This study is qualitative in nature. It reflects on the rich and varied experiences I encountered during training to be a psychotherapist. The content and process information around training is explored. My personal biases and prejudices towards training are made explicit. The experiences reflected upon are contextualized within the Unisa academic and the hospital clinical internship training contexts. The two contexts of training are contrasted accordingly showing their epistemological stance in their contribution to training of trainee therapists. The primary data in this research is the trainee researcher who is also the only participant subject in the study. The rest of the data is drawn from the experiences of the subject in interaction with others in different systems and subsystems. Through the creative synthesis step in the heuristic research approach the inferred theme is integrated in the analysis. Finally the research shows the limitations and implications involved. / Psychology / M.A. Psychology

Text in English / The training of psychotherapists not only determines what new therapists learn about the practice of therapy, but influences significantly their identity and the development of a professional self. This dissertation explores the professional development of a trainee therapist, taking into consideration the training context and training approach, the trainee's unique training needs and the influence of own interactional style. The study was undertaken from an action research perspective, therefore emphasising solving a problem in the field and feeding this information back into the system during the course of the research project. The researcher describes how the training context (in this case, the Agape Healing Community in Mamelodi, South Africa), the training approach (systemic family therapy), and his personal style shaped his professional sense of self. He found however, that it was the process of action research which encouraged movement from feelings of inadequacy to competence in his professional development. / Psychology / M.A. (Clinical Psychology)

Anyone desiring to qualify as an accountant or auditor is required to pass an examination as approved by the Public Accountants' and Auditors' Board to establish whether candidates have attained the required standard of academic knowledge in terms of the syllabi laid down by the Board, as well as whether they are able to apply that knowledge in practice (P AAB, 1995). However each year many students fail this very important examination. The reasons for this are not clear and the purpose of this research is to determine whether: personality; vocational interests; intelligence; matriculation Mathematics and home language (English/ Afrikaans) results, predict success in the QE, by comparing a group of successful and unsuccessful QE candidates. The logistic regression, discriminant analysis and t-test statistical procedures, indicated that: warmth (A), liveliness (F), rule-consciousness (G), social boldness (H), apprehension (0), self-reliance (Q2), perfectionism (Q3), tension (Q4), computational interest, social services interest, mechanical interest, Mental Alertness and matriculation home language, are significant factors to consider when identifying candidates likely to be successful in the QE. / Industrial and Organisational Psychology / MCOM (Industrial Psychology)

This thesis focuses on problems related with new graduates at the „Department of New Employees Training“ of TŘINECKÉ ŽELEZÁRNY joint stock Company. The work evaluates to what extent the participants are satisfied with the training period, work of each mentor assigned to them and how they are involved in solving concreate tasks. Later suggestions are made on what measures should be taken to improve the program, for future participants to be satisfied.

Skanska 21 is a student program for university students. The program runs for a year and a half parallel to university studies. It is aimed at those studying a few specific master engineering programs at Lund University, Royal Institute of Technology (KTH), Chalmers University of Technology or Luleå University of Technology. The program consists of a number of program meetings such as company presentations, a boarding school week, rhetoric training and project visits. The aim of the project is to evaluate the Skanska 21 student program. This has been done by conducting a study on how the program is designed, how it is implemented and the results it produces. Finally, some suggestions on how to improve the program have been made. The survey was conducted using interviews and questionnaires to persons within the Skanska 21 management and current and former Skanska 21 students. The theoretical aspects presented in the report focus on the theories of mentoring, experiential learning, employer branding and professional development. The findings show that the formal objectives that have been set for Skanska 21 are met to a large extent. Keywords: Skanska 21, Skanska, student program, trainee, executive recruitment, employer branding, experiential learning, learning, mentoring, professional development.SammanfattningSkanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del. / Skanska 21 är ett studentprogram för studenter som bedriver universitetsstudier och pågår i ett och ett halvt år parallellt med studierna. Programmet riktar sig till de studenter som går några få utvalda civilingenjörsprogram vid Lunds Tekniska Universitet, Kungliga Tekniska Högskolan, Chalmers Tekniska Högskola eller Luleå Tekniska Universitet. Programmet består av ett antal programträffar bestående av bland annat företagspresentationer, en internatvecka, retorikutbildning och projektbesök.Syftet med examensarbetet är att genomföra en fallstudie av studentprogrammet Skanska 21. Detta har gjorts genom en studie av hur programmet är konstruerat, hur det genomförs och vilket resultat det ger. I rapporten finns förslag på förbättringsmöjligheter. Undersökningen har genomförts med hjälp av intervjuer och enkäter till personer inom Skanska 21:s ledning samt nuvarande och före detta adepter.De teoretiska aspekterna som presenteras i rapporten fokuserar på teorier kring mentorskap, upplevelsebaserat lärande, arbetsgivarvarumärke och kompetensutveckling. Slutsatserna visar att de formella målen som sätts upp för Skanska 21 uppfylls till stor del.

