This study examines the connections between a commitment to educating for citizenship in the university and pedagogical strategies used to realize the goals associated with this commitment. One of the most common themes of the political philosophy and education literature regarding citizenship has to do with communicating across our differences. I used Jodi Dean's (1996) concept of reflective solidarity to explore the possibilities of this communication, particularly in the face of claims to morality. Reflective solidarity focuses on the communicative nature of solidarity by exploring contestation across our differences as we work toward understanding. I interviewed ten educators from a variety of disciplines at the University of British Columbia to explore their experiences translating this commitment to social justice into practice. My analysis of their contributions resulted in three primary categories and numerous sub-categories of data that I referred to as (a) perspective on theory (the university as a site for citizenship education, defining educating for citizenship); (b) perspective on self (curriculum as contested space, teacher's role, selfreflective practice, solidarity through difference); and (c) perspective on other (voice, silence, listening, pluralism, safety and risk, power). All of the participants discussed the dynamics of power, voice, silence, risk, pluralism and resistance that characterize their efforts to educate in a manner that promotes social justice. The pedagogical challenge of responding to heterosexism and homophobia in the classroom was specifically identified as difficult and increasingly contentious. This theme became central as I wove together the literature, the participants' contributions and my own experiences. As a response to Dean's inattention to the context of the communicative relationships at the core of reflective solidarity, I propose the idea of reflective accountability. Reflective accountability challenges critical educators to think deeply about the sometimes taken-for-granted aspects of educating for social justice. Reflective accountability necessitates a critique of open public discourse and understanding as the unassailable cornerstone of education and highlights the possibility that there may be times when certain points of view need to be more critically examined, challenged and perhaps silenced when they are grounded in oppression. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis deals with problematics of secure operations of microcontrollers. During long-term use, the microcontrollers can be affected by error or malfunction. The aim of this thesis is to describe the types of errors which can affect processors, cause of creation of these errors and possibilities of preventing malfunctions in microcontrollers. There is many problems connected with operation of microcontrollers, therefore there are many methods to prevent these problems. First part of this thesis deals with description of types of mistakes and with attempts of theirs modelling. Second part of this thesis narrate possibilities of preventing each type of mistake during designing the system or during operation of microcontroller and explaining methods of fault toleration by using redundant circuits in case of hardware fault and by modifying source code in case of software faults. In third part the hazard analytical methods are described. The recognition of events able to damage the system has high importance. The risk analysis takes place during developing and during operation of the system. Fourth part is trying to describe some of the processor testing techniques as main method of finding errors before operating use of microcontroller. Last part attempts to practical draft of testing algorithm for chosen microprocessor and application of one of analytical techniques.

The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time. The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools. A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used. The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))

After a two-decade hiatus, the English church courts were revived by an act of Parliament on 27 July 1661, to resume their traditional task of correcting spiritual and moral misdemeanours. Soon thereafter, parishioners across England's dioceses once more faced admonition, fines, excommunication, and even imprisonment if they failed to conform to the laws of the restored Church of England. Whether they were successful or not in maintaining orthodoxy has been the principal question guiding historians interested in these tribunals, and most have concluded that, at least compared to their antebellum predecessors, the restored church courts constituted little more than a paper tiger, whose censures did little to halt the spread of dissent, partial conformity and immoral behaviour. This thesis will, in part, question such conclusions. Its main purpose, however, is to make a methodological intervention in the study of ecclesiastical court records. Rejecting Geoffrey Elton's assertion that these records represent 'the most strikingly repulsive relics of the past', it argues that a closer, more creative study of the bureaucratic processes maintaining the church courts can considerably enhance not only our understanding of these rather enigmatic tribunals but also of the individuals and communities who interacted with them. Studying those in charge of the courts, the first half of this thesis will explore the considerable friction between the Church's ministry and the salaried bureaucrats and lawyers permanently staffing the courts. This, it argues, has important ramifications for our understanding of early modern office-holding, but it also sheds new light on the theological disposition of the Restoration Church. Using the same sources, coupled with substantial consultation of contemporary polemic, letters and diaries, the fourth and fifth chapters will argue that the sanctions of the restored church courts were often far from the 'empty threat' historians have tended to assume. Excommunication in particular could be profoundly distressing even for such radical dissenters as the Quakers, and this should cause us to reconsider how individuals and communities from various hues of the denominational spectrum related to the established Church.

