The master's thesis defines problematics of divorce rate and especially the financial situation of an incomplete family. The thesis focuses on a legal aspect of a divorce. It also defines means which are offered by the legislation of Czechia in order to ameliorate financial situation of an incomplete family. Concurrently, the thesis introduces selected approaches which can be used by social workers when working with an individual, a family or a social group. The empirical investigation depicts approaches used by social workers in sample situations. The empirical investigation was used to obtain information on workload of social workers in both state and private sector. Additionally, the data from the sample set includes information on interdisciplinary cooperation when addressing the needs of incomplete families.

L’objectif de ce travail doctoral est d’identifier comment les responsabilités sociale et environnementale peuvent s’insérer dans les processus stratégiques des entreprises. Ce travail doctoral est fondé sur trois articles empiriques qui cherchent à mettre en évidence les facteurs individuels et organisationnels contribuant à la performance sociale de l’entreprise. Dans notre analyse, la performance sociale de l’entreprise correspond à une triple performance impactant la société dans des perspectives économiques, sociales et environnementales. La performance sociale de l’entreprise mesure le niveau de responsabilité sociale de l’entreprise (RSE), c’est-à-dire la contribution de l’entreprise au développement durable. Pour le premier article, 180 cadres financiers et 144 cadres non financiers, 83 étudiants en finance et 117 étudiants non financiers ont été interrogés en France. Les investigations menées offrent un aperçu de la façon dont les cadres financiers perçoivent l’importance de la RSE pour la stratégie d’entreprise. Le deuxième article est fondé sur l’étude de 286 entreprises du STOXX Europe 600 Index pour les années 2007 à 2010. Les résultats de cette étude internationale contribuent à une meilleure compréhension des raisons qui rendent nécessaire la création d’un comité RSE au sein du conseil d’administration. Le troisième article est réalisé à partir de données de l’année 2012 provenant du Bloomberg World Index et concernant 178 entreprises ayant créé un comité RSE au sein de leur conseil d’administration. Les résultats de cette dernière étude offrent des pistes pour s’assurer d’une composition appropriée de ce comité. / We investigate how social and environmental responsibilities can be considered in the strategic decision-making processes of corporations. This doctoral research is based on three empirical papers, providing evidence for individual and organizational drivers of corporate social performance. We consider corporate social performance as a triple performance of corporations: economic, social and environmental. Corporate social performance measures the level of corporate social responsibility (CSR), which corresponds to the contribution of corporations to a sustainable development. For the first paper, we question in France180 financial and 144 non-financial managers, and 83 students in finance and 117 students in other majors than finance. Our investigations provide an overview of how financial managers perceive the importance of sustainability for corporate strategy. The second paper is based on the study of 286 companies of the STOXX Europe 600 Index of years 2007 to 2010. The results of this cross-cultural study are expected to contribute to a better understanding of when there is a need for the presence of a board CSR committee. In the third paper we use firm-level data of year 2012 from the Bloomberg World Index of 178 companies having created a board CSR committee. The results of this last study offer ways to ensure a suitable composition of this committee.

