The aim of this study is to gain insight into the leadership processes and dynamics operative in the early Pauline churches. The study is based on Paul’s Early Letters (i.e. 1 & 2 Thessalonians, Galatians, 1 & 2 Corinthians, and Romans) and uses a combination of socio-historical and exegetical approaches. The idea that leadership in the early Pauline churches was determined by wealth, social status, and patronage is prominent in the literature, and is examined in detail. Recent research on the economic stratification of first-century Graeco-Roman society challenges the idea that leadership in the early Pauline churches was exercised by wealthy patrons. It can be observed in the Early Letters that Paul’s leadership role was the most prominent one, and that other leaders, both local and itinerant, were regarded as his coworkers. The study therefore examines Paul’s thinking about his own leadership role, especially his ministry aims and methods. Two aims stand out: (a) that believers appear blameless at the return of Christ; and (b) that the body of Christ be built up. Paul saw himself as an apostle and as God’s coworker; he was convinced that the gospel, as God’s power for salvation, received through faith, was the means by which these aims would be accomplished. Therefore his ministry was first and foremost a ministry of the gospel which aimed to establish people in faith. Passages relating to Paul’s coworkers show that they were ministers of the gospel in their own right, and that they shared in all aspects of Paul’s ministry except those pertaining specifically to his apostleship. Paul often refers to his ministry as a grace that he has received from God. The ministry of others is similarly understood in terms of grace (Rom 12:3-6). This observation leads to a study of divine equipping in the ministry of Paul and his coworkers. I conclude that, for Paul, the work of the Holy Spirit in empowering leaders and making their work effective was fundamental to authentic ministry/leadership. Finally, theoretical perspectives from leadership studies and social psychology are used to bring conceptual unity to the exegetical results. A definition of leadership is formulated and the wellknown power/interaction model of French and Raven is adapted and used to analyse leadership in the early Pauline churches. The aim is to understand both theological and socio-historical aspects of leadership and how they interacted in the early Pauline communities. I conclude that leadership in these communities entailed a social process in which the most important forms of influence were spiritual and empowering. A local leadership role had begun to develop, but was not yet formalized into an official structure. Overall, I conclude that the gospel of Jesus Christ, as God’s power for the salvation of all who believe, was the central dynamic of leadership in the early Pauline churches. / PhD (New Testament), North-West University, Potchefstroom Campus, 2014

I vacillate between all extremes, beauty vs. ugly, internal vs. external, micro vs. macro. It is these disparate notions that inspire what I make. We cannot ever see ourselves objectively, but does that mean we shouldn’t try? This thesis is my attempt to dissect what I created in my 2 years at Virginia Commonwealth University, my exploration of the illness within and the psychological nature of how we go about hiding our insecurities.

The aim of this study is to gain insight into the leadership processes and dynamics operative in the early Pauline churches. The study is based on Paul’s Early Letters (i.e. 1 & 2 Thessalonians, Galatians, 1 & 2 Corinthians, and Romans) and uses a combination of socio-historical and exegetical approaches. The idea that leadership in the early Pauline churches was determined by wealth, social status, and patronage is prominent in the literature, and is examined in detail. Recent research on the economic stratification of first-century Graeco-Roman society challenges the idea that leadership in the early Pauline churches was exercised by wealthy patrons. It can be observed in the Early Letters that Paul’s leadership role was the most prominent one, and that other leaders, both local and itinerant, were regarded as his coworkers. The study therefore examines Paul’s thinking about his own leadership role, especially his ministry aims and methods. Two aims stand out: (a) that believers appear blameless at the return of Christ; and (b) that the body of Christ be built up. Paul saw himself as an apostle and as God’s coworker; he was convinced that the gospel, as God’s power for salvation, received through faith, was the means by which these aims would be accomplished. Therefore his ministry was first and foremost a ministry of the gospel which aimed to establish people in faith. Passages relating to Paul’s coworkers show that they were ministers of the gospel in their own right, and that they shared in all aspects of Paul’s ministry except those pertaining specifically to his apostleship. Paul often refers to his ministry as a grace that he has received from God. The ministry of others is similarly understood in terms of grace (Rom 12:3-6). This observation leads to a study of divine equipping in the ministry of Paul and his coworkers. I conclude that, for Paul, the work of the Holy Spirit in empowering leaders and making their work effective was fundamental to authentic