KYNCLOVÁ, Dana. Biblical Stories in Hagiotherapy and Pastoral Care. Praha, 2013. Master's thesis. Charles University. Faculty of Education. Department of Psychology. Supervisor M. Kucera. Keywords: pastoral care, hagiotherapy, Christianity, integrated approach, psychology, theology, spirituality, religion, psychotherapy, Bible, Bible stories, exegesis, existential psychotherapy This thesis deals with the relationship of hagiotherapy and pastoral care on the basis of their approach to work with motifs from biblical stories. The theoretical framework of the study are various findings on the relationship of psychology and theology and their application disciplines of psychotherapy and pastoral care from a clear definition of the boundaries of both disciplines to their integration. Due to the default assumption that personality is composed of bio-psycho-social-spiritual needs, an integrative model has the potential to meet human needs in this wholeness. Hagiotherapy, as a direction of existential psychotherapy using Bible stories as a therapeutic tool, is close in nature to pastoral care and this fact gave rise to the research project. The aim of the research is to determine how hagiotherapy and pastoral care work with the motifs of biblical stories and whether it is possible to find similarities in...

La thèse concerne un procédé de fabrication par usinage dans son aspect le plus générique. L’objectif est de développer une approche intégrée aux systèmes CFAO permettant de prédire le comportement vibratoire d’un système usinant en fraisage régénératif multiaxe dans une échelle mésoscopique. Cela engage l’estimation des interactions Pièce / Outil instantanées, le calcul des forces de coupe et enfin, la détermination de la stabilité/instabilité du procédé sous certaines conditions de coupe. La géométrie de l’interaction est rendue particulièrement complexe à cause de la forme de l’outil et de la pièce ainsi que de leur position relative. Dans ces travaux, nous proposons une approche générique basée sur un système de CFAO pour l’extraction des éléments géométriques nécessaires au calcul des forces de coupe en chaque point de la trajectoire du fraisage. Et dans le dessein d’une meilleure prédiction, nous nous basons sur la discrétisation de la fraise en des arêtes infinitésimales. Particulièrement, cette approche est implémentée pour un cas d’usage simple. Par la suite, nous développons, sous Simulink/Matlab, un système de calcul permettant la visualisation des forces et de la dynamique de la coupe dans le domaine temporel. Ceci grâce aux modèles de comportement du système usinant identifiés expérimentalement et un modèle spécifique d’efforts de coupe intégrant le facteur retard. Par ailleurs, la stabilité liée à la coupe est déterminée à partir des critères de comportement applicables aux systèmes non linéaires héréditaires. L’interopérabilité de ces deux outils de calcul et de conception est couronnée par la production d’un démonstrateur de comportement vibratoire sur une trajectoire de coupe par fraisage régénératif. Enfin, une première étude expérimentale visant le recalage des modèles de comportement et d’efforts de coupe, ainsi que la validation de l’approche générique et du démonstrateur est produite pour différents processus de fraisage. / This research is a generic aspect enquiry on manufacturing process by machining. Its main objective is supporting CAD/CAM systems through an integrated approach aiming to determine vibratory behavior of multi-axis chatter milling. This involves estimating instantaneous Part / Tool interactions, calculating cutting forces and finally determining process stability or instability under certain cutting conditions. Interaction geometry is made particularly complex because of tool and workpiece’s geometry as well as their relative position. In this work, we propose a generic approach based on CAD/CAM systems to extract geometric elements needed to calculate cutting forces at each point of milling path. In addition, with a view to better prediction, we rely on milling tool discretization into infinitesimal edges while developing and implementing milling simulation system for cutting forces and dynamics calculation tool in Simulink/Matlab software. This, thanks to the behavior models of machining system identified experimentally and a specific model of cutting forces incorporating delay factor. In addition, the milling process behavior is determined by applying some criteria to the hereditary system. The interoperability of these two calculation and design tools is culminated with a visual demonstrator of vibration behaviors in milling tool path. Finally, a first experimental study aiming at behavior and cutting forces models adjustment, as well as the generic approach and the demonstrator validation is realized for different milling processes.

