Search results

Purpose
Most of the existing studies in e-governance context have attempted to measure public value of projects in terms of quality of services provided, cost effectiveness of public organizations and extent to which public organizations are able to meet their social objectives. However, it is also important to explore variables influencing public value to pursue for attaining high public value from such projects. This paper aims to attempt to explore such variables based on Situation-Actor-Process (S-A-P) framework. In India, physical presence of citizens is still required at many public centers established for delivering a variety of government services. A citizen at the time of his visit to a public service center faces a situation, deals with different actors and is subjected to a set of processes. At the end of the service cycle, the citizen develops a perception about public value of the e-governance project. The paper aims at exploring the likely influence of "Improved Situation", "Capability Level of Actors" and "Flexible Process Workflow" on "Public Value" of e-governance projects.

Design/methodology/approach
On the basis of a review of literature, variables likely to be influencing public value have been identified in terms of situation, actors and processes. A questionnaire was designed, and a survey conducted to measure public value and S-A-P-related variables in the context of two e-governance projects, namely, Passport Seva Project and Driving License Project in India. Survey data have been analyzed to study the influence of S-A-P-related variables on the public value of e-governance projects. Learning issues have been synthesized in terms of implications for practitioners as well as researchers for enhancing public value of e-governance projects.

Findings
The study has revealed that a citizen-centric e-governance project with observed high value of conceptualized S-A-P variables is expected to be characterized by high public value. The analysis has also reflected upon a need for an in-depth study to explore empirically validated linkages between S-A-P variables and public value of e-governance projects.

Research limitations/implications
The paper is based on a pilot study in the context of two citizen-centric e-governance projects. It is required to study more such projects for the purpose of validating the proposed framework and arriving at generalized findings.

Practical implications
The study results are expected to sensitize practitioners to keep in view conceptualized variables related to situation, actors and processes while planning for citizen-centric e-governance projects. This may result in improved situation at the public service centers, better performance of employees and more flexible processes which may further help to increase the public value of such projects.

Practical implications
E-governance projects can perform a vital role in improving public value. In the context of India, a key objective of e-governance projects is to improve the service delivery of citizen-centric projects. The findings of the pilot study, based on the select two citizen-centric e-governance projects in India, reflect upon the likely relationship between public value and S-A-P variables. Thrust on improving situational aspects, as conceptualized in this study, is expected to improve comfort level of citizens while taking benefit of IT enabled services of government organizations. Better capability of actors at public organizations is likely to build trust and confidence among citizens toward these services. Adoption of flexible processes by public organizations is expected to ensure seamless delivery of services to citizens through alternate options. Enhanced delivery of services satisfies the need for improved public value and create positive attitude among society toward public organizations. It contributes to satisfaction level of citizens in terms of saving of time, money and efforts.

Originality/value
A review of literature has revealed a few studies undertaken in recent past with focus on measurement of public value in e-governance context. This paper is based on a novel idea of exploring the likely relationship between conceptualized S-A-P-related variables and public value of citizen-centric e-governance projects. Recommendations based on learning issues are expected to trigger suitable interventions to generate high public value from such projects.

Every religious and philosophical theory of ethics tends to determine what is good, and what is evil. Among ancient peoples religious laws governed every aspect of the communitys life. Ancient legal and moral codes have a religious quality because religion and government were never separate in the ancient world. In the teaching of the utilitarian, the utility is regarded as the basis of the appropriateness and of the obligation. Thus proceed the formation of the public utility concept. The purpose of this study – to examine the impact of the ancient Near East Law, Philosophy and Religion on human rights. Human rights in the early civilizations of both the East and the West were composites of various philosophies that served a peoples social and cultural contexts. The Code of Hammurabi from about 1800 B.C. is often cited by historians for its foundational place in the Western tradition of human rights. In the Hebrew Bible ethics also can be referred to as "human rights," but they are based on a very different foundation than the "human rights" commonly promoted today. Both the Hammurabi Code and the Hebrew Bible are utilitarian in their approach, but in the biblical writings use of both utilitarian and deontological methods are used. In a narrow sense, the Mosaic Code reflects the point of view of the radical relativism school. In a broad sense, some of the Commandments involve protecting people from other people, and in this sense a form of "human rights" is established At the very heart of biblical ethics lie the fundamental values that infuse moral conduct and principles. In the Hebrew Bible all morality was legislated. No distinction was made between law and morality, as one could find in a pluralistic society. ; Kiekviena religinė ir filosofinė etikos teorija stengiasi nustatyti kas yra gera, o kas yra blogis. Visuotinai pripažįstama, kad gėriui būdinga tai, kad jo trokštama. Senovės tautų religiniai įstatymai reglamentuoja kiekvieną bendruomenės gyvenimo aspektą. Antikiniai teisės ir moralės kodeksai visada turėjo glaudų sąryšį su religija, nes nebuvo griežtos takoskyros tarp religijos ir politikos. Judaizme, Islame, ir daugelyje senovės politeistinių religijų centrinę vietą užėmė Dievo įsakymas. Bet tampa neaišku – Dievo įsakymas teisingu ir naudingu padaro veiksmą ar jo rezultatą? Utilitarizmo mokyme naudingumas laikomas deramumo ir pareigos pagrindu. Tam tikras poelgis teisingas tada, kai jo naudingumas yra ne mažesnis, negu kurio nors kito alternatyvaus poelgio. Poelgis neteisingas, kai jo naudingumas mažesnis. Naudingumas suprantamas kaip indėlis į gerais laikomų dalykų ir situacijų sąrangą. Anot J.S. Mill, žmogus – sociali būtybė, todėl jo siekius kontroliuoja visuomenė. Šitaip visuomenėje formuojasi naudingumo samprata. Naudingumas yra determinuotas visuomenės pritarimo arba nepritarimo, vadinasi, naudingumas yra socialiai determinuotas. Antikinėse Rytų ir Vakarų civilizacijose ţmogaus teisių sistemą svarstė vairios filosofinės srovės. Iš Istorikų teigimu, Hamurabio kodeksas apie (1800 m. pr m. e.) padėjo pagrindus dabartinei vakarietiškai žmogaus teisių sistemai. Nors kodekse pastebimas didelis skirtumas bajoro ir vergo atžvilgiu, tačiau šiuo teisynu buvo bandyta atsikratyti primityvaus visuomeninio tribalizmo, likusio iš primityvios visuomeninės santvarkos. Žmogaus gyvybės svarbą pripažinimo ir skelbė hebrajų Biblijos tikėjimo sistema. Tai – pirmoji ir būtina žmogaus teisių sistemos funkcionavimo sąlyga. Hebrajai tikėjo, kad žmogus sukurtas pagal Dievo paveikslą ir panašumą. Taigi, kiekvienas asmuo labai vertingas ir svarbus. Hamurabio kodeksas pasižymėjo utilitarizmo tendencija, ir tapo beveik visų šiuolaikinių teisės kodeksų pagrindu. Mozės teisynas buvo dvišalė sandora, kuri buvo skirta specialiai Izraeliui tam, kad hebrajai vieninteliai turėtų teisę į pažadėtąją žemę. Hebrajų Biblijoje nėra takoskyros tarp teisės ir moralės. Biblijos raštuose, priklausomai nuo raštų grupės ir rūšies, naudojami deontologinis ir utilitarinis metodai. Siaurąja prasme, Biblijos raštai ir Mozės teisynas atitinka radikalaus reliatyvizmo mokyklos tendencijas. Plačiąja prasme, Dešimt Dievo įsakymų, gali būti traktuojami kaip potencialus civilinės valdžios moralės pagrindas. Šių įsakymas pagrindinis tikslas – apsaugoti žmones nuo kitų žmonių, ir tokiu būdu tam tikra prasme nustato "žmogaus teisių" standartą. Specifinė Dešimties Įsakymų forma tikslas leidžia daryti ir kitą išvadą: Įstatymai yra tik kryptis, siektinas tikslas. Jie turi būti tokie aiškūs, kad niekam nekiltų abejonių dėl laikymosi. Jei šie įstatymai ignoruojami arba pažeidinėjami, gyvenimas bendruomenės tampa neįmanomas arba nepakeliamas. Hebrajų Biblijoje moralė buvo neatsiejama nuo teisės. Joje neliko skirtumo tarp teisės ir moralės, kaip tai pastebima dabartinėje pliuralistinėje visuomenėje. Biblijos etikos dėmesio centre – fundamentalios vertybės, kad dieviško autoriteto nustatyti moralės normos ir principai.

