Recent reports on the media saturation experienced by the twenty-first century student have brought about an increased interest in focusing attention on the issue of visual literacy in today's schools. Concepts such as instructional personalization, where approaches to curriculum design and instruction are created to concentrate on the individual strengths of the learner, have been promoted by some as a path to improving overall student performance. Many believe that the content of the Social Studies classroom easily lends itself to a visually stimulating approach and as such is an ideal laboratory to test hypotheses on such an approach. This study examines the use of one such visual tool in the Social Studies content arena, the political cartoon. Political cartoons are believed to be ideally suited to appeal to the visually oriented characteristics of the millennial student in the form of a potentially content rich primary source document. Described within the pages of this paper are the unique experiences with using political cartoons from the perspective of both middle school American History students and their teacher. The qualitative data uncovered through the collection of these experiences clearly illustrates a noticeable disparity between teacher and student experiences with cartoons from the present and their counterparts from the past. While present day cartoons covering various recent events in the news elicited an impressive level of informational recall and personal connections to the topics covered, the results were considerably less spectacular when political cartoons from the distant past were utilized. Those older images were more difficult for the students to grasp the artist's intent and failed as an opportunity for the students to demonstrate their mastery of content knowledge. It was concluded through an examination of interviews from both teacher and student that the differences observed between the older and newer images may be a function of several factors. Chief among these possible explanations from the point of view of the student was the lifelong collection of experiences that each child brought with them to the process of analyzing a political cartoon. The unique cultural capital possessed by each student as a result of their daily, almost nonstop exposure to all forms of media created a personal connection to the modern material that could not be matched by the content from the past. It was also revealed to be possible that a portion of the blame for the difficulties experienced with the materials from the past could be the result of the day to day decisions made by this one particular classroom teacher. The time and dedication to the mastery of the content knowledge and procedural skills necessary to decipher political cartoons from the past may have been insufficient to the task at hand. Conclusions drawn from the information collected in these interviews focus on decreasing the discrepancy between the two forms of visual material by taking steps that include considerable work on the part of the teacher and student to improve upon the background content knowledge and processing skills necessary to consistently decipher the information contained within the political cartoons. Such steps may prove to be impractical given the nature of the already jam-packed curriculums and time-strapped teachers that populate today's Social Studies classrooms. Additional studies would be necessary to determine if the experiences viewed here are common to those encountered in other parts of the nation or if they are indeed uniquely characteristic of this one situation. Accordingly, the results of those additional studies would possibly initiate a reevaluation of the conclusions drawn here.

Historical research was conducted through literature. The report traces the evolution of technology in call centers (CCs) from their early inception to 2018. CCs are integrated into many facets of multidisciplinary areas of business, industry, and public and private institutions of higher education. Three research questions were addressed: What technologies enabled the start of CCs? How did the communications between customers and CSRs take place? What was the content of the earlier communications? How did services and communications evolve as technology matured? What are the current state-of-the-art technologies that exist in CCs? Which industries appear to have the best solutions? What are these solutions? Photograph Analysis Worksheets and Written Document Analysis Worksheets from the National Archives and Records Administration were used to analyze primary source materials. Also, used were Primary Source Analysis Tools from the Library of Congress. The final report offers a comprehensive history of the technology evolution within the industry. Included are a discussion of state-of-the-art technologies, the range of their applications and suggestions for staff training.

This dissertation entailed a qualitative case study on the confluence of technology and social studies in fostering a constructivist education. Through the examination of pre-service social studies teachers’ understanding of the online primary source resources (OPSR), three themes emerged. The first exposed the fragmented understanding of important pedagogical theories of constructivism and historical thinking among participants; the second suggested that OPSR was mostly valued by pre-service teachers for its provision of primary sources; and the third related to how pre-service teachers viewed the current state of technology and context as problematic for technology integration. Accordingly, four findings were revealed. First, the pre-service teachers in the study demonstrated a limited understanding of the application of foundational theories central to their field of study; second, there were instances of deeper appreciation of the potential of OPSR, indicating that pre-service teachers’ theoretical understanding is ix nascent and may deepen overtime; third, the full potential of technologies such as OPSR was not recognized; and fourth, the pre-service teachers’ perceptions of school and educational system conditions tended to negatively influence their views toward the integration of technology into their teaching practices. Implications indicate that first, foundational pedagogical theories are critical with regard to technology integration in education and as such teacher preparation programs must not assume what is taught is what is learned; second, instances of deeper understanding among pre-service teachers only appeared during the application of their theoretical understandings; third, context is critical in how OPSR would be used in classrooms and such contextual issues must not be ignored by teacher preparation programs; and fourth, teachers’ technological pedagogical content knowledge (PCK/TPCK) is critical in the integration of technology in education. / text

