High school students often face foreign language requirements, either to graduate from their high school or to be accepted at a college or university of their choice (www.ncssfl.org). These requirements serve as external motivators and may decrease a student's intrinsic motivation to learn a language. Indeed, researchers have determined that extrinsic motivation greatly undermines self-motivation (Deci, et al., 2011). Without intrinsic motivation, students struggle to learn in meaningful ways and fail to implement strategies that lead to meaningful foreign language learning and proficiency. Educators must critically analyze their materials, instructional style, lesson plans and assessments and then remove from the curriculum any practice or task that does not foster learner autonomy that ultimately leads to intrinsic motivation. Further, to foster intrinsic motivation, language teaching and learning must focus on the relational aspect of language, as the use of any language is purposed to communicate needs and ideas with others This report explores how learner autonomy and interrelatedness aid the development of intrinsic motivation and provides pedagogical implications for the classroom. / text

Cette thèse interroge le rôle de l'école dans la construction identitaire des adolescents. La langue est au cœur de cette construction identitaire. Cependant, dans le paysage scolaire français, les frontières entre la langue de scolarisation, les langues des familles, le FLE et les LVE sont quasi hermétiques et contribuent au morcellement identitaire. Les didactiques compartimentées induisent de nombreuses dissociations (langue et culture, corps et esprit) qui sont un frein à l'élaboration de liens entre l'élève et son environnement. Les élèves rendus vulnérables finissent par accumuler des difficultés et l'école devient un lieu d'exclusion sociale.Face à la nécessité de penser une pédagogie permettant aux élèves de vivre l'altérité linguistique et culturelle en termes de reliance, cette thèse propose l'analyse de l'impact de scénarios artistiques en classe d'anglais. Ces scénarios qui ont été conçus avec des élèves de troisième dans un collège de Bobigny s'appuient sur leurs expériences interculturelles et transculturelles, plurilingues ainsi que leurs interprétations du monde. Ils sont fondés sur la co-réflexion, la co-écriture, la co-création et le co-sentir à travers la danse et le théâtre et ouvrent sur un espace qui offre la possibilité de verbaliser ses émotions.L'analyse des scénarios pédagogico-didactiques qui font l'objet de ce travail s'appuie sur un triple ancrage : ethnopsychanalytique (clinique transculturelle, MR. Moro) psychologique (création d'une niche sécurisante à l'école (B. Cyrulnik) au travers d'un apprentissage coopératif, (D. Johnson et R. Johnson) et didactique, au travers d'une médiation artistique (apprentissage incorporé au travers des arts, J. Aden). Ces trois champs disciplinaires sont complémentaires et les scénarios visent à rétablir un lien entre les processus cognitifs et émotionnels.Une pédagogie transculturelle permet de repenser la classe en communauté « expérientielle » (communauté interprétative, coopérative et une communauté de pratique) tout en respectant et valorisant la singularité de chacun. Au cœur de cette pédagogie, la notion d'expérience et de parole partagée est centrale. Le dispositif analysé est à l'interface d'expériences esthétiques collectives et singulières et permet d'opérer un glissement de perspective sur : la représentation de soi, la représentation de l'autre, la relation entre soi et l'autre, la relation entre soi et son environnement, la relation entre l'autre et son environnement et, in fine, la prise de conscience de soi au sein de la matrice sociale.Cette thèse à visée exploratoire repose sur une méthodologie mixte à l'interface de la clinique transculturelle, de la psychologie et de la didactique des langues-cultures ; elle analyse les effets d'une pédagogie transculturelle au travers de la parole des élèves recueillie pendant le projet et à plus long terme, trois années après l'expérimentation. Le corpus est composé d'interactions de classe en anglais et en français, de pièces en anglais écrites et jouées par les élèves à la fin de l'année d'expérimentation ainsi que des entretiens qualitatifs réalisés a postériori visant à mesurer les impacts à moyen terme de cette expérience d'acteurs au sein d'une communauté expérientielle à un moment précis de l'adolescence. / This thesis questions the contribution of the school system to adolescent identity formation. Language is at the heart of this construction. However, in the French school landscape, the boundaries between the language of schooling, language families, the ELF and LVE are near hermetic and contribute to the fragmentation of identity. Compartmentalized teaching induces many dissociations (language and culture, body and mind) that hinder the development of ties between students and their environment. Vulnerable pupils accumulate difficulties and school becomes a place of social exclusion.Faced with the necessity of thinking pedagogy for pupils to experiencelinguistic and cultural otherness in terms of interrelatedness, this thesis proposes an analysis of the impact of artistic scenarios in English class. These scenarios were designed for students in a secondary school in Bobigny and they are based on their intercultural, transcultural and multilingual experiences and their interpretations of the world. They are built on co-reflection, co-writing, co- creation and co-feeling through dance and drama and open onto a space that offers the opportunity to verbalize their emotions. The analysis of pedagogical-artistic scenarios that are the subject of this work is based on a triple settings: ethnopsychological (transcultural psychotherapy, MR. Moro) psychological (creating a reassuring atmosphere which makes adolescents feel secure, B. Cyrulnik and cooperative learning, D. Johnson and R. Johnson) and pedagogical (incorporated learning, J. Aden). This triple setting offers a transcultural mediation as a method, to use the potential of artistic expression and creativity of adolescents. These three disciplines are complementary and the scenarios are designed among other things to restore a link between cognitive and emotional processes.A transcultural pedagogy allows us to rethink the class into an experiential community (interpretative and cooperative community, and a community of practice) while respecting and valuing the uniqueness of each pupil. At the heart of this pedagogy, the notion of shared experience and speech is central. The device is analyzed at the interface of collective and singular aesthetic experience and allows a shift in perspective on: self-representation, the representation of the other, the relationship between self and other, the relationship between oneself and his or her environment, the relationship between the others and their environment and in fine the awareness of self within the social matrix.This thesis is based on a mixed methodology and is at the interface of transcultural clinic, psychology and teaching of languages and cultures. It analyzes the impact of cross-cultural education through the voices of students collected during the project and in the longer term, three years after the experiment. The corpus is composed of class interactions in English and French, plays in English written and performed by students at the end of the year of the experimentation and qualitative interviews conducted afterwards.