Purpose The purpose of this single abstract is to present and discuss results coming from a pilot study exploring how creative production can be used as a didactic framework for teaching theory of science at BA level at the university. The data consists of observations during talks and evaluations, log books of reflections, and the students' productions. Conceptual framework The BA in Communication and Digital Media at AAU is based on an interdisciplinary approach involving a wide range of scientific positions of communication. Hence, the teaching of theory of science plays a central role even from the first semester to support the students' development of not only theoretical, but also meta-theoretical awareness and agency. Further, the education is based on problem-based and project-organized learning, where the students' learn through applying theoretical concepts and perspectives on self- selected communication problems derived from real world practices. The problem-based approach requires the ability to construct relevant and scientific rationales through acknowledging and applying the meta-theoretical dimensions of their academic work. Theory of science as a discipline, then, becomes not only a matter of knowing, but also a matter of doing, as a tool for building reasonable, scientific optics for analyzing data. Previously, most meta-theoretical dimensions of the students' projects have consisted of static references of meta-theory with no deeper connection to or actual impact on the project. In this inactive form meta-theory becomes a meaningless and not a productive element of the students' academic practices, sometimes even counterproductive if it contradicts the concerns and conclusions of the project. Hence, new teaching strategies which can enhance the students' meta-theoretical agency are needed. As part of a new application-oriented strategy we use creative production in exchange for students passively listening and taking notes as the only mode of production during Theory of science classes. Through the making of small, digital productions the students gain personal and material experiences with meta-theoretical perspectives such as a hermeneutic notion of gaming, the phenomenological perceptions of things and social construction of meaning. Through this rather unorthodox approach to a classic, contemplative subject, Theory of Science is turned into an active and experience-oriented discipline. Theoretical framework We understand creative production in the light of design thinking (Ejsing-Duun & Skovbjerg, 2016). The production is a form given by using a digital tool, using text and theoretical concepts. Learning through production has an important functional aspect as it makes it possible to reflect upon one's own learning afterwards and to discuss it with others. This point of departure is based on a pragmatic learning perspective provided and inspired by Dewey (1976), Schön (1999) and by an understanding of learning design framed by Sørensen & Levinsen (2014). In a pragmatic understanding of learning the students must first and foremost do something with the concepts – in this perspective concepts coming from theory of science. In their forming a production the students are not only getting to know concepts of science, but they are applying them to a actual scientific practice. Results Our results show indications that production: 1) can facilitate knowledge sharing between students, 2) be a guide for reading and how making theoretical and abstract concepts understandable for students, when they are asked to work with them in a concrete and practical way. At the conference we would like to elaborate on these indications and, on that basis, discuss some of the main challenges for both students and teachers, when implementing a didactic of creative production in a context where creativity and productivity is least expected, for instance, how evaluation seems to be crucial for the students' acceptance of and ability to enter into this kind of creative and productive framework. References: Dewey J.(1976) Democracy and Education: An Introduction to the Philosophy of Education (New York: Macmillan, 1916; New York: Free Press / London: Collier-Macmillan, 1944). Ejsing-Duun S. & Skovbjerg, H.M (2016) Copycat or Creative Innovator? Re-production as a Pedagogical Strategy in Schools. I: Electronic Journal of E-Learning, 2016. Schön, D. (1999) The Reflective Practitioner: How professionals think in action. London: Temple Smith. Sørensen, B.H & Levinsen, K. (2014) Digital Production and Students as Learning Designers. Designs for Learning, Vol. 7:1:54-73.