ministry/leadership. Finally, theoretical perspectives from leadership studies and social psychology are used to bring conceptual unity to the exegetical results. A definition of leadership is formulated and the wellknown power/interaction model of French and Raven is adapted and used to analyse leadership in the early Pauline churches. The aim is to understand both theological and socio-historical aspects of leadership and how they interacted in the early Pauline communities. I conclude that leadership in these communities entailed a social process in which the most important forms of influence were spiritual and empowering. A local leadership role had begun to develop, but was not yet formalized into an official structure. Overall, I conclude that the gospel of Jesus Christ, as God’s power for the salvation of all who believe, was the central dynamic of leadership in the early Pauline churches. / PhD (New Testament), North-West University, Potchefstroom Campus, 2014

La présente thèse aborde les enjeux liés à la traduction de poèmes rédigés dans un style classique, tels que ceux rédigés au XIXe siècle par exemple. Le cadre de cette étude porte sur les langues française et anglaise, et l’argumentaire se fonde sur le Raven d’Edgar Allan Poe et cinq de ses traductions, produites par Charles Baudelaire, Stéphane Mallarmé, Maurice Rollinat, Paul Laurendeau et moi-même. D’abord, j’aborde les liens existant entre ces cinq traductions et quatre théories prescriptives de la traduction qui décrivent précisément les principes qui régissent les manières de traduire auxquelles nous (les cinq traducteurs de l’œuvre à l’étude) avons eu recours. Je souligne l’importance d’une traduction le plus près possible du discours (tel que le conçoit Henri Meschonnic) et des effets phonétiques présents dans l’œuvre source. Ensuite, je retrace l’histoire du Raven et analyse 12 segments témoin qui serviront de points de repère pour l’analyse. Enfin, j’analyse les cinq traductions en confrontant les 12 segments témoin aux passages qui leur correspondent dans chacune des traductions. En traduction poétique, il importe de s’attacher au discours, au rythme, aux figures de style, à la sémantique et aux réseaux phonétiques contenus dans l’œuvre source, tout en modifiant sa structure de strophe le moins possible. Ce faisant, la tension interne du poème est conservée, car la très grande majorité des composantes de l’œuvre originale est rendue dans le poème cible. Poème cible constitue un aspect important de la présente thèse, puisqu’il est primordial de créer, dans la langue d’arrivée, un poème qui réponde aux mêmes critères, aux mêmes exigences de qualité que la poésie classique. Cette conception de la tâche d’un traducteur-poète se trouve cristallisée dans la traduction que j’ai faite du Raven. Enfin, dans l’annexe se trouvent le Raven de Poe et les cinq traductions que j’ai mentionnées au premier paragraphe du présent résumé.

My research was focused on greater sage-grouse (Centrocercus urophasianus; hereafter "sage-grouse") nest-site selection, nest success, and hen survival in relation to avian predators. The trade-off between using habitat and avoiding predators is a common decision for prey species including sage-grouse. In Chapter 2, I compared avian predator densities at sage-grouse nest and brood locations to random locations. Sage-grouse were located where densities of small, medium, and large avian predators were 65-68% less than random locations. The effects of anthropogenic and landscape features on habitat use of sage-grouse hens have not been evaluated relative to avian predator densities. In Chapter 3, I compared anthropogenic and landscape features and avian predator densities among sage-grouse locations (nest, early-brood, late-brood) and random locations. I found sage-grouse hens chose locations with lower avian predator densities compared to random locations, and selected locations farther away from anthropogenic and landscape features. Depredation of sage-grouse nests can be an influential factor limiting their productivity. Predator removal has been simultaneously proposed and criticized as a potential mitigation measure for low reproductive rates of sage-grouse. In Chapter 4, I hypothesized that sage-grouse nest success would be greater in areas where Wildlife Services lowered common raven (Corvus corax: hereafter "raven") density. I found that Wildlife Services decreased raven density by 61% during 2008-2011 but I did not detect a direct improvement to sage-grouse nest success. However, sage-grouse nest success was 22% when ravens were detected within 550 m of a sage-grouse nest and 41% when no raven was detected within 550 m. In Chapter 5, I assessed interactive effects of corvid densities relative to anthropogenic and landscape features on sage-grouse nest success. I found that sage-grouse nest success was positively correlated with rugged habitat. Survival of breeding-age birds is the most important demographic parameter driving sage-grouse abundance. In Chapter 6, I evaluated the effect of raptor densities, proximity to anthropogenic and landscape features, and hen behavior on survival of sage-grouse hens. I found that sage-grouse hen survival was negatively correlated with golden eagle (Aquila chrysaetos) density, proximity to anthropogenic and landscape features, and hen parental investment (nesting and brood-rearing).

