The study aims to describe variation in the expression of students’ mathematical ability and the various ways in which their mathematical aptitude is acknowledged and supported by their teachers, parents and peers in a Swedish context. Ability is defined as a complex of various abilities each of which may be more or less pronounced in a given individual. The study is based on ten case studies of highly able students (ages 6-19). Six of the studies are longitudinal, ranging from three to six years. In order to validate the results of the case studies, two survey studies were carried out involving 180 teachers (preschool to Grade 9 in Swedish compulsory school) and 284 mathematics developers from 229 Swedish municipalities. The survey studies raised questions concerning the teachers’ personal experience of identifying and supporting highly able students, the nature of their everyday teaching, and the support given to able students. The results show that mathematical abilities can take many different forms and there is great need for pedagogical support for this group of students. Since extra resources are rarely available for the benefit of nurturing talent and since there are, as yet, no Swedish national or local policy documents that specifically address the support of talent in students, teachers are on their own in figuring out how to best help able students develop mathematically. The study points to the importance of the social norms that influence the interaction between teacher and student(s): everyday social norms as well as socio-mathematical norms, i.e. norms specific to the subject of mathematics. The latter place considerable demands on the teachers’ mathematical knowledge and competence. The benefits of early interventions, of supportive teaching environments, and of providing the students with challenging tasks and questions are also discussed.

Chaque jour, nos comportements sont influencés par les normes sociales qui nous entourent. En agissant selon les normes sociales, l’individu agit en conformité avec les comportements les plus consensuels et ainsi reçoit de l’approbation de son groupe. Malgré le fait que les normes sociales sont au coeur de nombreuses recherches, les processus cognitifs qui mènent un individu à agir selon elles sont encore inconnus. Les processus cognitifs expliquant le comportement sont, par ailleurs, expliqués dans la littérature sur les comportements motivés par l’atteinte de buts qui stipule que les stratégies cognitives seraient nécessaires afin d’émettre un comportement. Dans ce travail, nous proposons que les stratégies soient les processus cognitifs qui mènent un individu à agir selon une norme sociale. Deux études ont été menées et les résultats de ces deux études démontrent que les individus agissent selon une norme sociale parce qu’ils peuvent générer les stratégies nécessaires pour y arriver. Les implications théoriques et méthodologiques sont discutées. / Each day our behaviours are influenced by the social norms that surround us. When behaving according to social norms, the individual acts in accordance with the most consensual behaviours and thus receives approval from his/her group members. Notwithstanding the fact that social norms are at the centre of much research, the cognitive processes that lead an individual to act according to them are still unknown. However, the cognitive processes explaining behaviour are present in the literature on goal directed behaviour which states that cognitive strategies are needed achieve a behaviour. In this paper, we propose that strategies are the cognitive processes that lead an individual to act in accordance with a social norm. Two studies were conducted and the results of both studies show that individuals act according to social norms because they can generate the necessary strategies to reach the normative behaviour. The theoretical and methodological implications are discussed.

<p>This essay is a qualitative descriptive translation study concerning two translations of Shakespeare’s Romeo and Juliet into Swedish. The purpose of the study is to investigate the translational behaviour of the translators and the translation norms that govern this behaviour.</p><p>By thoroughly analysing stretches of the play, the study will attempt to locate translation shifts (linguistic changes) that occur in the translation from the source text to the target text. These changes are connected with the translators’ fidelity towards e.g. the metre of the verse or the sense transfer of puns. The analysis also comprises a survey of the translation norms that the translators adhere to. These norms, stated by the translators themselves, are connected to their translation approach. Thus, the study will reveal the differences of translation behaviour and analyse them from a wider perspective. The translations were made around 1840 and in 1982, respectively. The considerable space in time in itself suggests that linguistic differences will occur. However, the study will also find differences as regards the purposes of the translations. The older translation appears to be performed in a tradition of fidelity to the written text and its literary qualities, whereas the modern translation clearly has the purpose of being used for the stage performance. The latter is stated by the translator himself, who also argues that Shakespeare is to be considered drama and not literature.</p>

Chaque jour, nos comportements sont influencés par les normes sociales qui nous entourent. En agissant selon les normes sociales, l’individu agit en conformité avec les comportements les plus consensuels et ainsi reçoit de l’approbation de son groupe. Malgré le fait que les normes sociales sont au coeur de nombreuses recherches, les processus cognitifs qui mènent un individu à agir selon elles sont encore inconnus. Les processus cognitifs expliquant le comportement sont, par ailleurs, expliqués dans la littérature sur les comportements motivés par l’atteinte de buts qui stipule que les stratégies cognitives seraient nécessaires afin d’émettre un comportement. Dans ce travail, nous proposons que les stratégies soient les processus cognitifs qui mènent un individu à agir selon une norme sociale. Deux études ont été menées et les résultats de ces deux études démontrent que les individus agissent selon une norme sociale parce qu’ils peuvent générer les stratégies nécessaires pour y arriver. Les implications théoriques et méthodologiques sont discutées. / Each day our behaviours are influenced by the social norms that surround us. When behaving according to social norms, the individual acts in accordance with the most consensual behaviours and thus receives approval from his/her group members. Notwithstanding the fact that social norms are at the centre of much research, the cognitive processes that lead an individual to act according to them are still unknown. However, the cognitive processes explaining behaviour are present in the literature on goal directed behaviour which states that cognitive strategies are needed achieve a behaviour. In this paper, we propose that strategies are the cognitive processes that lead an individual to act in accordance with a social norm. Two studies were conducted and the results of both studies show that individuals act according to social norms because they can generate the necessary strategies to reach the normative behaviour. The theoretical and methodological implications are discussed.

