This essay explores the ways colonial short stories by Rudyard Kipling can be used in many different aspects of language teaching in upper secondary school.The analysis takes inspiration from Edward Said’s Orientalism, where he discusses and argues for the prevalence of the phenomenon of Orientalism in the zeitgeist of Western society during the age of European occupation and colonization. Additionally, the essay aims at showing the value of using the selected short stories as a means of teaching students a certain vocabulary that is necessary for identifying how Kipling’s portrayal of the Indian population frames them as vastly different from their British colonizers. Lastly, the essay suggests how teachers can use these attitudes and descriptions as valuable material for facilitating the inculcation of those democratic values that Skolverket expects schools to advocate.The analysis reveals several of the attitudes that Said highlighted, such as depictions that both implicitly and explicitly portray the Indian population as backward, uncivilized, and nonconforming to the values and attitudes that were ascribed to the colonizers at the time. There is also a large degree of an alleged racial, cultural, and religious superiority present in the stories. These attitudes could be employed as a basis for promoting discussions surrounding democratic values. The analysis also includes methods for explicit vocabulary development, suggesting how teachers can apply these to enable successful learning and development of new words and their connotations. Certain selected words are discussed thoroughly, since they display useful information regarding the portrayal of the Indian population, and some are discussed briefly to aid certain arguments.

村里基層行政人員是執行政策的主要行動者，其業務執行的判斷與裁量行為將影響民眾的權利，其對民主價值觀的認知，則左右其行政行為態樣。本研究的主要目的是欲探討民主化後的台灣，村里基層行政人員的民主價值，並找出影響因素。同時，探討村里基層行政人員是否因為民主價值的差異，而對於裁量行為有不同偏好。本研究使用2007年國科會計畫『填補「公民參與」研究脫落的環節—基層公務人員對公民參與態度的初探』所收集的量化資料。在分析961位村里基層行政人員所填答的問卷資料後，發現多數村里基層行政人員具中等程度的民主價值，其中村里幹事更達八成以上。主要影響民主價值差異的因素，是村里基層行政人員的年齡與教育程度。在裁量的偏好方面，多數受訪者傾向依法行政，民眾需求居次。主要解釋變異的因素是村里長與村里幹事間職責的差異，導致其偏好不同的裁量原則。因為村里長與村里幹事在民主價值以及裁量類型方面有許多的不同，而村里層級又是民主機制運作的第一線，因此應強化村里基層行政人員的民主價值。本研究建議政府應當建立村里長的培訓課程，以提升其對民主機制的認識與涵養，確保民眾的利益。 / Street-level administrators in Village/Li are the main actors for policy implementation. Their discretionary behaviors will affect the rights of citizens and such behaviors are profoundly influenced by their belief in democracy. The purpose of this thesis is to explore the democratic values of Village/Li Chiefs and Secretaries in Taiwan, and to find out the influential factors of democratic values. Further, this thesis discusses the extent to which their democratic values affect the preference of discretionary behaviors. The data used in this article are from the research sponsored by the National Science Council of the Executive Yuan; which conducted 961 face-to-face interviews with Village/Li Chiefs and Village/Li Secretaries in Taiwan in early 2007. This study finds that the majority of street-level administrators and 80% of Village/Li Secretaries have moderate democratic values. Statistical analysis indicates that age and education have critical influence on democratic values. With regard to their preference of discretionary behaviors, most respondents make decision mainly based on the enactments, and the need of citizens is secondary concern. The crucial factor to explain the variation is the difference on duties between Village/Li Chiefs and Secretaries. Consequently, the preference of their discretionary behaviors is diverse. Because of such divergence and the crucial role of street-level administrators in service delivery and grass-root democracy, this study suggests that the government should provide training programs to enhance the democratic values of Village/Li chiefs in particular and street-level administrators in general.