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Normal";mso-tstyle-rowband-size:0;mso-tstyle-colband-size:0;mso-style-noshow:yes;mso-style-priority:99;mso-style-qformat:yes;mso-style-parent:"";mso-padding-alt:0in 5.4pt 0in 5.4pt;mso-para-margin-top:0in;mso-para-margin-right:0in;mso-para-margin-bottom:10.0pt;mso-para-margin-left:0in;line-height:115%;mso-pagination:widow-orphan;font-size:11.0pt;font-family:"Calibri","sans-serif";mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;}</style><![endif]--></p><p class="Default" style="text-align:justify">Integrisanjem vi&scaron;erazličitih oblasti arhitekture, poznavanja svojstava materijala, fabrikacije, zajedno sa primenom digitalnih alata, postalo je moguće lak&scaron;e I efikasnije fabrikovati složene arhitektonske forme. Primena penastog polistirena u arhitektonskoj fabrikaciji je pogodna zbog dobrih svojstava polistirena, prevashodno njegove lake obradivosti. Upotrebom zagrejane žice za obradu materijala I industrijskog robota kao ma&scaron;ine za fabrikaciju, u ovom istraživanju su pokazana tri projektantska scenarija, koja predlažu automatizovan proces fabrikovanja složenih arhitektonskih formi različitih veličina od penastog polistirena I primenom različitih strategija za fabrikaciju. Rezultati su predstavljeni u vidu fabrikovanih prototipova. <span style="mso-spacerun:yes">&nbsp;</span></p> / <p>Theintegrationofmultipledifferentfields-architecture,materialproperties,fabrication,combinedwiththeapplicationofdigitaltoolshasmadethefabricationofcomplexarchitecturalformseasyandefficient.Theapplicationoffoamedpolystyreneinarchitecturalfabricationissuitableduetothegoodpropertiesoffoamedpolystyrene,especiallytheeaseofmillingorcuttingthematerial.Inthisresearch,theapplicationofahot-wireasatoolandanindustrialrobotasafabricationmachinehasenabledthreedifferentdesignscenarios,whichsuggestanautomatedfabricationprocessforcomplexarchitecturalformsofdifferentsizes,madefrompolystyreneandbysuingdifferentfabricationstrategies.Theresultsarepresentsin a form of fabricated prototypes.</p>

