Une question demeure récurrente : les divisions qui subsistent depuis le XVIè siècle entre Catholiques, Luthériens et Réformés sont-elles autant d’ordre anthropologique que théologique ? Cette problématique paraissant pouvoir être soutenue, il convenait alors de déterminer les différends anthropologiques, de les analyser et de se demander s’ils sont une entrave à la Κοινωνία. L’étude de la situation au XVIè siècle a permis de conclure que les concepts anthropologiques portés par une philosophie existentielle ont joué un rôle important dans la rupture au sein de l’Église d’Occident. Le retour sur la pensée de Pannenberg, Moltmann, Rahner, théologiens de trois confessions différentes, autorise à dire qu’au XXè siècle la vision de l’homme a toujours une incidence sur les concepts théologiques, mais les différences sont de moins en moins séparatrices et deviennent souvent des dons à partager. L’analyse de dialogues œcuméniques a mis en évidence que les différends anthropothéologiques ont été partiellement réconciliés et font l’objet d’accords, voire d’une déclaration commune sur la Doctrine de la Justification. Aujourd’hui, un défi reste à relever celui d’une déclaration sur le Ministère en vue du partage à la même table eucharistique. Une démarche de consensus différencié serait une aide à la recherche d’une pleine communion. / An issue has been ever recurring : are the discords which have been going on since sixteenth century between Catholics, Lutherans, Calvinists as much anthropological as theological ? As this question can be supported it seems suitable to determine these anthropological disagreements, analyse them and wonder whether or not they are obstacle to the Κοινωνία. A study concerning the situation during the XVIth century has allowed to conclude that the anthropological concepts conveyed by an existential philosophy have played a mojor role in the severing within the Western Church. The return on the thoughts developed by Pannenberg, Moltmann and Rahner, theologians of three different confessions, allows us to tell that in the XXth. century man’s vision has always an incidence on the theological concepts but are less and less separative and are often gifts to be shared. The analysis of ecumenical dialogues have clearly shown that theanthropological disagreements have been partly reconciled and are now subject to consensus, even a joint declaration on the doctrine of justification. Today we have to take up a challenge about a declaration on the ministry in order to share the body of Christ at the same table. A differing consensus method could be a help to find a complete communion.

Made available in DSpace on 2016-04-27T16:33:01Z (GMT). No. of bitstreams: 1 Valeria de Souza.pdf: 5116971 bytes, checksum: b5cf54a3272b1ca8e1f60ea2874b512f (MD5) Previous issue date: 2015-02-25 / This work aims to question the current actions of teacher evaluation, specially the policy of Merit-based Promotion, with the objective of analyzing them according to the manifestations of the educational professionals of the Department of Education of the State of São Paulo. The theoretical references include the following authors: Stephen Ball, with his policy cycle approach; Viñao Frago, in order to understand the concept of reform in the perspective of the school culture, the managers culture and the reformers culture; Claude Lessard, to accomplish the analysis of different approaches about teacher evaluation. This research is considered having quantitative and qualitative nature, involving a descriptive-analytical study of proposals, actions and agents that convey ideas about the policy of Merit-based Promotion. In order to do so, we used documental analysis of 67 questionnaires answered by professionals of the educational system of the state of São Paulo (supervisors, directors and teachers) from 04 Boards of Education (from the great ;region of São Paulo and from the countryside of the state), chosen by their profile in the selection process of promotion in 2012. This work, therefore, investigated the policy of Merit-based Promotion, questioning it concerning the ideas, backgrounds, characters, paths, forms and proceedings that form it, focusing them on the perspective of the discourses and actions of the regulators and questioners (context of the influence and the text production), as well as in the perspective of the academic studies (context of the results/effects) and manifestations of educational professionals who work at the public system of the state of São Paulo (context of the practice). Another aim of this investigation was also questioning how the policy strategies are created and recreated, from the regulators and questioners points of view. The main results