The tourist streams have increased more and more over the years. Thanks to the technology and globalization, it has contributed to an increased tourism and impact on destinations. The purpose of the study was to investigate whether social sustainability is affected by tourism on Paxos and Boracay from a visitor perspective. The method used for the survey was questionnaires and a selection that focused on those who visited the two islands. It was also a comparison of Paxos and Boracay related to social sustainability. The result was presented in three categories, society, culture and crime and security. The result showed that the social sustainability of Boracay was most affected by tourism. The conclusion of the study showed that the social sustainability of Paxos and Boracay is affected by tourism in both negative and positive ways. It turned out that the most affected island by tourism within social sustainability was Boracay

<p>The focus of this thesis is upon how conceptions of globalization is created by the labour-organizations Lands-organisationen (LO) and Svenskt Näringsliv. It is possible to discern two arguments for globalization in the texts, economy and democracy, and it is around these that the discourses of globalization are being constructed. Economy turns into a basic logic in the discourses of globalization. How to perceive the role of economy, as positive or negative, differs. Still, there is an agreement of the influence of economy. The ongoing power shift from the state towards the market is described as a significant consequence of globalization. With help from Ulrich Beck’s ideas about globalism the discourses then are placed in an overarching globalistic order of discourse. The conception of Democracy is an essential part of the talk about globalization. One can discern a similarity in the discourses; that is a division and separation in talking about the West and the Rest. This can be understood with the help of Stuart Hall’s idea of a discourse called "the West&the Rest" which stereotypes conceptions of Western respectively non-Western worlds.</p>

<p>I två analyser av filmerna; <em>Do The Right Thing</em> av Spike Lee (1989) och <em>Hemligheter och lögner</em> av Mike Leigh (1996), har jag undersökt  hur och varför samhällsproblematik  som berör klass- och rasfrågan presenteras på film utifrån hur cultural studies teoretiskt förhåller sig till problematiska relationer mellan kulturella identiteter i USA och Storbritannien. Jag kom fram till att identifikationen av den kulturella identiteten var olika i respektive länder; USA och Storbritannien. I USA var rastillhörigheten utgångspunkten för den kulturella identiteten och i Storbritannien var det klasstillhörigheten utgångspunkten för den kulturella identiteten.</p>

<p><p>Can the lack of functional cross-cultural communication among individuals within an international organization be the reason for cultural clashes to occur, and lead to conflict between two cultures within the same organization?</p><p>Our aim is to try to create a potential model of how cross-cultural problems can be studied, in order to contribute to the solution of the problem. And to examine whether the theories, which form the basis of our model can be applied in reality.</p><p>The research have assumed from the hermeneutical approach for a holistic view of the problem area. The deductive approach has been used in order to distinguish whether the theories can be applied to reality, and qualitative research method for collecting data.</p><p>The focus lies within cross-cultural communications, which defines the various cultural factors that can affect organizational culture. Hofstede dimensions and the social structure are mentioned and cultural factors as language and religion. The piece includes the national and organizational culture theory and the establishment strategies. Subsequently the culture clashes, the international business relations and conflict resolution.</p><p>Our conclusion is that culture clashes occur and the further away from our own values, attitudes and norms, we get, the more tolerant we relate to other cultures. We note that organizational culture is influenced by individuals which constitutes in it and the theory and reality may not always correspond. That culture is a complexity to study, where tolerance, acceptance and understanding are the most important tools for cross-cultural communication.</p></p>

<p>This essay is called <em>What kind of history? and </em>is about how history teachers think when they chose what to teach about and why. In the curriculum there are no guidelines about what substance you have to teach about. This gives the schools and teachers a big freedom. At the same time there is a kind of informal canon which says that it is the European perspective that is the important one. By doing interviews with ten history teachers in two upper secondary schools I try to see what they teach about and why. One of the schools has a global profile and by making a comparative study of the two schools I can see what is different and what is the same in the two schools. Other scientists have studied this subject about Eurocentric history education but not by asking the teachers themselves. There are several studies about the history textbooks and all of them conclude that the text books have a Eurocentric perspective and that is a problem. There are also studies about the curriculum and other steering documents and that concludes that it says in the documents that the education have to have a intercultural perspective, but at the same time de document talks about a western cultural heritage that we have to protect and nurture. I use the theories that Ross Dunn and Kenneth Nordgren presents about teaching a more including and global history.</p><p>My conclusions are that the history education can look very different in Swedish schools today. At the same time the history textbooks guides the teachers a lot about what material to use in the history lessons, so if you want to do something else you have to get other teaching materials than the traditional textbooks, as they do in the school whit the global profile.</p>

I två analyser av filmerna; Do The Right Thing av Spike Lee (1989) och Hemligheter och lögner av Mike Leigh (1996), har jag undersökt  hur och varför samhällsproblematik  som berör klass- och rasfrågan presenteras på film utifrån hur cultural studies teoretiskt förhåller sig till problematiska relationer mellan kulturella identiteter i USA och Storbritannien. Jag kom fram till att identifikationen av den kulturella identiteten var olika i respektive länder; USA och Storbritannien. I USA var rastillhörigheten utgångspunkten för den kulturella identiteten och i Storbritannien var det klasstillhörigheten utgångspunkten för den kulturella identiteten.