Summaries in English and Afrikaans / Text in English / A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation. / Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie. / Educational Studies / M. Ed. (Educational Studies)

MOURA JUNIOR, James Ferreira. Reflexões sobre a pobreza a partir da identidade de pessoas em situação de Rua de Fortaleza. 2012. 159f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2012. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-11-26T12:33:38Z No. of bitstreams: 1 2012-DIS-JFMJUNIOR.pdf: 1956778 bytes, checksum: 516c5c3c245652371da7f75c83754715 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-11-26T14:26:22Z (GMT) No. of bitstreams: 1 2012-DIS-JFMJUNIOR.pdf: 1956778 bytes, checksum: 516c5c3c245652371da7f75c83754715 (MD5) / Made available in DSpace on 2013-11-26T14:26:22Z (GMT). No. of bitstreams: 1 2012-DIS-JFMJUNIOR.pdf: 1956778 bytes, checksum: 516c5c3c245652371da7f75c83754715 (MD5) Previous issue date: 2012 / A pobreza concebida no modelo multidimensional acarreta formas específicas de constituição identitária, geralmente estruturadas em perspectivas opressoras de manutenção do status quo e de enfraquecimento das potencialidades dos indivíduos a partir do processo de estigmatização do pobre. As pessoas em situação de rua estão posicionadas na representação mais opressora dessa realidade de pobreza, pois são privadas de condições básicas de moradia, alimentação, segurança, assistência, saúde e educação, como também são constantemente alvo de agressões e de práticas discriminatórias. Partindo desses pressupostos, estabelece-se a pergunta: Como se constitui a identidade de pessoas em situação de rua de Fortaleza a partir da realidade de pobreza? Assim, o objetivo geral é analisar a identidade de pessoas em situação de rua de Fortaleza a partir da realidade de pobreza. Os objetivos específicos são: descrever a realidade de pobreza vivida pelas pessoas em situação de rua; analisar os processos de construção da identidade das pessoas em situação de rua; e relacionar a realidade de pobreza e suas repercussões na identidade das pessoas em situação de rua. O percurso metodológico da pesquisa é embasado pelo âmbito qualitativo, utilizando as técnicas de entrevista narrativa, de observação participante e de diários de campo. Foram entrevistados quatro pessoas e realizadas observações participantes em diversas situações. A pesquisa ocorreu no Abrigo Provisório para pessoas em situação de rua removidas da Praça da Bandeira e no Centro de Referência Especializado de Assistência Social para população de Rua (CREAS-POP). Ambos estão vinculados a Secretaria Municipal de Assistência Municipal da cidade de Fortaleza. A análise dos sentidos da pesquisa foi baseada na análise temática narrativa. Como resultado, é verificado a preponderância de papéis sociais, personagens e formas de reconhecimento relacionados de forma depreciativa a identidade social de pobre e de morador de rua, gerando práticas de discriminação, de agressão e de ofuscamento das compreensões das pessoas em situação de rua como portadoras de potencialidades. É também observado a utilização da situação de rua por esses indivíduos como espaço de construção de vínculos, de manifestação de liberdades e de afetividade. É apontado, por fim, a necessidade de fomento de processos cooperativos, dialógicos e críticos para superação dessa situação de opressão. É prestado agradecimentos à Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES).

Esta dissertação se propõe a averiguar que contribuições a matemática pode oferecer para o desenvolvimento da Educação Financeira Escolar. Detalha as origens da discussão do assunto e seus desdobramentos no Brasil, analisando os trabalhos acadêmicos e a criação da ENEF (Estratégia Nacional de Educação Financeira). Destaca a expansão do movimento na América Latina e faz críticas aos conceitos de letramento financeiro concebidos pelo PISA (Programme for International Student Assessment) e ao entendimento de Educação Financeira incorporado pela ENEF, apresentando novas definições. Aborda a relação entre a Matemática Crítica, pensada por Ole Skovsmose, e a Educação Financeira. Aplica duas atividades em uma turma com 32 alunos do 2º ano do ensino médio e conclui, amparada na Teoria das Situações Didáticas de Guy Brousseau, que, além da matemática financeira, do conhecimento do plano cartesiano, das funções lineares e exponenciais, da álgebra e da proporção (incluindo porcentagem), são fundamentais a utilização de habilidades como a interpretação de gráficos e de tabelas, o pensamento abstrato e algébrico, a capacidade de percepção de relações numéricas e/ou algébricas em diferentes situações do cotidiano e a capacidade de transformar em argumento um resultado ou uma fórmula. / This dissertation proposes to find out contributions mathematics can offer to the development of School Financial Education. It details the origin of the subject discussion and its consequences in Brazil, analyzing the academic work and the history of the creation of ENEF (Brazilian Strategy for Financial Education). It points out the expansion of the movement in Latin America and criticizes the concepts of financial literacy conceived by PISA (Programme for International Student Assessment) and the understanding of Financial Education incorporated by ENEF, presenting new definitions. It deals with the relation between the Critical Mathematics, thought by Ole Skovsmose, and the Financial Education. It puts two activities into practice in a class with 32 students 2nd year high school and concludes, supported on Guy Brousseau’s Theory of Didactic Situation, that be sides financial mathematics, the knowledge of Cartesian plane, linear and exponential functions, algebra and proportion (including percentage), the use of skills such as graphs and tables interpretation, abstract and algebraic thinking, the ability to realize numerical and/or algebraic relation in different everyday situations and the capacity to transform in arguments a result or a formula are fundamental.