With increasing focus on climate change more research for net-zero emission are being made in the aviation industry.This project focuses on electric propulsion on a unmanned aerial vehicle (UAV) with a blended wing body (BWB) design. More specifically finding a solution for a propulsion system using electric ducted fan (EDF) engines for a scaled version of the KTH Aerospace project Green Raven. The system consists of a powerplant and power supply i.e engine(s) and a sufficient battery package. The goal is to find a solution to power this 7 kg aerial vehicle for 60 minutes with a consistent cruising speed of 30 m/s. To accomplish this an understanding of thrust and drag profile is essential in order to determine the requirements for the EDFs. Understanding the limitations of the scaled Green Raven is also necessary in order to provide a feasible solution for power supply. The result is to use 2x 50 mm EDF engines providing a total thrust of 16.7 Newtons that is integrated in the main body. To supply these engines two battery sets (one per EDF) composed of three different battery types have been chosen, giving a total capacity of 24 000 mAh for one hour flight time. This propulsion setup fulfils the requirements, though not without flaws because of the choice of integrating the EDFs. An alternative solution would be having the engines externally mounted in order to free up the space in the body for more efficient batteries.

In the field of nuclear energy, ensuring the safety of reactors is a top priority. Traditional safety assessments rely on static models that do not fully capture the complexity of real-world accidents. To address this, a new method called Dynamic Probabilistic Safety Assessment (D-PSA) is being developed and applied to modern nuclear reactor designs. D-PSA enhances safety analysis by dynamically simulating how reactor systems interact and evolve during accident scenarios, providing more accurate risk assessments. This work focuses on applying D-PSA to CANDU reactors, a type of nuclear power plant used in Canada and around the world. CANDU reactors have unique features, such as using heavy water as a coolant and moderator, making safety analysis particularly complex. By applying D-PSA to potential CANDU reactor accidents, system behaviour can be modeled more realistically, including how operators and safety systems respond in real time. In parallel, the research also explores the validation of thermal-hydraulic codes—software used to simulate fluid flow and heat transfer in nuclear reactors. For this purpose, the thermal-hydraulic code ASYST4.1 is applied to assess the behavior of small modular reactors (SMRs), a new generation of nuclear reactors designed to be smaller, safer, and more flexible. By validating this code for SMRs, researchers can improve the accuracy of simulations in future studies. The combination of D-PSA with thermal-hydraulic code validation offers a powerful approach to improving nuclear safety. In future research, using both methods together will provide better insights into how reactors behave during accidents and help develop more robust safety measures. This work aims to advance nuclear safety methodologies for both existing reactors like CANDU and future designs like SMRs, ensuring safer and more reliable energy generation. / Thesis / Doctor of Philosophy (PhD) / Ensuring the safety of nuclear reactors is critical, and traditional methods often fall short in capturing real-world accident complexities. This research applies Dynamic Probabilistic Safety Assessment (D-PSA) to CANDU reactors, enhancing the accuracy of risk analysis by dynamically modeling how reactor systems respond during accidents. CANDU reactors, widely used in Canada, have unique features that make safety analysis challenging, and D-PSA provides more realistic insights into potential accident scenarios. Additionally, the study focuses on validating the thermal-hydraulic code ASYST4.1 for small modular reactors (SMRs), a new generation of smaller, safer nuclear reactors. Accurate modeling of fluid flow and heat transfer is crucial for SMR safety assessment. By combining D-PSA with thermal-hydraulic code validation, this research offers a more comprehensive approach to improving nuclear safety for both current reactors like CANDU and future designs like SMRs, ensuring more reliable and secure energy generation.

