Suchergebnisse

Eitt af meginmarkmiðum núgildandi aðalnámskrár (Mennta- og menningarmálaráðuneytið, 2011/2013) er að búa nemendur undir þátttöku í lýðræðislegu samfélagi. Samkvæmt þessu á grunnskólinn að vera sá staður sem veitir nemendum svigrúm til að öðlast reynslu af lýðræðislegu starfi og vera þátttakendur í því. Markmið þessarar rannsóknar var að kanna mögulegar breytingar á viðhorfum nemenda í þessum efnum yfir fimm ára tímabil, 2010 til 2015. Tveir hópar nemenda í 6.–10. bekk (Nalls = 627) voru spurðir um afstöðu sína til lýðræðis og lýðræðisþátttöku með fimm ára millibili. Rannsóknin var gerð í samvinnu við tíu skóla sem söfnuðu gögnum við reglubundið sjálfsmat. Niðurstöður sýna að viðhorf nemenda til lýðræðis í grunnskólum á Íslandi og lýðræðisþátttaka virðist hafa tekið mjög litlum breytingum á framangreindu tímabili. Engar breytingar var að finna á því sem kallað hefur verið frjálslynd lýðræðissjónarmið, svo sem tjáningarfrelsi og samkeppni í skólastofunni. Aftur á móti mátti greina smávægilega jákvæða breytingu á viðhorfum til þess sem kallað hefur verið samstarfslýðræði, þ.e. til þátttöku og samvinnu. Mikilvægi lýðræðisþátttöku að mati nemendanna virtist dala lítillega yfir þetta fimm ára tímabil. Niðurstöðurnar voru bornar saman við danska rannsókn frá árinu 2001 sem þessi rannsókn tók mið af. Enginn afgerandi munur fannst á viðhorfum dönsku og íslensku ungmennanna. Þó virtust frjálslynd lýðræðissjónarmið vera traustari hjá dönsku ungmennunum. ; The Icelandic national curriculum guide for compulsory schools published in 2011 specially emphasized the importance of preparing students for active participation in a democratic society: "It is expected that children and youth learn democracy by learning about democracy in a democracy" (Mennta- og menningarmálaráðuneytið, p. 19). Democracy was furthermore emphasized as one of six fundamental pillars of the Icelandic education system together with literacy, sustainability, health and welfare, human rights, equality, and creativity. Accordingly, knowledge about changes in attitudes towards democracy and democratic participation since the introduction of this new conception in 2011 is of importance. The increased emphasis on issues related to democracy introduced in the Icelandic national curriculum guide for compulsory schools were to be fully implemented in 2013. Studies on how Icelandic students are prepared for an active participation in the constantly changing democratic society are few and far between. Therefore, the results of this study can be considered of importance for education stakeholders such as teachers, parents, students, and scholars. The theoretical model used in the study is based on the works of Danish researchers (Jacobsen, Jensen, Madsen, Sylvestersen, & Vincent, 2004), where democratic perspectives in a Western tradition are conceived as liberal democracy (e.g., emphasizing the rights of the individual) and republican democracy (e.g., emphasizing solidarity). According to the model, both perspectives need to be in place for a democracy to function, and it is in the tension between these two perspectives a democratic process becomes active. The goal of this study is to contribute to an increased theoretical and empirical knowledge about democratic processes and democratic participation in public schools. The research was intended to detect possible changes in the responses of children to questions related to liberal and republican democracy after the full implementation of the Icelandic national curriculum guide from 2011. The goals of the study were approached by asking two groups of children in Grades 6 through 10 (Ntotal = 627) about their attitudes towards democracy and democratic participation in the classroom. The first data collection was conducted in 2010 and the second data collection was conducted in 2015. The study was conducted in collaboration with 10 schools that carried out the data collection as a part of their own internal evaluation. The results show that attitudes towards democracy and democratic participation over the above depicted period had changed remotely during the five-year period. No changes were found in attitudes related to a liberal democracy. A slight positive change was detected regarding opportunities for participation and collaboration in a republican democracy. However, the importance of democratic participation showed a slight decline during this five-year period. According to the model of Jacobsen et. al. (2004) one of the prerequisites for liberal democracy is individuality. A comparison with Danish result from 2001 showed that about 61% of the Danish adolescents indicated that it was very important to "be the way they are" but only 47% of the Icelandic adolescents responded the same way in 2015. These results were in accordance with other manifestations of liberal democracy in the survey, which seemed stronger among the Danish adolescents. The limited change in the attitudes of adolescents towards democracy and democratic participation raises questions about whether compulsory schools had the resources to implement the changes in policy recommended by the 2011 national curriculum guide. More research is needed to explore what was done in schools to increase democracy in the classroom during the 2011-2013 implementation period. Furthermore, it is important to conduct further research to identify efficient ways for teachers and school administrators to meet the policy recommendation for an increased emphasis of democracy in Icelandic classrooms. Finally, comparison with results from other countries give reason to conduct more research on manifestations of liberal democracy (e.g., opportunities for an open and democratic discussion; respect for individuality) among Icelandic adolescents. ; Peer Reviewed

