Parmi la multitude de manifestations de nature religieuse et spirituelle qui animent présentement la société occidentale contemporaine, une attire notre attention par son mode d’action et l’intérêt grandissant qu’elle exerce sur le public. Elle est mise en place, organisée et administrée par un nombre d’individus prétendant posséder des capacités spéciales, résultat d’une relation particulière entretenue avec un pouvoir qualifié par la plupart de spirituel. Ces personnages sont généralement nommés « médiums », mais peuvent aussi être appelés suivant le nom de leur pratique qu’ils développent. Ainsi, celui qui prétend pouvoir « voir » le passé et l’avenir d’une personne est appelé « voyant » et sa pratique est appelée la « voyance ». Celui qui se réclame de la capacité de guérir des maladies et d’identifier leur cause par un contact privilégié avec son pouvoir spirituel est appelé guérisseur et sa pratique est appelée guérison. Ceux qui peuvent se mettre en contact avec les âmes des personnes décédées, chasser des esprits qui tourmentent des individus ou hantent des maisons et des lieux sont appelés médiums ou « médiums exorcistes » et leur pratique est l’exorcisme. Nous regroupons toutes ces manifestations en termes de « pratique médiumnique manifestée en marge des institutions établies » vu la caractéristique sous-tendant son expression : elle se produit en dehors d’un cadre institutionnel . À la suite des entrevues menées auprès d’un certain nombre de médiums, clients et individus ayant entendu des récits d’expériences de séance médiumnique, nous nous proposons de comprendre la manière dont cet univers de pratiques fonctionne. Nous cherchons également à déterminer comment il est possible de parler de l’émergence d’une expression inédite de pratique médiumnique selon la modalité qui la structure et la manière dont elle approfondit sa dimension croyante et idéologique. Nous séparons notre travail en trois parties distinctes. Dans la première, nous nous proposons de survoler la pratique médiumnique manifestée en marge des institutions établies à partir des témoignages des médiums qui ont participé à notre étude. La seconde partie de notre travail révèle l’image de cette pratique à partir du point de vue des clients qui ont fait appel aux services des médiums et ceux qui sont entrés en contact avec des récits décrivant des expériences vécues en séance médiumnique. La troisième partie est vouée à l’analyse de la pratique médiumnique manifestée en marge des institutions établies. Nous concevons cette dernière en deux temps. Le premier fait la lecture de plusieurs expressions médiumniques réparties dans le temps et l’espace afin de cerner différentes constantes régissant ces manifestations. Nos conclusions se confrontent à celles sur la pratique médiumnique manifestée en marge des institutions établies. Dans un second temps, nous analysons la pratique médiumnique manifestée en marge des institutions établies à partir des données fournies par les trois groupes de personnes interviewées afin d’en comprendre le mode de fonctionnement. Nous concevons le fonctionnement de cette pratique en trois étapes qui seront analysées à l’aide des travaux de plusieurs auteurs. L’étape précédant la séance et le rôle qu’elle joue pour la pratique médiumnique est analysée sous l’angle de la réflexion de l’anthropologue Jeanne Favret-Saada. La séance médiumnique, son mode d’implémentation et son efficacité sont analysés grâce à la réflexion de l’anthropologue Marc-Antoine Berthod sur le travail des voyants. La dernière partie de la pratique médiumnique, l’après-séance, sera analysée à l’aide de la dynamique entre « croire » et « savoir », et entre « instituant » et « institué » telle qu’élaborée par le théologien philosophe et historien français Michel de Certeau. Notre étude nous permet d’arriver aux conclusions générales suivantes : la pratique médiumnique manifestée en marge des institutions établies n’est pas l’expression d’une valorisation institutionnelle. Elle est l’expression de manifestations individuelles mises en place par ses représentants médiums. Chaque étape qui la compose est représentée par une série des stratégies capables, par leurs actions concertées, d’assurer sa pérennité. L’acte de croire participe activement à chacune de ces étapes, mais d’une manière sélective selon le parcours de chaque client. La pratique médiumnique manifestée en marge des institutions établies incarne par ses spécificités une nouvelle expression du phénomène médiumnique. / Among the myriad forms of religious or spiritual practices stirring contemporary Western society right now, one attracts our attention by its mode of operation and mounting public interest in this phenomenon. It is set up, organized and managed by a number of individuals claiming to have special abilities due to their unique relationship with a power qualified by most as spiritual. These individuals are usually known as "mediums" but may also be referred to by the name of their particular practice. Someone who claims to be able to "see" a person's past and future is called a "psychic" and their practice is called "clairvoyance." A person who claims the ability to heal illnesses and identify their cause through a special contact with their spiritual power is called a healer and their practice, healing. Those who can make contact with the souls of the deceased, cast out spirits that torment individuals or haunt homes and places are called mediums or "exorcist mediums" and their practice is exorcism. We describe these practices as "a mediumistic practice conducted on the margins of established institutions" since they happen outside the institutional framework. Based on interviews with mediums, clients, and individuals who have heard accounts of mediumistic séances, we seek to more fully understand the approach employed by practitioners in this domain. We also hope to determine whether, based on its structural