Abū Isḥāq Ibrāhīm b. Mūsā b. Muḥammad al-Lakhmī al-Shāṭibī al-Gharnāṭī – „al-Shāṭibī‟ – was a fourteenth century Granadan Mālikī religio-legal theorist and jurisconsult. His best known work – al-Muwāfaqāt fī uṣūl al-sharīʽa – proposed a significant reinterpretation of religio-legal epistemology and hermeneutics emphasizing a holistic reading of scripture focusing on the divine purposes [maqāṣid] underlying specific ethico-legal rulings. Although barely noticed over several centuries, Shāṭibī‟s work has, in the last century, gained the attention of Islamic religio-legal reformers, who see in it an anticipation of their project. Al-Muwāfaqāt, Shāṭibī‟s attempt to identify and analyze the fundamental principles of religious jurisprudence, is divided into five volumes – Premises, Religio-legal Categories, Purposes of the Divine Law, Legal Indicants, and Jurisprudential Expertise. The first volume articulates and defends the vii thirteen premises [muqaddamāt] that form the basis for Shāṭibī‟s theory of religious law. This thesis comprises a translation and analysis of that first volume. The translation is generously supplemented by bracketed syntactic and referential glosses to facilitate comprehension and readability. The analytical commentary attempts to provide some clarification of the gist of the argument as well as modest interpretation. A brief introduction offers an overall interpretation of the significance of the work as well as some background necessary to make sense of the author‟s discussion. / text

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International students for whom English is an additional language (EAL) commonly undertake preparatory classes in English for Academic Purposes (EAP), delivered in language institutes which exist as independent commercial colleges on the margins of the university. EAP has been criticized for taking a purely pragmatic approach of ‘skilling up’ students rather than taking a critical, ‘literacies’ approach appropriate to the rapidly globalising, ‘liquid’ contexts of the twenty-first century (Doherty & Singh, 2005; Lea & Street, 2006; Luke, 2002b). In this thesis, I explore the ways in which EAP reading pedagogies in Australian universities are responding to this call for a more critical approach, asking the question: Do learning environments in EAP support the development of critical reading practices, and if so, how? In seeking answers to this question, I used an ethnographic-ecological methodology (van Lier, 2004b) to gain an understanding of reading pedagogy in three EAP learning environments. The study inevitably generated vast amounts of ‘messy’ data, including transcriptions of classes, observation notes, interviews and examples of students’ written work. Using Christie’s tools of Classroom Discourse Analysis (Christie, 2002) in combination with Engeström’s third generation Activity Theory (Engeström, 1999; Lantolf & Thorne, 2006) it was possible to generate a holistic analysis of the interaction between the multiple, intersecting elements of each environment. I argue that more attention needs to be paid to ‘critical engagement’ in EAP pedagogy. The data suggest that conditions for such a pedagogy entail a negotiation of goals; texts and tasks which present high challenge as well as high support (Hammond & Gibbons, 2005); and a positive and productive classroom community (Dörnyei & Murphey, 2003). The study challenges teachers to see their role not as ‘arbiters of meaning’, mediating texts FOR students, but as setting up learning environments which scaffold students’ direct engagement and dialogue WITH texts, so that they themselves can experience legitimate participation in constructing meaning, and develop an emerging identity as critical readers. Finally, I argue that the constraints of EAP in its marginalised position on the periphery of increasingly commercialised universities militate against the possibility of a richly critical, postcritical pedagogy. EAP can, however, begin to sow the seeds of critical reading practices, orienting students towards an active, dialogic engagement with the texts they will meet in the coming years at university.

International students for whom English is an additional language (EAL) commonly undertake preparatory classes in English for Academic Purposes (EAP), delivered in language institutes which exist as independent commercial colleges on the margins of the university. EAP has been criticized for taking a purely pragmatic approach of ‘skilling up’ students rather than taking a critical, ‘literacies’ approach appropriate to the rapidly globalising, ‘liquid’ contexts of the twenty-first century (Doherty & Singh, 2005; Lea & Street, 2006; Luke, 2002b). In this thesis, I explore the ways in which EAP reading pedagogies in Australian universities are responding to this call for a more critical approach, asking the question: Do learning environments in EAP support the development of critical reading practices, and if so, how? In seeking answers to this question, I used an ethnographic-ecological methodology (van Lier, 2004b) to gain an understanding of reading pedagogy in three EAP learning environments. The study inevitably generated vast amounts of ‘messy’ data, including transcriptions of classes, observation notes, interviews and examples of students’ written work. Using Christie’s tools of Classroom Discourse Analysis (Christie, 2002) in combination with Engeström’s third generation Activity Theory (Engeström, 1999; Lantolf & Thorne, 2006) it was possible to generate a holistic analysis of the interaction between the multiple, intersecting elements of each environment. I argue that more attention needs to be paid to ‘critical engagement’ in EAP pedagogy. The data suggest that conditions for such a pedagogy entail a negotiation of goals; texts and tasks which present high challenge as well as high support (Hammond & Gibbons, 2005); and a positive and productive classroom community (Dörnyei & Murphey, 2003). The study challenges teachers to see their role not as ‘arbiters of meaning’, mediating texts FOR students, but as setting up learning environments which scaffold students’ direct engagement and dialogue WITH texts, so that they themselves can experience legitimate participation in constructing meaning, and develop an emerging identity as critical readers. Finally, I argue that the constraints of EAP in its marginalised position on the periphery of increasingly commercialised universities militate against the possibility of a richly critical, postcritical pedagogy. EAP can, however, begin to sow the seeds of critical reading practices, orienting students towards an active, dialogic engagement with the texts they will meet in the coming years at university.

