2006年6月國際勞工組織(ILO)所公佈名為工作暴力(Violence at Work)的調查報告中指出，不論是在開發中或已開發國家中，職場暴力：包括霸凌 (bullying)、聚眾滋擾 (mobbing)及受到精神狀態不穩定的同事威脅、性騷擾和他殺等在全球出現增加的趨勢，因此職場暴力已被認為是職業危害之一，近幾年逐漸受到社會大眾的注意，現今已經是超越國界、超越各種職業，變成一種全球性的問題，各個先進國家針對職場暴力問題進行了各項調查以及研擬了因應的措施與政策，只求降低職場暴力所帶來的經濟損失和勞工傷亡。但是從我國的勞動政策來看，職場暴力尚未受到相關政府行政單位的重視，由於過去我國主要產業以製造業為主，製造業的職業危害來自於機械以及化學物質，因此職場暴力這一種較容易發生於服務業的職業危害，在實務上缺乏相關研究報告以及調查數據，近年來我國產業逐漸轉向服務業以及高科技產業，職場壓力和職業暴力的隱憂逐漸浮現出來，令人無法輕視以及疏忽。 本研究透過蒐集國際勞工組織、世界衛生組織等國際性機構，有關職場暴力之研究與數據，並且配合美國、英國、加拿大和澳洲等國家的資料進行比較研究，對於職場暴力的定義和類型等基本要素，做了詳細的介紹；另外更是針對職場暴力的事前預防、過程控制以及事後處理等多方面步驟，整理出主要的應變措施。最後針對我國職場暴力政策不足之處，提出了些許的建議，希望透過這些不同的數據以及文獻，能夠對我國職場安全以及勞工安全衛生有些微的助益，並且能讓我國政府開始重視職場暴力的影響，不要讓高職場暴力風險行業的勞工獨自承受暴力的威脅，終日生活在恐懼的陰影之下，讓我國勞工可以享受工作所帶來的充實感，而非冒著生命財產安全受到威脅進入職場。 / International Labour Organization published the report(Violence at Work) in June 2006 , in the report , it mentioned whether in developed and developing countries, workplace violence (include: bullying, mobbing, sexual harassment and threat from co-worker with mental illness) increases exponentially over the world. Workplace violence becomes an occupational hazard and receives attention from the community; the issue has already beyond borders and race. All advanced countries survey and draft measures and policy of workplace violence for reduce economic losses and labour casualties. But in our labour policy, workplace violence didn’t receive attention from government agencies. In the past, our country had developed manufacturing industry and noticed the occupational hazard of mechanical and chemical substances, so we don’t do more study and survey with workplace violence. In recent years, our country’s industry toward the service industry and high-tech industry, the worry of workplace stress and workplace violence has surfaced and we can’t despise or neglect it. This study collects the international agencies’ research and data about workplace violence, and takes the data of United States, United Kingdom, Canada and Australia etc. country to compare. To introduce the definition and type of workplace violence in detail, and summarize the emergency measures for preventing, controlling and redeeming to workplace violence. Finally, to provide the suggestion of the deficiencies in our country’s workplace violence policy. To hope can supply some help to our country’s occupational safety and health, and then the government can start paying attention to the effect from workplace violence. Don’t let the labour face the threat from workplace violence alone and life under the shadow, let them can enjoy the happy from working really.