Esta tese tem por objetivo discutir algumas das questões semântico- pragmáticas relacionadas com as descrições demonstrativas, especificamente aquelas ligadas aos usos dêiticos dessas expressões, os quais englobam, ao nosso ver, os usos dêiticos canônicos, os uso descritivos e os usos com referência deferida (NUNBERG, 1993, 2004; ELBOURNE, 2005, 2008). Para realizar nossas análises, utilizamos a semântica de situações (KRATZER, 1989) e as noções de situação default e situa_c~ao não-default (WOLTER, 2006). Para iniciar a investigação, no Capítulo 1, retomamos conceitos da abordagem de Kaplan (1989), uma das pioneiras em relação ao es- tudo dos demonstrativos. Além disso, também expomos os principais aspectos da teoria de Wolter (2006) { uma abordagem semântico- pragmática elegante que tenta explicar diferentes usos das descrições demonstrativas através da semântica de situações. Utilizamos a teoria de Wolter (2006) como parâmetro de comparação pela sua importância e simplicidade em relação as outras abordagens. Por isso, a partir da abordagem da autora levantamos algumas questões no primeiro capítulo, as quais nortearam nossa investigação ao longo da tese. No Capítulo 2, detemo-nos no papel da demonstração nos usos dêiticos das descrições demonstrativas. Nossa investigação procurava entender se apontamentos (gestos físicos que acompanham e são importantes para a determinação do valor semântico das expressões dêiticas) são elemento\essenciais", no sentido de serem convencionalmente ligados às descrições demonstrativas. Concluímos que demonstrações e saliência são fatores ”não-essenciais" da semântica das descrições demonstrativas, porque eles podem ser substituídos por outros elementos dado um contexto adequado, ponto de vista que se aproxima da abordagem de Wolter (2006). No Capítulo 3, buscamos elucidar a influência e/ou a função semântica do conteúdo descritivo adicional na interpretação das descrições demonstrativas dêiticas. Tendo como pano de fundo a abordagem de Wolter (2006), suas noções de situação default e de situação não- default e suas análises dos \usos descritivos W" ou NDNS (KING, 2001), verificamos que a ideia da autora de que o material adicional introduz uma variável de situação extra na forma lógica _e uma assunção desnecessária. Afirmamos isso, com base na constatação de que o conteúdo descritivo adicional é o ultimo e o mais poderoso meio de restrição do domínio de referentes das descrições demonstrativas, i.e., ele é o elemento que assegura a unicidade quando outros elementos { apontamento, saliência, informação espacial do determinante não são suficientes. No Capítulo 4, analisamos os usos descritivos e os usos com referência deferida das descrições demonstrativas. Buscamos verificar a natureza e a importância do componente relacional, proposto por Nunberg (1993) e formalizado por Elbourne (2005), na semântica/pragmática dessas expressões. Concluímos, após análises empíricas, que o componente relacional é resultado de muitos processos pragmáticos, o que torna sua representação demasiadamente complexa e, muitas vezes, não completamente fiel aos processos envolvidos. Os usos descritivos e com referência deferida também serviram para elucidarmos o nível de semelhança/diferença semântico-pragmática das descrições demonstrativas e das descrições definidas. Chegamos à conclusão que devido às diferenças nos processos de interpretação desses dois grupos de expressões, aspecto evidenciado pelos usos descritivos e com referência deferida, elas não devem ser consideradas expressões similares do ponto de vista semântico-pragmático, apesar de alguns autores afirmarem o contrário (WOLTER, 2006; ELBOURNE, 2005, 2008, entre outros). / This dissertation