I både den svenska och den danska kursplanen för historia på grundskolan står det att eleverna ska känna till det egna landets kulturarv respektive historia. Men vad är kulturarvet och hur förmedlas det? Syftet med denna uppsats är att undersöka det svenska och det danska kulturarvet under en tidsperiod då länderna har många gemensamma beröringspunkter, d.v.s. svensk stormaktstid. Undersökningen jämför tre svenska och två danska historieläroböcker. Metoden som används är att ställa beskrivningar och förklaringar av skeenden, händelser och aktörer i de olika läroböckerna mot varandra. Dessutom jämförs läroböckerna till viss del också kvantitativt. Resultatet av undersökningen visar att de två ländernas kulturarv från denna tid, i alla fall det konstruerade kulturarv som finns i läroböckerna, har mycket gemensamt åtminstone gällande den utrikespolitiska historien som är den som främst undersöks. Skillnaderna ligger i att de danska läroböckerna främst fokuserar på historien ur ett danskt perspektiv och de svenska ur ett svenskt perspektiv. Av denna anledning är vissa händelser inte lika viktiga i båda länderna.I diskussionen diskuteras även hur den danska kanon som införs nästa läsår kan tänkas påverka kulturarvet och om hur det, i läroböckerna, befintliga kulturarvet om tidsperioden svensk stormaktstid kan tänkas påverka läsarnas historiemedvetande. / Both the Swedish and the Danish syllabus for history in elementary school says that the students should be acquainted with the own country’s cultural heritage and history. But what is the cultural heritage and how is it being told? The aim of this paper is to examine the Swedish and the Danish cultural heritage during a time period when the countries have many common interests, the time period when Sweden was a great power. The examination compares three Swedish and two Danish history books. The method that’s being used is to put the descriptions and explanations of occurrences and characters in the different history books against each other and also to do a quantitative comparison of the history books. The result of the examination showed that the cultural heritage about the 17th century given in the examined history books has a lot in common about the history of foreign politics which is the main examination area. The differences lie in the fact that the Danish history books mainly concentrates on history from a Danish point of view and the Swedish history books from a Swedish point of view. This means that some occurrences aren’t equally important in both countries history books. Finally it’s being discussed what effect the Danish canon that is being introduced next term can have on the Danish cultural heritage. It’s also being discussed what effect the cultural heritage existing in history books can have on the readers historical consciousness.

No description available.

As the competition for talented workers increases fringe benefits are becoming an   increasingpart of the salary package. A token of this, could be the lunch industry, which has emerged in Denmark and Sweden as a way of attracting and retain skilled staff. Despite the similarities between the two countries, different business models dominate the lunch industries in the respective markets. This study displays some fundamental differences in the lunch habits, which are established from childhood experiences. All Swedish schoolchildren receive a free lunch consisting of a hot meal served as a buffet in big dining halls. Danish schoolchildren carry cold packed lunch bags from home, consisting primarily of rye bread and cold cuts. As a result of these experiences Swedes prefer hot meals for lunch throughout their lives, while Danes gladly eat their cold rye bread. Nonetheless, the dominating business model, within the Danish lunch industry, offers workers hot lunches served as buffets, while the common Swedish model requires workers to visit lunch restaurants. Alternatively, lunch can be delivered, but then it is served as single portions or cold/frozen and has to be heated. According to the results of this study there are no fundamental differences within the content or focus areas of the business models in the two countries and the key success factors are the same. The Swedish lunch models are not likely to be accepted in Denmark, due to the Danish population’s attitude towards frozen ready meals and that buffets makes single portions superfluous. On the other hand, the commonly applied Danish model seems to be a good fit with the Swedish culture, hence an entrepreneurial opportunity.

Corruption exists in all societies, and often takes place behind closed doors. Corruption can take many different forms, such as when public employees demand or accept payment or favours in exchange for their services, when politicians misuse public funds or give public contracts or jobs to their friends, family, or sponsors, or when businesses bribe officials to secure advantageous agreements (Transparency, n.d). Transparency defines corruption as “the abuse of entrusted power for private gain” (Transparency, n.d).  In some societies corruption is a rare occurrence while in other countries it permeates the whole society. This study aims to see patterns in non-corrupt countries' anti-corruption strategies as well as patterns in corrupt countries' anti-corruption strategies.  Singapore and Denmark are two nations that consistently score highly on the Corruption Perception Index (CPI), a sign of a less corrupt culture. However, countries like Thailand and Iran consistently score poorly on the CPI, suggesting a larger corruption issue (Transparency, 2022). This paper aims to provide an overview in the form of a comparative desk study of the anti-corruption measures of the four countries and to draw comparisons between them, to determine whether less corrupt countries combat corruption in a different way than more corrupt countries. What this study has found is that strong institutions and anti-corruptions agencies given the right amount of tools and independence are more likely to be able to combat corruption in countries; rather than fragile institutions and anti-corruption agencies who are politicised and controlled by the government.

The role of Claudius in Shakespeare's The Tragedy of Hamlet has traditionally been affixed with the label of villain, coupled with a presumption of malice. This prejudice has plagued the role, relegating it to shallow melodrama throughout the majority of the play's 440 odd-year history. Although it has now become more commonplace to see him portrayed as a capable, intelligent, even initially likable king, this has only been the case for the past 50 years or so, and even so the label of villain and the assumption of malice persist and prevail even in contemporary practice. While the author is reluctant to insist on the benevolence of the King as imperative, they do contend that Claudius should not be portrayed as a villain. Doing so undermines the primary conflict - that of Hamlet vs. Claudius - cripples the possibilities for exploration of the King as a role, hinders the potential for Hamlet's journey, and absolves the viewer of active engagement by playing directly into expectations. Within this thesis, consideration of historical analysis and editorial tradition are utilized in order to demonstrate a progressively encompassing disregard that has led to the role's neglect. An account of the 2006 University of Central Florida Conservatory Theatre production is used to validate the necessity of avoiding a villainous portrayal of the King. A brief description of the author's ideal Claudius explores the realm of possibility opened by such non-villainous portrayal, and potential for the role's complexity is examined through a thorough voice/text analysis and brief discussion of Jaques Lecoq's movement equilibrium theory via appendices.

No description available.

No description available.

No description available.

No description available.

This thesis explores the Danish public discourse about biological reproduction by focusing on how three fertility campaigns, issued by public agencies, produce and reproduce gendered identities and contribute to shape a national identity. The theoretical framework is built on insights from feminist research in international relations, sociology and gender studies and highlights how ideas about femininity and masculinity are central regarding both biological reproduction and national identity. The method used in this thesis is a Multimodal Critical Discourse Analysis. The results show that traditional gendered identities in many ways are reproduced in these campaigns. However, the results also show that the campaigns give masculinity and men more space in the discourse of biological reproduction and the campaigns somewhat challenge traditional notions of masculinity. In the campaigns it is acknowledged that it takes both eggs and sperm to create a baby, but the results show that women still are ascribed the main responsibility for biological reproduction. The results also show that the construction of Denmark as a nation can be connected to the myth of “common origin” which creates a homogenous and exclusionary vision of the nation. Further, since these campaigns in many ways reproduce traditional gendered identities, Denmark is argued to be constructed as a traditional and conventional nation.