I detta arbete tittar jag på hur de engelskspråkiga ländernas historia presenteras i kursböcker för kurserna Engelska A och Engelska B på gymnasiet.Jag har valt att titta på vilka länder som finns representerade och hur mycket fakta om de engelskspråkiga ländernas historia som finns i de utvalda kursböckerna.Jag ville också se vilka bilder dessa texter gav läsaren om länderna, positiva eller negativa.Resultatet av min analys är att mängden fakta varierar mellan kursböckerna, beroende på vilken kursbok du läser samt vilka länder som presenteras i denna. Det är inte bara faktatexter i böckerna, utan även utdrag från olika romaner och dikter som är skriva genom tiderna. Detta så att läsaren får en smakbit av hur litteraturen var då. De engelskaspråkiga länder som finns med i kursböckerna är: USA, Irland, Storbritannien, Australien, Nya Zeeland, Kanada, Indien, Jamaica, de Karibiska öarna och några länder från den Afrikanska kontinenten. Några av dessa länder är mer förekommande än andra i kursböckerna, som exempel USA och Irland som finns med i alla 4 kursböcker.Ordningen ovan är i den ordning som länderna förekommer, med flest antal sidor först, dvs USA är representerad med flest sidor. Resultatet av detta är att maktstrukturen i dagens värld är överförd även till de engelska kursböckerna på gymnasiet i Sverige. USA är mest förekommande i kursböckerna och har även en betydande faktor i världen idag. Detta är tvärt emot vad Faircloughs Kritiska Diskursanalys (som jag har använt i mitt arbete) försöker göra, nämligen att skapa en mer jämlik värld. / In this thesis I look at how the English Speaking countries´ history are presented in four English course books aiming for English studies at Upper Secondary School, courses English A and English B (EN1201 and EN1202).I have chosen to look at which countries that are mentioned in the course books and how much fact about the English speaking countries history that the course books have. I also wanted to see what images these texts gave the readers about the countries, a positive or a negative image.The results of my analysis are that the amount of facts in the course books varies, depending on which book you look at and also the choice of countries that are presented in the books. It is not only “factual” texts in the course books either; there are also extracts from different novels and poems that were written through the ages. This so the reader gets a “taste” of what literature was like back when. The English speaking countries that are included in the course books are as follows: the USA, Ireland, Great Britain, Australia, New Zealand, Canada, India, Jamaica, the Caribbean Islands and countries on the African Continent. Some of the English speaking countries´ are more frequent than others in the course books, for example the USA and Ireland, are mentioned in all four of the course books. The order in which the countries are mentioned above is due to the number of pages that they claim in the course books, putting the USA in the lead with most pages. The result of this is that the power structure of the world today is transferred to the course books at Upper secondary school in Sweden, that the USA is the most frequent country mentioned in the course books and also in world. This contradicts what Fairclough´s Critical Discourse Analysis (which I use in this thesis) is trying to do, namely to create a more equal world.