allowed us to observe, from the analysis of the multiple contexts, how such policy influences careers, practices and conceptions of the professionals of the educational system of the state of São Paulo, acting as a system of control and standardization. It was also possible to confirm the hypothesis that there are many actors who reinterpret and give a new meaning to the policy of Merit-based Promotion; however, the educational professionals are not the most influent actors in this process / Esta investigação problematiza as ações atuais de avaliação docente, em especial a política de Promoção por Mérito, tendo como objetivo analisá-las segundo as manifestações dos profissionais da educação no âmbito da Secretaria Estadual de Educação de São Paulo. O referencial teórico inclui os seguintes autores: Stephen Ball por sua abordagem do ciclo de políticas (policy cycle approach);Viñao Frago para compreender o conceito de reforma na perspectiva da cultura escolar, cultura dos gestores e cultura dos reformadores; Claude Lessard para análise das diferentes abordagens sobre avaliação docente. Trata-se de pesquisa de natureza quantitativa e qualitativa envolvendo um estudo analítico-descritivo de propostas, ações e agentes que veiculam ideias sobre a política de Promoção por Mérito. Para tanto, são utilizadas análises documental e de 67 questionários respondidos por profissionais da rede educacional paulista (supervisores, diretores e professores) de 04 Diretorias de Ensino (da Grande São Paulo e do interior do estado), selecionados por seu perfil em relação ao concurso de promoção realizado em 2012. Esta pesquisa, portanto, investiga a política de Promoção por Mérito, problematizando-a quanto às ideias que a conformam, cenários, personagens, percursos, modalidades e instâncias, focalizando-os na perspectiva dos discursos e ações de regulamentadores e problematizadores (contexto da influência e da produção de texto), bem como na perspectiva dos estudos acadêmicos (contexto dos resultados/efeitos) e manifestações de profissionais da educação que atuam na rede pública estadual de São Paulo (contexto da prática). A investigação procura problematizar também como as estratégias políticas são criadas e recriadas, tanto do ponto de vista dos regulamentadores quanto dos problematizadores. Os principais resultados desta investigação permitem constatar, a partir da análise dos múltiplos contextos, como tal política influencia carreiras, práticas e concepções dos profissionais da educação da rede pública paulista, atuando como mecanismo de controle e padronização. Foi possível confirmar, ainda, a hipótese de que são muitos os atores que ressignificam e reinterpretam a política de Promoção por Mérito, porém, não são os profissionais da educação os atores mais influentes neste processo

This thesis is an intellectual biography of the Swedish statesman Johan Skytte (1577–1645), focusing on his educational ideals and his contributions to educational reform in the early Swedish Age of Greatness. Although born a commoner, Skytte rose to be one of the most powerful men in Sweden in the first half of the seventeenth century, serving three generations of regents. As a royal preceptor and subsequently a university chancellor, Skytte appears as an early educational politician at a time when the Swedish Vasa dynasty initiated a number of far-reaching reforms, including the revival of Sweden’s only university at the time (in Uppsala). The contextual approach of the thesis shows how Skytte’s educational reform agenda was shaped by nationally motivated arguments as well as by a Late Renaissance humanist heritage, celebrating education as the foundation of all prosperous civilizations. Utilizing a largely unexplored source material written mostly in Latin, the thesis analyzes how Skytte’s educational arguments were formed already at the University of Marburg in the 1590s, where he learned to embrace the utility-orientated ideals of the French humanist Petrus Ramus (1515–1572). Moreover, the analysis shows that the expanding Swedish state administration in the early seventeenth century was in urgent need of educated civil servants, and that this basic demand favored an ideology based on education, skill and merit. It is shown that Skytte skillfully combined a Ramist and patriotic rhetoric with narratives of individual merit and rewards, conveying not least himself as an example. The thesis argues that Skytte’s rhetoric reflects the formation of a new professional category in the Swedish society, one that was distinguished from the royal courtier, the clergyman, the merchant, the warrior, and the scholar. This category is the professional civil servant whose identity was dependent on skills and education.

