Yes / International Relations (IR) has increasingly paid attention to critical pedagogy. Feminist, post-colonial and poststructuralist IR scholarship, in particular, have long been advancing the discus-sions about how to create a pluralist and democratic classroom where ‘the others’ of politics can be heard by the students, who can critically reflect upon complex power relations in global politics. Despite its normative position, Critical Security Studies (CSS) has so far refrained from join-ing this pedagogical conversation. Deriving from the literatures of postcolonial and feminist pedagogical practices, it is argued that an IR scholar in the area of CSS can contribute to the pro-duction of a critical political subject in the 'uncomfortable classroom', who reflects on violent practices of security. Three pedagogical methods will be introduced: engaging with the students’ lifeworlds, revealing the positionality of security knowledge claims, and opening up the class-room to the choices about how the youth’s agency can be performed beyond the classroom. The argument is illustrated through the case of forced migration with specific reference to IR and Pol-itics students’ perceptions of Syrian refugees in Turkey. The article advances the discussions in critical IR pedagogy and encourages CSS scholarship to focus on teaching in accordance with its normative position. / The research was partly supported by HM Government funding to MK Dhami.

Critical thinking ability is imperative for nurse practitioners in the multidimensional unfolding health care arena. Consensus as to what critical thinking entails has yet to be articulated. This non-empirical study thus set out to clarify the concept "critical thinking. Walker and Avant's (1995) proposal for conducting a concept analysis was used within the qualitative research paradigm. Literature selected from the fields of education, philosophy, nursing and psychology was consulted as the main source of data. Thematic and theoretical sampling of literature were also embarked upon during the later stage of the research to add density to emergent categories and themes. Categories were organised according to the Strauss and Corbin (1995) paradigmatic model; indicating the antecedents, disposition of the thinker, attributes and critical attributes, and outcomes of critical thinking. The findings indicate that critical thinking is a complex, multidimensional, dynamic, existential and context dependent mental operation. The essence of critical thinking is further illuminated by the construction of a model case and additional cases. The concept critical thinking is finally succinctly defined. The implications that critical thinking holds for nursing education and practice are spelled out. / Health Studies / M.A. (Health Studies)

This thesis describes a methodology for the requirements analysis of critical real-time systems. The methodology is based on formal methods, and provides a systematic way in which requirements can be analysed and specifications produced. The proposed methodology consists of a framework with distinct phases of analysis, a set oftechniques appropriate for the issues to be analysed at each phase of the framework, a hierarchical structure of the specifications obtained from the process of analysis, and techniques to perform quality assessment of the specifications. The phases of the framework, which are abstraction levels for the analysis of the requirements, follow directly from a general structure adopted for critical real-time systems. The intention is to define abstraction levels, or domains, in which the analysis of requirements can be performed in terms of specific properties of the system, thus reducing the inherent complexity of the analysis. Depending on the issues to be analysed in each domain, the choice of the appropriate formalism is determined by the set of features, related to that domain, that a formalism should possess. In this work, instead of proposing new formalisms we concentrate on identifying and enumerating those features that a formalism should have. The specifications produced at each phase of the framework are organised by means of a specification hierarchy, which facilitates our assessment of the quality of the requirements specifications, and their traceability. Such an assessment should be performed by qualitative and quantitative means in order to obtain high confidence (assurance) that the level of safety is acceptable. In order to exemplify the proposed methodology for the requirements analysis of critical real-time systems we discuss a case study based on a crossing of two rail tracks (in a model railway), which raises safety issues that are similar to those found at a traditional level crossing (i.e. rail-road).

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

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