A demand for requested death in the human society seems to be increasing nowadays. In some countries, there has been such an institue legitimized. However, this demand is not usually accepted by the branches of state power. The main argument against the right for assisted life ending is often appointed as, what is so called, right for life. These are the appointments in international and national documents, which gurantee opportunity of human beeings' lives, as a unique organism. This appointment first appears in Universal Declaration of Human Rights, which is then used in every other document dealing with basic human rights. Because of some sort of unclear thoughts, when deeper analysing right for life, it is possible to contest and disagree with an interpretation of above mentioned institute and its place of shield against positive efforts of setting the human's right of a decision, how and when to end the life. The problem seems to lie right in the creation of such an institue - which interpretation have had people, who have been creating original document, on their minds? Another unclear thoughts seem to appear in the effort of setting a subject and the content of the mentioned right. The main point is, if the right-for-lifeholder is a human after or before the birth and if before, when...

<p>Syftet med denna studie var att få ökad kunskap och förståelse för hur det är att leva med funktionshindret dyslexi/ läs- och skrivsvårigheter och hur funktionshindret präglar personens självkänsla och relationer till andra. Våra problemställningar var följande: Hur påverkas skoltiden av funktionshindret dyslexi? Hur påverkas självkänslan och självbilden av att en individ har funktionshindret dyslexi? Hur påverkas och formas relationer till andra hos individer som har funktionshindret dyslexi? Studiens utformning var av kvalitativ design och grundade sig på djupintervjuer som gjordes enligt en temaindelad intervjuguide. Intervjuerna genomfördes med tre kvinnor och en man som vid vuxen ålder studerar vid Stockholm universitet. Vi använde oss även av en heuristisk metod, självobservationer, som en beskrivning av våra egna erfarenheter av funktionshindret, dyslexi. Vår vetenskapsteoretiska ansats var en kvalitativ forskningsmetod med hermeneutisk-fenomenologisk position. Analysen tolkades utifrån ett multidimensionellt perspektiv. Vi meningstolkade intervjupersonernas berättelser enligt tre olika teoretiska perspektiv: systemteori, socialkonstruktivism och kognitivt perspektiv. Vår studie visade att funktionshindret dyslexi präglar personens skoltid, självkänsla och relationer till andra. Studien visade även vikten av en förstående och stödjande omgivning för att personer med dyslexi ska få en fungerande skolgång och möjlighet att utveckla en stark självkänsla och goda relationer till andra. Detta ligger i linje med tidigare forskning.</p>

Syftet med denna studie var att få ökad kunskap och förståelse för hur det är att leva med funktionshindret dyslexi/ läs- och skrivsvårigheter och hur funktionshindret präglar personens självkänsla och relationer till andra. Våra problemställningar var följande: Hur påverkas skoltiden av funktionshindret dyslexi? Hur påverkas självkänslan och självbilden av att en individ har funktionshindret dyslexi? Hur påverkas och formas relationer till andra hos individer som har funktionshindret dyslexi? Studiens utformning var av kvalitativ design och grundade sig på djupintervjuer som gjordes enligt en temaindelad intervjuguide. Intervjuerna genomfördes med tre kvinnor och en man som vid vuxen ålder studerar vid Stockholm universitet. Vi använde oss även av en heuristisk metod, självobservationer, som en beskrivning av våra egna erfarenheter av funktionshindret, dyslexi. Vår vetenskapsteoretiska ansats var en kvalitativ forskningsmetod med hermeneutisk-fenomenologisk position. Analysen tolkades utifrån ett multidimensionellt perspektiv. Vi meningstolkade intervjupersonernas berättelser enligt tre olika teoretiska perspektiv: systemteori, socialkonstruktivism och kognitivt perspektiv. Vår studie visade att funktionshindret dyslexi präglar personens skoltid, självkänsla och relationer till andra. Studien visade även vikten av en förstående och stödjande omgivning för att personer med dyslexi ska få en fungerande skolgång och möjlighet att utveckla en stark självkänsla och goda relationer till andra. Detta ligger i linje med tidigare forskning.

The aim of this s tudy is to investigate the three great existential questions—anxiety, love and death—in the works of Stig Dagerman. Emphasis is placed on the novels Ormen [The Snake] (1945), De dömdas ö [The Island of the Doomed ] (1946), Bränt barn [A Burnt Child] (1948), and Bröllopsbesvär [Wedding Worries] (1949), as well as the play Den dödsdömde [The Condemned] (1948). To this end, interpretation is used in the sense given to it by Paul Ricoeur—interpretation that leads to an understanding of a double meaning. In the present case, this means that the texts' symbolic level is revealed and accorded as great an importance as the story at the surface, manifest level . The theme of anxiety is most apparent in the first novel, while the question of eroticism is central to De dömdas ö and Bränt barn. Each novel expresses a pessimistic view of erotic love as a realizable possibility. Death, which has concrete, motivational and abstract aspects , occurs in every text. Murder and suicide interact with inner, spiritual deadness. This state means acquiring a lowered or threatened inner vitality in which the psyche becomes "icebound". Inner deadness is a form of anxiety. Analysis reveals that anxiety, the complications of love and the problem of death are related to a mother figure. The mother figures in the texts are alternately the objects of destructive hatred and excessive love. Behind these mother figures is concealed the experience of a mother who has betrayed, and who is there fore the object of both aggression and longing. This longing, according to Freudian-Lacanic theory, is expressed in a desire for the mother's body, i.e. a longing fo r the lost unity with the mother in original symbiosis. Thus, the mother figure in the texts also has mythical dimensions—Mother and death are in a sense equivalent. To die is to return to the mother, but death, or the proximity of death thus also provides the opportunity for a symbolic rebirth. Both the proximity of concrete death—as in thwarted suicide attempts—and a symbolic death — as in the form of extreme self-degradation—give rise to an increased feeling of life, if only for a moment. The psychologist Robert Jay Lifton has shown that murder can be a conscious step in a process of self- destruction. Murder is in this case a phase in a search for revitaliza-tion, which is thus the ultimate aim of suicide. This phenomenon appears on the symbolic level in Dagermans works, especially in the play Den dödsdömde. The interpretation reveals that the existential question that dominates Dagerman's texts is the struggle against the threat of inner deadness. The fixation with death in the texts is, in the final analysis , an expression of a desire to live. / digitalisering@umu

