Syftet med studien är att bidra med kunskap om hur en pluralistisk undervisningsaktivitet i förskolan kan utformas för att gynna barns diskussioner kring hållbar utveckling där olika perspektiv ges utrymme. Studien utgår från den pluralistiska undervisningstraditionen som beskrivs som en förutsättning för att skapa möjligheter till lärande om hållbar utveckling. Studien knyter också an till det sociokulturella perspektivet på lärande då studien fokuserar på diskussionerna mellan samtliga aktörer. För att besvara syftet användes metoden undervisningsförsök. Undervisningsförsöken utfördes i två cykler och undervisningens design reviderades mellan de två cyklerna. Barnen som deltog i studien var 4 till 6 år gamla. Resultatet visar att barnens diskussioner kan knytas till de tre dimensioner av hållbar utveckling som är en förutsättning för pluralistisk undervisning och att barnen deltar aktivt genom att ge förslag och undersöka det konkreta material som presenteras. Resultatet visar även att barnen är aktiva och uttrycker sina åsikter men att majoriteten av samtalen inte innehåller något kritiskt element och att en pluralistisk undervisningsaktivitet ställer höga krav på förskollärarens kompentens att ställa utmanade frågor. Som slutsats konstateras att en pluralistisk aktivitet får anses fungera i förskolans arbete som ett sätt att gynna barns kunskap om hållbar utveckling. / The purpose of the study is to contribute with knowledge about how a pluralistic teaching activity in preschool can be designed to promote children’s discussions on sustainable development where different perspectives are highlighted. The study is based on the pluralistic teaching tradition that is emphasized as a condition for creating opportunities for learning about sustainable development. The study also relates to the socio-cultural perspective on learning since the study focuses on the discussions between all the participants involved. In order to answer the purpose, the method of teaching trial was used. The teaching trials were carried out in two cycles and the design of the teaching was revised between them. The children who participated in the study were 4 to 6 years old. The result shows that the children's discussions can be linked to the three dimensions of sustainable development that are a condition for pluralistic teaching and that the children participate actively by giving suggestions and examining the concrete material presented. The result also shows that the children are active and express their opinions but that the majority of the conversations do not contain any critical element and that a pluralistic teaching activity places high demands on the preschool teacher's competency to ask challenging questions. As a conclusion it is found that a pluralistic activity can be considered to work in preschool as a way to benefit children’s knowledge about sustainable development.

Frågan om ett enat Irak har sedan en tid tillbaka diskuterats av såväl irakiska som utländska politiker, inte minst efter att de USA-ledda militära trupperna avtog och lämnade landet under 2011. Däremot har det varit svårt att uppnå ett enat irakiskt samhälle, sett till det faktum att landet består av många olika religiösa och etniska fraktioner som driver olika politiska agendor. Denna uppsats ämnar att jämföra hur en del utvalda villkor (avseende regerinsbildning, autonomi och representation) från Arend Lijpharts teori om konsociationalism har förändrats i Irak före och efter den kurdiska självständighetsomröstningen den 25:e september 2017. Det är en jämförande fallstudie med en kvalitativ metod. Resultatet visar att villkoret "maktbalans" inte var uppfyllt mellan 2005-2017, men att det delvis uppfylls från 2017 och framåt. Villkoret "flerpartisystem och representation" möttes till viss del mellan 2005 och några år framåt, dock inte från 2017 och framåt. Slutligen är villkoret "segmentell autonomi" uppfyllt under båda tidsperioderna, men efter det kurdiska referendumet har omständigheterna och relationerna mellan KRG och centralregeringen i Baghdad förändrats. / The issue of a united Iraq has for some time been discussed by both Iraqi and foreign politicians, not least after the US-led military troops declined and left the country during 2011. However, it has been difficult to achieve a united Iraqi society, considering the fact that the country consists of many different religious and ethnic groups that run different political agendas. This essay intends to compare how some selected conditions (regarding government formation, autonomy and representation) from Arend Lijphart’s theory of consociationalism have changed in Iraq before and after the Kurdish independence referendum the 25th of September 2017. It is a comparative case study with a qualitative approach. The result shows that the condition ”balance of power” was not fulfilled between 2005-2017, but that it is partly fulfilled from 2017 and onwards. The condition ”multi- party system and representation” was met to some extent between 2005 and a few years ahead, though not from 2017 and onwards. Lastly, the condition ”segmental autonomy” is fulfilled during both time periods, however after the Kurdish referendum, the circumstances and relations between KRG and the central government in Baghdad have altered in some ways.

