Accounting transactions are becoming more complex, and more extensive accounting guidance is provided on a continuous basis in the accounting standards. In addition, accounting guidance changes often and additional guidance is added to the standards regularly. In view of this immense amount of accounting knowledge that an accountant can be expected to have, exacerbated by often multifaceted structures in accounting problems, it can be challenging and onerous to solve certain accounting problems. The premise of this study is that accounting problems can also be solved in a less complex manner with reference to the foundational accounting concepts included in the Conceptual Framework for Financial Reporting (CF). The solution to the accounting problem using the CF should result in a similar answer had the detailed, complex accounting guidance been consulted. This is based on the understanding that the detailed guidance is consistent with the CF and that the CF is not underdeveloped. In the experience of the author of this dissertation, however, the CF is rarely used to consider the accounting treatment of specific transactions and the first point of reference is usually the detailed, specific guidance. In order to impart a practice of incorporating the CF in problem-solving, the study in this dissertation is underpinned by educational philosophies rooted mainly in constructivism, and specifically in Ausubel’s subsumption theory. Applied to accounting education, this theory suggests a frameworkbased approach whereby educators first instil a detailed knowledge of the CF in an Accounting course and thereafter present details of specific accounting transactions by building and crossreferencing to the foundational concepts in the CF. In addition, the paradigm in Accounting courses should also incorporate problems and experiments through which students can construct their own knowledge, rather than being passive recipients of an educator’s teaching style. Recent literature on framework-based teaching suggests that such an approach is beneficial as it enhances lifelong learning. This study reported on a framework-based approach incorporated in an Accounting course and aimed to determine students’ ability to solve complex accounting problems by referring only to the CF, as well as to determine the factors that could influence their ability to solve the problems and the preferred problem-solving approach of students in facing future accounting problems. In order to address the broad aim of this study, it was divided into two sections, each to identify and analyse a different aspect of accounting problem-solving that incorporated the CF. The study in this dissertation focused mainly on an interpretive research paradigm. The first project had the primary objective of determining whether students have the ability to solve complex accounting problems by using only the CF and determining which factors could influence their ability. This was established by analysing the content and results of an assignment administered to third-year Accounting students at a South African university in which students were required to solve problems using only the CF. The second project had the objective of determining the preferred future approach students will take in solving accounting problems after they have been exposed to a framework-based assignment. This was established through qualitative measures and augmented by a questionnaire to analyse the students’ perceptions. The contributions of this dissertation are manifold and include, but are not limited to, the realisation that a conceptual approach to accounting education is beneficial in Accounting courses. The results in this study indicate that the ability of students to solve complex accounting problems by referring only to the CF may depend on the complexity of the scenario and the students’ familiarity with the problem. In addition, after being exposed to a framework-based assignment, students may tend to prefer a mixed approach in solving accounting problems, which entails a combination of the concepts in the CF and specific accounting guidance governing a particular transaction. The author also believes that this study makes a practical contribution by providing an actual framework-based assignment which can be used or adapted by other Accounting educators to use in similar courses, or to help them develop similar assignments or case studies or to replicate the study. From an educational perspective, it is recommended that Accounting educators incorporate an emphasis on the CF in their teaching approach. As students are exposed to opportunities to exercise their judgement using the concepts included in the CF, they will gain experience in this and be able to exercise better judgement in future. Each time a student is exposed to a problem requiring to be solved using the CF, or is required to make necessary judgements with regard to the CF, it will lead to the creation of new knowledge which the student can constantly link and cross-reference to existing knowledge and experiences. It also appears that, when students are exposed to problem-solving using the CF, it may lead to accountants adopting a more balanced approach by considering more CF constructs in solving future accounting problems. Although the study in this dissertation was conducted at only one university, its implications are by no means limited to this institution. Extrapolation of results cannot be attempted due to the nature of the research design, but the results in this study are valuable and enhance accounting education literature in better understanding students’ problem-solving abilities and their preferred problemsolving approach. The research is therefore valuable to any Accounting educator, as well as the institutional bodies guiding accounting education and its syllabi. It is hoped also that some of the findings will inspire other educational institutions to promote a framework-based approach in an innovative manner. / MCom (Accountancy), North-West University, Potchefstroom Campus, 2015

