The focus of this study was to describe childrens literacy learning in multicultural home and school contexts and identify and explore the intersection between the home and school literacy learning environments. Participant families and their teachers described various aspects of home and school literacy learning. Through interviews, photography, and journals, participants answered the following research questions: How do school institutions understand and encourage literacy practices outside the school and how are these practices used to support diverse literacy learners? How do learning experiences within the home and community differ from learning experiences within the school?<p> Data were collected via semi-structured interviews and researcher observations within the home and school contexts. Additionally, parent participants were asked to capture literacy and learning events through the use of cameras and daily journaling. The qualitative nature of the study allowed the researcher to record participants literacy experiences and understandings in the authentic environments of the home and school.<p> This research study reflects the theory of literacy as a socio-cultural phenomenon. This theory recognizes that literacy learning in any environment cannot be separated from its context and recognizes that literacy is more than individual skills, but rather a community resource that is developed through interaction with others. Although all families possess useful knowledge and understandings that allow them to arbitrate their daily lives, unfortunately, as this study demonstrates, literacies are often ranked as more or less legitimate by school institutions. Literacy practices which are in close alignment with the schools are more widely accepted, and those outside the realm of the school may be undervalued or ignored.<p> Based on this qualitative study, numerous characteristics of home and school literacy were illuminated. School based literacy was more formal and based on measurable goals for each grade, defined by the school, division, and curriculum. Literacy of the school was viewed in a more traditional sense, as a set of skills which could be measured and recorded. Home literacy, in contrast, was more informal and spontaneous and based on the needs and interests of the learner. Learners within the home were apprenticed by their parents in learning practical, hands-on skills which were used to help mediate their daily activities. Additionally, the study highlights the literacy understandings of both the parents and the teachers of the immigrant learners. Both parent and teacher views of literacy and learning were influenced by their prior knowledge and learning experiences. The learning experiences of the parent and teacher participants were in sharp juxtaposition. Parent participants recalled larger social issues in literacy and learning such as poverty, self-sacrifice, and education as a social mobility agent. Teacher participants recalled early learning experiences based on traditional Euro-centric understanding of literacy which emphasized the importance of early skills such as phonics, word recognition, and storybook reading. The teachers did not include larger social issues which affect learning.<p> The research found that students authentic home literacy experiences were used in the home and community to aid children to problem solve and mediate every day activities. The literacy activities were purpose driven and had practical applications. In the school context, home literacy experiences were incorporated into oral literacy learning activities and narrative and creative writing assignments such as journal and story writing. Despite the incorporation of home experiences in student assignments, these experiences were not used to inform teaching and learning in the classroom. Teaching methods and evaluation techniques were not regularly adapted to meet the needs of the English as Additional Language (EAL) learners. Students who struggled to meet the demands of the curriculum were often removed from the classroom setting to work on specific skills or referred to the resource room with learning challenged students. The teachers revealed reasons which they felt impeded them from delivering more culturally responsive programs and teaching methods including time restraints, large class sizes, and inadequate resources.<p> This study identified several broad issues in literacy practices and understandings. There is an evident disconnect between home and school literacy and their uses. This is partially due to the varied experiences and understanding of parents and teachers. Closing this gap means incorporating educational reform on many levels. Teachers must be aware of student and family backgrounds, experiences, and understandings in order to create a truly inclusive learning program for diverse learners. Culturally responsive teaching means using the wide knowledge bases of all families to inform instruction and evaluation.<p> Teachers need to be provided with adequate education in preparing them for the realities of todays classroom. Culturally and linguistically diverse modern classroom have challenges which many teachers do not feel prepared. Providing adequate pre-service education on EAL learning and student diversity seeks to prepare teachers. Additionally, in-service education experiences on literacy practices for teaching in the culturally diverse classroom are essential in providing teachers with current information and resources. Furthermore, in examining existing parental engagement strategies, teachers can learn to create engaging opportunities for families to participate in their childrens learning.The broadest issue within the study is the multicultural reality for the immigrant and EAL student. The education system needs to move away from multiculturalism as a Canadian catch phrase involving foods and celebrations toward culturally responsive teaching which uses students linguistic and cultural knowledge to inform learning.

