Дисертації з теми "Controversial Issue"
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1
Bowman, Kate. "Wedge issue politics the effects of controversial issues on legislative behavior /." Connect to resource, 2006. http://hdl.handle.net/1811/6560.
Повний текст джерелаАнотація:
Thesis (Honors)--Ohio State University, 2006.Title from first page of PDF file. Document formatted into pages: contains 54 p.; also includes graphics. Includes bibliographical references (p. 52-54). Available online via Ohio State University's Knowledge Bank.
2
Dejtanasoontorn, Sarunya, and Panumas Hanpermchai. "Purchasing Organic Foods Online Controversial Issue in Marketing." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-12565.
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3
Nijland, Esmé Aurelia. "Effects of hormone treatment on sexual functioning in postmenopausal women pharmacological intervention and female sexuality: a complex, controversial clinical and social issue /." [S.l. : [Groningen : s.n.] ; University Library Groningen] [Host], 2008. http://irs.ub.rug.nl/ppn/.
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4
Debeljak, Anne F. "Confronting Stereotypes: Integrating the Social Issue of Stereotypes Within the Art Curriculum." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244121211.
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5
Jaskilka, Michael Carl. "How to preach on controversial social issues." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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6
Ocak, Gulsevim Evsel. "Controversial Issues Related To Reproductive Biotechnology: An Empirical Study." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614077/index.pdf.
Повний текст джерелаАнотація:
This study examines the problems which are created by assisted reproductive techniques on the individuals and their decisions about the reproduction. In the study, the data of a field study which was conducted in 2010 is used in order to make the examination deeper and to give a qualitative and quantitative dimension to the theoretical framework. Through the sociological analysis of both controversial issues occurred by pre-natal reproductive technologies such as sex selection, abortion, PGD, IVF babies, disability, etc. and personal decisions which are impossible to be given independent from the social environment, providing a contribution to the development of sociology of reproduction is desired. In this study it is claimed that assisted reproductive techniques are power which will possibly get ahead of natural reproduction and reduce and even erase the biodiversity and coincidental characteristics of human reproduction, and increase the inequalities in the society. Thus this power may courage the reproduction of &lsquodesirables&rsquo
and prevent &lsquo
undesirable&rsquo
ones from living and even insemination anymore. Another argumentation which is under discussion is the illusion of all these activities and problems were taking their sources from the own decisions of prospective parents. Reproductive biotechnology commerce hopes to people through its economy, cuts across all boundaries through the bounties of its technical abilities and by doing so it does not see a drawback in making people &lsquo
victims&rsquo
of their choices that regarded as &lsquo
rational and free&rsquo
which in fact mere &lsquo
irrational&rsquo
preferences. Thus in this thesis, the theoretical foundations and social results of this technology which extending up to the pre-natal processes are discussed to contribute a more democratic policies
7
Nichols-Cocke, Cathy Marie. "Controversial Issues in United States History Classrooms: Teachers' Perspectives." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/47795.
Повний текст джерелаАнотація:
The purpose of this study was to understand how secondary level United States History teachers approached controversial issues in their standards-based, high-stakes testing classrooms. Controversial issues consisted of multiple points of view, were socially constructed, and had the potential to challenge belief systems. The audience and their perception of a topic determined the degree of controversy. The questions explored were what factors did secondary level United States History teachers identify as influential in creating controversy in their classrooms and how did they introduce what they considered controversial issues into their standards-based, high-stakes testing classrooms? To answer these questions, twelve secondary level teachers who taught 6th, 7th, or 11th grade United States History participated in this study. Information was garnered through interviews of individuals and focus groups. Some participants provided resources used in their lessons and scenarios of their teaching experiences. My principle findings were:
• Place played a role in teachers' willingness to incorporate controversial issues into their classrooms. This was due to students' preconceived notions developed by their geographical location and family.
• The experiences of teachers and students influenced discussion of controversial issues. This included how long the teacher had taught the content or past experiences with parents and administrators. Students' experiences were derived from their family and community, which influenced incorporation of controversial issues.
• Teachers were influenced by the standards they were required to teach. Though some saw these as a restriction in teaching, others used them as a springboard to what they perceived as deeper, meaningful teaching.Ph. D.
8
Swärd, Ida. "To Teach or Not to Teach Controversial Issues? : An Interview Study of Upper Secondary English Teachers’ Attitudes and Experiences of Teaching Controversial Issues Through Fictional Works." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53386.
Повний текст джерелаАнотація:
This study aims to examine how upper secondary English teachers work with foundationalvalues and controversial topics through fictional works in order to discuss the function of valuesand the civic mission in the EFL-classroom. The study was conducted using a qualitativeapproach through semi structured interviews, interviewing seven currently active uppersecondary English teachers. To structure the data from the interviews a thematic analysis wasapplied, and the theoretical approaches used for analysing the data were transformativepotential and narrative imagination.The results of this study show that the participants have an interest in using fictional workscontaining controversial issues for discussing foundational values in the classroom. The studyalso shows that there are both common challenges and advantages of teaching controversialissues through fiction. All participants had similar opinions about the advantages which werethe emergence of expanding worldviews and perspectives among pupils. The challengesmentioned among the participants were: reading in a second language, giving the pupils enoughpre-knowledge and knowing which position to take as a teacher during discussions aboutcontroversial topics. Noticeable differences in the teachers’ opinions were due to their lengthof work experience. Finally, the civic mission in the EFL-classroom could be distinguished inthe teachers’ arguments of why they implement fictional works with controversial topics intheir teaching.
9
Janssen, Benjamin C. "Dealing with debatable issues the Christian approach to amoral things in Romans 14-15 /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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10
Curry, Maragaret Ann. "A comparison of the roles and attitudes of Canadian and British public library directors in dealing with intellectual freedom issues." Thesis, University of Sheffield, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327118.
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11
Rooy, Wilhelmina van. "Controversial issues and the teaching of A-level biology : possibilities and problems." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232821.
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12
Buratovic, Emma, Dervis Cocalic, Kasper Eliasson, Matilda Danestig, and Linus Everlid. "Controversial Materials : Ethical issues in the production of mineral based raw materials." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-327393.
Повний текст джерелаАнотація:
This report has investigated the ethical issues associated with mining or processing of materials that make them considered as controversial. For each material, the main areas of use and the top producing countries are analysed, followed by social and/or environmental issues as well as potential problems in the future. In total, 13 materials are discussed, of which most are minerals. The overall issues, that are recurring throughout the report and are important to be aware of are: child labor, low safety standards, mining activity resulting in deforestation or harming biodiversity, mining processes that affect communities (e.g. because of large water consumption) and the risks associated with widespread illegal mining. The report also provides research about organisations and initiatives that aim to affect the problems, and gives a brief view over tools that can be used to increase awareness of these issues.
13
Zakhour, Per Sherif. "From Issue to Form : Public Mobilization and Democratic Enactment in Planning Controversies." Thesis, KTH, Urbana och regionala studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-174352.