Cette thèse a pour objectif la mise au jour et la description des pratiques enseignantes en matière de comparaison des langues dans les écoles immersives français-occitan Calandretas. Les activités centrées sur l’observation comparée du fonctionnement de différentes langues font depuis quelques décennies l’objet de nombreuses recherches et suscitent l’intérêt des didacticiens, qui y voient de nouvelles pistes de travail pour l’enseignement des langues étrangères, de la langue maternelle et/ou de scolarisation avec, en arrière-plan, la perspective d’une meilleure maîtrise des langues et du langage. La mise en œuvre de ces activité questionne très clairement le rôle et la place attribués aux langues dans la formation linguistique des élèves, qu’il s’agisse des langues de leur biographie langagière, des langues du curricula, ou de langues inconnues. Les tendances actuelles allant dans le sens du rapprochement des langues entre elles, que ce soit à des fins d’apprentissage d’une langue-cible en particulier ou dans la perspective, plus large, d’une éducation aux langues et au langage, nous nous sommes demandée ce qu’il en était dans le contexte très spécifique de l’enseignement bilingue, et, plus particulièrement, dans le contexte de l’enseignement immersif en langue régionale. Dans les écoles occitanes Calandretas, les enseignants comparent-ils les deux langues de scolarisation (l’occitan et le français), et/ou d’autres langues entre elles ? Si oui, comment et pourquoi ? A partir d’une étude des pratiques déclarées et des pratiques observées menée auprès d’enseignants de cycle 3, notre thèse se propose de rendre compte de la façon dont sont mises en place les situations d’observation comparée du fonctionnement de l’occitan et du français et/ou d’autres langues, mais aussi d’étudier les contenus linguistiques abordés à travers la comparaison. Située à l’interface de la linguistique et de la didactique du plurilinguisme, la thèse cherche également, sur le plan épistémologique, à clarifier la place de la comparaison des langues dans les approches plurielles des langues et des cultures et à préciser ce que signifie comparer les langues. / This thesis aims at presenting and describing the teaching practices related to language comparison in the immersive French-Occitan schools “Calandretas”. Activities focusing on the comparative observation of the functioning of different languages have been widely researched for a number of decades. They are of great interest to applied linguists who consider them as new ways of approaching language teaching, as much of foreign languages, as of the mother tongue or the language of schooling. The implementation of these activities very clearly questions the role and place attributed to languages in the language training of pupils; it addresses the languages of their language biography, of the curriculum or even languages unknown to them. Current trends lean towards disciplinary decompartmentalization and the setting up of links between languages, whether for the purpose of learning a particular target language or the wider perspective of language education. Therefore, I wanted to explore what took place in the very specific context of bilingual education, more specifically in the context of immersive teaching of the regional language. Do the teachers in the Occitan Calandretas schools compare the two languages of schooling (Occitan and French), and / or other languages? If so, how and why? Based on a study of reported and observed practices of teachers of Key Stage 3, our thesis offers to report not only on the way in which the situations of comparative observation of Occitan and French and / or other languages functioning are set up, but also to study the linguistic contents covered by the comparison. Situated at the interface between linguistics and the didactics of multilingualism, this work also seeks, to clarify the place of the comparison of languages in the plural approaches of languages and cultures from the epistemological point of view and to clarify what it means to compare languages.

This study is primarily concerned with the evolution of the EU as a pluralistic security community throughout the course of European integration. Its main purpose is to examine how the EU member states have managed to renounce the use of force in their relations with one another and consequently succeeded in establishing a lasting peace in Western Europe following World War Two.Within the scope of the study, the EU&rsquo / s attempts to extend its zone of peace and stability beyond its immediate borders by using some foreign policy tools such as the enlargement and the recently launched European Neighbourhood Policy are also explored .Finally, the thesis attempts to evaluate the potential contribution that Turkey would make to the EU security community in the post-Cold War era upon her membership in the EU.

