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V magistrskem delu sem raziskal družbene problematike prihodnosti. To so problemi, katerih zametke čutimo že danes, njihove najhujše posledice pa bo človeštvo predvidoma občutilo ob koncu stoletja. Raziskujem teme, kot so posledice globalnega segrevanja, eksponentnega tehnološkega razvoja ter potencialni vzpon totalitarnih režimov. Dotaknil sem se tudi vloge umetnosti v kulturi prihodnosti. Sledi uvod v praktično delo, kjer opišem ilustracijo kot stroko in njeno podzvrst konceptne ilustracije, pod katero sem umestil tudi svoja dela. Opisal sem nekaj podzvrsti konceptne ilustracije in omenil za magistrsko delo pomembne avtorje. Digitalna ilustracija je prevalentna oblika ilustracije v tej stroki in zame najbolj priljubljen medij za ustvarjanje. Magistrsko delo končujem s praktičnim delom, z naslovom Potovanje po naši prihodnosti, opišem, zakaj sem se odločil za tovrsten način vizualizacije in kako sem razvil protagonista zgodbe. Popeljem čez postopek izdelave ilustracij in predstavim likovno analizo svojih del. In the master's thesis, I delve into the research of societal issues of the future. The beginnings of some of which we can already feel today, but their worst consequences will be felt by humanity at the end of the century. I explore topics such as the ramifications of global warming, exponential technological advancements, and the potential rise of totalitarian regimes. I also touched upon the role of art in the culture of the future. After that comes the introduction to my practical work, where I describe the role of illustration and its subgenre concept art, under which I also categorize my own work. I go through different types of concept art and mention a few authors that I feel are important. I talk about digital illustration as it's the prevalent form of illustration in this profession and also my preferred medium of choice. In the end, we get to my practical work, which is called 'A journey through our future'. I tell you how I decided to go for this type of visualization of the future and how I designed the protagonist. I go through the process of creating an illustration and provide an artistic analysis of my work.

The purpose of this study was to understand the practice of society-centered instruction in teacher education classrooms. Hence, a qualitative research approach focusing on phenomenological design was employed. Participants of the study were six teacher educators from the College of Education and Behavioral Sciences, Bahir Dar University. They were selected through purposive sampling technique. Semi-structured interviews and document analysis were used to collect data essential for the study. An adapted five-stage data analysis model was also used to analyze the data collected through the above methods. The findings of the study revealed that the experience of teacher educators in practicing society-centered teaching methods and assessment techniques was minimal. The study also revealed that the instructional processes in teacher education classrooms of Bahir Dar University were not satisfactorily interconnected with major issues of society. Towards the end of the article, the implications of these findings for classroom practices and policy initiatives are highlighted.&nbsp

In this paper we present the idea of a case study designed to examine the effectiveness of those regulations that aim at combating air pollution. We believe that the specific situation we encountered in one of the most contaminated regions of Poland provides an unique research opportunity to shed some light on the question of estimation of effectiveness of law and to develop and refine the highly debated theory of wicked problems. Because our research project is at the preliminary stage, our claims and observations are still tentative.

There is a growing recognition that the world’s emerging complex problems require perspectives from multiple disciplines to be properly addressed. For higher education, it is imperative to develop well-rounded graduates with both a depth and breadth of knowledge and skills to integrate perspectives across disciplines. A mixed-methods study was conducted to describe the implementation of an interdisciplinary module with students from nine bachelor programs across science, engineering and social sciences who worked on a challenge-based learning assignment. This module involved external partners setting the ‘challenges’, and the student groups worked on devising an interdisciplinary solution. For students, multiple available options for support such as tutors, lecturers and challenge partners were found to be an enabling factor. At the same time, the minimally structured learning activities, and ambiguity of expectations were the limiting factors. At the staff level, the lack of cohesion within the teaching team and minimal support for guiding student groups were limiting factors. In terms of collaboration in the groups, students recognized the role of the other disciplines, improved their communication, and integrated disciplinary knowledge at varying levels. They faced difficulties such as an unequal distribution of workload and disciplinary differences, causing tension. Lastly, the key competencies developed in the module were perspective-taking, communication, collaboration, reflection, and confidence in existing skills and knowledge. Main recommendations for improving the module are scaffolding support for students, developing the interdisciplinary teaching team, and guiding the challenge definition process.