Повний текст джерелаАнотація:
Academics, experts and politicians have come to the conclusion that democracy is in trouble. The contemporary understanding is that new competitive pressures from the outside and unruly publics from the inside have drastically changed the way politics is enacted. Where it was previously provoked by ideological programs it is now engulfed in issues, and where it used to be framed by established democratic institutions it is now characterized by informal governance arrangements. In this environment, it is argued, only the reformed institution can bridge the gap between politics and democracy and restore legitimacy to the decision-making process. In Swedish planning, these reforms have positioned the citizen as the point of departure for democratic politics, manifested in procedural citizen dialogues and in authorities’ relinquishment of political responsibilities. But when unplanned publics do emerge, they are intuitively dismissed as NIMBYs and obstacles to the planning process – preemptively foreclosing opportunities for public democratic enactment. The aim of this paper is to analyze this process by examining the public controversy surrounding the ongoing redevelopment of Slakthusområdet in southern Stockholm. It draws heavily on Noortje Marres’ work. She suggests that politics pursued outside of established institutions could be occasions for democracy since the activity might indicate that issues are finding sites that are hospitable to their articulation as matters of public concern. However, her issue-focused reasoning also positions the citizen as the focal point for democratic politics, meaning that those who fail to accept this role inevitably have themselves to blame. Her work is therefore supplemented with Laurent Thévenot’s understanding of how forms, that is, ideals, rules, and procedures, can be just as important as issues in informing the decisions among actors. Through interviews with those involved, this paper highlights the ease in which the city disarticulates the attempts at public democratic enactment, a proficiency largely stemming from its “reformed” management form. Moreover, while the public finally managed to settle their issue at stake, it came with the substantial cost of eroded faith in democracy. Drawing on this, the paper concludes that both issues and forms, publics and the public sector, are crucial in facilitating the enactment of democratic politics.
14
Colin, Pierre. "Les frontières : une question socialement vive à enseigner : Exemple du lycée professionnel." Thesis, Lyon, 2021. http://www.theses.fr/2021LYSE2101.
Повний текст джерелаАнотація:
« Monsieur, il faut fermer les frontières, et vite ! », tels sont les mots de l’un de mes élèves suite aux attentats du 13 novembre 2015 qui ont fait de nombreuses victimes. Les frontières cristallisent les tensions et sont fréquemment au centre de l’actualité, ce que confirme l’exemple de la crise sanitaire liée au COVID-19. Terme polysémique, la « frontière » recouvre des réalités diverses pour une multitude d’acteurs. Il est, par ailleurs, très délicat de lever les ambiguïtés autour de sa définition. De fait les frontières divisent au sein de la société : leurs gestions, leurs utilisations, leurs existences même sont sujets à débats. Ces frontières sont présentes dans l’actualité mais aussi à l’école au travers des programmes scolaires et des questions proposées dans les concours de recrutement des enseignants d’histoire-géographie et de Lettres-Histoire. Les particularités des frontières et leurs existences à l’école en font une question socialement vive dont il convient de prendre en compte les spécificités pour lui assurer un traitement didactique adéquat. Nous abordons dans cette recherche doctorale la question socialement vive des frontières dans un cadre didactique : en conséquence l’analyse se situe par rapport aux savoirs. Ces savoirs sont multiples, de natures variées, et leurs interactions sont nombreuses. En situant notre travail en géographie, l’analyse du rapport au savoir s’inscrit en premier lieu sur le rapport au monde des élèves, autrement dit leurs géographicités. Cette géographicité est amenée à évoluer en raison des thèmes abordés à l’école ; or les frontières sont créatrices de géographicité. En outre, cette recherche s’inscrit dans un lieu particulier : le lycée professionnel. Lieux de formation de la plupart des ouvriers et des employés de demain, les lycées professionnels accueillent des élèves aux profils particuliers puisque ces derniers s’inscrivent dans un projet professionnel précis dès leur entrée au lycée. L’école n’est pas le seul lieu d’apprentissage de ces élèves qui sont pendant 22 semaines en période de formation en entreprise au cours de leur cursus de baccalauréat professionnel. Plus ou moins scolairement dominés, ces jeunes entretiennent avec l’école des relations souvent conflictuelles. Cette thèse propose d’étudier les frontières dans le cadre scolaire du lycée professionnel et de présenter des pistes didactiques exploitables en classe pour aider les enseignants à gérer cette question socialement vive si particulière“Sir, we must close the borders, and quickly! ", These are the words of one of my students following the attacks of November 13, 2015 which left many victims. Borders crystallize tensions and are frequently at the center of the news, which is confirmed by the example of the health crisis linked to COVID-19. A polysemous term, the "border" covers various realities for a multitude of actors. It is, moreover, very difficult to resolve the ambiguities around its definition. In fact, borders divide within society: their management, their uses, their very existence are subject to debate. These boundaries are present in the news but also at school through the school curricula and the questions offered in the recruitment competitions for history-geography and literature-history teachers. The peculiarities of borders and their existence in school make it a socially lively issue, the specificities of which should be taken into account to ensure adequate didactic treatment. In this doctoral research, we approach the controversial issue of borders in a didactic framework: consequently the analysis is situated in relation to knowledge. This knowledge is multiple, of varied natures, and their interactions are numerous. By situating our work in geography, the analysis of the relationship to knowledge is first and foremost related to the students' relationship to the world, in other words their geography. This geography is likely to evolve due to the themes addressed at school; yet borders are the creators of geography. In addition, this research takes place in a particular place: the vocational school. Training places for most of the workers and employees of tomorrow, vocational high schools welcome students with special profiles since they are part of a specific professional project as soon as they enter high school. School is not the only place of learning for these students who are for 22 weeks in a company training period during their vocational baccalaureate course. More or less educationally dominated, these young people have often conflicting relations with school.This thesis proposes to study borders within the school framework of the vocational high school and to propose didactic avenues that can be used in the classroom to help teachers to manage this very particular controversial issue
15
Fido, Deborah R. E. "Teaching controversial environmental issues in 16-19 A level geography : possibilities and problems." Thesis, University of Oxford, 1999. https://ora.ox.ac.uk/objects/uuid:7ff29bea-35bc-416d-ab76-9409fb09d8be.
