The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa. An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature. The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner. / Educational Studies / M. Ed. (Philosophy of Education)

The modern world is experiencing a spiritual and moral cns1s. Associated with this, Christian spirituality and ethics have become separated in the life of the individual Christian and the community of the church. The Christian understanding of human beings and the integrated nature of spirituality and ethics provides a solution to this crisis. Christian spirituality and morality both originate in the character and purposes of God as revealed in the biblical record. The value and effects of the integral relationship between spirituality and morality can be traced throughout scripture and the history of the church. The. encounter and relationship with God, in Jesus Christ and through the presence and power of God's Spirit, transforms the disciple of Christ, which means that spirituality is the basic framework and motivation for morality. Integrated spiritual and moral formation creates moral character and moral communities which enable believers to act with love and justice. / Christian Spirituality, Church History and Missiology / M.Th. (Christian Spirituality)

The initiative “fairlangen.org – fair leben in Erlangen” (fair living in Erlangen) campaigns for global justice. Its activities are based on a holistic understanding of mission. Through networking, fostering public relations, educational work and specific campaigns, the initiative supports local commitment to global justice. Its main focus is the promotion of fair consumer behaviour. This MTh dissertation offers a missiological reflection of the initiative fairlangen.org, which is the author‘s action research project. Firstly, it establishes the missiological grounds on which local commitment for global justice can be understood as a part of holistic mission. This is concretised by actions to promote fair consumer behaviour, with an emphasis on Fair Trade. On this basis, the specific segment of fairlangen's practical activities are analysed using qualitative methods, and reflected upon in missiological terms. This study concludes by giving new impulses to other missionary projects that are planning to campaign for global justice. / Christian Spirituality, Church History and Missiology / M. TH. (Missiology)

The subject of social involvement though, still under debate and being pursued by the Church of Jesus Christ even this time around has not wholly been appreciated by most Pentecostals. This is despite the fact that some of the early Pentecostals, including the early Church as seen from the ‘Acts of the Apostles’ chose to pursue social dimension of the gospel in addition to the Church’s mandate of ‘pure evangelism.’ Although social involvement has been at the very heart of Pentecostal theology, traditionally speaking, PAOG (Z), being one of the Pentecostal groupings has been seen to place much emphasis on ‘pure evangelism’, rather than ‘embracing’ both forms of missional dimensions. However, this trend is slowly changing as observed from the social involvements that some of its congregations and institutions are currently undertaking. This study views that part of the reason for the lack of an all-round social involvement’ by all the PAOG (Z) congregations lies in its theology of mission and thus critically examines it. The other aspect is the non-utilization or recognition of known professions of clergies that could normally enhance social involvement in most of its congregations. Next it makes an in-depth study of one PAOG (Z) - PAOC run projects and few congregations for the purpose of doing a social impact assessment, which has shown positive impacts in the communities that these projects are being undertaken. The study also reveals that the lack of clear constitutional guidelines concerning this has contributed to the absence of social programs in most of its churches resulting in not having a strong ‘social’ voice compared to the Catholic Church. The thesis uses a modified “praxis cycle” to structure its theoretical framework and research methodology. / Christian Spirituality, Church History & Missiology / D. Th. (Missiology)

<p><p>In this paper, we have studied the consequences of the bureaucratic or-ganizational structure for the individual- and holistic perspective pre-scribed in the Swedish legislation for social work. We have asked what consequences bureaucratic organizational structure in Max Weber’s terms can have for the individual and how it can affect the street level bureaucrats’ work performance. This is a theoretical study using and comparing earlier theoretical and empirical studies. Several organizational aspect of bureaucracy, listed and discussed in this study, makes it more difficult to implement the prescribed individual- and holistic perspective. At the same time it is demonstrated that the very same organizational features gives the street level bureaucrats the tools to an administrative fast and effective process. Bureaucracy can also create loyalty-bonds, demonstrated in this study, which render possible a structure where one closes the eyes to eventual moral dilemmas that may have negative consequences for the client.</p></p>

