Motivation: When I set out to write a novel about Shakespeare’s Dark Lady, I wanted the focus to be on her, not the Bard. However, as I developed the idea, I realised that his character was an essential component of the narrative. So how should I set about ‘inventing’ such an iconic character? In addition, how relevant were earlier versions – biographical and fictional – to this project? Though I found a wealth of material about Shakespeare and his plays, I discovered there is a substantial sub-genre of Shakespeare invention. As a writer new to historical fiction, this felt a little like putting Jesus Christ into a story – and it turned out that some writers have given Shakespeare a distinctly Messianic character. Methods: In order to invent my own version of Shakespeare, I needed to assimilate what had gone before. The line between fact and fiction was blurred, but I clarified what was known and what unknown, and established what was myth. I then researched fourteen fictional versions of Shakespeare, starting with Kenilworth (Sir Walter Scott, Constable & Co, 1821) and ending with Shakespeare’s Memory (Jorge Luis Borges, Penguin, 2001). Results: My discovery was that the invention of history is a complex imaginative and intellectual process, but each writer solves a succession of challenges in their own way. Identifying these challenges helped me to create a new Shakespeare, and to clarify my own reasons for writing this particular novel. Conclusions: Far from being a form which is nostalgic, escapist or conservative, historical fiction is continually re-inventing itself in the light of the events and ideas which are contemporary to the writer. The continuing evolution and re-acquisition of the character of William Shakespeare is an illustration of its perennial significance.

Knowledge representation and inference are the backbone of artificial intelligence, and logic programming is one of the most widely used knowledge representation tools. Logic programming with deduction/induction/abduction as the reasoning technique is serving numerous fields of artificial intelligence. In dynamic domains where there are constant changes in knowledge, updating the knowledge base is crucial to keep it stable. This thesis investigates the issues in updating the knowledge base. Two types of logic program based updates are considered, simple fact based updates where the knowledge base is updated by a simple fact, and rule based updates where the knowledge base is updated by a rule. A SLDNF based procedural approach is proposed to implement such updates. This thesis also investigates the issues involved in simple fact based and rule based abduction, and it is observed that updates are closely related to abduction. A SLDNF based procedural approach to perform simple fact/rule based updates and abduction is proposed as a result of this study / Master of Science (Hons)

Organizational decisions are significant to an organizations' future. Research shows that many organizations tend to make decisions based on previous experiences, ‘gut feeling’ and assumptions rather than facts. This is troubling since decision-makers leave the organization’s future to the hands of chance. It is impossible to foresee the future, but accurate factual data can be of guidance towards a successful path. The food industry is one industry which must undertake tremendous efficiency efforts due to current climate change in order to sustain a growing population while resources are diminishing. Therefore, organizations must be efficient with resource allocation. Here accurate decisions must be made. Much research has been conducted into the food industry regarding sustainability practices, and data-driven approaches have become widely regarded as promising in sustainability practices due to the new industry paradigm of industry 4.0 and availability of data. Fact-based decision making based on the collection, storage, and analysis of data has been widely studied and coined Business Intelligence & Analytics (BI&A). This study is based upon Scandinavian food producers and processors and explores the current adoption and utilization of BI&A towards efficient production and its challenges. Through an explorative approach with interviews and analysis of organization reports, the current progress into BI&A towards efficient production and accompanying challenges were identified. Findings show that BI&A is applied to varying degrees for storage of data, and to monitor, analyze, and identify targets of action within energy consumption, food waste, material waste, and supply chain. Challenges identified were integration both internally within organizations and externally in the supply chain, economic, and leadership. To manage these challenges, managerial complications are provided. Further research could investigate the data collection processes in production, understanding the role of BI&A for top managers in decision making, investigate BI&A strategies towards efficient production, and provide empirical results from other parts of the supply chain.

I denna undersökning har sju lärare som undervisar i teknik- och fysikämnena i årskurs 7-9 intervjuats i syfte att undersöka deras syn på lärande för hållbar utveckling inom sina ämnen. Frågorna som ställts i uppsatsen har haft för avsikt att ge insikt om vilka faktorer som påverkar hur hållbar utveckling implementeras i skolämnen. Studien visar att läraren strävar efter att eleverna inte bara ska ta emot information, utan också agera själva utifrån grundläggande demokratiska värderingar. Däremot har det visat sig vara svårt för lärare att involvera hållbar utveckling i deras undervisning när det gäller ämnet fysik eller teknik. I studien har lärarens syn på hur hållbar utveckling ska involveras i ämnen analyserats utifrån de tre traditionerna; faktabaserad, normativ- och pluralistisk vilka genomsyrar undervisningen för hållbar utveckling. Studien visar att lärarnas undervisning har intentionen att utveckla olika förmågor och kunskaper hos eleverna. Till exempel framhåller lärarna vikten av att samla in och utvärdera information självständigt, kunna diskutera och samarbeta, lösa problem och använda kritiskt tänkande samt planera för långsiktiga mål. Ett viktigt perspektiv i lärarnas undervisning är att eleverna ska förstå helheten och sambandet mellan olika vardagliga områden. Dessutom visar studien att skolledningen spelar en viktig roll genom att ge tydligt stöd i de olika skolsaktiviteter som kopplas till hållbar utveckling. Det gör undervisningen för hållbar utveckling mer meningsfull och effektiv. / In this review, seven teachers who teach technology and physics subjects in grades 7-9 have been interviewed in order to investigate their views on learning for sustainable development in their subjects. The questions asked in the study were intended to provide insight into which factors influence how sustainable development is implemented in school subjects. The study shows that the teacher strives for the students not only to receive information, but also to act themselves based on basic democratic values. However, it has proven difficult for teachers to involve sustainable development in their teaching when it comes to the subject of physics or technology. In the study, the teacher's view of how sustainable development should be involved in subjects has been analyzed based on the three traditions; fact-based, normative and pluralistic which permeate the teaching for sustainable development. The study shows that the teachers' teaching has the intention of developing different abilities and knowledge in the students. For example, the teachers emphasize the importance of collecting and evaluating information independently, being able to discuss and collaborate, solve problems and use critical thinking, and plan for long-term goals. An important perspective in the teachers' teaching is that the students should understand the bigger picture and the connection between different everyday areas. In addition, the study shows that school management plays an important role by providing clear support in the various school activities linked to sustainable development. It makes teaching for sustainable development more meaningful and effective.