Повний текст джерелаАнотація:
Environmental issues are often controversial and involve a range of possible viewpoints or attitudes. They are poorly understood hi the general population and, even amongst well respected scientists, there is often little consensus as to the causes and effects of environmental problems. Teachers are sometimes accused of exacerbating this situation by indoctrinating children with simplistic 'green slogans', rather than teaching a deeper understanding of the complexity of the issues. However, the advice provided for teachers is contradictory: much of the literature on teaching environmental issues encourages teachers to promote pro-environmental attitudes or behaviour, whilst simultaneously encouraging independence of thought amongst their students. Literature on teaching environmental and other controversial issues suggests several possible teaching strategies, but all are open to criticism on varying grounds and therefore provide little in the way of guidance for teachers. This study examines the beliefs and practices of three experienced geography teachers in relation to teaching about controversial environmental issues in the Schools' Council 16-19 A level course. This course was one of the first to embrace the teaching of controversial environmental issues, and provides explicit guidance for teachers on the development of students' environmental attitudes. Using unstructured observation, and informant-style interviews with the teachers and their sixth form students, the research investigates the similarities and differences between the teachers' beliefs and practices, and considers the educational problems and possibilities with teaching controversial environmental issues. The findings reveal a substantial divergence between the teachers' beliefs and the espoused aims of both the environmental education literature and the 16-19 syllabus. These teachers reject the aim of promoting pro-environmental attitudes in favour of a form of balanced learning. This involves the twin aims of providing access to a diversity of viewpoints, whilst maintaining a stance of non-intervention, by which they hope to encourage students to make independent decisions about appropriate environmental behaviour. A variety of imaginative teaching strategies are utilised in the pursuit of these aims. However, the findings of this study also illustrate the difficulties encountered by these teachers in trying to implement their beliefs, problems which can be explained by the influence of various constraints, such as the syllabus and examinations, the students' behaviour and characteristics, the subject matter being taught, and the teachers' own knowledge, pedagogical skills, and attitudes.
16
Hess, Diana. "Discussing controversial public issues in secondary social studies classrooms : learning from skilled teachers /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7549.
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17
Singh, Anumeha. "Condoms, Sex, and Sexually Transmitted Diseases: Exploring Controversial Issues Among Asian-Indian College Students." Cincinnati, Ohio : University of Cincinnati, 2007. http://rave.ohiolink.edu/etdc//view?acc_num=ucin1186971851.
Повний текст джерелаАнотація:
Thesis (M.S.)--University of Cincinnati, 2007.Advisor: Dr. Keith A. King. Title from electronic thesis title page (viewed Mar. 28, 2009). Includes abstract. Keywords: Sexually Transmitted Disease; Sex Education; Asian Indian; College Students; Perceived Barriers; Perceived Susceptibility. Includes bibliographical references.
18
Chaufan, Claudia. "Sugar blues : issues and controversies concerning the type 2 diabetes epidemic /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2006. http://uclibs.org/PID/11984.
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19
Khan, Nadim. "Kontroversiella frågor - en lärares vardag? : En intervjubaserad studie kring lärares uppfattning av kontroversiella frågor i undervisningen." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70823.
Повний текст джерелаАнотація:
Denna studie bygger på kvalitativa intervjuer med verksamma samhällskunskapslärare angående kontroversiella frågor i samhällskunskapsundervisningen. Bland respondenterna arbetar vissa lärare på yrkesinriktade och andra på studieförberedande gymnasieskolor. Resultatet visar att respondenterna ställer sig positiva till att arbeta med kontroversiella frågor, samtidigt som de uppfattar det som ett svårt ämne. Samtliga respondenter har erfarenheter av kontroverser som uppstått i klassrummet och har därför fått arbeta aktivt med kontrovershantering. I studien klargörs vad kontroversiella frågor är, hur man kan arbeta med det i klassrummet samt vad de tillfrågade anser vara viktigt i det arbetet. Detta kopplas till internationella forskningsresultat såväl som svenska.This study is based on qualitive research interviews with actively working teachers in the subject civics about controversial issues in civics education. Among the respondents some work in labour-oriented upper secondary schools and others work in preparatory upper secondary schools. The result indicates that the respondents are positive about the work with controversial issues, meanwhile viewing it as a difficult topic. All of the respondents have experiences from controversial issues that has risen in the classroom, and therefore been dealing actively with controversial issues management. In the study the term controversial issues is clarified as well as how to deal with it in the classroom and what the respondents view as important in the process. This is connected to international as well as Swedish research findings.
20
Smith, Samuel J. "The role of controversial issues in moral education approaches and attitudes of Christian School educators /." Lynchburg, Va. : Liberty University, 2000. http://digitalcommons.liberty.edu.
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21
Parcha, Joshua. "Corporate Communication on Controversial Social Issues and Its Effects on Attitude Change and Attitude Certainty." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28743.
Повний текст джерелаАнотація:
Corporations are increasingly communicating about controversial social issues, including gun control, LGBT rights, confederate flag use, and immigration policies. The purpose of this dissertation was to understand how this corporate communication affects society members in two main ways: First, this study investigated how corporate communication on controversial social issues changes individuals? attitudes toward the controversial social issue. Second, this study investigated how corporate communication on controversial social issues affected how confident individuals were that their attitudes toward the controversial social issue were correct. Additional influencing factors were explored, including the perceived fit between a corporation?s business and the controversial social issue it was advocating for (advocacy fit), the perceived credibility of the corporation (corporate credibility), the amount of agreement other corporations shared with the corporate statement (bandwagon heuristic), and how relevant an issue was to one?s goals, values, and impressions (involvement). A fully crossed 2 (advocacy fit: low, high) x 2 (corporate credibility: low, high) x 2 (bandwagon heuristic: low, high) x 2 (position advocated: for, against) factorial design was used. Participants (N = 677) read a description of a corporation with low or high credibility, a statement from a corporation on a controversial social issue (for/against gun control, for/against transgender rights), and a statement that told participants most corporations were highly favorable (or unfavorable) to the corporation?s statement on the controversial social issue. Findings indicate differences in attitude change and attitude certainty depending on (a) each participant?s degree of involvement with the social issue and (b) how a corporation communicates about the social issue. The fit of an issue mattered for both attitude change and attitude certainty, but only for issues that were relevant to one?s personal goals and personal values. Having a large number of corporations agree with the corporate statement mattered only for attitude change, and only when the issue was relevant to one?s personal goals. Corporate credibility did not have any significant impact on the whether individuals changed their attitudes or became more confident in their attitudes. These findings are discussed, and limitations, practical implications, future research, and concluding remarks are also described.
22
Pinzino, Dean William. "Socioscientific Issues: A Path Towards Advanced ScientificLiteracy and Improved Conceptual Understanding of Socially Controversial Scientific Theories." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4387.
Повний текст джерелаАнотація:
Abstract
This thesis investigates the use of socioscientific issues (SSI) in the high school science classroom as an introduction to argumentation and socioscientific reasoning, with the goal of improving students' scientific literacy (SL). Current research is reviewed that supports the likelihood of students developing a greater conceptual understanding of scientific theories as well as a deeper understanding of the nature of science (NOS), through participation in informal and formal forms of argumentation in the context of SSI. Significant gains in such understanding may improve a student's ability to recognize the rigor, legitimacy, and veracity of scientific claims and better discern science from pseudoscience. Furthermore, students that participate in significant SSI instruction by negotiating a range of science-related social issues can make significant gains in content knowledge and develop the life-long skills of argumentation and evidence-based reasoning, goals not possible in traditional lecture-based science instruction. SSI-based instruction may therefore help students become responsible citizens. This synthesis also suggests that that the improvements in science literacy and NOS understanding that develop from sustained engagement in SSI-based instruction will better prepare students to examine and scrutinize socially controversial scientific theories (i.e., evolution, global warming, and the Big Bang).