Band I/A 5 des "Codex diplomaticus Saxoniae" enthält sämtliche Urkunden, die in den Jahren von 1248 bis 1264 von dem Wettiner Heinrich dem Erlauchten (1221–1288), seiner Gemahlin Agnes, seinen Söhnen Albrecht und Dietrich sowie von Albrechts Gemahlin Margarethe als Markgrafen von Meißen und der (Nieder-)Lausitz, Landgrafen von Thüringen, Pfalzgrafen von Sachsen und Inhabern der Markgrafschaft Landsberg ausgestellt und empfangen wurden. Sie spannen den Bogen von dem umstrittenen Herrschaftsantritt Markgraf Heinrichs des Erlauchten in der Landgrafschaft Thüringen und der Pfalzgrafschaft Sachsen 1248/50 bis zum endgültigen Ende der Auseinandersetzungen um das ludowingische Erbe in Thüringen 1264 und dokumentieren die wohl folgenreichste politisch-territoriale Umgestaltung des mitteldeutschen Raumes im Mittelalter, die den Aufstieg der Wettiner zur dominierenden politischen Kraft zwischen Oder und Werra begründete. Die Urkunden beleuchten zum einen den Beginn und die Durchsetzung der wettinischen Herrschaft in Thüringen und im Pleißenland, die territorialen Konflikte Markgraf Heinrichs des Erlauchten mit den Erzbischöfen von Mainz und Magdeburg, den Bischöfen von Meißen und Naumburg und den Markgrafen von Brandenburg, seine Politik gegenüber dem König von Böhmen, den Herzögen von Schlesien und den Vögten von Weida, Gera und Plauen sowie die bis 1256 währende Vormundschaftsregierung Markgraf Heinrichs für den Sohn seiner ludowingischen Cousine Sophie von Brabant (1224–1275), Heinrich I. von Hessen (1244–1308). Zum andern gewähren die Urkunden dieses Bandes einen Einblick in die Herrschaftspraxis der wettinischen Fürsten, wie sie insbesondere an der wachsenden Bedeutung des Landgerichts, ihrem Verhältnis zum regionalen Adel, den Städten und Klöstern ihres Herrschaftsbereichs und der Ausbildung einer mehrere Schreiber umfassenden Kanzlei sichtbar wird. Zugleich zeigen sie die wachsende Herrschaftsbeteiligung der beiden Söhne Heinrichs des Erlauchten, Albrecht und Dietrich, die 1258/59 zur Gründung der Mark Landsberg ...

Added engraved title page: The history of Lapland. ; The 'Journey into Lapland' by Olof Rudbeck has separate pagination, the register is continuous. ; Digital reproduction, The National Library of Finland, Centre for Preservation and Digitisation, Mikkeli ; A comprehensive description of Lapland written by Johannes Schefferus, Skyttean professor of Eloquence and Government at Uppsala University and one of the most important humanists in Sweden at that time. The work was translated into English, German, French and Dutch. ; TravelEuropeana ; Schefferus, Johannes Johannis (1621-1679) ; Rudbeck, Olof (1660-1740)

General introduction / Jeroen Vervliet (p. ix-xxviii): 1. The political setting and origins of Mare liberum -- 2. Legal argument in Mare liberum -- 3. Aftermath, bilateral negotiations and a battle of books around Mare liberum -- Editor's introduction / Robert Feenstra (p. xxxi-lxiv) -- Edition of the Latin text and English translation on facing pages