Questa ricerca presenta una panoramica introduttiva delle principali variabili (storiche, sociali, economiche, istituzionali, culturali, ideologiche e valoriali) che condizionano il policy-making educativo degli Stati Uniti e descrive le riforme e innovazioni più significative introdotte negli ultimi trent’anni nel sistema scolastico americano. Quali fattori socio-culturali, urgenze storiche, azioni e convinzioni politiche stanno alla base delle riforme in atto? Come stanno mutando gli equilibri di potere fra governo federale, stati membri e autorità locale e quali sono le ricadute di questo riallineamento sulla governance scolastica? L’approccio seguito per esaminare le principali riforme ed innovazioni (dal movimento per gli standard comuni, al collegamento fra i test scolastici e accountability per i risultati, alle charter school) è quello proprio della policy research, disciplina pressoché sconosciuta a quanti s’interessano di problematiche pedagogiche in Italia ma che può arricchire la capacità di lettura e comprensione di molte questioni dibattute quando si parla di riforme dell’istruzione. / this research provides a comprehensive introduction to the field of education policies in the United States. Blending together theoretical analysis and practical examples, it examines the main variables (history, economy, demographics, political structures, ideologies, values, political culture) that influence the policy environment. What social and economic needs does the U.S. education system cater to? What sociocultural factors, pressing historical circumstances, political choices and actions and beliefs (independent) underlie the current education reforms? What are the implications of the shift of power over education policy from the school and local levels to the federal and state levels? Current issues such as charter schools, high-stakes testing, standards-based reform, and school choice are analyzed in retrospective and perspective using a policy research approach to public problems and policy alternatives. Almost unknown to Italian educational experts, particularly in academia, policy research can expand our general understanding and knowledge about problems and choices when education reform is under discussion.

La réforme de la fonction publique de 1908 constitue un moment décisif dans le développement de l’appareil étatique canadien. En effet, elle rejette un système jusque-là fondé sur le favoritisme, pour introduire les principes du mérite, de l’indépendance et de la neutralité des fonctionnaires, principes qui régissent encore aujourd'hui la fonction publique canadienne. Ces changements se produisent à la suite d’une longue réflexion sur la nature de la fonction publique, amorcée au cours de la seconde moitié du XIXe siècle, qui trouve largement écho dans le monde anglo-américain, mais qui s’est souvent butée à l'intérêt des politiciens pour le statu quo. Même si les grandes idées de réforme de la fonction publique sont connues, voire acceptées par certains dès les années 1870, ce n’est qu’à la suite du dépôt du rapport de la commission royale d’enquête de 1907-1908 que les politiciens y acquiescent en pratique et entreprennent des changements majeurs, en 1908. Le mémoire s’intéresse plus précisément à cette commission royale d’enquête de 1907-1908 et à la réforme législative qui s'ensuit, en 1908, épisode méconnu de l'histoire politique canadienne et assez peu documenté. L’étude cherche tout d’abord à déterminer le contexte politique et idéologique présidant à la création de cette commission d’enquête, puis en examine les travaux en profondeur afin de démontrer comment ses constats et recommandations ont poussé le gouvernement canadien à réformer la fonction publique et les principes directeurs qui en guident l'action. Cela fait, nous analyserons les différents éléments de la réforme elle-même, dans le but de voir comment elle rompt avec les conceptions qu'on entretient jusque-là et comment elle s’inscrit dans un nouveau cadre idéologique, produit d’une vision libérale de l’État. / The 1908 reform of the civil service marked a turning point in the development of the Canadian State, as it rejected a system based until then on patronage and introduced the principles of merit, independence and neutrality of civil servants, principles that remain grounding forces of today’s civil service. These changes occurred after a long reflection over the nature of the civil service. Such reflection, which resonates with the Anglo-American world, took place over the course of the latter half of the 19th century, though it was often obstructed by a politically favoured status quo. Although ideas for reforming the civil service were put forward by some as early as in the 1870s, it is only with the report of the Royal Commission of Inquiry 1907-1908 that politicians were finally willing to undertake a comprehensive reform, in 1908. Our thesis focuses on this Royal Commission of Inquiry and on the legislative reform that followed, in 1908, events that have drawn little attention from political historians and are rather underdocumented. Our first aim is to explain the political and ideological context surrounding the creation of this commission. We then analyze how it came to its observations and recommendations, which in turn led the Canadian government to reform the civil service as well as its guiding principles. We then scrutinize the various elements of the reform itself, with a view to showing how it broke free from the beliefs of the time and embraced a new ideological framework, the product of a liberal vision of the State.