23
Saunders, Kathryn Jean. "Engaging with controversial science issues - a professional learning programme for secondary science teachers in New Zealand." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1880.
Повний текст джерелаАнотація:
Internationally there is concern that many science teachers do not address controversial science issues in their science classrooms, and there is a perception amongst many science teachers that science is about the delivery of facts, and that it is value-free. However with the increasingly complex, science-based dilemmas being presented to society, there is a growing call for future citizens to be more scientifically literate and to be able to make informed decisions on issues related to these dilemmas. There have been shifts in science curricula internationally, and in New Zealand, towards a focus on scientific literacy, but changes in teachers’ pedagogical practice have not been widespread. The demands and challenges for teachers are high and to make such changes requires support and guidance.Because of the paucity of literature available about teaching controversial science issues in New Zealand science classrooms, the purpose of this project was to firstly establish the current status of the teaching and learning about issues and to identify the support that teachers felt they required to address this in science classrooms. This information then informed the development of a professional learning programme to provide support for teachers. The project took a mixed method approach and proceeded in three phases, with Phase One involving the development and administration of a survey to secondary teachers in the North Island of New Zealand, with follow-up interviews with some survey participants. The qualitative and quantitative data gathered enabled the current scene to be established. Phase Two involved the use of data from Phase One, together with information obtained mainly from the literature review, to design a professional learning programme, the focus of which was the development of a model for ethical inquiry. Phase Three involved two workshops, separated by eleven weeks, in which four teachers critiqued, trialled and evaluated the model in the classroom. A series of case studies was developed from each trial, with a cross-case analysis made to validate the usefulness of the model.The findings of the survey and interviews indicated that to address controversial issues, there was a need to move New Zealand teachers away from a focus on content, towards a pedagogy that focused on ethical inquiry and the appropriate use of strategies and approaches to support this. The findings from the professional learning programme confirmed that teachers had been supported in addressing controversial science issues by the use of the model for ethical inquiry and positive outcomes were reported for both teachers and students.The project provided current information about how controversial science issues are addressed in New Zealand secondary science classrooms and validated the model for ethical inquiry in supporting teachers to address controversial science in the light of impending and changing requirements of The New Zealand Curriculum (2007) towards informed citizenry and scientific literacy. The project also supplements the very small amount of research that has been carried out in a New Zealand context on addressing controversial science issues in secondary science classrooms.
24
Kassahun, Woubet T. "Unresolved issues and controversies surrounding the management of colorectal cancer liver metastasis." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-161138.
Повний текст джерелаАнотація:
Ideally, tumors that might cause morbidity and mortality should be treated, preferably early, with proven, convincing, and effective therapy to prevent tumor progression or recurrence, while maintaining a favorable risk-benefit profile for the individual patient. For patients with
colorectal cancer (CRC), this diagnostic, prognostic, and therapeutic precision is currently impossible. Despite significant improvements in diagnostic procedures, a sizable number of patients with CRC have liver metastases either at presentation or will subsequently develop it. And in many parts of the world, most cancer-related deaths are still due to metastases that are resistant to conventional therapy. Metastases to the liver occur in more than 50% of patients with CRC and represent the major determinant of outcome following curative treatment of the primary tumor. Liver resection offers the best chance of cure for metastases confined to the liver. However, due to a paucity of randomized controlled trials, its timing is controversial and a hotly debated topic. This article reviews some of the main controversies
surrounding the surgical management of colorectal cancer liver metastases (CRLM).
25
Kazungu, John David. "Physical education policy and practice : Issues and controversies in Tanzania secondary schools." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-51229.
Повний текст джерелаАнотація:
Schools’ decisions to offer Physical Education (PE) is among the possible ways of involving students in physical activity, which has significant effects on students’ health, lifelong participation in physical activities and participation in sport. This thesis explores the factors and the ways they influence secondary schools’ decisions on whether or not to offer PE in Tanzania. The study is based on Institutional Theory, and on a social constructivist approach to knowledge generation, employing qualitative research methods, such as document analysis and interviews with different actors within and related to secondary schools. The study areas and the participants were purposefully sampled and included heads of school boards, heads of schools, PE teachers, parents and students. Document reviews were used in order to gather information concerning the regulative and normative conditions that govern schools. Four schools were more carefully studied – two that offer and two that do not offer PE. In these schools I focused on cultural conditions and local frames that could influence schools’ decisions. The findings indicate a number of factors which influence schools’ decisions whether or not to offer PE. Some of these factors are the availability of teaching and learning logistics, including facilities, equipment, qualified PE teachers, text books and teaching hours for the subject. Furthermore, the contribution of the examination for promotion purposes, the pen and paper examinations, the prioritization of other programmes and subjects, reliable support for the subject and the interest of those empowered to make decisions at school level also influence schools’ decisions concerning offering the subject. On the basis of the theory used in this study, to enable schools to make decisions favouring the offering of PE, there need to be consistency among the regulations and the normative and cultural-cognitive aspects of the institution. First, the regulative conditions are those that legalize the subject by forming the basis for schools’ decisions to offer the subject; these include governing and monitoring organs. Second, the normative conditions stipulate the logic of appropriateness for how the teaching should be approached; these include various normative directives, such as the curriculum and the syllabus. Finally, the cultural-cognitive conditions exert an influence on schools’ decisions through various perceptions held about the subject within the community. The thesis concludes with some implications of the study, indicating what changes will be needed concerning both the general institutional level and the school level.Att skolor i Tanzania beslutar sig för att erbjuda skolämnet Idrott och hälsa (Physical Education) kan vara en förutsättning för att engagera elever i fysiska aktiviteter, vilket är betydelsefullt med tanke på deras hälsa, fortsatta fysiska aktiva liv och deltagande i idrott. Denna avhandling undersöker olika faktorers inverkan på skolors (motsvarande högstadium) ställningstagande för eller emot att erbjuda Idrott och hälsa som valbart ämne. I studien, som är baserad på nyinstitutionell teori och på ett socialkonstruktivistiskt perspektiv på kunskapsutveckling, tillämpas en kvalitativ ansats genom metoder som dokumentanalys och intervjuer med olika aktörer inom och i anknytning till ett urval av skolor. Dokumentgranskningar har gjorts som grund för en analys av vilka regulativa och normativa villkor som inverkar på skolors ställningstaganden. Därutöver har fyra skolor studerats - två som erbjuder och två som inte erbjuder Idrott och hälsa. Här har syftet varit att klarlägga vilka kulturella förhållanden och lokala ramar som inverkar på skolornas beslut om att ge eller inte ge ämnet. Vid dessa skolor har intervjuer genomförts med strategiskt utvalda personer; ordföranden i skolstyrelser, skolledare, idrottslärare, föräldrar och elever. Resultaten visar att ett antal faktorer inverkar på skolors beslut om att erbjuda eller inte erbjuda Idrott och hälsa. Några av dessa faktorer är tillgången på faciliteter och utrustning, utbildade idrottslärare och läromedel. Vidare är det betydelsefullt hur undervisningstimmar i ämnet fördelas. Negativ inverkan har förhållandet att praktiskt kunnande inte bedöms i de nationella proven, att betygen i Idrott och hälsa inte har något egentligt värde i utbildningssystemet och att andra ämnen tillmäts högre status och värde. För ett positivt ställningstagande behöver det finnas ett substantiellt stöd för ämnet och ett intresse bland dem som har befogenhet att fatta beslut på skolnivå. Alla dessa faktorer inverkar på skolornas beslut om att erbjuda ämne. Utifrån den teori som används i studien måste det finnas en samsyn och överensstämmelse mellan de regulativa, normativa och kulturella villkor som styr skolan som institution för att skolor ska kunna erbjuda Idrott och hälsa. Denna studie har visat att en sådan samsyn inte föreligger. För det första bör de regulativa villkoren ge tydlig legitimitet åt ämnet genom att etablera legala förutsättningar för skolors möjligheter att erbjuda ämnet; vilket även involverar de institutioner som övervakar utbildningen. För det andra bör de normativa villkoren såsom läroplan och kursplan, vilka styr innehållet i och formerna för undervisningen i ämnet, vara relevanta och realistiska utifrån de lokala förutsättningar som råder. Slutligen bör insatser göras för att förändra de kulturella-kognitiva förutsättningarna i form av att synliggöra värdet av ämnet Idrott och hälsa med tanke på barns och ungdomars utveckling av goda hälsovanor. Avhandlingen avslutas med några implikationer av studien, vilka indikerar vilka konkreta förändringar som kan behövas såväl på institutionell och nationell nivå som på skolnivå.
