In the 21st century, water scarcity due to pollution, increasing demand and mismanagement has become a global phenomenon of growing concern. Often depicted in media reports, endorsed by global summits - such as the recent \"Rio+20\" Conference in 2012 in Brazil - and campaigned for by NGOs all over the world, freshwater issues play an important role within bigger debates on global environmental issues. Despite a clear increase in the intensity and scope of these issues over the last decades, they are not novel as such and have a history. This Ph.D. thesis analyzes the emergence and evolution of the freshwater topic on the international agenda since the early 1970s, when the first international freshwater-related conferences and conventions took place. In order to explain this genesis and evolution, the freshwater topic is situated within the broader international environmental agenda and is connected with International Relations scholarship on agenda-setting as well as international regimes. Subsequently, the empirical freshwater conventions and conference data is analyzed through these theoretical lenses, showing that the freshwater issue is in fact an umbrella topic which can be further subdivided into smaller water-related topics. The treatment of these sub-topics has led to conventions in two cases (wetlands and international watercourses) which are taken to be regimes in their own right, whereas others have so far remained limited to international conferences and events (sanitation, access to potable water etc.). Rather than seeing these as unconnected, individual regimes and conferences as has been done within contemporary scholarship, it will be argued that these in fact represent sub-regimes and parts of a bigger freshwater regime complex. Moreover, it will be argued that the origins of this regime complex are not due to specific countries´ deliberate aims of constructing international institutional overlap to subsequently explore forum-shopping opportunities to their advantage but, rather, that developments in this issue-area unintentionally resulted in this overlap for functional reasons. / No século 21, a escassez hídrica devido a causas como poluição, crescente demanda e má administração tem se tornado um fenômeno cada vez mais preocupante. Os recursos de água doce possuem um papel importante nos debates mais amplos sobre o meio ambiente, figuram frequentemente nas reportagens da mídia, são endossados nas cúpulas globais - tais como a recente \"Rio+20\" em 2012 no Brasil - e são o foco de campanhas de ONGs no mundo inteiro. Apesar de um crescimento evidente na intensidade e no escopo dessas questões nas últimas décadas, elas não são novas, mas sim integram um processo histórico. Esta tese de doutorado analisa a emergência e evolução do tema da água doce na agenda internacional a partir do início dos anos 1970, quando tiveram lugar as primeiras conferências e convenções relacionadas com essa questão. Com o intuito de explicar esta gênese e evolução, o tema da água doce está situado dentro da agenda ambiental mais ampla e se conecta com a literatura de relações internacionais sobre agenda-setting e regimes internacionais. Subsequentemente, os dados empíricos das convenções e conferências de água são analisados por meio dessas lentes teóricas, o que mostra que a temática hídrica é de fato um tópico guarda-chuva, que pode ser subdivido ainda em temas menores com relação à água. O tratamento desses subtemas tem levado a convenções em dois casos (zonas úmidas e cursos d\'água internacionais), que são percebidos como regimes próprios, quando outros têm ficado limitados até agora a conferências internacionais e meros eventos (saneamento, acesso à água potável etc.). Em vez de ver estes como regimes e conferências individuais e isolados, como tem sido feito na literatura contemporânea, argumentar-se-á que eles de fato representam subregimes e partes de um complexo de regime de água doce mais amplo. Além disso, argumentar-se-á que as origens desse complexo de regime não se devem a objetivos conscientes de certos países com o fim de construir uma sobreposição institucional para subsequentemente explorar oportunidades de fórum-shopping; mas bem os desdobramentos nessa área resultaram nessa sobreposição por razões funcionais, de forma não intencional.