Sverige har en ambition om att bli bäst i världen på att tillvarata digitaliseringens möjligheter, en central del i detta är att tidigt säkerställa digital kompetens hos unga. Därav att det görs satsningar på att barn ska ha tillgång till digitala verktyg av olika slag i skolmiljö. Av intresse är därmed att erhålla förståelse för hur de använder sig av de tillhandahållna digitala verktygen och vad deras åsikter kring det är, vilket är vad denna studie ämnar undersöka. Datainsamlingen har gjorts i form av fyra observationstillfällen som fördelats på två klasser tillhörande årskurs fyra. Fördelat på dessa skedde ett urplock av sex respondenter som det genomfördes intervjuer med, det användes även av informanter i form av deras klassföreståndare och en lärare/IT-samordnare. I arbetet med att analysera datan gjordes en innehållsanalys i vilken kategorier tillämpbara både för observation och intervju fastställdes. Resultatet visade att digitala verktyg var något som användes i hög grad och att det finns ett spektrum av vilka som förekom. Överlag har det konstaterats att eleverna huvudsakligen ser fördelar med det, men har en medvetenhet om baksidan med detta också. Det framkom bland annat att en vanlig uppgift var att skriva texter, något som uppskattades att göra på datorn då det inte framkallade smärta i handen likt användandet av papper och penna kunde göra. För att kunna dra slutsatser om detta fördes en diskussion kring tidigare forskning i relation till erhållet resultat. / Sweden has an ambition to become the best in the world in making use of the opportunities of digitalization, a central part of this is to ensure early digital competence among young people. Therefore, investments are being made to ensure that children have access to digital tools of various kinds in the school environment. It is therefore of interest to gain an understanding of how they use the digital tools provided and what their opinions are about it, which is what this study intends to investigate. The data collection has been done in the form of four observation sessions which are distributed between two classes belonging to year four. Distributed among these, a selection of six respondents took place with whom interviews were conducted, informants in the form of their class teachers and a teacher/IT coordinator were also interviewed. In the work of analyzing the data, a content analysis was made in which categories applicable to both observations and interviews were established. The result showed that digital tools were something that was used to a high degree and that there is a spectrum of which tools occurred. Overall, it has been found that students mainly see advantages to it, but have an awareness of the downside of this as well. Among other things, it emerged that a common task was to write texts, something that was appreciated to be done on the computer as it did not cause pain in the hand like the use of paper and pencil could. In order to be able to draw conclusions about this, a discussion was held about previous research in relation to the results obtained.

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In this dissertation, the affinities between the Prologue of the Fourth Gospel and the Maronite Prayer of the Faithful especially the use of light metaphor are examined and new hypothetic proposals are suggested: the former has influenced the latter; both of them might have shared the same milieu or have been influenced by an existent Antiochene liturgical hymn. These proposals are discussed according to reflections on the Fourth Gospel, the Antiochene Syriac Maronite Church, the light metaphor, the work done on the Prologue from a socio-rhetorical perspective and the study conducted on the first English edition of the Maronite Prayer of the Faithful. / New Testament / M.Th. (New Testament)

The National Professional Diploma in Education is an in-service programme for classroom-based educators who have less than three years of professional training. The programme seeks to create a pathway to qualified teacher status in ways that will impact positively on classroom practice, prepare teacher-learners for the implementation of the new curriculum and provide a sufficiently rigorous foundation for further study. This evaluation adopted a fourth generation evaluation approach characterised by extensive engagement with programme stakeholders. Chapter 2 outlines an epistemological and philosophical framework of reference whilst Chapters 3 and 4 explore learning and teaching strategies and management and costing issues. The findings of these investigations lead to the recommendations made in Chapter 5. It is felt that the Unisa NPDE meets many of the goals of the programme, but further research is needed into the impact on classroom practice and into the management of the decentralised learner support. / Educational Studies / M.Ed. (Didactics)

