Après trois décennies des conflits armés, le Cambodge a enfin la capacité d’accélérer sa croissance et l’intégration de son économie dans la région et le monde. Pour cela, le pays doit reconstruire un système financier solide et mettre en place une politique monétaire. Nous proposons une étude de l’efficacité de la politique monétaire de la BNC (Banque Nationale du Cambodge) en tenant compte du fait que le sous-développement du secteur financier amoindrit les effets des canaux de transmission de la politique monétaire.Après avoir abordé les aspects théoriques en mettant en lumière le consensus de la politique monétaire et les différents canaux de transmission, nous passons en revue les travaux empiriques menés sur ce thème tant dans les pays développés, les pays en développement que les pays en transition. Il en ressort que les spécificités des systèmes financiers des différents pays, conditionnent la complexité et les effets des canaux de transmission et que le développement du système financier favorise la conduite de la politique monétaire, ne serait-ce que parce qu’elle étaye la confiance du public. Nous mettons ainsi en évidence l’importance d’une réforme du secteur financier préalable à toute politique monétaire. Par ailleurs, l’évolution du secteur financier est liée au développement économique mais celle-ci est aussi susceptible de créer de l’instabilité financière si le pays ne met pas en place des institutions suffisamment solides. Sa réussite demande que soient préalablement remplies un certain nombre de conditions comme la stabilité macroéconomique, la qualité de la réglementation financière et le développement du marché monétaire. Ce type de stratégie a été mise en place en 2001 (Blueprint [2001]) pour développer un système financier fondé sur les mécanismes du marché ; elle n’a que partiellement abouti. Elle a été revue en 2006 (le FSDS [06-15]) avec pour objectif d’harmoniser le calendrier de la réforme avec les améliorations en matière économiques, politiques, sociales et institutionnelles.Au stade actuel de développement du Cambodge, les canaux de transmission de la politique monétaire ne sont pas tous efficients à cause d’un système financier sous-développé, de globalisation financière et la dollarisation. Nous avons par conséquent mené une étude empirique sur la base de données Cambodgiennes pour évaluer leurs effets. Il en ressort que le canal du crédit n’a pas d’impact sur la croissance économique mais sur le niveau général des prix alors que le canal monétaire a un impact positif à court-terme sur le niveau général des prix. L’agrégat M1 et le crédit sont positivement reliés à court-terme. Notre étude suggère l’existence d’un canal monétaire et l’absence d’un canal du crédit. A la recherche du cadre le plus adapté de la politique monétaire dans le contexte du pays, nous analysons trois stratégies : le ciblage du taux d’inflation, celui du taux de change et celui des agrégats monétaires. Nous prenons aussi en compte les aspects institutionnels de la politique monétaire (l’indépendance, la responsabilité et la transparence de la conduite de la politique monétaire), la stratégie de communication et des mécanismes de décision de la Banque Centrale. Une stratégie basée sur un ciblage des agrégats monétaires semble l’option la plus adaptée. Un ciblage du taux de change paraît être une option secondaire (second-best) pour modérer la volatilité excessive et ancrer les anticipations des agents économiques. / After three decades of the armed conflicts, Cambodia finally has the capacity to accelerate her economic growth and integration into the region and the world. The country must rebuild a sound financial system and put in place an effective monetary policy. We propose to conduct a study on the efficacy of monetary policy of NBC (Central Bank of Cambodia) while taking into account of the underdevelopment of the financial system which weakens the effects of the transmission channels of the monetary policy.Following the literature reviews which highlight the consensus of an effective monetary policy and different channels of transmission, we undertake an empirical review in developed and developing countries. The specificities of financial system of each county condition the complexity and the effects of transmission channels. Moreover, the development of financial system enhances the implementation of monetary policy as long as it enjoys public confidence. We thus emphasize the importance of the reform of financial system prior to conducting an effective monetary policy. Besides, the development of financial system links closely with that of the economy but it is likely to foster financial instability if the country doesn’t have sufficiently sound institutions. The success of the reform requires a number of preconditions such as macroeconomic stability, acceptable quality of regulations, and development of monetary market. The reform was put in place in 2001 (Blueprint [2001]) to develop a sound and efficient financial system based on market mechanisms; it could only partially achieve its objectives. It was revised in 2006 (FSDS [06-15]) to harmonize its objectives with the pace of reform which experienced economic, political, social and institutional improvements.In the current state of development of Cambodia, transmission channels of monetary policy are not fully efficient. We conducted an empirical studies based on Cambodian data to evaluate its effects. It seems that credit channel doesn’t have the impacts on economic growth but on general level of prices while monetary channel has positive and short-term impacts on general level of prices. Our study suggests the existence of a monetary channel and absence of credit channel. In a quest of the suitable monetary policy framework in the current context of the country, we analyze three forms of framework: inflation targeting, exchange rate targeting and monetary aggregate targeting. We also take into account of institutional aspects (independence, accountability, and transparency of the monetary policy implementation), communication strategy, and decision mechanisms of NBC. A monetary policy strategy based on monetary aggregate targeting appears the most suitable option. Exchange rate targeting framework seems to be a second-best option to absorb the excessive volatility and anchor the public expectations.