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-22T11:47:59Z No. of bitstreams: 1 anacarolinaalmeidadamasceno.pdf: 699088 bytes, checksum: 12def92d679aa73b681a024ed6998e64 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T15:29:04Z (GMT) No. of bitstreams: 1 anacarolinaalmeidadamasceno.pdf: 699088 bytes, checksum: 12def92d679aa73b681a024ed6998e64 (MD5) / Made available in DSpace on 2016-07-13T15:29:04Z (GMT). No. of bitstreams: 1 anacarolinaalmeidadamasceno.pdf: 699088 bytes, checksum: 12def92d679aa73b681a024ed6998e64 (MD5) Previous issue date: 2012-11-08 / Essa dissertação desenvolve uma reflexão sobre como a questão da violência escolar passou a integrar os mass media na última década. Sobre o prisma da perspectiva do agendasetting, a qual propõe que para que um determinado tema adquira visibilidade midiática e passe a compor o discurso jornalístico, é fundamental que ele passe por um processo produtivo -newsmaking- sendo transformado em um assunto de discussão pública; a análise realizada busca compreender como a violência escolar é apresentada pela media on-line. Nesse sentido o presente trabalho realizou uma pesquisa de caráter tanto qualitativo como quantitativo, na qual buscou compreender a violência escolar apresentada nas matérias diárias de dois grandes jornais, de circulação nacional, O DIA on-line e O GLOBO on-line. Entendendo o fenômeno da violência como sendo um processo histórico social que deve ser contextualizado devido seu caráter multifacetado, o presente trabalho traz ainda uma análise de como ela vem sendo apresentada pela media. Verifica-se, a partir da análise das reportagens, como a questão do bullying passou a compor a agenda midiática, não só como um problema do contexto escolar, mas também como um tema relacionado à judicialização das relações sociais. / This paper develops a reflection on how the issue of school violence became part of the media in the last decade. About the prism of the agenda-setting perspective, which proposes that for a given topic and go get media visibility composing journalistic discourse, it is essential to go through a production process-newsmaking-being transformed into a subject of public discussion , the analysis seeks to understand how school violence is presented by online media. In this sense the present study conducted a survey of both qualitative and quantitative character, which sought to understand school violence in the matters presented two major daily newspapers of national circulation, online O DIA and O GLOBO online. Understanding the phenomenon of violence as a social historical process that must be contextualized because of its multifaceted character, this paper also carries an analysis of how it is being presented by the media. It appears, from the analysis of the reports, as the issue of bullying came to compose the agenda media, not only as a problem of the school context, but also as a theme related to the judicialization of social relations.

The thesis describes the theory of agenda-setting together with methodology of agenda-setting research, relationship between politics and the media, and the media picture of drugs and its determinants, with a goal to create basis for analysis of political agenda-setting into the media (MF DNES, Právo) in the period of three months prior to the parliamentary elections in the Czech republic in the years 1996, 1998, 2002 and 2006. Framing of the drug issues in the media, related to politics, is identified in the qualitative part of the analysis. Proportions of frames in the media and the political discourse are then analysed quantitatively. The conclusions of the thesis are that politics sets the drug agenda to the media in the pre-election periods, which was supported by the comparision of media and politics framing of drug issues, but not supported by the comparision of pre-election media frames and non-election periods. The qualitative study also discovered that in three of four pre-election periods the drug issues were of great importace both to the media and the politics, as for the legislation process in 1996 and 1998 and as for an electoral campaign of one political party in 2006.

(in English): This work deals with the representation of the SDG in political party programs for elections to the Chamber of Deputies of the Czech Republic in 2013 and 2017. Specifically, the parties are ANO, Civic Democratic Party, Pirate Party, Communist Party of Bohemia and Moravia and Czech Social Democratic Party. In the theoretical part, through the Agenda theory, was discussed the process of forming a political agenda at national and international level. Furthermore, the concept of sustainable development is explained, including the development it has undergone historically. Then the position of electoral programs in political discourse is described. After description of the method, ie the content analysis of election programmes follows by the chapter dedicated to the analysis, where are some of the partial decisions and results explained. In the penultimate chapter, the main findings on the occurence of topics contained in SDGs are interpreted and in conclussion there is discussion going on in which are results confronted with other researches engaged in sub topics of the analysis. The work is concluded by recommendations for further research and the limits of this work.

