The aim of the present investigation is to find out how male and female characters are represented in terms of topic management and thereafter how dominance or/and cooperation may be achieved by the aid of the topic changes and topic shifts in a conversation. Both male and female exclusive conversations and mixed-gender conversations are investigated in the TV show Happy Endings.

This paper examines the possibilities of using video games as a tool for education of virtue ethics. By comparing learning aspects in Marc Prensky’s theory Digital Game-Based Learning and Aristotelian virtue ethics, this paper tries to look for similarities in how each theory looks at learning. Prensky’s theory is about how one can use video games in education, which is why it is used here. This is done by using three major learning theories as a framework of how one learns. The theories are sociocultural learning theory, constructivist learning theory and Learning by Doing. Both virtue ethics and Digital Game Based-Learning are presented in detail, describing what they are, how they look at learning and how that view relates to the other three major theories. Once that is done, a comparison between Virtue Ethics and Digital Game-Based Learning is given to show what they have in common. The comparison looks at both theories views on learning and from there decides whether they work in conjunction with each other or not. The paper ends with a discussion of how plausible the usage of video games and Digital GameBased Learning is in a school environment, asking questions regarding issues with video games in general and Prensky’s theory. / <p>C-uppsats i ämnet Religion.</p>

Diss. Linköping : Univ., 2001.

Diss. Linköping : Univ., 2001.

Diss. Uppsala : Univ., 2004.

Zugl.: Berlin, Techn. Fachhochsch., Diplomarbeit, 2007

Zugl.: Berlin, Freie Universiẗat, Diss., 1994.

No description available.

No description available.

<p>Validerat; 20110830 (anonymous)</p>