Les innovations médicales ont un impact considérable sur les pratiques cliniques, sur la formulation des politiques et sur les attentes du public envers le système de santé. Dans un contexte de système de santé public, les conséquences économiques importantes des innovations médicales freinent grandement leur adoption alors qu’elles sont souvent représentées dans les médias comme étant hautement désirables. Une telle définition de la problématique limite le débat sur ce qui rend les innovations sociales et technologiques en santé pertinentes d’un point de vue de santé des populations. Il apparaît donc intéressant de tirer profit d’une pratique communicationnelle innovante, le Café scientifique. Ce projet de recherche analyse un Café scientifique ayant mis en scène en mars 2007 un échange entre quatre experts et environ 80 membres du public autour des enjeux relatifs aux innovations en santé. Les objectifs sont : 1) analyser l’application d’une intervention de type Café scientifique; et 2) analyser ses retombées sur les participants. Cette étude de cas unique s’appuie sur des données qualitatives et quantitatives: 1) observation semi-participative; 2) enregistrement audiovisuel de l’activité; 3) questionnaires distribués à la fin de l’activité; et 4) entrevues semi-dirigées (n=11) avec des participants. L’analyse intégrée de ces données permet de mieux comprendre comment le contexte est structurant pour le débat, décrit les principaux rôles adoptés par les participants lors des échanges, identifie les principaux enjeux relatifs aux innovations médicales qui ont été débattus et dégage les dynamiques qui favorisent ou nuisent à un dialogue entre des scientifiques et le public. Le Café scientifique est une pratique encore peu répandue, mais qui suscite un intérêt à la fois chez les chercheurs et les participants. / Medical innovations have significant influence on clinical practice, policy-making and public expectation towards the health care system. In the context of public health care systems, the cost of health innovation is a major barrier to its adoption even if they are often portrayed in the media as inherently desirable. Such a framing of the problem impedes the debate on what makes social and technological health innovations relevant from a population health perspective. Thus it is interesting to take advantage of an innovative communicational process, the Café scientifique. This research project analyzes a Café scientifique that took place in March 2007 which established a dialogue between four experts and around 80 members of the public on health innovation issues. The objectives are: 1) to analyze the application of the Café scientifique, and 2) to analyze its impact on participants. This single case study uses qualitative and quantitative data: 1) semi-participative observation; 2) audiovisual recording of the activity; 3) surveys distributed at the end of the activity; 4) semi-directed interviews (n=11) with participants. Integrated analysis of all data gives a better understanding of how the context is structuring for the debate, describes the main roles adopted by participants, identifies key health innovation issues that were discussed and highlights which features have facilitated or hindered a dialogue between scientists and the public. The Café scientifique is an unusual practice which stirs up interest of both researchers and participants.

Studiens mål är att undersöka hur läroplanens hänvisningar om att demokratiska värden ska genomsyra undervisningen påverkar läroböckernas innehåll kring demokratibegreppet. Studien bygger på en diskursanalytisk metod och resultatet bygger på läroböcker för samhällskunskap på gymnasiet som material. Den teoretiska utgångspunkten i studien grundar sig i diskursteori men även teori kring begrepp demokrati. Chantal Mouffe, William Connolly och Mats Lundström har alla en del i den teoretiska bakgrund mot analysen är gjord. Resultatet påvisar att de analyserade läroböcker tenderar att använda sig av demokratiska fri- och rättigheter för att förklara hur en demokrati konstrueras. Genom detta kommunicerar läroböckerna de demokratiska värdena i termer av vilka fri- och rättigheter det demokratiska samhället ska ha. Det har även påvisats att de demokratiska värdena är odefinierade och därmed görs tolkningar av vad de kan innefatta. / This study aims to present how the democratic values in the curriculum are exposed in the education and content about the democratic concept in textbooks. The study is based on and uses a discourse analysis as a method. The results of the study is based on textbooks for social science in the upper secondary high school. The theoretical point of view for this study is based on discourse theory but also theories about democracy as a concept. Chantal Mouffe, William Connolly and Mats Lundström have contributed to the theoretical background for the analysis in the study. The result showed that textbooks have a tendency to use democratic right and freedoms to legitimize and explain how the idea of democracy is constructed. Through this the textbooks tend to communicate the democratic values in terms of which democratic freedom and rights a society will have. It has also been demonstrated that democratic values ​​are undefined and thus interpreted by what they can include.

Les innovations médicales ont un impact considérable sur les pratiques cliniques, sur la formulation des politiques et sur les attentes du public envers le système de santé. Dans un contexte de système de santé public, les conséquences économiques importantes des innovations médicales freinent grandement leur adoption alors qu’elles sont souvent représentées dans les médias comme étant hautement désirables. Une telle définition de la problématique limite le débat sur ce qui rend les innovations sociales et technologiques en santé pertinentes d’un point de vue de santé des populations. Il apparaît donc intéressant de tirer profit d’une pratique communicationnelle innovante, le Café scientifique. Ce projet de recherche analyse un Café scientifique ayant mis en scène en mars 2007 un échange entre quatre experts et environ 80 membres du public autour des enjeux relatifs aux innovations en santé. Les objectifs sont : 1) analyser l’application d’une intervention de type Café scientifique; et 2) analyser ses retombées sur les participants. Cette étude de cas unique s’appuie sur des données qualitatives et quantitatives: 1) observation semi-participative; 2) enregistrement audiovisuel de l’activité; 3) questionnaires distribués à la fin de l’activité; et 4) entrevues semi-dirigées (n=11) avec des participants. L’analyse intégrée de ces données permet de mieux comprendre comment le contexte est structurant pour le débat, décrit les principaux rôles adoptés par les participants lors des échanges, identifie les principaux enjeux relatifs aux innovations médicales qui ont été débattus et dégage les dynamiques qui favorisent ou nuisent à un dialogue entre des scientifiques et le public. Le Café scientifique est une pratique encore peu répandue, mais qui suscite un intérêt à la fois chez les chercheurs et les participants. / Medical innovations have significant influence on clinical practice, policy-making and public expectation towards the health care system. In the context of public health care systems, the cost of health innovation is a major barrier to its adoption even if they are often portrayed in the media as inherently desirable. Such a framing of the problem impedes the debate on what makes social and technological health innovations relevant from a population health perspective. Thus it is interesting to take advantage of an innovative communicational process, the Café scientifique. This research project analyzes a Café scientifique that took place in March 2007 which established a dialogue between four experts and around 80 members of the public on health innovation issues. The objectives are: 1) to analyze the application of the Café scientifique, and 2) to analyze its impact on participants. This single case study uses qualitative and quantitative data: 1) semi-participative observation; 2) audiovisual recording of the activity; 3) surveys distributed at the end of the activity; 4) semi-directed interviews (n=11) with participants. Integrated analysis of all data gives a better understanding of how the context is structuring for the debate, describes the main roles adopted by participants, identifies key health innovation issues that were discussed and highlights which features have facilitated or hindered a dialogue between scientists and the public. The Café scientifique is an unusual practice which stirs up interest of both researchers and participants.