My thesis deals with the history of the Evangelicals in Jindřichův Hradec from the time of the issue of the Patent of Toleration to the establishment of the Evangelical Church of Czech Brethren. The first chapter deals with the situation in Jindřichův Hradec just after the issue of the Patent of Toleration. The following chapters survey the origination and development of individual congregations and preaching stations. The aim of this thesis is to acquaint the reader with the development of evangelical religiosity in Jindřichův Hradec between 1781-1918. Keywords: Patent of Toleration Evangelical Church of Czech Brethren Lutherans Reformed Horní Dubenky Zahrádky Strmilov Jindřichův Hradec

Though ultimately seeking more just law, civil disobedience still entails the breaching of a law. For this reason, most theories hold that people who practice civil disobedience must be willing to accept the legal consequences of their actions. On the other hand, a nation that is truly committed to justice will recognize that its constitution and legal order may in some ways fall short of perfect justice. In this thesis, I defend Rawls’s theory of civil disobedience as unique in its capacity for justification and even government toleration. Appealing to a shared conception of justice, Rawlsian civil disobedients are able to ground their actions in the same principles to which the state is committed. I argue that Rawls’s shared conception of justice is further substantiated when read in the light of his later theory of the overlapping consensus of comprehensive doctrines. I ultimately conclude that civil disobedience construed in the Rawlsian sense ought to receive some degree of toleration by the state, and particularly by constitutional states which maintain a formal commitment to justice in the protection of rights and intentional design of government institutions.

The South African educational system has undergone many changes since 1994. The integration of previously segregated education departments has made it possible for different cultures to be in the same classroom. However, it is the researcher's view that the vast majority of learners in multicultural secondary schools do not exit the system with the skills and attitudes needed to contribute positively to nation-building. This is borne out by the fact that many learners continue to prefer the company and assistance of their own cultural groups for work in class and out of class. Incidents of racial conflict, religious intolerance and cultural discrimination are reported among learners from time to time. The researcher believes that the basis for creating a new society, that is free of fear and discrimination, lies in the imparting and assimilation of nation-building values at multicultural secondary schools. A qualitative method of research was employed as it lent itself to naturalistic inquiry, detailed thick description, inquiry of depth and direct quotations to capture people's personal perspectives and experiences. An extensive literature study of nation-building, nation-building values and multicultural education was conducted. The empirical study was conducted at a local multicultural secondary school. Research techniques such as observation, interviews, completion of an open-ended questionnaire and discussions were used. The researcher was able to ascertain the values that underpin nation-building; the factors that militate against the promotion of nation-building values and strategies that can be used to promote these values at multicultural secondary schools. He has made significant proposals to the Department of Education, which should be carefully considered. Ultimately, the promotion and assimilation of nation-building values at multicultural secondary schools should lead to a progressive and peaceful nation. / Educational Studies / (D.Ed.(Psychology of Education))

No description available.

To combat social, economic and racial inequality in the United States, the author advocates for 'social awareness' education to be built into the curriculum of the public school system. The purpose of the curriculum is to create a society that respects people and recognizes each individual's worth regardless of gender, socio-economic status, race, ethnicity, age, cultural confines, or religious beliefs. The author suggests a course of action on how to institute a social awareness course into the public school curriculum.

Captives. The works of Johannes Schiltberger, George of Hungary and Konstantin Mihailović as testimonies about late medieval search for identity and cultural integration in the Muslim world Bc. Karolina Srncová The master's thesis enquires into the phenomenon of late medieval reflection on Muslim society in captivity narratives, treatises and memoirs from the pen of former Christian captives. Through a comparison of testimonies by three Europeans, who spent long years in Ottoman or Tatar captivity, the thesis investigates the process of their integration in the Muslim world, their perception of this world, and the notion of it they kept after their return to Christian Europe. Apart from the literary reflection on the other the thesis also pursues authors themselves - how they perceived and constructed their cultural identity in the strange environment, what long-term modus vivendi they employed and by what narratives they tried to present their infidel past back in their homeland. Thus the work aims to contribute to our notion of the Christian-Ottoman encounters in the 15th century, but also to consider the cultural adaptability of late medieval man and the role of captives, men between two worlds, who had to cope with the demands of such an adaptation.