This study examined impact of national culture on human resource management (HRM) functioning in present-day Pakistan.

One of the challenges facing education systems worldwide is the motivation of qualified teachers to teach at rural schools. Teaching at rural schools is a challenge as rural areas are characterised by adverse living and working conditions, making qualified teachers prefer living and working at urban schools where conditions are more comfortable. Namibia implemented the financial incentive to motivate qualified teachers to teach at rural schools and improve learner performance. The implementation of the financial incentive in Namibia has received little research attention in establishing its effectiveness. The purpose of this study was to evaluate the effectiveness of the financial incentive on the performance of learners at rural schools, as this performance relates to teacher motivation. To achieve this, a literature study and an empirical investigation were conducted. An interpretivist research paradigm informed the methodology for the study. A mixed-methods research approach, which relied more on a qualitative research design, included a research sample of 28 teachers, five school principals and two education officials. Data were collected through interviews and document analysis. Individual interviews were conducted with education officials and school principals. Focus group interviews were conducted with teachers. Document analysis entailed accessing applicable documents of each research site in the office of the school principal. Textual data were analysed and presented thematically and numeric data were analysed and presented as frequencies and percentages. Key findings established that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools are not properly categorised according to environmental challenges results in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. A revisiting of the implementation of the financial incentive is recommended in order to negate shortcomings and enhance the potential of financial incentive to contribute to improved learner performance as steered by motivated teachers. / Educational Studies / Ph. D. (Education)

The present thesis paper deals - on theoretical level - with the importance and the gradual evolution of dialogicality of man within the context of criminal justice. In Western European cultural environment the image of man as dialogical being has been inspired by the Judeo-Christian tradition, approaching "the man in relationship" as an unlimited and transcendental form of being. In practical terms, a relationship has been perceived as the fundamental precondition in the process of restoration of a man and as an opportunity to re-approach the original absolute form of humanity, which is in harmony with God´s intention. The culturally accepted dialogical image of man has been reflected in shaping the specific form of systems and institutions created by man, including also the system of criminal law and justice, the main objective of which is enforcing justice. In the spirit of that cultural tradition, emphasis is currently laid on protection of and respect for dignity and individual rights and freedoms of man, and, thus, personal participation of the criminal conflict parties in the process of justice is required. Hence, in the persons of the offender and the victim, justice is rather becoming "the justice of dialogue and negotiation" within restorative justice, and it is so within the limits of law so as the participants´ individual needs and interests can be taken care of and obligations resulting from the conflict can be secured, to the maximum possible extent.

