Due to the decrease in obtaining driver’s licenses among young people, the main purpose of this study was to acquire a deeper understanding of young people’s attitudes towards driver’s license and towards driver’s education. This is a qualitative study with a theoretical approach, which combines Bourdieu with post modern theories. By using focus groups a wide rage of attitudes among young people have been gathered. Having a driver’s license is still considered a standard among young people even though their attitude mostly depends on their need for one. They are also very positive towards alternative ways of transportation and towards public transport. The young are convinced that it is easy to obtain a driver’s license if they wish to have one. One main point that this study points out is that the driver’s license has lost its status as a transitional event between childhood and adulthood.

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The scrip involves a literature study to determine how the covenant child / teenager is accommodated in the Reformed church today versus his/her actual need. The question is posed: Is the covenant child accommodated in any way in our current format of church liturgy, or not? Globalisation has made such an impact on the youth of today (postmodern youth or Mosaics) that digital technology has become their focus. Has the church adapted to this? The findings in this script show that the Reformed churches are losing particularly the youth because they have not adapted fast enough to this technology and to the cultural change that is evident in the postmodern child / teenager. The study is not only about the child in the church, but what the child looks like (his / her postmodern attitude / lifestyle) that we want in the church service and what change we need to make to the liturgy of the Reformed church in order to accommodate them. During this study it was also very evident that we need to change the way in which we spread the Word, and not the Word itself. The Truth remains the same – the culture, technology, attitudes, communication methods and intellectual and emotional needs change constantly. And the change is happening at such an alarming rate that we cannot ever think that we have reached the perfect solution. Before we have found the answer, it has changed. We therefore need to constantly re-look at our presentation style. This however does not excuse us from making changes. We need to change with the times and much faster than is currently the norm. The study reveals that the Reformed church currently has a mono-perspective of the liturgy. What is needed is a multi-disciplinary approach when we worship God. It is not only about the child in the church, it is about the place of the church service in the child’s life amidst the enormous impact of culture and digital technology that they are faced with everyday. How can we attempt to be relevant if we still preach as we did 100 years ago? Although the majority of the information that is available on this subject comes from America, the writer believes that it is very relevant to the Reformed churches in South Africa. Further study and research will be needed to determine the exact needs of the South African child / teenager and how to address this. / Dissertation (MA (Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted

The focus of this essay is Kazuo Ishiguro’s Never Let Me Go. My central claim is that a theme of belonging underpins the novel and is recurrent in a number of different ways. In my reading, I utilise Jean Baudrillard’s postmodern critical concepts to produce this interpretation. I argue that the theme of belonging can be interpreted using Baudrillard’s loss of the real and hyperreal concepts. The usefulness of these concepts is primarily based on the element of clones and cloning in the narrative. Baudrillard’s theories deal with signs and images that do not correspond with the realities that they are meant to represent, mirroring the predicament of the Hailsham students in Never Let Me Go. My essay presents three main areas of discussion in relation to the theme of belonging. Firstly, Hailsham and the students are examined using the loss of the real/hyperreal concepts. The second area deals with belongings as a recurrent motif. In my reading, the dual meaning of the word belonging is an important factor in identifying the theme. This particular discussion deals also with ownership. The final area of discussion revolves around the issue of genre, or rather genres. The novel’s mixture of character drama and science-fiction dystopia is discussed in relation to the loss of the real/hyperreal. / Uppsatsens fokus är Kazuo Ishiguros Never Let Me Go. Min huvudtes är att det finns ett tema av tillhörighet som utmärker romanen. I min läsning applicerar jag Jean Baudrillards postmoderna kritiska begrepp i tolkningen av texten. I uppsatsen argumenterar jag att temat av tillhörighet kan tolkas med hjälp Baudrillards begrepp förlust av verkligheten samt hyperverkligheten. Användbarheten av dessa begrepp bygger på förekomsten av kloner och kloning i texten. Baudrillards teorier handlar om tecken och bilder som ej motsvarar verkligheten på ett tydligt sätt, och denna brist på korrespondens mellan verklighet och representation avspeglar Hailsham-elevernas situation i Never Let Me Go. Min uppsats har tre huvuddiskussioner i förhållande till temat tillhörighet. För det första, undersöks Hailsham och eleverna med med hjälp av begreppen förlust av verkligheten/hyperverkligheten. Andra diskussionsområden handlar om tillhörighet/er som återkommande tema. I min läsning, är det faktum att ordet tillhörighet har två definitioner en viktig aspekt när man ska identifiera temat. Denna diskussion handlar också om äganderätt. Den sista diskussionen handlar om romanens genre, eller genrer. Även romanens blandning av karaktärsdrama och science-fictiondystopi diskuteras i förhållande till Baudrillards begrepp förlust av verkligheten/hyperverkligheten.

These stories explore contemporary people who find their lives taking a shape they fear. These people often try to cling to their old life, control a loved one who is changing, or seek an escape. Their aspirations are often higher than where they land. Their situation resembles the writer’s situation in attempting to shape the lives of characters: they attempt to control what often cannot be controlled.

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166). * The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13. * The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry. * The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it. / Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.

This study draws from Zygmunt Bauman´s theory that a governmental policy of values can reduce the personal responsibility and moral choices for employees, to focus only on maintaining the government’s internal rules and regulations. The apparent risk with this type of moral attenuation is that the employee is deprived of the possibility to react morally on conduct of the government’s external misuse of power. In this study, this theory is connected to the Swedish Armed Forces’ policy of values, as these values do not include a critical standpoint for officers and soldiers. The policy is instead aimed at maintaining the internal rules and regulations of the Armed Forces, thus neglecting moral functions’ for officers and soldiers applicable to the use of force.The purpose of this study is to show how development of the current policy of values can make it possible to mitigate the risk of moral attenuation, by using a postmodern theory for ethics. The study analyses the decision to use force in Afghanistan, and finds that the ethics for military violence are based on a liberal ontology. With a postmodern paradigm on ethics, the study then criticizes the liberal ethics at hand for the use of force in Afghanistan.The study concludes that the policy of values set by the Swedish Armed Forces could be revised by adapting an ethical awareness to the risks of moral attenuation. Further, the study suggests that the policy should include the fact that the use of language can dehumanize groups of people, with the apparent risk that the use of force aimed at these people, is morally unsound.

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