La fréquence des accidents en mer et l'ampleur des dégâts de certains d'entre eux permettent de s'interroger sur l'efficacité des mesures de sécurité et de sûreté maritimes. En parallèle, l'importante participation du facteur humain dans la survenance de ces accidents devient une réalité de plus en plus acceptée. Les conditions de vie et de travail des marins à bord des navires, l'effectif, la durée de travail... sont autant d'éléments déterminants dans la survenance de l'erreur humaine. Ce sont, par conséquent, autant d'éléments à considérer dans la prévention des accidents, sans pour autant les dissocier du système organisationnel global. Pourtant, à travers le monde, les mesures législatives prenant en considération ces éléments sont rares et souffrent d'une application partielle et d'un manque considérable de contrôle à l'occasion des différentes inspections maritimes. Même si cette constatation varie d'un État maritime à un autre, la Tunisie n'y déroge pas. Des lacunes en la matière existent aussi bien au niveau de l'adoption des lois, que de leur application effective ou du contrôle leur étant réservé. Il conviendra d'en déceler les causes et d'essayer de les combler / The frequency of maritime accidents and the extent of the damage some of them cause, can cast doubt on the effectiveness of maritime safety and security measures. At the same time, the ever increasing rôle played by man in such occurrences has been steadily recognized. Sailors' living and working conditions on board, crew size and working hours are just a few ofthe significant factors wich have contributed to human error. As a result, such factors, should not be excluded from the global organizational system when considering accident prevention. Nevertheless, throughout the word, legislative measures including these elements are either few and far between, only partially applied or immensely difficult to enforce during maritime inspections. Even if this observation varies from one maritime state to another, Tunisia is no exception. Shortcomings in the field range from, flaws in the adoption of laws, to ineffective law implementation, without forgetting the level of control they are granted. This paper will detect the causes behind this situation and go some way in attempting to remedy the failings

This master thesis deals with the issues of adults with Down syndrome. Theoretical and practical part consists of basic facts about the syndrome, the field of education, living and working conditions. Secondary data analysis refers to both social and law perspective. The aim of the thesis was to monitor the living and working conditions of people with Down syndrome in the area of České Budějovice and Ostrava. In order to accomplish the objective the qualitative research was chosen considering the research sample. As a basis of the research the form of a semi-standard interview was chosen and as a supplementary was used a casuistic method and secondary data analysis oriented mainly on the area of employment. The results of the research imply that people with Down syndrome can work mainly at sheltered workshops because the organizations focused on employing people with handicap do not employ predominantly people with mental disability. People with Down syndrome work in the sheltered workshops according to the labour law. The master thesis can be used as a resource of information for organizations, which are engaged in employment of people with handicap and also with mental disability thus with Down syndrome.

During the last several decades, many people, fleeing from disasters or political threats, have applied for asylum in the European countries. Council Directive 2003/9/EC, laying down minimum standards for the reception of asylum-seekers, as well as several other directives, have been developed in the EU in order to ensure fair treatment of the asylum-seekers in all the European countries. However, there are huge differences in the national asylum laws of countries and consequently, the way they treat the asylum-seekers. In this research, the national asylum laws of Germany and the Netherlands are studied and compared, showing that though following the Council Directive, fair or equal treatment of asylum-seekers cannot be guaranteed. In the Netherlands asylum-seekers are granted with a great extent of benefits while in Germany, they are greatly discriminated against. Based on the Social Determinants of Health Model, developed by Dahlgren and Whitehead in 1991, the hypothesis is that the asylum seekers in the Netherlands enjoy better health status than the ones in Germany, because based on the Dutch asylum laws, they have better living and working conditions. In order to confirm or negate this hypothesis, a meta-study of available literature on the health status of asylum-seekers has been done. However, the hypothesis could not be confirmed/ negated due to extreme lack of availability of data in this area. By discussing the relationship between life conditions and health of individuals, reviewing current legal instruments regulating asylum in the EU and analyzing the available data on the health status of asylum-seekers, this paper draws the attention to the importance of data and research on these topics and the need for development of practices for collection of such information. Availability of such information can affect future decision and policy makings regarding asylum-seekers and their health and might result in comprehensive reformations in the current national or international legal instruments.

