Plaza de la Madre and Plaza de la República., located in Maracaibo, Venezuela, are two important urban plazas studied from a social perspective, based on the belief that people and their needs should be addressed in public plaza design and renovations. The research problem is based on the fact that many plazas in Maracaibo provide uncomfortable conditions for user enjoyment and satisfaction, in terms of poor climatic comfort, security and poor maintenance, among other conditions. The methodology used in this research consisted of interviewing users of both plazas and making observations of plaza use and physical characteristics. The research showed that climatic and security conditions determine, in most instances, the presence of social life and vitality in these public plazas. A combination of functional factors influence the vitality, attractiveness and the image of the plazas including the location of the plazas, the presence of supportive activities and uses which attract people to the context, the programmed activities developed in the plaza, the presence of other people and the presence of physical amenities that support different activities. It was found that environments that satisfy many human needs (such as security, thermal comfort and affiliation) are highly visited by people, and therefore more livable, with a greater frequency of use, and more meaning and attachment to those spaces. The study also showed that Plaza de la República had more favorable attributes that contributed to its enjoyment and livability than Plaza de la Madre. People preferred to be in spaces where others congregated and socialize for security reasons. Plazas have an important role in the social life of cities. Therefore, the study of these settings from a social perspective becomes critical for this research. The research findings provided valuable information that was used to develop design implications for plaza design in Maracaibo. Recommendations were mainly focused on improving the conditions of Plaza de la Madre and making recommendations for plazas with similar conditions in order to increase their use, people presence and livability. Design implications were directed towards reestablishing climatic comfort, security and incorporating more activities and physical amenities that could create more activities in the plazas and attract more people. Recovering the use and livability of plazas can promote a sense of ownership and territoriality of public spaces. If this sense of ownership could be established, attachment to and care for those spaces could increase. This attachment could also promote sociability in public spaces and subsequently social tolerance among strangers. The author concludes that the attitudes of designers and municipal authorities toward public space design need to be more inclusive and site specific (more aware of the range of people's needs and the environment). Therefore, addressing climate and security issues of a place, for example, become critical variables that should be incorporated in any public space design. / Master of Landscape Architecture

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Abstract The purpose of my study was to examine how four social studies teachers in upper secondary school interprets the democratic educational mission and core values, and if they believe that the same values are tools to influence the students' democratic approach and if they think it is possible. It is also the study's minor purpose to make an analysis of my findings and previous research in the area to explain any similarities or differences in the social studies teacher's interpretation and practice of the democratic educational mission and core values. I used qualitative semi-structured interviews as a method in which the interview questions were based on my research questions. The two criteria I had for my sample of respondents was that there would be social studies teacher at a upper secondary school and that I wanted to have two of each sex. Their interpretation and how they think they practice the democratic educational mission and core values are similar. They highlight the importance of students who dare to say what they think, everyone should be treated equally and that they should prepare students for life in a democratic society. They also thought that they could influence students democratic approach but that there were other factors that weighed heavily, for example, the home environment. The answers from my study is similar to previous research. This I explained with the help of Dewey that the social studies teachers are democrats in one way or the other, because of that they possess a willingness to keep democracy and know how it works. Therefore, they convey similar democratic values and knowledge to students so that democracy can continue to exist while the students are given tools to change society within the democratic rules. Keywords: Social study teacher, the democratic mission, core values, education.