The theme running through this dissertation is intended to prove that the Supreme Court has a role to play in the promotion, enforcement and sustenance of a proper democratic system of government, good governance and fundamental human rights and freedoms in Ghana. The Study would therefore address the role of the Supreme Court in the development of Constitutional Law in Ghana, with particular emphasis on the court's contribution to the underlying concepts of the Fourth Republican Constitution of 1992; the guiding principles of constitutional interpretation and the vexed issue of whether the court should adopt a mechanical and literal approach to the interpretation of the Constitution or adopt a liberal, beneficent and purposive approach. The Supreme Court has asserted in the locus classicus decision: Tuffuor v Attorney-General [1980] GLR 637 that the 1979 Constitution as the supreme law, must be construed as a living political document capable of growth. Is there any evidence now to support that claim? The study shall also investigate the question of the power of the Supreme Court to review legislative and executive action. We shall also examine the role of the Supreme Court in the interpretation and enforcement of the Constitution and Fundamental Human Rights and Freedoms in relation to the rights and obligations of the individual and the State with the view to achieving good governance. The 1992 Constitution itself is founded on the premise that there are limitations to the enjoyment of fundamental human rights and freedoms. What is the extent of such limitations as determined by the Supreme Court? What has been the Supreme Court's contribution to the sustenance of political stability and democratic governance and, especially, in matters relating to coup d'etats and to enforcement of the Constitution itself as distinct from the enforcement of fundamental human rights and freedoms? Has the Supreme Court power to enforce the Constitution and the existing law where there is proven case of injustice and illegality? Has the Supreme Court power to enforce Directive Principles of State Policy as formulated in chapter 6 of the 1992 Ghana Constitution? / Jurisprudence / LL.D.

The struggle between church and state continued during the thirteenth century. The crusades continued in the East with the advance of Islam. Crusades were also called for to put an end to heresies, in particular the Albigensian heresy. Unfortunately the established orders, such as the Cistercians, failed to combat heresy and to solve the problems of corruption in the Church. Scholastic theology developed with the establishment of the universities. These events influenced the thirteenth century. During the thirteenth century spiritual renewal began with Pope Innocent III. Councils like the Fourth Lateran Council defined church teaching and addressed corruption of the clergy. However, one of the most important sources of spiritual renewal came from the mendicant orders who had been given permission by Pope Innocent III to operate in the Church. These orders contributed immensely to education in the universities and through the Catholic laity culture advanced. / Die stryd tussen kerk en staat het voortgegaan gedurende die dertiende eeu. Die kruistogte het voortgeduur in die Ooste met die aanruk van Islam. Kruistogte was ook aangeroep om sodoende ‘n einde te maak aan kettery, veral Albiganiese kettery. Ongelukkig die ontwikkelde heerskappye, soos die Cisteriaanse orde, het nie daarin geslaag om probleme soos kettery en korrupsie in die kerk op te los. Skolastiese teologie het ontwikkel met die vestiging van die universiteite. Hierdie gebeure het ‘n kardinale impak gehad op die dertiende eeu. Gedurende die periode, het geestelik hernuwing begin met Pous Innocent III. Owerhede soos die Vierde Laterniese Owerheid het godsdiens onderrig, gedefinieer en korrupsie aangespreek. Tog, was een van die belangrikste bronne van geestelike hernuwing, die Bedelmonnik Orde, wat toestemming van Pous Innocent III gekry het om in die kerk te handel. Hierdie orde het bygedra tot onderig in universiteite en deur Katoliek leke het kultuur voortgespruit. / Christian Spirituality, Church History & Missiology / M. Th. (Church History)

