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Denna uppsats har undersökt syftet om hur lärare ska arbeta med kontroversiella frågor i undervisningen i ämnet samhällskunskap. Undersökningen har utgått ifrån vetenskapliga didaktiska teorier med fokus på den didaktiska triangeln med grundfrågorna vad, hur och varför.

This thesis explores the relationship between feminists' use of inclusive language for the Trinity and their hermeneutical method in order to determine the viability of their method for theological construction. Chapter 1 describes the theological tradition out of which the feminist critique emerges, noting the intratextual approach that characterizes the hermeneutics of communication and the extratextual approach that distinguishes feminist socio-pragmatic hermeneutics. Chapter 2 elucidates the search for authorial intention and provides a criterion by which to evaluate the feminist hermeneutic. Chapter 3 analyzes feminist socio-pragmatic hermeneutics against the background of a hermeneutics of communication and the normativity of the Scriptures for theological reflection. Chapter 4 demonstrates how the intratextual approach, invariably, yields a truly biblical understanding of the Trinitarian name. Chapter 5 delineates the biblical-theological implications of the study.

This thesis describes critically two famous controversial novels, one by an English author, the other by an American, in such a manner that an emotionally and intellectually secure teacher will be able to draw from these findings in order to teach either of these literary works confidently.

Sustainability is a highly relevant and debated topic. More companies disclose sustainability information and in 2017 it became mandatory for larger companies in Sweden to prepare a sustainability report. Some industries are considered more or less socially accepted. One industry that suffers legitimacy problems due to its business’ nature is the gambling industry. The gambling industry is associated with social issues, gambling addiction, corruption, and money laundering, which can be considered problematic from a legitimacy perspective. This study intends to increase the understanding of how Swedish gambling companies communicate negative aspects through sustainability reporting and what role sustainability reporting has in controversial industries, such as the gambling industry.  The study was conducted by a combination of an analysis of sustainability reports from Swedish gambling companies and interviews with audit professionals. The combination of different data sources intends to give a broad perspective and a deeper understanding for how negative aspects are communicated and the role of sustainability reports. The study finds that there is a clear pattern in how different legitimation strategies are used when disclosing certain negative aspects. This study also finds that sustainability reporting is considered as a communication tool even in controversial industries where manipulation is said to occur frequently.

The council of Europe have declared the teaching of controversial issues a matter of educational urgency and therein presenting teachers with the difficult task of teaching these issues to pupils. This paper aims to provide an understanding of which kinds of issues are considered controversial to teach in social science classes in Swedish middle schools. Through the presenting of six interviews with seven middle school teachers, this paper will help to provide insight into some of the issues and challenges middle school teachers face whilst teaching these issues. Teachers are faced with didactic challenges involved with presenting these controversial issues to pupils in order to present a wider range of viewpoints and help give a deeper understanding of the issues presented. This paper will also show how controversial issues in Swedish middle schools are generally the same issues as in society as a whole, that is to say, mostly concerning politics and religion.

This research seeks to determine if there is a third-person effect in the realm of controversial product advertising. A questionnaire was designed based on previous research and distributed to a convenience sample of college students at the University of Central Florida. Participants were asked to rate their perceived levels of personal offense to product categories as well as the expected levels of other groups of people. The results show that there is indeed a significant third-person effect recognized for all product categories except for racial extremist groups. A first-person effect was shown to be present for the category of racial extremist groups. This research also suggests that a concealed third-person effect may have been present in previous studies of this nature that obtained high levels of offense attributed to the self. Discussions of the findings, implications for marketers and advertisers, limitations to the study, as well as suggestions for future research are also posited.

Syftet med det här examensarbetet är att belysa, undersöka och försöka förklara hur internationella relationer framställs i olika samhällskunskapsböcker under två olika tidsperioder. Syftet är samhällskunskapsdidaktiskt eftersom det är meningen att läromedlet samhällskunskapsboken ska spegla samhället och den värld vi lever i under en viss tidsperiod. Det valda läromedlet är av stor betydelse för undervisningen i ämnet samhällskunskap. För att läromedlet ska kunna uppfylla de krav som ställs på undervisningen är det viktigt att välja det bästa läromedlet som svarar mot dessa undervisningskrav. Läromedelsanalysen av hur internationella relationer framställs i olika läroböcker under två olika tidsperioder är tematisk. Till min hjälp för detta examensarbete och undersökning har jag använt mig av fyra samhällskunskapsböcker från två olika tidsperioder och två kursplaner för ämnet samhällskunskap för dessa tidsperioder. Resultaten visar på att alla fyra läroböcker uppfyller respektive läroplans kriterier och riktlinjer. När jag ser till resultaten från den tematiska analysen jag gjort och relaterar dessa till när de olika läroböckerna skrevs så kan vi se att innehållet i lärobokstexterna förändras över tid beroende på vilka utrikespolitiska förhållanden som råder i världen. När jag relaterar resultaten till ”teaching controversial issues education” så visar dessa resultat på att det finns stora möjligheter för lärare i samhällskunskap att undervisa om aktuella händelser och kontroversiella samhällsproblem samt vikten av att lärare tränar elever på att diskutera ochförstå exempelvis olika internationella eller ideologiska perspektiv.

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