This study focused on policy agenda-setting models for school sport and physical education in South Africa. The primary objective was to assess and propose options for improved agenda-setting by focussing on the use of agenda-setting models and by applying it to physical education and school sport and the policy agenda of the national government. The study has shown that pertinent school sport and physical education policy issues, as supported by key role-players and principal actors, were initially not placed on the formal policy agenda of government during the research investigation period (2005-2009). However, during 2010 and 2011 the issue of school sport and physical education received prominent attention by authorities and these developments were subsequently included in the study. The study aimed at contributing to existing policy agenda-setting models and by recommending changes to the Generic Process Model.The study also made a contribution by informing various role-players and stakeholders in education and school sport on the opportunities in policy agenda-setting. The study showed that policy agenda-setting is a vital step in the Generic Policy Process Model. Policy agendasetting in South Africa is critical, as it is important to place new and emerging policy issues on the policy agenda and as a participative public policy process is relatively new in this young democracy. The reader should not confuse the study as one dealing with school sport and physical education primarily, but rather as a research investigation dealing with policy agenda-setting models as applied to school sport and physical education.The secondary objectives of the study included the development of a historical perspective on trends and tendencies in education and sport in South Africa. A second objective was to provide theoretical perspectives on public policy and specifically on policy agenda-setting. From these theoretical perspectives, the Generic Policy Process Model was selected to use as a model that provided guidance on the overall policy process normally followed in South Africa. The Issue Attention Cycle and Principal Actor Models on Agenda-Setting were selected to apply to the case study to specifically ascertain important factors related to policy agenda-setting such as the identification of key role players as well as key policy issues. The Generic Policy Process Model provided for both a comprehensive set of phases as well as specific requirements and key issues to be addressed during each phase of the policy process.In terms of findings the study found that a number of specific agenda-setting elements or phases needed to be added to the Generic Policy Process Model, which includes a problem stage, triggers, initiator, issue creation and actors or policy stakeholders.The Principal Actor Model to agenda-setting was selected for application to the case as different actors have different levels of success at each policy stage. In the South African experience it is important to look at who sets the policy agenda and why, who can initiate agenda-setting and the role played by these principal actors in the agenda-setting process.Issue emergence often places policy issues on the policy agenda. The public is initially involved in issues, but in the long term public interest declines. The government realizes the significant costs involved in placing policy issues back on the agenda. This leads to a decline in issue attention by policy-makers and the public. The Issue Attention Cycle Model of agenda setting was used to analyse this phenomenon in South African Education policy.The study provides a case assessment of the South African experience. From the research findings, a set of conclusions and recommendations were developed for improved policy agenda-setting models and implications for school sport and physical education, as well as tools to place it on the national policy agenda were identified. The research findings suggest that pertinent school sport and physical education policy issues, as supported by key roleplayers,stakeholders and principal actors were not placed on the formal policy agenda of the government as a vital step in the policy process between 2005 and 2009. Ever since, principal policy actors, civil society NGOs, and government officials placed sufficient pressure on the Minister of Basic Education to place Physical Education on the agenda. Subsequently,Minister Angie Motshega has placed physical education in the school Curriculum under the subject Life Orientation and Lifeskills. It has become evident from the research that agendasetting is both necessary to, and a complex phase in, the policy-making process.This study has shown that major policy issues such as physical education and school sport were neglected during the period 2005 and 2009 despite reformed and advanced policy cycles in government. It has also shown that the role of policy agenda-setting in the overall policymaking process was revisited by government in the subsequent period 2010/2011 and placed on the policy agenda. Specific lessons of experience emanated from this process.The study recommends that the triggers of the agenda-setting phases be added to the Generic Policy Process Model, which should include the problem stage, triggers, initiators, issue creation, actors and policy stakeholders. Principal actors in the