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Saastamoinen, Andreas, and Hilma Enell. "Kontroversiella frågor i samhällskunskap : En kvalitativ textanalys om hur lärare ska hantera frågor som kan väcka känslor i undervisningen." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148356.
Повний текст джерелаАнотація:
Denna uppsats har undersökt syftet om hur lärare ska arbeta med kontroversiella frågor i undervisningen i ämnet samhällskunskap. Undersökningen har utgått ifrån vetenskapliga didaktiska teorier med fokus på den didaktiska triangeln med grundfrågorna vad, hur och varför.
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Hellgren, Adam. "Kontroversiella frågor i årskurs 4-6 : En kvalitativ studie om kontroversiella frågor inom SO-undervisningen på mellanstadiet." Thesis, Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193950.
Повний текст джерелаАнотація:
The council of Europe have declared the teaching of controversial issues a matter of educational urgency and therein presenting teachers with the difficult task of teaching these issues to pupils. This paper aims to provide an understanding of which kinds of issues are considered controversial to teach in social science classes in Swedish middle schools. Through the presenting of six interviews with seven middle school teachers, this paper will help to provide insight into some of the issues and challenges middle school teachers face whilst teaching these issues. Teachers are faced with didactic challenges involved with presenting these controversial issues to pupils in order to present a wider range of viewpoints and help give a deeper understanding of the issues presented. This paper will also show how controversial issues in Swedish middle schools are generally the same issues as in society as a whole, that is to say, mostly concerning politics and religion.
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Tabone, Chyrisse P. "A descriptive study of students' perspectives on controversial issues embedded in a college environmental science course." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001774.
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Hinkle, Jennifer. "Injection Wells in Rural Ohio: A School Community Study." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1628013227130392.
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Schill, Craig Robert. "A model for maintaining unity in local churches through the appropriate management of disputable issues." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p001-1088.
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Frisbie, David L. "Cogent issues in clergy attrition subsequent to experiences of conflict in local congregations." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.
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Pal, Shivani. "Issues and controversies surrounding the use of plea bargaining in international criminal tribunals." Thesis, University of Central Lancashire, 2013. http://clok.uclan.ac.uk/8511/.
Повний текст джерелаАнотація:
This thesis investigates the ethical issues and controversies that surround the use of plea bargaining in international criminal tribunals. Existing approaches to this subject have a tendency to be overly abstract, resulting in often ideologically deterministic justifications or critiques of plea bargaining in an international context. These approaches also fail to take into account any human dimension that may be involved in these negotiations. This thesis goes some way towards remedying this by making use of extensive in-depth interviews with international trial professionals. The thesis incorporates these interviews into an analysis of plea bargaining through three theoretical models: classic utilitarianism, classical liberal rule of law and legal imperialism. Each of these three models highlights significant issues in relation to the use of plea bargaining in an international context. Whilst they offer both justifications and critiques, revealing a number of gaps and blind spots, elements of each offers something that can assist an understanding of the use of plea bargaining in such a controversial arena as international war crime tribunals. The thesis argues that, when considered together, a holistic approach begins to develop which offers a more nuanced approach to plea bargaining than is currently available. This analysis is assisted and illustrated by interviews with named participants in war crime tribunals. These assist in developing a more unique perspective on plea bargaining by contextualising its theoretical findings by placing them into the tangible and realistic contexts of legal practitioners. The thesis opens with an introduction which sets out its aims and objectives. After which there is a separate chapter that discusses the methodologies used in this thesis. This is then followed by two chapters that outline the role of the international tribunals and introduce the concept and to explain the trajectory of plea bargaining and its use in the global arena. The thesis then moves on to its more substantial chapters which evaluate the this particular legal phenomenon; the third explores the justifications for plea bargaining through the theory of utilitarianism, examining its relevance in light of the interview responses, whilst the fourth is concerned with the objections to plea bargaining that are contained within the concept of the classical rule of law. Here, once more, the interviews undertaken with legal practitioners are used to challenge the theoretical assumptions put forward by such liberal thinking. Building even further on these responses, the fifth chapter argues for a consideration of plea bargaining as a form of legal imperialism. The thesis concludes with a critical reflection that draws on its analysis of the three models to offer some recommendations concerning the future use of plea bargaining within the context of international war crime tribunals.
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Fowler, Rebecca A. "Effectiveness of disgusting images as a persuasion tool in public service announcements for controversial two-sided public issues." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0013384.
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Leino, Jonathan, and Ida Söderlund. "Kontroversiella frågor i undervisningen : En kunskapsöversikt om vad kontroversiella frågor är, hur de kan hanteras och varför de är viktiga." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39502.
Повний текст джерелаАнотація:
The primary goal with this literature review was to develop a better understanding of controversial issues within school education. We formulated three questions that would help us reach this goal: What constitutes controversial issues?? How can they be assessed from a didactic point of view? Why can controversial issues be important to discuss? Our working method consisted of systematically searching for relevant literature by using a combination of selected keywords. The collected literature was evaluated and selected to be included in the results based on relevancy, The results demonstrated that controversial issues are often complex in nature, polarizing and very present in social science-education. Furthermore, there are several didactic models and tools that can be used to deal with controversial issues in educational settings. As such, our analysis shows that controversial issues may be integrated in teaching practices. This will increase the possibility for students to develop both knowledge and skills to deal with controversial questions. In social science education, teaching about controversial political issues prepares students to participate in a democratic society, enabling them to engage in discussion on controversial topics in productive and sensitive ways.
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Waliaula, Anne Jebet. "Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.
