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<p>The thesis examines the relationship between John 20:30-31 and the purpose of the Fourth Gospel. It argues that the passage expresses a purpose which is reflected in both the structure and the content of the Gospel as a whole. This purpose is to convince the reader that faith in Jesus as the Christ, Son of God, can and indeed should be based on the signs as recorded in the Gospel. In order to achieve this purpose, the Gospel uses the following arguments: the reader is seeking salvation; salvation is attained through faith in Jesus; faith in Jesus can be based on his signs; even the reader who has not seen Jesus' signs himself can "witness" them through the agency of the Gospel. The thesis demonstrates where and how the Gospel develops these arguments.</p> <p>The thesis is intended to contribute to the discussion of several issues which are central to Johannine studies. It examines an aspect of the issue of the purpose of the Gospel which has not been the subject of extensive scholarly attention, namely the way in which the author(s) of the Gospel meant their document to function in the lives of its readers. In doing so, it discusses in detail three of the christological titles, "Christ", "Son of God", and "Prophet", and sheds light on the ways in which the Gospel demonstrates the appropriateness of these titles to Jesus. In addition, it argues against the interpretations of the term sēmeion as used in 20:30-31 and of the Gospel's view of a faith based on signs. Finally, the thesis offers some suggestions concerning the identity of the intended reader of the Gospel.</p> / Doctor of Philosophy (PhD)

There were two purposes to this study. First, the study was designed to determine which Virginia public school districts have articulated policies that govern random drug testing of students and if school districts' policies aligned with U.S. Supreme Court standards and Virginia statutes. The second purpose was to ascertain the patterns of practice in selected Virginia school districts that currently conduct random drug testing of students. This included identifying which student groups were being tested and for which drugs. It was also of interest to learn how school districts monitor the testing program and if drug testing practices were aligned with the policies that govern them. Data were gathered by examining student handbooks and district policies in order to determine which school districts had drug testing policies. These policies then were analyzed using a legal framework constructed from U.S. Supreme Court standards that have emerged from case law governing search and seizure in schools. Finally, data on patterns of practice were collected through in-depth interviewing and observation of those individuals responsible for implementing student drug testing in those districts that have such programs. The analyses revealed that the current policies and patterns of practice in random drug testing programs in Virginia public schools comply with Supreme Court standards and state statutes. Student groups subject to testing in Virginia public schools include student athletes and students in extracurricular activities in grades eight through twelve. Monitoring systems in the school districts implementing random drug testing were not consistent. There is evidence that the school districts implementing random drug testing programs have strong community support for the program. / Ed. D.

The problem of this study is to determine the value the group method of teaching reading has over the traditional method in overcoming reading difficulties.

The problem of this study is to make an analysis of some changes that have occurred in fourth grade geography books over a period of twenty years to determine the extent to which they have been influenced by educational psychology. Implications of these changes will be drawn for the teacher.

The purpose of this study was to ascertain the effect of a parent involvement education program on the academic achievement, school behavior, and educational motivation of Hispanic students enrolled in a bilingual education program. Fifty bilingual fourth-grade students and their parents were compared to 50 bilingual fourth-grade students and their parents who were subjected to a parent education program. The groups were randomly assigned from a stratified random sample. Students in each group were given the Student Attitude Measure prior to treatment and immediately following the parent involvement training. Parents in each group were given the Parent Opinion Inventory prior to and immediately following the parent involvement training. Students were also compared utilizing a norm-referenced achievement test. Discipline referrals were compared between the experimental group and the control group.