Cette thèse a pour objectif principal d’interroger les mécanismes régissant la dynamique corporatiste et les logiques d’action du collectif des instituteurs au Gabon. Cette réflexion a été orientée au départ par deux constats : l’action collective enseignante et les changements statutaires marquant l’évolution de ce groupe professionnel. La démarche méthodologique s’appuie sur l’apport de plusieurs disciplines des sciences sociales et de diverses approches théoriques. L’hypothèse théorique repose sur l’idée de la constitution d’un corps de métier. Cette thèse tente d’appréhender le métier d’instituteur à partir d’un triptyque articulant trois pôles d’analyse : les relations sociales, l’organisation et le contexte social.L’enquête de terrain réalisée auprès des différents acteurs éducatifs, principalement les instituteurs, est centrée sur les conditions de vie et de travail de ces derniers. L’analyse porte à la fois sur les aspects statutaires, les relations entre les instituteurs et les autres acteurs de l’action pédagogique - principalement les élèves, les familles, les pouvoirs publics - et sur la pratique quotidienne de la classe. Elle met en lumière, la pluralité des identités socioprofessionnelles et la variabilité des pratiques professionnelles suivant les configurations relationnelles, les règles organisationnelles et le contexte socioculturel de travail. A titre d’exemple, l’instituteur notable dans un village devient le fonctionnaire mal payé en ville. De même, quand la gestion de la discipline en classe, la multiplicité des activités variées, la recherche des outils didactiques, l’entretien de la classe, rythment une matinée de travail de l’instituteur de l’école publique et de ses élèves, l’exploitation maximale des nombreuses ressources pédagogiques disponibles caractérise une matinée de travail de l’instituteur de l’école conventionnée.L’analyse permet aussi de cerner les mécanismes qui sous-tendent les accords et les désaccords au sein du système scolaire dans sa globalité. Des dispositifs de formation non adaptés aux conditions réelles de travail, la marginalisation de l’instituteur étranger à la province, les attentes des familles vis-à-vis de l’instituteur exerçant dans son village d’origine, la fuite des classes d’examen ou des classes pléthoriques par certains instituteurs, la constitution et la gestion des budgets dans les établissements, la radicalisation ou non de l’action syndicale… sont autant de facteurs sources des oppositions caractérisant les relations des instituteurs entre eux, des instituteurs avec les parents d’élèves ou avec les pouvoirs publics. / This thesis has for objective to examine the mechanisms governing the corporatist dynamics and logics of action of the collective of teachers in Gabon. This reflection has been directed at the outset by two observations: the teacher collective action and statutory changes marking the evolution of this occupational group. The methodological approach relies on the contribution of several disciplines of social sciences and various theoretical approaches. The theoretical assumption rests on the idea of the creation of a corps of business. This thesis attempts to apprehend the profession of schoolmaster from a triptych linking three areas of analysis: social relations, organization and social context.The field survey conducted among different educational actors, mainly teachers, is centered on the life and work of these conditions. The analysis focuses both on the statutory aspects, relations between teachers and other actors of the educational action - mainly students, families, public authorities - and the daily practice of the class. It highlights, the plurality of professional identities and professional practice variability following relational configurations, organizational rules, and, the social and cultural context of work. For example, the significant teacher in a village becomes an employee being poorly paid in the city. Similarly, when the management of discipline in the classroom, the multiplicity of varied activities, looking for teaching tools, maintenance of the class, punctuate a morning's work of public school teacher and of his students, the maximum exploitation of the many educational resources available characterized a morning's work of the partner school teacher.The analysis can also identify the mechanisms underlying the agreements and disagreements within the school system in its entirety. Training devices not adapted to the actual conditions of work, the marginalization of the teacher in the province, the expectations of the families against the teacher in his home village, leakage of exam classes or oversized classes by some teachers, the constitution and the management of budgets in institutions, radicalization or non of Union action... are all factors sources of opposition characterizing the relationships of teachers between them teachers with parents of students or the public authorities.