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Despite tackling theological anthropology in one of his earliest works, this remains a minor theme in the writings of Thomas. F. Torrance. Yet his writings are replete with references to the nature of the human person from the perspective of the doctrine of God, creation and the person and work of Christ. This accent upon theology rather than anthropology is intentional in securing a strongly theological and Christological understanding of the person, largely in opposition to more anthropocentric approaches to the knowledge of God. The thesis explores the ways in which his handling of key Christian doctrines shapes his account of the human person as created and redeemed, relational and rational, dependent yet responsible. In particular, his early response to the Barth-Brunner controversy, via the interpretation of Calvin, is analysed before proceeding to his account of the anthropological significance of the vicarious humanity of Christ, the persons of the Trinity and the creation of the world through the divine Logos. To draw Torrance’s anthropological conclusions into clearer perspective, a series of comparison with other 20th century writers is drawn – Bultmann, Macmurray and Moltmann. What emerges is an appreciative reading of Torrance’s theological anthropology as an important resource in terms of its methodology and strong theological orientation, but one which identifies some important lacunae on the particularity of the human creature.

Hyphal organisms are a commonly used model system for studies of polarised growth. While growing hyphal tips offer a good example of polarised growth, little detail of the process of polarisation can be determined from them. Hyphal branching offers a good example of the development of polarity, however to date it has been largely impractical to study hyphal branching, due to the irregular timing and location along the hypha of natural branch formation. Chemical induction of branches circumnavigates this problem, using a localised concentration of nutrients adjacent to the growing hypha to stimulate controlled branching. Using previous studies of hyphal branching combined with the current understanding of hyphal tip growth, a model of the branching process was established (Jackson et al. 2001). Reception of a branching cue leads to the formation of a radial F-actin array at the new branch site. This, by means of either delivery of cell wall softening enzymes or direct mechanical pressure, leads in turn to the emergence of a visible bump in the hyphal wall. This bump enlarges and then progresses into the branch proper. The bump stage of the branching process is perhaps the least understood, with existing studies giving detail of pre- and post-bump events. The research described in this thesis suggests that bump emergence is a two stage process; an early bump stage, where localised cell wall softening leads to turgor pressure in the cell pushing out the bump, and a late bump, where F-actin is arranged into the developing branch. The addition of an F-actin inhibitor to the induction solution confirmed that the early bump stage is relatively independent of the F-actin cytoskeleton, however this experiment was unable to test F-actin's role in full branch development.

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Syftet med den här studien var att synliggöra F-3 lärares historieförståelse. Ambitionen med detta synliggörande var att bidra med en fördjupad insikt om potentialen av F-3 lärares historieförståelse vad gäller möjligheter att främja elevers tolerans och kritiska förmåga. Studiens syfte och frågeställningar besvarades med hjälp av kvalitativ metod i form av intervjuer med F-3 lärare som undervisar i historia. Data analyserades med inspiration av en fenomenografisk ansats och med teorier om en historieförståelse utifrån perspektivets och sammanhangets betydelse och Rüsens typologi om olika funktioner av berättande. Resultatet tyder på att hälften av de studerade lärarna har en traditionell historieförståelse, vilket betyder att historia framställs som något faktiskt och statiskt. Resterande lärare kan relateras till en genetisk historieförståelse, vilket betyder att historia betraktas utifrån flera perspektiv och sammanhang. Med en sådan historieförståelse är det möjligt att främja elevers tolerans och kritiska tänkande då flera förståelser framhävs. Detta talar för att låta elever möta historia som utgår från en genetisk förståelse redan i lågstadiet, eftersom det är i grundskolans tidigare år som grunden för all utveckling läggs. / <p>SO</p>

This thesis is an attempt to reveal John F. Kennedy, the politician, as a political theorist. Kennedy's philosophy was the underlying current for all his political action, and in the test of time and history, the measurement of his success is more likely to be weighted in favor of his political theory than in favor of his political accomplishments.

In dealing with the individual works, I have attempted to analyze the structural element first, and then to deduce the novel's meaning, or theme, making use, wherever it is possible, of the results of the analysis of structure. In addition, I have attempted to reveal the development of certain themes from one novel to another, and certain developments in characterization and general design. I have attempted to reveal the relationship of the structure and thematic aspects of the individual works to Fizgerald's work as a whole. Finally, I have attempted to demonstrate Fitzgerald's relationship with certain of this peers and forebears in the American novel.