modality, we are seeing the emergence of a new expression of mediumistic practice, and how this reinforces the associated faith and ideology. Our work is grouped into three distinct parts. In the first part, we conduct an overview of mediumistic practice conducted on the margins of established institutions based on the personal accounts of mediums who are taking part in our study. The second part of the research portrays this practice from the perspective of clients who have requested the services of mediums and people who have heard stories describing others’ experiences of mediumistic séances. The third part consists in an analysis of mediumistic practice conducted on the margins of established institutions. This last part is conducted in two phases. In the first phase, we interpret various mediumistic practices as they occurred over time and place to identify any constants. Our conclusions are set against those concerning mediumistic practices conducted on the margins of the established institutions. In the second phase, we analyze mediumistic practice conducted on the margins of the established institutions based on data provided by our three groups of interviewees with a view to obtaining an understanding of its functioning. We conceive three stages of functioning and draw on the works of several authors to aid us in analyzing them. The stage preceding the session and the role it plays for mediumistic practice is analyzed from the perspective of the anthropologist Jeanne Favret-Saada. The mediumistic session, its implementation method and its effectiveness are analyzed using the anthropologist Marc-Antoine Berthod’s reflections on the work of psychics. For the last stage of the mediumistic practice, the after-session, our analysis refers to the dynamic between "believing" and "knowing" and between "instituting" and "instituted" as the French theologian-philosopher and historian Michel de Certeau elaborated. Our study leads us to the following general conclusions: mediumistic practice conducted on the margins of established institutions is not an expression of institutional valorization. It is the expression of individual manifestations enacted by its psychic representatives. Each stage of the process is represented by a series of strategies capable, through their concerted actions, of ensuring its continuity. The act of believing is an active element in each of these stages, but in a selective way, associated with the path of each client. Mediumistic practice conducted on the margins of established institutions embodies by its specificities a new expression of the mediumistic phenomenon.

The concept of love abounds in the Bible but it is questionable whether the same un-derstanding that the antique audiences of the biblical documents could have had of this concept is prevalent in our time. The reason for such doubt lies, simply, in the noticeable absence of regard for each other among (even devout) people. The study was directed towards an investigation of theological and popular views on biblical love as well as a brief overview of lexicographical works by known scholars as regards the noun  and the verb . It was found that, despite the vol-ume of entries, not much in the way of clarification of the meaning of  and re-lated words is available. There is, indeed, a dire lack of contemporary social-scien-tific related data as regards this important concept and related matters. The world of the New Testament differs widely from the one we live in and a brief overview was given from social-scientific sources on the historical-cultural aspects of the first century Mediterranean world. This was done from the perspective of making use of such data in the exegesis of three shorts text-segments selected from the Gospel of John. The text-segments John 3: 16; 13: 34-45 and 21: 15-17 are well-known for the bear-ing they have on the noun  and the verb  in the Fourth Gospel as well as the popular meaning/s that is quite commonly ascribed to the texts. Exegesis was done from a grammatical-historical paradigm with joint usage of applicable historical-cultural data. / Biblical and Ancient studies / D. Th. (New Testament)

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

This thesis will illustrate how pretend play can be used in the home for educational purposes. The major emphasis of the work will be emergent literacy, however, application principles can be applied in all subject areas. Parents who desire to expand their child's literacy skills while exposing the child to an arts enriched home environment need ideas and tools developed with supportive research to strengthen and focus their efforts. These tools will greatly expand parental resources by offering several principles as a guide for adapting existing classroom materials for home use. The following Seven Components form the core foundation for adapting pretend play materials to aid the home learning environment curricula: (1) Child as Active Participant (Vygotsky; Piaget). (2) Parent as Role Model for Dramatic Play and Literacy, serves as Facilitator, and Co-player (Haight and Miller; Vygotsky). (3) Physical environment could be anywhere: car, office, or bedroom. (4) Resource material: should be able to use common found objects in home, with limited preparations or expense. (5) Play Content needed to provide elements of literacy: cognitive learning, symbol representation, oral language, self-expression, listening and comprehension (Goodman). (6) Promote creative and fun learning experience with a relaxed, informal atmosphere. (7) Play should be process and discovery oriented, and not for performance (Brown and Pleydell; Tuge). This thesis will also examine the preliminary results of a study for parents and children who applied a curriculum developed with the core components and explored the participants' interest level in such activities. Recommendations for further research will also be made.

