Trends of adult education in the Czech Republic and in Sweden

The subject of this diploma thesis is to outline the system of further education in two countries of different development level (historical, economical and social) but both members of European Union. Our aim is to create a work based on a comparison of an understanding for further education in the state system of Czech republic and Sweden, introduce ideas of citizens, what do the include into the further education, compare factors of motivation and factors of barriers. Our aim is to create the picture of differences and also common features of these two countries in one of the categories of the concept of lifelong learning - further education

On sectioning multiples of the nontrivial line bundle over Grassmannians

summary:Let $G_{n,k}$ ($\widetilde {G}_{n,k}$) denote the Grassmann manifold of linear $k$-spaces (resp. oriented $k$-spaces) in ${\Bbb R}^{n}$, $d_{n,k} = k(n-k) = \text {dim} G_{n,k}$ and suppose $n \geq 2k$. As an easy consequence of the Steenrod obstruction theory, one sees that $(d_{n,k}+1)$-fold Whitney sum $(d_{n,k}+1)\xi_{n,k}$ of the nontrivial line bundle $\xi_{n,k}$ over $G_{n,k}$ always has a nowhere vanishing section. The author deals with the following question: What is the least $s$ ($= s_{n,k}$) such that the vector bundle $s\xi_{n,k}$ admits a nowhere vanishing section ? Obviously, $s_{n,k} \leq d_{n,k}+1$, and for the special case in which $k=1$, it is known that $s_{n,1} = d_{n,1}+1$. Using results of {\it J. Korba\v{s}} and {\it P. Sankaran} [Proc. Indian Acad. Sci., Math. Sci. 101, No. 2, 111-120 (1991; Zbl 0745.55003)], {\it S. Gitler} and {\it D. Handel} [Topology 7, 39-46 (1968; Zbl 0166.19405)] and the Dai-Lam level of $\widetilde {G}_{n,k}$ with

The Third Way project and its analysis based on New Labour's policy in Britain.

Department of European StudiesKatedra evropských studiíFaculty of Social SciencesFakulta sociálních vě

Sociální marketing: kampaň Viney "Vraťme život zpět do vinic"

Social marketing had been mainly connected with non-profit organisations. However, as the market develops the companies require higher level of sustainability and differentiation. Therefore, social marketing is now also applicable to other businesses. In order to prove the benefits of social marketing for company and society this thesis provides basic theories of classical marketing and their comparison with social marketing. These theories were applied to analyse a specific example of Vinea and their 2016 campaign Bring life back to vineyards. The campaign proves Vinea approach to connect their heritage with modern advertising. While connecting people over the most important element of brand, the grape. Vinea created several events to teach participants of campaign about the wine growing in Slovakia to connect the brand with its core ingredient. The goal of the thesis is to find out attitudes of consumer towards Bring life back to vineyards campaign and give a recommendation for the follow-up of campaign. The questionnaire with Lickert questions, multiple choice and open questions was used to research the attitudes of consumers. The sample contained 109 respondents out of which 64 were women and 45 men. The average age was 32,54. The research showed the overall perception was positive and the female respondents reached higher level of agreement in almost all questions. Although the awareness of campaign was very low (7,3%). The recommendation was to continue in this way of promoting wine production but extended it to various wine regions in Slovakia and Czech Republic while focusing on the ecological wine growing and upgrading interaction via social media with passive audience to be more in touch with the campaign

Substate nationalism in the EU. Scotland and the Basque Country.

Diploma thesis "Substate nationalism in the EU. Scotland and the Basque Country" deals with Scottish and Basque substate nationalism and their secessionist objectives. Five for nationalism crucial areas have been chosen, analysed for each of the two nationalisms, and compared. These areas are historical background, language, will to form a nation, economy and political base of nationalism. Scottish and Basque nationalisms are very different in their essence, the first being civic, pacifist and inclusive, while the second is based on ethnic premises in a polarized society strained by violence. However, both nationalisms have strong desire to gain independence and also various similarities in some of the factors can be found. The second part of the thesis deals with decentralization and europeization of the two nation states of Spain and the UK in respect to their nationalists. Could the new European and domestic opportunity structures satisfy the Basque and the Scottish nationalists, or will these changes work as an additional incentive for their independence struggles

The Third Way project and its analysis based on New Labour's policy in Britain.

Department of European StudiesKatedra evropských studiíFaculty of Social SciencesFakulta sociálních vě

Trendy vzdělávání dospělých v České republice a ve Švédsku

Predmetom diplomovej práce je nacrtnút systém dalšieho vzdelávania v dvoch rozlicne vyspelých clenských krajinách Európskej Únie. Našou snahou je vytvorit porovnanie dalšieho vzdelávania v štátnom systéme Ceskej republiky a Švédska, oboznámit s predstavami obsahu dalšieho vzdelávania u obcanov jednotlivých krajín a vymenovat, porovnat faktory motivácie a faktory pôsobiace ako bariéry. Našim cielom je vytvorenie obrazu odlišností a spolocných znakov spomínaných krajín v jednej z kategórií konceptu celoživotného ucenia - v dalšom vzdelávaní.The subject of this diploma thesis is to outline the system of further education in two countries of different development level (historical, economical and social) but both members of European Union. Our aim is to create a work based on a comparison of an understanding for further education in the state system of Czech republic and Sweden, introduce ideas of citizens, what do the include into the further education, compare factors of motivation and factors of barriers. Our aim is to create the picture of differences and also common features of these two countries in one of the categories of the concept of lifelong learning - further education.Department of Adult Education and Personnel ManagementKatedra andragogiky a personálního řízeníFaculty of ArtsFilozofická fakult