There is a growing recognition that the world’s emerging complex problems require perspectives from multiple disciplines to be properly addressed. For higher education, it is imperative to develop well-rounded graduates with both a depth and breadth of knowledge and skills to integrate perspectives across disciplines. A mixed-methods study was conducted to describe the implementation of an interdisciplinary module with students from nine bachelor programs across science, engineering and social sciences who worked on a challenge-based learning assignment. This module involved external partners setting the ‘challenges’, and the student groups worked on devising an interdisciplinary solution. For students, multiple available options for support such as tutors, lecturers and challenge partners were found to be an enabling factor. At the same time, the minimally structured learning activities, and ambiguity of expectations were the limiting factors. At the staff level, the lack of cohesion within the teaching team and minimal support for guiding student groups were limiting factors. In terms of collaboration in the groups, students recognized the role of the other disciplines, improved their communication, and integrated disciplinary knowledge at varying levels. They faced difficulties such as an unequal distribution of workload and disciplinary differences, causing tension. Lastly, the key competencies developed in the module were perspective-taking, communication, collaboration, reflection, and confidence in existing skills and knowledge. Main recommendations for improving the module are scaffolding support for students, developing the interdisciplinary teaching team, and guiding the challenge definition process.

There is a growing recognition that the world’s emerging complex problems require perspectives from multiple disciplines to be properly addressed. For higher education, it is imperative to develop well-rounded graduates with both a depth and breadth of knowledge and skills to integrate perspectives across disciplines. A mixed-methods study was conducted to describe the implementation of an interdisciplinary module with students from nine bachelor programs across science, engineering and social sciences who worked on a challenge-based learning assignment. This module involved external partners setting the ‘challenges’, and the student groups worked on devising an interdisciplinary solution. For students, multiple available options for support such as tutors, lecturers and challenge partners were found to be an enabling factor. At the same time, the minimally structured learning activities, and ambiguity of expectations were the limiting factors. At the staff level, the lack of cohesion within the teaching team and minimal support for guiding student groups were limiting factors. In terms of collaboration in the groups, students recognized the role of the other disciplines, improved their communication, and integrated disciplinary knowledge at varying levels. They faced difficulties such as an unequal distribution of workload and disciplinary differences, causing tension. Lastly, the key competencies developed in the module were perspective-taking, communication, collaboration, reflection, and confidence in existing skills and knowledge. Main recommendations for improving the module are scaffolding support for students, developing the interdisciplinary teaching team, and guiding the challenge definition process.

There is a growing recognition that the world’s emerging complex problems require perspectives from multiple disciplines to be properly addressed. For higher education, it is imperative to develop well-rounded graduates with both a depth and breadth of knowledge and skills to integrate perspectives across disciplines. A mixed-methods study was conducted to describe the implementation of an interdisciplinary module with students from nine bachelor programs across science, engineering and social sciences who worked on a challenge-based learning assignment. This module involved external partners setting the ‘challenges’, and the student groups worked on devising an interdisciplinary solution. For students, multiple available options for support such as tutors, lecturers and challenge partners were found to be an enabling factor. At the same time, the minimally structured learning activities, and ambiguity of expectations were the limiting factors. At the staff level, the lack of cohesion within the teaching team and minimal support for guiding student groups were limiting factors. In terms of collaboration in the groups, students recognized the role of the other disciplines, improved their communication, and integrated disciplinary knowledge at varying levels. They faced difficulties such as an unequal distribution of workload and disciplinary differences, causing tension. Lastly, the key competencies developed in the module were perspective-taking, communication, collaboration, reflection, and confidence in existing skills and knowledge. Main recommendations for improving the module are scaffolding support for students, developing the interdisciplinary teaching team, and guiding the challenge definition process.

