During the Cold War, Norway was a member of NATO, Sweden was neutral but depended on Western support in the event of a crisis, while Finland's foreign policy priority was to win and retain the Soviet Union's confidence. The purpose of the thesis is to study whether the three small states' different foreign policy choices had consequences for the ways in which the Soviet Union and the USA were depicted in school textbooks for history, geography, and social sciences in the period 1930 to 2004. To this end, a theory derived from small states' strategies to maintain their independence was applied to textbook production. The study demonstrates that there was a link between small state foreign policy and textbooks' accounts of the USA and Soviet Union. Swedish and Norwegian textbooks portray international conflicts from a legalistic perspective, taking the part of small states exposed to superpower aggression such as Vietnam and Afghanistan. In Finnish textbooks, however, an interest in defending small state's rights yielded to the need to demonstrate their goodwill towards the Soviet Union, which was described in far less critical terms than in Swedish and Norwegian textbooks. In time, in the name of neutrality, depictions of the USA also became increasingly uncritical. All three Nordic states had government authorities charged with inspecting and approving school textbooks. Foreign policy's chief influence on textbooks was not effected by direct oversight, however; instead, it was established indirectly by means of the social climate, which determined what was considered politically correct in the three countries, and it was to this that the textbooks' authors adapted their work. Textbooks are often said to be conservative and slow to change, but the thesis shows that in parts they were politically sensitive, rapidly adapting to changes in what society held to be politically correct.

Title: Improvement of managerial work in the regional level sports club Objectives: The main aim of this work is to determinate strategic objectives of Tenisáci Benešov futsal club. Then analyze contemporary situation of club in these areas: personal, organisational and sport and then propose arrangements to improve situation of the club in some problematic matters and outline future direction of the club. Methods: Methodology of this work was centred on analyzing the club. There was used non-standardised interview (qualitative method), secondary data analysis and questionnaire (quantitative methods). Also SWOT analysis was used for lucid estimation of current situation of the club. Results: An accurate analysis of contemporary club situation was accomplished. On the basis of it was proposed introductions for future direction of the club in these areas: strategic goals, constitution of the association, organizational structure and competence determination, utilization of advantages of club and its opportunities, improvement of weaknesses of the club and avoidance of outer threats. Considerable part of the work is dedicated to creation of good social climate in organisation, which is essential for successful existence of club. Keywords: mission, vision, strategic objectives, strategic planning,...

Les jeunes pré-adolescents qui fréquentent les écoles secondaires du premier cycle vivent une période délicate : ils ne sont pas simplement occupés à affronter un parcours scolaire inédit et plus complexe, mais ils sont aussi occupés dans leurs tâches quotidiennes à former et négocier leurs identités et leurs rôles dans les différents groupes des pairs. Ce complexe scénario est élargi par leurs premières expériences, loin des yeux des adultes, avec les technologies : outils qui vont se superposer à l’univers relationnel qu’on vient de décrire, une dimension existentielle qui ouvre des nouvelles formes de communications médiées par les contextes numériques. Est-ce qu’il y a une influence des technologies sur les dynamiques relationnelles qui ont lieu entre élèves et aussi entre élèves et enseignants ? De quel rapport s’agit-il ? Quelles dynamiques sont impliquées ? Quel type de technologie est en jeu ? Est-ce qu’il existe un rapport d’influence entre les relations médiées par les contextes numériques et le climat social d’un environnement d’apprentissage ? Quel type de rapport ? Jusqu’à quel point les élèves dépendent des relations médiées par les enivrements numériques pour satisfaire leurs besoins relationnels ? Quelle perception ont les élèves et les enseignants des dynamiques relationnelles médiées par les contextes numériques ? Et quel rôle accordent-ils à l’école dans cette problématique ? Pour fournir une réponse à ces questions, la recherche présente une phénoménologie de le témoignage de 21 enseignants et 365 garçons et filles qui font partie des 4 établissements scolaires, dans deux villes en deux différents pays : France et Italie. / Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career, but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the research presents a phenomenology of the witness of 21 teachers and 365 boys and girls who are part of 4 schools, in two cities and in two different countries: France and Italy.

