Abstract In this study the notion of domestic democratic peace will be examined by using a holistic understanding of internal conflicts. Domestic democratic peace has most commonly been studied by using quantitative methods. This study will be qualitative using an abductive approach when understanding why mature democracies are more stable than other types of regimes. The holistic understanding of internal conflicts used in this study is based on the concepts of relative deprivation, instrumentalisation of politics and politicisation of identity. Burton’s sources of conflict are used to show how relative deprivation can be experienced. The questions to be answered in this essay are as follow: How can the proposed holistic understanding explain why mature democracies are more stable than newly established democracies and autocratic states? - In what ways do mature democracies decrease experience of relative deprivation and thereby safeguarding Burton’s sources of conflict? - In what ways do mature democracies cater to a more peaceful process of politicisation of identity and instrumentalisation of politics?Key Words: domestic democratic peace, holistic understanding of internal conflicts, mature democracies

When evaluating a situation that results in harm, it is critical to consider how a person’s prior intention may have been causally responsible for the action that resulted in the harmful outcome. This thesis examined children’s developing understanding of intentional causation in reasoning about harmful outcomes, and the relation between this understanding and mental-state reasoning. Four-, 6-, and 8-year-old children, and adults, were told eight stories in which characters’ actions resulted in harmful outcomes. Story types differed in how the actions that resulted in harm were causally linked to their prior intentions such that: (1) characters wanted to, intended to, and did perform a harmful act; (2) they wanted and intended to perform a harmful act, but instead, accidentally brought about the harmful outcome; (3) they wanted and intended to perform a harmful act, then changed their mind, but accidentally brought about the harmful outcome; (4) they did not want or intend to harm, but accidentally brought about a harmful outcome. Participants were asked to judge the characters’ intentions, make punishment judgments, and justify their responses. Additionally, children were given first- and second-order false-belief tasks, commonly used to assess mental-state reasoning. The results indicated that intention judgment accuracy improved with age. However, all age groups had difficulty evaluating the intention in the deviant causal chain scenario (Searle, 1983), in which the causal link between intention and action was broken but a harmful intention was maintained. Further, the results showed a developmental pattern in children’s punishment judgments based on their understanding of intentional causation, although the adults’ performance did not follow the same pattern. Also, younger children referred to the characters’ intentions less frequently in their justifications of their punishment judgments. The results also revealed a relation between belief-state reasoning and intentional-causation reasoning in scenarios that did not involve, or no longer involved, an intention to harm. Further, reasoning about intentional causation was related to higher-level understanding of mental states. The implications of these findings in clarifying and adding to previous research on the development of understanding of intentional causation and intentions in moral reasoning are discussed.

Coverage for the combined measles, mumps, and rubella vaccine (MMR) has been low since the publication of Wakefield’s 1998 study associating MMR with the onset of autism. As a part of a larger project on risk communication, this study examined the medical discourse on parental decision-making for childhood immunizations to gain insight on why risk communication efforts have not been successful at improving uptake. The Public Understanding of Science (PUS) was used as a theoretical lens to guide Critical Discourse Analysis of texts from medical, pediatric, and public health journals, from which the analytic themes of Risk and Trust emerged. MMR uptake was framed mainly in terms of risk, indicating the dominance of the Deficit Model of PUS in the discourse. Future research and risk communication need to expand beyond current notions of risk; the Contextual Model of PUS can help highlight other factors that impact parental decision-making about MMR.

Coverage for the combined measles, mumps, and rubella vaccine (MMR) has been low since the publication of Wakefield’s 1998 study associating MMR with the onset of autism. As a part of a larger project on risk communication, this study examined the medical discourse on parental decision-making for childhood immunizations to gain insight on why risk communication efforts have not been successful at improving uptake. The Public Understanding of Science (PUS) was used as a theoretical lens to guide Critical Discourse Analysis of texts from medical, pediatric, and public health journals, from which the analytic themes of Risk and Trust emerged. MMR uptake was framed mainly in terms of risk, indicating the dominance of the Deficit Model of PUS in the discourse. Future research and risk communication need to expand beyond current notions of risk; the Contextual Model of PUS can help highlight other factors that impact parental decision-making about MMR.

The purpose of this research was, in order to forestall future failures of foresight, to provoke those responsible for risk governance into new ways of thinking through a greater exposure to and understanding of the body of existing academic knowledge. The research, which focused on the scholarship of application, synthesised the existing knowledge into a ―coherent whole‖ in order to assess its practical utility and to examine what is to be learnt about existing knowledge by trying to use it in practice. The findings are in two parts. The first focuses on how one ―thinks about thinking‖ about an issue. Early work identified three issues that were seen as being central to the understanding of risk governance. The first is the concept of risk itself, the second is to question whether there is a single paradigm used and the third is what is meant by the term ―risk indicator‖. A ―coherent whole‖, structured around seven-dimensions, was created from the range of definitions used within existing literature. No single paradigm was found to be used when discussing risk issues. Three paradigms were identified and labelled ―Line‖, ―Circle‖ and ―Dot‖. It was concluded that Risk Indicators were used to performance manage risk mitigation barriers rather than as a mechanism by which organisations may identify emerging risks. The second focus was the synthesis of academic work relevant to risk governance. It produced a list of statements which encapsulated the concerns of previous writers on this subject. The research then operationalised the issues as questions, which were seen to have practical utility. The elements of the ―coherent whole‖ suggest a way to provide access into the original research. The research suggests that it is unlikely that practitioners would wish to access the original research in its academic format. Further work therefore needs to be done to present the original work in a format that is more digestible to the practitioner community if it is to be used effectively. The results of this research are considered to be preliminary. No claim is being made that these questions are definitive. The research is however addressing an area which is of concern to those in practice and has not been previously examined.