Les corps meurtris sont régulièrement au cœur du roman contemporain : qu’ils soient le sujet même de la narration, ou qu’ils apparaissent ponctuellement, ils dictent une écriture éprouvante. S’il n’est pas nouveau – les corps malades ou blessés ont de longue date fasciné la littérature –, cet intérêt pour la souffrance physique, est toutefois aujourd’hui symptomatique d’une volonté d’exprimer et d’appréhender autrement le monde actuel, dans lequel le culte de l’apparence et de la performance, mais aussi le développement du virtuel laissent peu de chance à l’expression individuelle, de l’énonciation de drames intimes à la formulation de problèmes sociaux. À travers quelques romans contemporains de langue française, l’étude de la représentation des corps meurtris, permettra de comprendre comment ceux-ci appuient les accusations de l’écriture contemporaine. Wounded bodies are regularly at the heart of the contemporary novel: whether they are the topic of the narrative itself or incorporated more discreetly into the text, they require a demanding style of writing. Even if this interest in physical pain is not new – sick or injured bodies have long been a fascination in literature – today it is symptomatic of a desire to express and understand more fully the contemporary world, where the cult of appearances and performance, as well as the development of virtual reality, leave little opportunity for individual expression, from the utterance of private tragedies to the wording of societal problems. Using some contemporary French and francophone novels, this study of the representation of wounded bodies allows for an understanding of how they support the accusations found in contemporary literature.

Addressing societal problems requires the reorientation of firms-in-industries, including changes in technology, belief systems, and mission. The paper aims to make two contributions to the Dialectic Issue LifeCycle (DILC) model, which captures the dynamics of socio-political mobilization around societal problems and industry responses. First, the five phases in the DILC-model are elaborated with insights from social movement theory, political science, public attention, issue management, corporate political strategy, and innovation management. Second, a ‘cyclical’ lifecycle pattern is explored, in which a social problem does not linearly progress through successive phases, but can also move ‘backwards’ if public attention or political will decrease. We explore these contributions with a longitudinal study of the car-safety problem and responses from American automakers (1900-1995). We use a combined quantitative-qualitative method that employs coupled time-series analyses as support for an in-depth case study. The case study showed that the industry long denied the influence of car design on fatalities, and reluctantly changed its position in the mid-1960s (under pressure from public opinion and policymakers). In the late-1980s, when markets emerged because safety became part of consumer preferences, the industry implemented comprehensive changes in technology, beliefs and mission.

We focus on the impact of societal change and related societal problems on the youth of post-apartheid South Africa. Within the parameters of an eco-systemic model, it is argued that adolescents’ perspectives on their future in this country could be negatively influenced by the extent of societal problems that are currently experienced in South Africa. Amidst severe problems such as poverty, unemployment, HIV/AIDS, and violent crime the findings of an empirical investigation into the views 1,326 adolescents from a variety of socio-economic backgrounds indicate that a general spirit of optimism and independence exists, paired with a strong desire to escape the trappings of poverty and to fulfil their career and social expectations. The findings indicate that a new, non-racial generation is emerging, but also highlight a formidable ethical dilemma: not societal factors, but ironically the ailing education system, is blocking the future ideals of thousands of South African adolescents. Keywords: adolescents; future expectations; societal problems; youth

Several major disturbances in the supply of electricity have taken place in Finland during the last decades causing significant problems in different operations of the modern society. Consequently, many measures have been taken in order to improve the preparedness of the society against these kinds of events. Tightening of the economic regulation of distribution system operators (DSOs) and changes to electricity market legislation are changing the operating environment of DSOs. In order to be sufficiently prepared against prospective major disturbances, in addition to network investments, DSOs need to develop their communication and cooperation with other actors, inform their customers better and take societally critical customers into account in their plans. Thus, the whole process will be much more complicated and just optimizing the total costs will not be enough in the future.