John 21 tells of the “miraculous draught of fishes.” The disciples fish all night and catch nothing. In the morning, they fail to recognize Jesus on the shore, instructing them to cast their net again. After an amazing catch and subsequent breakfast, Jesus thrice questions Peter’s love and commissions him to “feed my sheep.” Using Narrative Criticism, this study examines this recognition scene, specifically in light of recognition scenes in Genesis. Previous work used primarily Greco-Roman texts to analyze Johannine recognition. This study adds the Hebraic perspective, asking, “How would a reader, well acquainted with Genesis, understand recognition in John 21?” This study labels characters who withhold recognition from others as “manipulators,” and argues that biblical recognition can be understood within a context of “manipulation.” It proposes a taxonomy of manipulation with six narrative kernels. This yields four patterns gleaned from Genesis: 1) Manipulation narratives are focused around chosen leaders—manipulators—undergoing a character development process; 2) These manipulators disempower others while empowering themselves for gain; 3) Genesis manipulation stories often contain evocative déjà vu motifs: repetitive words and themes connecting the units, reinforcing the story, and sometimes haunting manipulators; 4) Manipulators are often “counter-manipulated” in a reciprocal manner ironically similar to their own previous behavior. This may correct and transform the manipulator. The taxonomy and patterns are applied to John 21:1-19 as a lens for a new reading. The study also examines Greek diminutives in John 21, which enhances the reading. This reading characterizes Peter’s earlier behavior in John 18 as manipulative, when he withheld his identity three times. When the disciples go aimlessly fishing in John 21, Jesus actively withholds his identity in ironic counter-manipulation, mirroring Peter’s earlier denials. The disciples’ lack of recognition underscores their dullness, especially Peter’s. Jesus’ three questions to Peter continue the ironic counter-manipulation, paralleling Peter’s earlier three denials. Finally, Jesus predicts Peter will glorify God in his death, indicating his future turn toward ideal discipleship. / New Testament / D. Th. (New Testament)

This thesis explores how the general public understands and responds to dementia. In the context of this study the word ‘understanding' is used to convey the complex co-construction of knowledge and establishing of beliefs that constitutes public understandings of dementia. The study also examines the responses of members of the public to dementia, in the context of their understanding. Data were collected over a 12 month period and included a module in the Northern Ireland Life and Times (NILT) survey, five focus groups and nine interviews with participants from the focus groups. The survey module included thirty measures examining levels of knowledge and attitudes towards dementia. 1200 participants were targeted and the survey was administered by the Northern Ireland Research & Statistics Agency with a response rate of 58%. The focus groups and interviews provided the mechanism to gather a more nuanced picture, exploring the beliefs behind the attitudes and the self-reported responses of participants to people with dementia. Findings indicate that the general public has a reasonable knowledge of the symptoms and pathway of dementia in line with a bio medical model. However the findings also indicate that the general public holds a mix of theoretical and empirical knowledge and that this is often contradictory. A complex mix of scientific or medical information, experience, anecdote and assumptions contribute to the discourse. This information is stored and conveyed in the form of stories and a consequence of this interplay is that individual experiences told in the form of stories are generalised to become building blocks in the construction of what the general public understands dementia to be. The current construction of dementia among the general public is found to be both nihilistic and ageist with clear evidence that dementia is stigmatised. I will argue that that the relationship between dementia and ageing in the minds of the general public is a symbiotic one. Dementia has become a cultural metaphor for unsuccessful ageing marking entry to the fourth age. The stigmatising response of the general public is the result of a complex interplay of multiple factors. I have expanded on previous ideas of multiple jeopardy and intersectionality, suggesting that the stigma associated with dementia is unique and driven as much by emotional responses as by the social location of the person with dementia. I have borrowed Brooker’s (2003) term “Dementia-ism’ to describe this stigma. This thesis argues for a more complex and sophisticated approach to changing public attitudes and reducing stigma. Dementia-ism must be addressed with the same strength of purpose currently applied to sexism, racism and ageism.

