Cette recherche se propose de mettre en exergue la place du péché dans les discours déclinés dans le duché de Bretagne du XIIe au début du XVIe siècle. Elle se fonde aussi bien sur les sources écrites (productions pastorales,textes normatifs de l’Église et l’État breton, oeuvres littéraires et moralisantes de la cour ducale) que sur l’iconographie, à travers les sculptures de l’époque romane et de la fin du Moyen Âge.Le péché y apparaît comme une clef de compréhension du monde et de son évolution : présenté comme une causalité historique majeure depuis le début de l’humanité, son instrumentalisation permet de représenter lesvices de l’altérité, liée à l’ethnie ou à la religion, d’appréhender les identités collectives de tout ordre (professionnelles, de classe, d’ordre, de genre), en même temps qu’il rappelle la place de l’individu dans la société. L’association constante des dominés avec les péchés du corps, ainsi que la mise en place d’une véritable géopolitique des princes « pécheurs » ennemis de la Bretagne (cupides, paresseux, homosexuels…), ne sont que deux exemples d’une utilisation socio-Politique des vices.Instrument de culpabilisation issu de la morale chrétienne, le recours massif au péché dans les discours dominants en Bretagne est d’abord lié à la réforme « grégorienne » du XIIe siècle, avant que les lettrés de la courducale des Montfort ne s’approprient ces discours pour légitimer le pouvoir de leur prince. Dans tous les cas, le péché s’impose comme un vecteur essentiel dans l’effort de normalisation morale de la société et du pouvoir au Moyen Âge / This research aims to highlight the place of sin in discourses in the Duchy of Brittany from the 12th to the early 16th century. The study is based on both written and iconographical sources (pastoral care production, normative documents of the Church and the State Breton, literary and moralistic works of the ducal court, sculptures from Romanesque period and late Middle Ages).Sin appears to be a key to understanding the world and its evolution : it is a major historical causality since the beginning of mankind ; it serves the representation of the ethnic or religious otherness ; it is an useful device to apprehend collective identities of any kind (professional, class, order, or gender identities) ; finally, it establishes the place of the individual in society. The recurring association of dominated classes with the sins of the flesh and the appearence of a ‘political geography’ of princes ‘sinners’ enemies of Britain (greedy, lazy, homosexual...) are two examples of a such socio-Political use of vices.As an instrument of guilt trip from Christian morality, the massive use of sin in the dominant discourses in Britain come up from the "Gregorian" reform of the twelfth century. Later, the scholars of the ducal court of Montfort begin to use these discourses to legitimize the power of their prince. In both cases, sin becomes a powerful agent in theeffort to moral normalization of society and power in the Middle Ages

The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education policies, such as the National Curriculum Statement Grades R-12. Technology, a relatively new subject in South African schools, provides many opportunities to foster critical thinking skills through, for example, problem solving. Technology offers a wide spectrum of problems – ranging from well-structured to illstructured problems. Well-structured problems are constrained problems with convergent solutions and are the most commonly found problems in schools and universities, but ill-structured problems have multiple possible solutions and solutions paths, which often lead to uncertainty about, for example, the concepts, rules, and principles required to solve the problem. This is particularly true with regard to teaching technology, where there is the added complexity resultant from the designing of solutions (artefacts) to ill-structured problems. This calls for teachers with certain habits of mind, who will be able to nurture a positive disposition toward critical thinking in learners. Facione (2000) points out that engendering the desire to use critical thinking as a means of problem solving prepares the ground for teaching and learning critical thinking skills. Teachers, however, must be willing to use these opportunities to cultivate critical thinking skills in the classroom. While much research has been done on Critical Thinking skills, there is a paucity of literature about teachers’ disposition toward Critical Thinking. This study sought to investigate technology teachers’ disposition toward critical thinking with reference to their habits of mind. Profiling technology teachers’ disposition toward critical thinking can enhance our understanding of the extent to which they are positively or negatively disposed toward critical thinking (CT) in terms of their habits of mind. Such understanding can inform, inter alia, teacher training and curricula in order to reciprocally enhance critical thinking skills and the required habits of mind needed to teach technology The study used a survey design to investigate South African Technology teachers’ disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were invited via an email to participate in the study in which standard ethical protocols were followed. A link in the email directed the participants to an online survey collecting data with 42 statements. Participants were asked to rate their level of agreement with each statement on a six-point scale. The statements were derived from the seven habits of mind as identified by Facione. These are: Self-confidence, Inquisitiveness, Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of Judgment. Half of the statements were formulated to express a clearly favourable disposition toward CT, while the other half were framed to be clearly unfavourable. The frequency of responses in terms of each scale for each statement was counted in order to reveal trends regarding their habits of mind. The research findings reveal that this sample seems to be positively disposed toward CT. The habits of mind that recorded the highest scores were Self-confidence, Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores were Open-mindedness and Maturity of Judgment. Females outperformed males in four of the seven habits of mind. Male and female participants scored an equal balance percentage toward Self-confidence and male participants outperformed females in Truth-seeking and Analyticity. Further research is needed to investigate how the disposition and practice of technology teachers encourage critical thinking skills in the classroom. / Dissertation (MEd)--University of Pretoria 2019. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