This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of democratic South Africa as citizens. Their expressions informed me on how they perceived their democratic identities and their understandings of their citizenship. From the acquired understandings and identities I sought to extend the current conceptions of citizenship education. This study was informed by the interpretivist paradigm and guided by a conceptual framework. <p.The literature on citizenship and citizenship education concerning the young child highlighted associated concepts and theories. I employed Dewey’s theory on building a learning community and Waghid’s expansion of compassion and imaginative action. Theories used concerning young children and their construction of citizenship were the postcolonial and transforming society theory, informing that children as young as nine years can engage in notions such as citizenship and democracy. From the literature, I identified the knowledge, skills and values needed for a child to participate as an active and accountable citizen; content also offered by the South African national curriculum. This curriculum envisages the future citizen as the responsible citizen who will embrace democratic values in their everyday lives and contribute to nation-building. The data collection methods and data collection instruments were designed in a child-centred way to facilitate selfexpression. The constructivist grounded theory analysis assisted in generating significant insights. The nine-year-old learners expressed their identification with the South African democracy and its values such as social justice, which aligned with the South African ideal of social cohesion and nation-building. However, they expressed little knowledge about and no active participation in democratic processes. They expressed concern about their unsafe neighbourhood and the social injustices they encountered in their community. The young learners expressed the desire for change to transform South Africa into a ‘better nation’ to secure their and other citizens’ future. Key findings confirmed statements made by scholars in this field: citizenship education has to acknowledge the life experiences of children in order to be meaningful (thus contextualize citizenship) and to assist young children to contribute to democracy. However, the democracy can only be sustained and strengthened if the learners are knowledgeable about democratic processes and possible threats to these processes. In addition, young children need to be participants in the democracy and not only observers. The nine-year-old learners expressed the passion to do what is expected of them but seemingly lacked the participatory skills and opportunities they needed. / Thesis (PhD (Learning Support, Guidance and Counselling))--University of Pretoria, 2008. / Early Childhood Education / unrestricted

No description available.

This study aims to increase the understanding of the complexity regarding how teachers handle and promote students’ right in relation to their professional roles within the school. This qualitative study is based on semistructured interviews with eight student teachers who are studying to become middle and highschool teachers. The reaserachquestions used to reinforce the studies purpose are the following: ”What experiences have teacher education students had regarding challenges in the classroom concerning students' freedom of expression, and what strategies did they use to adress theese?” and ”How do the student teacher think these challenges will shape their roles as future teachers?”. The results show that there is a wide variety in student teachers' experiences of challenges and solutions regarding freedom of expression and other similar democratic values in the classroom. These experiences turn out to have a great impact on the student teachers' attitudes toward their future profession. This study underscores the importance of supporting and guiding student teachers through challenges related to democratic values in the classroom.

Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter.  Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget.   Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.”  Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 &amp; EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously.

This thesis provides a detailed account of the introduction, use, and repeal of the alternative vote (AV) in British Columbia in the 1950s. It argues that British Columbians, familiar with polarized, two-party politics, were dismissive of majority representation. Conversely, the public expressed a strong preference for local representation during discussions of redistribution. While the Liberal and Conservative Coalition parties introduced AV to keep the Co-operative Commonwealth Federation from forming a government, party members were often stronger proponents of electoral reform than their leaders. Nevertheless, the system was debated in terms of democratic values. This was true of electoral reform debates across Canada, including federal debates on proportional representation. Contrary to histories that focus solely on the 1952 and 1953 AV elections and W.A.C. Bennett and Social Credit, this project traces the origins of the alternative vote in BC from the 1940s forward, including ongoing discussions of the single transferable vote (STV) and a points system. The history of BC’s provincial party system in the twentieth century is included in order to establish how polarized politics affected British Columbians’ attachment to the idea of local representation. This thesis contends that the public’s preference for plurality voting contributed to its dismissal of AV: even those who ranked multiple candidates did not necessarily endorse the system. This project also looks at the alternative vote debates in the 1970s and redistribution commissions in BC, particularly the 1978 Eckardt Commission, in order to better understand British Columbians’ attachment to local representation and first-past-the-post, and their dismissal of a preferential system that encouraged them to rank candidates. Social Credit favoured regional representation over representation by population during the redistribution process, and the theme of local representation has consistently framed discussions of electoral reform in British Columbia, including the 2004 BC Citizens’ Assembly’s STV proposal.