Utilizing published and unpublished sources and working with interviews of a number of participants this thesis examines the evolution of the political influences that stimulated the Australian federal government's policy decisions on public broadcasting. The background to the federal government's original involvement in broadcasting in the early years of the twentieth century is investigated to put later developments into a broader perspective. Comparisons are also drawn with progress in other comparable Western countries to highlight the unique nature of the Australian model. Since broadcasting was never an issue, like health and education, which could capture votes from the electorate as a whole, government policy was driven by pressure from particular special interest groups as their influence waxed and waned and calls from individual electorates, when the interest was strong and the seat was marginal. The government decisions that resulted from this situation were ad hoc and expedient and no really coherent policy was ever implemented. This thesis examines the forces that led to the restriction in the expansion of broadcasting services after World War 2 and to the change in the influence of pressure groups in the 1960s which led to the establishment of FM and public broadcasting in the 1970s. A detailed exploration of particular interests, such as the Public Broadcasting Association of Australia, educational broadcasters and ethnic broadcasters shows how the influence of different groups changed over time. Once public broadcasting was established the main concern of both broadcasters and government was to keep the sector economically viable. A detailed analysis is provided of how the funding arrangements altered as the sector grew. There were always some idealists who saw public broadcasting as a vehicle for putting forward their own point of view. But, this thesis concludes that, by the early 1990s, apart from its role as regulator, which was the same for commercial broadcasting, government policy on public broadcasting was largely driven by the fact that minimal funding for the sector enabled government to ensure that essential non-commercially viable broadcasting services that would be far more expensive for the government to provide itself, were able to continue. / PhD Doctorate

The subject and main aim of this master's thesis, "Florence through the ages in selected works of Vasco Pratolini" is to introduce author writing in the 20th century, and his native city - Florence. We observe which means the author create the image of the city (places, characters, atmosphere, but also events) and how the image is changing over time, especially due to the historical - political context. We gradually introduce several faces of city of Florence. This thesis is based on three major works, three novels: Il quartiere (1943), Cronaca familiare (1947), Metello (1955). Key words Vasco Pratolini, Florence, quarter, Il quartiere, Cronaca familiare, Metello, transformation, city, inhabitants, political influences, unification, fascism

The general view among researchers is that a well-functioning democracy rests in the handsof the political behaviour of citizens. In this behaviour, political interest is one of thecornerstones. Thus, there are reasons to regard it as a threat to democracy when young peopletend to have ever-lower levels of political interest. Therefore, to know how interest couldincrease, there is a need to know where it comes from and why it differs. There is yetuncertainty regarding this, notably since political interest as a concept rarely is used as adependent variable. Consequently, this thesis was aimed to explain why political interestdiffers among upper-secondary school students in Sweden. The focus was on the two types ofnational programmes, political socialization and socio-economic background. The findings of survey data (N=398) suggest that the average youth has low levels of politicalinterest. As hypothesized, there are, on average, higher levels of political interest amongstudents in preparatory academic programmes compared to vocational programmes. Alonethough, this pattern cannot explain variations of interest. Instead, agents of politicalsocialization have strong explanatory power, in particular friends and media. Also, family dohave a direct effect on political interest. However, this relationship appears to be dependent onsocio-economic background. The school as a political socialization agent cannot explaindifferences in political interest.

The South African education system has experienced a paradigm shift from content-based education towards an outcomes-based education. The focus of outcomes-based education is a learner-centred approach. The criteria that learners should adhere to at the end of their school career are that they should be productive, successful lifelong learners. To achieve these criteria, learners should be able to maximise their own potential. The world of work requires learners to easily adapt and function effectively in groups and to have the ability to achieve the set criteria. This means that the world of work demands productive, critical, independent learners who are able to express themselves and communicate effectively within social situations. The question that arises is whether learners within the South African context have the ability to create opportunities to claim ownership and take responsibility for their own learning. The focus of this research is therefore on the role of maximising human potential as determined by the need of South African learners to be empowered and well prepared for the demands of the world of work. The literature pertaining to the nature, phenomenon and process of maximising of human potential is briefly examined and the fundamentals are identified. Maximising of human potential is contextualised as a component of the educational phenomenon. An observation study of two classgroups consisting of grade 8 and grade 10 learners respectively from the same school was undertaken in order to identify and determine whether learners within a realistic, diverse school setting are capable of maximising their own potential. Profiles were compiled to underline the socio-economic background of each learner and to serve as a mechanism to indicate and underline diversity in the classroom. Interviews with teachers and learners served as cross-validation of these results. The results revealed that learners from the school were demotivated with regard to maximising their potential. As a qualitative study, the final results indicated trends that may be generalised to similar classrooms. The phenomenon of maximising of human potential is based on the principle of outcomes-based education and should be the focus of learning in every classroom. Guidelines and models for a facilitator training programme in maximising human potential are suggested. The findings of the study indicate that by virtue of the fact that the teaching and learning process is to be approached from a new angle, teachers first need to have a changed perspective or execute a philosophical leap before they are able to maximise the potential of learners in the classroom. Recommendations for the future include, amongst others, that the teacher should be seen as a facilitator of opportunities for learner contributions; that because of the new and exciting demands made on the teacher by this approach, knowledge and expertise regarding maximising of human potential as didactic practice should be made available; that a longitudinal observation study of teachers who received such training, and their pupils, is undertaken as a follow-up study in order to evaluate the results of the training; and that further research is undertaken locally as well as in other countries where the maximising of human potential in language as learning phenomenon is already being practiced. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted