The subject of this study is gender norms in the preschool and children who oppose those norms. The aim is to investigate how the discourses are linked with the way in which preschool teachers and teaching assistants talk about children’s gender identity. This study is founded in feminist post-structuralist discourse analysis, which was a basis for the interpretation of the results. My research questions are: • How do educators express themselves concerning gender norms? • What do educators need to work with a gender critical agenda? • How do the educators describe their work concerning gender, gender norms and children who oppose those norms? • For educators who have experience with children who do not identify with the gender they was given at birth, how do educators describe their own treatment of said children, and how would they describe the treatment from the other members of the teaching team? The study consists of qualitative interviews with five educators who were asked questions relevant to: norms, gender, gender criticism and how they work with those topics. I found both positive and negative aspects of gender work in preschool. Generally norms are seen as something you have to adapt to. Sometimes there are collisions between the different approaches from younger and older educators gender work, and sometimes this collision takes place between educators and parents. I found that the educators I interviewed generally want to question the heteronorm, only they sometimes dont realise how affected they are by it themselves.

The aim of this study is to describe, from a didactic point of view, wether gender norms are challenged and sex equality is maintained when two teachers in grade one communicate with their pupils. This is based on the existing norms in our society which generates into certain expectations of how one should act depending on wether you are a girl or a boy. In addition to this, the lack of equality between women and men is a global question. The norms and conditions in society are reproduced, but can also be deconstructed in school (Martinsson and Reimers 2008, p. 8). Thererfore, this study proceeds from the following questions: In what ways is the teaching designed, within the frame of communication, in the perspective of gender and sex equality? How does the two teachers reflect upon that? How is the allowance to speak distributed among the pupils and does this differ wether it is a girl or a boy? How does the two teachers reflect upon that? Are certain speech acts more common respectively less common in the teachers’ communication with girls respectively boys? The investigation is based on observations and an interview, and the teachers’ speech acts towards the pupils are analysed. The theoretical frame of the investigation is founded on feminist theories, from a post-structuralist and a social construct perspective. Hence, theoretical constructs such as performativity (Butler 2006, p. 216) are of importance. The results of the investigation shows, in conclusion, that the two teachers are well aware of how to conduct their teaching in relation to gender and sex equality. This is shown both in their practice of teaching and in their reflections on the matter. Furthermore, the results of the investigation show that the teachers do not differ between girls and boys. However, both teachers show that they take the gender- and sex equality issues into thought, in order to achieve sex equality and counteract sterotypes for gender roles in the classroom.

This thesis examines the evolution of international humanitarian concern culminating in adoption of a Convention on Cluster Munitions (CCM) banning these weapons in May 2008. It is based on systematic analysis of official documents, extensive interviews, participant-observation, and several bodies of international relations (IR) theory. Part I explains the research methodology and discusses the theoretical context for the thesis. It is argued that several core assumptions of rationalist-materialist approaches to IR theory impede understanding of the CCM's emergence, and thus the thesis adopts an interpretivist framework. The four chapters of Part II analyse international efforts on cluster munitions including prior, failed attempts to restrict cluster munitions, the emergence of an international campaign from 2003, ensuing activity involving states, international organisations and civil society, and the CCM's eventual negotiation involving more than 100 states. Part III marries this empirical account to theoretical analysis of four thesis propositions. It is concluded that non-state actor-engendered processes of evidence collection and analysis, learning and frame alignment were central to the Oslo process's emergence. The Oslo Declaration's particular humanitarian framing (to ban cluster munitions causing unacceptable harm to civilians) and the structure of the subsequent 'define-and-ban' discourse permitted convergence between states over prohibiting these weapons. Nevertheless, they contain implications for other international efforts aimed at controlling means of armed violence.

The theory of planned behaviour proposes that behaviour is predicted by behavioural intention which is, in turn, predicted by attitudes toward the behaviour, subjective norms regarding the behaviour and perceived control over the behaviour. Implied within this theory is that each of the three base components (attitudes, subjective norms and perceived behavioural control) influences intentions. However, despite being one of the most widely used theories in social psychology, few studies have investigated this basic premise. In addition, research on cognitive dissonance, public commitment, confirmation bias, implemental mindset, and the false consensus effect suggest that there may be a reverse-causal influence of intentions back on the base components of the theory. This potential reverse-causal sequence was tested in three studies. The first was correlational, the second was a lab-based experiment, and the third was a quasi-experimental field study. Study 1 employed a cross-lagged correlation design and showed that a reciprocal relation between intentions and base components was plausible. For the behaviour of supporting an environmental organization, Study 1 showed that attitudes were likely to influence intention-setting and that intention-setting subsequently influenced subjective norms. Study 2 employed a modified version of a free choice paradigm in which participants chose to set an intention to support one of two environmental organizations (using different support behaviours). Consequently participants rated the base components for the chosen organization higher and the rejected organization lower. However, this effect was primarily observed if participants were not initially committed to supporting an organization before the study began. Study 3 was a field study in which chemistry lab users who were exposed to an intervention that targeted behavioural intentions subsequently perceived more positive subjective norms (one aspect of subjective norms was changed). Together, the three studies demonstrate that a reverse-causal relation between intentions and base components is plausible and, thus, the theory of planned behaviour should be modified to include a reciprocal relation between these constructs. Intentions are most likely to influence base components that are least relevant to actual behaviour. When attitudes, subjective norms or perceived behavioural control are associated with actual behaviour, the one that is most strongly associated is least likely to change in response to setting an intention to engage in that behaviour. Other, less relevant, base components are more likely to change. / Graduate / 0451 / 0621 / 0768

This research has focused on the correlation between corruption and social norms by the used of the anomic theory, which is supported by six variables: the rule of law, the division of labor, the regulator organisms, the collective consciousness, the homogeneous society and amiguismo. The anomie theory refers primarily to the absence of rules that measure the relationship of the various individuals in a group or parts of a whole society; where it is possible to find human appetites with no limits. This theory contributes to the discussions around, and new understandings of, how societies may develop a culture of anti-corruption; by influencing existing social norms and improvements to existing value systems. Analysing the mandate period of the former president of Peru, Alberto Fujimori (July 28, 1990 - November 17, 2000) will provide a working example to explore and understand the relationship between corruption and social norms within the Peruvian society. All the while analysing these case through the framework of the chosen theory.

This research report follows a group of educators, project managers and scientists involved in a norm-critical project: Norm Creative Certification. The aim of this study is to examine the proposal for, and obstacles to, a norm-critical change that the group discusses in relation to the project and its educational context. The research report also examines whom are expected to make the norm-critical change. For gathering the empirical material the method participant observation is used. Further, the material has been analyzed inspired by Carol Bacchis policy analysis method What is the problem represented to be? Carol Bacchis method has worked indicative, since the material is more organic than a policy. The research report has been analyzed in the context of theories of intersectionality and Kevin Kumashiros theory about antioppressive pedagogy. The obstacles that the reference group refers to a norm-critical change is partly a threatening outside world and an internal feminist critic, the lack of action, a fake (internal) self-image and a fear of the discomfort and resistance that norm-critical change raises. The components that the group suggests for a positive development, is linked to the experience-based learning, an interested attitude of the practitioner, the relation to time and an understanding of conflict, power and domination. What also emerges is that the norm-critical change occurs in the individual, which is assumed not to have any experience of being outside the norm. A duality emerges overall as the group relates to two parallel ideas and pedagogical approaches. Partly the group relates to a "market" where assignments will be carried out and where it is stressed that action without understanding is a way to a norm-critical change. At the same time signed an opposite condition for a norm-critical change, where time, your own experience, understanding and self-reflexivity stands in the center. Here the focus is on longer processes, the individual and the learning processes.

Social norms play a pivotal role in both explaining the development and maintenance of collegiate alcohol use and creating prevention and intervention programs targeted at reducing heavy drinking. By theoretically functioning as a model of normative and popular behavior, descriptive and injunctive norms are consistently associated with college drinking. In the current study, we endeavored to test the mechanisms through which social norms influence drinking by experimentally manipulating normative beliefs. Participants (N = 181) were assigned to one of nine conditions in a 3 (descriptive norms (DN): positive, negative, none) x 3 (injunctive norms (IN): positive, negative, none) experimental design. Norms exposure occurred within a series of three same-gender Internet-based chat room sessions. The norms manipulation was partially successful in creating groups with distinct normative beliefs, with the no norms groups failing to maintain a neutral norm for both descriptive and injunctive norms. Consequently, no descriptive norms groups were combined with positive descriptive norms groups and no injunctive norms groups were combined with negative injunctive norms groups, resulting in a 2 (DN: positive, negative) x 2 (IN: positive, negative) design for analyses. Overall findings for type (DN, IN) and valence (positive, negative) of norms indicated that participants globally reduced descriptive norms and drinking from pre-chat room to post-chat room, regardless of the type or valence of the manipulation, indicating that there were no experimental effects by condition. Whereas drinking appeared to stabilize at post-chat room, descriptive norms continued to decrease by three-month follow-up. Injunctive norms and personal attitudes about alcohol use also decreased by three-month follow-up. Although we were unsuccessful in changing normative beliefs in expected directions, these findings have important implications for college prevention and intervention programs for reducing drinking. The lack of experimental effects suggested that changing norms may be more complex than previously hypothesized and that changes in norms may not result in changes in drinking, which is the purported mechanism of change in norms-based interventions. These results further suggested that continued research is necessary to provide empirical support for a causal link between norms and drinking and that alternative explanations for the association between norms and drinking need to be considered. / text