L’ancrage universitaire de la tradition des ateliers d’écriture est souvent ignoré en France, alors qu’il est clairement établi pour les Etats-Unis. Les histoires des pratiques créatives d’écriture littéraire s’écrivent donc de manière différente, en mettant en jeu des conceptions de la littérature que cette étude cherche à comparer. La considération des sphères linguistiques et la question des dynamiques internationales d’expansion des pratiques exigent l’examen particulier des cursus québécois. Comment peut-on caractériser ces différentes formations ? Quelles représentations de l’auteur, du processus rédactionnel, de la créativité ou de l’œuvre véhiculent-elles ? Quelles forces de tension et de mutations se dessinent-elles ? Sur les plans diachronique et synchronique, et en étayant l’enquête bibliographique de questionnaires systématiques et recueil de données sur le terrain, la comparaison envisagera ses repères épistémologiques et l’état actuel des ressources, que les traductions des citations cherchent à rendre accessibles aux francophones. / The university grounding of the tradition of writing workshops is often ignored in France while it is clearly established in the United States. The stories of the creative practices of literary writing are thus handled differently and bring into play different views of literature which this study seeks to compare. The issue of the linguistic areas and the question of the process of the international extension of those practices particularly require to consider the Quebec courses. How can these different training courses be characterized? Which representations of the author, of the writing process, of creativity or of the work do they convey? Which tension and change currents emerge? On the diachronic and synchronic levels and by backing up the bibliographical survey with systematic questionnaires and collections of in-the-field data, the comparison will contemplate its own epistemological landmarks and the current state of resources which the translations intend to make accessible to French speakers.

This diploma thesis is focused on position of women on the labour market in the Czech Republic. By descriptive analysis of data relating to employment, unemployment, specific form of work and other indicators, character of Czech labour market is described. There is also a part devoted to State aid for parents with small children, facilities providing childcare and job opportunity for mothers on the labour market. The thesis also includes comparison of selected indicators, which describe situation on the labour market and family policy in chosen countries of western and northern Europe. Possibility to ensure work-life balance is considered to be the main aspect of this topic. The issue of women's position on the labour market is not examined only from gender point of view.

The aim of this masters thesis is to propound a complex treatise about the Gross Domestic Product of the Czech Republic between the years 2010 and 2015, with focus on growth dynamics, effect of GDP components according to the expenditure approach and the income approach, international comparison and relation to other economic measures. The thesis aspires to present and interpret the analysed data and put them into socio-economic context. Data for the analysis were retrieved from the National Accounts System, the methodology then emanates from the macroeconomic theory and statistical tools. While years after the financial crisis were characterized by a mild growth, years 2012 and 2013 were a recessional period after which came a sharp growth. Determinants of this development were mainly the situation on the world markets, expansionary monetary policy and anticipations of future development. From the items constituting GDP in the expenditure approach the gross capital formation had the main influence, in the income approach it was the net operating surplus. The economic development of the Czech Republic was relatively closely correlated with the development of the European Union during the analysed period. A significant negative correlation between the value of GDP and unemployment rate also existed, as well as a less significant negative correlation between the value of GDP and inflation rate, however the latter relation was not consistent.

This work processes and systematically describes the latest knowledge in the field of setting up fictitious companies in the Czech Republic, characterizes their current status and future trends. The main objective of this work is the analysis of the current level and the comparison between setting up fictitious and real company in terms of general business and legal requirements, simplicity and delays and in terms of comparison of individual legal forms and types of business representation. The theoretical part of the work deals with the procedure of starting a real company in time-sequential steps. In the practical part of the work, except for explaining the procedure setting up a fictitious company, is the attention focused on the comparison of the two procedures. There are described the individual differences in detail, which in many respects results from formal dissimilarities of the participated subjects. For this purpose was done a survey conducted among teachers of the school subject the Fictitious Company. The main aim of this work is to provide teachers, teaching the subject, with a didactical and teaching aid that, apart from the information on setting up fictitious companies, provides a comparison with the setting up of a real company. Defining the differences between setting up fictitious and real companies is an important tool for understanding the nature and the meaning of fictitious companies and help to improve the quality of teaching.

I summarize different methods of potential output and output gap estimation including advantages and disadvantages in this thesis. I also applied two published models on real data for Czech Republic. Concerned models are Hodrick-Prescott filter and so called Production Approach. Both approaches are simultaneously used by ČNB. This thesis offers comparison between HP filter and production approach and comparison of Czech, Austrian and common EU-15 potential output and output gap. Potential output of Austria and EU-15 was obtained from OECD database. Comparison result refers to very similar progress of estimate obtained by univariate and multivariate method. It also shows different trend behavior of domestic economy against more developed EU countries, which is starting to be similar at the end of observed period.