Актуальность магистерской работы обусловлена глобализацией, взаимопроникновением культур, большой интеграцией в политике, экономике, образовании и других сферах, интеграцией русских специалистов в Китае – все это делает изучение китайского языка актуальным, и подразумевает, что в будущем понадобятся специалисты со знанием данного языка, что также предполагает и владение фонетикой китайского языка. Объектом исследования является процесс обучения китайскому языку. Предметом исследования выступает методика обучения фонетике китайского языка. Цель магистерского исследования – разработать методику обучения фонетике китайского языка и комплекс упражнений для формирования и отработки фонетических навыков. Данная магистерская диссертация состоит из введения, двух глав, заключения, списка использованных источников. Работа содержит 28 рисунков и 15 таблиц. Список использованных источников насчитывает 72 наименований на русском и английском языках. Объем работы составляет 154 страницы. Первая глава «Фонетика китайского языка и принципы ее обучения» магистерской диссертации посвящена особенностям китайской фонетической системы: звуковой состав и тональность китайского языка, постановка ударения в слогах, изменение звуков и тонов в потоке речи. Чтобы подчеркнуть характерные черты фонетической системы китайского языка, описание проходило посредством сравнения их с признаками фонетической системой русского языка. Во второй части первой главы нашего исследования была подчеркнута важность овладения произносительными навыками при обучении любому иностранному языку. особенно важно уделить фонетике при изучении китайского языка, так как это напрямую связано с особенностями его фонетической системы. Для преподавания фонетики китайского языка в первую очередь были определены общедидактические, общеметодические и частные методические принципы обучения, на основе которых была составлена методика ее обучения, которая получила название «комплексная» и «комбинаторная», так как она состоит из нескольких комплексов упражнений, направленных на развитие различных фонетический навыков, и которые зависят не только от уровня, потребностей и способностей обучающихся, но и от индивидуальных особенностей преподавателя. Во второй главе «Комплексная и комбинаторная методика обучения фонетике китайского языка» были рассмотрены и описаны методические приемы и рекомендации при обучении фонетики китайского языка. Была приведена последовательность, в которой рекомендуется овладевать звуками, звукосочетаниями и тонами для того, чтобы добиться более эффективных результатов в обучении фонетике китайского языка. Также были подробно рассмотрены особенности произнесения китайских гласных и согласных звуков и звукосочетаний и тонов. Вторая часть главы посвящена комплексу упражнений на формирование и отработку фонетических навыков в произнесении и различении звуков, звукосочетаний, тонов, постановку ударений в словах, отработку таких явлений как сандхи тонов и эризация, которые характерны для китайского языка. Также в комплекс упражнений были включены игровые упражнения на отработку произношения и дополнительные упражнения, которые включают в себя межкультурный аспект обучения китайскому языку. В этот вид упражнений вошли детские песни, скороговорки, идиоматические сказки из китайского фольклора и ряд стихотворений из эпохи династии Тан. / The relevance of the master's thesis is caused by globalization, cross-cultural interaction, great integration into politics, economics, education and other fields, the integration of Russian specialists in China. As a result, learning of Chinese is relevant, and it means that in future specialists with language proficiency will be needed, which also implies mastering of Chinese phonetics. The target of the research is the process of teaching Chinese. The research subject is the methodology of teaching Chinese phonetics. The goal of the research is to develop a methodology for teaching the phonetics of Chinese and a set of exercises to train the pronunciation skills. This master's thesis consists of an introduction, two chapters, a conclusion, list of cited references. The work contains 28 figures and 15 tables. The list of cited references includes 72 titles in Russian and English. The body of work is 154 pages. The first chapter “Chinese phonetics and the principles of its teaching” of the master's thesis is devoted to the features of Chinese phonetic system: the sounds, tones, stress, change in sounds and tones in the flow of speech. To emphasize the characteristic features of the phonetic system of Chinese, the description was carried out by comparing them with the features of the phonetic system of Russian. In the second part of the research, the importance of mastering pronunciation skills in teaching any foreign language was emphasized. On account, it is especially important to pay attention to phonetics while learning Chinese, since it is directly related to the peculiarities of its phonetic system. For teaching Chinese phonetics, general