This essay is called What kind of history? and is about how history teachers think when they chose what to teach about and why. In the curriculum there are no guidelines about what substance you have to teach about. This gives the schools and teachers a big freedom. At the same time there is a kind of informal canon which says that it is the European perspective that is the important one. By doing interviews with ten history teachers in two upper secondary schools I try to see what they teach about and why. One of the schools has a global profile and by making a comparative study of the two schools I can see what is different and what is the same in the two schools. Other scientists have studied this subject about Eurocentric history education but not by asking the teachers themselves. There are several studies about the history textbooks and all of them conclude that the text books have a Eurocentric perspective and that is a problem. There are also studies about the curriculum and other steering documents and that concludes that it says in the documents that the education have to have a intercultural perspective, but at the same time de document talks about a western cultural heritage that we have to protect and nurture. I use the theories that Ross Dunn and Kenneth Nordgren presents about teaching a more including and global history. My conclusions are that the history education can look very different in Swedish schools today. At the same time the history textbooks guides the teachers a lot about what material to use in the history lessons, so if you want to do something else you have to get other teaching materials than the traditional textbooks, as they do in the school whit the global profile.

The last years trends of increasing globalisation and the decreasing importance of the nationstate has led to rising flows of travellers and information throughout the globe. This has affected the competition between destinations; they are now competing in a global market. The importance of placemarketing and representing a place identity, is today essential to attract customers from around the world. The purpose of this essay was to examine how Iceland as a place is represented through the photographs in horse tourism. The research questions asked were: How is the Icelandic landscape represented in photographs? How is people and horses represented in the landscape? And how can the horse be analysed as a part of the Icelandic landscape? The method used for research was image-analysis, a qualitative approach where horse tourism-websites and photographs on these websites were strategically selected. Theories used to analyse the result were concepts like place, nature and wilderness, described as social constructions. The research showed that Iceland as a place is represented through a selection of myths. The role of the Icelandic landscape might be explained as a dichotomy of two contrasting representations, the dramatic and untamed landscape, and the idyllic and romantic landscape. The Icelandic horse is represented as a powerful, mythological, and divine creature, interacting with humans but not fully tamed. It is also represented as free, wild and a part of the Icelandic nature. In the photographs people are represented as active in an adventure. They become integrated with nature by the connection to the Icelandic horse. In conclusion this study shows that Iceland is represented as a place with a powerful and romantic landscape. Where people can get access to nature by the horse, they become part of an adventure but they never fully control either the horses or the landscape. People are depicted as humble participants, being part of something more powerful then themselves, the great Icelandic nature.

Can the lack of functional cross-cultural communication among individuals within an international organization be the reason for cultural clashes to occur, and lead to conflict between two cultures within the same organization? Our aim is to try to create a potential model of how cross-cultural problems can be studied, in order to contribute to the solution of the problem. And to examine whether the theories, which form the basis of our model can be applied in reality. The research have assumed from the hermeneutical approach for a holistic view of the problem area. The deductive approach has been used in order to distinguish whether the theories can be applied to reality, and qualitative research method for collecting data. The focus lies within cross-cultural communications, which defines the various cultural factors that can affect organizational culture. Hofstede dimensions and the social structure are mentioned and cultural factors as language and religion. The piece includes the national and organizational culture theory and the establishment strategies. Subsequently the culture clashes, the international business relations and conflict resolution. Our conclusion is that culture clashes occur and the further away from our own values, attitudes and norms, we get, the more tolerant we relate to other cultures. We note that organizational culture is influenced by individuals which constitutes in it and the theory and reality may not always correspond. That culture is a complexity to study, where tolerance, acceptance and understanding are the most important tools for cross-cultural communication.

<p>Kakaobönderna tillhör några av de fattigaste människorna i världen. En grupp bönder i Ghana insåg att deras förutsättningar skulle förbättras om de samarbetade. Kuapa Kokoo är resultatet, ett kakaokooperativ som grundades när en grupp odlare beslöt sig för att gå samman för att bättre kunna ta del av vad marknaden har att erbjuda. Rättvisemärkt certifierade Kuapa Kokoo, vilket innebar att kakaobönderna nu var delaktiga i Rättvisemärkts mål om att förbättra deras arbets- och levnadsvillkor.</p><p>Jag valde att titta närmare på Rättvisemärkt då organisationens verksamhet ofta framställs som något positivt av media. Intervjuer med kakaobönderna tyder på att deras levnadsstandard har förbättrats genom Kuapa Kokoo. Rättvisemärkts arbete har, enligt bönderna, medfört att de nu får en skälig lön, som betalas ut i tid, för sitt arbete; de har pengar till mat; de har råd att skicka sina barn till skolan; råd att betala för sjukvård, och har numera brunnar med rent vatten. </p><p>Den här socialantropologiska studien behandlar även kritikernas argument mot Rättvisemärkt. Till skillnad från medias positiva bild av Rättvisemärkt har jag i olika sammanhang även kommit i kontakt med kritiskt inställda människor. Det gjorde mig nyfiken på att se vilka argument kritikerna lägger fram, och om de kan utgöra en skälig grund till att ifrågasätta Rättvisemärkts arbete. Deras slutsats är att konsumenten hjälper utvecklingsländernas befolkning mer genom att inte köpa rättvisemärkta varor. </p>