This research explores how an open strategy approach can be used to manage organisational legitimacy in a pluralistic context, characterised by the competing demands of key stakeholders. Open strategy demonstrates an interest in strategising processes becoming more inclusive and transparent (Hautz et al., 2016). Open strategy work to date has focused on its uses and implications, and how strategic inclusion and transparency are being displayed in different organisational contexts. Much open strategy literature also associates the central purpose of open strategising activity with organisations seeking to manage legitimacy (e.g. Chesbrough and Appleyard, 2007; Whittington et al., 2011; Tavakoli et al., 2017), particularly through ensuring that their actions are desirable in the opinion of key stakeholders (Suchman, 1995). Whilst a small number of studies have explicitly focused on open strategy and legitimacy, these do not go beyond illuminating legitimacy as a potential effect (Gegenhuber and Dobusch, 2017) or outcome (Luedicke et al., 2017). Absent has been research attempting to specifically understand open strategy as a process of legitimation (Uberbacher, 2014), and there remains a need to unpack and elevate the significant potential of open strategy approaches for managing legitimacy further. To address this gap, this research presents an in-depth single case analysis of an organisation undertaking the development of a new four-year strategic plan using an open strategy approach. A number of data collection methods were used, including completion of 30 semi-structured interviews, participant observations, and collection of significant social media and documentation data, to explicate the concepts of open strategy and organisational legitimacy, addressing the question; How does an open strategy approach represent a process of legitimation for managing the competing demands of organisational stakeholders? . A pluralistic context, a UK-based professional body, is the basis for the empirical work. It is acknowledged that interrogating the intricacies of strategising in pluralistic contexts, and the inherent competing demands of stakeholders, might offer new perspectives, and a useful means of expanding the contextual base of practice-based strategy work (Jarzabkowski and Fenton, 2006). However, studies of open strategy in pluralistic contexts remain near non-existent in the literature (Lusiani and Langley, 2013). In the organisational legitimacy literature, there is much discourse on how legitimacy is managed and gained through specific legitimation processes and strategies, and increasingly such a focus has been adopted to recognise how organisations might manage legitimacy demands in contexts defined by plurality, amidst diffuse power and divergent objectives (Denis et al., 2007). In this study, a practice-based activity theory framework is used (Jarzabkowski 2005; Jarzabkowski and Wolf, 2015) to explore legitimacy in relation to organisational direction and priorities, and as a means of redefining the organisation s core goals in an enactment of strategic openness. The work here conceptualises how the case organisation has adopted a plethora of open strategising practices for legitimacy effects (Suddaby et al., 2013), providing a detailed account of how different dynamics of open strategising activity connect to specific forms of legitimation over time. The findings indicate that different open strategy dynamics represent the case organisation switching between distinct approaches to legitimation, as a means of managing the competing legitimacy demands of organisational stakeholders in a flow of activity. Through this narrative, a greater perception of legitimation as a core purpose of open strategy is provided. Overall, this research offers an important contribution by accentuating the principal relevance of organisational legitimacy in open strategising, particularly through elevating legitimacy beyond being understood as an effect or outcome in open strategy work. Further, this more explicitly brings open strategy into close alignment with the organisational legitimacy literature and its theoretical conceptions (Lawrence et al., 2009; Suddaby et al., 2013), which is imperative for understanding the potential importance of open strategy as a means of legitimation.

Diploma thesis "Paradigma of Democracy in 20th. century" dissert upon modern theory of democracy. Thesis try to point differences in interpretation of the democracy conception on the basis of four modern theory democracy, which were interpreted in 20th century. Diploma thesis describe these doctrines: theory of competition democracy by J. A. Schumpeter; theory of pluralistic democracy and theory of polyarchy by R. A. Dahl; theory of justice by J. Rawls. At the close of thesis is short comparative analysis based on the main ideas these four democratic theory. Comparative analysis try to demonstrate main differences in the interpretation of democracy idea. It is necessary to understand, that "democracy" ins't exactly single valued definition, but democracy is wide spectrum of various doctrines. These various doctrines have very often divergencies of opinion about democracy. Powered by TCPDF (www.tcpdf.org)

