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No / This paper examines the scope for a rights-based perspective on the Millennium Development Goals (MDGs) by focusing on right to water. The paper adapts Hohfeldian framework of elements of a right developed by Wenar. According to this, a right should be interpreted in terms of powers, privileges, claims and immunities. This framework highlights the inter-connections between various aspects of governance and the effectiveness of a right to water. The conjecture whether the poor are more likely to have access to water when there is a right to water is examined with data (from WHO-UNICEF Joint Monitoring Programme) pertaining to a small sample of countries where a right to water has been promulgated and some others where such right has not been promulgated. The impact of governance on improving access to water is examined using indicators from Governance Matters V (Kaufman et al., 2006). This analysis suggests that mechanisms of governance may be more important in improving access to water than a formal articulation of a right to water. Some challenges to operationalising a right to water are discussed.

Yes / In this age of ‘intensive motherhood’, new mothers are flooded with information on the best ways in which to raise their children. One of the key issues is infant feeding, in particular, the timing and method of weaning their children onto solid food. This paper examines a new approach called ‘baby-led weaning’ (BLW) in which the child feeds themselves instead of being spoon-fed, that came into popular parenting culture in recent years, considering the ways in which it is represented in National and International newspapers. The media search database Proquest International Newsstand, was searched for ‘baby-led weaning’, producing an eventual sample of 78 articles from a number of countries. The articles were subjected to a critical discursive psychological analysis. The key themes that emerged from the newspapers focused around two main areas; the infant as agentive in their eating behaviours; and, constructions of maternal identities and resisting ‘good motherhood’.

This historical study examines events, institutions, experiences, and relationships in Pinkerton's life for educational significance in developing her extraordinary commitment to the common good. Data are viewed through the Deweyan lens of education as continuous, participative, and experiential. Additionally, the study illuminates from Pinkerton's speeches examples of her education of others regarding the need for the common good. Components of the common good found in the philosophical literature and ego transcendence stemming from a wisdom deep within oneself found in the literature of transpersonal psychology form the conceptual framework upon which this study builds. The chapters are thematic in scope with the content of each chapter presented chronologically to illuminate a continuous education. The study revealed an integral interaction of education, spirituality, and history in the development and educative embodiment of Pinkerton's transpersonal commitment to the common good. Pinkerton lived a uniquely structured life as a member of the Congregation of Saint Joseph religious community. Emphasis on theological reflection, critical reflection, dialogue, and action for change fostered a perspective transformation regarding the role of women religious in the Roman Catholic Church and led to an analysis of systems that bring oppression of other groups and of planet earth. This awareness eventually led Pinkerton to educate and lobby the U.S. Congress for inclusion of all in the common good. The study concludes with a metaphor of Pinkerton's life as a whole cloth or seamless garment being constructed from threads of the past, present, and envisioned future. A dialogical shuttle weaves the threads into vibrant, ever-changing, richly hued designs. The design increases in complexity and richness guided by radical, responsible freedom. Such freedom arises from a relationship with a divine wisdom deep within Pinkerton-a relationship through which developed an understanding of the interconnectedness of all things in the common good. Pinkerton's championship of the common good evolved historically through continuous, participative, experiential engagement with learning. / Ph. D.

A central tenet of liberal political philosophy is the claim that the role of the state is to remain neutral among citizens’ varying conceptions of the good life. In addition to this tenet, some liberals hold the view that we ought to define freedom as individual autonomy. Moreover, such liberals claim that the state is required to promote and protect freedom conceived of as individual autonomy. Such autonomy-based liberalism is frequently criticized for its efforts to simultaneously maintain both views—that is, a commitment both the value of autonomy and a neutrality condition. Critics often argue that since any substantive normative commitment conflicts with the demands neutrality and commitment to the value of autonomy is a substantive normative commitment, liberals cannot consistently be committed to both a neutrality condition and the value of autonomy. This thesis is concerned with providing the best interpretation of liberalism’s theoretical commitments in a way that is consistent with valuing both autonomy and neutrality. / Master of Arts

En stor del av den svenska matematikundervisningen utgår från artefakten läromedel, vilket medför att det är viktigt att läraren kan tolka läromedlet utifrån läromedelsförfattarens didaktiska mål och visioner. Syftet med denna studie var att undersöka vilka artefakter grundlärarstudenter använde sig av när de planerade och genomförde matematikundervisning, och om några förändringar skedde i dessa val efter genomgången utbildning i läromedelsförståelse. Studien utgick ifrån en fenomenologisk ansats med semistrukturerade intervjuer med grundlärarstudenter från olika terminer på grundlärarprogrammet vid ett svenskt universitet. Analysen genomfördes med en tematisk analys. Resultatet visade att många olika artefakter användes vid planering och genomförande av matematikundervisning och att medvetenheten om hur dessa artefakter kunde användas ökade ju längre in i utbildningen studenten befann sig. Slutsatsen var att genom att medvetandegöra studenterna kring deras val och användning av olika artefakter för planering och genomförande av matematikundervisning tidigt i utbildningen, kunde goda förutsättningar skapas för att utmana föreställningen om att skickliga lärare skapar eget undervisningsmaterial (Remillard, 2016).

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Text in Afrikaans / No abstract available / History