Clarification of the bracteole restraint on germination and the development of an improved seed pre-treatment were the objectives of this study. Bracteole cell walls were isolated and hydrolyzed with 72% sulfuric acid followed by dilution and further hydrolysis. Individual monosaccharide yields were monitored with gas chromaixtography and colorimetry. Lignin was determined as the acid insoluble residue . Cell wall composition on a dry weight basis was 17.0% lignin, 32 . 75% glucose, 28.77% xylose, 7.21% arabinose, 1.11% galactose and 0.35% mannose. Linear xylans and glucans represent a large portion of the cell wall . The quantity of lignified tissue is extraordinarily large, resulting in a rigid, impermeable seed case. Bracteole cell walls were delignified with acid chlorite. A comparison of enzyme catalyzed hydrolysis of the untreated cell walls with delignified cell walls followed. Three commercial enzyme preparations were incubated with the samples separately and in combination treatments: cellulase (EC 3 . 2. 1.4) from Trichoderma viride supplemented with B- D-glucosidase (EC 3.2.1.21); crude-hemicellulase from Aspergillus niger; polygalacturonase (EC 3.2.1.15) from Aspergillus niger. The production of reducing groups was monitored. Enzyme catalyzed hydr olysis of lignified cell walls was limited: cellulase followed by polygalacturonase degraded 14.1% of the lignified cell wall, all other treatments yielded less than 10% degradation. Dramatic improvements in the activity of all enzymes was noted after delignification. Cellulase activity increased to 35%, hemicellulase to 25%, and polygalacturonase to 36% hydrolysis of the sample. Intact seeds were subjected to delignification with acid chlorite at 35 degrees. Of these seeds, half were treated with cellulase, supplemented as before . The germination percentages of delignified and delignified/enzyme treated seeds were compared with other common germination pre-treatments. Four hundred seeds of each treatment were sown in soil and allowed to germinate with 20 degree days and 15 degree nights. The thirty minute delignification left the seed viable, but still lignified: only 3% germinated as compared with 28.0% for physically scarified seeds, 6% for acid treated seeds, 5.5% for surface sterilized seeds, and 4.0% for cold water leached seeds. Physical scarification proved to be the easiest method of pre-treatment.

<p>Uppsatsen behandlar några av de faktorer som påverkar högstadieelevers övergång från</p><p>grundskolan till gymnasieskolan. Undersökningen är genomförd med hjälp av intervjuer och med en enkät, intervjuerna riktades till elever och enkäten besvarades av dessas lärare. De studien undersökta ungdomarna trivs på sin skola på grund av den närhet de upplever till varandra och till sina lärare, den fysiska miljön spelar bara en underordnad roll, är en av de slutsatser uppsatsen mynnar ut i.</p>

This dissertation considers two approaches for testing hypotheses in unbalanced mixed linear models. The first approach is to construct a design with some type of structure or "partial" balance, so that some of the optimal properties of a completely balanced design hold. It is shown that for a particular type of partially balanced design certain hypothesis tests are optimal. The second approach is to study how the unbalancedness of a design affects a hypothesis test in terms of level and power. Measures of imbalance are introduced and simulation results are presented that demonstrate the relationship of the level and power of a test and the measures. The first part of this thesis focuses on error orthogonal designs which are a type of partially balanced design. It is shown that with an error orthogonal design and under certain additional conditions, ANOVA F-tests about certain linear combinations of the variance components and certain linear combinations of the fixed effects are uniformly most powerful (UMP) similar and UMP unbiased. The ANOVA F-tests for the variance components are also invariant, so that the tests are also UMP invariant similar and UMP invariant unbiased. For certain simultaneous hypotheses about linear combinations of the fixed effects, the ANOVA F-tests are UMP invariant unbiased. The second part of this thesis considers a mixed model with a random nested effect, and studies the effects of an unbalanced design on the level and power of a hypothesis test of the nested variance component being equal to zero. Measures of imbalance are introduced for each of the four conditions necessary to obtain an exact test. Simulations are done for two different models to determine if there is a relationship between any of the measures and the level and power for both a naive test and a test using Satterthwaite's approximation. It is found that a measure based on the coefficients of the expected mean squares is indicative of how a test is performing. This measure is also simple to compute, so that it can easily be employed to determine the validity of the expected level and power. / Graduation date: 1999