This study examines how university academics understand and enact knowledge requirements embedded in official teacher education policies. The research probes faculty understandings of what constitutes ‘relevant and appropriate pedagogies’ in teacher education curricula, and the basis of such knowledge selections in the absence of a stable ‘knowledge base’ of teacher education. In teacher education, new national norms and standards are intended to guide curriculum processes in new programmes. However, policies remain open to wide interpretation and assume common understandings among the teacher education community with regard to knowledge, practices and values. This study, conducted in three university-based Faculties of Education, analyses the curriculum motivations, processes and practices of education academics, in an attempt to understand and explain their responses to policy requirements. The conceptual framework of Paul Trowler is employed to examine the Teaching and Learning Regimes (TLRs) at work in academic contexts. By lifting out the discursive repertoires, identities in interaction, tacit assumptions, connotative codes, implicit theories of teaching and learning, power relations, rules of appropriateness and recurrent practices among faculty members, this research demonstrates how knowledge is mediated in and through institutional contexts. Three parallel Faculty portraits elucidate stark differences in approaches to curricula and in curriculum processes, a consequence of the lack of a stable knowledge base and the perceived vagueness of policy directives. Significantly, institutional histories and traditions feature prominently as ‘shapers’ of academic responses to change, factors that, the study argues, government policies have not taken into account. / Thesis (PhD (Education Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Denna studie syftar till att undersöka den förändring som den svenska musikbranschen hargenomgått i och med det teknologiskifte som streamingens inträde på marknaden har medfört.Genom en kvalitativ intervjubaserad studie identifieras både specifika förändringar hosskivbolagen i fråga men även deras syn på hur branschen förändrats i stort och vilkavärdeförändringar som ligger bakom branschförändringen. Studien utgår från ettvärdeförändrande perspektiv och ämnar identifiera värdeförändringarna på en företags- ochbranschnivå, som skett efter att branschen genomgått ett teknologiskifte. Studiens resultat visaratt skivbolagen har genomgått en stor organisatorisk påfrestning i och med det teknologiska skiftesom streamingen har inneburit för branschen och identifierar en stark anpassningsförmåga somen vitalitet för att överleva större branschförändringar.

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Le sida est l’objet d’une abondante production discursive faisant intervenir une pluralité d’acteurs au Cameroun. Tous les acteurs de la communication sociale sur le sida ne lui accordent cependant pas la même signification. Les uns le considèrent comme une affection au même titre que les autres affections connues c’est-à-dire résultant de l’action pathogène d’un micro-organisme naturel appelé vih ; pour d’autres, le sida est un état physiologique ouvert à la maladie du fait de la déficience immunitaire ; une dernière catégorie le considère comme une maladie mystique c’est-à-dire, due soit à l’action des sorciers, soit à la colère de Dieu. Une analyse fondée sur la définition révèle que les convictions et certitudes exprimées par les acteurs de la communication sociale sur le sida ne sont pas le reflet d’une réalité ontologique, incréée, palpable et décelable objectivement ; il s’agit plutôt des constructions. Deux types de constructions se dégagent de ce processus : l’une, scientifique, fait intervenir des acteurs partageant les mêmes savoirs et pratiques scientifiques. Ils s’expriment dans des espaces symboliques particuliers qui sont : l’hôpital, le laboratoire d’analyses médicales, les médias et les institutions publiques. Les discours scientifiques changent, modifiant ainsi les représentations et convictions conséquentes. Le deuxième type de construction fait intervenir d’une part, les acteurs non scientifiques et les spécialistes des disciplines autres que la biologie et d’autre part, des biologistes considérés comme en marge de l’orthodoxie. Alors que les acteurs de la dynamique scientifique disposent des instances d’arbitrage et de consensus permettant d’harmoniser leurs vues, ceux de la dynamique populaire évoluent sans coordination. La dynamique populaire intègre les discours scientifiques dans des systèmes de savoirs et pratiques culturelles, autant qu’il procède à des formulations relatives aux différentes manières dont les cultures concernées se représentent la santé et la maladie. Il en résulte des convictions et représentations particulières, différentes de celles suggérées par les discours scientifiques. Parce que les discours populaires intègrent discours scientifiques dissidents, ils