didactic, general methodical and particular methodological principles of teaching were determined. On their basis the “complex and combinatorial methodology” of teaching Chinese phonetics was compiled. In the second chapter "Complex and combinatorial methodology of teaching Chinese phonetics”, methodological techniques and recommendations for teaching Chinese phonetics were reviewed and described. A sequence was given in which it is recommended to master the sounds, sound combinations and tones in order to achieve more effective results in learning Chinese phonetics. The features of the pronunciation of Chinese vowels, consonants, sound combinations and tones were reviewed in detail. The second part of the chapter is devoted to a set of exercises for development of phonetic skills in pronouncing and distinguishing sounds, sound combinations, tones, stress; practicing sandhi tones and erization. The set of exercises also includes game exercises for practicing pronunciation and additional exercises that include the cross - cultural aspect of teaching Chinese. This type of exercise includes children's songs, tongue twisters, idiomatic tales from Chinese folklore, and several poems from the Tang Dynasty.

This study explores trainees' experiences of power dynamics within a ritualised training context, with reference to the three major aspects of the study: training, ritual and power. The psychotherapeutic training took place at Agape, a community-based counselling service in Mamelodi, whose theoretical approach to training included a mixture of postmodern, ecosystemic and African traditions. A substantial literature survey examines the major concepts and issues related to the research subject, such as psychotherapeutic training approaches, the philosophies and theories that may inform training procedures, ritual practices in psychotherapy, and organisational and power aspects of psychotherapeutic training. The research process was executed using the qualitative, interpretive research methodology. A sample of six of the trainees who had completed their training at this placement was interviewed, and two of the trainers. The researcher's reflections on her own training experiences are woven into the material. Using the interview technique and through asking a series of open-ended questions, the researcher obtained an account of the subjective, sacralised training interactions at Agape. Themes were identified that had emerged during the interview process. In brief, the themes referred to trainees' theoretical and practical experiences in the training placement, how they made sense of the sacralised therapeutic experiences, and comments on their relationship with trainers and fellow trainees. The most common theme that emerged was that of power. The end product of this study portrays the trainees' understandings of power within a sacralised psychotherapeutic context and their responses to this. This study makes explicit the links between ritualisation and power within an evaluative psychotherapeutic training context, and the consequences of this for training. / Psychology / M.A. (Clinical Psychology)

Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse needs effectively. The main problem has been failure by teachers to deal with gifted learners. The objective of this qualitative study focused on answering the key research question, ‘What are the teacher education initiatives undertaken by Teachers Colleges to prepare trainee teachers in handling gifted learners in primary schools in Zimbabwe?’ The problem is mainly attributed to preparation of teachers during pre-service training. Primary school education in Zimbabwe has tended to ignore gifted learners as compared to learners who experience academic barriers. It has been observed that records kept by trainee teachers on teaching practice reflect some serious planning considerations given to remedial cases in which gifted learners are completely ignored. This suggests that the trainee teachers are not deliberately ignoring gifted learners but have an inherent assumption that they do not need extra attention. The research was grounded in the constructivist paradigm to gain a full understanding of the social life-world of the initiatives by teacher education in the preparation of trainee teachers to handle gifted learners. A phenomenological design was employed to collect data through qualitative methods, namely semi-structured interviews, observation and focus group discussion. The respondents to these data collection methods were lecturers from two teachers colleges, qualified teachers and trainee teachers from two primary schools. The main finding was that gifted education was missing in the teacher preparation to enable trainee teachers to handle gifted learners. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for a national policy on gifted education to provide guidelines for teacher education programmes and that teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.