Orthodox Jewish adolescents develop and mature within a very structured environment. The aim of this study was to explore adolescent psychosocial identity development within Orthodox Jewish education. The secondary focus was the nature of the religious identity acquired through religious education, specifically Jewish Orthodox education. The literature study explored adolescent identity and development (within Erikson's framework), religious orientation and Orthodox Jewish education. The qualitative research was conducted empirically, in the form of a case study of seven adolescents from a single-sex Orthodox school based in Johannesburg. The themes that emerged from the empirical study are as follows: the community; Orthodox Judaism; education; parents, family and peers; adolescent and religious identity. The study indicated that the participants' identity development is dominated by their religious psychosocial world that paradoxically provides the structure that supports and complicates their identity development. / Educational Studies / M.Ed. (Guidance and Counseling)

Cette thèse qui se veut transdisciplinaire, alliant les sciences du langage, les sciences de l'éducation et la sociolinguistique, se centre sur quatre axes principaux : la politique du plurilinguisme dans les institutions éducatives, l'apprentissage et l'acquisition des LE (le Français Langue Etrangère : FLE, et l'Espagnol Langue Etrangère : ELE), les erreurs et le feedback correctif (FC) à l'écrit, les pistes d'optimisation didactique pour promouvoir l'éducation plurilingue et le FC. Les résultats de ce travail de recherche montrent que, à l'échelle nationale, l'objectif du plurilinguisme dans les institutions éducatives est très loin d'être atteint en France et en Espagne, comme en témoigne l'analyse des chiffres et des statistiques publiés par les deux Ministères de l’Éducation Nationale durant l'année académique 2014-2015, laissant transparaître la situation peu avantageuse du français en Espagne et de l'espagnol en France face à la prédominance de l'anglais, bien qu'il soit indéniable que l'ELE présente de bien meilleurs résultats que le FLE. A l'échelle locale, c'est-à-dire au niveau de la classe, notre travail de recherche-action autour du FLE et de l'ELE s'est centré sur l'analyse de différents types de FC expérimentés à l'écrit (direct, indirect, reformulatif, métalinguistique, électronique et mixte) à travers une démarche en trois étapes : rédaction / comparaison avec le FC / réécriture. L'objectif était de découvrir l'impact de chacun des FC à l'étude dans les deux systèmes éducatifs considérés, et de réaliser une synthèse de la rétroaction corrective s'avérant la plus efficace en France et en Espagne, en vue de faire évoluer le stade d'interlangue des apprenants. Les données et les résultats de la recherche montrent que la pratique de certains types de FC, suivant différentes modalités de regroupement d'apprenants (individuel ou en binôme), a eu une incidence directe dans le processus d'apprentissage / acquisition de la LE, tels que le FC direct chez les collégiens de FLE et d'ELE, le FC métalinguistique en binôme chez les lycéens espagnols, le FC mixte chez les lycéens français et les étudiants des deux pays. En revanche, d'autres FC n'ont pas entraîné l'assimilation de nouvelles connaissances par les apprenants, à savoir le FC indirect, surtout chez les collégiens hispanophones, le FC métalinguistique en binôme chez les lycéens francophones, le FC métalinguistique individuel chez les lycéens hispanophones, le FC indirect chez les étudiants de part et d'autre des Pyrénées. C'est ainsi que de nombreuses règles grammaticales restent encore inertes. D'où la présence récurrente d'erreurs non rectifiées dans les productions écrites de tous les apprenants. L'étude conclut en proposant quelques recommandations susceptibles d'être étoffées, voire modifiées, ayant pour finalité le « plurilinguisme » tant proclamé par les instances européennes et l'optimisation du FC en classe de LE. / This thesis, which aims at adopting a transdisciplinary approach by combining the Language Sciences, Education Sciences and Sociolinguistics, focuses on four main ranges: the politics of the plurilingual education, the learning and acquisition of a foreign language (French as a Foreign Language: FFL, Spanish as a Foreign Language: SFL), error treatment and corrective feedback (CF) in writing, as well as the didactic optimization tools directed to promoting both plurilingual education and CF. The results of this piece of research show that the nationwide goal of fostering plurilingualism is far from being reached in France