O ato de ler é, em larga medida, determinado pelo funcionamento da Memória de Trabalho de um indivíduo, dado que esse mecanismo cerebral encarrega-se de reter na memória as informações que são processadas pouco a pouco a fim de conferir sentido ao texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). Assim, a presente pesquisa buscou investigar o papel de diferentes tipos de experiência linguística na relação entre alcance de Memória de Trabalho e compreensão leitora. O desenvolvimento da investigação contou com a singularidade dos grupos linguísticos testados, a saber, falantes monolíngues de português, bilíngues de casa (que adquiriram uma língua de imigração na infância, simultaneamente ao português), bilíngues de curso (que adquiriram inglês em contexto de ensino formal, posteriormente à aquisição do português) e trilíngues (que usam, além da língua portuguesa, uma língua adquirida de modo concomitante na infância e outra adquirida depois dessa, em contexto formal de ensino). Para tanto contamos com 67 participantes, aprendizes de espanhol, meninos e meninas entre 15 e 18 anos, estudantes do Ensino Médio de uma escola pública federal no interior do RS. Todos foram submetidos a três tarefas que mediam: a capacidade da Memória de Trabalho (BAMT-UFMG, 2001: conjunto verbal), o coeficiente de Inteligência (Teste de Matrizes Progressivas ou Teste de Raven) e a compreensão de texto (Teste de Leitura, adaptado de Walter, 2007). A compreensão foi avaliada levando-se em consideração os seguintes critérios: língua do texto (espanhol e português); tipos de anomalia (principal, remota e subsidiária); e tamanho do texto (100 e 300 palavras). Os resultados indicam a existência de uma correlação entre as tarefas que medem a capacidade da Memória de Trabalho (BAMT-UFMG) e a compreensão textual (Teste de Leitura). Além disso, foi observado que as leituras foram mais acuradas em língua materna e em textos mais curtos. Nesse sentido, a Memória de Trabalho parece ter contribuído, ainda que moderadamente, no desempenho dos participantes no Teste de Leitura. / El acto de leer es, en gran escala, determinado por el funcionamiento de la Memória de Trabajo de un individuo, dado que ese mecanismo cerebral se ocupa de retener en la memoria las informaciones que se procesan poco a poco a fin de darle sentido al texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). En este contexto, el presente estudio quiso investigar el papel de diferentes tipos de experiencia lingüística en la relación entre el alcance de la Memoria de Trabajo y la comprensión lectora. El desarrollo de este trabajo se revela singular en cuanto a los grupos lingüísticos investigados, que fueron: hablantes monolingües de portugués, bilingües de casa (que adquirieron una lengua de inmigración en la infancia, simultáneamente al portugués), bilingües de curso (que adquirieron el inglés en un contexto de enseñanza formal, posteriormente a la adquisición del portugués) y trilingües (que usan, además de la lengua portuguesa, una lengua adquirida de manera concomitante en la infancia y otra adquirida después de esa, en un contexto formal de enseñanza). Para eso, se seleccionó 67 participantes, aprendices de español, chicos y chicas entre 15 y 18 años, estudiantes de la secundaria de una escuela pública de la federación brasileña, ubicada en el interior de la provincia de Rio Grande do Sul. Todos realizaron tres tareas que medían: la capacidad de la Memoria de Trabajo (BAMT-UFMG, 2001: conjunto verbal), el coeficiente de Inteligencia (Teste de Matrizes Progressivas o Teste de Raven) y la comprensión textual (Teste de Leitura, adaptado de Walter, 2007), ésta considerada desde tres criterios: lengua del texto (español y portugués); tipos de anomalía (principal, remota y subsidiaria); y tamaño del texto (100 y 300 palabras). Los resultados indican la existencia de correlación entre las tareas que miden la capacidad de Memoria de Trabajo (BAMT-UFMG) y la comprensión textual (Teste de Leitura). Además, se observó que las lecturas fueron más correctas en la lengua materna y en los textos cortos. En este sentido, la Memoria de Trabajo parece haber contribuido, aunque moderadamente, en el desarrollo de los participantes en el „Teste de Leitura‟.

