quantitative data collection process with a single-case study approach included focus groups, individual interviews, and a survey instrument. The data from these components were coded, analyzed, and translated into themes and findings using a 9-step constant-comparative process. This process provided rich description and a comprehensive evaluation of findings to answer the research questions. Findings regarding the use of data within the department of curriculum and instruction at the central office revealed that administrators most often took on the role of data provider. The central office provided reports both to campuses and to comply with federal and state regulations and funding requirements; provided professional development to principals, teachers, and instructional specialists; provided information about student achievement to parents and the greater community; and encouraged the use of data and highlighted the value of data use to inform instructional choices. Further analysis of the data revealed barriers that inhibit the systemic use of data and the ability of school districts to become truly data informed: lack of a common vision for data use, creation of data silos that reduce the ability to collaborate and make cooperative data-based decisions, too much data for consideration, and fragmented implementation of the goal-setting process. These findings contribute to the current literature by demonstrating the importance of the central office in data use. In conclusion, what central office administrators do with data matters, and how the central office uses data to support teacher and principal quality is critical in a district focused on improving teaching and student learning. / text