This study is to investigate the problem of connectivity between nationally produced science and national needs. It is a collective case study of two academic departments within Saudi academia, the departments of petroleum engineering at Alpha and Beta Universities. The rationale for using these departments is that Saudi Arabia has an advanced petroleum industry, making petroleum engineering a good case for investigating the connectivity of nationally produced science with national needs. The main tool of the study was in-depth tape-recorded interviews. Twenty-two interviews were conducted, sixteen with current and retired faculty members at the petroleum engineering departments of Alpha and Beta and six with administrators at both universities. In addition, documents and observation were used as tools. The two departments differ in their levels of connectivity with national industry. One is increasingly connected with national industry, while the other is completely isolated from national industry. Historical and regulatory factors play a role in this difference. Four themes were generated from the data: institutional arrangements, positive attitude and self confidence, social construction of the university, and rentier mentality. The data gathered show that the issue of connectivity is beyond the will and abilities of individual scientists; it is a result of organizational efforts of the scientific institutions reinforced by the willingness of the productive sectors to change their behavior toward national scientists. / Ph. D.

In a world characterized by constant changes and increasing diversity, controversialevents unfold in society on a daily basis. Given the School's role in educating democraticcitizens, it is imperative for educational institutions to adapt and incorporate current andcontroversial topics into their curriculum. This thesis explores the perspectives of socialstudies teachers on controversial issues in the classroom. Employing a phenomenologicalapproach and conducting in-depth interviews with social studies teachers, the studyanalyzes their subjective experiences, definitions of the subject, and approaches toteaching controversial topics. Therefore, our purpose and research questions are groundedin three themes, which are also pervasive throughout the work: Teacher management,teacher experience, and teacher definition of controversial issues in education.In summary, the results from our interview study reveal that teachers acknowledge theemotional impact associated with these issues, a finding supported by prior research. Thechallenge lies in the complexity of these topics and the ability to strike a balance betweenintellectual challenge and emotional understanding. The study highlights the difficultyteachers face in maintaining objectivity while navigating through their own values, andthe intricate interplay between subject content, emotions, and the teacher's ownperspective. It is evident that a conscious effort is required to create a classroomatmosphere that fosters open dialogues and respectful confrontations to promotedemocratic values, where diverse perspectives can be included.

This paper aims to answer the following question "What does research say about positive versus negative consequences regarding the integration of drama in social studies class?". It is important to note that the paper is based on the Swedish word "SO", which includes four separate subjects: civic education, history education, geography education and education about religion. By performing systematic searches this paper is built on research from fifteen different scientific sources. It is presented that drama leads to many positive outcomes. For example the development of higher order skills, empathy, a positive and fun learning as well as group environment. The paper also illustrates negative aspects regarding teacher knowledge and support, as well as students`hesitant attitude to participate. The conclusion that is made is that drama can lead to a lot of positive outcomes, if the teacher is aware of its complexity. Otherwise, the implementation might not be as successful as desired.

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Denna undersökning är utförd inom ramen för samhällskunskapsdidaktiken. Dess syfte har varit att sammanställa och analysera vad tidigare forskning synliggör om Sveriges minoritetsfolk i läromedel i ämnet. Den metod som använts är litteraturstudie med innehållsanalys som analysverktyg. Undersökningen omfattar tidigare forskning om läromedel för årskurs 7-9. Som teoretiskt verktyg har det didaktiska meningserbjudandet använts. Resultatet visar att representationen av de olika nationella minoritetsfolken skiljer sig åt där samer är den nationella minoritet som ges mest utrymme medan tornedalingar och sverigefinnar är givna minst. Hur minoritetsfolken beskrivs skiljer sig åt, men sammanfattande, i de fall minoritetsfolket beskrivs mer nyanserat är det framför allt från ett majoritetsperspektiv med stereotypiserande inslag. / This survey is conducted within the subject area social studies educations didactics. Its purpose has been to conclude and analyse what previous research highlight about the Swedish national minorities in social studies textbooks. The method that has been used is literature studies with content analysis as analytical tool. The survey encompasses previous research about textbooks for junior high school. The sentence offering has been used as didactic tool. The result shows that the representation each national minority differs and that Samis are the most represented while Tornedalingar and Swedishfinnishs are the least. How the minorities are described differs, but in summary, in those cases the minorities are described more nuanced it is above all from a majority perspective with stereotyping elements.