International comparison is very popular area of statistics, which is used to examine differences in many fields of science. This thesis seeks to apply the concepts of International comparison to the Czech Republic and the Slovak Republic. Though it has been 20 years since Czech and Slovak Republic separated from each other yet, rivalry exists between the two countries. Particularly, the socio-economic factors contributing to this rivalry have been of interest to economists. To further explore this rivalry, this master thesis aims to describe the difference in evolution of demographic, economic and social indicators that characterize development of countries and standard of living of its population. This paper consists of four main chapters. The first chapter outlines the introduction to time series and describes methods used in the following chapters for analysis of indicators. The second chapter briefly defines monitored indicators in terms of their objectivity, methodology and comparability in both countries. The third chapter analyzes the evolution in time and directly compares the values of indicators. The fourth chapter analyzes the average and median wages in greater detail. These indicators were chosen for analysis as they largely affect the standards of living in both countries. From the perspective of comparison method it is not straightforward to determine that one country has better results in all indicators than the other. Yet, here are two main broad conclusions. First, the notional "scores" are similar for demographic indicators. Second, Czech Republic has better social and economic indicators results then Slovak Republic. The analysis of trend models of average and median wage found that the social gap is widening in both countries. However, after converting to the same exchange rate, it is clear that the wage level is better in Czech Republic then in Slovak Republic.

This thesis deals with the before-, during- and after- reading activities when working with text in teaching literature in grades 6-9. The first part describes results from testing the critical literacy of Czech students in the PISA 2009 international comparison, as well as levels of critical literacy and its place in the Framework Education Programme for Elementary Education. The reasons for using these activities and examples of them are also discussed. In the practical part, I carried out research using questionnaires to find out if and how often teachers use these types of activities and I have provided examples of those used. Next I wanted to find out which types of readers the teachers use and how these readers contribute to a student's reading literacy development.

The study focuses on problems which appear to be fundamental in primary school education. The work si centred on reading and readerś literacy in primary school. The work is also focused on issues that seem to be fundamental in European school education and current development of Czech primary school. Subject of this study is to present educational policy and educational system of Germany, Sweden and the United Kingdom, which represent three different types of school structure. It provides a more comprehensive view of the current issues of educational policy - fairness in school education, language training, integration of troubled students, integration of immigrants and the position of teacher. The final section contains an analysis of the results of PIRLS in Germany, Sweden, Great Britain and the Czech Republic.

La recherche ici présentée interroge la comparaison internationale des curriculums de l'enseignement secondaire supérieur général -les lycées. Elle part du constat que, dans les comparaisons internationales à grande échelle, les curriculums lycéens sont considérés comme équivalents sur le principal critère de leur même mission politico-éducative : préparer les élèves aux études supérieures longues. Or, les lycées sont aussi caractérisés par des variations curriculaires importantes, qui sont presque ignorées dans ces comparaisons. Compte tenu des enjeux de connaissance et de gouvernance des systèmes éducatifs qui fondent les comparaisons internationales contemporaines, cette recherche propose une approche d'analyse et de comparaison des lycées qui prend en compte leur variabilité curriculaire. À cet égard, elle interroge en particulier la relation d'interdépendance entre leurs principes fondateurs et organisateurs et caractérise les effets des structures curriculaires sur la mission commune aux trois lycées. Cela est réalisé à travers une analyse comparative et systémique des évolutions historiques des curriculums lycéens et de leurs organisations. En particulier, la comparaison porte sur trois curriculums de l'enseignement secondaire supérieur général, choisis car particulièrement contrastés au niveau de leurs principes organisateurs : les GCSE - Advanced Levels anglais, les séries générales du lycée d'enseignement général et technologique français, et les parcours scientifique et classique du liceo italien. L'enquête recense et analyse des données issues de corpus regroupant différentes sources documentaires. Ainsi, l'étude des évolutions historiques des trois lycées s'appuie sur la confrontation d'ouvrages d'histoire originaires des trois pays, tandis que l'analyse de leurs structures est faite à partir de la comparaison de corpus rassemblés de textes officiels prescrivant l'organisation des lycées. Cette analyse est complétée par la consultation de rapports officiels évaluant les trois systèmes éducatifs et par la réalisation d'entretiens-témoignages avec des acteurs, recueillis en visitant trois lycées, un dans chaque pays examiné. La méthode d'investigation privilégiée pour étudier ces corpus de données est la comparaison internationale, utilisée tout au long de la recherche afin d'identifier et d'interpréter les variables prises en compte dans l'analyse. En outre, un outil d'investigation est proposé - l'expérience curriculaire - permettant d'analyser et de comparer les relations entre les composantes des curriculums, et les significations qui y sont associées. La recherche accomplie montre que, malgré le partage des mêmes principes fondateurs, les trois curriculums lycéens portent des significations différentes liées à leurs organisations, qui caractérisent différemment la mission politico-éducative commune consistant à préparer les élèves aux études supérieures longues. Ainsi, en Angleterre le lycée doit prioritairement préparer de manière adéquate aux études universitaires ; en Italie, il s'agit surtout de parachever une formation commune et généraliste dans la continuité du premier cycle du secondaire ; en France, il est fondamental de différencier les parcours de formation des élèves au vu de la segmentation qui caractérise l'enseignement supérieur français. Par ce résultat, et par les méthodes mobilisées pour l'obtenir, la recherche éclaircit le fonctionnement systémique des curriculums lycéens, sous-estimé à la fois par les réformateurs dans la construction curriculaire et par les auteurs des comparaisons internationales ; elle contribue au développement de l'éducation comparée en mettant en évidence le potentiel heuristique de la démarche comparative ; elle aide à comprendre les missions des lycées aujourd'hui, et leurs évolutions potentielles face à la massification de l'enseignement supérieur. / This research compares the curricula of general upper secondary education systems in France, Italy, and in England. It starts from the observation that, in large-scale international comparisons, high school curricula are considered equivalent since they fundamentally share the same political and educational mission: preparing students for higher studies. However, high schools are indeed characterized by substantial curricular variations, which are almost ignored in these comparisons. As contemporary international studies are founded on issues of knowledge and governance among the various education systems, this research adopts an analytical and comparative approach capable of including those curricular variations. In this respect, this research examines, firstly, the interdependent relationship between the founding principles and the organizing principles that inform the different high school systems. Secondly, it analyzes the effects that curricular structures may induce on their founding missions. This is achieved through a comparative and systematic analysis of historical evolutions in high school curricula and their organizations. The three curricula compared in this research have been selected as their organizing principles are particularly contrasting: the English GCSE - Advanced Levels, the French séries générales du lycée d'enseignement général et technologique, and the Italian scientific and classic liceo. This study collects and analyzes data gathered from different documentary sources. The primary source is an in-depth review of a selection of official documents detailing the historical evolution of the three high school systems and their organizations. This analysis is supplemented by the consultation of official reports evaluating the three educational systems, and by conducting interviews with pupils and teachers of three high schools, one for each country