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Chen, Pi-yun. "The promotion of native cultural education in Taiwan seeing from a multicultural perspective : issues and controversies." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10881/.
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Lymbouridou, Chrystalla. "Controversial issues in science education for functional scientific literacy : a case study of an implemented curriculum in Cyprus Science classrooms." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/1602/.
Повний текст джерелаАнотація:
This study has been designed to provide and interpret information from classroom based practice about the implementation of controversial issues in the science curriculum and relate it to the discussion about conceptual frameworks that situate controversial issues in science education. Since no tools were available from the science education research area to fulfil the methodological aims stated above, the study has taken a methodological orientation which resulted in the selection and modification of Schellens' (1985) argument typology scheme alongside Peirce's (1905) classification of the sciences to describe the epistemic part of the lesson, and to the selection of Walton's and Crabbe's (1995) typology of argumentative dialogues to describe the dialectical context. The application of argument schemes was successful and it has enabled the description of the epistemic practices as situated in dialectical practice. The analysis has revealed the basic structural components in which the complexity of the discussion is built, consequences, needs (ends) and rules, and how these have been used within discussions: either to ground decisions about an issue, or to explain or evaluate societal agents' and own selves' actions, desires, decisions, views and positions, or own intentions towards a personal stated dilemma. Furthermore, they have revealed the instances in which each discipline, like Ethics, Natural Sciences, Psychology, and Sociology, had taken place. The results indicate an intersection of the disciplines and provide valuable information about how implementing controversial issues in the science curriculum might be related to enhancing thoughtful decision making, humanizing the science curriculum, or focusing on epistemological issues.
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Johansson, Sebastian. "Känsliga och kontroversiella ämnen i historieundervisning." Thesis, Malmö universitet, Malmö högskola, Institutionen för samhälle, kultur och identitet (SKI), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40063.
Повний текст джерелаАнотація:
As Sweden has moved from being a homogeneous country to a multicultural melting pot of various nationalities so has the need for history teachers to understand how to raise various historical issues in a way without unnecessarily offending or aggravating while still doing their duty of educating and fostering the next generation on Swedish citizens. Therefore, this research overview of the topic “sensitive and controversial issues in history teaching” (SCIs) has been done as an attempt to bridge knowledge gaps and create more understanding for how to educate on SCIs by gathering information from nations where the issues have already been well documented. Consequently, this study attempts to showcase different SCIs in different nations as well as showcasing how teachers from each nation either try teaching said issues or ignore it. The conclusion is that teachers in general do not shy away from teaching controversial subjects and that a controversial subject is a subject that still holds an emotional connection to a student or a teacher.
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Zein, Jane R. "Controversial issues in the classroom: The role of schools and teachers in the education of an engaged citizen. A comparative study." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2500.
Повний текст джерелаАнотація:
This thesis is a comparative based on the report published by the Qualifications and Curriculum
authority, and on a paper written by Oulton et al. in the United Kingdom. This study tries to
explore the similarities and differences between the challenges facing democracy in the United
Kingdom and the United States, in addition and to exploring the connection between the
definition of citizenship, its practice, and the role that the teaching of controversial issues and
teachers' attitudes towards controversy in the classroom can play in creating more awareness in
the young generation and more involvement in the democratic process. The responses to the
questionnaire indicate the need for more support needed for the teachers to introduce topics that
are considered sensitive and may create tension in the classroom. Criterion based testing results
in teaching content at the expense of critical thinking at times; as a result there is a need to create
a space in the curriculum for the teaching of controversial issues if the current trend of focusing
on standardized testing is to continueThesis (M.Ed.) - Wichita State University, College of Education, Dept. of Curriculum and Instruction
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Christenson, Mary Alpharetta 1950. "The impact on teachers and students of teachers' collaborative planning for teaching multiple persectives on controversial environmenal issues using chldrens' literature /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486400446372809.
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Retnaningsih, Umi Oktyari. "Pre-service Teachers’ Approaches to Planning and Integrating Global Education and Social Studies Knowledge into Social Studies Curriculum." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555605580100922.
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Neuhaus, Daniel. "Morot eller bromskloss? : En kvalitativ intervjustudie om undervisning om nutida konflikter i det mångkulturella Sverige." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84571.
Повний текст джерелаАнотація:
Sweden is a multicultural society which means that there is a lot of pupils in Swedish schools with a background as refugees and with experiences from potentially traumatic and horrible events in their home countries. This study works with two different theories, trigger warning and pragmatism. Trigger warning explains why it could be necessary to hide or protect student from some specific topics or material and pragmatism says that it is educationally successful to use the pupils experiences in the classroom. Contemporary global conflicts, such as the ones that the pupils are coming from, could be a useful subject to teach about in social studies according to the Swedish curriculum. Given this circumstances, this study seeks to examine if it would be educationally and morally appropriate to use this potentially traumatic and sensitive experiences as a method of teaching. According to pragmatism, it would be. However, according to trigger warning, it could be relevant to protect the pupils from this kinds of subjects in school and in the classroom. Therefore, this study contains a tug of war between the two different theories and I interviewed pupils who has moved or has a family who has moved from warzones as refugees about this matter. A core in this study is to take the pupils perspective and examine what good, or bad, that comes out if a teacher in social studies wants to teach about the conflicts that the pupils has a connection to. The result shows that it in fact would be educationally successful even if these subjects are special and a teacher should always think about the circumstances and the methods they are using. In the theoretical tug of war pragmatism comes out as a winner, by trigger warnings could be relevant in some cases.
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Levinson, Ralph. "Towards a pedagogical framework for the teaching of controversial socio-scientific issues to secondary school students in the age range 14-19." Thesis, Institute of Education (University of London), 2007. http://eprints.ioe.ac.uk/47/.
Повний текст джерелаАнотація:
Teaching controversial socio-scientific issues presents a significant challenge to teachers because these issues are often based on complex but tentative scientific evidence, and differences between contending parties reflect political, socio-economic and ethical considerations. This thesis aims to develop a realisable pedagogy, underpinned by a theoretical framework, to address such controversial issues. The framework draws on three separate but interwoven strands: McLaughlin’s formulation of nine ‘levels of disagreement’ which conceptualises controversy in a democratic and pluralistic society, the levels ranging from differences based on evidence to differences in worldviews; the ‘communicative virtues’ in which participants need to be schooled to support open dialogue; and Bruner’s ‘modes of thought’ in which protagonists in a controversy aim to convince their interlocutors through narrative and logico-scientific modes. This pedagogical framework operates through constructions of the school-society interface ranging from science as authoritative to science as negotiable. 83 teachers, from 21 different secondary schools and further education colleges in England and Wales, were interviewed about their experiences of teaching controversial socio-scientific issues. Empirical indicators drawn from the teachers’ narratives were mapped onto the framework to construct a picture of current pedagogy. Findings point to a need to support teachers in focusing on specific case studies, particularly those which draw on evidence and its associated logical procedures, to encourage teachers to explicitly draw on student narratives and to educate students in the communicative virtues. Opportunities and limitations are discussed in locating the teaching of controversial socio-scientific issues in the curriculum and in further characterising pedagogy and learning for future research.
