本研究主要透過質化研究深度訪談法，描繪越南籍女性配偶在台生活使用媒體行為與對本地文化適應情況。訪談結果歸納整理出以下若干：第一、受訪者使用媒體的時間與平日所持家務的繁重程度及與夫家的態度有關。第二、受訪者夫家對其媒體使用並未加以過份干涉。第三、受訪者使用屬於母國媒體產品主要為舒緩思鄉情緒，消除對環境的不確定疑慮。第四、受訪者期望台灣媒體對母國之報導多採正面態度。 / The study mainly described the behavior of mass-media-using and cultural adaption among Vietnamese women living in Taiwan through interracial marriage. In-depth interview was conducted in this study. The findings of research were showed as follows: 1.There are relationship among mass-media-using time and daily household tasks and the allowing from husband’s family toward the interviewers. 2.It was not overly to interfere with interviewers using mass media by husband’s family. 3.The interviewers used mass-media products at husband’s family to ease homesickness and reduce uncertainty on environment about their living. 4.The interviewers wish that Taiwan’s media reported positive things about Vietnam as could as possible.

The main purpose of this essay is to investigate the role of teachers of religious education in the proactive work against violent extremism and radicalization. Furthermore, the ambition is to raise awareness of how these five teachers of religious education in the Swedish upper secondary schools and primary schools in the subject of religious studies work with and implement the school's democratic mission, and to find structures to teach about radicalization,fundamentalism, pro-violence extremism and terrorism. To obtain a result, five semi-structured interviews with active religious education teachers in the upper secondary schools and theprimary schools were conducted. To show the extent to which the school's democratic mission in the proactive work against radicalization and violent extremism is carried out, the collected empirical material has been analyzed based on Paulo Freire's awareness-raising pedagogy as a theoretical framework which indicates whether the interviewed teachers of religious education work according to what Freire calls the bank view or the liberating teaching. The study shows that all interviewed teachers work according to both these models. The teachers believe that it is inevitable to ignore the teaching of facts but prefer the liberating teaching. This is because all interviewed teachers believe that through dialogues and discussions, a critical thinking is created in the students.Furthermore, it appears that all teachers find it essential to create a good and open classroom climate where there is mutual acceptance of dissent. Thus, a long-term effort to create students as source-critical thinkers is fundamental.