as well as in Spain, as evidenced by the figures and statistics issued by both respective Ministries of Education for the academic year 2014-2015, which attest to the underprivileged status of the French language in Spain and that of the Spanish language in France compared with English language, even though it cannot be denied that SFL teaching delivers, in this regard, better results than FFL teaching. On a local scale, at the classroom level, the methodological approach of action-research carried out in different FFL/SFL classrooms has focused on the analysis of different types of written corrective feedback (direct, indirect, reformulative, metalinguistic, electronic and mixed) throughout a process split into three phases: writing task / comparison between the aforementioned task and the provided corrective feedback / rewriting task. The objective sought was both to bring to light the impact of CF on both education systems and to elaborate an abridgment of the most effective CF in France and Spain in order to develop the students' interlanguage stages. As shown by the data and results of the research, the practice of some types of CF, according to different classification methods for learners (individual, pairs), has had a direct impact on the foreign language learning/acquisition process through the direct CF in secondary school students (both FFL and SFL), the metalinguistic CF in tandem partners amongst Spanish-speaking students undertaking the Spanish Baccalaureate and the mixed CF amongst the French-speaking high school students and the students of both countries. Nevertheless, other types of CF have been proven to be ineffective to insure assimilation by learners such as the case of the indirect CF, especially amongst secondary-school Spanish students, the metalinguistic CF in tandem partners amongst French-speaking high school students, the individual metalinguistic CF amongst Spanish-speaking learners and the indirect CF amongst students on both sides of the Pyrenees. This has brought about the specific conservatism of plenty of grammar rules. Hence, the recurring presence of errors left uncorrected by students in their writing tasks. The study concludes with some recommendations liable to being broadened or modified, with the objectives of reaching the much proclaimed "plurilingualism" by the European institutions and of optimizing the CF in the FFL/SLF classrooms. / Esta tesis, que quiere ser transdisciplinaria, combinando las ciencias del lenguaje, las ciencias de la educación y la sociolingüística, se centra en cuatro áreas principales: la política del plurilingüismo en las instituciones educativas, el aprendizaje y la adquisición de LE (el Francés Lengua Extranjera: FLE, y el Español Lengua Extranjera: ELE), el tratamiento del error y el feedback correctivo (FC) en la producción escrita, así como las pistas de optimización didáctica para promover la educación plurilingüe y el FC. Los resultados de este trabajo de investigación muestran que, a nivel nacional, el objetivo del plurilingüismo en las instituciones educativas está muy lejos de ser alcanzado en Francia y en España, como lo demuestra el análisis de las cifras y las estadísticas publicadas por los dos Ministerios de Educación en el año académico 2014-2015, dejando ver una situación poco ventajosa del francés en España y del español en Francia frente al dominio del inglés, aunque es innegable que el ELE presenta en este sentido mejores resultados que el FLE. A nivel local, es decir en el marco del aula, la investigación-acción realizada en clase de FLE y de ELE se ha centrado en el análisis de diferentes tipos de FC escrito (directo, indirecto, reformulativo, metalingüístico, electrónico y mixto) a través de un proceso en tres etapas: redacción / comparación con el FC / reescritura. Se trataba de descubrir el impacto de cada FC experimentado en ambos sistemas educativos y de realizar una síntesis de la retroalimentación correctiva más eficaz en Francia y en España, con el fin de desarrollar el estadio de interlengua de los alumnos. Los datos y los resultados de la investigación muestran que la práctica de algunos tipos de FC, según diferentes modalidades de agrupamiento de aprendices (individual o por parejas), ha tenido un impacto directo en el proceso de aprendizaje / adquisición de la LE, tales como el FC directo en los alumnos de Secundaria de FLE y de ELE, el FC metalingüístico en tándem en los aprendices hispanófonos de Bachillerato, el FC mixto en los aprendices francófonos de Instituto y los estudiantes de ambos países. En cambio, otros FC no han provocado la asimilación de nuevos conocimientos por parte de los aprendices; a saber el FC indirecto, sobre todo en los alumnos españoles de ESO, el FC metalingüístico en tándem en los aprendices francófonos de Instituto, el FC metalingüístico individual en los aprendices de habla español, el FC indirecto en los estudiantes de ambos lados de los Pirineos. Esto ha dado lugar a que numerosas reglas gramaticales permanezcan todavía inertes. De ahí, la presencia recurrente de errores no rectificados en la producción escrita de los alumnos. El estudio finaliza proponiendo algunas recomendaciones susceptibles de ser ampliadas o modificadas, con el fin de lograr el "plurilingüismo" tan proclamado por las instancias europeas y optimizar el FC en clase de FLE y de ELE.