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LAMAS, LÍVIA PAULA DE ALMEIDA. "THE APPLICATION OF PENALTY IN DEMOCRATIC STATES OF LAW IN THE LIGHT OF THE GUARANTISM: CONTROVERSIAL ISSUES OF THE BRAZILIAN CRIMINAL CODE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17843@1.
Повний текст джерелаАнотація:
Este trabalho teve por escopo analisar criticamente a aplicação da pena nos
Estados Democráticos de Direito à luz da teoria garantista de Luigi Ferrajoli.
Dentro desse contexto, optou-se por abordar as questões polêmicas do Código
Penal brasileiro, que envolvem a aplicação da pena, com enfoque nas
circunstâncias judiciais de natureza subjetiva do artigo 59 e a reincidência. Os
referidos vetores foram analisados sob o prisma da interpretação conforme a
Constituição Federal de 1988, que a partir desta data, instituiu no Brasil o Estado
Democrático de Direito, garantidor dos direitos humanos fundamentais. O
resultado dessa abordagem revelou que na aplicação da pena ainda não há uma
equivalência entre os fundamentos teóricos sobre os quais se assenta esse modelo
de Estado e a realidade. Diante desta situação paradoxal, o juiz assume um papel
relevante para a construção de um modelo penal condizente com os ideais
garantistas de um sistema punitivo.This work had for scope to critically analyze the application of penalty in Democratic States of Law in the light of the garantism theory of Luigi Ferrajoli. Within this context, it was opted to working with controversial issues of the Brazilian Criminal Code, involving the application of penalty, focusing on the legal circumstances of the subjective nature of Article 59 and recidivism. These vectors were analyzed through the prism of interpretation according to the Federal Constitution of 1988, which from this date, established in Brazil the Democratic State of Law, guaranteeing fundamental human rights. The result of this approach revealed that in the application of penalty there is no equivalence between theoretical foundation on which to base this model of State and the reality. Given this paradoxical situation, the judge assumes a relevant role for the construction of a criminal model consistent with the ideals guarantees of a punitive system.
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Larsson, Maria, and Anna Andersson. "Samhällskunskapsläraren: Praktikern men framförallt taktikern : En kvalitativ studie av samhällskunskapslärares förhållningssätt till kontroversiella frågor inom politik." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-18717.
Повний текст джерелаАнотація:
Hur hanterar samhällskunskapslärare kontroversiella politiska frågor i undervisningen och vilka svårigheter finns det med det? Vilken roll intar läraren i klassrummet och vad har det för betydelse i fostransuppdraget enligt lärarna? Denna studie undersöker vad sex samhällskunskapslärare verksamma i Helsingborgs kommun har för förhållningssätt till kontroversiella frågor inom politik. Metoden i arbetet utgår från en kvalitativ studie där dels observationer och dels intervjuer har nyttjats med avseende att undersöka problemområdet. Flera olika komponenter har använts för att analysera resultatet av vår insamlade empiri. Slutsatsen är att lärare hanterar kontroversiella politiska frågor i undervisningssituationer på skilda sätt. Svårigheter ligger främst i att låta alla elever få uttrycka sig utan att gå utanför värdegrunden eller att kontroversiella frågor behandlas på ett sätt som någon elev upplever som kränkande. Studien visar även exempel på vilka olika roller och förhållningssätt som finns och vad de har för betydelse när en tar sig an kontroversiella frågor. Det som framgår i denna studie är att det inte finns någon konsensus i hur läraren ska vara. Avslutningsvis tyder studien på att kontroversiella politiska frågor inte bör undvikas, även om det är något som ofta anses vara komplext att ta upp i undervisningssammanhang. Detta eftersom det är en bidragande faktor till att eleverna utvecklas till förstående och goda samhällsmedborgare.How do social science teachers handle controversial political issues in their teaching and how are those difficulties affecting their ways of teaching? What kind of role does the teacher adapt into while entering the classroom and what does teachers in general think of the fostering assignment that has been given to them? This study investigates what approach six social science teachers in the municipality of Helsingborg think of controversial policy issues in the classroom. The method of this study is based on a qualitative study where observations and interviews are the main sources to the following investigation in the problematic area. Several different components have been used to analyse the results of our collected empirical data. The conclusion is that teachers handle controversial political issues in their teaching situations in different ways. Difficulties mainly arises within situations where student are encouraged to unreservedly express themselves without violating anyone or when controversial issues are dealt in ways that students experiences as offensive. The survey contains examples of different roles and approaches and the effects after dealing with controversial issues. A conclusion of the survey is that there is no consensus on how the teacher should act. In assumption, the survey suggests, despite the fact that controversial political issues are often considered as a complex area in educational contexts, they are not to be avoided. This is because it is a contributing factor in the students developing process of becoming understanding and good citizens in our society.
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Pascha, Werner. "Industrial Policy in Japan and the Policy Choices for Central and East European Countries : A Commentary on Some Controversial Issues Duisburger Papiere zur Ostasienwirtschaft ; 37 (1997)." Gerhard-Mercator-Universitaet Duisburg, 2002. http://www.ub.uni-duisburg.de/ETD-db/theses/available/duett-08072002-111123/.
Повний текст джерелаАнотація:
Nobuko Inagawa has written an excellent paper on the relevance of Japanese experiences for a successful integration of Central and Eastern European countries (CEECs) into the world economy. Talking about the case of Japan is particularly interesting - and potentially controversial - compared with the experiences of other leading economies or successful lateindustrializers. The reason is that Japan - or rather: a significant part of its political, bureaucratic and academic establishment - currently is the only major challenger to the socalled Washington consensus on how to go about structural change in developing and postsocialist transition economies. Here, I want to concentrate on three issues, which could be seen somewhat controversially when utilising Japan´s experiences and drawing policy lessons for CEECs
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Ferry, Maylis. "L'histoire scolaire comme champ de bataille. La conflictualité de l'enseignement de l'histoire interrogée à partir des controverses sur l'histoire de l'esclavage en France et en Angleterre (décennie 2000)." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0312.