The purpose of this essay is to conduct an analysis of four different classroom materials for the English 6 course in order to see the extent to which the textbooks follow accepted teaching methodology for reading, and whether or not their methodology changed after the curriculum switch in 2011. The books being analysed are Progress Gold C, Streams in Literature, Blueprint C Version 2.0, and Viewpoints 2. The analysis has been done by first looking at the teaching methodology literature in order to create a framework of questions to follow when analysing the classroom material, and from that framework looking at what reading activities are available and which model they follow, whether the texts activate different areas of knowledge for the students, and the variety of reading purposes that are available in each book. The answers have then been summarised individually for each point that has been picked out in the framework, and I have then briefly discussed whether or not there is a difference between the textbooks published prior to the curriculum change contra those published afterwards.   The conclusion of my analysis is that each of the books is strong in its own way, but that they do not all adhere to the chosen teaching methodology models – with Viewpoints 2 being the strongest in relation to the chosen framework, and Streams in Literature being the weakest. The books are all very similar at first glance, but it is clear to see that each of the authors has chosen their own way of handling the subject of reading literature in the classroom, with Streams in Literature choosing to focus almost entirely on the texts, while Progress Gold C and Blueprint C Version 2.0 have a much heavier focus on linguistics, and Viewpoints 2 strikes a balance between the two. My conclusion is that while all four of the books seem to follow the teaching methods analysed in this essay to some degree, all of them would require a good amount of revision in order to be more optimally developed towards the teaching theories presented here. / Syftet med denna uppsats är att genomföra en analys av fyra olika klassrumsmaterial som tillhör Engelska 6 kursen för att kunna se i vilken utsträckning textböckerna följer den accepterade undervisningsmetodiken kring läsning, och om metodiken ändrades efter kursplansbytet 2011 eller inte. Böckerna som analyseras är Progress Gold C, Streams in Literature, Blueprint C Version 2.0, och Viewpoints 2. Analysen har genomförts genom att först titta på litteraturen kring undervisningsmetodik för att skapa en teoretisk ram med frågor att följa när böckerna analyseras, och att sedan utifrån den ramen titta på vilka aktiviteter som finns och vilken modell de följer, om de aktiverar olika kunskapsområden hos eleverna, samt variationen mellan vilka lässyften finns i böckerna. Svaren har sedan sammanfattats individuellt för varje bok och punkt i den teoretiska ramen, och jag har då diskuterat översiktligt om det finns en skillnad mellan textböckerna som är utgivna innan kursplansbytet jämfört med de som är utgivna efter bytet.   Sammanfattningen av min analys är att varje textbok är stark på sitt eget sätt, men att inte alla följer den valda undervisningsmetodiksmodellen – förhållandet till den teoretiska ramen är starkast i Viewpoints 2 och svagast i Streams in Literature.Böckerna är vid första anblick väldigt lika, men man kan tydligt se att varje författare har valt sitt eget sätt att hantera hur man läser literatur i klassrummet. Streams in Literature väljer att fokusera nästan enbart på texterna, medans Progress Gold C och Blueprint C Version 2.0 har ett mycket tyngre fokus på lingvistik, och Viewpoints 2 har hittat en balans medan de två olika sätten. Min slutsats är att även om alla fyra textböcker verkar till en viss grad följa undervisningsmetodiken som har analyserats i denna uppsats så skulle alla behöva en stor mängd revideringar för att vara mer optimalt anpassade mot den presenterade undervisningsmetodiken.

In light of recent surveys on gender equality and English proficiency in Sweden, this study examines the adjectives and adverbs which describe the women and men in two EFL-textbooks for English 6 in the upper secondary school, namely Blueprint: Version 2.0 B and WWE: World Wide English. Textbooks are often integral for language learning, and considering that students of Swedish upper secondary school are required to take English 6, the exposure of EFL-textbooks are significant. Thus, it becomes relevant to analyse how the language of EFL-textbooks depicts women and men. The actions, social roles and occupations of the female and male characters are analysed to find any discrepancies in how women and men are portrayed and whether these agree with the guidelines of the Swedish National Agency for Education. These guidelines require teaching to be carried out with consideration to fundamental democratic rights and should strive to promote equality between groups. In addition, the study builds upon previous research within the field of linguistics as well as social sciences carried out by Fairclough, Foucault, Lucy, Butler and others which concerns discourse, linguistic relativism, gender theory etc. The hypothesis of this study is that there is still a discrepancy in how women and men are depicted in EFL-textbooks. By employing a mixed method approach which includes quantitative data and statistics and qualitative discourse analysis which highlights indications of unequal description of gender, it can be concluded that women and men are described differently, and often in terms of dichotomies, with adjectives, adverbs and the social roles that they are assigned. These descriptions may consequently result in that students that use these textbooks as part of their learning process may adopt these values. Thus, some descriptions violates the goals and guidelines for gender equality, prescribed by the Swedish National Agency for Education (Skolverket).

