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French and American Relations in the Period of President Sarkozy
Vitásková, Anna ; Perottino, Michel (advisor) ; Matějka, Ondřej (referee)
The thesis "Relations between France and the United States during President Sarkozy," discusses the transformation of Franco-American relations in the time period since the mid-nineties to 2009, with emphasis on the first term of President Nicolas Sarkozy. The work focuses mainly on the analysis of the transformation of relations after 2001, follows the change of presidents in France and the United States, and assess their impact on the transatlantic partnership. The author focuses on the impact of the Iraq conflict on the Franco-American alliance and exploring other routes of development of the foreign policies of both actors. Powered by TCPDF (www.tcpdf.org)
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Budoucí role českých vysokých škol při profesionalizaci znalostí a vytváření znalostních společností
Vitásková, Anna
The paper critically examines the future role of the Czech public universities in knowledge production and professionalization for knowledge-based societies. In particular, it analyzes and evaluates different models of knowledge production (i.e., research) at the Czech public universities, such as Mode 1 and Mode 2 along with different forms of knowledge professionalization (i.e., human resource development) and their effectiveness, or lack thereof, for a knowledge-based era
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Strategie inovace terciárního vzdělání: vytváření znalostí III. modu a osobní kapitál
Vitásková, Anna ; Harkins, A.
The goal of this paper is to demonstrate how personal capital and social capital can be enhanced by the recognition and development of Mode III knowledge production. Our approach employs nine sets of framers (technology, context, process, knowledge, culture/value, role, learning, application, policy/decision) for tertiary education services in support of routine, continuous innovation at the level of the individual.It is assumed that simple framers can be acquired by žordinary individuals practicing implicate professionalism, and that their communication and collaboration with tertiary education can thereby expand. Our guiding assumptions has been that tacit knowledge is positioned within the individual, and that explicit knowledge emerges as a product of individuals who endeavor to selectively apply their knowledge in the forms of personal and social capital in support of continuous innovation.
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