In recent years, pressures for making society more sustainable have been on a constant increase, and many of the new green technology solutions which will facilitate this change are likely to originate from small high-tech firms. However, young technology-based firms often fail to successfully bring their products to the market – a process known as commercialization. The purpose of this study was to from a managerial perspective contribute to narrowing the gap between practice and academia in the largely unexplored area of commercializing green tech. A qualitative study using an abductive research approach was conducted based on semi-structured interviews carried out at five Swedish green tech companies, followed by an analysis based on grounded theory. From this, four main challenges of green tech commercialization in Sweden were identified, including the reliance of green tech firms on external actors, challenges related to attracting employees and partners, the risk of green tech markets not materializing, and difficulties related to securing financing. Additionally, four underlying themes connected to these challenges were discussed, including issues related to the apparent interrelatedness of green tech markets, the importance of policy support to green tech viability, the importance of investor support, and issues related to gaining trust.

Globally the domestic worker sector is characterised by a sense of “voicelessness”—an esoteric silence fuelled by a dire need to survive. South Africa is heralded as a global ambassador for the rights of these women. Significant sectoral reforms in recent years regulate the transactional element of this employment relationship through stipulated minimum wages and employment standards. The relational element of this engagement, however, remains underexplored. A decade of global scholarship detailing the hardships that characterise this sector has helped to uncover the plight of domestic workers. The study provided the participants with an opportunity to express their experiences and feelings, and the documented findings will hopefully stimulate more scholarly debate on this issue. It is hoped that the study will engender more sensitivity towards the needs of this vulnerable group of workers and promote positive employment relations within the South African labour market. The study describes the lived realities of domestic workers within the South African labour legislative context through five separate but interrelated journal articles. Article 1 provides a detailed “plan of action” that documents the initial considerations and rationale for the study. Guided by existing scholarly discourse, the research questions are highlighted and the proposed research design is presented. Issues related to trustworthiness are debated. This article constitutes the research proposal that was submitted during the initial phase of this research journey. Article 2 presents a transparent account of the methodological considerations that guided the co-construction of meaning within the South African domestic worker sector. Situated within the interpretivist paradigm, with phenomenology as theoretical underpinning, purposive respondent-driven self-sampling resulted in the recruitment of 20 female participants. All of them can be described as domestic workers in terms of Sectoral Determination 7. The pilot study indicated the value of using metaphors while exploring tentative topics. An interview guide facilitated the exploration of key concepts during our engagement. Rich, dense descriptive verbatim accounts of participants’ lived realities confirmed data saturation. In-depth interviews were transcribed and analysed through an inductive process of data reduction. Emanating themes confirmed that the South African domestic workers sector is far from being voiceless if we are only willing to listen. Making these voices heard constitutes a progressive step in future efforts to empower this neglected sector of the labour market. In article 3 a life-cycle approach is used to explore participants’ lived experiences of their work-life cycle. Each individual progresses through these various phases which are contextualised as a transitional process as a result of their unique circumstances and personal trajectory. Findings confirmed the existence of an institutionalised culture of engagement within the sector perpetuated from one generation to the next. Attempts to exit the sector are unsuccessful due in part to their limited formal education and skills repertoire. The article concludes with the notion that domestic workers are trapped within a never-ending cycle of sectoral engagement, and the possibility of exiting the sector remains “but a dream” for many. Article 4 focusses on the reciprocal interpersonal relatedness that often develops due to the prolonged engagement within the individualised sectoral employment context. Characterised by caring and connectedness, this mutually dignified treatment not only signals but also enhances human flourishing. Participants’ accounts of relational reciprocity are indicative of the enactment of cardinal Ubuntu principles within the employment context. The need for actions that surpass the “letter of the law” in order to enhance flourishing within the South African domestic worker sector is advocated. Article 5 explores the role that legislative awareness fulfils in the everyday lives of domestic workers. Findings indicated that empowerment was an unknown construct for all participants. The participants had little or no confidence in engaging their employers on employment issues; this was due in part to their limited legislative awareness. Domestic workers should thus take ownership of their own empowerment efforts. This will sanction their right to assert their expectations of employment standards with confidence and make use of the judicial system to bring about compliant action. The article concluded with the notion that legislative awareness can result in empowered actions though informed employee voices. / PhD (Labour Relations Management), North-West University, Vaal Triangle Campus, 2014

