<p>The overall aim of this study was to examine if there were any difference between two different upper secondary schools with regard to the schools' work with the basic values.</p><p> Our supposition was that if there were differences between the schools basic values work then it could be observed that the school that works more with the basic values has also more students expressed as a percentage who leave the school with final grades within four years.</p><p> We have chosen to work with the qualitative method and made group interviews as well as individual interviews with six persons.</p><p> We came to the conclusion that one of the schools worked with the basic values continuously while the other school had the intention to do it but according to our interpretation the school didn't do it. It also appeared that one of the schools had more students who finished school with final grades.</p><p> The result that we have got showed that there is a difference between these two schools in the basic values work and that the school that worked with this continuously has also bigger amount of students with final grades.</p><p> During work on this study we discovered other issues that we hope someone else can answer in the future.</p>

<p>On the 1st April 2006 a new legislation came into effect in Sweden; The Prohibiting</p><p>Discrimination and Other Degrading Treatment of Children and Pupils Act (2006:67). The</p><p>Act is applicable to education and other activities referred to in the Education Act</p><p>(1985:1100). This dissertation aims to examine how teachers work to combat</p><p>discrimination, and establishes whether headmasters and teachers have changed their work procedures since the law came into force.</p><p>In order to seek the answers to my questions I have conducted 8 qualitative interviews with headmasters and teachers from two schools in a community outside Karlstad, with both schools comprising of students from pre-school until year 6.</p><p>Discrimination is not a new phenomenon in schools, but neither is the fact that it is the</p><p>schools’ responsibility to work against discrimination. Discrimination is still taking place,</p><p>despite discrimination laws being clearly stated within the Education Act (1985:1100) and</p><p>the school curriculum. The teachers I have interviewed maintain that they are actively</p><p>working in a preventative manner with these issues, but they still believe that much more</p><p>can be done and would like to see an agreed, common work procedure. Despite the new</p><p>legislation, none of the people I have spoken to change the way they work. They are,</p><p>however, feeling positive towards the new legislation and believe as well as hope, that it</p><p>will bring results. Most education workers agree that the school has the primary</p><p>responsibility of preventing discrimination and strongly believe that individual teachers</p><p>have the power to influence their pupils.</p>

The overall aim of this study was to examine if there were any difference between two different upper secondary schools with regard to the schools' work with the basic values.  Our supposition was that if there were differences between the schools basic values work then it could be observed that the school that works more with the basic values has also more students expressed as a percentage who leave the school with final grades within four years.  We have chosen to work with the qualitative method and made group interviews as well as individual interviews with six persons.  We came to the conclusion that one of the schools worked with the basic values continuously while the other school had the intention to do it but according to our interpretation the school didn't do it. It also appeared that one of the schools had more students who finished school with final grades.  The result that we have got showed that there is a difference between these two schools in the basic values work and that the school that worked with this continuously has also bigger amount of students with final grades.  During work on this study we discovered other issues that we hope someone else can answer in the future.

In this research, two comprehensive numerical models were developed using ABAQUS/CAE Finite Element (FE) software: 1) geothermal model, and 2) coupled thermo-hydro-mechanical model. In the first model, a purely heat transfer analysis was performed to reproduce the conditions at the site and investigate the subsurface thermal regime beneath the road embankment. The existence of a frozen section (frost bulb) underneath the embankment and its size and location were investigated by the model. The second model concentrated on the mechanical behaviour of the road embankment. Temperature-dependent thermal and mechanical properties were used for all the materials. Model parameters were calibrated using the results of the triaxial and oedometer tests which have been conducted by previous researchers. A fully-coupled and a sequentially-coupled analysis were conducted. The results of the two analyses were compared to each other and to the field measurements. / February 2016

The crime of torture and other inhuman and cruel treatment Abstract This master thesis concerns itself with a concept of torture and other cruel, inhuman or degrading treatment or punishment and how is this concept perceived through the international, regional and last but not least national system of law. Not to mention particular efforts aiming at the eradication of torture and other forms of ill treatment in the context of all the systems of law mentioned above. At the very beginning I am trying to deal with very specific historical approaches towards the torture and other forms of ill treatment themselves. Through this I am trying to provide for more comprehensive view on the given problematics as well as better understanding of why are torture and other forms of ill treatment still subject to controversy. Following chapter is dedicated to legal anchoring of the prohibiton on torture and other forms of ill treatment, especially within the international and regional system of law including particular attempts to define torture and other cruel, inhuman or degrading treatment throughout these systems mentioned above. Next chapter concerns itself with the conception of prohibiton on torture and other forms of ill treatment as a part of the system of fundamental human rights and freedoms followed by thorough...

On the 1st April 2006 a new legislation came into effect in Sweden; The Prohibiting Discrimination and Other Degrading Treatment of Children and Pupils Act (2006:67). The Act is applicable to education and other activities referred to in the Education Act (1985:1100). This dissertation aims to examine how teachers work to combat discrimination, and establishes whether headmasters and teachers have changed their work procedures since the law came into force. In order to seek the answers to my questions I have conducted 8 qualitative interviews with headmasters and teachers from two schools in a community outside Karlstad, with both schools comprising of students from pre-school until year 6. Discrimination is not a new phenomenon in schools, but neither is the fact that it is the schools’ responsibility to work against discrimination. Discrimination is still taking place, despite discrimination laws being clearly stated within the Education Act (1985:1100) and the school curriculum. The teachers I have interviewed maintain that they are actively working in a preventative manner with these issues, but they still believe that much more can be done and would like to see an agreed, common work procedure. Despite the new legislation, none of the people I have spoken to change the way they work. They are, however, feeling positive towards the new legislation and believe as well as hope, that it will bring results. Most education workers agree that the school has the primary responsibility of preventing discrimination and strongly believe that individual teachers have the power to influence their pupils.