suscitent la réplique ou le réajustement des discours dominants. L’interaction entre les discours dominants et les discours dominés participe d’une construction de synthèse qui rend encore plus mouvante, la saisie du sida. / In Cameroon, the Aids issue is the subject of an abundant discursive work that brings in a plurality of actors. However, all the social communication actors on AIDS do not give the same meaning to the issue. Some consider it as affection, in the same way as the other known affections. For them, it results from the pathogenic action of a natural micro-organism called HIV; for others, AIDS is a physiological state open to the sickness due to immunodeficiency; and a last category considers it as a mystical sickness which is due either to the action of witch – doctors or to God’s anger. But an analysis based on the definition of the concepts used reveals that the convictions and certainties expressed by the social communication actors on AIDS, are not the reflection of an ontological, uncreated, palpable and objectively discernable reality. They are rather possibilities. Two types of possibilities emerge from this process: the scientific one which brings in actors who share the same scientific knowledge and practices, who have the same viewpoint and are recognized by others as being competent to talk about AIDS. They usually express themselves in specific symbolic places like hospitals, medical analysis laboratories, media and public institutions. The scientific discourse sometimes changes, thus modifying the consequent thoughts and convictions. The second type of possibility brings in non scientific actors and specialists in other fields than biology, but also biologists who are considered as being in the margin of the orthodoxy. Whereas the actors of the scientific dynamic have at their disposal the consensus and arbitration bodies that permit them to harmonize their views, those of the popular dynamic move along without any coordination. The popular dynamic integrates scientific discourse into cultural practices and knowledge systems, as well as it makes formulations relating to the different manners the cultures concerned think of health and sickness. The end results are the specific thoughts and beliefs different from those suggested by the scientific discourse. Due to the fact that popular discourse integrates dissident scientific discourse, it gives rise to the reply or the re-adjustment of the prevailing discourse. The interaction between the prevailing discourse and the non prevailing discourse contributes to a synthesis building up which renders again more unstable, the understanding of AIDS.

<p>Syftet med vår undersökning är att övergripande synliggöra den dominanta roll ett barn kan ha eller få i en grupp. Vi valde att observera i två olika klasser i de lägre åldrarna på en F-6 skola. För att få syn på den dominanta rollens egenskaper så använde vi oss av bland annat videoinspelning. Videoinspelningen gav oss material som kom så nära den naturliga miljön i gruppen som möjligt. Först när vi började observera såg vi inte några av de egenskaper som vi trodde karaktäriserade den dominanta rollen. När vi studerade det inspelade materialet djupare så började det framträda både olika egenskaper och faktorer som tillsynes verkade göra att ett barn antar en dominant roll. Slutsats: Vi kom fram till fyra olika faktorer i skolan som vi ansåg skulle kunna påverka ett barn att anta en ledarroll. Vi såg att pedagogen spelade en stor roll när det gällde rollstrukturen i gruppen. Barnets vänner och övriga barn gav också barnet mer eller mindre utrymme att visa dominanta egenskaper. Barnets ledarroll påverkas även till stor del av miljön och situationerna hon/han befinner sig i. De egenskaper vi fann hos de barn som antagit en dominant roll var att de hade förmåga att övertala och argumentera. De hade även egenskaperna att ta initiativ och visa sig envisa.</p><p>The purpose with our investigation is to see the dominate role a child can have in a group. We did our observations in two different classes at the younger ages in a school for children age six to twelve. We used video recording to notice the dominate behaviour in the group. The video recording gave us material that helped us to get as close as possible to the natural environment in the class. At first we didn’t notice any of the attributes that we thought we would see. Later, when we studied the recorded material, the attributes and factors that seemed to make a child dominant started to appear in front of our eyes. Our conclusion: We saw four different factors in school that we thought could affect a child to take a dominant role in a group. The pedagogue took a big part in creating of the role structure in the group. The other children in the group gave the child with dominant role more or less space. The environment in the classroom and the situation also do affect the child with the leader ability. The attributes we found in the dominant role which the child had taken, were that they had a skill to persuade and argue. They also had skills to take initiative and they showed some stubbornness.</p>

