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Timetabling on Business College
Marešová, Iva ; Jablonský, Josef (advisor) ; Skočdopolová, Veronika (referee)
This thesis deals with a creation of a timetable on Business College. In the first part the areas in which we can encounter scheduling are introduced, because timetabling undoubtedly belongs to scheduling tasks. Then the linear programming theory is explained. With its help a model for a timetable is made. The assignment problem, which forms a basis for timetable creation model, will be mentioned. We cannot imagine all that without the support of computers. That is why one chapter is dedicated to useable computer programs. The next chapter discusses didactics and its requirements for a good timetable. These requirements are then taken into account in an application chapter. Fundamental part of the thesis is the creation of the timetable for real Business College, taking into account all important conditions. At the end of this thesis a mathematical model is introduced which is suitable for creating timetables for twenty-four classes of this school.
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Comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany
Mohrová, Lucie ; Krpálek, Pavel (advisor) ; Dvořáček, Jiří (referee) ; Koudela, Jiří (referee)
This dissertation thesis deals with a comparison of teaching of economic subjects at secondary special schools of economics in the Czech republic nad Germany. The thesis focuses on a different usage of conceptions and organizational forms of teaching that undoubtedly have a great impact on a teaching process. I also investigate other parameters such as the contentual aspect of education, didactic principles or the usage of didactic technics during the teaching process. It is a teacher, above all, who impacts the instruction by making a choice between traditional and problem-based teaching, and therefore fundamentally affects the teaching process, the extent to which students are involved in their lessons, as well as students' activity and motivation. The goal of my thesis is to compare teaching of economic subjects in the Czech Republic and Germany. The comparison is focused on an affirmation of differentiated instruction, on its impact on different levels of activity and motivation of students and the extent to which students are involved in their lessons. I would also like to refer to the fact that using of the problem-based teaching method leads to an assurance of meeting requested results grounded in crucial and professional competences of general educational programmes. To compare the types of teaching processes I have chosen to use a direct observation method that I have realised by making inspections of classes at business colleges, economic lyceums in the Czech Republic and at business grammar schools in two Federal Republics.
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