Diese Studie konzentriert sich auf eine vergleichende Erforschung über lebenslange Lernmotivation und deren Einflussfaktoren in China und Deutschland. Da das lebenslange Lernen ein weithin anerkanntes System ist, welches internationale Bedeutung, reichliche Konnotation, Multiplex-Programmen und komplexe Verzweigungen enthält, scheinen die Erforschung und Analyse über das lebenslange Lernen und konkretes Lernverhalten, Strategien, Theorien, Performanz und Einflussfaktoren immer extrem schwierig zu sein. Zum Analysieren der konkreten Lernerfahrungen sowie Einstellungen und Gedanken von normalen Personen über das lebenslange Lernen werden biographische Erzählung Interview als Instrument der Datenerhebung und die Erforschung Schritte vom Grounded Theory als Forschungsmethode verwendet. Insofern ist eine empirische Theorie auf unseren Forschungsgegenstand zu entwickeln. Die interviewten Personen für dieser Studie besteht aus 20 ausgewählten chinesischen und 20 ausgewählten Deutschen mit unterschiedlichem Hintergrund und Konventionen. Untersucht werden die ganzen Lernerfahrungen und Ansichten von ihnen über die Motivationen und Einflussfaktoren auf ihr eigenes lebenslanges Lernen. Basiert auf einen Analyseprozess von offenen, axialen und selektiven Codierung kann man feststellen, dass die Lernmotivationen und Einflussfaktoren auf lebenslanges Lernen vor allem aus vier Hauptgruppen, nämlich Familie, Gesellschaft, Individuum, sowie Schulen bzw. Mitschüler und Lehrer kommen. Zum Beschreiben der Zusammenhänge zwischen diesen Faktoren und den typischen Kategorien von Einflussfaktoren in den einzelnen Ländern zu beschreiben, werden sie in "Postmoderne", "Scandinavian", "Transformation" und "Traditionelle Asiatische" Typen mit dem "Ideal-Typ" als Leitgedanke eingeteilt . In der konkreten Analyse der Arten der Motivation und Einflussfaktoren auf lebenslanges Lernen von Deutschen und Chinesen, werden die "Autonome" und "Autoritären" Features auf der y-Koordinate, und die "Individuell" und "Sozial" Faktoren auf die x-Koordinate beschriftet, damit die Cluster-Formen der Faktoren in den einzelnen Ländern auf die Diagramme zeichnet werden können. Die konkrete Analyse der Einflussfaktoren und Motivationen beruht auf dem allgemeinen Hintergrund der nationalen Bedingungen und der Realität der Bildungsentwicklung in jedem Land. Jede Hauptkategorie der Einflussfaktoren und Motivationen hat seinen tiefen Grund von der konkreten Makro-, Meso- und Mikrorealität, wie die nationalen Geschichte, Gesetzessystem, Bildungseinrichtungen, Lehr- und Lernpraktiken, wirtschaftliche Situationen, Gesamt Figuration und Bildungskulturen, sowie das Bildungssystem. Durch Analysieren und Vergleichen kann festgestellt werden, dass jedes Land oder Region ihre eigenen Eigenschaften, Implementierungsmethode oder Merkmale des lebenslangen Lernens sowie ihrer Bildungspolitik, Bildungserfahrungen, Lernmethoden, Prinzipien, Lern- und Lehrerfahrungen hat. Zur Verbesserung der Bildungsreformation und deren Fortschritt könnte man erfolgreiche Erfahrungen und Geschichte als Referenz verwenden, damit eigenes erfolgversprechendes Bildungssystem bzw. erfolgversprechende Bildungspolitik gründet werden könnte. Auf der Grundlage von Schlussfolgerungen und Ergebnisse dieser Erforschung sind Vorschläge und Anleitung für die Förderungen des lebenslangen Lernens zu erschließen, die sich in der Zukunft nicht nur in China und Deutschland, aber auch in anderen Industrie- und Entwicklungsländern für verbesserte Leistungen in diesem Bereich anbieten. ; This study focuses on comparative research on the lifelong learning motivations and influential factors in China and Germany. As lifelong learning is a widely recognized system, which possesses international importance, multiple connotation and complex branches, the research and analysis on lifelong learning and concrete learning behaviors, politics, theories, performances and influential factors is extremely difficult. However, in order to be able to analyze the concrete learning experiences as well as individual attitudes and thoughts on lifelong learning according to the reconstruction of their respective experience, we can use biographical narrative interview as an instrument of data collection and the researching steps of Grounded Theory as methodology to develop an empirical theory on our research subject. The study sample consists of 20 selected Chinese and 20 selected Germans from different background and conducts interviews with them to investigate their whole learning experiences and views on the motivations and influential factors for their own lifelong learning. Based on the analysis process of open, axial and selective coding, we can find the learning motivations and influential factors on lifelong learning are coming mainly from the four main groups including family, society, individual, and schools, peers and teachers. In order to describe the relationships among these factors and the typical influencing aspects in each country, we can divide them into the 'postmodern', 'Scandinavian', 'transforming' and 'traditional Asian' types with the "Ideal type" as a guiding ideology. In the concrete analysis of the types of Chinese and German lifelong learning motivations and influential factors, we can label the "Autonomous" and "Authoritarian" features on the y-axis and the "Individual" and "Social" factors on the x-axis so as to draw the cluster shapes of the factors in each country graphically. The concrete analysis of influential factors and motivations relies on the general background of the national conditions and the reality of educational development in each country. Each main category of the influential factors and motivations has its profound reason from the macro, meso and micro objective reality, such as the national history, laws system, educational institutions, teaching and learning practices, economic situations, overall figuration and educational cultures, as well as the educational system in each country. According to the analysis and comparison, we can see that each country or region has its own characteristics, implementation methods of lifelong learning, as well as their educational policies, individual learning methods, principles, learning and teaching experiences. However, the driving force for the improvement of the educational reformation and progress could rely on referencing the successful experiences of others and historical examples to develop their own educational system or establish their own educational policies. Therefore, based on the researching conclusions and results we can make suggestions and guidance for the promotion of lifelong learning performances and achievements in the future not only in China and Germany, but also in other developing and developed countries.

Includes bibliographical references ; The South African policy document of the Revised National Curriculum Statement (RNCS) for Natural Science (Department of Education, 2002), the National Curriculum Statement (NCS) for Life Science (Department of Education, 2003), and the Curriculum and Assessment Policy Statement (CAPS) for Natural Science and Life Science (Department of Education, 2011) recognises and affirms the critical role of Indigenous Knowledge Systems (IKS) in science education. These policy documents expect the science teachers to integrate indigenous knowledge in their lessons. This study strove to establish how selected high school science teachers in the Western Cape Province responded to the inclusion of indigenous knowledge in their teaching. The present study employed a multi-method approach, involving different research methods used in parallel or sequence but are not integrated until inferences are made (Johnson, Onwuegbuzie & Turner, 2007). This study took place in two main sequential data collection phases, namely, the quantitative data collection phase ((QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent are the science teachers in the Western Cape Province integrating scientific and indigenous knowledge, as required by the Department of Education? If not, what are their reasons for this? 2) What are the teachers' views about and understanding of the nature of science and indigenous knowledge as well as their views on how the two worldviews can be integrated in the classroom? 3) How effective was the treatment in enhancing the teachers' ability to integrate science and indigenous knowledge in the classroom? 4) To what extent can the model of Snively and Corsiglia (2001) be useful for measuring change as the teachers implement the integration of indigenous knowledge in the science classroom? For the QUAN phase, the researcher adapted a questionnaire and a new questionnaire, the Nature of Indigenous Knowledge Questionnaire (NOIKQ), was developed. The purpose of this questionnaire was to obtain a detailed description of high schools science teachers' understanding of scientific and indigenous knowledge, as well as the problems the teachers encounter in their implementation of Learning Outcome 3 of Life Sciences and Natural Science. After the pilot study of the questionnaire and subsequent modifications to it, data were collected. Convenience sampling and purposeful sampling characterised the samples of respondents and schools. This sampling strategy ensured a total sample of 370 high school science teachers in 80 public schools, represented by urban and township schools in the Western Cape Province. The results of the QUAN phase indicated that the teachers did not receive training on how to integrate science and indigenous knowledge, and that they did not have sufficient knowledge of indigenous knowledge to teach this aspect confidently to their learners. An inquiry was embarked on in order to train the science teachers in how to integrate indigenous knowledge in the science classrooms. A workshop was chosen as an intervention to improve the teaching skills of the teachers and to develop new methods of teaching. A quasi-experimental design was chosen to establish how effective the intervention was. In this quasi-experimental design, one group of five teachers was assigned to the intervention, whilst the other group of six teachers received no intervention at all. This intervention was based on the model of Snively and Corsiglia (2001) for integrating IK in the science curriculum. These teachers had participated in the survey and were selected for their particular interest in the research study. Classroom observations and three teacher and six learner interviews were used for collecting qualitative data to establish the effectiveness of the intervention. A finding from this study is that the worldviews that the teachers bring into the classroom have implications for approaches they take to include IKS in their lessons. The results of the qualitative phase indicated that, given the teachers background (i.e., cultural, political and social), teachers interpreted and implemented IKS in different ways in the curriculum. The teachers who attended the workshop and were trained to integrate indigenous knowledge in the science curriculum were more confident than those teachers who were not trained to integrate IK in the science curriculum. This increased confidence resulted from the workshop which enhanced the teachers' IK content knowledge and made them less dependent on the learners for examples of IKS. The study offers important implications and recommendations to teachers and policy- makers regarding the implementation of the integration of IKS in the science curriculum, as well as fruitful avenues for further research.