<p>Syftet med uppsatsen är att genom att belysa teorin om ”Fourth Generation Warfare” (4GW) ur två perspektiv, dels vetenskap och dels propaganda, tydliggöra i vilken utsträckning 4GW kan förstås som ett arbete grundat på vetenskaplighet eller ett arbete som nyttjar propagandistiska tekniker i sitt budskap.</p><p>Uppsatsen är utformad som en kvalitativ analys, med hjälp av definitioner på vetenskaplighet respektive propaganda, av de texter som William S. Lind skrivit i ämnet.</p><p>Syftet med uppsatsen är inte att bevisa att begreppet 4GW är propaganda i ordets egentliga bemärkelse, utan endast att visa att de tekniker och argument som används av Lind är ovetenskapliga och har mer gemensamt med tekniker som används i propaganda än med vad som kan betecknas som vetenskaplighet</p> / <p>The purpose of the paper is that by highlighting the theory of "Fourth Generation Warfare" (4GW) from two perspectives, science and propaganda, clarify the extent to which 4GW can be understood as a work based on science or a work that uses propaganda techniques to further its message.</p><p>The essay is designed as a qualitative analysis, by applying the definitions of science and propaganda on three papers written by William S. Lind on 4GW.</p><p>The purpose of the paper is not to prove that the concept of 4GW is propaganda in its true sense, but only to show that the techniques and arguments used by Lind is unscientific and has more in common with techniques used in propaganda than with what could be called scientific.</p>

Syftet med uppsatsen är att genom att belysa teorin om ”Fourth Generation Warfare” (4GW) ur två perspektiv, dels vetenskap och dels propaganda, tydliggöra i vilken utsträckning 4GW kan förstås som ett arbete grundat på vetenskaplighet eller ett arbete som nyttjar propagandistiska tekniker i sitt budskap. Uppsatsen är utformad som en kvalitativ analys, med hjälp av definitioner på vetenskaplighet respektive propaganda, av de texter som William S. Lind skrivit i ämnet. Syftet med uppsatsen är inte att bevisa att begreppet 4GW är propaganda i ordets egentliga bemärkelse, utan endast att visa att de tekniker och argument som används av Lind är ovetenskapliga och har mer gemensamt med tekniker som används i propaganda än med vad som kan betecknas som vetenskaplighet / The purpose of the paper is that by highlighting the theory of "Fourth Generation Warfare" (4GW) from two perspectives, science and propaganda, clarify the extent to which 4GW can be understood as a work based on science or a work that uses propaganda techniques to further its message. The essay is designed as a qualitative analysis, by applying the definitions of science and propaganda on three papers written by William S. Lind on 4GW. The purpose of the paper is not to prove that the concept of 4GW is propaganda in its true sense, but only to show that the techniques and arguments used by Lind is unscientific and has more in common with techniques used in propaganda than with what could be called scientific.

The relationship between privacy, technology, and law is complex. Thomas Jefferson’s prescient nineteenth century observation that laws and institutions must keep pace with the times offers a vision for change. Statutory law and court precedents help to define our right to privacy, however, the development of new technologies has complicated the application of old precedents and statutes. Third party organizations, such as Google, facilitate new methods of communication, and the government can often collect the information that third parties receive with a subpoena or court order, rather than a Fourth Amendment-mandated warrant. Privacy promotes fundamental democratic freedoms, however, under current law, the digital age has diminished the right to privacy in our electronic communications data. This work explores the statutory and constitutional law protecting our right to privacy, as well as the inadequacies that have developed with the digital revolution. With commonplace use of third parties to facilitate electronic communication, our courts and lawmakers must amend current laws and doctrines to protect the privacy of communications in the digital age. To provide clarity and appropriate data privacy protections, the following clarifications and amendments should be made to the third party doctrine and the Stored Communications Act (SCA): 1) third party doctrine should only apply to context data, 2) content data should be protected by the Fourth Amendment, 3) the SCA should eliminate the distinction between Remote Computing Services (RCS) data and Electronic Communication Services (ECS) data, and 4) the SCA should require warrants for all content data acquisition.

<p>This analysis is about the fourth basic competence and how you can define it, what it includes and if it is possible to find it in the new curriculum for the Swedish high school; Gymnasiereformen -07. The analysis was focused on the following subjects; Mathematics, Social science and Swedish. The aim with this analysis has been to create a summary in the field of information literacy and to define the fourth basic competence. The analysis were focused on and delimited by the following conceptions; information literacy, digital competence and the information search process. The sources of information has primarily been taken from the field of information literacy and statements from professionals in the fields of information literacy and education. The analysis concludes that you can find the fourth basic competence in the new curriculum for the subjects, Mathematics, Social science and Swedish.</p>