O ato de ler é, em larga medida, determinado pelo funcionamento da Memória de Trabalho de um indivíduo, dado que esse mecanismo cerebral encarrega-se de reter na memória as informações que são processadas pouco a pouco a fim de conferir sentido ao texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). Assim, a presente pesquisa buscou investigar o papel de diferentes tipos de experiência linguística na relação entre alcance de Memória de Trabalho e compreensão leitora. O desenvolvimento da investigação contou com a singularidade dos grupos linguísticos testados, a saber, falantes monolíngues de português, bilíngues de casa (que adquiriram uma língua de imigração na infância, simultaneamente ao português), bilíngues de curso (que adquiriram inglês em contexto de ensino formal, posteriormente à aquisição do português) e trilíngues (que usam, além da língua portuguesa, uma língua adquirida de modo concomitante na infância e outra adquirida depois dessa, em contexto formal de ensino). Para tanto contamos com 67 participantes, aprendizes de espanhol, meninos e meninas entre 15 e 18 anos, estudantes do Ensino Médio de uma escola pública federal no interior do RS. Todos foram submetidos a três tarefas que mediam: a capacidade da Memória de Trabalho (BAMT-UFMG, 2001: conjunto verbal), o coeficiente de Inteligência (Teste de Matrizes Progressivas ou Teste de Raven) e a compreensão de texto (Teste de Leitura, adaptado de Walter, 2007). A compreensão foi avaliada levando-se em consideração os seguintes critérios: língua do texto (espanhol e português); tipos de anomalia (principal, remota e subsidiária); e tamanho do texto (100 e 300 palavras). Os resultados indicam a existência de uma correlação entre as tarefas que medem a capacidade da Memória de Trabalho (BAMT-UFMG) e a compreensão textual (Teste de Leitura). Além disso, foi observado que as leituras foram mais acuradas em língua materna e em textos mais curtos. Nesse sentido, a Memória de Trabalho parece ter contribuído, ainda que moderadamente, no desempenho dos participantes no Teste de Leitura. / El acto de leer es, en gran escala, determinado por el funcionamiento de la Memória de Trabajo de un individuo, dado que ese mecanismo cerebral se ocupa de retener en la memoria las informaciones que se procesan poco a poco a fin de darle sentido al texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). En este contexto, el presente estudio quiso investigar el papel de diferentes tipos de experiencia lingüística en la relación entre el alcance de la Memoria de Trabajo y la comprensión lectora. El desarrollo de este trabajo se revela singular en cuanto a los grupos lingüísticos investigados, que fueron: hablantes monolingües de portugués, bilingües de casa (que adquirieron una lengua de inmigración en la infancia, simultáneamente al portugués), bilingües de curso (que adquirieron el inglés en un contexto de enseñanza formal, posteriormente a la adquisición del portugués) y trilingües (que usan, además de la lengua portuguesa, una lengua adquirida de manera concomitante en la infancia y otra adquirida después de esa, en un contexto formal de enseñanza). Para eso, se seleccionó 67 participantes, aprendices de español, chicos y chicas entre 15 y 18 años, estudiantes de la secundaria de una escuela pública de la federación brasileña, ubicada en el interior de la provincia de Rio Grande do Sul. Todos realizaron tres tareas que medían: la capacidad de la Memoria de Trabajo (BAMT-UFMG, 2001: conjunto verbal), el coeficiente de Inteligencia (Teste de Matrizes Progressivas o Teste de Raven) y la comprensión textual (Teste de Leitura, adaptado de Walter, 2007), ésta considerada desde tres criterios: lengua del texto (español y portugués); tipos de anomalía (principal, remota y subsidiaria); y tamaño del texto (100 y 300 palabras). Los resultados indican la existencia de correlación entre las tareas que miden la capacidad de Memoria de Trabajo (BAMT-UFMG) y la comprensión textual (Teste de Leitura). Además, se observó que las lecturas fueron más correctas en la lengua materna y en los textos cortos. En este sentido, la Memoria de Trabajo parece haber contribuido, aunque moderadamente, en el desarrollo de los participantes en el „Teste de Leitura‟.