La zeitgesit contemporaine sur la reconnaissance des visages suggère que le processus de reconnaissance reposerait essentiellement sur le traitement des distances entre les attributs internes du visage. Il est toutefois surprenant de noter que cette hypothèse n’a jamais été évaluée directement dans la littérature. Pour ce faire, 515 photographies de visages ont été annotées afin d’évaluer l’information véhiculée par de telles distances. Les résultats obtenus suggèrent que les études précédentes ayant utilisé des modifications de ces distances ont présenté 4 fois plus d’informations que les distances inter-attributs du monde réel. De plus, il semblerait que les observateurs humains utilisent difficilement les distances inter-attributs issues de visages réels pour reconnaître leurs semblables à plusieurs distances de visionnement (pourcentage correct maximal de 65%). Qui plus est, la performance des observateurs est presque parfaitement restaurée lorsque l’information des distances inter-attributs n’est pas utilisable mais que les observateurs peuvent utiliser les autres sources d’information de visages réels. Nous concluons que des indices faciaux autre que les distances inter-attributs tel que la forme des attributs et les propriétés de la peau véhiculent l’information utilisée par le système visuel pour opérer la reconnaissance des visages. / According to an influential view, based on studies of development and of the face inversion effect, human face recognition relies mainly on the treatment of the distances among internal facial features. However, there is surprisingly little evidence supporting this claim. Here, we first use a sample of 515 face photographs to estimate the face recognition information available in interattribute distances. We demonstrate that previous studies of interattribute distances generated faces that exaggerated 4 times this information compared to real-world faces. When interattribute distances are sampled from a real-world distribution, we show that human observers recognize faces poorly across a broad range of viewing distances (with a maximum accuracy of 65%). In contrast, recognition performance is restored when observers only use facial cues of real-world faces other than interattribute distances. We conclude that facial cues other than interattribute distances such as attribute shapes and skin properties are the dominant information of face recognition mechanisms.

My diploma thesis is focused on specific topic called "How to be influenced by nature in a learning process - let the nature teach ourselves". In the first part of the thesis there are mentioned the first attempts trying to connect nature into the educational system and the history of this principle applied abroad and in our country. The main research is interested in activities undertaken in countryside during pre-school and school teaching as well as children's leisure time. The empirical part is casuistry capturing the main image of newly established school Zeměkvítek showing the way how children's learning and perceiving is affected by being in the nature during school and pre-school teaching. The results of the practical part shows that lessons in an outdoor environment contribute positively on development of children's learning. On the bases of SWOT analysis it can be stated that there is high possibility that ZŠ Zeměkvítek will develop and gain more members.

The Purpose of the thesis is in the theoretical part to describe the complete marketing as a whole including marketing mix with a special focus on the new trends in the marketing having regard to the pharmaceutical industry. The practical part will be focussed to an aplication the new trends in marketing to the pharmaceutical industry with respect to the etic code and to the law in the Czech Republic.