In dieser Arbeit werden vier zwischen 1712 und 1755 entstandene Kritiken von Leibniz’ Optimismus-Lehre der ‚besten aller möglichen Welten‘, wie diese in der Theodizee (1710) vorgestellt wird, dargestellt und kritisch untersucht. Nach der Meinung etlicher Kommentatoren wurde Leibniz’ philosophischer Optimismus erst nach dem Erdbeben von Lissabon 1755 und Voltaires Angriffen zum Ziel gewichtiger Kritiken seitens Philosophen und Theologen. Gegen dieses geläufige Bild zeigt diese Dissertation, dass jene Kritiken sehr bald nach der Veröffentlichung der Theodizee kamen, und dass zentrale Thesen des Leibniz’schen Optimismus schon in der ersten Hälfte des 18. Jh. Gegenstand philosophiegeschichtlich bedeutender Polemiken waren. Es wird gezeigt, dass die Kritik an Leibniz’ Gottesbegriff – der in dieser Arbeit als ‚intellektualistisch‘ bezeichnet wird – eine fundamentale Rolle spielt, und dass ein beträchtlicher Teil des Konflikts zwischen dem Optimismus und dem frühen ‚Gegen-Optimismus‘ durch den Konflikt zwischen Intellektualismus und Voluntarismus erklärt werden kann. / This work describes and examines four critical reviews, all of them written between 1712 and 1755, of Leibniz’s theory of optimism or the system of ‘the best of all possible worlds’, as it is presented in the Theodicy (1710). Several commentators state that the first important criticisms of Leibnizian philosophical optimism by philosophers and theologians came only after the Lisbon Earthquake of 1755 and Voltaire’s subsequent attacks. In opposition to this standard picture, this dissertation shows that criticisms emerged very soon after the publication of Theodicy, and that central theses of Leibniz’s optimism were already the target of significant philosophical criticisms in the first half of the eighteenth century. Furthermore, it is demonstrated that the criticism of Leibniz’s concept of God – a concept described here as ‘intellectualist’ – plays a fundamental role, and that a considerable part of the conflict between optimism and early ‘counter-optimism’ can be explained by referring to the conflict between intellectualism and voluntarism.