The Creation and Manifestation of Reality-theory was developed for this study. This theory provides an answer to why high functioning people experience problems at work, develop relationship problems, and other dysfunctions that occur in their lives. It provides an explanation as to why this happens: at a certain point in our existence a critical incident (or Initial Sensitising Event) or a series of repeated incidents is perceived by the person as traumatic. During this time of high emotion the child forms a subconscious conclusion, followed by a subconscious decision. The Hypnotic Blueprint is an accumulation of all the different subconscious conclusions and decisions formed over time at a time of intense emotionality, during which the psyche feared for its survival, repressed, gated and banished into the borders of the person's subconscious mind. Numerous other incidents occur through life that reinforce and bolster the original Hypnotic Blueprint. Simultaneously, conflicting ego-states are formed, attempting to balance the state of disequilibrium. Later in life, the original Blueprint is triggered, through the Symptom Activating Event, at a sub-conscious level and starts to operate in the person's life, attracting the circumstances and people who best replay or re-enact the original trauma on a symbolic level. This pattern will be recreated in the person's life, and will most often be the reason why the person enters therapy, or the presenting problem. Life acts as a mirror of the inner world or the psyche of the person. The inner world is mirrored by the other world, or reality. By changing our inner reality, we impact or transform our outer reality. To complete the Creation and Manifestation of Reality-theory, the Imago Developmental Stages identified by Harville Hendrix, were integrated, namely Attachment, Exploration, Identity and Competence. The therapeutic modality suggested is de-hypnotising. The study does not intend to measure the success of the therapy, but rather to establish and test the validity of the Creation and Manifestation of Reality-theory on case studies, using the Life History approach. / Educational Studies / DED(PSYCHOLOGY OF EDUCATION)

The Creation and Manifestation of Reality-theory was developed for this study. This theory provides an answer to why high functioning people experience problems at work, develop relationship problems, and other dysfunctions that occur in their lives. It provides an explanation as to why this happens: at a certain point in our existence a critical incident (or Initial Sensitising Event) or a series of repeated incidents is perceived by the person as traumatic. During this time of high emotion the child forms a subconscious conclusion, followed by a subconscious decision. The Hypnotic Blueprint is an accumulation of all the different subconscious conclusions and decisions formed over time at a time of intense emotionality, during which the psyche feared for its survival, repressed, gated and banished into the borders of the person's subconscious mind. Numerous other incidents occur through life that reinforce and bolster the original Hypnotic Blueprint. Simultaneously, conflicting ego-states are formed, attempting to balance the state of disequilibrium. Later in life, the original Blueprint is triggered, through the Symptom Activating Event, at a sub-conscious level and starts to operate in the person's life, attracting the circumstances and people who best replay or re-enact the original trauma on a symbolic level. This pattern will be recreated in the person's life, and will most often be the reason why the person enters therapy, or the presenting problem. Life acts as a mirror of the inner world or the psyche of the person. The inner world is mirrored by the other world, or reality. By changing our inner reality, we impact or transform our outer reality. To complete the Creation and Manifestation of Reality-theory, the Imago Developmental Stages identified by Harville Hendrix, were integrated, namely Attachment, Exploration, Identity and Competence. The therapeutic modality suggested is de-hypnotising. The study does not intend to measure the success of the therapy, but rather to establish and test the validity of the Creation and Manifestation of Reality-theory on case studies, using the Life History approach. / Educational Studies / DED(PSYCHOLOGY OF EDUCATION)

The goal of this diploma thesis is to create a building technology project for construction of 4 flat houses within stage 3a. of the building project „Green town of Prague – Jarov, phase II“. The flat houses are in two pairs interconnected by basement, each is a 7 floor high reinforced concrete building with flat roof and is functionally connected to others by a terrace garden system. This document focuses on organisation and preparation of the construction. It includes building site equipment, cost calculation for setting up and servicing of the building site with graphical illustrations for selected construction phases. Additionally a detailed time schedule was created with a proposal for stream construction of the reinforced concrete scelet and lining in the pairs of interconnected buildings. A realization study of the main technological phases was also prepared. The diploma thesis covers in detail construction of reinforced steel scelet and circumferential casing including a layer of contact insulation system. A blueprint of formwork for walls and ceiling is included in the manual for construction of reinforced steel scelet. On these particular actions probationary and control plans were added. The required machinery set with detailed placement was also drafted. An itemized budget for the main building was prepared as well. Attached to this document is a detailed manual on how to use housing units including repairs and revisions plan for next 30 years. Part of this diploma thesis is also a detailed study covering the construction in relation to the surronding living and educational areas.