Abstract Foreign embassies communication of culture in Sweden Number of pages: 45 Author: Erik Lundin Tutor: Göran SvenssonCourse: Media and Communication Studies C Period: Spring Term 2012 University: Division of Media and Communication, Department of Information Science, Uppsala University. Purpose/Aim: To investigate how a embassy communicate the culture from their nativecountry, to find out how their communication is structurized, to investigate how ever aembassy have other purposes for their culture communication rather then the obvious Economic and political aspects and to find out if there are any differences in the cultural communication between different countries . Material/Method: I carried out three different interviews with three representatives from the countries Canada, Slovakia and the Philippines. I then analyzed the results from the interviews with my chosen theories, four step public relations process, Culture Diplomacy and Competitive identity. Main results: I reached the conclusions that the chosen embassies communicate their nativecountries culture on a preferable way and that culture have a high priority to communicate tothe embassy. Their communication organization is strictly hierarchic with the Government of their native country as the shaper of communications strategies and policies. There are several other aspects to why the culture communications is current in the embassies agenda, among these is the possibility to connect on friendly basis and to cooperate with the purpose to  spread their culture in the countries they are posted in. There are many similarities in the culture communication of the embassies, but not so many differences. Keywords: Embassies, Culture Communication, Communication Structures.Communication Purposes.

No Abstract / Dissertation LLM--University of Pretoria, 2014 / hb2014 / Public Law / unrestricted

This thesis consists of four chapters that concentrate on seven synoptic titles attributed to Jesus. Chapter one is an historical survey of how the synoptic Gospels have been studied from the second-century until today that specifically focuses on Augustine, Griesbach and the Two-Source hypotheses, Markan priority and redaction criticism. Chapter two is a redaction-critical survey that outlines additions, omissions and alterations made to the synoptic Titles Teacher, Son of Man, Lord, Messiah, Son of God, Son of David and Master. This chapter demonstrates that each Gospel author, for the needs of a new audience or different situation/audience, redacted the traditional material behind the Gospelsincluding these titles. Chapter three specifically focuses on the narrative and exegetical value of three titles out of the seven titles (Teacher, Lord and Master). This chapter proposes that each title is used for specific purposes and in specific contexts to reveal unique theological contributions made by each synoptic evangelist. In chapter four, the results and conclusions from chapters two and three are applied to modem English translations questioning if translators do justice to Matthew, Mark and Luke's creativity. This chapter questions if Matthew's, Mark's and Luke's tendencies in the handling of traditional material are reflected in these translations or do English translations interpret, translate and/or redact in their own unique way(s)? To conclude, this thesis proposes, that, just as Matthew, Mark and Luke redacted certain titles for their new audience and situation, hermeneutically, Christians today must consider the relevance of the Gospel for their "new" audience and situation. / Thesis / Master of Arts (MA)

The protection of privacy related information of the individual is receiving increasing attention. Particular focus is on the protection of user interaction with other users or service providers. Protection of this interaction centres on anonymising the user’s actions, or protecting “what we do”. An equally important aspect is protecting the information related to a user that is stored in some electronic way (or protecting “who we are”). This may be profile information on a social networking site, or personal information in a bank’s database. A typical approach to protecting the user (data owner) in this case is to tag their data with the “purpose” the collecting entity (data controller) has for the data. These purposes are in most cases singular in nature (there is “one” purpose – no combinations of purposes – of the data), and provide little in the way of flexibility when specifying a privacy policy. Moreover, in all cases the user accessing the data (data user) does little to state their intent with the data. New types of purposes called compound purposes, which are combinations of singular or other compound purposes, are proposed and examined in this text. In addition to presenting the notion of compound purposes, compound reasons are also presented. Compound reasons represent the intent of the entity using the data (the data user) with the data. Also considered are the benefits of having the data user specifying their intent with data explicitly, the verification of compound reasons (the data user’s statement of intent) against compound purposes, the integration of compound statements in existing technologies such as SQL by providing a model for using compound purposes and reasons in a relational database management system for protecting privacy, and the use of compounds (purposes and reasons) as a method for managing privacy agreements. / Thesis (PhD)--University of Pretoria, 2011. / Computer Science / unrestricted