The objective of this essay is to present both the reason behind the Egyptian democratization failure, as well as the cause of the success of the Tunisian democracy. The methodology of this essay is composed of a comparative democratization study, which includes a most similar systems-design method. The studies will try to pinpoint the key components of the result of the democratization, by using four of Larry Diamond’s nine internal and external democratization factors, which are presented in his book: ‘The Spirit of Democracy’. The results of this study indicate that Egypt had a far larger and more influential military force and also a critical economy, despite less international support for their democratization. Tunisia has a more democratic-oriented civil society and through democratic assistance from the European Union, a peaceful transition into a democratic system was possible. In this essay, a far deeper analysis of the democratization process will be highlighted, including how to prove how these essential factors caused the different outcomes of the Arabic spring protests.

I diskussionen kring hur stater bör förhålla sig till varandra när främmande människor i andra stater utsätts för lidande av sin egen statsledning ställs ofta idéer om globala humanitära rättigheter, som utvecklats efter andra världskriget och förintelsen, emot normer om staters okränkbarhet och principen om att inte intervenera i andra staters interna verksamhet. Syftet med detta arbete är att undersöka i vilken utsträckning begreppet Responsibility to Prevent tillämpats i FN:s säkerhetsråds agerande under en samtida konfliktsituation, detta med bakgrund i utvecklingen av det nya tankesättet med global humanitär rätt som ett gemensamt internationellt ansvar. Arbetet behandlar teorierna solidarism, pluralism och realism. För att söka svaret på frågeställningarna används kvalitativ textanalys av skriftliga öppna källor. Insamlingen av empiriska data består av tryckt media, officiella dokument samt texter och artiklar tagna från internet. Resultatet från arbetet visar att Förenta Nationernas säkerhetsråd till viss del har agerat i enlighet med begreppet Responsibility to Prevent. Vidare redogör arbetet för att två inflytelserika, permanenta medlemmar i säkerhetsrådet har motiverat sitt ställningstagande utifrån olika synsätt på hur konflikten bör hanteras och att deras motiveringar påverkats av deras skilda synsätt på statssuveränitet och intervention. Undersökningen leder även fram till slutsatsen att vetorätten i säkerhetsrådet, under konflikten i Syrien 2011-2012, har begränsat utvecklingen och implementeringen av tankesättet att säkerheten för världens befolkning ska betraktas som ett gemensamt ansvar.

This paper is designed to analyse the situation regarding the attempt to implement democracy in Egypt and why it failed. Theories regarding democratic transition and consolidation is acting as scientific instruments to carry out this case study. This essay directs its focus on several key factors that has contributed to the prevention of democratic reforms. The theory concerning path dependence is used to compliment the remaining theories to distinguish vital historic aspects to this issue. Key factors such as the Muslim brotherhood, the Egyptian military and regime, as well as the liberal movement is examined in this paper to illuminate their respective contribution to this situation. The conclusion of this paper focuses on the military, unwilling to surrender its power, along with the religiously fundamental brotherhood, growing rapidly. A democratic transition was in the making, only to be shut down by the military, regaining its former power. Although chaotic and military-biased reforms continued, they were far from democratic.  Because of all the key factors not sharing any political ideals, the situation has come to an abrupt halt regarding a democratisation process. The democratic ideal has become worn among the protestors and another try at a democratic transition is far from reality.

In the era of the Arab Spring, the people of Libya and Syria have fought for freedom and democracy. This essay aims to examine and analyze how The United Nations Security Council works to solve international problems in the world.   The main questions of my study are:   - How did the UN work on the basis of R2P in Libya and Syria?  - Why could the UN Security Council to agree on R2P in Libya but not in Syria?  Under the Arab Spring as the context, the purpose of this essay is to study the role of the United Nations UN in Syria and Libya. So, I highlight to the role of UN in R2P Responsibility to Protect in Libya and Syria. In 2011, the UN Security Council adopted Resolution 1973, which established a no-fly zone over Libya. The UN’s actions in Libya succeeded to remove the dictator Muammar Al-Gaddafi by R2P's principle, while The UN failed to remove dictator Bashar AL-Assad in Syria. The purpose of the R2P in Libya was to establish a no-fly zone and safe areas to protect civilians, but this led to the overthrow of Al-Gaddafi's regime in violation of the UN Security Council Resolution 1973.  I have used the theory of Realism and Liberalism to adapt them with my own theory to achieve the aim of my essay. In this paper, I used also content analysis as a guide of Method to reach conclusions. The materials used for this essay are documents, books and articles etc.  The results of my study are that the most important reason for Russia and China to use their veto in the UN Security Council is fear for the misuse of the international resolution to overthrow the regime in Syria. And thus, harm the very strong Chinese and Russian interests in Syria.