involved in the study. International comparison was the main research method adopted to study the selected data. It was employed throughout the thesis as a tool both to identify and then to interpret the variables considered in the analysis. In addition, a contribution of this dissertation consists in proposing an innovative research tool: the curriculum experience. This notion enables analysis and comparison of the relationships between the curriculum components and the meanings associated with them. This investigation shows that, despite the fact that the three high school curricula share the same founding principles, their structure can actually have an influence on how their common political-educational mission is understood and implemented. The priority of the general upper secondary education in England is to adequately prepare for university studies; in Italy, the liceo is mainly conceived as the final stage of a common and general curriculum that begins in the general lower secondary schools; in France, the focus is to differentiate the educational tracks of pupils in the light of the segmentation featured in the French higher education system. The findings of this research, along with the methodology employed, give insight into the systemic dimension of high school curricula, an aspect that has been largely underestimated by both decision-makers designing the curricula and by the institutions producing international comparisons. In addition, this research gives a valuable contribution to the development of a comparative approach to education analysis by giving evidence of the heuristic potential of comparative methods. It also clarifies the purpose of the general upper secondary education systems, as well as their possible evolutions, in the context of the democratization of higher education. / La ricerca parte da una costatazione relativa alla comparazione internazionale dei curricoli della scuola secondaria superiore generale - i licei. Nelle comparazioni internazionali prodotte su larga scala, i licei di diversi paesi sono considerati equivalenti in quanto adempiono ad una stessa missione politico-educativa : preparare gli alunni gli studi superiori. Tuttavia i licei sono anche caratterizzati da forti differenze riguardanti in particolare l'organizzazione dei loro curriculi; tali diffenze sono di fatto ingnorate nelle suddette comparazioni internazionali. Tenuto conto dell'influenza che queste comparazioni esercitano attualmente sul conoscimento e sulla governanza dei sistemi educativi, la ricerca propone un approccio di analisi comparativa dei licei che prende in conto le loro differenze curricolari. Viene analizzata in particolare la relazione d'interdipendenza trai i principi fondatori e organizzatori dei licei, e si definiscono gli effetti delle strutture curricolari sulla loro missione comune. A tal fine, i curricoli sono studiati attraverso un'analisi comparativa e sistemica delle evoluzioni storiche dei curricoli liceali, e delle loro modalità organizzative. La comparazione porta su tre curricoli della scuola secondaria superiore generale: i GCSE - Advanced Levels inglesi ; le séries (percorsi) générali del liceo generale e tecnologico francese, e i licei classico e scientifico italiani. L'inchiesta raccoglie e utilizza dei dati provenienti da diverse fonti documentarie. In effetti, lo studio dell'evoluzioni storiche dei tre licei si basa sulla comparazione di scritti storici originari dei tre paesi, metre l'analisi delle loro strutture é fatta comparando i testi ufficiali che prescrivono l'organizzazione dei licei. Questa seconda analisi é completata dal confronto di rapporti ufficiali contenenti delle valutazioni dei tre sistemi educativi, così come da interviste realizzate a titolo di testimonianza in tre licei, uno per paese. Il metodo fondamentale di ricerca utilizzato per analizzare quest'insieme di dati é la comparazione internzazionale, a cui é fatto continuo ricorso non solo per identificare le variabili significative ai fini dell'analisi, ma anche per interpretarle e caratterizzarle. Viene inoltre proposto uno strumento originale d'analisi: l'esperienza curricolare. Questa nozione permette di analizzare e comparare le connessioni che uniscono le diverse componenti dei curriculi, e d'interpretare i significati che sono ad esse associati. La ricerca cosi' realizzata dimostra che i tre curricoli liceali, nonostante condividino gli stessi principi fondatori, assumono e trasmettono dei significati diversi, legati alle loro modalità organizzative ; ne deriva una diversa caratterizzazione della (stessa) missione politico-educativa relativa alla preparazione degli alunni agli studi superiori. Viene cosi' messo in evidenza che in Inghilterra, la priorità del liceo é quella di preparare in modo adeguato agli studi universitari ; in Italia, si tratta piuttosto di concludere una formazione comune e generalista in continuità rispetto al primo ciclo di istruzione; in Francia infine, risulta fondamentale di differenziare i percorsi di formazioni degli alunni in vista della segmentazione che caratterizza l'istruzione superiore francese. I risultati prodotti - e i metodi di analisi proposti per ottenerli - permettono alla ricerca di chiarire il funzionamento sistemico dei curricoli liceali, spesso sottovalutato sia dai riformatori responsabili della costruzione dei curricoli che dagli autori delle comparazioni internazionali dei sistemi educativi. La ricerca contribuisce inoltre allo sviluppo dell'educazione comparata, comprovando il potenziale euristico dell'approccio comparativo; offre infine degli elementi utili a comprendere le missioni attuali dei licei e le loro potenziali evoluzioni in un contesto di progressiva massificazione dell'istruzione superiore.