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This study explored how rule systems evolved in two high school social studies classes. To accomplish this, detailed descriptions and analysis of the practices and processes by which teachers established and maintained rules were conducted in two classrooms over a nine-week observational timeline. In addition, the teachers were interviewed at the beginning, middle, and end of the observation period to gain insight into how they thought about their classes and reacted to the daily experiences they were having in these settings. Findings indicated that the teachers utilized the same enactment practices to uphold their management and rule systems, however, each operationalized these practices in dissimilar ways. This was largely due to the fact that the teachers' goal structures and beliefs about the function of management and classroom rules affected their implementation practices. Both set similar goals for managing the classroom and fostering self-discipline and student responsibility, yet each experienced problems attempting to balance student affordances for responsibility with teacher surveillance and interventions. One system thrived on explicitness and enforcement, while the other was dedicated to helping students develop autonomous morality. In reaction, both teachers had mixed feelings and/or satisfaction regarding the outcomes. This contrast was especially useful in demonstrating the inherent tensions in classroom systems that attempt to orchestrate students' personal responsibility. Such systems depend upon general norms and/or rules to guide student behavior. When students do not accept these norms, a teacher is constrained from imposing explicit rules and consequences because such practices take responsibility away from students and thus undermine the very system the teacher is attempting to implement. Overall, further research on this inherent tension is needed to better understand how teachers can orchestrate student responsibility in schools and classrooms.

In this work we developed rule-based algorithms for multiple-instance learning and one-class learning problems, namely, the mi-DS and OneClass-DS algorithms. Multiple-Instance Learning (MIL) is a variation of classical supervised learning where there is a need to classify bags (collection) of instances instead of single instances. The bag is labeled positive if at least one of its instances is positive, otherwise it is negative. One-class learning problem is also known as outlier or novelty detection problem. One-class classifiers are trained on data describing only one class and are used in situations where data from other classes are not available, and also for highly unbalanced data sets. Extensive comparisons and statistical testing of the two algorithms show that they generate models that perform on par with other state-of-the-art algorithms.

This paper focuses on Brad Hooker's moral theory which is a version of rule-consequentialism and is developed in Ideal Code, Real World. The paper starts with a reconstruction of the theory. I then go on to criticize Hooker on mainly two points. The first point is on the matter of the "disaster-clause". I present here a modified example from Leonard Kahn: a choice between saving your own city with all members of your family and friends versus another arbitrary city with a few more people living in it. Hooker does not say much about the extent of a person's obligations and priority towards family and friends. So, it is worth asking: does the theory cohere with what we know about our human nature, and would Hooker's theory and a plausible account human nature reach the same conclusion as far as this particular example is concerned? The second point focuses on the issue of the internalization condition. This comes in two varieties: one can recommend internalization of one code by everyone (absolute rule-consequentialism), on the one hand, or internalization of different codes for different groups (relative rule-consequentialism). Which one should be preferred? I will argue for nation-relative rule-consequentialism, and will do so from a consequentialist perspective. I will do this by first arguing that there exist differences in people's conventional morality – something Hooker does not seem to take into consideration to a sufficient degree. I will try to show that if we have differences in conventional morality, then the reasons for preferring national internalization of codes are stronger from a global perspective.

This diploma thesis defines the issue of Business Rule Approach and the technological aspects connected. The aim is to enclose this relatively new topic to the leader. This paper includes the essential techniques and recommendations for rule approach. The thesis includes basic definition of important terms and theoretical overview of used technology. Important point is to highlight the main benefits for a business people that come up from implementing rule based system into the company's information system. The part of this paper is exploring dependencies between business rules, processes and workflows. There are two classic ways to analyze and design information systems -- structure based and object based. According to business needs the new way arises -- the business rule approach. The practical part include concept of functional specification of an application using a module for analyzing a evaluating business rules. The basic policies how the Rule Engines are implemented into the information systems are specified in the technological chapter along with description. There are also elementary operations which can one do with the rules. In one part of the thesis is a description of an software tool developed by company named ILOG. It is called JRules and it provide a full-fledged tool by which you can design, develop, implement and test whole scale business rule projects.

Hong Kong, the Special Administrative Region under “one country, two systems”, is also one region that have been under two different rulers, which returned to China 1997 after 150 years of British colonial rule. The purpose of this study is to examine if the democracy in Hong Kong differs between British and Chinese rule. The empirical material about Hong Kong will be analysed through civil society, political society and through the rule of law under British and Chinese governance. With 23 years each, from the period 1974-2020, and with a theoretical framework of criteria needed to fulfill a democracy, this study will reach a conclusion. Although the British and the Chinese had different ways of governing Hong Kong, they both received the same level of democracy. / Statsvetenskapliga institutionen, Umeå Universitet

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