The concept of love abounds in the Bible but it is questionable whether the same un-derstanding that the antique audiences of the biblical documents could have had of this concept is prevalent in our time. The reason for such doubt lies, simply, in the noticeable absence of regard for each other among (even devout) people. The study was directed towards an investigation of theological and popular views on biblical love as well as a brief overview of lexicographical works by known scholars as regards the noun  and the verb . It was found that, despite the vol-ume of entries, not much in the way of clarification of the meaning of  and re-lated words is available. There is, indeed, a dire lack of contemporary social-scien-tific related data as regards this important concept and related matters. The world of the New Testament differs widely from the one we live in and a brief overview was given from social-scientific sources on the historical-cultural aspects of the first century Mediterranean world. This was done from the perspective of making use of such data in the exegesis of three shorts text-segments selected from the Gospel of John. The text-segments John 3: 16; 13: 34-45 and 21: 15-17 are well-known for the bear-ing they have on the noun  and the verb  in the Fourth Gospel as well as the popular meaning/s that is quite commonly ascribed to the texts. Exegesis was done from a grammatical-historical paradigm with joint usage of applicable historical-cultural data. / Biblical and Ancient studies / D. Th. (New Testament)

This study is comprised of two parts: an unauthorised biography of the South African musician David Kramer, as well as a reflective look at the process of writing this biography. In this regard the following aspects were looked at closely: finding an appropriate style, biography versus propaganda, conjecturing, the bilingual nature of the text, problems of research, ethics, influences, make-believe, approach to the subject, intertextuality, and fictionalisation. The central question of the biography is to highlight the success of a fellow Worcester (the author’s hometown) boy. The central research questions of the thesis are the fictionalisation of the nonfiction text, intertextuality, and the question of a text written in both English and Afrikaans. With regard to the aforementioned fictionalisation, a biographical text is classified as “nonfiction”, because it deals with a real person and real events. However, a text such as David Kramer – an unauthorised biography presents an alternative perspective, in that the narrative often moves into fiction, or “creative nonfiction”. Written texts are traditionally divided into two fields: fiction or nonfiction. Nonfiction is deemed to be fact, truth, whereas fiction is the fruit of an author’s imagination. But perhaps the notion of truth versus untruth is too limited, and one should include the words “objectivity” and “subjectivity”. Some texts incorporate both elements, be they newspaper editorials which are mostly opinion, advertisements which are highly subjective, or biographies such as Taraborrelli’s Madonna – An Intimate Biography, which often reads as a novel. This doctoral thesis looks at David Kramer – an unauthorised biography, which is at times “faction”, to illuminate the sections where the text fell somewhere between fiction or nonfiction. In attempting this exercise, intertextuality was useful in two ways. Firstly, to ground the text in a reality the reader could believe, as it brought “real” things to the text, such as song lyrics, photographs, et cetera, all things which brought some credibility to the truth of the text, and secondly to place the events being described in a certain timeframe. The use of English and Afrikaans in the biography was to reflect that Kramer uses both languages in his songs, and furthermore, to give an idea of the South Africa at the time of Kramer’s early success: the divides of English/Afrikaans, white/black, liberal/conservative. / Thesis (PhD)--University of Pretoria, 2011. / Unit for Creative Writing / Unrestricted

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The purpose of this study was to explore the knowledge, attitudes and behaviours regarding HIV and AIDS of university in Zimbabwe using the Health Belief Model (HBM) as the theoretical framework. The ultimate aim was to find out how at risk university students were of contracting HIV and AIDS. A quantitative, non-experimental descriptive, explorative and correlational research design was used, using self-designed questionnaires for data collection. Respondents were sampled through systemic stratified random sampling resulting in 403 undergraduate university students. Descriptive and inferential statistics were calculated using SPSS version 21 software program. Most students were knowledgeable about HIV transmission; the prevention of HIV and AIDS and sexual risk behaviours pertaining to HIV transmission. Students also did show positive attitudes towards PLHIV. Most students did not perceive themselves to be at high of contracting HIV and AIDS. Up to 52% who were sexually active had more than one sexual partner. The respondents knew that HIV and AIDS were not treatable but continued to indulge in risky sexual behaviours. Most respondents received information about HIV and AIDS from the media and peers. The findings would assist policy makers, programme planners and