Le chapitre métropolitain de Besançon compte quarante-cinq chanoines dirigés par un doyen. Ce corps social a pour fonctions de desservir les deux cathédrales de Besançon, d'élire et de conseiller l'archevêque.L'étude de leurs origines géographiques et sociales, de leurs carrières et de leurs actions politiques permet de comprendre les relations de ce chapitre et de l'Etat bourguignon au XVème siècle. Cette étude est essentiellement réalisée par le biais des actes et des délibérations capitulaires. Elle s'accompagne de deux annexes proposopographiques.Le quartier capitulaire est un premier indice du mode et du niveau de vie des chanoines. La seconde moitié du XVème siècle est florissante : les maisons canoniales, souvent ruinées laissent la place à des bâtiments de meilleur qualité, les salles communes et les cathédrales subissent des travaux de réfection et d'embellissement.Entre 1404 et 1477, la collation ordinaire des quarante cinq prébendes canoniales reste majoritaire. Mais les ducs de Bourgogne, émettent des recommandations qui infléchissent le recrutement : la noblesse comtoise est remplacée par des membres de l'administration ducale, souvent d'origine bourgeoise, comtoise ou bourguignonne.Les cumuls et l'absentéisme sont fréquents à partir de 1440, entraînant une moins bonne discipline et des difficultés à desservir correctement le culte. Paradoxalement, la présence des membres de l'administration bourguignonne dans la chapitre élève la culture juridique et améliore la gestion du temporel.Au XVème siècle, l'espace comtois s'articule autour d'une capitale religieuse, Besançon, d'un pôle économique et financier, Salins et d'une capitale politique, Dole. On constate qu'une grande part des dignitaires du chapitre bisontin a une carrière antérieure à la collégiale Saint-Anatoile de Salins et a des liens familiaux avec les membres du Parlement dolois.Le chapitre et les archevêques font face à des luttes violentes avec la Commune entre 1390 et 1452. Les archevêques Alors que Girard d'Athies et Thiébaut de Rougemont sont des courtisans qui imposent leur puissance, Jean de Rochetaillée, diplomate de talent allié aux cercles polinois négocie le traité de Rouen de 1435. Son décès entraîne une crise de succession où le concile de Bâle est mêlé. Les relations du chapitre avec Quentin Ménard, que le duc impose, restent très froides. Enfin, le chapitre se montre capable de s'opposer aux volontés du duc en s'appuyant sur le Parlement de Dole et en trouvant un allié en Charles de Neuchâtel, un grand noble comtois, archevêque entre 1463 et 1498. / Besançon's urban chapter was a social unit composed of forty-five canons, led by a Dean. This order's role was to organize the service in Besançon's cathedrals, to elect the archbishop, and to advise him on important matters. Studying the social background and careers of its members allows us to better understand how Besançon's chapter fit into the political life of the state of Burgundy in the 15th century. This study's main sources are the chapter's deliberations and official records. Two prosopographical appendices supplement them.Studying the chapter's district yields the first clues as to the canons' lifestyle and social status. Built on a hillside, it was surrounded by a fortified wall. The Sainte-Brigide hospital, the capitular rooms and the archives were all shared buildings. The second half of the 15th century was also characterised by important works of renovation and improvement of their houses ans of both cathedrals.From 1404 to 1477, the usual mode of recruitment was through cooptation; the dukes of Burgundy would issue recommendations, which would in turn influence the selective process through which canons were nominated. The nobility of Franche-Comté which served the state of Burgundy was gradually replaced by members of the Duchy's civil service, often originating from Burgundy's or Franche-Comté's middle-classes. From 1440 onwards, it became more and more common for canons to hold several jurisdictions, or to fail to attend meetings regularly. This led to a loosening of discipline as well as difficulties in holding religious services. However, a growing relationship with Burgundy's administration led to the improvement of the chapter's legal knowledge as well as the management of worldly matters.Throughout the 15th century, three cities were at the heart of Franche-Comté: Besançon, its religious capital, Salins, its financial and economic centre, and, finally, Dole, its political heart. Most of the chapter's dignitaries had started their careers in the collegiate church Saint-Anatoile of Salins, and had family ties with members of the Parliament in Dole.Between 1390 and 1452, the chapter and the archbishops had to face violent struggles with the town authorities. The archbishops Girard d'Athies and Thiébaut de Rougemont were courtiers who had no qualms in imposing their own power. Jean de Rochetaillée, who came after them, was a diplomat allied to the political circles in Poligny, and had artfully negociated the Treaty of Rouen in 1435. His death led to conflicts regarding his succession, in which the Basel council got involved. The chapter's relationship with Quentin Ménard remained very distant, since his presence had been imposed by the Duke. The chapter finally demonstrated it was capable of resisting the Duke's will by relying on the Dole Parliament and by forging an alliance with Charles de Neuchâtel, who belonged to the Franche-Comté nobility and was archbishop from 1463 to 1498.

The aim of this study is to answer one question: How can teachers work with gender equality in teaching with the help of socially oriented subjects? To be able to achieve the purpose of this study a search was made in several databases with some keywords in restriction. There are various scientific texts selected for our research. To get the most useful scientific texts we used English while searching to get a successful finding of relevant texts. The texts have different perspectives to problematize and dispute the issue. A review of the data also illustrates the complexity and lack of clear answers to the key question. The results show many different approaches but a certain denominator is the teacher- student relationship. It really requires an understanding of gender equality and teachers´ commitment for change.    The study showed that Swedish teachers and schools have a completely different approach to equality   compared to other countries such as New Zealand and England. In Sweden, the teacher saw the gender   equality task as very important, but also considered that we have some way to go and much to improve   as it is not completely equal. In New Zealand and England they described that girls were one way and   boys another and described how a girl should be and also how a boy should be. Another study   showed that by having surveys and themes, it contributed to a learning environment where gender    equality came up more and was discussed with the students. Sweden is one of the top countries that   works based on gender equality in its education.