<p>During the Cold War, Norway was a member of NATO, Sweden was neutral but depended on Western support in the event of a crisis, while Finland's foreign policy priority was to win and retain the Soviet Union's confidence. The purpose of the thesis is to study whether the three small states' different foreign policy choices had consequences for the ways in which the Soviet Union and the USA were depicted in school textbooks for history, geography, and social sciences in the period 1930 to 2004. To this end, a theory derived from small states' strategies to maintain their independence was applied to textbook production. </p><p>The study demonstrates that there was a link between small state foreign policy and textbooks' accounts of the USA and Soviet Union. Swedish and Norwegian textbooks portray international conflicts from a legalistic perspective, taking the part of small states exposed to superpower aggression such as Vietnam and Afghanistan. In Finnish textbooks, however, an interest in defending small state's rights yielded to the need to demonstrate their goodwill towards the Soviet Union, which was described in far less critical terms than in Swedish and Norwegian textbooks. In time, in the name of neutrality, depictions of the USA also became increasingly uncritical.</p><p>All three Nordic states had government authorities charged with inspecting and approving school textbooks. Foreign policy's chief influence on textbooks was not effected by direct oversight, however; instead, it was established indirectly by means of the social climate, which determined what was considered politically correct in the three countries, and it was to this that the textbooks' authors adapted their work. </p><p>Textbooks are often said to be conservative and slow to change, but the thesis shows that in parts they were politically sensitive, rapidly adapting to changes in what society held to be politically correct.</p>

Scouting is a lifestyle. Scouts are mates, friends and the community of people who share similar values. Growing up in a scout section is to seize the chance to live fully, to be active and find their own place in the world. Scouting is an offered opportunity for developping not only themselves but also their surroundings. Scouts try to create a better world by taking their lives into their own hands. Scouting works universally on the personality development of children and young people, through games, experiences, activities and other work. The aim of this work is to explore the issues shaping the social climate in scout sections in relation to the leadership style of the group. The theoretical part provides general information about scouting, pedagogical - psychological aspects of social groups, group leadership styles, influences on the formation of the social climate in the group with regard to the specificity of the scout groups. The empirical part shows leadership styles group care centers in a scout camp in the center cup and what their relationship to the social climate of the scout groups and raids is.

This study adapted and validated the CMC-1 questionnaire on Class Motivational Climate to the Venezuelan population. The questionnaire was developed in Spain by Alonso and García (1987) for students aged 11 to 15. The sample contained 1,690 students of both sexes in 7th, 8th, and 9th grades from 12 schools in Caracas (six public and six private). The factorial analysis detected a structure of six factors different from the one detected in the Spanish study. / En el presente estudio, se adaptó y validó para la población venezolana el cuestionario Clima Motivacional de Clase -CMC-1- desarrollado en España por Alonso y García (1987) para alumnos cursantes de la tercera etapa de EGB -11 a 15 años-. Constituyeron la muestra 1690 alumnos, de ambos sexos, cursantes la tercera etapa de Educación Básica -7', 8° y 9° grados- y procedentes de 12 escuelas de Caracas -6 públicas y 6 privadas-. El análisis factorial detectó una estructura de 6 factores diferentes a la detectada en el estudio español.

The thesis "Basic Therapy in the Direct Care of Gerontological Client" was focused on the description of basic therapies in the direct care of gerontological client with the aim to describe, analyze, and suggest the most optimal approaches in social care that can be realized within basic types of therapy. The text of the work was divided into four chapters which present expert opinions of various authors. The theoretical part consists of three chapters. The first chapter is devoted to the description of the preferred therapy, the second chapter analyzes the social - health aspects of the old age, and the third chapter gives the insight into the representation of the basic legislation in the care of the seniors. Principal fourth chapter interprets data obtained by qualitative survey that was realized with the help of the cooperation of several methodological procedures, available interviews, the observation in the particular institutional facility implementing a mixed group of six elderly people, who in the course of approximately one year were involved to assemble the case studies and take part in different types of therapies and activities. The obtained data was segmented and analyzed in details, the emphasis was put on ethical, dignified approach and cooperation with social workers. I evaluate the...

