Disertační práce Právnická fakulta, Univerzita Karlova v Praze 1 SUMMARY The purpose of my dissertation Delictual Liability of Legal Persons within Environmental Protection is to obtain a correct idea of how the legislation on the corresponding materia de lege ferenda should be examined. This requires to summarize, analyse and evaluate national regulations in force of delictual liability of legal persons within environmental protection as well as to compare some aspects of national regulations in force of delictual liability of legal persons with corresponding foreign regulation. A significant part of threats and damage to the environment comes from the activities of legal persons. A percentage of legal persons responsible for unlawful impairment and endangering of the environment increases significantly. Establishing legal persons is often associated with the effort of individuals to avoid liability for criminal activity by committing illegal activities through a legal person. Crime in the area of environmental protection is often perpetrated by criminal organizations with a strong financial background. For these organizations particularly the illegal trade in waste is very attractive because it is less risky than, for example drug or arms trafficking. Activities that prevent environmental pollution or...

Studying social work in Sweden is less popular among men than women. Only about one in five applicants who applied to the programme during the autumn of 2018 in Stockholm University were male, showcasing a gender imbalance. Thus, the aim of this study is to research why male social work students applied to the programme, how their environment influenced their choice, and their attitude towards working in a female dominated field. Furthermore, the study has a deductive approach where the two theories, socialization and Connells theory of masculinity, laid the groundwork for the analysis. Nine male students in Stockholm University were divided into two focus group interviews, and their discussions were later analyzed qualitatively. The empirical data was then constructed into four themes which were examined through previous research and the earlier mentioned theories. The results show that the respondents prioritize comfort and safety over status and income when choosing a profession, that they perceive important qualities in a social worker to be empathic yet assertive, that social work in general is viewed as an unclear subject which hinders others from seeing it as a viable career option and that men in social work are desirable in the labour market.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.

Utifrån Canvas analysmodell, hur ser Fantastic Franks E-business ut? Hur är synen på E-business hos en liten nischad fastighetsbyrå? Syftet med denna studie är att analysera Fantastic Franks E-business genom Canvas analysmodell och analysera hur differentiering genom E-business påverkar företagets framgång. Genom intervju med ledningsgruppsrepresentant från Fantastic Frank samt med fastighetsmäklare på Fantastic Frank applicerades företagets affärsmodell på modellen Källor till värdeskapande i E-business företag. Denna metod användes för att undersökningens syfte att se hur Fantastic Frank differentierar sig genom E-business skulle kunna undersökas. Nyckelresurser, nyckelpartnerskap och nyckelaktiviteter är de viktigaste blocken inom Canvas analysmodell för Fantastic Frank, för att de ska kunna erbjuda en värdeproposition och differentiera sig. Andra fastighetsbyråer börjar erbjuda liknande tjänster med bostadsstyling och Fantastic Frank bör vidareutveckla sin tjänst. För att skapa värde bör Fantastic Frank utveckla relationer med kunder som köpt eller sålt bostad genom gemensamma intressen inom inredning/design. Fantastic Frank ser möjligheter att använda sig utav E-business för att etablera sig i storstäder runt om i världen. Om de lyckas, kommer antagligen deras nuvarande partners att se möjligheter att växa med Fantastic Frank. Företaget differentierar sig genom att inte använda sig av tidningsannonser eller andra störningsmoment på sin hemsida utan skapar hellre inspiration. Genom att arbeta med målgruppsanpassad bostadsstyling ser ingen bostad ut som den andra vilket leder till att målgruppen återkommer för att söka efter bostad eller inspireras av bostäder. Fantastic Frank har spridit sina risker eftersom de satsar på flera olika medier. / How does the E-business of Fantastic Frank look like according to Business Model Canvas? How does a small and niched real estate agency perceive E-business? The purpose with this study is to analyse the E-business of Fantastic Frank real estate agency by applying it to the Business Canvas framework and analyse how differentiation through E-business affects the success of the company. By conducting an interview with representative from Fantastic Frank management as well as founder of Fantastic Frank real estate agency, and furthermore conducting an interview with one of the real estate brokers at Fantastic Frank, the business model of the company could be applied to the Value creation model by Amit and Zott (2001). The Value creation model was used in order to analyse how Fantastic Frank differentiates by their E-business. Key resources, key partnership and key activities are the most important parts within Business Model Canvas for Fantastic Frank, for the company to be able offer its value proposition and differentiate itself. Other real estate agencies have started to offer similar kinds of home styling services, and Fantastic Frank should have to consider how to further develop its service. To create value Fantastic Frank should develop relationships with customers who have used the company’s services by relating to common interests in interior/design. Fantastic Frank sees opportunities to make use of E-business to establish itself in major cities around the world. Their present partners will most likely appreciate the possibility to expand with Fantastic Frank. The company differentiates itself by not using ads and other kinds of disturbing elements on its homepage, and would rather be inspirational. With their target audience in mind during the styling session home stylings differ from each other with the result that people return to search for new homes or to get inspiration. Fantastic Frank also spreads its risks since the company can be found on many kinds of social media.

Cette thèse a pour objet de fournir une méthode d'évaluation simple de l'inégalité et de la mobilité des revenus. Nous utilisons une méthode de décomposition récemment introduite dans la littérature et aujourd'hui connue sous le nom de emph{décomposition faible}, pour analyser la répartition des écarts de revenus entre les individus appartenant à un même sous-groupe et ceux situés dans des sous-groupes distincts. Nous nous intéressons en particulier aux contextes dans lesquels il peut être pertinent de faire appel à un tel outil de décomposition. Nous approfondissons nos recherches en précisant les propriétés normatives des indicateurs compatibles avec le schéma de décomposition faible en sous-groupes. Nous énonçons notamment des principes de transferts intra- et intergroupes afin de fournir des moyens d'actions représentatifs des préférences d'un décideur politique. Les fondements axiomatiques de cette propriété de décomposition en sous-groupes sont également abordés. Des fonctions de pondération plus générale mais néanmoins conformes aux schémas de décomposition en sous-groupes usuels sont introduites. Cette généralisation nous permet de caractériser axiomatiquement des mesures d'inégalité à 2 paramètres que nous qualifions de (alpha,delta)-Gini. Ces 2 paramètres alpha et delta permettent de capter l'ensemble des points de vue politique des décideurs publics (d'extrême gauche à extrême droite). Nous montrons de plus que l'application de la décomposition faible en sous-groupes se généralise aisément à l'étude de la mobilité des revenus. Nous proposons ainsi une adaptation de la propriété de décomposition en sous-groupes dans un cadre bidimensionnel et caractérisons 2 classes de mesures d'inégalité de croissance ajustée et de mouvements de revenus cohérentes avec cette condition. Diverses études empiriques sont également menées afin d'illustrer les différentes notions développées dans cette thèse. / This Ph.D. Dissertation aims at providing accurate and simple tool to evaluate income inequality and mobility. Our work relies on a subgroup decomposition property recently introduced in the literature as the $``$emph{weak decomposition}$"$ to break down total disparities into within-group and between-group disparities. A particular interest is given to the context in which subgroup decomposition can be applied. We introduce within-group and between-group transfer principles that can be modulated according to a decision maker's preferences. The axiomatic basis of the subgroup decomposition property are also dealt with. Some general weighing functions are introduced to caracterize a two-parameters class of inequality measures denoted denoted (alpha,delta)-Gini. The parameters alpha and delta allow capturing the set of decision's maker point of view (from extrem leftist to extreme rightist). Furthermore, we demonstrate the the application of the weak decomposition can easily be extended to income mobility. We propose an adaptation of the subgroup decomposition property to a bimensional framework and we characterize 2 classes of inequality adjusted growth and income movements measures consistent with such a property. Various empirical studies are also carried out to illustrate the various developed concepts.