O ato de ler é, em larga medida, determinado pelo funcionamento da Memória de Trabalho de um indivíduo, dado que esse mecanismo cerebral encarrega-se de reter na memória as informações que são processadas pouco a pouco a fim de conferir sentido ao texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). Assim, a presente pesquisa buscou investigar o papel de diferentes tipos de experiência linguística na relação entre alcance de Memória de Trabalho e compreensão leitora. O desenvolvimento da investigação contou com a singularidade dos grupos linguísticos testados, a saber, falantes monolíngues de português, bilíngues de casa (que adquiriram uma língua de imigração na infância, simultaneamente ao português), bilíngues de curso (que adquiriram inglês em contexto de ensino formal, posteriormente à aquisição do português) e trilíngues (que usam, além da língua portuguesa, uma língua adquirida de modo concomitante na infância e outra adquirida depois dessa, em contexto formal de ensino). Para tanto contamos com 67 participantes, aprendizes de espanhol, meninos e meninas entre 15 e 18 anos, estudantes do Ensino Médio de uma escola pública federal no interior do RS. Todos foram submetidos a três tarefas que mediam: a capacidade da Memória de Trabalho (BAMT-UFMG, 2001: conjunto verbal), o coeficiente de Inteligência (Teste de Matrizes Progressivas ou Teste de Raven) e a compreensão de texto (Teste de Leitura, adaptado de Walter, 2007). A compreensão foi avaliada levando-se em consideração os seguintes critérios: língua do texto (espanhol e português); tipos de anomalia (principal, remota e subsidiária); e tamanho do texto (100 e 300 palavras). Os resultados indicam a existência de uma correlação entre as tarefas que medem a capacidade da Memória de Trabalho (BAMT-UFMG) e a compreensão textual (Teste de Leitura). Além disso, foi observado que as leituras foram mais acuradas em língua materna e em textos mais curtos. Nesse sentido, a Memória de Trabalho parece ter contribuído, ainda que moderadamente, no desempenho dos participantes no Teste de Leitura. / El acto de leer es, en gran escala, determinado por el funcionamiento de la Memória de Trabajo de un individuo, dado que ese mecanismo cerebral se ocupa de retener en la memoria las informaciones que se procesan poco a poco a fin de darle sentido al texto (DANEMAN e CARPENTER, 1980; JUST e CARPENTER, 1992; DANEMAN e MERIKLE, 1996). En este contexto, el presente estudio quiso investigar el papel de diferentes tipos de experiencia lingüística en la relación entre el alcance de la Memoria de Trabajo y la comprensión lectora. El desarrollo de este trabajo se revela singular en cuanto a los grupos lingüísticos investigados, que fueron: hablantes monolingües de portugués, bilingües de casa (que adquirieron una lengua de inmigración en la infancia, simultáneamente al portugués), bilingües de curso (que adquirieron el inglés en un contexto de enseñanza formal, posteriormente a la adquisición del portugués) y trilingües (que usan, además de la lengua portuguesa, una lengua adquirida de manera concomitante en la infancia y otra adquirida después de esa, en un contexto formal de enseñanza). Para eso, se seleccionó 67 participantes, aprendices de español, chicos y chicas entre 15 y 18 años, estudiantes de la secundaria de una escuela pública de la federación brasileña, ubicada en el interior de la provincia de Rio Grande do Sul. Todos realizaron tres tareas que medían: la capacidad de la Memoria de Trabajo (BAMT-UFMG, 2001: conjunto verbal), el coeficiente de Inteligencia (Teste de Matrizes Progressivas o Teste de Raven) y la comprensión textual (Teste de Leitura, adaptado de Walter, 2007), ésta considerada desde tres criterios: lengua del texto (español y portugués); tipos de anomalía (principal, remota y subsidiaria); y tamaño del texto (100 y 300 palabras). Los resultados indican la existencia de correlación entre las tareas que miden la capacidad de Memoria de Trabajo (BAMT-UFMG) y la comprensión textual (Teste de Leitura). Además, se observó que las lecturas fueron más correctas en la lengua materna y en los textos cortos. En este sentido, la Memoria de Trabajo parece haber contribuido, aunque moderadamente, en el desarrollo de los participantes en el „Teste de Leitura‟.