The master‘s thesis is dealing with the issue related to the organizational culture. The work is divided to three parts. In the first chapter, the theoretical base is defined. The second part consists of an analysis of the actual state of the organizational culture in the chosen organization. The last part contains suggested recommendations for organizational culture change based on the defined theoretical base, and the results of the performed analysis.

This graduation thesis deals with the analysis of corporate culture Enaspol. In the theoretical part are included basic knowledge of corporate culture. In the introduction is the concept of culture and corporate culture. Next, there is a basic change types and typology of corporate culture. The Enaspol company has been introduced in the empirical part. The aim of the thesis was an analysis of corporate culture, especially the second level of "social norms and standards of conduct. The work deals mainly with problems of labor discipline, work ethic, the existence and importance of social norms in the organization, employees' access to education and their overall satisfaction. Result of this work is proposing measures and changes to management, which should lead to improved corporate culture Enaspol.

The master´s thesis deals with subject of organizational culture, its effect on efficiency of the company and its transformation. The aim of this dissertation is to analyze the content of the current organizational culture of the chosen company, to evaluate it in relation to the company and to propose solutions, which would be contributive to overall efficiency.

The presented master thesis places emphasis on processing of archeological excavation of settlement and graves with linear pottery culture. The excavation took place in 2003 - 2005 in Prague-Liboc "Šestákův statek". The thesis presents history of research of site and summarizes the results of rescue excavation. An integral part of this paper is the examination of ceramic inventory with linear pottery and evaluation of non-ceramic finds. An important step is analysis and interpretation of the objects and the evaluation of their spatial relationships and also the evaluation of the grave units. Key words: Praha, Neolithic, Linear pottery culture, Settlement, Graves

The Mill Cities Charter School is a public urban charter high school founded on the Essential School Philosophy (ESP). Introduced in 1984, ESP “envisions an educational system that equips students with the intellectual, emotional and social habits and skills to become powerful and informed citizens who contribute actively toward a democratic and equitable society” (Coalition of Essential Schools, 2015). However, there is a lack of empirical research exploring the implementation of ESP, as well as its impacts on students’ personal, social and academic growth. Thus, this study’s goals were to gain an interpretive understanding of student perceptions and developmental impacts; as well as the process through which school culture influences positive youth development. A qualitative phenomenological approach was utilized, based on the philosophy of critical realism, which mediates between subjective experience and objective reality. In-depth, in-person semi-structured interviews were conducted on-site with 20 members of the senior class to explore their perceptions of the school culture and its impacts on their personal, social and academic development. Findings revealed that students largely had positive perceptions of school culture experience in all explored dimensions (Safety, Relationships, Teaching and Learning, Institutional Environment) with one notable exception, the School Improvement Process dimension, in which concerns were expressed about the school’s expansion plan changing the existing culture. Students also reported positive gains in personal, social and academic development, which they directly attributed to the school culture. Further, theoretical analysis revealed students’ internalization of cultural identity as the mediating process to explain “how” school culture positively impacted development. This relationship between individual and institutional cultural identity was bi-directional, with reciprocal impacts on both students and the school culture itself. This dissertation may inform educational policy discussions concerning the relationship between school culture and positive youth development. Findings regarding the ESP’s successful implementation into an urban public charter school setting and positive perceived impacts on high risk students’ development offer insights into the transformational elements of school culture. Significantly, this study offers understanding of this transformational process as a reciprocal interactive relationship between individual internalization of cultural identity and institutional externalization of a unique, recognizable organizational identity.

The main aim of my thesis is to evaluate the organizational culture of Top Advert, s.r.o. My work is divided into two parts. The first deals with the theoretical background to the issue and its description. The practical part is then focused on identifying the content of organizational culture through a questionnaire survey and a semi-structured interview. Based on the findings, measures are also proposed to improve the current situation.