Gender equality is a fundamental pillar of democracy, and its absence significantly impacts societal development. Educational institutions play a central role in fostering democratic citizens who actively champion gender equality. The principle of equal rights and responsibilities is integral to the educational mission, placing a significant onus on schools and their staff (Skolverket.se). From an early age, children encounter gender stereotypes, presenting challenges for gender equality efforts in childhood and education. These challenges persist into adulthood, emphasizing the crucial role of schools in shaping ongoing progress towards gender equality. The aim of this thesis was to investigate whether professional teachers employ diverse strategies to fulfill the Swedish National Agency for Education's guidelines on gender equality. Additionally, we aimed to explore the challenges, difficulties, and opportunities encountered by these teachers in implementing their strategies. Our research drew upon gender theory, incorporating key concepts such as gender systems and gender contracts to comprehend and analyze gender equality issues. Compensatory pedagogy also played a vital role in understanding teachers' chosen strategies. Furthermore, leadership and collegial collaboration were essential components of our investigation, revealing significant disparities in how gender equality issues are addressed in the various schools where our semi-structured interviews were conducted. We interviewed 5 practicing teachers from three different schools, and through comprehensive data collection and analysis, we discovered that the concept of gender equality is complex. There are both similarities and differences in the strategies used by teachers, and schools encounter distinct challenges in their gender equality initiatives. However, a common theme among all teachers was their dedication to establishing and maintaining a gender-equal classroom and school environment. We extend our gratitude to the 5 teachers who participated in our interviews, contributing to a deeper understanding of gender equality issues. We also express our thanks to the university and our supervisor for their invaluable support throughout the entire process.

De samhällsorienterande ämnena ligger till stor del i grund för att skapa ansvarstagande medborgare i dagens samhälle. Elever inom autismspektrumet har generellt svårt med sociala interaktioner och kunskapskraven för de samhällsorienterande ämnena i grundskolan årkurs 4-6 kräver att man ska diskutera, resonera, jämföra och analysera. Hur hjälper och motiverar verksamma lärare dessa elever att bli ansvarstagande medborgare genom att nå upp till kunskapskraven i de samhällsorienterande ämnena? Hur ser problematiken ut för elever inom autismspektrumet och hur upplever lärare den problematiken? Syftet med studien är att ta reda på hur verksamma lärare anpassar sin undervisning för att motivera elever inom autismspektrumet att nå upp till kunskapskraven inom de samhällsorienterande ämnena i grundskolan årskurs 4-6. Studien vilar på ett sociokulturellt perspektiv och kvalitativa intervjuer används som metod. Resultatet visar att anpassningar som lärare använder för att motivera elever inom autismspektrumet att nå upp till kunskapskraven i de samhällsorienterande ämnena stämmer överens med det tidigare forskning visar.

Syftet med studien har varit att undersöka och analysera studenters upplevelser och utmaningar i samband med användningen av digitala medier i distansundervisning med fokus på social studiemiljö och grupptillhörighet.Syftet är att bidra till en ökad förståelse för de faktorer som påverkar studenters upplevelse av prestation i en virtuell gruppmiljö. Studien har besvarat följande frågeställningar: På vilket sätt kan studenter på ett svenskt universitet med hjälp av digitala verktyg upprätthålla en social studiemiljö? På vilket sätt kan digitala verktyg hjälpa till med känslan av grupptillhörighet för studenter? För att ha kunnat besvara studiens frågeställningar har tio semistrukturerade intervjuer gjorts med studenter på ett svenskt universitet, vars frågor tagits fram med hjälp av teorierna om Social Presence Theory samt Computer Supported Cooperative Work. Utifrån det insamlade empiriska materialet framgår det att digitala verktyg kan hjälpa till att främja den sociala studiemiljön. Dock är det viktigt att studenterna ska kunna kommunicera på ett enkelt och effektivt sätt. Att använda kameran vid videomöten kan främja känslan av grupptillhörighet och öka engagemanget. För att känna en gemenskap och främja en sammanhållning i gruppen är det viktigt att studenterna känner sig inkluderade, och då kan gemensamma chattar vara till hjälp. För att främja en social studiemiljö på distans är det viktigt att både studenter, lärare och universitet tar ansvar. Trots att tolkningarna och åsikterna av upplevelserna skiljer sig åt för studenterna, kan digitala verktyg främja den sociala studiemiljön och grupptillhörigheten vid distansgrupparbeten för många studenter.

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