Conflict Management in Pluralistic Societies: Aspect of Judgment Analysis. Abstract Interpersonal Conflict in pluralistic societies has been analyzed into¡§Fact Conflict¡¨(mutual interference in beliefs) and¡§Value Conflict¡¨ (mutual interference in preferences ), The interpersonal conflict can be caused by purely cognitive factors, that¡¦s to say, the fact conflict and value conflict can be treated together under the general rubric of¡§Cognitive Conflict¡¨. The growing of locally environmental disputes concerning large scale publicdecision-makings, such as the cases of constructions of Fifth Naphtha Cracking Plant,Fourth Nuclear Power Plant, and Meinung Dam etc., have raised enormous socialcost in recent years. One of the main causes of above mentioned disputes is cognitiveconflict. Among various efforts against problem of cognitive conflict, The Social JudgmentTheory, SJT, and the Cognitive Conflict Paradigm, CCP, have been confirmed to beone of the effective approaches to settle the problem of cognitive conflict. Social Judgment Theory is a descriptive and normative approach to judgment and decision making developed by Kenneth Hammond (1965,1975,1996) on the basis of Lens Model. Social Judgment Theory has been applied to the analysis of multiple cue probability learning, interpersonal conflict, interpersonal learning, and social policy decisions. It has also produced the policy decision aid. Moreover, Social Judgment Theory emphasizes that the¡§Judgment¡¨is generally more effective (reaches a higher achievement level), and more efficient(reaches a given achievement level more quickly) by utilizing of cognitive feedback while making decision. Cognitive Conflict Paradigm is to provide a scenario to uncover information concerning cognitive conflict. It¡¦s an experimental laboratory method that involves two stages: (1)Training stage in which two subjects are trained in such a way that each learns to think differently about a common set of problems, and(2)Conflict stage in which the two subjects are brought together and attempt to arrive at a joint decisions concerning the problems. Through Cognitive Conflict Paradigm, the investigator can observe two persons offering conflicting answers, efforts to cope with differences and arrive at a joint decision, in fact, observe the effect of the experience on their cognitive change and the efforts to solve subsequent problems. In this study, a series of simulated decision making task about Meinung Dam construction and the Social Judgment Theory & Cognitive Conflict Paradigm have been employed and tested by way of a laboratory quasi-experiment. The research fingings of this study include: 1. Dual cognitive feedback is more effective than outcome feedback in regard to the improvement of individual decision quality. 2. Single cognitive feedback is more effective than outcome feedback in regard to the improvement of individual decision quality. 3. Single cognitive feedback is as insignificant as outcome feedback in regard to the improvement of joint decision quality. 4. Dual cognitive feedback is more effective than outcome feedback in regard to the elimination of cognitive conflict. 5. Single cognitive feedback is as insignificant as outcome feedback in regard to the elimination of cognitive conflict. 6. The most constructive result obtained in this study was that we had presented a conceptual framework, research paradigm, and conflict management procedure generated from the application of Social Judgment Theory & Cognitive Conflict Paradigm to analyze and solve the conflict problems in pluralistic societies. These framework, paradigm, and procedure should be useful to subsequent cognitive conflict researchers and practical public decision making. Keywords¡GPluralistic Societies, Judgment Analysis ,Lens Model, Social Judgment Theory, Cognitive Conflict Paradigm, Outcome Feedback, Cognitive Feedback.

Thesis (Ph.D. (Computer Science))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph.D. (Computer Science))--North-West University, Potchefstroom Campus, 2008.

This diploma thesis is devoted to the issue of imposing penalties on the pluralistic criminal activity with the focus on the two main types, which are concurrence of crimes and recidivism. The main aim of the thesis is to analyze the means of penalisation of concurrent crimes and recidivism under the current legislation. In order for the analysis of these institutes to be complete, the thesis puts an emphasis on the summarization of the present criminal law theory which is always complemented by the relevant case law. Selected institutes are further compared firstly to the previous czech legislation, secondly to the criminial code of Germany with the objective to underline that both concurrence of crimes and recidivism must be not perceived separetely, but in the context of a local criminal law as a whole, namely with respect to a specific penalty system, a method of their imposition as well as their function. The thesis also refers to some interpretative and applicational problems of some particular provisions related to concurrence of crimes or recidivism. For this reason the thesis contains practical examples to illustratively demonstrate the prior explanation so it might be possibly used for practical application. Furthermore the thesis at least marginally addresses some current topics, which...

Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &amp;Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future. / Lärarforskarskolan Klimatutveckling och Vattenresurser

In 2013, the Ministry of Food and Agriculture of the Republic of Ghana implemented a reformed food and agriculture sector development policy (FASDEP II) to reduce poverty among the poorest subsistence farmers in the nation. These extension efforts have been unsuccessful. The purpose of this ethnographic case study was to understand the perceptions of subsistence farmers in the Savelugu-Nanton District (SND) who participated in FASDEP II on how the program had affected their ability to meet their subsistence needs. The theoretical framework of collaborative advantage was used to analyze farmers' opinions of how the decentralized, pluralistic extension policy did or did not result in effective collaborations to benefit both farmers and support organizations. Data from unstructured interviews with 12 male farmers, selected through purposeful sampling, were analyzed by inductive coding and thematic analysis. Farmers' perspectives were confirmed through observations at a public farmers' meeting and a review of operations documents of Busaka, a FASDEP II agribusiness partner. Key findings indicated that the current pluralistic extension lacked the characteristics of collaborative advantage and farmers continued to face challenges in access to farming inputs, credit, climate change effects, and cronyism. Farmers perceived the system was more beneficial to large-scale farmers. Positive social change implications of this study include identifying factors to improve effective pluralistic extension for subsistence farmers, the poorest persons in SND; improving the financial conditions of these subsistence farmers through more sustained and equitable partner collaboration; and contributing to the economic development of SND.

This thesis explores the relationship between architecture, cultural identity, and context in a pluralistic reality, focusing on the context of Indian temple complexes in the American suburb of Jersey City. It argues that Architecture becomes alienating when its form and function do not reflect the culture of its occupants, resulting in inflexible and un-adaptable spaces. Traditional temple complexes in India serve as examples where space is activated daily, expressing authentic cultural symbols that emerge from the community's experiences and demand for expression. However, With the increasing prevalence of Indian culture in American cities, insular temples so thoroughly commit to traditional authenticity to such an extent that they lose the ability to self define and relate to their surrounding context. By analyzing customs and traditions, this thesis emphasizes on the importance to reinterpret and incorporate them into contemporary architectural terms, rather than merely adapting traditional forms, The project proposes a contemporary design intervention for the Indian community in Jersey City's India Square, aiming to provide a space that represents their cultural identity while engaging with the broader American narrative. By studying the principles of a temple in a secular way and integrating elements that represent the Indian community, the design seeks to create an immersive experience for visitors and foster a stronger sense of community and connection to the built environment. Through an exploration of architectural design processes, historical context, and community engagement, the thesis aims to demonstrate how architecture can respect existing conditions, relate to current needs, and provide opportunities for expansion and adaptive reuse. Through the integration of archetypal experiences and rituals related to the site's festive celebrations, it creates a dialogue with the surrounding socio-cultural context that also promotes collaboration and inclusivity. / Master of Architecture / The thesis explores the question of how architecture can preserve cultural identity and experience in a foreign context. The thesis explores the challenges of adapting religious architecture in different contexts and the potential loss of authenticity when adhering strictly to traditional forms. The research focuses on Indian temples in the United States, particularly in New Jersey, where Indian culture has become prevalent. It argues that integrated and adaptive temple complexes are more effective and authentic in expressing cultural identity than insular ones, as they allow for a stronger connection with the surrounding context. As a response, this thesis proposes a contemporary design intervention for the Indian community in Jersey City's India Square, aiming to provide a space that represents their cultural identity while engaging with the broader American narrative. By studying the principles of temples in a secular way and integrating elements that explicitly represent the Indian community, the design seeks to create an immersive experience for visitors and foster a stronger sense of community and connection to the built environment. By exploring architectural design processes, historical context, and community engagement, the thesis demonstrates how architecture can cater to community's needs, and provide opportunities for expansion and future reuse.