Sammanfattning Coronapandemin slog till våren 2020 och skapade oro hos befolkningen och på skolor. På nationell nivå bestämdes att grundskolor skulle hållas öppna och undervisning fortsätta som vanligt och inte ske på distans. Trots detta direktiv agerade lärare olika på lokal nivå utifrån egna eller lokala rektorsbeslut. Syftet med denna studie är att, med utgångspunkt i reflektiv skoldidaktisk teori (Uljens, 2011) och relationell teori (Aspelin, 2018), undersöka och öka kunskapen om hur lärare i naturorienterande ämnen på mellanstadiet beskriver hur de distansundervisade hemmavarande elever i ämnesspecifik läsförståelse, samt hur de upprätthöll relationerna med eleverna under våren 2020. Nio mellanstadielärare intervjuades enskilt utifrån en kvalitativ semistrukturerad intervjuform. Analysen skedde utifrån realistisk tolkning (Kvale & Brinkmann, 2020) av respondenternas berättelser av ord och begrepp i naturorienterande ämnen och analysen av det empiriska materialet utgick från studiens tre forskningsfrågor, tolkning av nationella direktiv, didaktiska ställningstaganden och upprätthållande av relationer, och i detta arbete uppkom 16 kategorier. Resultatet av studien visade på en stor variation i respondenternas svar gällande alla forskningsfrågor. Studiens huvudsakliga bidrag till tidigare forskning är resultatet som visar att lärare tolkade direktiven från staten på nationell nivå på olika sätt. Studien visar även att det kan finnas en utmaning att variera undervisningen i naturorienterande ämnen och stödja elevers ämnesspecifika läsförståelse vid distansundervisning. Lärarens didaktiska val i undervisningens vad, hur och vem/vilka vid distansundervisning kan härmed vara avgörande. En övervägande del av lärarna i studien uttryckte utmaningar i att upprätthålla relationer och vår studie kom fram till att i de fall där lärare fick till interaktiva möten via digitala videokanaler kunde lärarna skapa en personlig kontakt där de kunde bekräfta eleverna, som därmed kunde se och bli sedda, på ett såväl känslomässigt som ett kunskapsmässigt plan. Då studien har gett sig in på ett outforskat fält på nationell nivå är vidare forskning i de didaktiska och relationella val som lärare gjorde vid coronapandemins första våg våren 2020 av största vikt för att lärare, när Sverige återigen hamnar i en pandemiliknande situation, ska kunna upprätthålla sina relationer med eleverna och samtidigt ge en likvärdig utbildning i ämnesspecifik läsförståelse och ett eventuellt speciallärarstöd, vare sig eleverna är hemma eller i skolan. / Abstract The Covid-19 (Corona) pandemic struck in the spring of 2020, creating concern and anxiety amongst the population at large and in schools especially. The authorities decided at a national level that primary schools should remain open and that education should continue as usual, as opposed to teaching remotely via digital media. Despite this directive, teachers at the local level acted differently, making their own decisions or following those of their local principals. The purpose of this study, which is based on reflective school didactic theory (Uljens, 2011) and relational theory (Aspelin, 2018) is to investigate and broaden our knowledge of how middle school teachers in science subjects described how they taught students who remained at home in subject specific reading comprehension. The study also examines how they maintained their relationship with students at home during the spring of 2020 from a school didactic and relational perspective. Nine middle school science teachers were interviewed individually following a qualitative, semi-structured form of interviews. The analysis reflects a realistic interpretation (Kvale & Brinkmann, 2020) of the teachers’ accounts as to how they had taught remotely, and the analysis of the empiric material was based on the study’s three research questions: interpretation of national directives, didactic choices and maintaining relationships. The results of the study revealed considerable variation in the respondents’ answers to all research questions. The study’s main contribution to previous research illustrates how teachers interpreted directives from the state at the national level in different ways. The study also shows that different ways of teaching science subjects and supporting students’ subject specific reading comprehension can be challenging when teaching remotely. Consequently, the teacher’s didactic choice, the teachings what, how and who/which in remote teaching can be decisive. Most of the teachers interviewed for the study experienced challenges in maintaining relationships. However, the study concluded that in cases where teachers had interactive meetings via digital video channels, they found it was possible to create a personal contact and relate to the students who could see and be seen on an emotional as well as educational level. As the study focused on an unexplored field at the national level, further research into the didactic and relational choices that teachers made during the first wave of the pandemic in the spring of 2020 is of the utmost importance, so that in the event of further waves of the virus, teachers will be able to maintain their relations with students and at the same time provide the same teaching experience for subject-specific reading comprehension and any special needs support whether the students are at home or at school.

The people in Tunisia demanded democracy and civil liberties, which led to large-scale demonstrations against the Tunisian regime in December 2010. The demonstrations against the authoritarian regime was considered to be the beginning of the Arab Spring. Of all states that was affected by the Arabic Spring, Tunisia became that one country that succeeded their transition from an authoritarian state to a democratic one. In order to analyze why Tunisia became a democratic state, this study aims to clarify what factors that affected the democratization process. Through the theoretical framework of Samuel P. Huntington, the factors that affected the third wave democratization are used in this study in order to analyze the Tunisian democratization and transition. Through analyzation; deepening legitimacy problems of the regime and economic growth was considered to affect the Tunisian democratization. Actions of external actors partly affected the country’s democratization. However, religious changes and snowballing effects was considered not to have an impact on the democratization and transition towards democracy.