Ce travail se concentre sur le cours d'analyse enseigné à l'École polytechnique de 1795 à 1809. En devenant professeurs, plusieurs mathématiciens au tournant du 19ème siècle y ont contribué par des ouvrages importants d’Analyse. Parmi eux, Joseph-Louis Lagrange (1736-1813) joua un rôle central, en y devenant le premier Institutor d'analyse. Les trois premiers chapitres de cette thèse se focalisent sur les leçons que Lagrange donna de 1795 à 1799. En insistant sur le fait que Lagrange enseignait l'arithmétique à l’École Polytechnique avant son cours d'analyse, la première partie de cette thèse clarifie les raisons pour lesquelles de Lagrange incorporait ces éléments d’arithmétique et leur relation avec le cours d’analyse. Cette étude fournit une discussion détaillée des concepts fondamentaux des mathématiques dans les cours de Lagrange. Ainsi, on y montre que l'intention de Lagrange est de lier des branches différentes de l'analyse à l'algèbre à l'arithmétique. Ce travail montre de quelles façons et en quels termes Lagrange unifie ces branches. De plus, cette thèse met l'accent sur les valeurs épistémologiques que Lagrange poursuit et défend dans ses travaux mathématiques, sur la base desquelles Lagrange a choisi la méthode des développements des fonctions en séries pour présenter les principes du calcul différentiel. La but de la deuxième partie de cette thèse est de montrer à quel point le cours de Lagrange à l'Ecole Polytechnique a influencé l'enseignement de trois autres professeurs: Joseph Fourier (1768-1830), Jean-Guillaume Garnier (1766-1840) et Sylvestre-François Lacroix (1765-1843). Fourier inventa une nouvelle méthode en croisant la méthode de Lagrange et la méthode des limites. Garnier et Lacroix suivent essentiellement la méthode de Fourier, mais avec quelques modifications. En comparant les deux traités du calcul différentiel de Lacroix, cette étude montre que la pratique de l’enseignement, ainsi que la destination des élèves de l’École Polytechnique ont constitué des facteurs importants dans l’évolution des principes du calcul différentiel et de leur présentation / This work studies the courses of analysis taught at the Ecole Polytechnique (EP) from 1795 until 1809. Several mathematicians of the eighteenth century contributed important works as they practiced the teaching of analysis at this school. Joseph-Louis Lagrange (1736-1813) was the central figure, who had been the first professor of the course of analysis at the EP and had great impact on his successors. In order to show in which way and to what degree the lectures that Lagrange gave exerted influence on the teaching of analysis at the EP, this dissertation gives a detailed discussion on Lagrange’s publications and courses of analysis, as well as those by other teachers, i.e. Joseph Fourier(1768-1830), Jean-GuillaumeGarnier(1766-1840)andSylvestre-FrançoisLacroix (1765-1843). It achieves the following conclusions. First, Lagrange, taking into account the utility for students, chose to found analysis on the method of the developments of functions in series, so that analysis could be united with algebra, and arithmetic as well. Second, Lagrange’s approach to differential calculus, as well as the epistemic values he pursued in his mathematical works, provided influential source for the teaching of analysis by other professors. The thesis is that the three professors who taught beside or after Lagrange followed Lagrange’s ideas, although each made some modifications on his own course

京都大学 / 新制・課程博士 / 博士(情報学) / 甲第23319号 / 情博第755号 / 新制||情||129(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 吉川 正俊, 教授 田島 敬史, 教授 緒方 広明 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

The graduation thesis deals with the problem of engagement of Czech folklore into the process of music education at lower secondary schools. It presents theory about Czech folklore and analyzes contemporary offer of music course books intended for lower secondary schools from the point of view of their content of folklore material. It reveals results of the research oriented on the folklore education at lower secondary schools. On the basis of these results, the diploma thesis proposes a project how to integrate Czech folklore into the music lessons as well as into other subjects taught at lower secondary schools.

As residential mobility recursively links individual life courses and the characteristics of places, it is unsurprising that geographers have long sought to understand how people make moving decisions. However, much of our knowledge of residential mobility processes derives from cross-sectional analyses of either mobility decision-making or moving events. Comparatively few studies have linked these separate literatures by analysing how residential (im)mobility decisions unfold over time within particular biographical, household and spatio-temporal contexts. This is problematic, as life course theories suggest that people frequently do not act in accordance with their underlying moving desires. To evaluate the extent to which residential (im)mobility is volitional or the product of constraints therefore requires a longitudinal approach linking moving desires to subsequent moving behaviour. This thesis develops this longitudinal perspective through four linked empirical studies, which each use British Household Panel Survey data to analyse how the life course context affects the expression and realisation of moving desires. The first study investigates how people make moving decisions in different ways in response to different motivations, triggers and life events. The second study harnesses the concept of ‘linked lives', exploring the extent to which the likelihood of realising a desire to move is dependent upon the desires of a person's partner. The third study analyses the biographical dimension of mobility decision-making, investigating how the long-term trajectories of life course careers are associated with particular mobility biographies. The final empirical chapter develops these insights, exploring the duration and abandonment of moving desires. Taken together, these studies test and extend conceptual models of mobility decision-making by empirically engaging with neglected facets of life course theories. Fundamentally, the thesis uncovers how aggregate mobility patterns are produced by the interactions between individual choices and multi-scalar constraints.

This book focuses on an evaluation of technical, economical, and personal aspects of e-learning deployment in a theoretical plane and in the specific environment of the bank ČSOB, a. s. The thesis begins by an introduction of the term e-learning and a brief description of main properties and characteristics of this new trend in a field of not only corporate education. Special attention is devoted to an assessment of business benefits and cots of education; every aspect is analyzed and compared both for the classical brick and mortar classroom instructor led education and for the e-learning. The thesis introduces two mathematical models for assessing an effectiveness of e-learning deployment. Theoretical concepts are applied to data from a real course which was run in one of the main Czech banks ČSOB, a. s. Last part briefly examines the concepts and benefits of SCORM standard package and its support in the SAP LS 600 system.