No description available.

No description available.

No description available.

No description available.

No description available.

I dagens samhälle diskuteras religion i olika sammanhang, i skolor, debatter, vardagslivet och arbetslivet. Religionskunskapsundervisningen har genom åren förändrats i takt med att samhället blivit allt mer mångkulturellt. I synnerhet kan det vara utmanande att inkludera alla elever i klassrum, som karaktäriseras av många religioner. Syftet med studien grundar sig i att undersöka och diskutera på vilka sätt och med vilka strategier en inkluderande religionskunskapsundervisning kan utformas på. Syftet grundar sig även till att undersöka och diskutera ifall begreppsparet safe space och brave space kan bidra till en diskussion om inkluderande undervisning i religion. Den metod som använts för att besvara dessa frågeställningar är en kvalitativ metod i form av semistrukturerade intervjuer. Intervjuerna görs med fem grundskollärare. Resultatet visar att religionskunskapsundervisning är en större utmaning än vad vi kunnat föreställa oss. Strategierna för skapandet av ett inkluderande klassrum, är olika beroende på lärare och dess elevgrupp. Vissa lärare följer endast läroplanen och det som framkommer i det centrala innehållet vid planeringar av undervisningssekvenser. Medan andra lärare anpassar det centrala innehållet utifrån elevgruppen. Dessutom kan begreppsparet safe space och brave space generera till ett inkluderande klassrum.

Writing bug free computer code is a challenging task in a low-level language like C. While C compilers are getting better and better at detecting possible bugs, they still have a long way to go. For application programming we have higher level languages that abstract away details in memory handling and concurrent programming. However, a lot of an operating system's source code is still written in C and the kernel is exclusively written in C. How can we make writing kernel code safer? What are the performance penalties we have to pay for writing safe code? In this thesis, we will answer these questions using the Rust programming language. A Rust Kernel Programming Interface is designed and implemented, and a network device driver is then ported to Rust. The Rust code is analyzed to determine the safeness and the two implementations are benchmarked for performance and compared to each other. It is shown that a kernel device driver can be written entirely in safe Rust code, but the interface layer require some unsafe code. Measurements show unexpected minor improvements to performance with Rust. / Att skriva buggfri kod i ett lågnivåspråk som C är väldigt svårt. C-kompilatorer blir bättre och bättre på att upptäcka buggar men är ännu långt ifrån att kunna garantera buggfri kod. För applikationsprogrammering finns det tillgängligt olika högnivåspråk som abstrakterar bort den manuella minneshanteringen och hjälper med trådsäker programmering. Dock fortfarande så är större delar av operativsystemet och dess kärna är endast skriven i C. Hur kan vi göra programmering i kärnan säkrare? Vad är prestandakonsekvenserna av att använda ett säkrare språk? I denna uppsats ska vi försöka svara på dessa frågor genom att använda språket Rust. Ett programmeringsgränssnitt i Rust är implementerat i kärnan och en nätverksdrivrutin är portad till Rust. Källkoden skriven i Rust är analyserad för att bedömma säkerheten samt prestandan är jämförd mellan C och Rust implementationerna. Det är bevisat att vi kan skriva en drivrutin i enbart säker Rust om vi kan lita på några osäkra funktioner i gränssnittet. Mätningar visar lite bättre prestanda i Rust.

This Integrated Learning Experience (ILE) investigates literature regarding the impact of national Safe Routes to School (SRTS) programs and takes a deeper dive into the lessons that can be learned from North Carolina’s Active Routes to School (NC ARTS) programs through an analysis of data collected from 2007 to 2019. This report is focused on understanding the relationship between and among variables included in the Six Es of SRTS framework: Education, Engineering, Encouragement, Enforcement, Equity, and Evaluation. This investigation provides insight that extends understanding of parental comfort and engagement with these programs. A unique theoretical model was developed as were recommendations for future research in the areas of parental engagement, social norming, and the need for engaging low-wealth communities. Additionally, a community-based social marketing product was developed to improve parental attitudes toward independent active travel for older elementary-, middle school-, and high school-aged children.

No description available.

The purpose of this study was to investigate and report the perceptions of principals of high schools built prior to 1999 and high school principals of high schools built in the past five years as well as the perceptions of architects who build and design schools on the physical design elements that support a safe school environment. Qualitative methods of survey research were utilized to collect, analyze and interpret the data regarding the perceptions of principals and architects on the design elements that influence safety in select old and new high schools in the Commonwealth of Virginia. Data collection consisted of recorded and transcribed interviews from a select group of questions tailored for each group of participants. The data were analyzed and emergent themes were generated from the results of the transcribed interviews. The analyzed data found consistency in all three groups in their response to the interview questions. Common themes from all three groups focused on wide open spaces that increase visibility and hallways wide enough to support the smooth flow of students. All three groups mentioned controlling access to the building by the use of security vestibules and the use of cameras to record and provide surveillance as design elements that support a safe school environment. The location of the school office was cited by all three groups as paramount to school safety. The ability of staff to see who enters the school building and the ability to funnel visitors to the main office and not allow access to other parts of the school building was cited as crucial to a safe environment. All three groups spoke of doors and windows and the ability to secure the large number of doors as problematic. This study also determined the need for doctoral and principal preparation programs to include specific coursework or training that involves principals in the design phase of constructing schools. Principals need to be involved in the planning and design process to insure new and renovated school buildings have the needed safety features they believe will help them in their work of educating students and providing for the safety of faculty and students. The principal should know and understand the workings of a school building and how a school organization operates. The result of such training would allow the principal to anticipate the effectiveness and consequences of certain designs in regards to the movement of students, program demands and requirements. / Ed. D.