京都大学 / 0048 / 新制・論文博士 / 博士(農学) / 乙第13146号 / 論農博第2852号 / 新制||農||1056(附属図書館) / 学位論文||H30||N5093(農学部図書室) / (主査)教授 植田 和光, 教授 加納 健司, 教授 三芳 秀人 / 学位規則第4条第2項該当 / Doctor of Agricultural Science / Kyoto University / DFAM

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A dissertation submitted to the Faculty of McMaster Divinity College in partial fulfilment ofthe requirements for the degree of Doctor of Practical Theology / Board members and pastors in Canadian Protestant churches need a stronger theological foundation for the practice of evaluating what “success” means for the local church. The Canadian church exists in a post-Christendom context where significant shifts have taken place relative to its perceived value and prominence in Canadian culture, which has sparked new interest in examining ministry fruitfulness. Within this context, the skill of conducting a theologically sound organizational evaluation will become a critical practice. This practical theology project follows the methodology of Richard Osmer, giving prominence to practice-led research as an over-arching paradigm. Empirical research, biblical interpretation, and theological reflection are key features ofthis project, which the researcher approached from the perspective of a consultant to church board leaders. Primary research was conducted among pastors and board members of Canadian Protestant churches to provide a research-informed understanding of evaluation criteria, processes, and tools currently used; theological principles, biblical passages, and spiritual practices that guide the evaluation process; and barriers or obstacles experienced. The messages to the seven churches in Rev 2-3 were used as an evaluation paradigm, which was tested, refined, and validated in research with five case study churches. Within these messages, Christ set out criteria for evaluation as well as an evaluation process methodology. Christ exhorted the seven churches to maintain a faithful witness, practice love, and produce fruitful service. Christ also warned them about the dangers of assimilating with culture as well as the importance of being attentive and diligent about false teachers and influencers within their churches. The evaluation methodology modelled in the literary form ofthe messages provides a Christcentric pathway for ministry evaluation. Christ’s evaluation methodology includes an acknowledgement ofChrist’s sovereignty, a context specific evaluation, an authoritative and aligned evaluation, a balanced approach of commendation and exhortation, a call to action, the practice of discernment, and a focus on the long-term mission of God. / Dissertation / Doctor of Philosophy (PhD)

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Nathaniel Hawthorne's The House of the Seven Gables continuously plays with the idea of narrative authority to explore concepts of class and power within the novel. Since these concepts of class and power are also a central focus of Subaltern Studies, applying some of this body of scholarship to the novel brings into focus these concepts and sheds light on the motivations and types of resistance in the novel. The upper class characters, including the Pyncheons, construct and maintain a narrative based on the declarations of professionals and officials of the state and church. It discusses only the most noble characteristics and events of the upper classes and relies solely on rational, empirical thought. They create this narrative to maintain their authority and dominance. The lower classes, including the Maules, construct an alternate narrative to resist the upper class that is collected and passed down through rumor. Supernatural elements like ghosts and curses figure prominently in this narrative. It is only when the Pyncheon and Maule families begin to listen to and validate multiple narratives that class and power become less important and the reconciliation between families happens.