<p>Purpose – During the past decades, implementing reforms becomes a popular topic for most manufacturers. With the aim to cope with the environment changes, there are urgent needs for these manufacturing companies to carry on reforms on the existing businesses. At the same time, value creation under a new service dominant logic for manufacturers are cited by many scholars. The aim of this paper is to analyze the new dominant logic, with the comparison of traditional goods dominant logic, recognize the advanced value creation model. To go a step further, this paper also discusses about the way of implementing reforms and new business logic for manufacturers.</p><p>Methodology – This paper mainly takes the methodology of literature review. The literatures reviewed here include academic papers, books, and website information. The main field of literatures include: service definition and service characteristics; goods-dominant logic versus service dominant logic; and value creation (co-creation). On the other hand, some small case studies can also be found in this paper.</p><p>Findings – After the comparing between goods dominant logic and service dominant logic, this paper suggests the service-dominant logic as a preferred business logic. Because it provides a more interactive way of consumption, presents a value-in-use view rather than value-in-exchange, and requires manufacturers playing a role of assisting customers in value creating process. For those manufacturers wish to implement the service dominant logic, this paper suggests them to take innovations on their business, which including the innovations on products/services, business processes, and business models.</p><p>Research limitations/implications – As a relative new field of study, the research is mostly taken by literature review. However, the research on the implementing of new business logic and reforms requires more voice from the real industry.  </p><p>Practical implications – Manufacturers may position themselves to new roles by involving in the customers’ value creating process. Taking innovations from a integrated view may help manufacturers to achieve the higher value under service dominant logic.</p><p>Originality/value – This paper concluded the ongoing service dominant logic development, after which, offers a discussion on the implementing of which for the manufacturing companies.</p>

Syftet med vår undersökning är att övergripande synliggöra den dominanta roll ett barn kan ha eller få i en grupp. Vi valde att observera i två olika klasser i de lägre åldrarna på en F-6 skola. För att få syn på den dominanta rollens egenskaper så använde vi oss av bland annat videoinspelning. Videoinspelningen gav oss material som kom så nära den naturliga miljön i gruppen som möjligt. Först när vi började observera såg vi inte några av de egenskaper som vi trodde karaktäriserade den dominanta rollen. När vi studerade det inspelade materialet djupare så började det framträda både olika egenskaper och faktorer som tillsynes verkade göra att ett barn antar en dominant roll. Slutsats: Vi kom fram till fyra olika faktorer i skolan som vi ansåg skulle kunna påverka ett barn att anta en ledarroll. Vi såg att pedagogen spelade en stor roll när det gällde rollstrukturen i gruppen. Barnets vänner och övriga barn gav också barnet mer eller mindre utrymme att visa dominanta egenskaper. Barnets ledarroll påverkas även till stor del av miljön och situationerna hon/han befinner sig i. De egenskaper vi fann hos de barn som antagit en dominant roll var att de hade förmåga att övertala och argumentera. De hade även egenskaperna att ta initiativ och visa sig envisa. The purpose with our investigation is to see the dominate role a child can have in a group. We did our observations in two different classes at the younger ages in a school for children age six to twelve. We used video recording to notice the dominate behaviour in the group. The video recording gave us material that helped us to get as close as possible to the natural environment in the class. At first we didn’t notice any of the attributes that we thought we would see. Later, when we studied the recorded material, the attributes and factors that seemed to make a child dominant started to appear in front of our eyes. Our conclusion: We saw four different factors in school that we thought could affect a child to take a dominant role in a group. The pedagogue took a big part in creating of the role structure in the group. The other children in the group gave the child with dominant role more or less space. The environment in the classroom and the situation also do affect the child with the leader ability. The attributes we found in the dominant role which the child had taken, were that they had a skill to persuade and argue. They also had skills to take initiative and they showed some stubbornness.