京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第19551号 / 医博第4058号 / 新制||医||1012(附属図書館) / 32587 / 京都大学大学院医学研究科医学専攻 / (主査)教授 川口 義弥, 教授 坂井 義治, 教授 羽賀 博典 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

Die vorliegende Arbeit stellt eine biographische und werkanalytische Untersuchung über Ellen Key dar. Mittels biographisch-historischer, phänomenologischer und hermeneutischer Methoden wurden mehrere voneinander abgrenzbare Facetten des Lebenslaufes und des Werkes der schwedischen Reformpädagogin in ihren Beziehungen untereinander wie auch zu den epochalen und gesellschaftlichen Rahmenbedingungen herausgearbeitet. Im Sinne des Strukturmodells Wilhelm Diltheys sind alle diese Facetten als Strukturelemente aufzufassen, welche in ihrer Anordnung und gegenseitigen Bedingtheit die Individualität Ellen Keys abbilden. Strukturelemente, die im Rahmen dieser Untersuchung detailliert dargelegt wurden, sind: Ellen Keys Verhältnis zur Philosophie, zur Dichtung, zur Frauenfrage, zum libertären Sozialismus, zum Pazifismus, zur Religion, zur Anthropologie und Psychologie sowie zur Pädagogik. Es konnte gezeigt werden, dass Keys Denken weit über pädagogische Einflüsse hinaus sehr stark von europäischen Kulturtraditionen, insbesondere auch von deutschsprachiger Philosophie und Dichtkunst, geprägt war. Ihr pädagogisches Konzept kann daher nur unter Berücksichtigung ihrer kulturanalytischen und kulturkritischen Neigungen und Interessen angemessen verstanden und eingeordnet werden. Ellen Key stand im Schnittpunkt bedeutender Kulturtraditionen Europas wie etwa des Darwinismus, der nietzscheschen Philosophie, des libertären Sozialismus eines Oscar Wilde, der Pädagogik Rousseaus und des Menschen- wie auch Weltbildes Goethes. Daneben unterhielt sie intensive persönliche Kontakte zu bedeutenden Künstlern, Wissenschaftlern und Schriftstellern ihrer Zeit, wie etwa Rainer Maria Rilke, Romain Rolland, Georg Brandes, Stefan Zweig, Lou Andreas-Salomé, Poul Bjerre und Bertha von Suttner. All diese Einflüsse haben es Ellen Key ermöglicht, ein Werk zu schaffen, welches die Pädagogik in ihren vielschichtigen und komplexen Zusammenhängen mit anderen Kulturbereichen definiert - eine Art von Erziehungslehre, die durch ein hohes Maß von Integration vielfältiger wissenschaftlicher und philosophischer Erkenntnisse und Überlegungen besticht und damit auch zukünftig große Aktualität aufweist. / The following essay is intended as a biographical and analytical examination of Ellen Key and her work. Using biographical/historical, phenomenological and hermeneutical methods several disconnected facets of the life and work of the Swedish reformist educationalist were elaborated in their relationship to each other as well as to their contemporary and social setting. In close adherence to Wilhelm Dithey's structural model all of these facets can to perceived as structural elements which in their sequence and mutual conditionality reflect the individuality of Ellen Key. Structural elements presented in detail in the course of this examination are: Ellen Key's relationship to philosophy, poetry, women's rights, libertarian socialism, pacifism, religion, anthropology, psychology and education. It was possible to demonstrate that Key's thinking encompassed far more than just pedagogical influences and was very strongly determined by European cultural traditions and especially by German philosophy and poetry. Her pedagogical concept can therefore only be adequately understood and quantified when one considers her inclinations and interests when analysing and criticising contemporary culture. Ellen Key found herself at the crossing point of significant European cultural traditions like Darwinism, Nietschean philosophy, libertarian socialism as promulgated by Oscar Wilde, Rousseau's theory of education and Goethe's views on mankind and the world picture. She also had close personal contacts to eminent artists, scientists and writers of her time like Rainer Maria Rilke, Romain Rolland, Georg Brandes, Stefan Zweig, Lou Andreas-Salomé, Poul Bjerre and Bertha von Suttner. All these influences allowed Ellen Key to create a work which defines pedagogy in its multifarious and complex connections with other cultural areas - a sort of educational doctrine, which achieves significance through its high level of integration of diverse scientific and philosophical insights and reflections and in doing so demonstrates its continued relevance for the future.