Globally the domestic worker sector is characterised by a sense of “voicelessness”—an esoteric silence fuelled by a dire need to survive. South Africa is heralded as a global ambassador for the rights of these women. Significant sectoral reforms in recent years regulate the transactional element of this employment relationship through stipulated minimum wages and employment standards. The relational element of this engagement, however, remains underexplored. A decade of global scholarship detailing the hardships that characterise this sector has helped to uncover the plight of domestic workers. The study provided the participants with an opportunity to express their experiences and feelings, and the documented findings will hopefully stimulate more scholarly debate on this issue. It is hoped that the study will engender more sensitivity towards the needs of this vulnerable group of workers and promote positive employment relations within the South African labour market. The study describes the lived realities of domestic workers within the South African labour legislative context through five separate but interrelated journal articles. Article 1 provides a detailed “plan of action” that documents the initial considerations and rationale for the study. Guided by existing scholarly discourse, the research questions are highlighted and the proposed research design is presented. Issues related to trustworthiness are debated. This article constitutes the research proposal that was submitted during the initial phase of this research journey. Article 2 presents a transparent account of the methodological considerations that guided the co-construction of meaning within the South African domestic worker sector. Situated within the interpretivist paradigm, with phenomenology as theoretical underpinning, purposive respondent-driven self-sampling resulted in the recruitment of 20 female participants. All of them can be described as domestic workers in terms of Sectoral Determination 7. The pilot study indicated the value of using metaphors while exploring tentative topics. An interview guide facilitated the exploration of key concepts during our engagement. Rich, dense descriptive verbatim accounts of participants’ lived realities confirmed data saturation. In-depth interviews were transcribed and analysed through an inductive process of data reduction. Emanating themes confirmed that the South African domestic workers sector is far from being voiceless if we are only willing to listen. Making these voices heard constitutes a progressive step in future efforts to empower this neglected sector of the labour market. In article 3 a life-cycle approach is used to explore participants’ lived experiences of their work-life cycle. Each individual progresses through these various phases which are contextualised as a transitional process as a result of their unique circumstances and personal trajectory. Findings confirmed the existence of an institutionalised culture of engagement within the sector perpetuated from one generation to the next. Attempts to exit the sector are unsuccessful due in part to their limited formal education and skills repertoire. The article concludes with the notion that domestic workers are trapped within a never-ending cycle of sectoral engagement, and the possibility of exiting the sector remains “but a dream” for many. Article 4 focusses on the reciprocal interpersonal relatedness that often develops due to the prolonged engagement within the individualised sectoral employment context. Characterised by caring and connectedness, this mutually dignified treatment not only signals but also enhances human flourishing. Participants’ accounts of relational reciprocity are indicative of the enactment of cardinal Ubuntu principles within the employment context. The need for actions that surpass the “letter of the law” in order to enhance flourishing within the South African domestic worker sector is advocated. Article 5 explores the role that legislative awareness fulfils in the everyday lives of domestic workers. Findings indicated that empowerment was an unknown construct for all participants. The participants had little or no confidence in engaging their employers on employment issues; this was due in part to their limited legislative awareness. Domestic workers should thus take ownership of their own empowerment efforts. This will sanction their right to assert their expectations of employment standards with confidence and make use of the judicial system to bring about compliant action. The article concluded with the notion that legislative awareness can result in empowered actions though informed employee voices. / PhD (Labour Relations Management), North-West University, Vaal Triangle Campus, 2014