published_or_final_version / Education / Master / Master of Education

Des vagues d’immigration successives ont fait du Québec le lieu d’une grande diversité linguistique et culturelle. De nombreux élèves bi/plurilingues sont maintenant scolarisés dans les classes ordinaires des écoles francophones, notamment au secondaire. Pour ces élèves, l’apprentissage de l’écriture est souvent un défi de taille. L’apprentissage de l’orthographe grammaticale (OG) du français, plus spécifiquement, constitue un obstacle important au développement de leur compétence à écrire. Cet obstacle se présente d’ailleurs pour l’ensemble des élèves scolarisés dans cette langue.Conçues en réponse aux difficultés des élèves en contexte de langue première, certaines interventions tendent à avoir des effets positifs sur leur apprentissage de l’OG, telles que les dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée d’enseignement de l’orthographe (Allal et al., 2001). Dans notre thèse, nous avons conçu un dispositif qui s’inspire de ces interventions et nous y avons intégré des approches plurilingues. Ces approches sont susceptibles d’engager les élèves bi/plurilingues dans leurs apprentissages et de favoriser le développement de capacités métalinguistiques (Cummins, 2009 ; de Pietro, 2003).C’est ainsi que nous avons conçu un « dispositif plurilingue » d’enseignement de l’OG française. Ce dispositif allie la production de textes identitaires plurilingues (Cummins et Early, 2011) et la mise en œuvre de dictées métacognitives soutenues par des approches plurilingues, qui prennent la forme d’activités d’éveil aux langues (Armand, 2014 ; Auger, 2014) et de pratiques translinguistiques (Candelier et de Pietro, 2008 ; García et Kano, 2014). Nous avons testé l’hypothèse selon laquelle ce dispositif plurilingue favoriserait le développement de la compétence des élèves en OG en français. À cette fin, nous l’avons mis à l’essai auprès d’élèves bi/plurilingues de première secondaire (groupe expérimental 1), puis nous avons comparé ses effets avec ceux d’un « dispositif monolingue » (groupe expérimental 2), qui allie approche intégrée et dictées métacognitives, en français seulement, et avec ceux de pratiques habituelles d’enseignement de l’OG (groupe contrôle). Nous avons évalué la compétence en OG de l’ensemble des élèves au moyen d’une dictée et d’une production écrite. Des entretiens métagraphiques réalisés auprès d’un nombre ciblé de participants des trois groupes ont également permis une compréhension plus fine de l’évolution de leurs procédures graphiques. La passation de ces outils s’est effectuée à trois reprises : avant l’intervention (prétest), immédiatement après l’intervention (posttest immédiat) et cinq semaines après l’intervention (posttest différé).Nous constatons que le dispositif plurilingue apporte une contribution significativement plus grande au développement de la compétence en OG en français que des pratiques habituelles d’enseignement de l’OG. De plus, ce dispositif contribue tout autant, voire plus, à ce développement que le dispositif monolingue, alors que les effets propres au dispositif plurilingue se présentent notamment sous la forme d’un ancrage des apprentissages des élèves dans la durée. En effet, au posttest différé, seules les performances à la dictée des élèves du groupe expérimental 1 sont significativement supérieures à celles des élèves au groupe contrôle. Quant aux performances à la production écrite, celles des élèves des groupes expérimentaux 1 et 2 sont significativement supérieures à celles des élèves du groupe contrôle. Enfin, nous constatons l’existence d’un lien entre les plus grands progrès dans les performances des élèves des groupes expérimentaux 1 et 2 et l’augmentation du recours à des procédures morphosyntaxiques et à des procédures de remplacement, une tendance qui ne se dégage pas des résultats obtenus dans le groupe contrôle. / Successive waves of immigrants have turned the province of Quebec into a place of great linguistic and cultural diversity. Many bi/plurilingual students are now attending regular classes in French-language schools, particularly in high school. For these students, learning to write is often a challenge. The grammatical morphology (GM) of French, more specifically, constitutes an important obstacle to the development of their writing skills, an obstacle shared by all students of French regardless of their mother-tongue.In order to address students’ difficulties in a first language learning context, certain teaching practices, such as an integrated approach to teaching spelling and metacognitive dictations, tend to have positive effects on students’ GM development (Allal et al., 2001; Nadeau & Fisher, 2014). In our thesis, we designed an approach inspired by these practices. Furthermore, we integrated plurilingual pedagogical practices to this approach. Those practices are likely to engage bi/plurilingual students in their learning and to promote the development of metalinguistic abilities (de Pietro, 2003; Moore 2006; Cummins 2009).Thus, we tailored a “plurilingual approach” for teaching French GM. This approach combines the writing of plurilingual identity texts (Cummins & Early, 2011) and metacognitive dictations supported by plurilingual pedagogical practices. Those practices consisted of language awareness activities (Armand, 2014; Auger, 2014) and translinguistic practices (Candelier & de Pietro, 2008 ; Garcia & Kano, 2014). We verified the hypothesis according to which our plurilingual approach would promote the development of student’s GM in French. To this end, we tested this plurilingual approach with bi/plurilingual first-year secondary students (experimental group 1). We then compared its effects with those of a “monolingual approach” (experimental group 2), which combines an integrated approach of teaching spelling and metacognitive dictations, in French only, and with those of usual GM teaching practices (control group). We assessed the GM skills of all students through a dictation and a guided written production. Metagraphic interviews with a targeted number of participants from all three groups also provided a deeper understanding of the evolution of their graphical procedures. These data collection tools were used three times: before the experimentation (pre-test), immediately after the experimentation (immediate post-test) and five weeks after the experimentation (delayed post-test).We found that the plurilingual approach makes a significantly greater contribution to the development of GM in French than usual teaching practices. Moreover, this approach contributes as much, if not more, to this development as the monolingual approach, while the effects specific to the plurilingual approach involve the rooting of the skills learned by students over time. Indeed, at the delayed posttest, only the dictation performances of students in experimental group 1 are significantly higher than those of students in the control group. As for written production performances, both those in experimental groups 1 and 2 are significantly higher than those in the control group. Finally, we find a link between the greatest progress in the performances of students in experimental groups 1 and 2 and the increase in the use of morphosyntactic procedures and substitution procedures, a trend that does not emerge from the results obtained in the control group.