The aim of the research was to describe and understand the process of constructing social status during transition from elementary school to high school. The theoretical part focuses on the classroom as a social group, there is described the social structure of the classroom, as well as the most common roles and sociometric positions that occur in the classroom. There are also discussed relevant topics about adolescence and possible ways for exploring social relations within the classroom. In the empirical part I present a qualitative research, in which have been involved five high schools from Prague and its surroundings, N= 104 students. For this purpose two questionnaires were used - sociometric rating questionnaire SORAD and questionnaire mapping experience of the individuals in interpersonal relationships and their satisfaction with the change of the school community. Based on data analysis and interpretive methods, I conclude that social status is constructed in the earliest interactions between members and there is only a little variability. Social status is made up of two categories - relational skill, which is expressed by popularity, and social force, that is expressed by the ratio of power in the group. Competence complements these two categories, this is a specific skill and it's...

La globalisation et les crises économiques successives, les pressions de la concurrence et les exigences des clients contraignent les entreprises pour survivre à initier des changements et à réviser leurs promesses et perspectives de rétributions, parfois de manière brutale. Les frontières organisationnelles se délitent, des relations atypiques et triangulaires se développent, les collectifs de travail sont fragilisés, les valeurs interpellées. L’équivocité des situations initie des processus de sensemaking. Les schémas mentaux traditionnels de la relation d’emploi basés sur la confiance, la stabilité et la fidélité sont bousculés. A la sécurité d’emploi à long terme et la carrière interne se substitue la notion d’employabilité et de flexisécurité. Les employés essaient de percevoir et d’interpréter ce qui survient dans les organisations. Les « contract makers » viennent alors préciser et expliquer les changements dans les promesses et obligations du contrat psychologique entre l’employé et l’organisation. En cas d’échec, ce sont les « contract influencers » comme les syndicats qui viennent donner un sens qui n’est pas forcément celui attendu par le management… Les plans de restructuration avec réduction d’effectif se multiplient engendrant des processus de rupture et de violation du contrat psychologique et un climat social dégradé. Les processus de cession de site, l’absence de perspectives à long terme engendrent de l’incertitude et de l’inquiétude chez les salariés, des contrats psychologiques de transition sans garantie émergent et lorsque la situation perdure ces derniers sont susceptibles d’engendrer des comportements hostiles et déviants qui peuvent conduire à un contrat psychologique de défiance.La présente thèse étudie le processus de formation et d’évolution du contrat psychologique sous le prisme du sensemaking du personnel d’une entreprise agro-alimentaire de Dijon. Un cadre d’analyse contextualiste basé sur une méthode mixte quantitative et qualitative nous permet de suivre les processus de formation, d’évolution de rupture et de reconstruction du contrat psychologique et de comprendre comme les acteurs organisationnels construisent la réalité. / Globalization and economic crises, as well as the pressures of competition and customer demands, are forcing companies, in order to survive, to initiate changes and revise their promises and payment prospects, sometimes in a brutal way. Organizational boundaries are disintegrating, atypical or triangular relationships are developing, staffs feel weakened, and values are ?. The ambiguity of these situations initiates the processes of sensemaking. Traditional expectations based on trust, stability and fidelity are shaken up. Job security and long-term internal careers are being replaced by the concepts of employability and flexisecurity. Employees try to understand and to detect what is happening in organizations. « Contract makers » then come a long side to explain and to detail changes in the promises and obligations of the psychological contract between the employee and the organization. When this process fails, it is the « contract influencers » such as unions who give meaning, but is not necessarily the one the management expected... Restructuring plans which include downsizing lead to the increasing number of processes of rupture and violation of the psychological contract and down-grading in the social climate. The process of selling the site and, the lack of long-term prospects create uncertainty and anxiety among employees. Transitional psychological contracts with no guarantee conditions emerge and when this situation persists it is likely to generate hostile and deviant behaviors that can lead to distrust psychological contract.This thesis examines the process of forming and developing the psychological contracts through the prism of sensemaking, employees of a food company in Dijon. An analytical framework based on a contextualist quantitative and qualitative mixed method allows us to follow the process of establishing and developing rupture and reconstruction of psychological contracts, as well as to understand how people concerned in the organization construct reality.

My thesis is dealing with the social system of an organisation and its quality. It is divided in the theoretical and practical part. In the theoretical part I describe general aspects of an organisation concerning it a system of social relationships. I look at the development of an organisation in the course of time and I make an overview of the indicators and instruments used for measuring the system's quality. I applied my theoretical knowledge in the practical part. I measured the quality of social relationships with the indicators as social values and standards, corporate ethics and social climate. I consider them the most important in my thesis.