Submitted in fulfillment of the requirements of the Degree of Doctor of Technology: Business Administration, Durban University of Technology, 2014. / This thesis integrates social capital and ‘reasoned action’ theory to construct a theoretical model for investigating the factors which predict an individual’s intention to share tacit knowledge in a University of Technology. It utilizes Nahapiet and Ghoshal (1998: 243) definition and conception of social capital. They define social capital as “the sum of the actual and potential resources embedded within, available through, and derived from the network of relationships possessed by an individual or social unit”. This study examined tacit knowledge sharing behaviour (i.e., knowledge that is shared between individuals) within the context of social capital. The specific type of tacit knowledge that is being studied relates to work experience ‘know-what’ and ‘know-how’. ‘Know-what’ refers to the basic mastery of a discipline that professionals achieve through education and training. ‘Know-how’ refers to procedural knowledge about a business process and the individual’s capability to perform an action with an understanding of why the action is appropriate in the particular context, (i.e., action skill or applied competence). Specifically, this study examines the relationship between the structural, relational and cognitive dimensions of social capital and the individual’s attitude towards the sharing of tacit knowledge. It further examines the relationship between the individual’s attitude towards tacit knowledge sharing, their perceived norms and perceived behavioural control over the sharing of tacit knowledge (mediating variables) and their intention to share tacit knowledge. It is a case study which consists of a mixed methods research design, incorporating nine research interviews and five hundred and fifty four self administered questionnaires. The theoretical model is examined using structural equation modeling (SEM) and as a result of the findings, the initial model is revised into a set of theoretical models, which are tested using SEM and found to be consistent with the data (i.e., a good fit). The direct, indirect and total effects of the identified predictor (social capital) and mediating variables (‘reasoned action’) on the individual’s intention to share tacit knowledge, in each model, is examined and the results are presented. Each dimension of social capital is found to be significant for predicting the criterion variable ‘attitude towards tacit knowledge sharing’. The individual’s attitude towards tacit knowledge sharing is found to be highly significant for predicting the individual’s intention to share tacit knowledge but the ‘reasoned action’ variables are found to be not as significant, particularly perceived behavioural control over the sharing of tacit knowledge. The results of this study enrich our collective understanding regarding social capital and tacit knowledge sharing behaviour.

Text in Afrikaans / The actuality of the pedagogical question concerning the role of ideology, values and norms in the life of man in general and education specifically stimulated the interest of the author and prompted her to examine the past in this respect. The contemporary image of ideology, values, norms, personal and global philosophies are looked at in this study. Particular attention is paid to the ideologies that developed from the Renaissance e.g. Humanistic oriented Realism, Rationalism and Naturalism. Certain role players are briefly referred to. The Communist Educational System influenced more than half of the human race over a period of seventy years resulting in a thorough investigation into this system. The influence of People's Education in education in general was also scrutinized. Because so many South Africans are adherents of Calvinism it was important that attention was paid to: The philosophy of Calvinism; What it entails; How it originated and its impact on South African Education. Particular reference was made to the role of Christian National Education. It is fairly generally accepted that a new period in history of the West in relation to values, norms and education is being entered into. The period discussion is more concerned with spiritual development, culture knowledge and religion of the human race than political and military power, although, the latter is not excluded. It was also necessary to take note of the influence of the New Age movement on values and norms. The study is concluded with the evaluation of ideology, values, norms, personal and global philosophies. Some of the most important conclusions arrived at are that these aspects are interwoven and that education is pertinently influenced by the values, norms, culture, personal and global philosophies of the individual, community and government. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

