ABSTRACT In this study the question of how to address corruption in Tanzanian society is considered from the view point of learning positive values to contribute to reducing corruption now and in the future. It is argued that by strengthening the teaching of positive values to provide a foundation in values as alternatives for students to consider, may impact their decisions while still at school and later in life as adults and leaders for them to resist corruption when encountered. The study arises from Transparency International surveys consistently ranking Tanzania early in the new millennium amongst the 10 most corrupt countries internationally. Given the failure of national commissions in Tanzania, legal institutions such as the Prevention of Corruption Bureau, initiatives emanating from the office of the Presidency, amongst others, to stem corruption, here it is argued for the use of education as state institution to strengthen values teaching in 3 programmes in the state curriculum through evaluation to address the problem. Adopting an approach to evaluation which draws teachers into the process for them to drive it in part, developed by Fetterman and Wandersman, capacity can be built within schools to do so, an approach which is somewhat different to the norm where this capacity more frequently may be driven from outside, coercive, and be disempowering of agents of change within schools. Using the stepped procedure as well as the ‘facets’ of this participatory approach to evaluating the 3 positive values curricula, and with coaching by the evaluator, a measure of self-determination seemed experienced by teachers to teach values like honesty and self-respect, self-reliance and personal integrity, amongst others, to assist students resist corrupt practices when encountered. Multiple self-administered instruments developed with teachers helped gauge teachers progress towards goals they set themselves to achieve in one academic year and assisted to build confidence in addressing this issues through schooling, the sample of schools in the study being purposefully selected as they educate between them more than half the professional and political leaders in the nation. The study aimed to find what positive values are taught in 3 curricula [Civics, Islamic Knowledge, Bible Knowledge], and how these are taught, as well as to find out if this teaching was strengthened through using the tools of empowerment evaluation. The data indicates firstly, shared values across these curricula and values specific to each are taught, to provide alternatives for learners to consider prior to action. This foundational guide for students seemed strengthened if secular values are allied to religious values to provide value-informed choices for students, and that this foundation may be further strengthened with self-directed changes to the curriculum being made by teachers. Secondly, traditional pedagogical methods seem to be less effective where values teaching is not linked to exemplarily teacher behaviour, parables and storytelling, and moral actions of role models emulating how to act morally. Thirdly, teaching positive values was found to be strengthened through self-evaluation, as teachers seemed to experience a measure of empowerment or self-determination in the evaluation, and to aim at self-improving effective teaching of values. Finally, data indicates that where teachers are drawn into the evaluation process, trained in these techniques facilitated by an evaluator, that refinements to values teaching may be sustained in the short to medium term, following the withdrawal of the evaluator from the field. Findings were corroborated in part through triangulating the data, here with data from naturalistic observations and questionnaires particularly. Amongst recommendations made in the light of the study, one is the importance of the state employing religious teachers, as opposed to these being functionaries of the mosque and church as at present, a second being that positive values be made part of the compulsory core curriculum in all schools in the system.

This study focuses on teachers in civics and history in Swedish upper secondary schools. The study aims partly to examine how the teachers use film as a teaching method and how they motivate film as an educational tool in their classes. The study also assesses the thoughts of teachers regarding the optimal usage of film as an educational method. The analysis is based on qualitative interviews with six different teachers, all currently working in two different schools in the Southern parts of Sweden. To analyze and process the interviews we used didactics as our main theoretical focus, but also a hermeneutical perspective to interpret the outcome of our research. Furthermore, we’ve presented previous research about the usage of film in schools and how teachers use it as a teaching method. The results show that all teachers in our study use film as a source of education and that they all can motivate why they’re using film in their classes. The results also show that teachers are bound to the Swedish curriculum and limited time when they work with film in school, so even if they want to work with film more or differently, most feel that it’s hard to do so at the moment. Lastly the results show that film can and should be used in school as an educational tool, as long as it’s done properly and with a clear thought process from the teacher.