Scholarship has tended to depict John Owen as a “Reformed catholic” attempting a synthesis of Reformed principles with a largely Thomist doctrine of God. In this thesis, I argue that this depiction risks losing sight of those aspects of Owen's doctrine of God that are intended to support a distinctly Protestant account of the economy of grace. By an examination of the principles of divine government, I argue that Owen employs the theme of God's “dominion” in order to establish the freedom and gratuity of God's grace, and to resist theologies that might otherwise use the doctrine of creation to structure and norm God's government of creatures. In chapter one, I argue against prevailing readings of Owen's thought that his theology of the divine will is, in fact, “voluntarist” in nature, prioritizing God's will over his intellect in the determination of the divine decree. I show that Owen regards God's absolute dominion as an entailment of his ontological priority over creatures. Chapters two and three examine the character of God's dominion over creatures in virtue of their “two-fold dependence” upon him as both Creator and Lawgiver. Chapter four takes up Owen's theology of God's remunerative justice in the context of his covenant theology. I show here that his doctrine of divine dominion underwrites his critique of merit-theology and attempts to establish the gratuity of that supernatural end to which humans are destined. Finally, in chapter five, I examine the principles of God's mercy, expressed in the work of redemption, where I demonstrate how Owen's conception of divine dominion underwrites the freedom of God in election and his account of particular redemption.

Thermoelectric (TE) materials directly convert heat energy into electrical energy. The conversion efficiency of the TE devices depends on the performance of the materials. The conversion efficiency of available thermoelectric materials and devices is low. Therefore, the development of new materials for improving thermoelectric device performance is a highly essential. As the performance of the TE materials depends on TE figure of merit [zT=S2P T ] which consist of three material properties such as Seebeck coefficient (S), electrical resistivity ( ) and thermal conductivity ( ). Thermoelectric figure of merit can be improved by either increase of power factor or decreasing of thermal conductivity or by both. In the present thesis, Cu based chalcogenide compounds are chosen for the study of thermoelectric properties because of their complex crystal structure, which leads to lower values of thermal conductivity. Also, the power factor of these materials can be tuned by the partial substitution doping. In the present thesis, Cu based chalcogenide compounds quaternary chalcogenide compound (Cu2ZnSnSe4), ternary compounds (Cu2SnSe3 and Cu2GeSe3) and tetrahedrite materials (Cu12Sb4S13) have been prepared by solid state synthesis. The prepared compounds are characterized by XRD for the phase identification, Raman Spectroscopy used as complementary technique for XRD, SEM for surface morphology and EPMA for the phase purity and elemental composition analysis respectively. For the evaluation of zT, thermoelectric properties of all the samples have been studied by measuring Seebeck coefficient, resistivity and thermal diffusivity. In the chapter 1, a brief introduction about thermoelectricity and its effects is discussed. Thermoelectric materials parameters such as electrical resistivity, Seebeck coefficient and thermal conductivity for different class of materials are mentioned. The selection of thermoelectric materials and the motivation for choosing the Cu based chalcogenide compounds for thermoelectric applications are discussed. In chapter 2, the details of the experiments carried out for Cu based chalcogenide compounds are presented. In chapter 3, the effect on thermoelectric properties by the cation substitution on quaternary chalcogenide compound Cu2+xZnSn1 xSe4 (0, 0.025, 0.05, 0.075, 0.1, 0.125, and 0.15) is studied. The electrical resistivity of all the samples decreases with an increase in Cu content except for Cu21ZnSn09Se4, most likely due to a higher content of the ZnSe. All the samples showed positive Seebeck coefficients indicating that holes are the majority charge carriers. The thermal conductivity of doped samples was higher as compared to Cu2ZnSnSe4 and this may be due to the larger electronic contribution and the presence of the ZnSe phase in the doped samples. The maximum zT = 0.23 at 673 K is obtained for Cu205ZnSn095Se4. In chapter 4, the effect of multi{substitution of Cu21ZnSn1 xInxSe4 (0, 0.05, 0.075, and 0.1) on transport properties