agenda-setting model in South Africa want the issue of physical education and school sport to be part of the school curriculum, and therefore be placed back on the policy agenda by the Government on its institutional agenda. Furthermore, the study showed that actors wanted it to be compulsory in all phases of the school (Foundation, Intermediate, Senior, GET, FET) and that it should have the same legal status as other subjects.The important findings include that: Comprehensive policy process models such as that of Dunn, Wissink and the Generic Process model may need to be reviewed to incorporate more fully the policy-agenda setting stages of the overall process; Current policy agenda setting models in use are relevant and valuable in identifying key role players as well as key issues and considerations regarding the policy process; Institutional arrangements to strengthen the role of NGOs and lower level institutions,such as schools to participate in policy agenda setting are important; and the study has shown that a number of key factors have been identified that had a key influence on policy agenda-setting in the case of physical education and school sport in South Africa. These included the influence of changing political leadership, the competency of policy capacities in government, the profile of issues in the media etc. The key findings of the study have shown that further potential exists to improve monitoring and evaluation and policy analysis.The study made a set of recommendations to principal actors such as the Minister of Education, Minister of Sport and Recreation, non-governmental organisations, interest groups,department officials and pressure groups. A set of research topics was also identified for future research. / Philosophiae Doctor - PhD

Philosophiae Doctor - PhD / This study focused on policy agenda-setting models for school sport and physical education in South Africa. The primary objective was to assess and propose options for improved agenda-setting by focussing on the use of agenda-setting models and by applying it to physical education and school sport and the policy agenda of the national government. The study has shown that pertinent school sport and physical education policy issues, as supported by key role-players and principal actors, were initially not placed on the formal policy agenda of government during the research investigation period (2005-2009). However, during 2010 and 2011 the issue of school sport and physical education received prominent attention by authorities and these developments were subsequently included in the study. The study aimed at contributing to existing policy agenda-setting models and by recommending changes to the Generic Process Model.The study also made a contribution by informing various role-players and stakeholders in education and school sport on the opportunities in policy agenda-setting. The study showed that policy agenda-setting is a vital step in the Generic Policy Process Model. Policy agendasetting in South Africa is critical, as it is important to place new and emerging policy issues on the policy agenda and as a participative public policy process is relatively new in this young democracy. The reader should not confuse the study as one dealing with school sport and physical education primarily, but rather as a research investigation dealing with policy agenda-setting models as applied to school sport and physical education.The secondary objectives of the study included the development of a historical perspective on trends and tendencies in education and sport in South Africa. A second objective was to provide theoretical perspectives on public policy and specifically on policy agenda-setting.From these theoretical perspectives, the Generic Policy Process Model was selected to use as a model that provided guidance on the overall policy process normally followed in South Africa. The Issue Attention Cycle and Principal Actor Models on Agenda-Setting were selected to apply to the case study to specifically ascertain important factors related to policy agenda-setting such as the identification of key role players as well as key policy issues. The Generic Policy Process Model provided for both a comprehensive set of phases as well as specific requirements and key issues to be addressed during each phase of the policy process.In terms of findings the study found that a number of specific agenda-setting elements or phases needed to be added to the Generic Policy Process Model, which includes a problem stage, triggers, initiator, issue creation and actors or policy stakeholders.The Principal Actor Model to agenda-setting was selected for application to the case as different actors have different levels of success at each policy stage. In the South African experience it is important to look at who sets the policy agenda and why, who can initiate agenda-setting and the role played by these principal actors in the agenda-setting process.Issue emergence often places policy issues on the policy agenda. The public is initially involved in issues, but in the long term public interest declines. The government realizes the significant costs involved in placing policy issues back on the agenda. This leads to a decline in issue attention by policy-makers and the public. The Issue Attention Cycle Model of agenda setting was used to analyse