Two important trends have been noted in humankind's thinking of the world. These are increasing dissatisfaction with the rigid, dichotomous views of the Cartesian-Newtonian paradigm, and an increasing awareness of humankind's gpirituality. This dissertation broaches both these trends by exploring the new paradigm, that of cybernetic epistemology, which is a far more holistic and spiritual perspective. This is done as follows. Certain concepts from cybernetics are discussed in terms of their implications and meanings. These are then discussed from a spiritual perspective, (specifically Christian), according to how they fit with the Biblical understanding of God and His creation. The aim was to see if and how cybernetics and Christianity meet - how their basic assumptions about the world and life compare. The conclusion is that the relationship between cybernetics and Christianity is that they are both similar and different and this dissertation is about the pattern that connects the two. / Psychology / M.A. (Clinical Psychology)

Two important trends have been noted in humankind's thinking of the world. These are increasing dissatisfaction with the rigid, dichotomous views of the Cartesian-Newtonian paradigm, and an increasing awareness of humankind's gpirituality. This dissertation broaches both these trends by exploring the new paradigm, that of cybernetic epistemology, which is a far more holistic and spiritual perspective. This is done as follows. Certain concepts from cybernetics are discussed in terms of their implications and meanings. These are then discussed from a spiritual perspective, (specifically Christian), according to how they fit with the Biblical understanding of God and His creation. The aim was to see if and how cybernetics and Christianity meet - how their basic assumptions about the world and life compare. The conclusion is that the relationship between cybernetics and Christianity is that they are both similar and different and this dissertation is about the pattern that connects the two. / Psychology / M.A. (Clinical Psychology)

Current global agricultural practices are recognized as unsustainable. The increase in overall human population as well as the global trend of rural to urban migration, partially as a result of historically and continual unsustainable agricultural practices, exacerbates the vicious cycle of poverty and hunger in developing countries. Furthermore, cities and regions in developed countries practice unsustainable food production, distribution and consumption patterns, and as a result, exceed their global ecological footprint (Rees 2009). Consequently, the world is facing a global food (FAO 2009) and water crisis (UN Sick Water 2010). Cities and Regions must learn to feed themselves to address local food insecurity as well as protect from the climate effects of increased urbanization, including the Urban Heat Island effect (UHIe) by optimizing and fully integrating the local ecosystem services of food, water and forest within a tightly woven compact urban form through the implementation of strategic urban and regional food system planning. Cities can mitigate climate change and reduce the UHIe, by implementing sustainable intensive urban agriculture approaches through policy and zoning interventions that include concepts such as intensively productive urban agriculture that includes green roofs, vertical farming and greenways as continuously productive and edible urban landscapes, referred to in this paper as continuously productive urban agriculture and forestation (CPUAF) in the private and public realm. A highly participative, adaptive systems approach is explored as the key to sustainability within an economic world order that included corporate social responsibility and social enterprise as the foundation for the integration of multiple synergies. An increasing body of evidence often links urban forestation with urban greenery initiatives, as a carbon sink to reduce UHI effects, to reduce GHG emissions and as a tool for urban beautification and place making (ISDR: 2009,109). Urban agriculture, through the production of local food is increasingly recognized as a means to reduce fossil fuel emissions by reducing transportation and production outputs, to provide a secure local food source, enhance biodiversity and educate the public regarding food source while fostering a sense of community, environmental awareness and stewardship. This thesis explores the links between intensive urban agriculture and forestation, and the relationship between climate change, and the UHI’s as an adaptation and mitigation process in global cities, implemented as a interconnected, integrated, holistic urban management approach that has a further benefit of providing food security and a sustainable and local urban food source. / Dissertation (MTRP)--University of Pretoria, 2012. / Town and Regional Planning / unrestricted