Dans cette enquête ethno-sociologique sur la solidarité internationale au Maroc auprès de 24 ONG (de nationalités française, espagnole, italienne, canadienne et marocaine), nous avons pris le parti de focaliser notre recherche sur les expatriés et le personnel national (de 9 nationalités différentes) en tenant compte du sens que donnent les acteurs à cet engagement et ces pratiques de solidarité internationale tout en restituant les parcours et les conditions sociales de l’entrée dans la solidarité internationale.La première partie sera consacrée à la description du cadre d’intervention des ONG internationales au Maroc et les catégories objectives du personnel humanitaire : volontaire, stagiaire, bénévole et salarié. Puis, nous présenterons les processus de recrutement et les activités menées dans les ONG internationales tels qu’ils sont décrits par les acteurs. En définitive, nous questionnerons la tension entre travail et engagement, l’enchantement et le désenchantement.Dans un deuxième temps, nous nous attacherons à décrire les caractéristiques sociologiques des 68 acteurs humanitaires rencontrés en mettant en exergue les déterminants objectifs et subjectifs de l’engagement et du travail dans ce domaine d’activité. Nous finirons par établir une typologie des pratiques de la solidarité internationale donnant à voir un éthos commun d’une communauté partageant des affinités et des expériences culturelles d’autre part nous envisagerons les acteurs de la solidarité internationale comme un groupe professionnel.Enfin, la troisième section sera consacrée à questionner d’une part la pratique migratoire que constitue la mission de solidarité internationale et d’autre part les capitaux et pré-dispositions nécessaires pour la concrétiser. Nous montrerons que l’analyse du travail et de l’engagement via le cosmopolitisme permet de comprendre le sens à la fois objectif et subjectif que revêt ce type d’activité expatriée. Finalement, le travail en ONG est un moyen pour se réaliser et s’émanciper entre filiation et désaffiliation. Alors que cette action transnationale, orientée en valeurs et vers les autres, suppose une rencontre cosmopolite réussie, nous examinerons, à l’aune de la vie quotidienne, les décalages entre la rencontre attendue et la rencontre réalisée. / This dissertation contributes to the work of international solidarity NGOs in Morocco through examining the motivations and commitments of their personals. The research focuses on expatriates and national staff, by analysing their career paths and social background, as well as taking into account the sense given to their personal commitments and professional practices while involving in the international solidarity work. The first part devoted to describe the intervention framework of international NGOs in Morocco and the objective of different categories of their humanitarian personals: trainee, volunteer and employee. It examines the processes of recruitment and activities / projects implemented by these international NGOs. Hence, it sought to understand the tensions between job requirements and personal commitments that produced both enchantment and disenchantment among the international solidarity staff. The second part intended to study the sociological characteristics of 68 humanitarian personals that are interviewed from French, Canadian, Spanish, Italian and Moroccan organizations. It highlights the objective and subjective factors that determine their personal commitments and professional performance in this field of work. Therefore, a typology