I Sverige talas det många olika språk utöver svenskan och officiellt råder det en flerspråkig norm där också Skolverkets styrdokument betonar vikten av att tillvarata elevens alla kompetenser. Trots det råder det i praktiken ibland en enspråkig norm inom svenskt utbildningsväsende.  Sfi är en utbildning för vuxna invandrare där alla elever har flerspråkiga kunskaper. Syftet med den här uppsatsen var därför att undersöka hur sfi-lärare uttrycker sin inställning till transspråkande undervisning och sin syn på förstaspråkets betydelse och funktion för undervisning. Studien utgick från en fenomenologisk ansats med kvalitativa intervjuer av åtta sfi-lärare på samma kommunala sfi-skola och som också var kollegor till mig. Analysen av intervjuerna undersökte olika aspekter av sfi-lärarnas utsagor om elevers förstaspråk som resurs i undervisningen. Studien sökte efter uppfattningar och synsätt som visade sig i lärarnas tal om ämnet. De viktigaste resultaten i studien visade att utsagorna från lärarna pekade på en positiv syn på transspråkande undervisning. Aspekter som framkom var att lärarna ansåg att flerspråkigheten hade positiv inverkan vid inlärning av ett andraspråk och att lärarnas tal beskrev en tro på elevernas personliga studieansvar. Men analysen av lärarnas utsagor kring deras egen flerspråkiga undervisning visade att lärarna lade in olika betydelser av begreppet flerspråkighet. Det vill säga att det skiljde sig mellan lärarnas utsagor hur man talade om vad flerspråkighet var och vilka kvaliteter som måste vara infriade för att undervisningen skulle uppfattas som transspråkande. / In Sweden, many different languages are spoken in addition to Swedish and officially there is a multilingual norm. The National Agency for Education´s governing documents emphasizes how important it is to utilize all competencies that students possess. Despite this, there is at times a monolingual norm present in the Swedish education system in practice. SFI (Swedish for Immigrants) is an education for adult immigrants where all students have multilingual knowledge. The purpose of this thesis was therefore to investigate how SFI teachers express their attitude to translingual teaching and their view of the significance and function of the first language for teaching.  The study was based on a phenomenological approach with qualitative interviews of eight SFI teachers from same municipal SFI school. These SFI teachers were also my colleagues. The analysis of the interviews examined various aspects of the SFI teachers’ statements about their students’ first language as a resource in teaching. The study looked for perceptions and perspectives that were reflected in what the teachers had to say about the subject.  The most important results in the study showed that the statements from the teachers pointed towards a positive view on translingual teaching. Aspects that emerged were that the teachers considered that multilingualism had a positive impact when learning a second language and that the teachers’ statements expressed a belief in their students’ personal study responsibilities. However, the analysis of the teachers’ statements about their own multilingual teaching showed that the teachers added different meanings to the concept of multilingualism. There was a difference between the teachers’ statements regarding how they talked about what multilingualism was and what qualities must be met in order for teaching to be perceived as translingual.

There is an ongoing debate about what teaching practices are the most effective ones in order to improve student performance. However, little is known about the impact across countries and literature is highly inconclusive. In this work, we extend the portfolio of countries and provide evidence about the role of modern and traditional teaching practices on students' test scores in 43 countries. Our analysis is performed in two steps and is a typical example of hierarchical linear modelling (HLM). In the first step, we perform student fixed effect method to account for majority of selection issues. We identify a positive, negative or no effect of modern or traditional teaching methods on student performance. These results are priceless for policy makers suggesting that there is no one-fits-all-approach towards modern or traditional teaching methods to order to improve students' test scores. As a great variation is observed, we continue further and investigate what country characteristics could explain these differences across countries. Bayesian model averaging (BMA) method supports us in a model uncertainty and a particular variable selection. Our findings indicate that cultural dimension uncertainty avoidance, which describes country's rigidity in behaviour and institutions, assists in explaining...