La République française est, dès sa naissance, étroitement liée au principe de la démocratie : la Première République a réalisé la souveraineté nationale ; la Deuxième République a institué le suffrage universel masculin, accordant le droit de vote aux citoyens, riches ou pauvres, et leur permettant de participer à titre égal aux affaires politiques. La spécificité de la Troisième République réside dans le fait qu’elle s’enracine dans les mœurs et conserve donc les acquis légués par ses prédécesseurs, en recourant à l’éducation nationale, ou autrement dit, à l’instruction gratuite et obligatoire, et à l’école laïque instituée par les « lois Ferry ». L’« instruction morale et civique », qui remplace l’ « instruction morale et religieuse », constitue une mesure cruciale, afin de former les enfants du milieu défavorisé à la démocratie républicaine. La religion devient ainsi une affaire privée et familiale. Les parents ont le droit d’initier leurs enfants à croire ou à ne pas croire, et de les envoyer pratiquer quelle religion que ce soit, en suivant leurs propres vœux. L’école publique, qui devient donc indépendante de l’Église, s’occupe des connaissances scientifiques qui sont indispensables à chacun des enfants à l’âge scolaire. Les instituteurs sont libérés de l’enseignement religieux, dorénavant confié aux ministres du culte, ce qui constitue toute la révolution pour Jules Ferry. L’école laïque n’est pourtant pas déchargée de l’éducation morale. De ce fait, pour que les enfants rattachés aux différentes confessions religieuses puissent recevoir à titre égal l’éducation sur le même banc, quelle morale sera enseignée à l’école laïque ? Quel rôle les instituteurs joueront-ils dans la formation des citoyens à la démocratie républicaine ? À quels procédés d’enseignement recourront-ils ? Nous utiliserons principalement trois catégories de sources pour répondre à ces questions : les discours de Jules Ferry en 1881-1882 relatifs à l’enseignement primaire gratuit, obligatoire et laïque, les grandes revues consacrées à l’éducation entre 1870 et 1914, ainsi que les manuels en usage dans l’école laïque. / The French Republic is closely linked to the principle of democracy : the First Republic has achieved national sovereignty; the Second Republic has introduced universal male suffrage, granting the right to vote to citizens, rich or poor, and allowing them to participate as equals in political affairs. The specificity of the Third Republic consists in that it is to be rooted in the mores and thus preserves the achievements bequeathed by its predecessors, using national education, in other words, the free and compulsory education and secular school instituted by the "Ferry laws". The "moral and civic education", which replaces the "moral and religious education", is a crucial measure to train children from disadvantaged backgrounds to republican democracy. Religion becomes a private and family matter. Parents have the right to introduce their children to believe or not to believe, and send them to practice any religion, following their own desires. The public school, independent of the Church, deals with scientific knowledge that is essential to each child at school age. Teachers are freed from religious education, now entrusted to the Ministers of Religion, which is the whole revolution for Jules Ferry. However, secular school is not relieved of moral education. Since children attached to various religious denominations may receive equal education, what morality will be taught in public school? What role will play the teachers in the training of citizens for republican democracy? Which teaching methods will be suggested? We use mainly three categories of sources to answer these questions: Jules Ferry’s speech in 1881-1882 relating to free, compulsory and secular primary education, major journals on education between 1870 and 1914, and the textbooks used in secular schools.

Ratification of the 26th Amendment in 1971 was a watershed event in America's long and often tumultuous electoral reform journey. The persistently low voter turnout of newly enfranchised 18-20 year-olds since then not only is troubling from a democratic perspective but also is puzzling in light of the rapidly rising educational attainment of this age group during the same period. In this investigation, I develop an original theoretical frame by which to examine relationships between the 1972-2006 voter turnout patterns of 26th Amendment eligible voters and a large complement of educational and non-educational influences manifested during the end of high school and the years immediately following high school. Drawing upon multiple data sources, including a greatly under-utilized national survey series that is maintained under National Center for Education Statistics (NCES) auspices, I reaffirm the overall strength of educational attainment as a young adult voter turnout predictor while providing new evidence that attainment effects are attenuated by other educational and non-educational circumstances and traits. My results, which also reveal the dynamism of these influences in predicting young adult voter turnout, are suggestive of five areas in which the 26th Amendment can serve as a teachable moment to strengthen the democratic education mission through: (1) expanded post-high school enrollment opportunities; (2) energized high school citizenship training; (3) strengthened connections between the high school literacy and civics curricula; (4) improved use of technology to deliver civically relevant messages; and (5) more aggressive voter registration efforts on high school and college campuses.