of practices for international solidarity work was set to identify the common ethos within a shared community of different affinities and cultural backgrounds. In addition, it considered the international solidarity actors as professional group. The third part was questioning the migratory practice of the international solidarity mission on the one hand and the financial and pre-arrangements necessary to realize it on the other hand. Furthermore, cosmopolitanism analysis of job requirements and personal commitments was conducted in order to understand the meaning of both objective and subjective in this type of work for the expatriates. Finally, working with international solidarity NGOs becomes a way of achieving and emancipating between affiliation and disaffiliation. While this transnational action is based on values toward others and supposed to develop a successful cosmopolitan encounter, findings from this study reveal the gaps between the expectations and the achievements. / En esta investigación etno-sociológica sobre la solidaridad en Marruecos (24 ONG de nacionalidad francesa, española, italiana, marroquí, canadiense), hemos centrado el estudio sobre los empleados expatriados y locales (de 9 nacionalidades diferentes) considerando a la vez el significado que los actores dan a este compromiso y a las prácticas de solidaridad restituyendo las carreras y las condiciones sociales de la entrada en la ONG. La primera parte está dedicada a la descripción del marco de intervención de las ONG internacionales en Marruecos y las categorías objetivas de los empleados humanitarios: voluntarios, asalariados, voluntarios no retribuidos y pasantes. Después, expondremos los procedimientos de selección y las actividades cumplidas. Finalmente, preguntaremos la tensión entre el trabajo y el compromiso, el encanto y el desencanto que produce el trabajo humanitario. Luego en la segunda parte, realizaremos la descripción de las características sociales de los 68 empleados destacando los determinantes objetivos y subjetivos del compromiso y del trabajo en este sector profesional. Acabaremos estableciendo una tipología de las prácticas de la solidaridad internacional dando a ver un ethos común de una comunidad compartiendo experiencias culturales considerándola como un grupo profesional. Por fin, la tercera parte será centrada por una vez preguntando la práctica migratoria que constituye la misión de solidaridad internacional y por otra vez las predisposiciones necesarias para su realización. Vamos a demostrar que el análisis del compromiso y del trabajo humanitario vía el cosmopolitismo permite entender el sentido objetivo y subjetivo que lleva este tipo de actividad. Finalmente, el trabajo humanitario es un medio para realizarse y emanciparse entre filiación y desafiliación. Mientras esta actividad internacional de valor y dirigida hacia los otros, supone un encuentro cosmopolita exitoso, examinaremos la vida cotidiana de los actores para destacar las disparidades entre un encuentro tan esperado y el encuentro cumplido. / In questa inchiesta etnico-sociologica sulla solidarietà internazionale in Marocco – che prende in esame 24 ONG (di nazionalità francese, spagnola, italiana, canadese e marocchina) – abbiamo scelto di focalizzare la nostra ricerca sugli espatriati e sul personale nazionale (di 9 nazionalità diverse) tenendo conto del senso che gli agenti hanno dato a questo impegno e a queste pratiche di solidarietà internazionale e ricostruendo i percorsi e le condizioni sociali dalla loro entrata nella solidarietà