Personality is one of the most broad and complex areas in psychology. This has led to many researchers attempting to reduce this complexity by focusing solely on how habitual personality differs between each individual (inter-individual differences). This is important to study, but it has been focused on so heavily that research into how each individual personality varies within the person (intra-individual differences) has been neglected in comparison. Recent research has started to examine intra-individual variation in personality more thoroughly. One research aim of this programme was to establish the nature of several different types of within person variability including inter-item variation (variation within the test responses for a personality trait), and cross-contextual variation in personality (variation according to context), to see whether these types of variability are associated with psychological outcomes. Three research questions were examined to this end: 1) What is the extent of meaningful variability in personality trait test responding? 2) What are the predictors of intra-individual variability in personality? 3) What is the relative importance of the person and situational factors in personality variability? The first question was developed to try and determine whether the individual can display meaningful inter-item variation in ratings of specific behaviours within personality trait measures. Trait questionnaires are usually only analysed at the between subject level, and within subject variation in inter-item ratings have not been extensively examined in relation to meaningful psychological outcomes. The second and third questions were developed to look into the nature of cross-contextual personality, and establish whether within person personality differences are influenced more strongly by the person or situation. The studies conducted towards answering these questions demonstrated a person-based capacity to display intra-individual variability. A second aim of the research programme was to see whether the capacity to display these types of variability can be utilised in behaviour change. The fourth research question was developed to try and understand how a person can display intra-individual variability, yet still be resistant to changing negative habits: 4) How do the different aspects in personality variability help explain why some people are resistant to change, especially with regard to behaviours that are bad for them? This question was answered by theoretically discussing the findings from the three previous studies which proposed that positive or problematic behaviour could be interpreted with a simple path to understand the process of behavioural action: The individual receives feedback from a behaviour response which either validates or invalidates their action in the situation context (does or does not receive a desired outcome). Reinforcement of the behaviour happens if it is validated by positive feedback. Alternately reconstruction of the situation happens if the behaviour is invalidated. This allows for two types of intra-individual variability. One is flexibility in behaviour responses to different situations under the individual’s control. The other is change according to the situation, where the behaviour is invalidated and an alternative is attempted. A problematic behaviour may have benefit in stopping something invalidating, but if repeated it may become a habit needed for psychological functioning. As part of the second research aim a behaviour change strategy was developed and piloted to try and bring the individual closer to their construct of the ideal self. Instructions were provided for the individual to experiment with that differed from their disposition. The programmes had varied degrees of success depending on the participant. The implications for personality research and behaviour change are discussed.

Grappling with the success of their business ventures and coping with the rise in number of new products FifeX was working on, operating out of their shared office in the St Andrews Technology Centre, the co-founders were feeling more ‘cramped’ than ever before. The decision was made to relocate. Although it was felt to be long overdue, much to their relief they finally moved to larger premises in Tayport in July, 2006. The activity of moving was a starting point for a number of place making activities. Using the case of FifeX, this thesis explores the process of place making. It seeks to understand place making from ‘inside’ the activity of place making itself. The guiding research question in this thesis is, what happens -during place making- when people move into ‘new’ business premises? More specifically, this thesis asks the following questions: (i) what are the comparative advantages / disadvantages of the alternative ways of explaining place making? and (ii) which theory or combination of theories, has greater explanatory value in analysing place making / moving? The study, which uses FifeX as an empirical setting is best described as an in-depth qualitative narrative exploration, and thus narrates the unfolding processes of deciding to relocate, relocating, moving and place making. Three different theoretical perspectives (control, engagement, polyphony) were applied, each in turn, to three separate (yet interrelated) instances of place making (a story about a wall, one about chairs, and one about a worktop) in order to cast fresh light on the constitutive talk-entwined-activities of place making. The study demonstrates that although efforts to control space may dominate the discourse and activities of place making, control only explains some of what happens during place making. The findings of the case suggest that place is the outcome of inhabitants’ ongoing experiences and understanding. This thesis argues that alternative theoretical perspectives (engagement and polyphony) are better at explaining what goes on. But because they do not operate ‘naturally’ within the dominant paradigm, it is noted that an alternative practice-based perspective is needed which combines the effectiveness of engagement and polyphony, with the attractiveness of control. A model is presented to help reflect on place making which provides an alternative route for thinking about relocating, moving, and place making that is expected to create engagement and polyphony in a decent way. The proposed model is centred on thinking directed toward: (i) individual place, (ii) inside space, and (iii) what story(s) the space tell outsiders. The focus is on balancing the tensions that emerge from dialoging on these three aspects of space and place.