La Filière Bilingue (FiBi), une école publique dont le concept repose sur l’enseignement par immersion réciproque, se trouve à la frontière linguistique, à Biel/Bienne. L’enseignement y est dispensé à parts égales en (suisse-) allemand et en français (Modèle 50/50) par des enseignant-e-s locutrices/locuteurs natives/natifs. Cette école, qui offre une alternative aux écoles avec une seule langue de scolarisation, promeut l’intégration des élèves francophones et germanophones, mais aussi d’enfants allophones ne partageant pas les deux langues de scolarisation. Elle favorise ainsi «le développement du bilinguisme et de la bi-littératie, en plus du niveau requis des savoirs disciplinaires et des compétences interculturelles de tous les élèves» (Christian 1994: 1). La présence d’élèves francophones, germanophones et allophones dans la même classe permet à ces apprenant-e-s, plurilingues en devenir, l’acquisition des deux langues de scolarisation en communiquant avec des locutrices/locuteurs natives/natifs et en valorisant leurs cultures respectives.Cette thèse se propose de documenter le développement des deux langues de scolarisation (français et (suisse-)allemand). La première partie de ce travail présente le cadre théorique. Après avoir donné la définition de quelques notions clés comme «langue», «bilinguisme vs. SLA», «plurilinguisme», «immersion (réciproque)» et «translanguaging», nous adopterons une perspective qui montre comment les plurilingues en devenir utilisent leur deux langues de scolarisation afin de communiquer de façon efficace. En faisant référence à une idéologie hétéroglossique, cette perspective plus holistique permettra d'analyser l'apprentissage des langues en tenant compte de l’interdépendance fonctionnelle des deux langues. Ceci constituera la base à travers laquelle nous analyserons les pratiques langagières des apprenant-e-s et les résultats d’interviews semi-dirigées et axées sur la performance conduites dans les deux langues de scolarisation (dix interviews au total).Dans la deuxième partie de notre travail, nous présenterons les données empiriques qui constituent notre corpus de référence et en proposerons une analyse. En ce qui concerne les données, notre choix s’est porté sur un corpus longitudinal qui a été récolté pendant quatre ans. Ce choix nous a paru le meilleur moyen pour décrire le processus dynamique de l’acquisition des deux langues (français et (suisse-) allemand). Quant à l’analyse des données, nous avons décidé de combiner deux approches complémentaires : l’analyse qualitative permettra de décrire de manière détaillée les stratégies du «translanguaging» (García, 2009) utilisées par les élèves, alors que l’analyse quantitative s’attachera à évaluer la capacité des apprenant-e-s «à utiliser la langue de façon communicative» (Bachman et Palmer, 2010) à différents moments de leur apprentissage.Dans la troisième et dernière partie, nous nous attacherons aux implications pédagogiques que ce type d’immersion suppose et que notre étude essaie de modéliser. En effet, il importe que les (futur-e-s) enseignant-e-s œuvrant dans ces écoles devraient bénéficient d’une formation adéquate se basant sur la professionnalisation de l’enseignement par immersion, autrement dit fondée sur la recherche et adaptée à la pratique. Le but sera de former des enseignant-e-s capables de soutenir le plus efficacement possible leurs élèves dans le processus de l’apprentissage intégré des savoirs discipinaires et linguistiques. Nous conclurons ce travail par une synthèse de l'étude et de ses principaux résultats et nous efforcerons de dégager des pistes intéressantes pour des projets de recherche ultérieurs. / The two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a Swiss public school situated on the language border in Biel/Bienne. This two-way immersion program integrates French-speaking and German-speaking students and «strives to promote bilingualism and biliteracy in addition to grade-level academic achievement for all students» (Christian 1994: 1). The presence of approximately equal numbers of native speakers of both languages in the same class provides opportunities for students to communicate with native-speaker peers, creating linguistic and intercultural benefits for both groups. Moreover, each class is composed of one third of allophone students having neither French, nor (Swiss) German as an L1 (or L1s). The amount of instructional time is equal in the two languages of schooling at all grade levels (50/50 program model). The focus of this thesis is the emergent multilinguals’ development in their two languages of schooling (French and (Swiss) German). The first part is theory-driven and defines some basic notions such as «language», «bilingualism vs. SLA», «multilingualism», «(two-way) immersion» and «translanguaging», resulting in the proposition to approach the emergent multilinguals’ proficiency outcomes from the perspective of what speakers do with the two languages of schooling in order to communicate efficiently and effectively. Considering