The research reported in this study is located in a major curriculum reform programme commissioned by the Cypriot government and introduced into all public primary schools in September 2011. The study has a specific focus on teacher professional identity in changing times, not least through examining how teachers engage with an external intervention. The study identifies and deploys conceptual tools to examine how and why teachers have been positioned through this reform, and how there is a need to recognise their role as architects and key agents to curriculum reform policies. This research uses a case study approach and operates on three levels. At the micro level, I report on four primary school teachers’ professional lives utilising multiple sources of evidence. At the meso level, I locate these four teachers into a wider context by reporting on data collected from 308 questionnaires distributed to teachers in 29 schools before the implementation of the reform programme and a year after. Finally, at the macro level I report on the national policy context by looking at documents and interviews with two purposively selected curriculum coordinators. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction and professional commitment, autonomy, and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors were found to affect to a great extent teachers’ identity. The unfolding of the research findings derived from the three levels of this research and the use of Foucauldian governmentality as a theoretical lens led to the exposition of the power relations embedded in teachers’ professional lives and contributed to the further analysis of teachers’ identity within educational policy. The case is made that the complexity of professional identity needs to be taken into account by reform designers because teachers are the ones who embrace, reinterpret and develop such efforts. The way and degree to which teachers understand, adjust, perceive and enact on reforms are affected by the extent to which these innovations interact with and challenge existing identities. This research project examines how policy interplays with practice as well as how teachers in a highly centralised system experience and respond to changes in their professional lives, what constitutes, shapes, supports and undermines their practice, thus, making a contribution to the evidence and theory base for the educational policy field. The study enriches the international literature on professional identity and fills in the gaps with respect to teachers’ professional identity at a time of system wide change at a national level in Cyprus. Finally, there is a methodological contribution as it concentrates on primary teachers and utilises methods which are not widely used as the majority of undertaken research is based mainly on surveys and interviews and focuses on secondary teachers.

The aim of this diploma thesis is to characterize the most important specifics of the Cyprusʹ membership in the European union and to describe the influence of these specifics on the relationship of Cyprus and EU or the relationship of Cyprus or EU to other states. The most important specifics are related to the so called "cyprus problem" because the island has been divided into Greek and Turkish part since 1964. The whole island is reprezented by the Greek Cypriots only and acquis communautaire is exercised only the Greek part. This work deals first with relations between the Republic of Cyprus, Turkey and the European Union. The next chapter deals with the Cyprus problem, the Turkish Republic of Northern Cyprus and the role of the European Union in the solving of the Cyprus problem. The last chapter examines the relationship between Cyprus and Russia and the influence of this relationship on the relationship between Cyprus and the EU.

The purpose of this qualitative study is to contribute knowledge on how students in an academic setting conceptualise information literacy, how they interact with information and library provided resources to meet their information needs, as well as to examine how the academic library supports students with their studies as a facilitator and its role in information literacy instruction. Taking a qualitative approach, the study used semi-structured interviews to gather the necessary data. To collect the empirical data, twenty-six students of the University of Cyprus (UCY) who actively use the library of the institution were interviewed. After the interviews, several themes emerged concerning how students conceptualise information literacy, as well as their opinions on the role of the library as a facilitator for their studies. The findings showed that students relate information literacy mainly to information seeking activities and the appropriate use of information. Concerning the use of library resources, students tend to use both printed and electronic material in order to meet their information needs. The findings also revealed that students are satisfied with the library collection as they find it quite sufficient in helping them accomplish their studies. As far as the teaching of information literacy is concerned, most interviewed students believe that a stand-alone credit information literacy course would be more beneficial and efficient for students, rather than an information literacy course embedded in one of their classes. The importance of an active mode and the compulsory nature of these courses against a passive mode and non-mandatory nature has also been stressed by the students.

This thesis investigates the European Union (EU) effect on the economic activity across the Green Line in the divided Cyprus between 2004 and 2016. The primary focus is on the development and implementation of the EU's Green Line Regulation (GLR), which regulates and enables such activity from three aspects: movement of goods, services, and persons. In tracing the EU effect, this thesis provides a critical appraisal of the GLR on whether it provides an adequate legal framework for the economic activity in those three aspects and the extent to which it has contributed to the development of economic cooperation between the Turkish Cypriot and Greek Cypriot communities across the divide. The analysis also pays an equal level of attention to the extent to which the EU effect has been mediated by the factors at the domestic level: the roles of legal framework, ethno-politics in political elites, ethno-politics in civil society, and governance. The investigation of this study is pegged in two academic literatures. The first one is the Europeanisation debate, which concerns with the EU effect in the domestic affairs of countries associated with the EU. This thesis borrows three mechanisms of Europeanisation from this debate in order to test the EU effect on the three aspects of economic activity across the divide in Cyprus: i) institutional compliance, ii) change of domestic opportunity structures, iii) cognitive change. The second academic literature is the liberal peace, which it proposes that greater economic interactions and development of economic interdependence between countries facilitate resolution of their conflicts. The insights from this debate is utilised for conceptualising the EU's GLR as a liberal peace project. While Europeanisation is portrayed as a 'process', liberal peace objectives are seen as the 'ultimate destination', which the 'vehicle' of the EU's GLR will drive the island towards it. This thesis argues that the GLR has only achieved a limited success and largely failed to contribute to the development of economic cooperation across the divide in Cyprus. This is mainly because the Europeanisation process have been heavily mediated and negated by the design shortcomings of the GLR as well as the factors at the domestic level, which are inherently linked to the politics of division. In this context, this thesis aspires to make contribution in both empirical and conceptual terms. The in-depth and critical investigation of the GLR as well as of the economic activity across the divide in Cyprus provides a much-needed contribution to the contemporary politics of Cyprus, which has been largely ignored by the existing academic literature. Additionally, the conceptual framework developed in this thesis allows exploring synergies between the theoretical literatures of Europeanisation and liberal peace and combines them with examination of new empirical evidence. This focus captures insights on how Europeanisation can be used as a 'tool' for pursuing liberal peace objectives in contested statehood, beyond what has been researched so far and also provides a blueprint for other similar cases of conflict.