Made available in DSpace on 2016-04-26T20:24:11Z (GMT). No. of bitstreams: 1 Rafael Tocantins Maltez.pdf: 3910859 bytes, checksum: 09532e1840fa58ca5b5f01a0e4d819f7 (MD5) Previous issue date: 2016-02-15 / The Federal Constitution includes as Union property the subterraneous natural cavities and archeological and pre-historic sites . According to this express provision, by itself, highlight the value, just as well interest of the Brazilian society in the protection of this assets, which was clearly elucidate by lawgiver in 1988. As an environmental heritage to be preserved, the subterraneous natural cavities which doesn t have a current regulatory legislation, nothing more than Executive Branch norms about this issue (in special decree n. 6.649/2008) the natural cavities certainly deserve analyses and more specific problematization, specially over the conflicts with others equally constitutionals values, what raises a clash between exploitation of natural resources to supply the present capitalist mode of production against preserving speleological patrimony by multiples values offered at no charge to the humanity. For that all, it is necessary to identify, from the Constitution, the juridical nature and the legal regime applicable to subterraneous natural cavities, for purposes of it s preservation and implementation of sustainable development in relation to mining, under state management of Union. On this perspective, the present thesis objective (i) identify the environmental speleological patrimony protected constitutionally; (ii) approach of economical exploration over subterraneous natural cavities, in clash between necessity of preservation; (iii) discourse about biodiversity protection and scientific and cultural heritage involved in the environment of this cavities; and (iv) expose the interferences of the mining activity in subterraneous natural cavities and the unique natural resources in danger of extinction, by oversight of regulatory provisions in force and the Union management. Based in problematic exposed and with mainstay in the basic reference reunited law, legal doctrine, treaty, jurisprudence , concludes that decree n. 6.640/2008 is unconstitutional and the subterraneous natural cavities have multiple legal nature, than deserve special legal regulations and, therefore, there is the draft bill n. 5071/1990 specifically treats the natural cavities , which has been processed for two decades and it is only pending a review of changes proposed by Federal Senate Substitute, since September 2011 / A Constituição Federal incluiu como bens da União as cavidades naturais subterrâneas e os sítios arqueológicos e pré-históricos . Essa disposição, por si só, evidencia o valor e o interesse da sociedade brasileira na proteção desses bens, traduzidos pelo legislador originário em 1988. Como patrimônio ambiental a ser preservado o qual não dispõe de legislação regulamentadora de regência, mas apenas de normas emanadas do Poder Executivo regulando a matéria (em especial o Decreto n. 6.640/2008) , as cavidades naturais são merecedoras de análise e problematização mais específicas, especialmente quanto aos conflitos com outros valores igualmente constitucionais, os quais suscitam o embate entre a exploração de recursos do ambiente natural para abastecer o atual modo de produção capitalista e a necessidade de preservar o patrimônio espeleológico pelos múltiplos valores que gratuitamente oferecem ao homem. Por tudo isso, é preciso identificar, a partir da Constituição, a natureza jurídica e o regime jurídico aplicáveis às cavidades naturais subterrâneas, para fins de sua preservação e aplicação do desenvolvimento sustentável em relação à mineração, sob gestão da União. Nesta perspectiva, a presente tese objetiva (i) identificar o patrimônio espeleológico ambiental tutelado constitucionalmente; (ii) abordar a exploração econômica das cavidades naturais subterrâneas, em confronto com a necessária preservação; (iii) discorrer sobre a proteção da biodiversidade e do patrimônio científico-cultural envoltos nos ambientes cavernícolas; e (iv) expor as interferências das atividades de mineração nas cavidades naturais subterrâneas e os recursos naturais peculiares em perigo de extinção, dado o descuido das disposições regulamentares em vigor e da gestão a cargo da União. A partir dos problemas apresentados e com esteio no referencial de base reunido legislação, tratados, doutrinas, jurisprudências , chega-se à conclusão de que o Decreto n. 6.640/2008 é inconstitucional e que as cavidades naturais subterrâneas possuem natureza jurídica múltipla, merecendo regulamentação legal, em sentido formal, específica e, para tanto, existe o PL n. 5.071/1990 especificamente das cavidades naturais , o qual tramita há mais de duas décadas e está pendente apenas de revisão das alterações a ele propostas pelo Substitutivo do Senado Federal, desde setembro de 2011