aims to discuss some of the main points about seman- tics and pragmatics of demonstratives descriptions, speci cally those related to deictic uses of these expressions, which in our point of view include canonical deictic uses, descriptive uses and, uses with deferred reference (NUNBERG, 1993, 2004; ELBOURNE, 2005, 2008). We use the situations semantics (KRATZER, 1989) and conceptions of default situation and non-default situation (WOLTER, 2006) to work in our analyzes. To begin the investigation, in Chapter 1, we recall concepts from Kaplan's approach (1989), one of the pioneers in relation to the study of demonstratives. In addition, we also discuss the main aspects of Wolter's theory (2006); an elegant semantic-pragmatic approach that tries to explain different uses of demonstrative descriptions through situation semantics. Wolter (2006) is our parameter of comparison for its importance and simplicity. Because of this, in this chapter we also raise some questions related to Wolter's theory which guide our investigation throughout the thesis. The purpose of Chapter 2 is analyzing the role of demonstration in deictic uses of demonstrative descriptions. Our investigation tryes to explain whether pointings (physical gestures associated to deictic ex- pressions and important to semantic value determination) are \essential elements" in the sense of being conventionally related to demonstrative descriptions. We conclude that demonstrations and salience are \non- essential" elements to the semantics of the demonstrative descriptions, mainly because they can be replaced by other elements given a suitable context. In Chapter 3, our focus is to elucidate the semantic in uence and/or the semantic function of additional descriptive content in the interpretation of deictic demonstrative descriptions. Our investigation is based on Wolter's approach (2006), her concepts of default and non-default situations and her analysis of \W descriptive uses" or NDNS's uses (KING, 2001) { these uses are distintc from deictic uses, but they also have additional descriptive content associated with demonstrative descriptions. We conclude that Wolter's conception, in which the additional material introduces an extra situation variable in logical form, is an unnecessary assumption. We affirm this, based on examples where the additional descriptive content is the last resource and the most powerful means of restricting the domain of reference of demons- trative descriptions, i.e., it is the element that ensures the uniqueness when other elements, such as pointing, contextual salience and, spatial information of the determiner, are not enough to do this. In Chapter 4, we analyze descriptive uses and uses with deferred reference of demonstrative descriptions. We verify the nature and the importance of the relational component, proposed by Nunberg (1993) and formalized by Elbourne (2005), in the semantics / pragmatics of these expressions. We conclude, after empirical analysis, that the relational component is the result of many pragmatic processes. This complexity makes its formal representation too complicated and often not completely faithful to all the processes involved in interpretation. The descriptive uses and uses with deferred reference also contributed to elucidate the semantics / pragmatics level of similarity / difference between demonstrative descriptions and de nite descriptions. We conclude that the distinct processes of interpretation of these two groups of expressions are relevant, so they should not be considered similar expressions from the semantic-pragmatic point of view, although some authors affirm the opposite (WOLTER, 2006; ELBOURNE, 2005, 2008, among others).