this phenomenon in South African Education policy.The study provides a case assessment of the South African experience. From the research findings, a set of conclusions and recommendations were developed for improved policy agenda-setting models and implications for school sport and physical education, as well as tools to place it on the national policy agenda were identified. The research findings suggest that pertinent school sport and physical education policy issues, as supported by key roleplayers,stakeholders and principal actors were not placed on the formal policy agenda of the government as a vital step in the policy process between 2005 and 2009. Ever since, principal policy actors, civil society NGOs, and government officials placed sufficient pressure on the Minister of Basic Education to place Physical Education on the agenda. Subsequently,Minister Angie Motshega has placed physical education in the school Curriculum under the subject Life Orientation and Lifeskills. It has become evident from the research that agendasetting is both necessary to, and a complex phase in, the policy-making process.This study has shown that major policy issues such as physical education and school sport were neglected during the period 2005 and 2009 despite reformed and advanced policy cycles in government. It has also shown that the role of policy agenda-setting in the overall policymaking process was revisited by government in the subsequent period 2010/2011 and placed on the policy agenda. Specific lessons of experience emanated from this process.The study recommends that the triggers of the agenda-setting phases be added to the Generic Policy Process Model, which should include the problem stage, triggers, initiators, issue creation, actors and policy stakeholders. Principal actors in the agenda-setting model in South Africa want the issue of physical education and school sport to be part of the school curriculum, and therefore be placed back on the policy agenda by the Government on its institutional agenda. Furthermore, the study showed that actors wanted it to be compulsory in all phases of the school (Foundation, Intermediate, Senior, GET, FET) and that it should have the same legal status as other subjects.The important findings include that:Comprehensive policy process models such as that of Dunn, Wissink and the Generic Process model may need to be reviewed to incorporate more fully the policy-agenda setting stages of the overall process; Current policy agenda setting models in use are relevant and valuable in identifying key role players as well as key issues and considerations regarding the policy process; Institutional arrangements to strengthen the role of NGOs and lower level institutions,such as schools to participate in policy agenda setting are important; and the study has shown that a number of key factors have been identified that had a key influence on policy agenda-setting in the case of physical education and school sport in South Africa. These included the influence of changing political leadership, the competency of policy capacities in government, the profile of issues in the media etc.The key findings of the study have shown that further potential exists to improve monitoring and evaluation and policy analysis.The study made a set of recommendations to principal actors such as the Minister of Education, Minister of Sport and Recreation, non-governmental organisations, interest groups, department officials and pressure groups. A set of research topics was also identified for future research.

No description available.

No description available.

The purpose of this study is the reports of Peak Oil in Swedish newspapers. In otherwords, how do the news portray or describe the concept and what sources are usedwhen writing articles. With this in mind, I have studied eight published articles in threeSwedish newspapers, Dagens Nyheter, Dagens Industri and Svenska Dagbladet. To studythese articles I've used a qualitative content analysis, as a method, or more specific aCritical Discourse Analysis (CDA). This method was chosen due to it's tools to examinethe text itself and to reveal the structures, unconscious meaning and power of words.Further more I have used theories as agenda-setting (including framing and priming),ideology and newsworthiness to complement the study. The result from the content analysis shows two evident ideologies, one with aneconomic perspective and the other with an environment perspective – with resourcelimitation in mind. The credibility of the sources used depends on who wrote the texts,where both sides tried to be as convincing as possible when presenting their truth andfacts. Overall the environment perspective was portrayed as doomsayers and pessimistswith a greater degree of uncertainty, while the economic perspective was described asoptimists and with certainty. Regarding the sources the paper also shows that in all thearticles confirm and legitimize the power to certain sources. One particular sourcestands out, specifically Kjell Aleklett who is represented in more than half of the articles.One probable reason being that he is an respected scientiest who primarily representsthe resource limitation aswell as the enviroment perspective. Another that journalistsuse certain sources to apper credible, but also let sources with power to keep holding onto it.