公共政策是藉由重大公共議題的討論來分析政府活動的一種研究途徑，將公共政策的過程切割成議題設定、政策規劃、政策合法化、政策執行、政策評估及政策終結等階段，雖可以獲致清晰的流程架構，但此一單向的線性思考方式，不但簡化了政策問題解決的複雜性，亦會喪失政策過程的動態本質。再者，公共政策的研究領域日益蓬勃壯大，研究途徑與方法亦漸趨多元發展，理論概念與分析架構的整合自然日趨重要，如此將有助於研究者將研究議題與經驗資料作最佳的組合。是以，本研究採取非線性的政策動態概念，對政策的演變作一有系統性的探索，在融合有關政策變遷的各種觀點後，提出「政策體系」的理論概念，建立「宏觀」的分析架構作為探索政策變遷現象的基礎。 政策體系乃是以政策過程為焦點，所有與政策性質相關的要素，都可視為政策體系的構成要素。首先，政策是在開放的體系中形成、維持、接續與終結，自環境中汲取養分同時受到環境的限制，由此觀之，外在環境因素是政策體系中不可忽略的一環。其次，討論政策體系自然不能遺漏政策本身的因素，政策乃為解決社會問題而生，沒有社會問題的存在，當然就不會有政策制定的需求，另一方面，政策本身的組構方式則是攸關問題的解決與否。再者，在民主體制中，任何的政策形成與改變都必須取得正當性的依據，只有問題的存在並不保證一定會被政府所處理，必須通過政治結構的考驗才可能有政策產出。最後，政策體系是一個互動的體系，政策參與者之間就政策方案的選擇所從事的各種行為與活動，都可能影響最後的政策產出。歸納言之，一個完整的政策體系至少應該包括幾個要素：外在環境的因素、政策本身的特性、結構性因素的作用及政策行動者的互動行為，這些要素的互動作用會導致政策的變遷。 最後，政策是政府選擇目標與工具來解決社會問題的重要活動，它不是在真空中運作，而是不斷與社會進行互動的連續性過程，這也是政策走進歷史之前會出現變遷的原因，本研究雖然提出具有規範意涵的分析政策變遷的理論架構，但是基於「真實個案是檢驗理論效度的最佳途徑」的法則，本研究以民進黨首次執政時期所推動的停建核四政策個案為例，利用文本中所建立的分析架構來詮釋此一政策變遷的過程，並在結論中整合理論與個案的研究發現，就政策體系的各個面向提出幾個有關政策變遷的假設性命題，以供後續研究之參考與檢證，進而促成政策變遷知識的深化。 / Public policy is a research approach to analyze governmental activities by discussing public issues. However, in most articles, the policy process is seen as a logical succession of steps: agenda setting, policy formulation, policy legitimation, policy implementation, policy evaluation, and policy termination. Although this progression of stages provides a clear and useful framework, it often obscures the complexities of public issues. In other words, most policies are not a process of linear development, from agenda setting to policy termination. Policy change is a common phenomenon. In this way, if we want to understand the dynamics of policy, it is helpful to take a nonlinear perspective. Policy change is used by a wide range of authors in public policy and other disciplines, but there is no consensus on what the definition of policy change is. In fact, this question has not been systematically explored until now. Policy change is not simply a label, but is an important part of the policy process. It is worth drawing more attention to this phenomenon. The aim of this study is to construct an analytical framework of policy change. Within this framework, we distinguish between different types of policy change: policy succession and policy termination, firstly. And we can find some cues from policy change, including organization, statutes, budget, personnel, and media. Secondly, we use the concept of policy system to connect with policy change. This concept contains several elements: external environment, policy attributes, institutional factor, and policy networks. These elements interact with each other to produce policy change. We use this framework to analyze policy discontinuity for the fourth nuclear power plant in 2000. Finally, policy is essentially about government. The major activity of government is seen as choosing goals and instruments to solve social problems. Policy does not exist in a vacuum; it is made in a concrete environment. We should see policy as a continuing process of social action and interaction. This is why policy may be changed before it is terminated. Finally, we provide some hypotheses and suggestions for further research at the end of this study.