Community policing is a joint community and police effort to reduce the incidents of crime, to the benefit of the basic human need of safety. Without community assistance, police alone cannot reduce the crime levels. Since 2012, there have been attempts to implement community policing in Westonaria. However, the success of the implementation thereof has proved to be problematic. The question arose as to what the reason for this limited success is. The researcher formulated research questions to determine the meaning of community policing, as well as the factors affecting the successful implementation thereof in the Westonaria policing precinct. To achieve the desired results, the researcher used different methodologies, and identified target groups and data collection techniques, which was analysed and interpreted. Literature and semi-structured interviews were used to collect data. Primary sources such as written materials of the South African Police Service (SAPS), National Development Plan 2030 and other documents that relate to community policing and crime prevention strategies were analysed. In addition, secondary sources such as dissertations and theses, newspaper articles and text books on community policing were also consulted. Interviews were conducted with SAPS members and local community members. The purposive sampling procedure was used to select participants who was knowledgeable and had experience on the research topic. This study gives an overall explanation of what community policing is, from the literature reviewed relevant to the study, with the aim to strengthen partnership between the SAPS and local community of Westonaria. Inhibiting factors in the police, as well as in the community, were identified and recommendations are made for the successful implementation of community policing in the area. / Criminology and Security Science / M.A. (Criminal Justice)

MESMEG / Department of Mining and Environmental Geology / See the attached abstract below