The objectives of this study are to critically map and analyse past and current discussions, negotiations and social processes that take place and relate to conditions created by living in- or monitoring the World Heritage City Angra do Heroísmo in the Azores, Portugal. Based on ethnographic fieldwork and qualitative interviews with the stakeholders in the city, the purpose has been to study how, and with what result and consequences, contested values, interests, rhetoric and powers are mobilized and made into dynamic forces for these stakeholders. Hence, this thesis gives a chronological presentation of selected issues and discussions, which have been taking place in the city from 1980 to 2012. The first subjects attended to are the 1980 earthquake and the nomination process which led to the inscription of Angra to the World Heritage List in 1983. However, some of the core objectives relate to the implications of living in a World Heritage City, given the preservation provisions which follow such a classified area. The aim has further been to assess the point of departure for the official monitors and their views on monitoring a vibrant historical area. The discussions analysed relate to the predicaments occurring when modern development is set up against preservation. However, the analyses show how policies and preservation ideals change, as well as how powers and authorities are challenged and affected by forces within and outside the "authorized heritage discourse". Finally, this study has assessed the notions of pride, local attachment and identity among the inhabitants in Angra. The World Heritage Status can trigger a double sense of feelings; on the one side it holds emotions related to pride and recognition, on the other it represents obstacles for living- and developing the city in accordance with the present needs. World Heritage and tourism are closely linked, and this investigation explores how the stakeholders in Angra relate to the possibilities and threats which tourism holds. Angra represents a site where there is a limited influx of tourist, and we can see how most stakeholders speak for a quality-based tourism. In this respect, one could say there is a prevailing consensus among the stakeholders. Finally, this study has assessed the notions of pride, local attachment and identity among the inhabitants in Angra. These sensations are related to the historical cityscape, an environment which also frames personal experiences and processes. The World Heritage Status can trigger a double sense of feelings; on the one side it holds emotions related to pride and recognition, on the other it represents obstacles for living- and developing the city in accordance with the present needs. Angra do Heroísmo is studied for its particularities, yet comparisons made with other studies reveal that the matters and aspects addressed in this thesis can be universal rather than particular. ; Avhandlingen er en kritisk kartlegging og analyse av tidligere og pågående diskusjoner, forhandlinger og sosiale prosesser som er relatert til det å leve i og forvalte verdensarvbyen Angra do Heroísmo på Asorene i Portugal. Basert på etnografisk feltarbeid og kvalitative intervjuer med for eksempel innbyggere, kulturminneforvaltningen, politikere og utviklere har formålet vært å forstå hvordan, og med hvilke konsekvenser, ulike verdier, retorikker, interesser og ressurser er mobilisert og gjort til drivende krefter for disse stakeholderne. Avhandlingen gir en kronologisk fremstilling av utvalgte tematikker og diskusjoner fra 1980 og frem til 2012, hvor de første temaene er knyttet til jordskjelvet som rammet byen i 1980, og den påfølgende nominasjonsprosessen til verdensarvlisten som ga Angra do Heroísmo verdensarvstatus i 1983. Et hovedanliggende for denne avhandlingen er problemstillinger knyttet til det å leve i en verdensarvby, med de restriksjoner som følger et klassifisert område. Videre har målet vært å studere myndighetenes- og kulturminnevernets ståsted og deres bevaringspolitikk. I skjæringspunktet mellom hensynet til bevaring og behovet for utvikling oppstår diskusjoner og forhandlinger, og avhandlingen analyserer utvalgte diskusjoner som hovedsakelig er knyttet til utbyggingsprosjekter. Studien viser imidlertid hvordan bevaringsidealer- og politikk endres, og likeledes hvordan myndigheter og autoriteter utfordres av krefter innenfor og utenfor 'the authorized heritage discourse'. Avslutningsvis gir avhandlingen en analyse av hvilken betydning verdensarvstatusen har for innbyggerne, noe som berører temaene identitet, stolthet og lokal tilknytning. Verdensarven har således en dobbeltsidig størrelse, som på den ene siden trigger følelser som stolthet og annerkjennelse, mens på den andre siden representerer begrensninger og diskusjoner.