The United Nations declared 2005 to 2014 to be the Decade of Education for Sustainable Development. This agenda is being implemented enthusiastically in university facilities management and operations, and while research in sustainability is increasingly common, tertiary curriculum has not experienced a similar push. This thesis undertakes to explore the expressions of sustainability in the academic activities of universities, and to determine what sort of change (if any) is appropriate. It also seeks to mediate what has become a polarised debate between idealists and pragmatists around the implementation of EFS. Two key features of the work are: 1) the investigation of sustainability in the aggregate student experience, rather than individual subjects; and 2) returning to first principles to avoid a normative stance a priori.¶ A range of methods is employed adaptively through the process of this alternately broad and deep exploratory study, including: participant observation, interviews, content analysis, questionnaires, social network analysis, bibliometrics, and data clustering. A systemic approach to Canadian and Australian case work captures the diversity of institutional roles and academic motivations at play in adaptation to the EFS agenda.¶ A stasis exists between the literature around higher education curriculum for sustainability and its implementation. The problem is exacerbated by the lack of pedagogical training in most university academics. A long-standing utilitarian sectoral culture and an increasingly job-focused student market further challenge such public-good concepts as sustainability in the academy. Four simple ideas sit at the heart of 35 years of environmental and sustainability education literature, despite changes in jargon: liberal education and broad foundations; interdisciplinarity in problem-solving; cosmopolitan philosophies; and civic action. Relevant disciplinary content includes biology, environmental science, policy, philosophy, human society, economics, and culture. Most of these elements are rare in the Australian sector, which instead offers science and technology-focused environmental programs with flexible requirements. A transition to the human realm is evident in programs targeting sustainability.¶ Curriculum cannot be viewed in isolation, however, as it concerns only one of a university’s many constituencies, and one facet of academic staff scholarship. For example, even in higher education sectors more sympathetic to a diversity of university niches and curricular models, like Canada’s, sustainability offerings operate at a tension from low-cost and low-effort teaching models. So-called ‘umbrella’ networking structures on cross-cutting topics must walk a careful line to be comprehensive yet non-competitive. They present great opportunities for sustainability teaching but are almost uniformly research-focused. A distinct sense emerges that the erosion of the collective identity and activities of academe has weakened the ability of universities to respond to new information and challenges in anything but corporate, isomorphic ways.¶ Two detailed Australian cases of research, research training and curriculum development activities around sustainability paint a rich picture of the agenda. The intractability of fragmentation between disciplines is evident, even in so-called interdisciplinary units. Problem-based topics often do not have an established social network or committee structure, and priorities can differ by budget unit. Disciplines provide identity, peers and cohesive research directions that can be compelling for individual academics. The most fascinating pattern that arises during the mapping of research co-authorship and co-supervisory relationships around sustainability is the bi-directional orientation: academics collaborate outside their departmental home on papers, but within that home to mentor research students. This combination unifies two contrasting theories of social capital transmission – those preferring dense and sparse networks, respectively – and may be ideal. Students then receive consistent messages while gaining access to the largest (non-redundant) set of human and technical resources via their supervisors’ personal networks. This hypothesis should be explored further: if supported, it would have major impacts on the rhetoric around collaboration in interdisciplinary units in particular.¶ Curriculum design processes in utilitarian universities are subject to the same fallibilities in adapting to sustainability as other institutions and the wider society. Change is motivated and moderated by financial imperatives and the scale of thought is often coincident with budgets. Engagement processes are often incomplete or undemocratic, hampered by inadequate leadership and shifting membership. Group learning via research, experimentation or vigorous debate is surprisingly rare. Finally, ad-hoc or project-based academic teams are rarely mandated to tackle the causes of problems, some of which can be intractable, and are limited to treating the symptoms. Incremental pragmatism may be a necessary element to university adaptation for EFS.¶ A number of recommendations are offered to improve interdisciplinarity and university values more generally. Individual academics should: offer additive alternatives to metrics and incentive schemes that maintain existing functions; act on common ground to rebuild a community of scholars; wield to the fullest the freedom in the classroom, and the opportunity to reflect, that university teaching allows; and, continue to debate ideas with passion and rigour, avoiding ‘academic correctness’. University management can contribute by: establishing a clear academic identity for the university beyond ‘excellence’, and supporting firm foundations for students based on that particular vision; taking a proactive view of course review and development and facilitating experimentation in those settings; intentionally fostering interdisciplinary units differently to disciplinary ones; and, establishing and recognising equivalence across a range of successful academic career archetypes.¶ This methodologically innovative work also suggests opportunities for extending the research, including: refining and testing the sustainability canon developed here; better understanding collaborative behaviour and the impact of various models of supervisory teams on student career paths; and, finding better ways of defining, modelling and evaluating interdisciplinary scholarship. Sustainability is likeliest to emerge from a healthy and independent tertiary sector, than one operating as an overt policy instrument.