A tese que aqui se encontra tem como objetivo inicial registrar a experiência histórica do Programa de Formação Inicial dos Profissionais da Educação Básica (Profuncionário), que integra a política de valorização profissional dos funcionários de escola. A formação, em nível médio, ofertada pelo Profuncionário, propõe-se a contribuir na reconstrução da identidade profissional da categoria como profissionais da educação. Como a política de formação é voltada para funcionários em efetivo exercício de suas funções, argumenta-se que a mesma deve ser pensada como formação em serviço e que a reconstrução da identidade profissional acontece a partir de práticas formativas em situação de trabalho. Nesse sentido, um segundo objetivo se coloca, qual seja, o de analisar o processo de reconstrução da identidade dos funcionários a partir da formação em serviço. O conceito de “dupla antecipação” da ergologia, elaborado por Yves Schwartz, segundo o qual a atividade humana é antecipada por normas sociais e por normas de vida, fundamenta a perspectiva teórico-metodológica pela qual se aborda o tema e se pressupõe que a reconstrução da identidade profissional, a partir da formação em serviço, acontece no encontro e no confronto dessas normas, na relação que os profissionais experimentam entre a identidade concebida institucionalmente e a identidade construída na experiência no trabalho. Como o tema da identidade profissional não é discutido no campo conceitual da ergologia, foi preciso introduzi-lo ali, colocando a ergologia em diálogo com a sociologia das profissões, especialmente aquela construída por Claude Dubar. Na sociologia de Dubar, a identidade social é entendida como resultante de um processo de identificação no qual são articuladas duas transações, uma biográfica (subjetiva) e outra relacional (do sujeito com as instituições), o que permitiu a aproximação conceitual entre os dois campos do saber. Além do diálogo com Schwartz e Dubar, procurou-se dialogar, também, com quem teve experiência da formação em situação de trabalho, isto é, com duas profissionais da alimentação escolar que trabalham juntas e que concluíram o Curso Técnico em Alimentação Escolar. O diálogo com as últimas foi construído por meio de entrevistas individuais semiestruturadas nas quais se abriu espaço para a narrativa biográfica, e de entrevistas coletivas orientandas pelo conceito de “encontros sobre trabalho” da abordagem ergológica, além de observações in loco da rotina de trabalho das interlocutoras. A partir dessa abordagem, chegou-se à noção de que a identidade profissional se reconstrói em situação de trabalho na medida em que, para exercer a profissão, as trabalhadoras precisam fazer escolhas sobre seu próprio fazer e, assim, são levadas a renormalizar as normas antecedentes. No diálogo com as interlocutoras da pesquisa, pode-se aprender que a reconstrução da identidade profissional a partir da formação em serviço acontece pelo modo como as trabalhadoras se relacionam com as normas antecedentes transmitidas pelas práticas formativas em situação de trabalho, sejam as normas relativas a saberes, métodos, competências ou valores, enfim, atributos institucionalizados da profissão, pois, em situação de trabalho, essas normas ganham vida no sentido de que outros saberes, outros métodos, outras competências, outros valores são criados na atividade das profissionais na escola. / The Thesis presented here has as its initial objective to record the historical experience of the Initial Training Program for Basic Education Professionals (Profuncionário). This Program integrates the policy of professional promotion of school workers. The medium-level education offered by Profuncionário aims to contribute to the reconstruction of the professional identity of the category as professionals of education. As this formative policy is aimed at workers in the effective exercise of their functions, it is argued that it should be thought of as in-service training and that the reconstruction of the professional identity takes place through educative practices in a work situation. In this sense, a second objective arises, that is, to analyze the process of the reconstruction of the workers identity from the in-service training. The concept of "double anticipation" of ergology elaborated by Yves Schwartz, according to which human activity is anticipated by social norms and norms of life, underpins the theoreticalmethodological perspective by which the subject is approached. It is assumed that the reconstruction of the professional identity, from the in-service training, happens in the encounter and the confrontation, in the relationship that the professionals experience between the identity conceived institutionally and the identity constructed in the experience of work. As the theme of professional identity is not discussed in the conceptual field of ergology, it has been necessary to introduce it, placing ergology in dialogue with the sociology of professions, especially that built by Claude Dubar. In Dubar's sociology, social identity is understood as resulting from a process of identification in which two transactions are articulated, one biographical (subjective) and the other relational (from the subject to the institutions), which allowed the conceptual approximation between the two fields of study. In addition to the dialogue with Schwartz and Dubar, a dialogue was also sought with those who had experience of education in work situation, that is, with two school nutrition professionals who work together and who completed the Technical Course in School Feeding. The dialogue with the latter was constructed through semi-structured individual interviews in which biographical narrative was used, and collective interviews guided by the concept of "meetings about the work" of the ergological approach, as well as in-situ observations of the work routine of the interlocutors. Based on this approach, the notion was reached that professional identity is being reconstructed in a work situation because, in order to exercise the profession, the workers have to make choices about their own doing and thus are led to renormalize the preceding norms. In the dialogue with the research interlocutors, it can be learned that the reconstruction of the professional identity from the in-service education takes place by the way in which the workers relate to the antecedent norms transmitted by the formative practices in work situation – norms related to knowledge, methods, competencies or values -, that is, the institutionalized attributes of the profession. In a situation of work, these norms come alive in the sense that other knowledge, other methods, other competences and other values are created in the activity of the professionals in the school.