Made available in DSpace on 2016-04-26T20:23:05Z (GMT). No. of bitstreams: 1 Guido Timoteo da Costa Zaniolo.pdf: 1473829 bytes, checksum: b5897088ab8d81bbed8e5e312509e4b7 (MD5) Previous issue date: 2014-08-26 / treaties. It also studied topics surrounding this theme such as: the range and meaning of article 5th, § 2, of Brazil s Federal Constitution, that opens the national law system to the international law system; the material concept of fundamental rights in the 1988 Brazilian Constitution; the parameters used in order to establish a definition of material fundamental rights; the relationship between fundamental principles, the human dignity principle and the fundamental rights; the human dignity, its historical outlining and its recent concept; the core elements, functions and types of efficiency regarding the human dignity; definitions, subjects and formal components of international treaties, the relation involving International Right and National Right (Dualism, Monism, alternate theories); foreign constitutional provisions about International Right and National Right. Besides all that, there have been examined the juridical value of the human rights treaties for the doctrine and for the Brazilian Supreme Court; the General Theory of Judicial Conventionality Control in Brazilian Law; the Double Vertical Material Compatibility Control; the diffuse and concentrated species of control and its affinity with the Theory of Source Dialogues and the Pro Homine principle / O presente trabalho apreciou os tratados internacionais de direitos humanos como fontes de direitos fundamentais e objetivou, ao longo de seus quatro capítulos, avaliar tópicos que com ele se relacionam indiscutivelmente, dentre eles o significado e a abrangência do artigo 5º, § 2º, da Constituição Federal de 1988, cláusula de abertura do ordenamento jurídico nacional à ordem jurídica internacional; o conceito material de direitos fundamentais na Magna Carta de 1988; os parâmetros de referência para um conceito material de direitos fundamentais; os princípios fundamentais, princípio da dignidade da pessoa humana e os direitos fundamentais; a dignidade humana, seus delineamentos históricos e conceito atual, os conteúdos essenciais, as funções e as modalidades de eficácia da dignidade humana; os conceitos, os sujeitos e os elementos formais dos tratados internacionais; a relação entre Direito Internacional e Direito Interno - Dualismo e Monismo e correntes alternativas; o relacionamento entre o Direito Internacional e o Direito Interno nas Constituições de diversos países (estudo de direito comparado). Além destes foram abordadas a natureza jurídica dos tratados internacionais de direitos humanos na doutrina e para o Supremo Tribunal Federal, dando-se destaque às quatro correntes identificadas em sua jurisprudência (supraconstitucionalidade, legalidade, constitucionalidade e supralegalidade), à Teoria Geral do Controle de Convencionalidade no Direito Brasileiro, ao estudo acerca deste controle e da Teoria da Dupla Compatibilidade Vertical Material, às espécies, difusa e concentrada, de controle, bem como à afinidade dele com o denominado Diálogo das Fontes e o Princípio Pro Homine

Parallel-plate avalanche counters, PPACs, are commonly used to detect fission fragments. The PPAC detects them and mark (very accurately) the time of detection. Such measurements can be used to measure the neutron energy (via time-of-flight) to study neutron-induced fission.This project report provides a method that, together with the discussed improvements, allows the fabrication of good quality PPAC detectors. Several PPACs are manufactured and the electrodes are built from 0.9 µm thick mylar foils which are evaporated with a 40-80 nm thin layer of aluminum.The developed PPACs are characterized with well known radioactive Cf and Am sources (the source characterization also found in this report), and compared against each other. Additionally, the PPAC signal amplitude spectrum are found to follow theoretical expectations with regards to angular dependence, gas pressure and an applied electrode voltage.At a specific applied electrode voltage and range of gas pressures (3-9 mbar), the measured time resolutions are 2.24-1.38 ns. A trend is observed for finer time resolutions at higher gas pressures. / Parallel-plate avalanche counters, PPACs, används ofta för att detektera fissionsfragment. PPAC:en detekterar fragmenten med väldigt god tidsupplösning och således kan PPAC detektorer användas till att mäta neutron energier (mha. flygtidsmetoden), vilka uppmätts för att studera neutroninducerad fission.Det här projektet och den här rapporten beskriver en metod, med föreslagna förbättringar, som möjliggör tillverkning av PPAC detektorer av bra kvalitet. Under projektet har flera PPACs byggts med elektroder gjorda av 0.9 µm tunn mylar förångade med 40-80 nm aluminium. De tillverkade PPAC detektorerna är karaktäriserade med väl kända radioaktiva Cf- och Am-källor (dessa karaktäriseras även i den här rapporten). Detektorerna är sedan jämförda mot varandra och är funna att följa teoretiska förväntningar med avseende på vinkel-, gastryck- och pålagd elektrodspänningsberoende.Resultaten av projektet, som besvarar flera tidigare frågeställningar och bekräftar vissa antaganden, flyttar utsikten och förståelsen framåt för hur PPACs fungerar och vad forskarna kan uppnå med dem.

