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  • Presentation: 2017-06-01 10:00 Högskolan Dalarna, Föreläsningssal 5, Falun
    Morén, Göran
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier. Högskolan Dalarna.
    Samhällsfrågor som didaktiskt begrepp i samhällskunskap på gymnasieskolan: En potential för undervisningen2017Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    Undervisningen i samhällskunskap på gymnasieskolan ska enligt anvisningarna i ämnesplanen bedrivas ”med utgångspunkt i samhällsfrågor”. Vad innebär det? I denna licentiatuppsats diskuteras ämnet samhällskunskap och dess potential, analyserat utifrån samhällsfrågor som didaktiskt begrepp. Studien är en sammanläggning av tre artiklar som bygger på tre studier. I den första studien analyseras begreppet samhällsfrågor i styrdokument över tid. Den andra studien bygger på en enkät som 74 gymnasielärare i samhällskunskap besvarat. Den tredje studien är slutligen en intervjustudie med sju av de lärare som medverkat i enkätstudien. Studiens design medger en successiv förflyttning av fokus från struktur till aktör.

    När analysen riktas mot samhällsfrågor som didaktiskt begrepp framträder samhällskunskapsämnet som ett ämne som är öppet för det oväntade och som låter såväl aktuella händelser som elevers genuina frågor forma ämnet. I uppsatsen diskuteras argument för att undervisning som sker med utgångspunkt i samhällsfrågor kan motverka ett instrumentellt förhållningssätt till ämnet.

    Göran Morén är verksam som lärarutbildare vid Högskolan Dalarna. Han har tidigare erfarenhet som samhällskunskapslärare i gymnasieskola. Sedan 2013 har han ingått i forskarskolan Skolnära, ett samarbete mellan Karlstads universitet och Högskolan Dalarna.

  • Presentation: 2017-06-02 13:00 Hus H, sal Hb 116, Jönköping University, Jönköping
    Anderström, Helena
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för de samhällsvetenskapliga ämnenas didaktik.
    Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena2017Licentiatavhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.

    The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.

    The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.

  • Presentation: 2017-06-12 13:15 21A342, Eva Eriksson salen, Karlstad
    Reuben, Jenni
    Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), Institutionen för matematik och datavetenskap.
    Privacy-aware Use of Accountability Evidence2017Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis deals with the evidence that enable accountability, the privacy risks involved in using them and a privacy-aware solution to the problem of unauthorized evidence disclosure. 

    Legal means to protect privacy of an individual is anchored on the data protection perspective i.e., on the responsible collection and use of personal data. Accountability plays a crucial role in such legal privacy frameworks for assuring an individual’s privacy. In the European context, accountability principle is pervasive in the measures that are mandated by the General Data Protection Regulation. In general, these measures are technically achieved through automated privacy audits. System traces that record the system activities are the essential inputs to those automated audits. Nevertheless, the traces that enable accountability are themselves subject to privacy risks, because in most cases, they inform about processing of the personal data. Therefore, ensuring the privacy of the accountability traces is equally important as ensuring the privacy of the personal data. However, by and large, research involving accountability traces is concerned with storage, interoperability and analytics challenges rather than on the privacy implications involved in processing them.

    This dissertation focuses on both the application of accountability evidence such as in the automated privacy audits and the privacy aware use of them. The overall aim of the thesis is to provide a conceptual understanding of the privacy compliance research domain and to contribute to the solutions that promote privacy-aware use of the traces that enable accountability. To address the first part of the objective, a systematic study of existing body of knowledge on automated privacy compliance is conducted. As a result, the state-of-the-art is conceptualized as taxonomies. The second part of the objective is accomplished through two results; first, a systematic understanding of the privacy challenges involved in processing of the system traces is obtained, second, a model for privacy aware access restrictions are proposed and formalized in order to prevent illegitimate access to the system traces. Access to accountability traces such as provenance are required for automatic fulfillment of accountability obligations, but they themselves contain personally identifiable information, hence in this thesis we provide a solution to prevent unauthorized access to the provenance traces.