Social and economic inequalities have been a concern in human societies throughout history. In recent years especially wealth and income inequality have been the focus of controversial public, political, and scientific debates. The present thesis seeks to contribute to the ongoing inequality debate by regarding economic inequality from a psychological point of view. Together with Detlef Fetchenhauer, Thomas Schlösser, and Daniel Ehlebracht, I experimentally investigated the psychological determinants and consequences of economic inequality in three different studies. Of the many aspects that inequality comprises, we particularly focused on the association between inequality and justice (Chapter 2 and Chapter 3) as well as its consequences for affects, emotions, and cooperation (Chapter 2 and Chapter 4). In this context, inequality as conceived in Chapter 2 might be most comparable to income inequality because it emerges as a consequence of individuals' performance in a working task. Inequality as conceived in Chapter 3 and Chapter 4 might be most comparable to wealth inequality because it is the result of a random assignment to an advantageous or disadvantageous societal position, as is inheritance. Nevertheless, all inequalities examined within this research project are closely related, as they share an economic or monetary basis. In Chapter 2, we experimentally explored the emotional and affective consequences of inequality and their association to justice perceptions. In particular, our participants had to solve effort-based tasks and were assigned to compensation systems referred to as tournament system and equality system. Whereas tournament systems evoked high outcome disparities, equality systems, as they were applied, caused equal outcome distributions. In accordance with prior research (e.g., Schlösser & Fetchenhauer, 2015), we found that the equality system was perceived to be more just than the tournament system. Yet, the effect of the system's justice on affect and emotions was found to be small and both appeared, instead, to be crucially determined by the income and the status of a participant within a given system. For instance, those that benefited from the unequal tournament system perceived the system to be unjust but reported the highest positive affect and the lowest negative affect, anger, and guilt. A possible explanation might be that—within our research paradigm—beneficiaries cannot be hold accountable for the negative consequences of the exogenously determined compensation systems which might detach their justice perceptions and affects as well as emotions. In Chapter 3, we investigated whether a person's personal sensitivity towards justice (i.e., justice sensitivity) predicts equality preferences in democratic systems. Prior research found that unequal distributions are likely to be perceived as unjust (e.g., Deutsch, 1975), hence, we assumed that persons who are truly concerned about the just treatment of others (i.e., other-sensitive persons) hold a genuine preference for equal distributions and low inequality. Persons who show the tendency to predominantly care about a just treatment for themselves (i.e., victim-sensitive persons) were instead assumed to hold no genuine distributional preferences, but rather prefer the degree of inequality within their monetary self-interest. With the help of a so-called welfare state game (e.g., Biniossek & Fetchenhauer, 2007; Lotz & Fetchenhauer, 2012), we measured equality preferences in a democratic decision-making process. Indeed, other-sensitive persons displayed a general preference for low inequality irrespective of whether they financially gained or lost out on that decision. In contrast, victim-sensitive persons preferred either low inequality or high inequality depending on whether the one or the other was in their financial interest. In Chapter 4, we finally investigated the relationship between democratically determined economic inequality and cooperation. Based on previous research which found that in particular endogenously induced inequality harms preconditions for cooperative behavior, such as trust (e.g., Greiner et al., 2012), we assumed that democratically induced inequality hampers cooperation. In accordance with this assumption, we found that groups which previously implemented high inequality through a majority choice displayed relatively low levels of cooperation compared to groups which previously implemented low inequality. In addition, we found that the mechanism driving this effect is likely based on motivated reasoning rather than based on self-selection, similarity, risk, or inequality aversion. These findings suggest that high degrees of inequality harm cooperation in democratic systems. Chapter 5 provides an integrative discussion of the presented empirical research findings, while Chapter 6 suggests possible paths for future research.

This dissertation analyzes a new set of policy instruments that several national and regional governments have recently implemented to help their home-grown innovative companies gain access to global technology markets. These initiatives, which in this dissertation are referred to as Global Innovation Bridges (GIBs), introduce a novel spatial approach to supporting global entrepreneurship in peripheral regions. Establishing a physical presence in the most dynamic regions of technological innovation around the world, and having deep ties with organizations in their home country, GIBs have effectively instituted a cross-national business support structure with the capacity to mobilize knowledge, talent, technology and capital across borders. These initiatives are based on the premise that facilitating innovative companies' access to global markets will accelerate their growth at home, generating new jobs and income. But in addition to a quantitative increase in economic activity, governments are implementing GIBs in an attempt to foster a transition towards high-growth, high value-added economic activities. Despite their potential to stimulate economic development and to foster a qualitative transformation in the economic structure of countries and regions, the literature on entrepreneurship and global entrepreneurship policies remains completely silent about GIBs. This dissertation is the first academic contribution to reveal the workings of this emerging economic development tool. The research achieves two main objectives. First, it provides an initial characterization of GIBs, describing their main features and the factors that are driving national and regional governments to implement them. Based on a multiple case-study of six GIBs with operations in Silicon Valley, California, this characterization also introduces a taxonomy that clearly differentiates GIBs from similar organizations supporting entrepreneurship. Second, it develops an in-depth analysis of the Mexican GIB, the Technology Business Accelerator (TechBA) program, in order to explain how GIBs work. This in-depth study reveals the diversity of actors supporting the mission of the TechBA program as well as the learning processes involved in turning a local company into a global player.Applying the concept of `communities of practice' (Lave 1991; Brown and Duguid 1991; Wenger 1998; Brown and Duguid 2001) to the analysis of the TechBA program, this dissertation advances the following arguments:* The TechBA program articulates a community of practice that involves individuals in various organizations linked together by shared experience, expertise, and commitment to a joint enterprise: supporting the global expansion of Mexican companies. These are individuals whose work is related to the many technological, commercial, financial, and legal aspects of launching a new global venture. While all these individuals work for organizations that have their own agendas and goals, they all contribute in one way or another to advancing the mission of the TechBA program.* TechBA sustains a `distributed' community of practice (Hildreth et al., 2000) that transcends national borders. Through formal partnerships but primarily through informal collaborations with actors in both Mexico and in foreign markets, TechBA articulates a community of practice that operates across distant regions in different countries. The staff and individuals more closely involved in the operation of the TechBA program serve as a `brokers,' mediating among various technical and business communities in distant regions.* Supporting the global expansion of innovative companies involves a transformation in the views and practices of the entrepreneurs leading the global expansion effort as much as it involves adaptations in the strategy, structure, and organization of a firm. Parallel to the activities to support firm-level adaptations, TechBA facilitates a process of enculturation in which Mexican entrepreneurs develop the values and practices of a foreign business community. Through formal training, but primarily through numerous experience-based learning opportunities, Mexican entrepreneurs develop a new language and codes of communication, new know-how in the form of foreign business practices, new know-who or the knowledge to participate in professional networks in foreign markets, as well as new values and views in line with those of a foreign business community. * Rather than simply bridging the geographical distance to markets, the cross-national community of practice built around the TechBA program provides the social context for developing the knowledge, skills, practices, and views that are time- and context-specific and difficult to transmit over long distances. The TechBA community of practice serves as a "living curriculum" (Wenger 2006) in which Mexican entrepreneurs can develop a new identity and learn how to be a global entrepreneur.