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This study presents a critical investigation into the teaching of computer ethics. A qualitative pluralistic approach (a mixture of qualitative approaches) was used to investigate case studies of teaching computer ethics to university-level students from Bahrain. The main issue was that ethics to Arabs and Muslims is a matter of religion than a matter of philosophy whereas the dominant perception in the academic literature which discussed computer ethics teaching is that computer ethics is a form of practical philosophy and hence separate from religion. In order to shed light on this, the study investigated computer ethic’s perceptions and teaching practices which were occurring in universities in Bahrain. The study found that the issue was not a matter of perception but rather a matter of confusion and a misconception. Computer ethics was being confused with morality, religion, basic computer skills to name just a few. And such confusion was causing computer ethics to gradually disappear from the curriculum and become substituted with concepts which were not necessarily capable of building students’ ethical thinking. The study recommends that computer ethics teachers and policy makers from Bahrain distinguish computer ethics from religion, morality and from any other concept and identify it as an independent field of study, also teachers need to involve their students in social and ethical analysis of various kinds so that students understand that ethics is not a set of rules on what is forbidden and allowed aimed at providing straightforward answers to a given problem but rather ethics is a ‘cognitive tool’; a mechanism through which different competing ethical theories and standards are used to reflect on a given problem.

Many researchers argue that there is a demand for a new way of teaching and learning to better equip us for the value pluralistic society we are living in. Research has shown that teachers are reluctant to teach about value pluralistic subjects. This thesis aims to study how rural Mongolian teachers view the human-nature relationship in relation to the current situation in Mongolia, characterized by economic growth and environmental issues. Ethical perspectives are applied on the teachers’ views in order to bring structure to the different ways of viewing the human-nature relationship. The study shows that the teachers’ values change depending on if they look at their personal relationship to nature or put nature in relation to society. The results prove that even though personal values are complex it is possible to bring structure to how we understand them. The result provides an example of how complex value pluralistic issues can be structured in order to enable an understanding of them. Furthermore, the thesis suggests that ethical perspectives can be used in education for sustainable development when striving for a new way of teaching and learning.

[pt] A América do Sul é uma região cuja anarquia internacional contemporaneamente não apresenta mais um estado de anarquia marcado pelo dilema de segurança. Saber se essa sociedade internacional obteve uma mudança pacífica a ponto de superar este dilema e atingir uma comunidade pluralista de segurança é o problema de pesquisa desta tese. Isso requer o entendimento deste conceito, bem como a constatação da presença de seus elementos constitutivos na região sul-americana. Para responder a esta pergunta, o trabalho foi dividido em duas partes, a primeira de natureza teórica e a segunda de caráter empírico. Cada uma tem dois capítulos. No primeiro capítulo da parte teórica, expõe-se a revisão da literatura sobre comunidades de segurança e, no segundo capítulo, faz-se uma revisão da literatura relativa à segurança internacional na região. Quanto à parte empírica, seu primeiro capítulo foi destinado a traçar um perfil da ordem sulamericana durante a Guerra Fria antes da hipotética emergência de uma comunidade de segurança na região. Já no quarto capítulo demonstra-se seu possível surgimento e consolidação no pós-Guerra Fria. O método comparativo é usado para cotejar esses dois períodos, de modo a captar uma possível transição para uma comunidade de segurança. Conclui-se que, após a guerra fria, não se pode dizer ainda que a América do Sul apresenta todos os elementos de uma Comunidade de Segurança madura, mas se encontra em estágio ascendente. / [en] South America is a region which international anarchy presently does not show a condition marked by the security dilemma anymore. To assess to what extent this international society has obtained a peaceful change up to a point of overcoming this dilemma and achieving a pluralistic security community condition is the research problem of this thesis. It requires the comprehension of this concept, as well as the assessment of its constitutive elements in the South- American region. To answer this question, the thesis has been divided in two parts, the first of theoretical nature and the second of empirical character. Each of them has two chapters. In the first chapter of the theoretical part, one exposes the literature review on security communities. In the second chapter, one makes a literature review of the international security relatively to the region. As for the empirical part, its first chapter has been destined to trace the profile of South- American order during the Cold War, before the hypothetical emergence of a security community in the region. In the fourth chapter, one shows its possible emergence and consolidation in the post-Cold War. The comparative method is used to contrast these two periods in order to capture the possible transition to a Security Community. One concludes that, after the Cold War one cannot state that South America has all elements of a Security C ommunity but it is in an emergent stage.