<p>This is a case study of the alternative labour union organization <em>Central de Trabajadores de la Argentina </em>(CTA) in Argentina and the most recent project under process striving for system change, named the Constituyente Social. The case under study is used to illustrate the perception of power in relation to aspirations for societal change among the left in Latin America. The overall struggle of the CTA and the Constituyente Social is to create a more just society based on a deepening of democracy, more participatory in character. Two understandings of power are presented, on the one hand is the <em>taking</em> power concept, inherited from the political struggles where the belief is that power needs to be <em>taken</em> from the elite in order to succeed with structural change in society. On the other hand is the <em>creating </em>power perception, best exemplified with the Zapatista movement in Mexico. There is no conquering of power in this view, but a creation and strengthening of power among the masses. The theoretical chapter presents a view that unites these two perceptions, arguing for the need to intersect the vertical (power taking) and the horizontal (power creating) struggles. The Constituyente Social is analyzed in relation to this intersection, providing concrete examples of where the two power perceptions are utilized, sometimes simultaneously. The overall conclusion is that the dichotomization usually done between the two understandings of power is incomplete and may even damage the struggle for societal change.</p>

<p>Denna uppsats ska på ett vetenskapligt sätt försöka beskriva vad dokumentärserien ”I en annan del av Köping” framställer. Vilka diskurser synliggörs i programmet och står programmet eventuellt för en förändring i svenskt medieutbud vad det gäller skildring av funktionshindrade personer? Genom en koncentrerad studie av samtal som handlar om anhörigas tal om sitt funktionshindrade barn, kärlek samt sex påvisas diskurser i förhållande till begreppen normalitet och avvikelse. Denna uppsats försöker besvara vilka relationer som finns mellan huvudkaraktärerna och vad de medverkande representerar i serien. Hur pratar man som anhörig till en funktionshindrad person om sin släkting och vad beror detta på? Det andra ämnet som behandlas är kärlek och sex som varit huvudområden i serien och dessa områden förhandlas i förhållande till normalitet och avvikelse och vad de betyder i relation till medial representation.</p>

<p>I uppsatsen görs en läroboksanalys av samhällskunskapsläroböcker från 1970-tal och 2000-tal. Samtliga läroböcker som ingår i analysen vänder sig till elever i gymnasieskolan. Fokus för analysen är hur arbetsmarknadens parter framställs under 1970-talet, respektive under 2000-talet. Framställningen av dessa aktörer kopplas bl.a. till samhällsutvecklingen och till för tiden gällande styrdokument.  </p>

