The aim of this paper is to investigate how the view on copyright emerges in the media debate, and the overall research question is what possible explanations there might be for the view being different depending on whom the writer is and whom s/he represents. The theoretical framework is Fairclough's critical discourse analysis and the method used is the analytic model in three stages that he presents in his book Language and Power (2001). The empirical material was selected through an initial search in Media Retriever, followed by a manual se-lection process, which resulted in a final selection of eight articles, all published in Swedish daily newspapers between the years 2006 and 2014. In the analysis, two main discourses were identified – the producer discourse and the consumer discourse – in which all the texts could be placed. The producer discourse puts the interests of the author first, and holds the view that copyright law must be strong to protect the authors' rights. The consumer discourse on the other hand puts the interest of the consumer first, and their view is that the public has the right to access the world's collect-ed knowledge and culture. This paper also examines the members' resources that authors bring to the texts in the form of common sense, and also in the form of a motive for entering in the debate. Furthermore, this paper also looks at the fact that power relations between the participants in the texts are complicated as they form a com-plex web of formal and informal power relations. The conclusion is that the main explanation for the different ways of viewing copyright is the two afore-mentioned discourses, and that the members' resources the authors bring to the texts are very ideological. The ideological arguments and the complex power relations result in very rigid positions in the debate. This is a two years master's thesis in Archive, Library and Museum studies.

This project provides a background on English instruction in Korea and features a literature review that builds theoretical aspects of this project. This project also presents a model of communicative competence applied to the speaking process which incorporates the application of speaking strategies.

Thesis submitted for the degree of Doctor of Philosophy University of Western Sydney. / Title from electronic document (viewed 2/6/10) Interviews held with: "James' Dharug, Traditional Custodian; Dr. Rob Lesslie, conservation biologist, Dr. Val Plumwood, environmental philosopher, Virginia Young, Director WildCountry Project, Professor Mike Archer, Dr. Deborah Bird Rose, anthropologist, Ms. Penny Figgis, former Vice President of ACF, Dr. Tim Flannery, Director South Australian Museum, Mr. Dean Stewart, Aboriginal Education Officer, Melbourne Botanic Gardens, Dr. Rosemary Hill, ACF Northern Lands Project Officer, Professor Harry Recher.

Acompanha: Manual didático: o emprego de aspectos sociocientíficos no ensino de química / Empregar sequências didáticas que apresentem aspectos sociocientíficos (ASC) pode ser uma estratégia que possibilite o desenvolvimento de competências e habilidades requeridas nos Parâmetros Curriculares Nacionais e na Matriz de Referência do Exame Nacional do Ensino Médio (Enem), em conjunto com aspectos científicos descritos para o ensino de Química. O emprego de ASC, inclusive em exames de larga escala como o Enem, prescinde da relevância do tema proposto, com o emprego de temas globais, por exemplo; da controvérsia, ou seja, um estímulo ao exercício de argumentação para elaboração e avaliação de hipóteses e tomada de decisão e a relação desses requisitos com os conteúdos científicos. Por meio da Análise de Conteúdo de Bardin, sobre questões de Ciências Naturais do Enem de 2009 a 2004, foi traçado um perfil da prova. Contrariamente ao esperado, o Enem apresenta caráter disciplinar e propedêutico, o que reflete os anseios das instituições de ensino superior que passaram a aceitá-lo como forma de ingresso. Em contraste, apresenta, também, poucas questões com que abordam ASC, o que pode causar a desmotivação em empregar a discussão desses aspectos em sala de aula. Desse modo, foi desenvolvido um material que apresenta orientações e exemplos para a realização de práticas que envolvam ASC pode ser um meio de difundir e estimular a utilização de práticas entre professores de Química de modo a discutir, possivelmente, reflexos nas características dos exames do Enem. / To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.

Acompanha: Manual didático: o emprego de aspectos sociocientíficos no ensino de química / Empregar sequências didáticas que apresentem aspectos sociocientíficos (ASC) pode ser uma estratégia que possibilite o desenvolvimento de competências e habilidades requeridas nos Parâmetros Curriculares Nacionais e na Matriz de Referência do Exame Nacional do Ensino Médio (Enem), em conjunto com aspectos científicos descritos para o ensino de Química. O emprego de ASC, inclusive em exames de larga escala como o Enem, prescinde da relevância do tema proposto, com o emprego de temas globais, por exemplo; da controvérsia, ou seja, um estímulo ao exercício de argumentação para elaboração e avaliação de hipóteses e tomada de decisão e a relação desses requisitos com os conteúdos científicos. Por meio da Análise de Conteúdo de Bardin, sobre questões de Ciências Naturais do Enem de 2009 a 2004, foi traçado um perfil da prova. Contrariamente ao esperado, o Enem apresenta caráter disciplinar e propedêutico, o que reflete os anseios das instituições de ensino superior que passaram a aceitá-lo como forma de ingresso. Em contraste, apresenta, também, poucas questões com que abordam ASC, o que pode causar a desmotivação em empregar a discussão desses aspectos em sala de aula. Desse modo, foi desenvolvido um material que apresenta orientações e exemplos para a realização de práticas que envolvam ASC pode ser um meio de difundir e estimular a utilização de práticas entre professores de Química de modo a discutir, possivelmente, reflexos nas características dos exames do Enem. / To use didactic sequences that consider socio-scientific issues (SSI) perspectives can be a strategy to develop the competences and abilities required on the National Standards (PCN) and on the High School National Exam (Enem) References Guide and the specific objective proposed to Chemistry teaching. The usage of SSI, including in wide-ranging evaluations, such as the Enem, requires the demands: topic relevance, with the usage of global themes for example; controversy, i.e. a stimulus to the development of argumentation to elaborate and evaluate hypothesis and make decision considering the established controversy; and the relation between the two requirements with the scientific knowledge. By using de Content Analysis proposed by Bardin on the question of the National Exam was possible to design an exam profile. In contrary to what was expect as a profile for the Enem, the exam presents a disciplinary and propaedeutic profile, reflecting the Universities needs for their admission process, which can result in an exam with only a few questions with SSI characteristics, demotivating its usage in classes. Therefore, the development of material that presents orientations and examples for SSI activities can be a way to spread the methodology to Chemistry teachers and stimulate its usage and. It can possibly cause chances in Enem characteristics.