This is a report on the educational merits of an extracurricular community-building learning project undertaken at Kyoto University of Foreign Studies which was begun in April 1997 and is still operating at the time this article was written in early 2012. This project is a micro-financing house-building initiative conducted in collaboration with the NGO Habitat for Humanity International (HFHI). The houses are built to reduce poverty and to provide protection and relief from natural disasters. A description of the project, an outline of its major activities, an analysis of its development as an agent of innovative student-led educational extracurricular activities, and a discussion of the project's possible links with the curriculum are included. The HFHI extracurricular learning project has benefited the university in three ways. First, the projects have provided students with practical experiences in conceiving, planning, and carrying out action-plan projects which are small-scale simulations of the work of international community-building NGOs and also of logistical and communication aspects of business activities. Second, it may be claimed that the projects outlined in this report have Peace Studies curriculum links in the learning of foreign languages and cultures, the practice of intercultural communication skills and the development of better understandings of global political, social and economic issues. Third, student management of, and participation in, the projects may lead to important attributes of university success: a development of critical thinking capacity and a dedicated engagement in self-regulated learning. 要旨 本稿は、1997年4月に開始され、2012年初頭の本論執筆時現在も実施されている、京都外国語大学のコミュニティ構築課外学習プロジェクトの教育的メリットについての報告である。このプロジェクトは、NGO団体ハビタット・フォー・ヒューマニティー・インターナショナル(HFHI)と共同で実施されている少額融資による住宅建設の取り組みであり、住宅を建設することによって貧困を減らし、自然災害の危険と不安を取り除くことを目指している。本稿にはプロジェクトの説明、主な活動の概要、革新的な学生主導型教育課外活動の担当教員として述べるプロジェクト展開の分析、およびプロジェクトをどのようにカリキュラムと関係づけられるかに関する議論が含まれる。HFHI課外学習プロジェクトが大学に果たしてきた貢献は次の3点である。第一に、プロジェクトのおかげで学生たちは、国際的コミュニティ構築NGOの業務、ならびに商業活動の物流管理と意思疎通を小規模にシミュレーションできる行動計画プロジェクトを着想し、計画し、実行することを実地に経験できた。第二に、本報告で概述されるプロジェクトは平和学カリキュラムを通じて、外国の言語と文化の学習、異文化間における意思疎通能力の実践、そして世界的な政治、社会、経済問題の理解を深めることにつながっていると言える。第三に、学生がプロジェクトをまとめ、プロジェクトに参加することによって、大学が躍進するための重要な特質である、批判的思考能力の育成と自己管理型学習への熱心な取り組みが実現され得る。

Following the 2009 L'Aquila earthquake, the Dipartimento della Protezione Civile Italiana (DPC), appointed an International Commission on Earthquake Forecasting for Civil Protection (ICEF) to report on the current state of knowledge of short-term prediction and forecasting of tectonic earthquakes and indicate guidelines for utilization of possible forerunners of large earthquakes to drive civil protection actions, including the use of probabilistic seismic hazard analysis in the wake of a large earthquake. The ICEF reviewed research on earthquake prediction and forecasting, drawing from developments in seismically active regions worldwide. A prediction is defined as a deterministic statement that a future earthquake will or will not occur in a particular geographic region, time window, and magnitude range, whereas a forecast gives a probability (greater than zero but less than one) that such an event will occur. Earthquake predictability, the degree to which the future occurrence of earthquakes can be determined from the observable behavior of earthquake systems, is poorly understood. This lack of understanding is reflected in the inability to reliably predict large earthquakes in seismically active regions on short time scales. Most proposed prediction methods rely on the concept of a diagnostic precursor; i.e., some kind of signal observable before earthquakes that indicates with high probability the location, time, and magnitude of an impending event. Precursor methods reviewed here include changes in strain rates, seismic wave speeds, and electrical conductivity; variations of radon concentrations in groundwater, soil, and air; fluctuations in groundwater levels; electromagnetic variations near and above Earth's surface; thermal anomalies; anomalous animal behavior; and seismicity patterns. The search for diagnostic precursors has not yet produced a successful short-term prediction scheme. Therefore, this report focuses on operational earthquake forecasting as the principle means for gathering and disseminating authoritative information about time-dependent seismic hazards to help communities prepare for potentially destructive earthquakes. On short time scales of days and weeks, earthquake sequences show clustering in space and time, as indicated by the aftershocks triggered by large events. Statistical descriptions of clustering explain many features observed in seismicity catalogs, and they can be used to construct forecasts that indicate how earthquake probabilities change over the short term. Properly applied, short-term forecasts have operational utility; for example, in anticipating aftershocks that follow large earthquakes. Although the value of long-term forecasts for ensuring seismic safety is clear, the interpretation of short-term forecasts is problematic, because earthquake probabilities may vary over orders of magnitude but typically remain low in an absolute sense (< 1% per day). Translating such low-probability forecasts into effective decision-making is a difficult challenge. Reports on the current utilization operational forecasting in earthquake risk management were compiled for six countries with high seismic risk: China, Greece, Italy, Japan, Russia, United States. Long-term models are currently the most important forecasting tools for civil protection against earthquake damage, because they guide earthquake safety provisions of building codes, performance-based seismic design, and other risk-reducing engineering practices, such as retrofitting to correct design flaws in older buildings. Short-term forecasting of aftershocks is practiced by several countries among those surveyed, but operational earthquake forecasting has not been fully implemented (i.e., regularly updated and on a national scale) in any of them. Based on the experience accumulated in seismically active regions, the ICEF has provided to DPC a set of recommendations on the utilization of operational forecasting in Italy, which may also be useful in other countries. The public should be provided with open sources of information about the short-term probabilities of future earthquakes that are authoritative, scientific, consistent, and timely. Advisories should be based on operationally qualified, regularly updated seismicity forecasting systems that have been rigorously reviewed and updated by experts in the creation, delivery, and utility of earthquake information. The quality of all operational models should be evaluated for reliability and skill by retrospective testing, and they should be under continuous prospective testing against established long-term forecasts and alternative time-dependent models. Alert procedures should be standardized to facilitate decisions at different levels of government and among the public. Earthquake probability thresholds should be established to guide alert levels based on objective analysis of costs and benefits, as well as the less tangible aspects of value-of-information, such as gains in psychological preparedness and resilience. The principles of effective public communication established by social science research should be applied to the delivery of seismic hazard information.