Cette recherche a pour objet l’étude de la problématique de la mise en œuvre d’une démarche qualité dans le contexte des établissements d’enseignement supérieur en Tunisie. Elle porte plus particulièrement sur la mise en œuvre dans une école d’ingénieurs. Cette école est l’une des premières à expérimenter cette démarche, qui s’inscrit dans une politique générale coordonnée par le Ministère de l’Education Nationale et de la Recherche. La qualité est le fer de lance de la stratégie de développement de l’éducation nationale contribuant au développement économique et social du pays d’une part, à la compétitivité de l’enseignement supérieur tunisien plus spécifiquement d’autre part.La mise en œuvre prescrite par le plan ministériel s’inscrit dans le cadre des concepts et des méthodes du « Total Quality Management ». Après avoir présenté le cadre théorique et méthodologique de notre recherche, nous analysons dans une première partie le donné contextuel, en regard d’une approche normative, qui fait école au plan mondial, de la définition et de la mise en œuvre d’une démarche qualité. Nous montrons que ce cadre du « Total Quality Management » permet de réaliser l’implantation de la qualité sur le plan téléologique, qui se concrétise généralement l’obtention d’une certification. Notre recherche montre corrélativement que la mise en œuvre de la qualité dans l’enseignement supérieur en Tunisie emprunte au modèle occidental de gestion de la qualité, généralisé de part le monde. Ce modèle organise la qualité des procédés et des produits. Il permet de prescrire les adaptations à réaliser sur le plan du management et du fonctionnement de l’organisation. Nous observons cependant que dans le contexte tunisien, il faut associer une démarche axiologique, qui justifie le positionnement de notre recherche. Selon ces deux axes, nous proposons une démarche de « Qualité Intégrale ». Mais, cela n’est envisageable qu’en se positionnant dans un cadre théorique et méthodologique approprié, compatible avec le cadre de prescription. Notre recherche montre que le cadre théorique et méthodologique de l’analyse socio-économique permet de réaliser cette comptabilité. Les prescriptions que nous formulons se déclinent à partir du concept de la « Qualité Intégrale ». Le modèle d’intervention proposée par cette approche consiste, non plus à saisir la qualité à partir des buts à atteindre et à obtenir les changements requis, mais à définir les conditions de possibilité du changement, et à conduire les transformations du management et du fonctionnement de l’organisation, dans ses infrastructures, qui permettront d’atteindre les buts. / This research broaches the implementation of quality management in Tunisian colleges, particularly in the field of engineering. The case study is a college which experimented with this approach, sponsored by the Ministry of Higher Education. Quality is the spearhead of the Tunisian administration so as to contribute to the socio-economic development of the country and to the competitiveness of Tunisian higher education. . The implementation was embedded in the TQM framework and methodology that are outlined in the first part of the dissertation, as an international norm and standard. It enables a teleological implementation of quality management, resulting in getting the accreditation by importing a western and global approach to quality. This method structures the quality of products and processes and drives the operation management. However, we assume that there is a need for an axiologic axis to supplement the teleological axis in Tunisia so as to propose an integrated approach to quality management, which requires designing a compatible theoretical and methodological framework. Our research shows that the socio-economic approach to integrated quality management is required to enable such compatibility. The intervention methodology doesn’t consist in defining quality only through the objectives, but through the conditions and possibilities of change, and through transforming the very underpinnings and infrastructure of the organizations so as to better reach the objectives.

Includes bibliographical references (leaves 254-281) / Using a text-immanent multi-dimensional methodology that combines impulses from both synchronic and diachronic reading of a text, this study focuses on understanding the spirituality embedded in ‘seeing him as he is’ in 1 John 3:2. Discourse analysis has provided the structure of the entire research by identifying the different semantic networks that enhance better understanding and dynamic interaction between text and reader.it has also helped in determining the argument and rhetoric of the Elder, assisting in constructing the bigger picture by means of semantic networks that create coherent mind maps and also relating what has been read with what is still to be read. The environs of the pericope under investigation have been used as a backdrop in order to arrive at an understanding of this envisaged eschatological phenomenon. These environs include the window provided by Judaism through the Old Testament, Hellenistic and Palestinian Judaism, extra-biblical literature, the Graeco-Roman world, mystery religions, philosophies, and the New Testament. These environs have pointed to the use of intermediaries in the visio-Dei. While ‘seeing him as he is’ in 1 John 3:2 involves both the Father and the Son, this eschatological expectation is weaved into a matrix of discourse that the Elder used to cushion the adherents in view of the pending apostasy. The adherents’ status as ‘children of God’ is the axis from which the Elder builds his entire discourse. They will experience love (1 Jn 4:16), his purity (1 Jn 3:3), his righteousness (1 Jn 2:1), his truth (1 Jn 5:20), and his glory (Jn 17:24). Although the adherents were already experiencing all these, it would be experienced completely after the Parousia, when they ‘see him as he is’. This study contributes towards a Johannine understanding of perceiving the divine, and reveals the climactic involvement of the Son in both the past and future perceptions including ‘seeing him as he is’ in 1 John 3:2. This study has identified the object of the Visio-Dei as Christ. It is He through whom believers will see the Father. / Christian Spirituality, Church History and Missiology / D. Phil. (Christian Spirituality)

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