<p><strong>Problematik</strong>: Precis som många andra turismföretag så präglas dykföretag av säsongsarbete. Under lågsäsongen arbetar året runt personalen med få turister och kollegor och under högsäsongen arbetar de intensivt tillsammans med säsongsarbetare i ett halvårs tid i en destination full av turister. När lågsäsongen närmar sig minskar turistmängden och säsongsarbetarna. Det är en livsstil för båda grupperna, men också en tillfällig period för säsongsarbetarna och en vardag för året runt personalen. Personalen har således olika förutsättningar, intressen och behov och deras arbetsmotivation skiljer sig beroende på om de är åretruntarbetare eller säsongarbetare. Som arbetsgivare är det viktigt att ha förståelse för dessa skillnader för att kunna motivera personalen på bästa möjliga sätt, både under de stillsamma och de hektiska perioderna.</p><p><strong>Syfte</strong>: Syftet är att klargöra vilka motivations- och välmåendefaktorer som driver de åretruntanställda och säsongsanställda på Kon-Tiki att arbeta i en verksamhet med sådana speciella arbetsförhållanden, vad som motiverar dem att prestera sitt yttersta både för sin egen och företagets skull. Detta bidrar till en ökad förståelse för hur man som chef ska kunna leda och arbeta med motivation och välmående av anställda inom ett dykföretag i turismbranschen. Syftet är även att se på om det finns skillnader och likheter mellan grupperna angående deras syn på motivations- och välmåendefaktorer.</p><p><strong>Metod</strong>: Vi valde att göra en kvalitativ undersökning för att få en djupare förståelse för vår problematik och vårt syfte. Arbetet innehåller litteratur om psykosocial arbetsmiljö, motivation, välmående och tourism employee management. Teorierna baseras främst på Herzbergs två-faktor teori, Hackman och Oldhams arbetskaraktäristiska modell för arbetsmotivation samt Karasek och Theorells krav-kontroll modell. Det empiriska materialet är insamlat via intervjuer med anställda på Kon-Tiki. Intervjufrågorna är baserade på 25 faktorer vilka har betydelse för den psykosociala arbetsmiljön.</p><p><strong>Resultat</strong>: Tillsammans skapar faktorerna en helhetsbild av upplevelsen av att vara arbetstagare på Kon-Tiki och de är därför lika viktiga för personalens motivation och välmående. Åretruntarna är generellt mer nöjda på Kon-Tiki än vad säsongarna är. Detta kan bero på att åretruntarna har varit anställda länge, arbetar året runt och därmed har god insikt om verksamheten samt bättre kontakt med ledningen, vilket gör att de har ett större inflytande och ansvar. Säsongarna arbetar endast för en tillfällig period och har kanske inte samma företagstänk som de tillsvidareanställda har, vilket gör att de ser olika på saker. Trots detta, och att man mest umgås med personer inom sin egen grupp, upplevs gemenskapen vara bra. Resultatet visade att anställningsformen har stor betydelse för den anställdes upplevelser av att vara arbetstagare på Kon-Tiki. Deras förutsättningar och behov skiljer sig, vilket måste beaktas av ledningen i dennes arbete mot en mer nöjd och motiverad personal.</p> / <p><strong>Problem</strong>: Diving companies are distinguished by seasonal work just as many other tourism companies. The all year around staff work with few tourists and colleagues during the low season and during the high season they work intense for six months together with seasonal workers in a destination full of tourists. When the low season approaches, both the tourists and seasonal workers decrease. It is a lifestyle for both groups, but a temporary period for the seasonal workers and an everyday life for the all year around workers. So the staff have different conditions, interests and needs and their work motivation differ depending on if they work all year around or seasonal. It is significant to have understanding for these differences as an employer to be able to motivate the employees in the best way possible, both during the tranquil and hectic work periods.</p><p><strong></strong></p><p><strong>Purpose</strong>: The purpose is to clarify which motivation and well-being factors that strive the all year around workers and seasonal workers at Kon-Tiki to work in a business with such special work conditions, what motivates them to perform to their fullest both for their own and the companies sake. This contributes to a greater understanding for how managers can lead and work with motivation and the well-being of employees in a diving company and in the tourism business. The purpose is also to see if there are differences or similarities between the groups.</p><p><strong></strong></p><p><strong>Methodology</strong>: We chose to do a qualitative study to be able to get a deeper understanding of our problem and purpose. It includes literature about psychosocial work environment, motivation, well-being and tourism employee management. The theories are mainly based on Herzbergs two-factor theory, Hackman and Oldham's Job Characteristics Model and Job Design as well as Karasek and Theorell's demand-control model. The empirical material was collected through interviews with employees at Kon-Tiki. The interview questions are based on 25 factors that have significance for the psychosocial work environment.</p><p><strong>Results</strong>: Together the factors create a comprehensive view of the experience of being an employee at Kon-Tiki, why they are equally important for the employees' motivation and well-being. The all year around staff are generally more pleased at Kon-Tiki than the seasonal workers. Reasons might be the fact that the all year around staff have been employed for a long time, work all year around and therefore have a greater knowledge of the company and a better contact with the leadership, which gives them more influence and responsibility. The seasonal staff only work for shorter periods and might not have the same business think as the others, which might cause their different opinions. In spite of this, and the fact that the personnel mostly associate with people within their own groups, they believe they have a good fellowship at work. The results show that the type of employment has a big significance for the employee's experience of being an employee at Kon-Tiki. Their conditions and needs differ, which must be considered by the management in their work towards a happier and motivated personnel.</p>

<p>FN påbörjade sina första biståndsprojekt för drygt 60 år sedan och i Sverige började man arbeta med organiserat bistånd under 60-talet. Det är alltså under relativt lång tid som världens rikare länder har försökt hjälpa de mindre rika länderna att utvecklas. Arbetet kring bistånd är dock mycket komplext och en hel del problem har uppstått under den här perioden.</p><p>Den här uppsatsen syftar till att belysa några av de risker som kan uppstå i samband med biståndsarbetet. Att risker uppstår är inte speciellt konstigt då två (eller flera) länder med ofta mycket olika politiska system ska samarbeta, eftersom värdegrunderna kan skilja sig avsevärt.</p><p>Resultatet har visat att dessa risker är svåra att hantera, vilket kan bero på olika faktorer som projektens omfattande storlek samt att givare och mottagare av bistånd inte alltid har samma uppfattning om hur biståndet bör användas. Resultatet har också visat att trots att man under en så pass lång period har arbetat aktivt med att utveckla och förbättra biståndsarbetet inte lyckats komma tillrätta med risker och problem som exempelvis korruption, ett problem som snarare tycks växa. Slutligen tyder resultatet också på att bistånd i vissa fall riskerar att göra mer skada än nytta, vilket visar på att arbetet kring bistånd måste förbättras avsevärt för att biståndet verkligen ska få de positiva följder som biståndsgivarna säger sig sträva efter.</p>