internazionale. La prima parte sarà dedicata alla descrizione dell’intervento delle ONG internazionali in Marocco e alle categorie oggettive del personale umanitario: volontari, stagisti, impiegati. Successivamente, presenteremo in cosa consiste il processo di selezione e assunzione del personale e parleremo delle attività svolte nelle ONG internazionali, esattamente come vengono descritte dagli agenti stessi. In ultima analisi, ci interrogheremo sulla tensione tra lavoro e impegno, ciò a cui aspiriamo e ciò che effettivamente realizziamo. In un secondo momento, descriveremo le caratteristiche sociologiche dei 68 agenti umanitari che abbiamo incontrato, valorizzando le caratteristiche oggettive e soggettive dell’impegno e del lavoro in questo campo di attività. Finiremo per stabilire l’esistenza di un modello di pratica di solidarietà internazionale, mostrando che esiste un ethos comune in una comunità che condivide delle affinità e delle esperienze culturali simili, e dall’altra parte prenderemo in considerazione gli agenti della solidarietà internazionale come gruppo professionale. Infine, la terza sezione sarà dedicata ad approfondire da una parte la pratica migratoria che la missione di solidarietà internazionale costituisce e dall’altra parte i capitali e le predisposizioni necessari per concretizzarla. Mostreremo, poi, che l’analisi del lavoro e dell’impegno permette di comprendere, attraverso il cosmopolitismo, il senso alla volta oggettivo e soggettivo che questo tipo di attività riveste. In ultimo possiamo dire che il lavoro in un’ONG è un mezzo per realizzarsi ed emanciparsi al di là dell’affiliazione e della disaffiliazione alle società. Poiché questa azione trans-nazionale, orientata ne dare valore agli altri, presuppone un incontro cosmopolita funzionante, esamineremo nella vita quotidiana, la differenza tra l’incontro atteso e quello che effettivamente abbiamo realizzato. / تعالج هذه الأطروحة القضايا المتصلة بالتضامن الدولي في المغ رب، وقد تم التركيز فيه على المغتربين والموظفينالوطنيين أخذا بعين الاعتبار المعنى الذي يعطوه هؤلاء الفاعلون لهذا الالتزام ولممارسات التضامن الدولي، مع استحضارالمسارات والشروط الاجتماعية التي أدت إلى دخولهم هذا العالم.وقد خصص الجزء الأول من هذه الأطروحة ل وصف إطار عمل المنظمات غير الحكومية الدولية في المغرب وأنواع أهدافهذه الفئة من الموظفين المشتغلين في المجال الإنساني: المتطوع وذا العالمن والمتدربون والموظفون. وكذا وصف مسلسلات انتقاءالمتعاقد معهم في كل واحدة من هذه الفئات والأنشطة التي تنظمها المنظمات غير الحكومية الدولية كما جاء وصفها علىلسان الفاعلين أنفسهم. حيث درسنا التوترات القائمة بين العمل المهني والالتزام الجمعوي، بين الرغبة الجامحة والإحباط.وقمنا في مرحلة ثانية بوصف الخاصيات والسمات الاجتماعية للفاعلين 68 الذين تم اللقاء بهم بمناسبة إعداد الأطر وحة،وكذا إماطة اللثام عن المحددات الموضوعية والذاتية للالتزام والعمل في هذا المجال. حيث انتهى بنا المطاف بتحديد نوعيةممارسات التضامن الدولي، القائمة على فكر مشترك تتقاسمه مجموعة لها قواسم وتجارب ثقافية مشتركة، على اعتبار العاملينفي هذا المجال مجموعة مهنية قائمة الذات.وعالج الجزء الثالث من الأطروحة ممارسة الهجرة المرتبطة بمهام التضامن الدولي وكذا الرساميل والمؤهلات المستبقة الضروريةلتجسيدها. وسنظهر أن تحليل هذه الجهود وهذا الالتزام عبر منظور الكونية كفيل بتوضيح الصورة وفهم المعاني الموضوعيةوالذاتية المتصلة بهذا النشاط. هذا ويعتبر العمل داخل المنظمات غير الحكومية أخيرا وسيلة لتحقيق الذات والتحرر ما بينالارتباط وفك الارتباط. حيث يقتضي هذا العمل العابر للحدود الوطنية، الموجه من حيث القيم والمستهدف للآخرين،نجاح اللقاء الكوني، وهو ما قمنا بفحصه انطلاقا من الحياة اليومية والتفاوت بين اللقاء المنتظر واللقاء الحقيقي.