After a wide proliferation in the last decades, nowadays standards are globally diffused and are having effects on world market. Adoption of public standards grew both in numbers and variety, including several areas like nutrition, health, quality, safety, environment and social concerns. Standards introduction is a controversy issue. Their adoption has been justified as a response to consumers concerns, but they are also having effects on trade. Several authors pointed out that public standards represents a new form of non tariff barriers (NTBs) and protection-in-disguise. Nevertheless, some empirical observations showed that standards may be anti-protectionist when foreign producers are more efficient in comply with standards than domestic ones. Parallel to public standards, food companies have increased the introduction of private standards. Private standards are adopted in the same domains as public standards (e.g. food safety and quality) to increase consumers' trust and promote product differentiation. Private standards may also serve to preempt government regulations, in order to induce weaker public standards. In this context, we analyzed the role of public and private food standards on the global food market. We focus on GMO standards given the relevance and sensitivity of this issue, both politically and commercially, in developed and in developing countries. In the first chapter we present the problem of food standards, providing classification and definitions and discussing economic effects on trade and welfare and problem related to their measurement. In the second chapter, we developed a composite index for 60 countries distributed in all continents. The index is obtained by assigning a score to main components of the GMO regulation: approval process, risk assessment, labeling, traceability, coexistence and membership in international agreements. The overall index is obtained by score summation and normalization, so that it ranges between 0 and 1. Higher values correspond to more stringent regulations. Moreover, we studied the socio-economic determinants of GMOs regulation among country pairs. We calculated two different measures of the bilateral GMO index, namely GMOwij and GMOdij, for comparison purposes. Explanatory variables are classified in three groups: trade costs, institutional differences and economic controls. Our econometric strategy is to compare three different OLS regression specifications. The first is a pooled specification, in the second we include country fixed effects and in the third we include country fixed effects coupled with a dummy variable controlling for EU membership. Results showed that health expenditure and trade flows are significant determinants of similarity in GMO standards. Countries with different health systems and health protection investments may adopt dissimilar GMO standards. Moreover, highest bilateral trade of major GM crops induce countries to set similar regulations, creating regulatory harmonization that reduce the protectionist impact of GMO regulation. This result is confirmed also by the negative effect on harmonization of tariffs. In chapter three, we used the bilateral GMO index to analyze the effect of GMO regulation on bilateral trade flows of agricultural products. We investigate how bilateral similarity/dissimilarity in GMO regulation affects trade flows. We used a gravity model controlling for zero trade flows. Moreover, we instrumented the dependent variable to deal with endogeneity problems. Three main results are shown. First, countries with greater differences in GMO regulation trade significantly less. The level of harmonization of the GMO regulation is important to boost trade flows. Second, labeling, approval process and traceability are the most important components of the regulation. Third, the effect of endogeneity of GMO regulations to trade flows largely dominates in magnitude (about four times) the traditional selection bias problem. In chapter four, we investigated through a political economy model why private standards are often more stringent than public ones. The model combines both aspects of retailers' market power and producers' political power. The public standard is assumed to be determined in a political game: producers, retailers, and consumers have some political power to influence the standard-setting process. The resulting public standard is set at a lower level than the private one. Additionally, we provide an empirical application to show how our model's predictions fit the real world. We conducted a survey collecting information on GMOs private standards among a sample of 45 retailers. The findings are consistent with the model's prediction. First, in Europe, GMO private standards are stricter than public standards for a large number of supermarkets, while in the US retailers set standards according with public regulation. Furthermore, the level of restrictiveness varies accordingly to consumers' preferences and to public regulation of the country where retailers are operating.

AbstractPower Politics: The Political Economy of Russia's Electricity Sector LiberalizationbySusanne Alice WengleDoctor of Philosophy in Political ScienceUniversity of California, Berkeley Professor Steven Vogel and Professor Kiren Chaudhry, Co-ChairsThis dissertation tells the story of the post-Soviet electricity system and the politics of its transformation from a ministry to a market. A core concern of the project is the process of building institutions for new markets. The aim of my research is to provide an empirically grounded analysis of how markets are constructed in the post-Soviet context. Who has been able to shape post-Soviet markets, how and why? And what does this process tell us about the emergence of market institutions more generally?Dominant theories of state-market relations tend to regard the Russian state as captured by either oligarchs or corrupt bureaucrats: either oligarchs prevented the creation of markets, or institutions were shaped to enable rent-seeking by the most powerful oligarchs or bureaucrats. Neither approach successfully accounts for significant sub-national variation in the institutional architecture of newly created electricity markets. Many observers have also argued that with political recentralization, the Russian state has veered toward full-fledged economic re-nationalization. I find, rather, that different tiers of the Russian government have been combining market forces with state control, pursuing a developmentalist agenda that aims at integrating a more economically robust Russia into the international economy. A central aim of the dissertation is to highlight a developmental strand in Russian economic policy, which at its broadest aims to create strong domestic economic actors who can compete internationally while generating employment domestically. The prevailing paradigm of how liberal reforms happen in Russia rests on an anemic logic: liberalizing forces in the government make concessions to opponents of reform to buy their approval. These concessions are usually considered rents, or rent-seeking opportunities. I found that during the transformation of the electricity sector interactions between the state and Russia's new private entrepreneurs followed a different logic: the government, first at the regional and later at the federal level, made concessions to opponents of full liberalization to enlist their assistance for broader social and developmental aims, rather than to buy approval or for the narrow goal of creating rent-seeking opportunities. During the 1990s, regional governments sought to cooperate with regional oligarchs in their attempts to cushion the impact of liberal reforms emanating from Moscow. Subsequent institutional outcomes in the electricity sector resulted from President Putin's strategy to selectively grant concessions to different types of oligarchic conglomerates - with either an energy or an industrial lead-firm - in return for their contributions to the federal government's developmentalist agenda. The dissertation considers two further elements central to the transformation of the electricity sector from ministry to market: the influence of competing experts and the legacy of Soviet-era industrial geography. Two aspects of the governments' developmental agenda shed light on each of these questions. First, international integration, a key component of the government's developmental agenda, contributed to the replacement of Soviet-era technical experts with managerial experts over the course of reforms. These new managers promised to modernize the electricity sector in a way that would further the competitiveness of electricity companies and Russia's economy more broadly, making the electricity sector legible for both domestic and international investors. Secondly, the government's development strategies often aimed at keeping elements of the Soviet-era industrial structure intact. Even as production chains were torn apart and reassembled during the turbulent post-Soviet collapse and transition period, some elements were preserved and shaped the politics of electricity sector reforms. Depending on the industrial geography of a region, conglomerates' interests vis-à-vis the electricity sector differed across regions. Up-stream energy conglomerates and down-stream industrial producers ended up influencing the transformation of the electricity sector differently in Siberia, European Russia and the Far East, which resulted in the different ownership and subsidy regimes in the newly created electricity markets. The broader implications of these findings concern the boundaries of new "zones" of regulation that are created during liberalization. My findings suggest that the boundaries of emerging regulatory zones cannot be taken for granted: they may or may not overlap with established political boundaries, they are themselves subject to political conflicts and industrial geography is an important factor shaping new regulatory zones.

For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.