A modulação temporal de efeitos como técnica de decisão possibilita ao Supremo Tribunal Federal a mitigação dos efeitos retroativos da declaração de inconstitucionalidade, ao mesmo tempo em que resguarda o princípio da supremacia da Constituição. Nos casos em que há mudança de jurisprudência, atua como importante mecanismo de salvaguarda das legítimas expectativas dos jurisdicionados na estabilidade dos julgados do Tribunal Constitucional. Em ambas as hipóteses, concretiza o princípio da segurança jurídica, inclusive na sua vertente subjetiva, a proteção da confiança legítima e assegura a melhor realização dos interesses públicos, próprios de uma sociedade pluralista. / The prospective doctrine as a decision technique makes possible the mitigation of the retroactive effects of the unconstitutionality declaration to the Brazilian Federal Supreme Court, at the same time it protects the Constitution supremacy principle. In cases with statement of overruling precedents, it plays an important role in protecting the legitimate expectations of the citizens in the stability of the Constitutional Court precedents. In both cases, it enforces the principle of legal certainty, including its subjective aspect, the legitimate confidence protection and it assures the best fulfilment of the public interests that are typical of a pluralist society.

A modulação temporal de efeitos como técnica de decisão possibilita ao Supremo Tribunal Federal a mitigação dos efeitos retroativos da declaração de inconstitucionalidade, ao mesmo tempo em que resguarda o princípio da supremacia da Constituição. Nos casos em que há mudança de jurisprudência, atua como importante mecanismo de salvaguarda das legítimas expectativas dos jurisdicionados na estabilidade dos julgados do Tribunal Constitucional. Em ambas as hipóteses, concretiza o princípio da segurança jurídica, inclusive na sua vertente subjetiva, a proteção da confiança legítima e assegura a melhor realização dos interesses públicos, próprios de uma sociedade pluralista. / The prospective doctrine as a decision technique makes possible the mitigation of the retroactive effects of the unconstitutionality declaration to the Brazilian Federal Supreme Court, at the same time it protects the Constitution supremacy principle. In cases with statement of overruling precedents, it plays an important role in protecting the legitimate expectations of the citizens in the stability of the Constitutional Court precedents. In both cases, it enforces the principle of legal certainty, including its subjective aspect, the legitimate confidence protection and it assures the best fulfilment of the public interests that are typical of a pluralist society.

This licentiate thesis explores the activity of historical reasoning in terms of primary source analysis among upper secondary school students. The thesis is a compilation of two scientific articles in history didactics. Two Learning studies, a theory-informed and interventionistic research methodology, were organised to explore historical reasoning. Three research questions are ad- dressed: (1) what does it mean to be able to analyse historical primary sources, (2) what is critical to discern when learning primary source analysis, and (3) what is characteristic for the processes of learning and meaning- making when students work with source analysis assignments? The first article uses phenomenography to explore fifteen students’ perceptions of a historical primary source and the difficulties they face when examining the source. Data was collected through a series of group interviews where stu- dents were asked to respond to a historical letter. The analysis resulted in four qualitatively different categories of perceptions of the source and three critical aspects that emerged between the categories. It is suggested that it is critical to (1) discern and separate the historical perspective, (2) to discern and separate the perspective of the historical actor and (3) to discern and separate the subtext of the source in relation to the historical context. The second article uses a form of content focused conversation analysis to ex- plore the processes of learning and attributing meaning when students work with primary sources. Data was collected through audio recordings of stu- dents’ collaborative work on two assignments. The main results are descrip- tions of the students’ learning and meaning making processes. For instance, when students discern and separate the historical perspective and historical actors’ perspectives. An interesting finding was a strategy used by students to take on the roles of hypothetical historical agents. It is suggested that cer- tain aspects of school culture might inhibit students’ learning of primary source analysis and that students’ life-world perspective is vital in creating meaning. Finally, historical reasoning is discussed in relation to the concept of historical consciousness and it is argued that historical reasoning should include the perspectives of deconstruction, subjectivity and interpretation to better comply with history teaching.