educators in developing in developing and implementing programmes to improve the health of university students. / Health Studies / M.A. (Health Studies)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-25T11:50:29Z No. of bitstreams: 1 Karen Ambra.pdf: 3522031 bytes, checksum: 2af655ed53277c5da95825cc304ed5b1 (MD5) / Made available in DSpace on 2018-07-25T11:50:29Z (GMT). No. of bitstreams: 1 Karen Ambra.pdf: 3522031 bytes, checksum: 2af655ed53277c5da95825cc304ed5b1 (MD5) Previous issue date: 2018-05-22 / Fundação São Paulo - FUNDASP / ChIPPA, on the play of “make-believe”, are perceived as pedagogically relevant to Early Childhood Education. For this purpose, twelve children, attending this level of education, participated in the study, as well as four teachers who worked there, in this level of education, and one primary school literacy teacher, all of them from a private school, located in the south of São Paulo (SP), Brazil. The literature review showed that play is a difficult concept to define, still seen in the daily school life as a natural phenomenon. It has also been demonstrated that, on the contrary, it has a social character, which is why it should be understood as a child right and, thus, intentionally implemented in schools too. The theoretical perspective adopted was Socio-historical Psychology, especially the Vygotskian concepts that deal with the relations of learning and development, of language and thought, of meanings and significance, of mediation and zone of proximal development, and the role of play in the child development. The method consisted in the application of the Children's Initiated Assessment Tool (ChiPPA) to the participating children and the use of two questionnaires, addressed to the teachers: one focused on their initial ideas about playing and their presence in the daily life of the Early Childhood Education, and another, after having made available the information on the ways of playing of each child, to verify if this data could guide the teaching planning and improve the educational practices. The results show that the ChIPPA can guide the elaboration of pedagogical objectives, since they indicate the different levels of abilities of the children in “make-believe” play. In addition, the teaching discourses that initially defended the play, but did not implement it in the quantity and quality expected in the daily school life, pointed out that, knowing the children's abilities in the games proposed, new pedagogical perspectives were unveiled, that is, the need to extend the frequency of play and its duration; to propose situations of “make-believe” play and symbolic play, and also to analyze carefully the play to, based on this, propose better planned pedagogical interventions. It was suggested that ChIPPA is an important tool for teachers in the service of learning and child development / Esta pesquisa teve como objetivo investigar se (e como) os dados oferecidos pelo ChIPPA, sobre a brincadeira de faz de conta da criança, são percebidos como pedagogicamente relevantes para a Educação Infantil. Para tanto, participaram do estudo doze crianças que frequentavam este nível de ensino, quatro professoras que nele atuavam e uma alfabetizadora do 1º ano do Ensino Fundamental de uma escola particular, situada na zona sul da cidade de São Paulo (SP), Brasil. A revisão de literatura mostrou que a brincadeira é um conceito de difícil definição, visto ainda no cotidiano escolar como um fenômeno natural. Foi também demonstrado que, ao contrário, ela possui caráter social, razão pela qual deve ser entendida como um direito infantil e, deste modo, implementada intencionalmente também nas escolas. A perspectiva teórica adotada foi a Psicologia Sócio-histórica, em especial os conceitos vigotskianos que tratam das relações da aprendizagem com o desenvolvimento, da linguagem com o pensamento, de sentidos e significados, de mediação e zona de desenvolvimento proximal e o papel da brincadeira no desenvolvimento infantil. O método consistiu na aplicação do Instrumento de Avaliação do Faz de Conta Iniciado pela Criança (ChiPPA) junto às crianças participantes e no emprego de dois questionários, dirigidos às professoras: um voltado às suas ideias iniciais sobre o brincar e a presença dele no cotidiano da Educação Infantil e, outro, após ter disponibilizado as informações sobre as formas de brincar de cada criança, para verificar se estes dados poderiam orientar o planejamento docente e aprimorar as práticas educativas. Os resultados mostram que o ChIPPA pode orientar a elaboração de objetivos pedagógicos, por indicarem os diferentes níveis de habilidades das crianças no brincar de faz de conta. Adicionalmente, os discursos docentes que defendiam inicialmente o brincar, mas sem o implementar na quantidade e qualidade esperada no cotidiano escolar, apontaram que, conhecidas as habilidades das crianças nas brincadeiras propostas, novas perspectivas pedagógicas foram descortinadas, ou seja, a necessidade de ampliar a frequência das brincadeiras e seu tempo de duração; de propor situações de faz de conta em torno do brincar convencional e do brincar simbólico e, também, de analisar criteriosamente a brincadeira para, com base nisso, propor intervenções pedagógicas mais bem planejadas. Sugeriu-se, portanto, que o ChIPPA constitui uma importante ferramenta para as professoras, a serviço da aprendizagem e do desenvolvimento infantil