Microstructure changes in uranium and uranium/metal alloys due to radiation damage are of great interest in nuclear science and engineering. Titanium has attracted attention because of its similarity to Zr. It has been proposed for use in the second generation of fusion reactors due to its resistance to radiation-induced swelling. Aluminum can be regarded as a standard absorbing material or backing material for irradiation targets. Initial study of thin aluminum films irradiation by �������Cf fission fragments and alpha particles from source has been conducted in the Radiation Center, Oregon State University. Initial study of thin aluminum films irradiation by �������Cf fission fragments and alpha particles from source has been conducted in the Radiation Center, Oregon State University. Aluminum can be regarded as a standard absorbing material or backing material for irradiation targets. The AFM investigation of microstructure damages of thin aluminum surfaces revealed that the voids, dislocation loops and dislocation lines, formed in the thin aluminum films after bombardment by �������Cf fission fragments and alpha particles, depends on the irradiation dose. The void swelling and diameter and depth of voids increase linearly with the fluence of particles and dose; however, the areal density of voids decreased when formation of dislocation loops began. Study of deposition of uranium on titanium backing material by molecular plating and characterization of produced U/Ti film has been performed. The U/Ti film has smooth and uniform surfaces but the composition of the deposits is complex and does not include water molecules which probably involve the presence of U (VI). A possible structure for the deposits has been suggested. X-ray diffraction pattern of U/Ti films showed that The U/Ti film has an amorphous structure. Uranium films (0.500 mg/cm��) and stack of titanium foils (thickness 0.904 mg/cm��) were used to study the microstructural damage of the uranium film and its backing material. Irradiation of U/Ti film and Ti foils with 1 MeV/u (136 MeV) �������Xe�������� ions in was performed in the Positive Ion Injector (PII) unit at the Argonne Tandem Linear Accelerator System (ATLAS) Facility at Argonne National Laboratory, IL. Pre- and post- irradiation of samples was analyzed by X-ray diffraction, Scanning Electron Microscopy/Energy Dispersive Spectroscopy (SEM/EDS) and Atomic Force Microscopy (AFM). The irradiation of U/Ti films results in the formation of a crystalline U���O��� phase and polycrystalline Ti phase. Annealing of the thin uranium deposit on a titanium backing at 800��C in the air atmosphere condition for an hour produced a mixture of UO���, U���O���, Ti, TiO and TiO��� (rutile) phases; meanwhile, annealing at 800oC for an hour in the argon environment produced a mixture of ��-U���O���, Ti and TiO��� (rutile) phases. These phenomena indicate that the damage during irradiation was not due to foil heating. Microstructural damage of irradiated uranium film was dominated by void and bubble formation. The microstructure of irradiated titanium foils is characterized by hillocks, voids, polygonal ridge networks, dislocation lines and dislocation networks. Theory predicts that titanium undergoes an allotropic phase transformation at 882.5 ��C, changing from a closed-packed hexagonal crystal structure (��-phase) into a body-centered cubic crystal structure (��- phase). When the titanium foils were irradiated with 136MeV �������Xe�������� at beam intensity of 3 pnA corresponding to 966��C, it was expected that its structure can change from hexagonal-close packed (hcp) to body-centered cubic (bcc). However, in contrast to the theory, transformation from ��-Ti (hcp) phase to fcc-Ti phase was observed. This phenomenon indicates that during irradiation with high energy and elevated temperature, the fcc-Ti phase more stable than the hcp-Ti Phase. / Graduation date: 2012