Kandidatuppsatsen ”Sverige behöver inte oroa sig – än.” syftar till att skapa en överblick av hur svenska medier gestaltar andra länder, och vad denna gestaltning beror på. Rapporteringen kring Ryssland i svenska medier har under början av året varit omfattande. I och med de olympiska spelen i Sotji och den ryska interventionen i Ukraina rapporterar svenska nyhetsmedier frekvent om såväl rysk inrikes- och utrikespolitik som brott mot mänskliga rättigheter, ekonomiskt och politiskt förfall samt ett potentiellt hot om militära insatser i och omkring Ryssland. Det har förekommit diskussioner i svenska medier, hos svenska politiker och bland Sveriges allmänhet som tyder på reaktioner och ställningstagande. Det stora mediegenomslaget och dess eventuella påverkan på såväl svensk politik som den svenska allmänhetens bild av grannen i öst gör ämnet intressant och viktigt att studera. Vi menar nämligen att mediernas gestaltning av andra länder kan ha en viss samhällelig påverkan. Uppsatsens mål är att ge en både bred och detaljerad bild av hur svenska medier gestaltar Ryssland. Uppsatsen bygger på medierapportering under tiden då OS i Sotji samt den ryska interventionen i Ukraina stod i fokus. För att nå vårt resultat har vi gjort både en kvantitativ och en kvalitativ analys av empirin. Den kvalitativa analysen är en kritisk diskursanalys och vår analysmodell är inspirerad av såväl diskursanalys och tematisk analys som retorisk analys. Uppsatsens empiri består av tidningsartiklar från Dagens Nyheter och Aftonbladet samt TV- och radiosända nyhetssändningar hämtade från Rapport och Dagens Eko. Analysen av uppsatsens empiri visar att de svenska mediernas gestaltning av Ryssland är negativ, onyanserad, ensidig och får stå oemotsagd. Vår studie visar att det finns en stereotyp bild av Ryssland i svenska medier. I 83 procent av de analyserade tidningsartiklarna och nyhetssändningarna gestaltas Ryssland som ett hot, antingen mot sig självt och sina medborgare eller mot resten av omvärlden. Vi kommer fram till att den negativa inställningen till, och gestaltningen av, Ryssland verkar ha blivit ett tankesätt som vi tar för givet och som vi lätt förväxlar med neutral information eller objektiv fakta. Vår studie visar att mediernas innehåll konstrueras utifrån en sociokulturell kontext som påverkas av såväl traditionella och kulturella som politiska och sociala strukturer. Dessa strukturer avspeglas i våra medier och mediernas rapportering påverkas också i sin tur av allmänhetens åsikter, journalistens egna övertygelser samt makthavarnas påverkningsmöjligheter på mediernas innehåll och vinkling. Allt detta tillsammans gör att man kan ifrågasätta mediernas gestaltning av olika länder, händelser och företeelser. I detta fall - Vad är det som säger att Ryssland har propaganda och att vi har sanningen? / The purpose of this study is to obtain an overview of how Swedish media portray other countries, and on what this depend. We believe that the media's portrayal of other countries may have some social impact. Discussions on Swedish domestic and defense policy linked to events in Russia and Ukraine, have already appeared in the Swedish media and in other forums. The essay aims to give a broad and clear picture of how the Swedish media portray Russia. The methods used in this thesis is quantitative and qualitative content analysis. The qualitative analysis model is influenced by discourse analysis, thematic analysis and rhetorical analysis. The study is a case study with focus on Russia. To be able to analyze the Swedish media´s portrayal of Russia we have analyzed news articles, televised news and radio broadcasted news. The Swedish media´s portrayal of Russia is negative, undifferentiated and uncontradicted. In Swedish media Russia is portrayed as a threat. The study shows that the Russian image in Swedish media is influenced by both history and culture as well as politics and the processes used when constructing news. The Swedish way of thinking and reporting about Russia seems to be a mindset that we take for granted and that we easily confuse with neutral information or objective facts.