Повний текст джерелаАнотація:
L'affirmation est si souvent répétée qu'elle a peu de chances de surprendre : l'histoire que l'on enseigne à l'école fait l'objet de polémiques. Par-delà toutes les oppositions que promet cette situation, il y a donc au moins un point sur lequel s'accordent celles et ceux qui investissent l'enseignement de l'histoire de la sorte : c'est un sujet qui compte et qui vaut la peine qu'on s'émeuve, s'indigne et s'affronte en son nom.Il y a au cœur de cette thèse à la fois un inconfort vis-à-vis de cette évidence et un étonnement face à la virulence qu'ont parfois les débats publics sur l'enseignement de l'histoire. La littérature sur les savoirs scolaires nous donne des clés pour comprendre ces emballements mais pas toutes. En particulier, les processus par lesquels les questions dites sensibles le deviennent ont été moins travaillés que les interactions particulières qu'elles génèrent en classe (perspective qui n'en reste pas moins légitime). En mobilisant des travaux produits dans différents cercles de discussion académique - didactique de l'histoire, sociologie des curricula, de la mémoire, du nationalisme et des controverses - la thèse vise à mieux comprendre comment des contenus d'enseignement peuvent devenir polémique à partir d'une étude de cas.Il s'agit des débats qui ont porté sur la (ré)introduction de l'histoire de l'esclavage colonial et de la traite négrière en France et en Angleterre au cours de la décennie 2000. Il est particulièrement illisible si l'on s'en tient à une explication en termes de conflictualité intrinsèque dont seraient porteurs certains savoirs scolaires. En effet, l'histoire de l'esclavage et de la traite a été enseignée (ou présente dans les programmes) à différents moments au cours du XX° siècle dans ces deux pays et cela n'a pas toujours suscité de l'émoi, loin s'en faut.À l'appui d'une analyse de discours de matériaux divers (archives, presse et autres genres de discours tenus publiquement, entretiens semi-directifs), la thèse retrace le fil de ces controverses et, chemin faisant, explore les différentes manières dont peut se dire - ou non - le sens que l'on donne à l'enseignement de l'histoireThe statement is so often repeated that no one is likely to consider it with wonder: the history which is taught in schools is an object of controversies. Beyond all the oppositions that are allegedly linked to this situation, there is at least one thing which those who look at school history in such a way agree upon: it is a subject which matters and which is worth getting emotional and controversial about.There is at the heart of this thesis both a discomfort towards this taken-for-grantedness and a wonder at how fierce can public debates about the teaching of history sometimes be. The litterature dealing with school knowledges provides some keys to grasp such disagreement spirals, but not all of them. In particular, the processes through which what are called "sensitive issues" actually become so have been under-investigated compared to the specific class interactions they produce (which still is a very useful perspective). Drawing on studies that have been led in different academic sub-fields - didactics of history, curriculum sociology, memory studies, socioliogy of nationalism and controversies - the thesis aims at better understanding how teaching contents become polemical from one case study.This is the debates on the (re)introduction of the history of colonial slavery and the slave trade which took place in France and England during the 2000s. It is strikingly ununderstandable if we stick to an explanation involving the inherent sensibility of certain issues. Indeed, the history of slavery and the slave trade has been taught (or has been in the curriculum) for different periods throughout the 20th century in both countries and it has not always triggered scandals, far from it.Drawing on a discourse analysis of diverse pieces of material (archives, press and other kinds of publicly held discourses, semi-directive interviews), the thesis traces back the path of the controversies and, while doing so, explores the different ways in which the meaning that is given to school history may - or may not - be spoken
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O'Connor, Phillip John. "Illuminating the place of personal values and Christian beliefs in teaching sensitive and controversial issues in personal social health education (PSHE) in South East England : a life history approach." Thesis, Canterbury Christ Church University, 2017. http://create.canterbury.ac.uk/17416/.
Повний текст джерелаАнотація:
Christian teachers of Personal social health education (PSHE) can be conflicted when confronted with sensitive and controversial issues in their professional practice. Concerns include unprofessional conduct, exercising undue influence of their personal values and beliefs on students and being untrue to their faith. These can lead to uncertainty in negotiating areas of conscience and controversy. This life history study situated within the south east of England was used to illuminate the complexities which abound when operating within a wider milieu of perceived marginalisation of the Christian faith through advancing secularisation and liberalism. These tensions are reflected in the curriculum, policy frameworks and legal documents and have implications for teachers’ personal values, Christian faith and professional practice. Semi-structured questionnaires were administered to 13 PSHE teachers and analysed for emergent themes, borrowing language from thematic, ethical and theological analysis. The research illuminates insights into a wider context of faith in professional life. It demonstrates the way teachers are in transition in these conflicts, yet understanding faith as a holistic quality. Findings show that the approaches that teachers adopt to the interpretation and application of faith in personal life influence how faith is integrated professionally. The conflicts confronted, reflect responses of resilience, compliance and rebellion, while some teachers remain unchanged in their positions. Analysis of the data suggested that discreetly integrating faith in practice is a coping strategy some teachers employ. My study suggests that silence can be a price to pay for faith, balancing courageous restraint with conflicting compromises and professional hypocrisy. The research captures teachers in transition located in professional practice obligations, ethical and theological positions as they negotiate and navigate the place of their Christian faith and personal values with students’ rights, freedoms and autonomy.
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Jahan, Farhat [Verfasser], Burkhard [Gutachter] Schnepel, Carmen [Gutachter] Brandt, Kirsten W. [Gutachter] Endres, and Rahul Peter [Gutachter] Das. "The issue of identity : state denial, local controversies and everyday resistance among the Santal in Bangladesh / Farhat Jahan ; Gutachter: Burkhard Schnepel, Carmen Brandt, Kirsten W. Endres, Rahul Peter Das." Halle (Saale) : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2020. http://d-nb.info/1210731576/34.
Повний текст джерела
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Bengtzelius, Arthur. "Att arbeta med kontroversiella frågor i en mångkulturell kontext : En intervjustudie med högstadielärare i de samhällsorienterade ämnena." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44701.
Повний текст джерелаАнотація:
Detta arbete syftar till att bidra med kunskap om undervisning i kontroversiella frågor på skolor med en hög andel elever med utländsk bakgrund. Mer precist syftar arbetet till att synliggöra hur och varför lärarna låter kontroversiella frågor utgöra en del av undervisningen samt hur lärarna beskriver sin roll i undervisningssituationen och varför de väljer att göra på så sätt. För att svara på detta görs intervjuer med sex högstadielärare i de samhällsorienterade ämnena. Två utgångspunkter för undersökningen är att olika frågor upplevs som kontroversiella baserat på individens kultur, tro och identitet samt att lärarnas didaktiska överväganden påverkas av elevgruppens bakgrund och situation. Två analysverktyg nyttjas i syfte att sortera in lärarnas svar i olika kategorier där deras didaktiska överväganden behandlas. Resultatet pekar resultatet på att det inte finns någon generell preferens bland lärarna på dessa skolor att anta ett särskilt förhållningssätt till undervisning i kontroversiella frågor men att samtliga lärare delvis utgår från elevernas bakgrund i deras didaktiska överväganden kring undervisning i kontroversiella frågor.This paper aims to contribute with knowledge about teaching controversial issues in schools with students of foreign background. Concretely the aim is to showcase how and why teachers teach controversial issues aswell as how and why teachers teach in a specific way when they teach controversial issues in the classroom. To answer this six interviews with secondary school teachers in the subjects of social studies, religion, history and geography is carried out. The premiss in this paper is that different issues are considerd controversial by individuals of different age, culture, faith, and identity, and also that teachers make different considerations in their teaching based on the students background and situation. Two analytical tools are used to sort different answers in to categories where the teachers considerations are brought up. The result of the study shows that there are no clear preferences among the teachers as to how controversial issues should be handled. However, the reslut also shows that all teachers base many of their considerations on the students background and situation and there are some preferences as to why controversial issues should be handled.