Video game developers have implemented multiple measures to combat piracy throughout history. One of these measures, defined in this study as in-game anti-piracy measures, prevents player progression on unauthorized copies by degrading gameplay or drastically increasing the difficulty.This study conducts a content analysis research on textual data gathered from the world wide web to assess the public perception in regards to this type of anti-piracy measures. The data gathered for this study consists of 425 statements in the form of comments and forum posts that have been coded, divided into themes and then analyzed inductively to generate findings that can be linked to Moshirnia’s (2012) previous research.Even though no clear results occurred that can confirm Moshirnia’s (2012) findings, this study has discovered a potential connection between in-game anti-piracy measures promoting piracy. The findings also suggest that the unique “broke features” might lead to the popularization of games modded to let legitimate users experience them too.

Alzheimer's disease (AD), first characterized in the early 20th century, is a common form of dementia which can occur as a result of genetic mutations in the genes encoding presenilin 1, presenilin 2, or amyloid precursor protein (APP). These genetic alterations can accelerate the pathological characteristics of AD, including the formation of extracellular neuritic plaques composed of amyloid beta peptides and the formation of intracellular neurofibrillary tangles consisting of hyperphosphorylated tau protein. Ultimately, AD results in gross neuron loss in the brain which is evidenced clinically as a progressive decline in mental capacity. A strong body of scientific evidence has previously demonstrated that the driving factor in the pathogenesis of AD is potentially the accumulation of Aß peptides in the brain. Thus, reduction of Aß deposition is a major therapeutic strategy in the treatment of AD. Recently it has been suggested that Aß accumulation in the brain is modulated, not only by Aß production, but also by its degradation. Several important studies have demonstrated that Aß degradation is modulated by several endogenous zinc metalloproteases shown to have amyloid degrading capabilities. These endogenous proteases include neprilysin (NEP), endothelin converting enzyme (ECE), insulin degrading enzyme (IDE) and matrix metalloprotease 9 (MMP9). In this investigation we study the effects of upregulating expression of several of these proteases through administration of recombinant adeno-associated viral vector (rAAV) containing both endogenous and synthetic genes for ECE and NEP on amyloid deposition in amyloid precursor protein (APP) plus presenilin-1 (PS1) transgenic mice. rAAV administration directly into the brain resulted in increased expression of ECE and NEP and a substantial decrease in amyloid pathology. We were able to significantly increase the area of viral distribution by using novel delivery methods resulting in increased gene expression and distribution. These data support great potential of gene therapy as a method of treatment for neurological diseases. Optimization of gene transfer methods aimed at a particular cell type and brain region in the CNS can be accomplished using AAV serotype specificity and novel delivery techniques leading to successful gene transduction thus providing a promising therapeutic avenue through which to treat AD.

This thesis aims to define the scope of Article 3 ECHR, concerning children with traumas in registration and identification camps. The interpretation of the scope of Article 3 ECHR is based on a case study of the cases Khan v France and J.R. and Others v Greece. The result of the case study in conjunction with relevant legislation is applied to the Mavrovouni camp in Lesvos, Greece. The normative approach in this thesis is combined with hermeneutic analysis. The case study shows that inadequate housing conditions are unlikely to violate Article 3 ECHR. Nonetheless, the threshold of Article 3 ECHR is broader when children are subject to the conditions. Children are internationally recognized as more vulnerable, especially when they are traumatized. In conclusion, it is to say that a violation of Article 3 ECHR can be made out in the Mavrovouni camp concerning children that live in the camp.

<p>I attempt to analyze South Africa&rsquo / s legal position pertaining to torture, in relation to the international legal framework. Since it has been established that torture and cruel inhuman and degrading treatment (CIDT) usually occur in situations where persons are deprived of personal liberty, I examine legislation, policies and practices applicable to specific places of detention, such as correctional centres, police custody, repatriation centers, mental health care facilities and child and youth care centers. I establish that although South Africa has ratified the UNCAT and is a signatory to the OPCAT, our legal system greatly lacks in structure and in mechanisms of enforcement, as far as the absolute prohibition and the prevention of torture and other forms of cruel and degrading treatment or punishment are concerned. I submit that South Africa has a special duty to eradicate torture, since many of its citizens and several of its political leaders are actually victims of torture, who suffered severe ill treatment under the apartheid regime. I argue that the South African legal system is sufficiently capable of adopting a zero-tolerance policy toward torture and to incorporate this with the general stance against crime. In many respects, South Africa is an example to other African countries and should strongly condemn all forms of human rights violations, especially torture, since acts of torture are often perpetrated by public officials who abuse their positions of authority. I conclude by making submissions and recommendations for law reform, in light of the obstacles encountered within a South African context.</p>