In the diploma work, we familiarised the reader with the basic theoretical starting points concerning emergency medical services and preparedness for emergencies. First of all, in this part, we elaborated a basic overview of the organisational structure of the emergency medical services of the Ústecký kraj region, and of its subdivisions. Next, we outlined the educational system of the paramedical staff of the emergency medical services of the Ústecký kraj region, focused on the area of crisis management. The crisis management competence of paramedical staff involved in emergency medical services was the subject of a separate sub-chapter. We linked these chapters with the issue of the formation of the department of disaster medicine. Here, we defined the tasks and aims of disaster medicine. To create a better understanding of the issue, a part of the chapter consists of the basic terminology used in disaster medicine. The main aim of the diploma work is the analysis of the knowledge of the paramedical staff of the emergency medical services of the Ústecký kraj region in terms of preparedness for emergencies. The sub-objectives of the thesis are the analysis of the knowledge of the medical rescue workers of the emergency medical services of the Ústecký kraj region in terms of preparedness for emergencies, and the analysis of general nurses' knowledge of, and qualifications in, the specialist anaesthesiological-resuscitative care of the emergency medical services of the Ústecký kraj region in terms of preparedness for emergencies. The methodology of the work lay in the quantitative analysis of statistical data that we gathered from questionnaires that were filled in by randomly selected respondents among the paramedical staff of the emergency medical services of the Ústecký kraj region. We prepared the content of the questionnaire in the context of the issues studied. The respondents chose from a number of pre-defined answers to a total of 20 questions. The data obtained underwent statistical analysis with the use of statistical research methods, scaling, measurement in descriptive statistics, elementary statistical processing, non-parametric testing, estimation theory, and parametric testing. From the results of the practical part of the diploma work, it is evident that the knowledge of the medical rescue workers of the emergency medical services in terms of the preparedness for emergencies of the Ústecký kraj region is close to the normal frequency distribution N (mi and sigma). Also the general nurses' knowledge of, and qualification in, the specialist anaesthesiological-resuscitative care of the emergency medical services of the Ústecký kraj region, in terms of preparedness for emergencies, is close to the normal frequency distribution N (mi and sigma).

In the theoretical section of my master thesis I focused especially on the role of the health services within the crisis management. In particular chapters I tried to write down a simple and comprehensive summary of the role of the healthcare within the integrated rescue system, I dealt with the function of the Ministry of Health, the hierarchy of the healthcare in solving the emergencies, the valid law and the crisis preparedness in the healthcare. In one part of my master thesis I also mentioned the importance of testing the professional and practical readiness of particular units of the integrated rescue system by emergency exercises and the characterization of their individual types. Of course I could not omit the crisis planning and a brief description of some chosen types of plans that are used during emergencies.The goal of my thesis was to map the preparedness of the South-Bohemian Region inpatient healthcare facilities for possible emergencies in the respective facility or out of it and the medical staff´s awareness of possible risks and of possible solving the emergencies in the respective facility.In the practical section of my master thesis I used the methods of quantitative research. The technique of this research is based on the questionnaire survey with bounded, half-bounded and open questions. The questionnaire designated for medical staff consists of 23 questions. The first three questions are focused on the characterization of the respondents; the remaining twenty questions are to find out the stock of knowledge related to the crisis preparedness. The respondent gets one point for each correct answer to a knowledge question. This part of the questionnaire is composed as a multiple-choice test and one can get 43 points at most. The questions were created using the crisis plans that are valid in the České Budějovice Hospital. After our mutual agreement I took over the questionnaire designated for healthcare facilities from Mgr. Jolana Němečková, who analysed the crisis preparedness of the South-Moravian Region healthcare facilities in her master thesis. I did not change the method of questionnaire analysis either to enable a subsequent benchmarking of the results in the South-Moravian Region and the South-Bohemian Region. The questionnaire consists of 28 