Comment caractériser la culture organisationnelle d’une entreprise multinationale tout en prenant en compte l’impact des cultures nationales des pays où elle opère ? Telle est la problématique que nous traitons à partir de l’exemple du groupe Saint-Gobain. Nous nous appuyons sur la méthodologie préconisée par Schein dans une démarche apparentée à la Grounded Theory. Nous avons identifié trois dimensions fondamentales principales s’appuyant sur une quatrième dimension complémentaire : - La première dimension porte sur les relations entre les personnes qui se caractérisent par un respect de la personne, un esprit de collaboration, un souci de développement des personnes et un profond respect de la hiérarchie. Nous avons reprise l’image de la famille pour caractériser Saint-Gobain ;- La deuxième dimension est l’action et la relation au monde. Saint-Gobain se caractérise par son esprit d’entreprise, sa prudence et son souci de conformité, son innovation, son attachement à la décentralisation, sa culture industrielle, un sens émergent du client, et sa responsabilité sociale. Nous la caractérisons comme une communauté d’entrepreneurs solidaires et prudents ;- La troisième dimension est la relation au temps : un temps long, ancré dans l’histoire et marqué par la durabilité. Une quatrième dimension complémentaire apparait, relative au respect des cultures nationales et à la prégnance de la culture française Nos travaux confirment la pertinence de la méthodologie de Schein comme le modèle de gestion français caractérisé par d’Iribarne. Par ailleurs les trois dimensions fondamentales que nous avons identifiées rejoignent la typologie de Hampden-Turner & Trompenaars. / How to define the organizational culture of a multinational corporation whilst taking into account the impact of the local cultures of countries where it operates? This question introduces the problematic nature of our study focused on the Saint-Gobain Group. Our research is based on Schein’s methodology in an approach related to the Grounded Theory. We have identified three main fundamental dimensions supported by a complementary fourth dimension:- The first dimension concerns relations among people which can be characterized by respect for people, team spirit, a concern for peoples’ development and profound respect for the hierarchy. To represent Saint-Gobain, we used the metaphor of the family;- The second dimension is the action and relation towards the world. Saint-Gobain is characterized by its entrepreneurial spirit, its prudence and its concern for conformity, its innovation, its commitment to decentralization, its industrial culture, an emerging sense of the customer, and its social responsibility. We characterize it as a community of supportive and prudent entrepreneurs; - The third dimension is the relation to time: a long time carved in history and marked by sustainability.The fourth complementary dimension, in respect of national cultures and the importance of French culture, appears either explicitly or through the practices of leaders and managers who have shaped the organization over time. Our work allows us to validate the relevance of Schein’s methodology and to confirm the French management model characterized by d’Iribarne. Moreover, the three identified fundamental dimensions correspond with the typology of Hampden-Turner & Trompenaars

Barns inflytande i förskolan är ett aktuellt ämne som dessutom anses vara otroligt komplext, både att förstå begreppet och att arbeta med. Vårt syfte är att synliggöra de normer som kännetecknar en verksamhet där barn får möjlighet till inflytande och vilka konsekvenser det får för verksamheten. Arbetet tar avstamp i kulturanalytisk teori och utifrån ett normkritiskt perspektiv diskuteras sedan resultatet. Vi har utfört en mikroetnografisk studie och data har samlats in med hjälp av semistrukturerade intervjuer och observationer. Empirin har samlats in på två avdelningar på två olika förskolor. Vårt resultat synliggör såväl möjligheter som hinder för barns inflytande. Det som framkommer är att pedagogernas barnsyn ligger till grund för det förhållningssätt som de har till barns inflytande. Vidare påverkar deras barnsyn om de närmar sig ett barns perspektiv eller inte vilket är avgörande för barns möjlighet till inflytande.  Pedagogernas förhållningssätt är också avgörande för de normer som kommer till uttryck i verksamheten. Sammanfattningsvis visar resultatet att de normer som finns i förskolan skapar både möjligheter och hinder och att de samverkar med varandra. / Children’s influence in preschool is a highly debated subject and it contains much complexity, both defining the word and working with the subject. The purpose of this study is to highlight norms that signifies a preschool where children have the possibility to influence their everyday life and the consequences that arise. The study begins in the culture analytic theory and use a norm critical perspective to discuss the results. As a methodology we have used the micro-ethnographic approach, where data has been collected using semi-structured interviews and observations. The empirical material comes from two departments, from two different preschools. The result presents both possibilities for and obstacles to children’s influence. The prominent result shows that teacher’s view on children determines their approach to children’s influence. Their view on children also plays a significant part on whether or not they try to understand a child’s perspective, which is of great importance for children’s possibility to have influence. Also, the result shows that teacher approach plays a significant part in what norms become significant in preschool. As a conclusion our result shows that existing norms work both as possibilities and as obstacles to children’s influence and that these norms all coexists.