For two decades, Lithuania is on the way a democratic state, in keeping with the global information space, involvement in the processes of globalization. It promises greater economic, political, socio-cultural and even moral norms and rules, unification, the transition to a new, comprehensive system of values. Professor J. Vaitkevicius (1995) claimed that Lithuanian revival is directly linked to the school and the teacher's renaissance. Values change pasulyje play a major role in the cycle of art subjects, including dance. Pupils' willingness to learn dance strongly influenced by the personality of the teacher - learner psychological characteristics, the subject of dance knowledge and ability to creatively use a variety of teaching methods that encourage students to act. Dance dance teacher's role in student motivation for learning is one of the most important. Teacher's responsibility - not only impart knowledge, to develop capacity and skills, but also to create an environment that promotes intellectual and emotional expression of students. This creative environment depends on the creation of dance teacher's personality, dance teacher teaching abilities, professional competence and communication with students. In other words, the same dance teacher's personality can be seen as a dance student learning motivation factor. It is difficult to separate the personality from the profession, particularly in the areas of fuel requires constant interaction with other people. The persipynimas obvious case of a teacher. In order to reveal pinavertės and mature personality traits can be based on psychological literature. Psychology, understanding the structure of a single personality nėra.Todėl to reveal the most important personality characteristics, it is to answer three questions: what the personality and where it is, what it can, what it is (Butkienė A. Kepalaitė 1996). Based on these issues suggests that the psychological structure of personality can be divided into the following: the orientation of the intentions, needs, interests, value attitudes, worldview and beliefs, temperament, character, ability, emotion and will. (Butkienė, Kepalaitė, 1996 ) Educational theory and educational practice is important not only for personal research but nothing is more important, and reason in principle and Diversity awareness and knowledge. However, the reasons are not static: they occur, evolve, and, depending on the situation, may enhance or weaken. Some reasons - short-term, others long-term stimulation of human activity. Grounds of origin and dynamics of matter is very important teachers who care about learning effectiveness and motivation of its determinants. Psychology and Educational Sciences reasons dynamics of recognition is very important paving the way for search performance. Reasons creates a single mindedness to learn, and the target depends on what the specific learning factors. The reasons are varied in its depth, the level of aggregation: one which derives from the needs of other interests, the fear of life of goodwill. The authors stress that the reasons arising from the needs of very effective, because the needs of expressing the necessary, vital body and the spiritual life of the contacts with external conditions, which can overcome the shortcomings. The value of the various motives vary: some considerations to keep learning more, others less, one must be more motivated reasoning powers of the younger school age, the other - the older. Learning is enhanced by all types of reasons for the development of social, moral and personal activity of working. For the same reasons of diversity is recognized, it is impossible to create a single, universal theory of motivation, which could explain both animal and human behavior, the reasoning problems of different approaches and different interpretations of the theory. They can be divided conditionally into certain groups: 1st theory of human behavior in reaction to highlight some of the pressure. 2nd theory, which recognizes that human behavior is determined not only the external or internal pressure. 3rd theory explaining human behavior in the inner disposition It can be argued that all discussed various aspects of the theory helps explain individual's behavior and can help teachers, as well as dance teachers seeking to stimulate students' learning motivation. Adapted for the practice of each of these theories can improve educational reality. Reasoning creates a general disposition to learn, but depends on the objectives, what is the specific learning activities.

This paper is based on a draft which was presented at the international conference 'Exclusions from Constitutional Law', held at the School of Law of the University of Hong Kong, October 28-29, 2009. The paper gathers the results from numerous experiences and conversations with people related to the topics touched upon in this paper. Too numerous to mention all of them, I wish to thank in particular H. Patrick Glenn, Francis Snyder, M.P. Singh, Surya Deva, Sindhu Vasantha Nagaraja, Arno Kreilhuber, Holger Neuwirth, Iris Neuwirth, Abderrahmane Ould Isselmou, Miguel Ângelo Loureiro de Lemos, Iris Eisenberger, and Chen Zhi Jie for the many interesting conversations and their useful comments. I would especially like to thank Francesco Francioni and Alison Tuck for their kind support in the organization of my stay as a Visiting Fellow at the European University Institute (EUI) in summer 2010. ; The past century has seen drastic changes and the pace with which they occur appears yet to be accelerating. It is not only we as individuals who have difficulties following these processes, but also the international legal and institutional framework put in place by previous generations no longer provides efficient responses to the imminent global challenges. It appears that the perennial struggle between continuity and change has reached a new level. This new level is summarized in the global governance debate which is aimed at deepening our understanding of the processes on which our paths depend and, at the same time, at formulating new ideas about new ways we might proceed. However, a global platform on which this debate can unfold is generally absent. International organizations continue their autistic practice and international law fragments further. The question then is how we can create a common platform without a common place to converse. The answer offered in this paper is by starting to create a common vocabulary, as thoughts and words precede and determine our actions. In this global vocabulary, the 'developing/developed' dichotomy is one conceptual distinction that, it is argued here, is largely outdated and even malicious in its effects. A survey of its use across various legal contexts not only uncovers institutional fragmentation but also largely contradicts the dynamism inherent in nature. In sum it annihilates the basis for a broader solidarity needed for a more synthetic approach to the solution of many urgent global problems. This conceptual distinction divides the world into so-called 'developing countries', on the one hand, and 'developed countries', on the other. With a view to contributing to the global governance debate, this 'constitutional' reading and comprehensive overview of numerous international and national legal instruments marks an attempt to demonstrate the need for more dynamic processes of governance because, ultimately, we all want to live in 'developing countries'. ; I. Introduction . 1 II. We all Live in 'Developing Countries' . 4 III.'Developed' or 'Developing Country': Definition Impossible?. 6 IV. The Consequences: 'Ignorant Arrogance' and 'Averted Responsibility'. 7 V. A Meta-Juridical Critique of the Developing/Developed Country Dichotomy. 9 VI. Global Governance and the 'Clash of Institutions or the Remaking of the Global Legal Order'. 12 1. The United Nations Charter as the World's Constitution . 13 2. International Human Rights Law. 13 3. Culture and Development . 16 4. International Labor and Social Standards and Development . 18 5. Environmental Protection and Sustainable Development. 20 6. Development for Development. 25 7. Global Public Health and Food Security. 26 8. International Trade and Development: The Multilateral Trading Regime under the WTO. 27 9. International Financial Institutions and Development: The World Bank and the IMF. 30 10. International Criminal Law. 32 11. General Public International Law . 33 12. General Private International Law . 34 13. Other International or Regional Organizations . 35 14. Résumé. 37 VII. Comparative Constitutional Law. 38 1. Aspects of Development in National Constitutions . 38 2. The Constitution of the United States of America (March 17, 1789) . 39 3. The Constitution of India (January 26, 1950) . 39 4. The Constitution of the People's Republic of China (December 4, 1982). 40 5. The 'Basic Constitutional Charter' of the European Union. 41 6. Résumé . 42 VIII. Conclusion. 42 Bibliography. 44