questions. One can get one point for a dichotomous question and two points for a closed-ended question. The highest possible score was 22 points. The results of the questionnaire survey for medical staff show that the preparedness of the České Budějovice Hospital´s medical staff is at a very good level. The average score was 37 out of 43 points and that complies with the classification 2. When analysing the relation of the preparedness with the highest achieved education level and the preparedness with the length of the practice, the positive correlation was confirmed. That means that the higher achieved education and the longer practice, the more was the knowledge of the respective area. The results of the questionnaire survey for the inpatient healthcare facilities management are not so positive. The average score was 12.3 and that complies almost with the classification 4, which means a bad preparedness. In comparison with the South-Moravian Region healthcare facilities, the preparedness in the South-Bohemian Region is one level worse. For the purposes of my master thesis I set four hypotheses that were proved or falsified during a follow-up statistical assessment. Hypotheses No. 1 and No. 2 cannot be accepted. Hypotheses No. 3 and No. 4 were accepted.

Dissertation on ,,Preparedness Municipal Police Force for states of emergency in selected villages with extended activities in South Bohemian Region" was compiled from main reason, that this status is not described anywhere. First goal of this dissertation was charting preparedness in selected city police for solving situations, which are reason for announcements of state of emergency and then to confirm or disprove two specified hypotheses. First goal of this dissertation was to suggest a possibility of improvement preparedness city police force with taking into the size of villages with extended activities, based on obtained information and on SWOT analysis. Second goal of the dissertation was to evaluate financial security preparedness city police force on state of emergency in selected villages with extended activities on South Bohemian area. During process of this dissertation were used literary sources, existing legislation, existing internal documents and internet ,quantitative research, structured interviews. Subsequently to this were made SWOT analysis, which together with outputs acquired from done by quantitative and qualitative research, completed preparedness of selected city police force and also showed the possibility of improvement preparedness city police force in both of examined groups of city police force. The work structure consists of the common characteristics of the public administration and the local government, and especially of the status of the villages with extended activities and their activities within the security system of the Czech Republic. The next part of the work describes the states of emergency, their brief characteristics and their integration to the legislature of the Czech Republic. The legal adjustment, it is progress and its current state of the city police force was described in the part about the city police force, with all the information regarding its activities, overall introduction of the city police force in the individual villages with extended activities alongside with the partition of the city police force to two groups. Also the budget of the city police force was described, because of the emergency states and the budget alone is the part of villages with extended activities' budget that described the areas of income and all the expenses. The next part of this work is focused on the graphical and statistical elaboration of the survey and subsequently, the results of the interviews are published and they are linked directly to the SWOT analysis. With the evaluation of these methods, the conclusion was made. And the conclusion states the following: "From the technical, theoretical, personal and material view, the city police force is sufficiently prepared, but the readiness itself differs in the various villages with extended activities, because of their wealth and area (some are smaller, and some are bigger). Also the surveys have shown some differences between the theoretical knowledge and practical experiences between the police officers. The structured interviews have also shown some differences in the technical equipment. The differences were discovered in the various co-operation levels with other security forces and organizations. The SWOT analysis has shown various strengths, weaknesses, opportunities and threats that are influencing the actions of the city police force. Alongside with that, several strategies based on the own investigation were proposed for the individual city police force's to improve their readiness status. With this proposal, a new general content of training was proposed in the legislative for the chief officers of the city police force." The submitted dissertation has proven that the both hypothesis are true. This conclusion is made and based on the surveys, SWOT analysis and the interviews.