O presente trabalho, plasmado em metodologia jurídica, reflete criticamente sobre o problema da motivação da sentença civil como elemento de organização e de funcionamento do Estado Constitucional Democrático de Direito. A motivação é condição essencial de jurisdicionalidade, no sentido de que sem motivação não há exercício legítimo da função jurisdicional. O trabalho faz uma abordagem da natureza da motivação como discurso justificativo, jurídico e racional, da validade dos critérios de escolha ou de valoração empregados pelo juiz em sua decisão. O raciocínio do juiz é apresentado sob dupla feição: raciocínio decisório interno (contexto de descoberta ou deliberação) e raciocínio justificativo externo (contexto de justificação ou de validação). O conjunto das funções técnico-instrumental (endoprocessual) e político-garantística (extraprocessual) é objeto de investigação. A motivação, nos planos teórico e prático, exerce também a função de garantia do garantismo processual. A tese da inexistência jurídica da sentença tem três eixos teóricos: omissão total da motivação gráfica; falta de motivação ideológica, equiparada à hipótese de ausência de motivação gráfica; incompatibilidade lógica radical entre as premissas ou entre as premissas e a conclusão final, que também equivale à ausência total de motivação. O trabalho retrata um modelo de injustiça atemporal vivificado pelo juiz Crono, oposto à motivação como inestimável fator de legitimação argumentativa da jurisdição. A obrigatoriedade de motivação pública é o traço característico da jurisdição de nossa contemporaneidade e representa a maior conquista civilizatória do processo équo e justo. / This work, shaped in juridical methodology, critically reflects on the problem of motivation of civil judgment as an element of organization and functioning of the Democratic Constitutional State of Law. Motivation is an essential condition of jurisdiction, in the sense that without motivation there is no legitimate exercise of the jurisdictional function. The work makes an approach to the nature of motivation as a justificative discourse, juridical and rational, of the validity of choice or valuation criteria employed by the judge in its decision. The reasoning of the judge ispresented in double feature: internal decision-making reasoning (context of discovery or deliberation) and external justificative reasoning (context of justification or validation). The set of the technical-instrumental function (endoprocedural) and the political-rights assurance function (extraprocedural) is object of investigation. Motivation, in the theoretical and practical levels, also exerts the function of guarantee of the procedural right assuring mechanism. The thesis of the juridical validity of the judgment has three theoretical axes: total omission of the graphical motivation; lack of ideological motivation, equated to the hypothesis of nonexistence of the graphical motivation; radical logical incompatibility between the premises or between premises and the finalconclusion, which is also equivalent to the total lack of motivation. The work depicts a model of timeless injustice vivified by the judge Crono, opposite to the motivation as an invaluable factor of argumentative legitimacy of jurisdiction. Mandatory public motivation is the characteristic feature of the jurisdiction of our times and represents the greatest civilizing conquest of equal and fair proceeding.

Orthodox Jewish adolescents develop and mature within a very structured environment. The aim of this study was to explore adolescent psychosocial identity development within Orthodox Jewish education. The secondary focus was the nature of the religious identity acquired through religious education, specifically Jewish Orthodox education. The literature study explored adolescent identity and development (within Erikson's framework), religious orientation and Orthodox Jewish education. The qualitative research was conducted empirically, in the form of a case study of seven adolescents from a single-sex Orthodox school based in Johannesburg. The themes that emerged from the empirical study are as follows: the community; Orthodox Judaism; education; parents, family and peers; adolescent and religious identity. The study indicated that the participants' identity development is dominated by their religious psychosocial world that paradoxically provides the structure that supports and complicates their identity development. / Educational Studies / M.Ed. (Guidance and Counseling)