The college marching band provides students with opportunities that foster student development, defined as the personal growth and identity development of students due to environmental factors in higher education. However, previous research has not focused on the role of college marching band participation in student development. The goal of this study was to broaden the understanding of its student development role, enhance development experiences, and improve culture. A self-administered survey was electronically distributed to band directors through the College Band Directors National Association email list with a request to forward it to current college marching band students. The survey contained two sections: (1) Demographic information, (2) Rating college marching band’s influence on 29 student development goals, using a four-point Likert scale with the choices: strong influence, moderate influence, some influence, and no influence. Chickering and Reisser’s (1993) Seven Vectors of college student development served as a theoretical framework for the creation of goals related to college marching band situations that build and reinforce a student’s identity. Responses were analyzed by comparing groups based on demographic characteristics relevant to the research questions. Results were similar to those of previous research. Women rated college marching band participation’s importance higher than men, older students rated it higher than younger, and more-involved students rated it higher than less-involved students. Participants’ perceptions most resonated with Chickering and Reisser’s (1993) vectors Developing Competence and Developing Purpose, and resonated least with the vector Developing Integrity.

This work presents the experimental study of the flow generated in the wakes of three three-dimensional bumps in the Virginia Polytechnic Institute and State University Boundary Layer Wind Tunnel. The three bumps examined are named bump 1, small bump 3, and large bump 3, and are the same test cases studied by Byun et al. (2004) and Ma and Simpson (2004) with a LDV system and a quad-wire hot-wire probe, respectively. Various experimental methods are used in this work: For measuring the mean velocity component in the planes examined, a seven-hole pressure probe is used with the data reduction algorithm developed by Johansen et al. (2001). A sixteen-hole pressure rake is used for boundary layer data on the sidewalls and ceiling of the test section and a Pitot-static probe is used to obtain mean velocity magnitude in the centerline of the test section. Specific techniques are developed to minimize the uncertainties due to the apparatus used, and an uncertainty analysis is used to confirm the efficiency of these techniques. Measurements in the wake of bump 1 reveal a strong streamwise vorticity creating large amounts of high moment fluid entrained close to the wall. In the wake of small bump 3, the amount of high momentum fluid entrained close to the wall is small as well as the streamwise vorticity. The flow in the wake of large bump 3 incorporate the characteristics of the two previous bumps by having a relatively large entrainment of high momentum fluid close to the wall and a low generation of streamwise vorticity. In the wakes of the three bumps, a pair of counter rotating vortices is created. The influence of large bump 3 on the incoming flow-field is found to be significant and induces an increase of the boundary layer thickness. By comparing LDV data and quad-wire hot-wire data with seven-hole probe data in the wakes of the bumps at the same locations, it is shown that uncertainties defined for a quasi-steady, non-turbulent flow-field without velocity gradient are bad indicators of the magnitude of the uncertainties in a more complex flow-field. A theoretical framework is discussed to understand the effects of the velocity gradient and of turbulence on the pressures measured by the seven-hole probe. In this fashion, a model is proposed and validated to explain these effects. It is observed that the main contribution to the uncertainties in seven-hole probe measurements due to the velocity gradient and to the turbulence comes from the velocity gradient. To correct for the effects of the velocity gradient on seven-hole probe measurements in an unknown flow-field, a technique is proposed. Using an estimation of the velocity gradient calculated from the seven-hole probe, the proposed model could be used to re-evaluate non-dimensional pressure coefficients used in the data reduction algorithm therefore correcting for the effects of the velocity gradient on seven-hole probe measurements. / Master of Science