En revisor kan inta två roller som granskare och som rådgivare. Den huvudsakliga revisorsrollen ses ofta som en extern granskare av sina klienters verksamheter och den som lämnar en slutgiltig bedömning av företaget. Därutöver finns ytterligare en roll då revisorn är engagerad i klientföretaget och bistår med tilläggstjänster i form av rådgivning gällande verksamhetens redovisning och bokföring. För att revisorn ska fylla sin funktion i samhället är dess oberoende och förtroende två viktiga grundstenar för professionen och revisionsbyråns storlek anses ha en viss inverkan på detta. En revisors två roller kan beskrivas som en balansgång mellan dennes granskningsroll respektive rådgivningsroll med en tyngdpunkt som utgörs av kärnan för revisorsprofessionen samt dess grund. Rollerna kan styras av olika faktorer och vi har valt att undersöka vad detta kan leda till för differenser utifrån professionella och sociala normer. Vår studie syftar till att belysa revisorer utifrån två perspektiv och beskriva förhållandet mellan dess två roller, som ekonomisk granskare samt som rådgivare, och studera deras agerande i varierande situationer för att få en uppfattning om det kan uppstå skiljaktigheter i handlingar och resonemang som kan förklaras med hjälp av normdifferenser. Den empiriska undersökningen har påvisat att det egentligen inte finns några större nämnvärda skiljaktigheter mellan rollerna som är över vårt medelvärde. För att ändå undersöka vårt resultat har vi använt de skiljaktigheter som påfunnits för att analysera vad de kan bero på. Vi fann att revisorn i rollen som granskare följer sina professionella normer i större utsträckning än i rollen rådgivare. I rollen som rådgivare tycks de sociala normer spela en viktigare roll än vad de gör i rollen som granskare. / An auditor can play a dual role as a reviewer and as an advisor. The primary auditor role is often seen as an external reviewer of their clients' businesses and providing a definitive assessment of the company. In addition, there is a second role when the auditor is engaged in the client´s business and provides additional services in the form of consulting regarding business accounting and bookkeeping. Independence, impartiality and trust is an important foundation of the profession and for the auditor´s function in society. The auditing firm's size is considered to have some impact on this foundation. An auditor's two roles can be described as a balancing act between its role as an advisory role with an emphasis that is the core of the auditor profession and its foundation. The roles can be controlled by different factors and we have chosen to investigate what this might lead to differences on the basis of professional and social norms. Our study aims to highlight auditors from two perspectives, and describe the relationship between its two roles, as reviewer and as an advisor, and study their behavior in various situations to get an idea if there might be differences in the actions and reasoning can be explained by using standardized differences The empirical study has shown that there really are no major significant differences between the roles that are over our established average. In order to nevertheless examine our results, we used the minor differences that were found to analyze what they can depend on. We found that the auditor in the role of reviewers follow their professional standards to a greater extent than in the role of advisor. The social norms seem to play a more important role as advisors than they do as a reviewer.

In this thesis are investigated lighting control systems, peculiarities of lighting systems, classification, requests, counting methods. There are given a lot of information about daylight and illumination, in analytical part. In reference with illumination values, given in the hygiene norms, there are calculated the number of illuminators in the room. Lighting control systems efficiency is investigated by comparison manual lighning control with automatic. In this thesis are investigated, how many power we lose, when selecting manual control system instead of automatic control system with digital devices. According to results of experiment, there are made characteristic of power deppencies on illumination. Conclusions are formulated at the end of a transaction.

This dissertation explores Ainslie's account of self-defeating behaviour as portrayed in Breakdown of Will (2001). Self-defeating behaviour can be described as voluntarily doing that which we know we are going to end up regretting (Ainslie 2001:3). It is puzzling why anyone would willingly choose to behave in such an ill-rewarding manner of which they know the negative consequences it will bear prior to them engaging in that behaviour; yet, at the same time, it is also fascinating, as despite it being behaviour people know that they are undoubtedly going to regret; many can claim to have fallen prey to it. Exploring this weakness of self-defeating behaviour, I refer to Ainslie's explanation of the phenomenon and his suggestions regarding possible strategies for curbing it. One of the strategies Ainslie suggests against self-defeating behaviour is personal rules (also known as the will), which he argues is a form of intertemporal bargaining between the successive interests, or temporal stages of the self (Ainslie 2001:78-85). Although, for the most part, his description is quite detailed, comparing our successive selves to players in an iterated prisoner’s dilemma game, there are limitations in his explanation as he seems, for one, not to consider some of the conditions for cooperation associated to the concept of an iterated prisoners' dilemma game. I, thus, turn to social norm theorist, Bicchieri's The Grammar of society (2006), in an attempt at an improved illustration of personal rules beyond its comparison to an iterated prisoner's dilemma game. I note similarities between social norms (Bicchieri) and personal rules (Ainslie) such that the reasons we follow social norms could be analogous to the reasons behind us following certain personal rules. But Bicchieri's description of social norms can be explained in a more general way, which I suggest may be a better framework for thinking about the will than an iterated prisoner's dilemma. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2011.