multiple language practices in functional interrelationship can be referred to as a heteroglossic language ideology. Adopting thus a more holistic view on multilingual development forms the basis for the analysis of the outcomes of semi-structured and performance-oriented interviews – conducted with the emergent multilinguals in their two languages of schooling at five points in time (ten interviews in total).In the second part, an empirical study with data from our corpus – collected over a period of four years - is presented. Two approaches are combined for the analysis of data: whereas the qualitative analysis shows some illustrative examples of the learners’ translanguaging strategies (García, 2009), the quantitative analysis focuses on the measurement of their ability «to use language communicatively» (Bachman and Palmer, 2010). In lieu of measuring a current level of achievement in the learners’ two languages of schooling, process measures provide a broader picture, including variations in performance from a longitudinal perspective and documenting the emergent multilinguals’ dynamic process of becoming proficient in their two languages of schooling. In part three, major findings and limitations of the study are presented, including pedagogical implications resulting from the outcomes of this study. We conclude that practicing and future teachers of immersion schools need an appropriate teacher education with focus on the professionalization of two-way immersion education. This research-based and practitioner-informed teacher training should aim to train teachers who are able to best support emergent multilinguals in their process to learn content by means of two languages of schooling.The conclusion presents a summary of our study and suggests further possible research projects. / Die Filière Bilingue (FiBi) ist eine öffentliche Schule. Deren Konzept basiert auf dem Prinzipder reziproken Immersion. Sie befindet sich an der Sprachgrenze in Biel/Bienne. Diese Schule – eineAlternative zu Schulen mit einer Schulsprache - fördert die Integration von deutschsprachigen undfranzösischsprachigen Lernenden und «fördert die Zweisprachigkeit sowie die Lese- undSchreibfähigkeit in beiden Zielsprachen und das Erreichen der Lernziele in allen Schulfächern vonallen Lernenden» (Christian 1994: 1). Ausserdem besteht ein Drittel jeder Klasse aus allophonenKindern, die weder Deutsch noch Französisch als Erstsprache(n) haben. Der Unterricht erfolgt je zurHälfte auf Französisch und Deutsch (50/50-Modell). Da die Klassen je hälftig aus deutsch- undfranzösischsprachigen Kindern zusammengesetzt werden, ermöglicht dies den Lernenden mitMuttersprachlern der «anderen» Schulsprache zu kommunizieren und interkulturelle Kompetenzen zuerwerben.Diese Arbeit dokumentiert die Entwicklung der Lernenden in ihren zwei Schulsprachen. Dererste Teil dieser Arbeit liefert einen theoretischen Rahmen und klärt Begriffe wie «Sprache»,«Zweisprachigkeit vs. SLA», «Mehrsprachigkeit», «(reziproke) Immersion» und «translanguaging»,gefolgt vom Vorschlag, eine Perspektive einzunehmen, die zeigt, wie die Lernenden dieSchulsprachen brauchen, um effizient zu kommunizieren. Die Betrachtung der multiplenSprachpraktiken in ihrer funktionellen wechselseitigen Abhängigkeit verweist auf eine HeteroglossieIdeologie.52 Eine solche ganzheitliche Betrachtung der mehrsprachigen Entwicklung der Lernendenbildet die theoretische Grundlage für die Auswertung der gesammelten Daten aus den halbstrukturiertenund auf Performanz ausgerichteten Leitfaden-Interviews (zehn Interviews insgesamt invier Jahren).Der zweite Teil dieser Arbeit präsentiert eine empirische Langzeitstudie. Zwei Ansätzewurden bei der Analyse der gesammelten Daten kombiniert: während die qualitative AnalyseStrategien wie «translanguaging» (García, 2009a) von Lernenden zeigt, fokussiert die quantitativeAnalyse auf die Messung der Fähigkeit «Sprache auf kommunikative Weise zu verwenden» (Bachmanund Palmer, 2010). Anstatt das aktuelle Sprachniveau der Lernenden in den beiden Schulsprachen zumessen, wird ein breiteres Bild gezeigt, das Variationen in der Performanz der Lernenden einschliesstund den dynamischen Spracherwerbsprozess aufzeigt. So wird der effiziente und kreative Gebrauchder Sprache sowie mehrsprachige Diskurs-Praktiken wie «translanguaging» gezeigt. Diese multiplenSprachpraktiken zeigen das dynamische und interaktive Kommunikationssystem der mehrsprachigenLernenden und deren Spracherwerbsprozess in.Im dritten Teil werden die pädagogischen Schlussfolgerungen präsentiert. Eine angemesseneLehrerausbildung für diese Lehrpersonen fokussierend auf der Professionalisierung des Immersions-Unterrichts wäre wünschenswert, in welcher ein für die Praktiker/innen nützlicher Wissenstransfervon Forschungsresultaten stattfindet. So könnten die Lernenden bestmöglich beim Prozess, sichSchulstoff durch zwei Schulsprachen anzueignen, unterstützt werden. Der Schlussteil dieser Arbeitfasst die Studie und deren Ergebnisse zusammen und zeigt weitere Forschungsperspektiven auf.

