Global ETD Search

221	Paradigma ontleding van en paradigma beskrywing vir deelnemende werkswyses Schenck, Catherina Johanna 11 1900 (has links) Community development and in particular participatory development is about people. This means that the person who studies or practices participatory development or any other of the participatory pratices should have a particular way of thinking about people. The main aim motivating this study was to investigate the paradigm/s about people on which participatory practices are based. This included a literature research on five participatory practices namely participatory development; participatory communication; participatory learning; participatory research; and participatory management. A guideline for paradigm analysis was developed by using Schriver's (1995) and Capra's (1996) descriptions of a paradigm as well as ideas of hermeneutics. From the paradigm analysis on the participatory practices two themes emerged: A shift from modernism to post modernism in the thinking processes and participatory practices. From the participatory practices the same concepts repeatedly emerged indicating a similar paradigm for all the participatory practices. Three post modern theories were therefore applied to enhance the description of the different concepts. The end result of this study is the development of an evolving paradigm for participatory practices in order to give enhanced meaning to concepts in the participatory vocabulary. Finally a critical reflection was done on the post modern research process. / Text in Afrikaans / Social Work / D.Phil. (Social Work) Community development Participation; Participatory practices Participatory development Participatory communication Participatory learning Participatory action research Participatory management Paradigm Paradigm analysis Evolving paradigm Theory Modernism Post-modernism Person-centred approach Second cybernetics Social constructionism Values Assumptions Relationships Dialogue Collective constructions Hermeneutics Implicit Explicit 302 Social psychology Social systems Participant observation Cooperative societies Human services -- Administration Social work administration Mass media in community development Social participation Paradigms (Social sciences) Social service Social interaction Behavioral assessment Social sciences -- Philosophy Postmodernism -- Social aspects Constructivism (Philosophy) Community development
222	Races et dégénérescence. L'émergence des savoirs sur l'homme anormal Doron, Claude-Olivier 26 November 2011 (has links) (PDF) Cette thèse fait l'histoire conjointe des notions de " race " et de " dégénération/ dégénérescence " entre le XVIIe et le XIXe siècle. Elle envisage cette histoire tant du point de vue d'une épistémologie historique - " comment race et dégénérescence sont devenues les concepts de savoirs divers " (histoire naturelle, anthropologie, psychiatrie) - et d'une histoire des pratiques de gouvernement - " comment race et dégénérescence sont devenues des problèmes de gouvernement ". En prenant au sérieux la liaison entre ces deux notions, on vise à rendre compte de la formation, au XIXe siècle, d'un champ de savoirs qui se donnent pour objet ce que nous appelons " l'homme anormal ", c'est-à-dire cette figure bien particulière en laquelle la folie, la criminalité et les races " inférieures " viennent communiquer comme autant de déviations de la norme humaine, à la lisière du normal et du pathologique. Notre thèse décrit les catégories fondamentales qui organisent ce champ de savoirs. Plus profondément, il s'agit ainsi de montrer comment, loin d'être exclusif d'un discours universaliste et humaniste, loin d'être systématiquement corrélé à un dispositif d'exclusion, le discours de la race et de la dégénérescence est intimement lié à un humanisme théorique et pratique, ainsi qu'à des pratiques d'inclusion qui se focalisent non sur la race, la folie et le crime comme altérités radicales, mais comme des altérations qu'il convient de régénérer, de corriger et de perfectionner par des dispositifs de pouvoir particuliers. Ce sont les ambiguïtés et les apories qui logent au cœur de cette volonté d'inclusion et dans cette analyse de réalités hétérogènes en termes d'altérations d'une norme que nous étudions à travers ce parcours historique. Nous démontrons en particulier le lien profond qui existe entre l'entrée de la notion de " race " dans le champ naturaliste et une position monogéniste ; et d'autre part, qu'on ne saurait comprendre l'entrée de la même notion dans le champ politique et - plus généralement - le développement de tout un ensemble de savoirs sur l'homme anormal, sans les resituer dans la logique du libéralisme politique du début du XIXe siècle. race dégénérescence psychiatrie histoire naturelle anthropologie criminologie généalogie épistémologie historique gouvernementalité Foucault humanisme monogénisme hérédité anormaux norme Bénédict-Augustin Morel Buffon altération
223	Paradigma ontleding van en paradigma beskrywing vir deelnemende werkswyses Schenck, Catherina Johanna 11 1900 (has links) Community development and in particular participatory development is about people. This means that the person who studies or practices participatory development or any other of the participatory pratices should have a particular way of thinking about people. The main aim motivating this study was to investigate the paradigm/s about people on which participatory practices are based. This included a literature research on five participatory practices namely participatory development; participatory communication; participatory learning; participatory research; and participatory management. A guideline for paradigm analysis was developed by using Schriver's (1995) and Capra's (1996) descriptions of a paradigm as well as ideas of hermeneutics. From the paradigm analysis on the participatory practices two themes emerged: A shift from modernism to post modernism in the thinking processes and participatory practices. From the participatory practices the same concepts repeatedly emerged indicating a similar paradigm for all the participatory practices. Three post modern theories were therefore applied to