Muslim women’s rights, and gender equality in the Muslim world, are commonly discussed subjects within the academic world. Feminism, as a term, is often connected to this topic of discussion. This thesis aims to analyze two different perspectives concerning how these rights should be achieved: Islamic feminism, using internal resources, and Muslim feminism, using external resources. Islamic feminism, as a strategy, proposes that by interpreting the Quran, the ultimate revelation of God, Islam could provide the central and egalitarian meaning of the Quran. There is disagreement within the academic community whether Islamic feminism would enable these rights. Muslim feminism, as a counterpoint to Islamic feminism, proposes that the state must become secularized. Rendering Islam and the state as separate entities.    This thesis will utilize the theoretical perspective on Islam and feminism from five feministic academics. They all have different backgrounds, standpoints, and approaches towards the development of Muslim women’s rights, as well as what strategies they suggest to improve them. These strategies encounter different kinds of difficulties. The Islamic feminism, which uses the Quran, runs the risk of being too heavily associated with already established interpretations of the Quran. It may be seen as intertwined with existing fundamentalist views. On the opposite side of the spectrum, Muslim feminism may create a divide between Islam and women’s rights. This thesis aims to present the potential of different theoretical perspectives on Islam and feminism as well as the limitations on suggested strategies for improvement of Muslim women’s rights.

The purpose of this study is to gain a deeper understanding of the Syrian conflict by usingHistoriographical Comparative Study as a method. The study compared five different books onthe Syrian conflict. The purpose of the study is not to present "pure facts" but the main purposeis to interpret these books on how they view the Syrian conflict. In other words, how have theauthors interpreted and written about the conflict and then compare with each other. It wasnecessary to choose a theory for this work and there was nothing better than realism to explaininternational relations, and the theory was most suited to the study's problem area. The resultshowed that all the authors had different views on the study's issues, it could be found that somebooks had almost the same view while some other books had completely different views. Butall books agreed that external actors have influenced and escalated the Syrian conflict. Asrealism describes, no state sacrifices its self-interest due to moral principles. Which most of thebooks selected for this study agrees that all states involved in the Syrian conflict were due toself-interest. / Syftet med denna studie är att erbjuda en djupare förståelse av den syriska konflikten, med hjälpav Historiografisk komparativ studie som metod. Studie går på att jämföra fem olika böckersom är skrivna om den syriska konflikten. Syftet med studien är inte att presentera ”rena fakta”utan huvudsyftet är att tolka dessa böcker om hur de ser på den syriska konflikten. Alltså hurhar de tolkat och skrivit om konflikten för att kunna jämföra med varandra. Det var nödvändigtatt välja en teori för denna arbetet och det fanns inget bättre än realismen för att förklarainternationella relationer, och teorin var mest passande till studiens problemområde. Resultatetblev att alla författarna hade olika syn angående studiens frågeställningar, det kunde hittas attvissa böcker hade nästan samma syn medan vissa andra böcker hade helt olika syn. Men Allaböcker var överens om att externa aktörer har påverkat och eskalerat den syriska konflikten.Som realismen beskriver att ingen stat offrar sitt egenintresse för moraliska principer. Vilkettalar de flesta böcker som valdes till denna studie för detta påstående och är överens om att allastater som var inblandade i den syriska konflikten var på grund av sitt egenintresse.

Syftet med denna studie är att undersöka sfi-lärares erfarenheter av distansundervisning under våren 2020. Studiens fokus ligger på att undersöka hur digitala verktyg anpassades till elevernas olikheter, hur kommunikationen med eleverna etablerades och vilka arbetssätt och metoder som kännetecknade sfi-lärares distansundervisning.  Genom att beskriva omställningen till distansundervisning orsakade av pandemier som SARS och Covid-19, redogörs för de utmaningar och möjligheter som lärare ställs inför i den digitala klassrumsmiljön. Därefter lyfts teoretiska aspekter kring kommunikation och lärarrollen i att skapa relationer med eleverna i den digitala lärmiljön. För att förstå fenomenet med distansutbildningen i sin helhet redovisas vidare utgångspunkter som bör tas hänsyn till när en sådan utbildning utformas och designas. Detta är en empirisk studie där metodtriangulering har använts med både kvantitativa och kvalitativa undersökningar. Totalt deltog 126 respondenter i webbenkät och sex respondenter i semistrukturerade intervjuer. Resultatet pekar på att lärarnas förhållningssätt till distansundervisning under pandemin och ojämlikhet i elevers digitala kompetens och elevernas bristfälliga tillgång till digitala teknik i samband med omställningen, var avgörande för hur nya arbetssätt och undervisningsstrategier formades. Sfi-lärarna använde sig av de digitala verktyg och digitala resurser som redan var inarbetade i klassrumsundervisningen. Både synkron och asynkron kommunikation tillämpades i stor utsträckning, där synkron kommunikation värdesattes tack vare dess likhet med det fysiska klassrummets upplägg och asynkron kommunikation ökade tillgänglighet till undervisningsmaterial. Sfi-lärarnas utmaningar bestod av svårigheter att vara tillgängliga för de elever som behövde stöd och att följa upp elevernas lärandeprocesser på distans. / The purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.