As práticas integrativas e complementares fazem parte dos cuidados em saúde adotados pela população; e sua incorporação ao Sistema Único de Saúde (SUS) é objeto da Política Nacional de Práticas Integrativas e Complementares. Suas modalidades mais numerosas nos serviços de saúde e, também, menos incluídas nessa política são as práticas corporais e meditativas. Os objetivos da pesquisa foram descrever essas práticas: por que, de quem, com quem e como é produzido esse cuidado; e identificar suas contribuições à integralidade do cuidado. O método de pesquisa foi qualitativo e a produção dos dados foi realizada em duas regiões administrativas de uma Coordenadoria Regional de Saúde do município de São Paulo. Dos 32 serviços que funcionavam como porta de entrada para o SUS na região, participaram da pesquisa 16 serviços, sendo 12 Unidades Básicas de Saúde (UBS) e quatro outras unidades de saúde. A produção dos dados foi realizada de outubro/2013 a setembro/2014, através de entrevistas semiestruturadas com 29 profissionais e 36 usuários praticantes; e de observação participante de 31 práticas corporais e meditativas em grupo, entre as 67 existentes na região. Os critérios de escolha foram a diversidade das práticas, pressuposta pela diversidade dos nomes; e a observação de mais de uma prática entre as mais frequentes. Foram observadas práticas de Tai Chi, Lian Gong, Qi Gong, Yoga, Capoeira, Danças, Meditação, Relaxamento, Consciência e Percepção Corporal, limitadas a uma sessão por prática A análise foi inspirada no referencial fenomenológico existencial, na abordagem denominada Analítica do Sentido. As práticas foram investigadas em sua dimensão de trabalho em saúde, independentemente das abordagens empregadas. A corporeidade foi identificada como tema subjacente, traço definidor dos recursos dos profissionais e dos modos de cuidado em todas as práticas. Em relação à promoção da saúde, foram identificadas convergências em relação ao conceito positivo e ampliado de saúde, bem como contribuições ao protagonismo dos praticantes e ao seu acesso a bens e recursos culturais do território, através do apoio ao exercício da agência e da produção das práticas não somente nos serviços de saúde, mas também em espaços públicos do entorno. As contribuições à construção da Integralidade foram relativas à união entre promoção e cuidado terapêutico nessas práticas; enquanto os desafios se mostraram ligados à necessidade de informar e aprofundar o diálogo com os demais profissionais de saúde e de produzir conjuntamente o cuidado, de modo a contribuir mais significativamente na elaboração dos projetos terapêuticos singulares. Foram também apontados os diferenciais dessas práticas em relação àquelas desenvolvidas sob a lógica do mercado, quanto às formas de sociabilidade e ao risco de autonomização do cuidado com o corpo. A título de conclusão, é apresentada uma definição que abarca o conjunto das práticas analisadas e a sugestão da organização de uma rede de informações e experiências dessas práticas no SUS / The integrative and complementary practices are part of the healthcare practices adopted by the population; its incorporation to the public healthcare system is part of the National Integrative and Complementary Practices Policy. The most numerous modalities in primary healthcare units, and also the less included in this Policy are corporal and meditative practices. The objectives of this research were to describe these practices: why, for whom, to whom and how this healthcare is produced; and also to identify its contributions to the integrality of the healthcare. The qualitative research method was chosen, the data was gathered in two administrative subdivisions of one regional division of the city of Sao Paulo\'s public healthcare system. From 32 existing primary healthcare units a total of 16 participated in the survey. The data was gathered from October/ 2013 to September/2014, through semi-structured interviews with 29 health professionals and 36 patients; and through participation and observation of 31 out of the 67 corporal and meditation group practices being applied in the region, such as Tai Chi, Lian Gong, Yoga, Capoeira, Dances, Meditation, Relaxation Techniques, Consciousness and Body Perception, limited by one session per activity. The analysis was based on an existentialphenomenological approach denominated as Analítica do Sentido. The practices were investigated in its healthcare dimension, regardless of the applied approach. The corporeality was identified as an underlying topic, a defining trace of the health professionals\' repertory and of the healthcare aspect of all practices. Regarding health promotion, there were identified convergences in relation to: a positive and amplified health concept; to the contribution of a protagonism of the patients and the contribution to their access to cultural and material assets of the territory, through support to agency exercise and through implementation of health practices not only in health centres but also in surrounding public areas. Contributions to development of Integrality were related to the strong bond between health promotion and healthcare in these practices; while the challenges seem to be related to the necessity to inform and improve the dialogue with the other health professionals and for those professionals to produce the healthcare together, in order to contribute more significantly to the elaboration of singular therapeutic projects. There were also pointed out the aspects that distinguish these practices in relation to those developed under market interest logic, regarding sociability forms and the risk of autonomization of body healthcare. As a conclusion, it is presented a definition that embraces the set of analysed practices and a suggestion on how to organize an information and experiences network of these practices in the Public Healthcare System