This study aims to provide inexperienced social studies teachers with guidance on the complex issue of social science teachers approach to the subject and the pluralistic dilemma of values. The extent to which one can express one ́s own view of society and the development of society. The three questions this study wants to find answers to are: How do experienced social studies teachers experience that they balance and have balanced value neutrality and values during their professional years? What experienced social studies teachers feel has shaped their understanding and view of the subject? To what extent do teachers feel that their view of society has been given space in their teaching? The method used is life story where the experiences and interpretations of experienced teachers are in focus. It is a hermeneutic approach where the researcher, based on his own prior knowledge, has interpreted the teacher interpretations. The theoretical framework is based on various approaches such as subject biography, reflective practitioners, practical vocational theory, front-line bureaucrats and the wisdom of practise.  The study shows that teacher build up an occupational safety that makes them more independent from control documents. They have a complex understanding of the dilemma and they found a pragmatic path to cope with it. The path is constructed from their own subject biography. But social studies teachers have a unique ability to reflect and argue that their choices could possibly be problematic. Like previous research, this study confirms the view that teacher get more independent the more experienced they get. Further I found that social studies teachers have a complex contextual understanding of society and the democratic dilemma of values. They can change their view in what is important depending on how society develops. The continuity is characterized by their own practical vocational theory that is built on their subject biography. The subject biography is formed during their early years when they were growing up. They notice in one way the benefits that taking in their own perspective and values in the classroom education, but they reflect when and why it could be problematic in another way.

Syftet med studien är att bidra med kunskap om hur en pluralistisk undervisningsaktivitet i förskolan kan utformas för att gynna barns diskussioner kring hållbar utveckling där olika perspektiv ges utrymme. Studien utgår från den pluralistiska undervisningstraditionen som beskrivs som en förutsättning för att skapa möjligheter till lärande om hållbar utveckling. Studien knyter också an till det sociokulturella perspektivet på lärande då studien fokuserar på diskussionerna mellan samtliga aktörer. För att besvara syftet användes metoden undervisningsförsök. Undervisningsförsöken utfördes i två cykler och undervisningens design reviderades mellan de två cyklerna. Barnen som deltog i studien var 4 till 6 år gamla. Resultatet visar att barnens diskussioner kan knytas till de tre dimensioner av hållbar utveckling som är en förutsättning för pluralistisk undervisning och att barnen deltar aktivt genom att ge förslag och undersöka det konkreta material som presenteras. Resultatet visar även att barnen är aktiva och uttrycker sina åsikter men att majoriteten av samtalen inte innehåller något kritiskt element och att en pluralistisk undervisningsaktivitet ställer höga krav på förskollärarens kompentens att ställa utmanade frågor. Som slutsats konstateras att en pluralistisk aktivitet får anses fungera i förskolans arbete som ett sätt att gynna barns kunskap om hållbar utveckling. / The purpose of the study is to contribute with knowledge about how a pluralistic teaching activity in preschool can be designed to promote children’s discussions on sustainable development where different perspectives are highlighted. The study is based on the pluralistic teaching tradition that is emphasized as a condition for creating opportunities for learning about sustainable development. The study also relates to the socio-cultural perspective on learning since the study focuses on the discussions between all the participants involved. In order to answer the purpose, the method of teaching trial was used. The teaching trials were carried out in two cycles and the design of the teaching was revised between them. The children who participated in the study were 4 to 6 years old. The result shows that the children's discussions can be linked to the three dimensions of sustainable development that are a condition for pluralistic teaching and that the children participate actively by giving suggestions and examining the concrete material presented. The result also shows that the children are active and express their opinions but that the majority of the conversations do not contain any critical element and that a pluralistic teaching activity places high demands on the preschool teacher's competency to ask challenging questions. As a conclusion it is found that a pluralistic activity can be considered to work in preschool as a way to benefit children’s knowledge about sustainable development.