This paper studies the integrated mobile ad-hoc networks (MANETs) and Internet network which the Mobile IP and AODV routing protocols are integrated to offer MANET nodes to set up multi-hop routes to the Internet. Gateways act as bridges for forwarding data packets between integrated MANETs and the Internet. Mobile nodes in MANETs must discover available gateways to gain access to the Internet. This study presents an adaptive gateway discovery scheme that balances efficiency and overhead by limiting the flooding scope of gateway advertisement messages. The proposed scheme dynamically adjusts the ADV_TTL according to the average delay time of network. The simulation results showed that the proposed scheme obtains the shortest average delay time while keeping the network a relatively lower overhead.

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The recent rapid increase in the number of Korean children who return to Korea after time spent abroad studying English raises concerns about their follow-up education and their readjustment into the Korean education system. The number of returnee children also raises concerns about how Korean teachers teach these children. This study was grounded in my realization that my experiential knowledge of learning English influenced my teaching of returnee children. Through this study, I came to understand the ways teachers’ personal practical knowledge of English is shaped through many different experiences in many different contexts in which they are, and were, situated. Teachers’ personal practical knowledge is expressed in their classroom practices. Knowledge and context are linked by the narrative concept of stories to live by (Connelly & Clandinin, 1999). The research was a narrative inquiry into three Korean teachers’ personal practical knowledge as it was expressed in their teaching practices, as it shaped their stories to live by and as it was shifted on their professional knowledge landscapes when they taught returnee children. As a result of the study, four key considerations emerged. One, each teacher’s personal practical knowledge as expressed in teaching returnee children was shaped by his experiences of learning English. Two, shifting teachers’ ‘stories to live by’ depended on their professional knowledge landscapes. Three, teachers held different understandings about curriculum making. Four, teachers held different views about returnees’ readjustment into the Korean schools. Drawing upon a concept of ‘curriculum of lives’ (Clandinin & Connelly, 1992), the key considerations from the study give important implications about in-service teacher education in terms of curriculum making for returnee children. The study suggests the importance of providing in-service teachers with an opportunity to think about a narrative perspective about curriculum making in order to suggest new possibilities for teachers, returnee children, and their parents.

The thesis deals with legalization of active euthanasia, its main impacts for the whole society, potential abuse and some basic concerns of specialist of various profession related to euthanasia. The thesis is focused on the medical, economic, legal and religious point of view of euthanasia and defines crucial approaches of the defenders and defendant of euthanasia. Special emphasis is on the attitude of doctors, whose opinions on legalization of active euthanasia vary. The thesis denies legalization of active euthanasia as a good solution for patients which are incurable ill or dying, calls attention to keeping the right to live in current form and disagrees with the economical argument that euthanasia is cheap and fast solution for complicated situation of the health service.

This project is intended to take the film To Live, directed by Zhang Yimou, and apply the Electronic Film Review (EFR) approach to it in a Chinese as a Foreign Language (CFL) setting. The Electronic Film Review project, developed by Alan K. Melby, is aimed at providing a superior language learning experience for Americans learning Chinese. Using feature films as a teaching tool has been found to stimulate and motivate students to achieve higher language levels, but in order for optimal learning to occur the material must be challenging yet accessible to the student. Most feature films, by themselves, are too advanced for the average language learner. The EFR approach provides annotations designed specifically for the feature film with the language learner in mind. These annotations can include access to vocabulary helps, grammar and cultural notes in order to bridge the gap between the learner and the film. It does not alter the film itself. This approach has been used with ESL students (English annotations), French language learners, and with Korean ESL learners (Korean annotations), but has not been developed for students learning Chinese. The purpose of this project is not only to apply the technology of the Electronic Film Review program to a Chinese film for the purpose of aiding Chinese language learners, but also to critique whether or not the tool is effective in helping students to gain better listening comprehensions skills and therefore ultimately better language skills. Previous studies have not shown clear results on this issue. This thesis will briefly review what the EFR project is and how it has been used with other films and languages as well as the findings up to this point. Then it will look at the effects of annotations on several aspects of listening comprehension as well as student preferences and reactions. It will then evaluate the results collectively to determine whether students watching the film without the help of EFR annotations show differing levels of listening comprehension achievement when compared with those using the EFR tools. Suggestions will be made for further improvements.