Developers are often faced with the task of implementing new features or diagnosing problems in large software systems. Convoluted control and data flows in large object-oriented software systems, however, make even simple tasks extremely difficult, time-consuming, and frustrating. Specifically, Java programs manipulate objects by adding and removing them from collections and by putting and getting them from other objects' fields. Complex object histories hinder program understanding by forcing software maintainers to track the provenance of objects through their past histories when diagnosing software faults. In this thesis, we present a novel approach which answers queries about the evolution of objects throughout their lifetime in a program. On-demand answers to object history queries aids the maintenance of large software systems by allowing developers to pinpoint relevant details quickly. We describe an event-based, flow-insensitive, interprocedural program analysis technique for computing object histories and answering history queries. Our analysis technique identifies all relevant events affecting an object and uses pointer analysis to filter out irrelevant events. It uses prior knowledge of the meanings of methods in the Java collection classes to improve the quality of the histories. We present the details of our technique and experimental results that highlight the utility of object histories in common programming tasks.

This study explored the development of student’s conceptual understanding of limit and derivative when specific computational tools were utilized. Fourteen students from a secondary Advanced Placement Calculus AB course explored the limit and derivative concepts from calculus using computational tools in the Maple computer algebra system. Students worked in pairs utilizing the pair-programming collaborative model. Four groups of student pairs constructed computational tools and used them to explore the limit and derivative concepts. The remaining four student pairs were provided similar tools and asked to perform identical explorations. A multiple embedded case design was utilized to explore ways students in two classes, a programming class P and a non-programming class N, constructed understandings focusing upon their interactions with each other and with the computational tools. The Action-Process-Object-Schema (APOS) conceptual model and Constructionist framework guided design and construction of the tools, outlined developmental goals and milestones, and provided interpretive context for analysis. Results provided insights into the effective design and use of computational tools in fostering conceptual understanding. The study found the additional burden of programming redirected students’ attention away from the intended conceptual understandings. The study additionally found, however, that pre-constructed tools effectively promote conceptual understanding of the limit concept when coupled with a mature conceptual model of development. Four themes influencing development of these understandings emerged: An instructional focus on skills over concepts, the instructional sequence, the willingness and ability of students to adopt and utilize computational tools, and the ways cognitive conflict was mediated.

I skolan anses matematiken vara ett viktigt ämne och den upptar en stor del av skolans undervisningstid. Däremot har det märkts en trend bland eleverna i grundskolan att de mer och mer ifrågasätter varför de över huvud taget måste lära sig matematik. Ren matematik som de läser i skolan kan det många gånger vara svårt att se nyttan med. Påföljande matematik blir då sedan svårare och svårare att ge bra motiveringar till varför man bör kunna.  Många elever och vuxna känner även en ren ångest när man pratar om ämnet matematik. Vad är egentligen matematik, var används den och till vad? Var kommer matematiken ifrån? Hur uppstod den? Är det intressant och relevant för elever att få kunskap om detta? Har matematikundervisningen följt den snabba samhällsutvecklingen och vad behöver vi egentligen lära oss för matematik i grundskolan? Behöver alla få undervisning i matematik? Matematiken finns överallt omkring oss och synen på matematiken eleverna erhållit har formats av hela samhället. Hur mycket påverkar läraren elevernas inställning och vad har föräldrarna för del i det hela? Studien tar upp det matematiska lärandet, matematikens användande och den matematiska fostran.

Developers are often faced with the task of implementing new features or diagnosing problems in large software systems. Convoluted control and data flows in large object-oriented software systems, however, make even simple tasks extremely difficult, time-consuming, and frustrating. Specifically, Java programs manipulate objects by adding and removing them from collections and by putting and getting them from other objects' fields. Complex object histories hinder program understanding by forcing software maintainers to track the provenance of objects through their past histories when diagnosing software faults. In this thesis, we present a novel approach which answers queries about the evolution of objects throughout their lifetime in a program. On-demand answers to object history queries aids the maintenance of large software systems by allowing developers to pinpoint relevant details quickly. We describe an event-based, flow-insensitive, interprocedural program analysis technique for computing object histories and answering history queries. Our analysis technique identifies all relevant events affecting an object and uses pointer analysis to filter out irrelevant events. It uses prior knowledge of the meanings of methods in the Java collection classes to improve the quality of the histories. We present the details of our technique and experimental results that highlight the utility of object histories in common programming tasks.

The main purpose of this study is to investigate eighth-grade students¡¦ understanding of the equal sign and analyzed error types of quadratic equation in one variable. To achieve this purpose, the investigator did a survey and development instruments. Participants were 215 eighth-grade students who formed a convenient sample. There are three results. First, participants with a relational definition of the equal sign added to about 80% of the sample. Second, the performance of students with relational definitions is higher than the performance of students with operational definitions. Third, students¡¦ understanding of the equal sign was related to their respective problem-solving performance on quadratic equation in one variable. In this study, participants with an operational definition of the equal sign tended to guess randomly or leave a blank. Problem-solving performance of participants with a relational definition of the equal sign involved multiple strategies. The researcher suggested that teachers should strengthen students¡¦ understanding of equal sign and related students¡¦ prior algebraic knowledge.