La réception des normes internationales et régionales en droit interne s’opère selon des modalités que les États ont définies. La doctrine en a dégagé deux principes : moniste et dualiste, qui reposent sur une vision statique de la société et du droit dans la mesure où ils s’opposent au principe pacta sunt servanda qui fait peser sur l'État l’obligation d'exécuter de bonne foi les engagements qu'il souscrit. Les normes internationales et régionales ne se contentent plus de régler les relations entre États ou d’organiser des relations commerciales, financières, économiques entre agents producteurs et consommateurs ; il s’intéresse progressivement au pouvoir politique de chacun des États et à la manière dont les droits fondamentaux sont prévus et respectés. Ces droits dont la protection sur le plan interne revient au juge constitutionnel facilitent en conséquence l’agencement et l’harmonisation de différents systèmes. Ce rôle charnière des droits fondamentaux dans l’articulation des normes d’origines diverses résulte en grande partie de l’universalisme de ces droits. Les rapports entre le droit international et régional, d’une part, et le droit interne, d’autre part, dépassent désormais l’approche binaire monisme – dualisme et s’ouvre sur un pluralisme constructif. La protection des droits fondamentaux s’opère sur le mode du réseau et non plus sur celui de la pyramide. Reste à organiser ce pluralisme. Il s’observe l’émergence du « trans-constitutionnalisme » qui peut être défini comme un ordre des ordres juridiques fondé sur l'harmonisation spontanée. Chaque ordre aspire à devenir un modèle pour les autres et chaque modèle s'inspire de celui des autres / The integration of international regional norms in national law is based on methods defined by the State. Doctrine has shaped two principles, monism and dualism, that rely on an essentially static vision of both society and law, as they are contrary to the pacta sunt servanda principle that binds the State. The State is obliged to execute in good faith all obligations it binds itself to. International and regional norms are no longer limited to inter-state relations or regulating, through extremely technical treaties; they are more and more dealing with the political power of each state and the manner in which fundamental rights are provided for and respected. On a national level, it is up to the constitutional judge to ensure respect of these rights that facilitate, therefore, the organising and harmonising of different systems. This role of “connector” that fundamental rights have in the context of interaction between norms of various origins results, to a great extent, in the universality of these aforementioned rights. The link between international and regional rights, on the one hand, and national law, on the other, surpasses the binary approach of monism – dualism and opens the door to a constructive pluralism, both from the point of view of the content of the rights, and from the point of view of the institutions that are entrusted with their protection. Therefore, the protection of fundamental rights functions through a system of a network, and no longer based on the pyramid model. Remains for this pluralism to be organised. The emergence of « transconstitutionalism » can be observed, as an order of legal orders, based on spontaneous harmonisation

Why public officials complicit in corruption? It is absolutely a nagging and antiquated question. This thesis examines the corruption on a micro-scale from those convicted in corruption cases in Central Java Province, Indonesia, more specifically by taking the personal views and experiences of the imprisoned actors into account. Broadly speaking, the problem of corruption is a tantalizing daily issue around Indonesia. Despite the government is highly committed to overcome corruption, it is argued that national corruption eradication efforts have not simply failed to diminish the number of corruption cases, but they - at least until 2019 – failed to impede the deployment of corruption from central to local government levels. Empirically, this study explores corruption from leadership theories to build its own analytical framework of corruption, namely administrative and political corruption. Using narrative analysis methods, this study analyses nine interviews with elective public officials at district and village levels, combined with several secondary techniques. In drawing its conclusions, this study highlights three major findings to understand the failure of government in addressing corruption, each of which is related to 1) critical role of public legitimacy built upon informal norms; 2) strict bureaucratic function built upon formal norms; 3) cleavages between formal and informal norms that encourage public officials to enact one or both types of corruption. Above all, the idea of ‘private gain’ as the central element of corruption cannot be found in this study. Ultimately, this study provides some direction for future research that would suggest academia and policymakers to better understand the corruption in the public sector by taking informal norms into consideration.

個人防災の充実は、近年の重要な社会的な課題である。本研究は、社会規範のうち、記述的規範が防災行動に及ぼす影響を検討した。多数の他者が実際にある行動をとっているという情報にもとづく記述的規範は、たしかに防災行動を促進させられることが示された。しかし記述的規範は、一定数の少数の他者が防災行動をとっていないという副次的な情報も伝達してしまう。そのため、受け手の態度によっては、記述的規範が望ましい行動を抑制してしまう危険性があることも示された。 / Promoting personal disaster preparation is an important social issue in recent years. This study examined the effect of descriptive norms on disaster prevention behavior. Descriptive norms based on information about the actual behavior of a large number of others can indeed promote disaster-prevention behavior. However, the descriptive norms also convey secondary information that a certain small number of others are not taking the designated actions. Therefore, depending on the attitudes of the receivers, descriptive norms backfire on the desirable behavior. / 博士(心理学) / Doctor of Philosophy in Psychology / 同志社大学 / Doshisha University

We conducted experiments on norm focusing. The tests were carried out with two versions of dictator games: in one version of the game, the dictator had to allocate a gain of e10, while in the other version, a loss of e−10 needs to be allocated. In a first treatment, we focused subjects on the average giving in similar previous dictator games. The second treatment focused subjects on the behaviour of what a self-interested actor should do. In total, N = 550 participants took part in our experiments. We found (1) a significant difference in giving behaviour between gain and loss treatments, with subjects being moderately more self-interested in the loss domain, (2) a significant effect of focusing subjects on the average behaviour of others, but (3) no effect of focusing subjects on the behaviour of self-interested actors.