enhance the description of the different concepts. The end result of this study is the development of an evolving paradigm for participatory practices in order to give enhanced meaning to concepts in the participatory vocabulary. Finally a critical reflection was done on the post modern research process. / Text in Afrikaans / Social Work / D.Phil. (Social Work) Community development Participation; Participatory practices Participatory development Participatory communication Participatory learning Participatory action research Participatory management Paradigm Paradigm analysis Evolving paradigm Theory Modernism Post-modernism Person-centred approach Second cybernetics Social constructionism Values Assumptions Relationships Dialogue Collective constructions Hermeneutics Implicit Explicit 302 Social psychology Social systems Participant observation Cooperative societies Human services -- Administration Social work administration Mass media in community development Social participation Paradigms (Social sciences) Social service Social interaction Behavioral assessment Social sciences -- Philosophy Postmodernism -- Social aspects Constructivism (Philosophy) Community development
224	L'influence de la situation géopolitique au Moyen-Orient sur la génération des accords israélo-arabes depuis Camp David I : La frontière d'Israël Hirtzlin-Pinçon, Olivier 19 June 2008 (has links) (PDF) La question moyenne-orientale est dans l'actualité depuis 1948. C'est en cette année que se crée l'Etat d'Israël sur les décombres du mandat britannique en Palestine. Dès le commencement, la guerre va commencer à fixer les frontières entre Israël et ses voisins arabes. Cependant, après 1967, une nouvelle question va apparaître, celle des relations avec les Territoires occupés. En conséquence, l'Etat d'Israël aura deux questions frontalières à gérer : la question interétatique classique et la question interne avec les Palestiniens. Cette recherche tente de démontrer les voies employées par les différents acteurs régionaux et internationaux pour trouver une solution à cette question juridique qui cause l'instabilité régionale. On s'appuiera sur le droit, l'Histoire, la science politique (en particulier, l'étude des idéologies sioniste et arabiste) et les relations internationales pour trouver une cohérence aux réussites et aux échecs qui ont émaillé l'histoire du Moyen-Orient depuis 1948 et le fait qu'Israël n'ait encore que deux frontières internationalement reconnues, une avec l'Egypte et l'autre avec le royaume de Jordanie. Moyen-Orient Proche-Orient Israël Palestine Territoires occupés Etats-Unis d'Amérique Syrie Liban Jordanie Egypte Arabie Saoudite Union Européenne Organisation des Nations Unies droit international frontières guerre de 1948 guerre de 1956 Suez guerre de 1967 guerre des Six jours guerre de Kippour guerre de 1973 guerre du Liban accords de Camp David Taba accords d'Oslo Wye River Sharm el-Cheikh Ben-Gourion Golda Meir Moshe Dayan Herzl Rabin Arafat Nasser Sadate Moubarak Assad Peres Shamir Barak Netanyahou Sharon Olmert Clinton Bush Carter Reagan Parti travailliste Likoud Herout OLP Fatah Hamas Jihad islamique Hezbollah Cheikh Yassine Ayache négociations pourparlers cessez-le-feu diplomatie relations internationales géopolitique accords israélo-arabes accords israélo-palestiniens
225	Relationships of power: exploring teachers' emotions as experienced in interactions with their peers. Martin, Judith Violet 24 August 2009 (has links) Emotions play a significant role in the lives of teachers, especially in their interactions with their workplace peers. This research uses a case study approach to explore this topic through the medium of an asynchronous on-line discussion group. Twelve public school teachers, eight women and four men, from BC, Canada, volunteered to participate anonymously in a 12 week on-line forum. The study was guided by three research questions: 1) How do teachers make sense of their emotional interactions with their peers? 2) How do these understandings change through discussion with a group of peers over 12 weeks? 3) What understandings of the emotional processes of school culture emerge when teachers discuss and reflect on these emotional aspects of their work in a collaborative setting? The participants responded to weekly focus questions and also initiated their own discussion topics. They were introduced to alternative perspectives of emotion, including the social constructionist, feminist, and discursive. They were asked to focus on everyday interactions with their peers and to suggest what the emotions they experienced and observed achieved within the group. They were also encouraged to pay attention to the feeling rules in their staff meetings and to notice which emotions they thought were deemed appropriate to be expressed and which were deemed inappropriate. Initially the participants used a number of strategies based on the individualized and psychological perspectives of emotions to make sense of their interactions. During the discussion group they were able to discuss their interactions in a safe non-judgemental setting and to reinterpret them in light of new information. Competition, patriarchy, and neo-liberal education policies were seen to influence the dynamics of the workplace. Two mechanisms which appeared to link the teachers’ individual, private experiences of emotions with the culture of the school were the use of the words “positive” and “negative” and the norms embedded in the feeling rules of each school. These mechanisms both constrained and allowed the expression of certain emotions, opinions, and points of view in the workplace, thereby highlighting the political role of emotions. Symbolically the forum represented a collective space within an individualized world. education emotion teacher interaction peers asynchronous on-line workplace collectivity culture school feeling rules norms competition patriarchy positive negative staff meetings social construction discursive feminist collaborative Canada BC process neo-liberal politics individualized collective emotional process experience public discussion group case study

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