were studied. The Rietveld powder X-ray diffraction data accompanied by electron probe microanalysis (EPMA) and Raman spectra of all the samples con firmed the formation of a tetragonal kesterite structure. The electrical resistivity of all the samples exhibits metallic-like behavior. The positive values of the Seebeck coefficient and the Hall coefficient reveal that holes are the majority charge carriers. The co-doping of copper and indium leads to a significant increase of the electrical resistivity and the Seebeck coefficient as a function of temperature above 650 K. The thermal conductivity of all the samples decreases with increasing temperature. Lattice thermal conductivity is not significantly modified as the doping content may infer negligible mass fluctuation scattering for copper zinc and indium tin substitution. Even though, the power factors (S2 ) of indium-doped samples Cu21ZnSn1 xInxSe4 (x=0.05, 0.075) are almost the same, the maximum zT=0.45 at 773 K was obtained for Cu21Zn09Sn0925In0075Se4 due to its smaller value of thermal conductivity. In chapter 5, thermoelectric properties of Zn doped ternary compounds Cu2ZnxSn1 xSe3 (x = 0, 0.025, 0.05, 0.075) were studied. The undoped com\pound showed a monoclinic crystal structure as a major phase, while the doped compounds showed a cubic crystal structure confirmed by powder XRD (X-Ray Diffraction). The electrical resistivity decreased up to the samples with Zn content x=0.05 in Cu2ZnxSn1 xSe3, and slightly increased in the sample Cu2Zn0075Sn0925Se3 . This behavior is consistent with the changes in the carrier concentration confirmed by room temperature Hall coefficient data. Temperature dependent electrical resistivity of all samples showed heavily doped semiconductor behavior. All the samples exhibit positive Seebeck coefficient (S) and Hall coefficient indicating that the majority of the carriers are holes. A linear increase in Seebeck coefficient with increase in temperature indicates the degenerate semiconductor behavior. The total thermal conductivity of the doped samples increased with a higher amount of doping, due to the increase in the carrier contribution. The total and lattice thermal conductivity of all samples decreased with increasing of temperature, which points toward the dominance of phonon scattering at high temperatures. The maximum zT = 0.34 at 723 K is obtained for the sample Cu2SnSe3 due to a low thermal conductivity compared to the doped samples. In chapter 6, thermoelectric properties of Cu2Ge1 xInxSe3 (x = 0, 0.05, 0.1, 0.15) compounds is studied. The powder X-ray diffraction pattern of the undoped sample revealed an orthorhombic phase. The increase in doping content led to the appearance of additional peaks related to cubic and tetragonal phases along with the orthorhombic phase. This may be due to the substitutional disorder created by indium doping. The electrical resistivity ( ) systematically decreased with an increase in doping content, but increased with the temperature indicating a heavily doped semiconductor behavior. A positive Seebeck coefficient (S) of all samples in the entire temperature range reveal holes as predominant charge carriers. Positive Hall coefficient data for the compounds Cu2Ge1 xInxSe3 (x= 0, 0.1) at room temperature (RT) con rm the sign of Seebeck coefficient. The trend of as a function of doping content for the samples Cu2Ge1 xInxSe3 with x = 0 and 0.1 agrees with the measured charge carrier density calculated from Hall data. The total thermal conductivity increased with rising doping content, attributed to an increase in carrier thermal conductivity. The thermal conductivity decreases with increasing temperature, which indicates the dominance of Umklapp phonon scattering at elevated temperatures. The maximum thermoelectric figure of merit (zT) = 0.23 at 723 K was obtained for Cu2In01Ge09Se3. In chapter 7, thermoelectric properties of Cu12 xMn1 xSb4S13 (x = 0, 0.5, 1.0, 1.5, 2.0) samples were studied. The Rietveld powder XRD pattern and Electron Probe Micro Analysis revealed that all the Mn substituted samples showed a single tetrahedrite phase. The electrical resistivity increased with increasing Mn due to substitution of Mn2+ on the Cu1+ site. The positive Seebeck coefficient for all samples indicates that the dominant carriers are holes. Even though the thermal conductivity decreased as a function of increasing Mn, the thermoelectric figure of merit (zT) decreased, because the decrease of the power factor is stronger than the decrease of the thermal conductivity. The maximum zT = 0.76 at 623 K is obtained for Cu12Sb4S13. In chapter 8, the summary and conclusion of the present work is presented.