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The problem with which this investigation is concerned is that of determining whether or not the history of cigarette advertising in broadcasting developed a pattern from which a model could be abstracted and applied to other product advertisements deemed "controversial" in broadcasting. The history of broadcast cigarette advertising is analyzed in an attempt to abstract a model, The .assumption is made that this model could be capable of predicting future regulation or elimination of broadcast advertising of controversial products.

This diploma thesis gives comprehensive view of several kinds of civil procedure, whereas it aims for characteristic of their main elements (f.e. principles, participants, kinds of verdicts). By this characteristics the diploma thesis interfers with some problems and questions, which are not solved by legislation. Therefore there is a target to find the answers to these questions with the help of legal and judicial experiences. There are actual questions nowdays, which evoke the law form of concentration of proceedings. We can divide the civil proceses by seven categories. I follow also the partial targets by some category. Within the frame of characteristic of undisputed procedure I compare this procedure with the target to find the fundamental differences between these civil-procedural types of proceedings. In the chapters devoted to execution and insolvence procedure, I especially focus in definition of premises, for which the proceedings can be execute. The attention is devoted to position of creditors from the angle of exercitation and satisfaction their outstanding debts in insolvence proceedings. At the close of diploma thesis I try to draw near law-suits, which can be a subject of arbitration procedure.

This thesis aims to present and understand various accounts composed by medieval writers against the Isma'ilis and to determine the substance of the arguments forged by each writer to counter the Isma'ilis. Such writings were accepted without question by earlier researchers, and although a revision has been undertaken in more recent studies, the specific nature and orientation of anti-Isma'ili polemics has not been adequately investigated. / Through a careful study of different arguments--arguments at times quite sophisticated and difficult to appreciate fully--, we try to show the evolution and development of the style of anti-Isma'ili polemics, the different temperaments of the polemicists studied, and some of the permanent and complimentary features within this tradition. / An additional question examined in this study is the extent to which social, cultural and political factors had an impact on the shaping of this tradition and the various arguments employed within it.

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This thesis critiques contemporary Latter-day Saint scholarly efforts to validate the historicity of the Book of Mormon through textual criticism by presupposing its historic authenticity, then combing the text for evidence of literary elements that may suggest ancient Hebrew authorship. Chapter 2 surveys current Latter-day Saint scholarship and arguments for internal evidence in support of the historicity of the Book of Mormon. Chapter 3 assesses the importance of King David’s influence over the biblical and non-biblical Hebrew cultural and religious identity to determine the likelihood and anticipated portrayal of the king’s appearance in the Book of Mormon. Given the Book of Mormon’s scant and peculiar nature of references to the fabled king, this chapter also argues that a competing testimony against the book’s historicity is produced. Chapter 4 offers concluding remarks.

The attempt of this diploma thesis is to give a comprehensive analysis of all of the components of civil procedure. Civil procedure represents the united process on the outside, but is differentiated inside. We can distinguish five types of civil procedure and within the finding procedure two other types - controversial and uncontroversial. All of these types are constructed on the same basis which is right to a lawful trial. This is the basic principle of justice in general. Considering the scope of this area the diploma thesis focuses on the determination of the elements that are common to some types, and within the frame of the particular types mainly on answering the present questions connected with them. By the characteristics of the finding procedure the attempt is to determinate the principal differences between controversial and uncontroversial procedure and, in connection with that, also to outline the future course in this area. In the chapters concerned with execution and insolvency procedure, the thesis is concentrating primarily on the determination of requirements which must be met to carry out these procedures. In connection with execution procedure there is also outlined this year's amendment, which means some kind of transfer of the judicial execution on the executors. Within the frame of...

This thesis analyses the women characters in four novels, The Tenant of Wildfell Hall, Shirley, The Mill on the Floss and Sons and Lovers. The first chapter gives information on the historical background of the Victorian period and early 20th century in England in which the novels were written, on the biography of the authors of the novels and clarifies the aim and methodology of the study. The following chapters analyse the women charaters - Helen Huntingdon, Shirley Keeldar, Maggie Tulliver and Clara Dawes - selected for study according to how far they went against social norms, perceptions about women and society&#039 / s morals, and provide a general evaluation of each character. The conclusion presents a comparison of the four women characters&#039 / attitudes, and asserts that each of them display a controversial attitude in at least one of these areas, considering the period in which the novels were written.

Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers’ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers’ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization.

Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers’ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers’ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization.