<p>Previous human behavioral research has provided support for the existence of different frames of reference utilized during spatial processing that can be dependent or independent of the observer. These are known respectively as egocentric and allocentric frames of reference. However, it has been difficult to dissociate these two different processes under realistic conditions. Importantly, how these frames of reference are influenced by the visual and non-visual information is not well understood. Therefore, the studies of this thesis evaluated spatial processing utilizing realistic and ecologically valid stimuli in environments of different scales, while systematically manipulating the visual and non-visual information available during learning. We demonstrated that non-visual information generated by actively walking through an environment leads to more egocentric processing, whereas the same visual motion information presented passively via a video leads to more allocentric processing (Chapter 2). Further, characteristics of the visual scene can also influence how it is processed, dependent on the strength of the verbal identity of the features in the environment (Chapter 3). Specifically, in a small room environment subject’s representations of corners-to-corners (corners do not have an obvious verbal component) were not as strongly encoded relative to each other in comparison to objects-to-objects (objects with an obvious verbal identity ). Finally, we demonstrated differential influences of non-visual information dependent on whether the features in the visual scene were more allocentrically processed or egocentrically processed (Chapter Four). Specifically, when different features of layouts are made distinguishable by their identity, this lead to more allocentric processing whereas when different features are made distinguishable by their relative position, this lead to more egocentric processing. Further, non-visual information made available during spatial updating when the observer is changing viewpoints benefitted tasks focused on differentiating changes to objects’ identity and less so for differentiating changes in relative object position.</p> / Doctor of Philosophy (PhD)

Resource allocation across regions in an economy has been analysed by many authors, both from the efficiency and equity viewpoints. In general, these aspects are assumed to be conflicting - the attainment of higher growth rates and income levels in accordance with efficient resource allocation normally discrimminates against the relatively less well off sections of society. The literature concentrates largely on the allocation of resources across sectors, irrespective of geographic considerations, so that the decision to invest in a region seldom incorporates the area's absorptive capacity. The regional imbalance that results is shown just as clearly by the lack of high technology industry in some areas as it is by the (potential) congestion and overcrowding that characterises other regions. This study focuses on the relationship between the regional allocation of income generating activities and the total income generated for the nation. The growth potential of any area is defined by the availability of all essential facilities - service and repair facilities, transport and energy supplies being only a part of the picture. Factor supplies and the supply of credit, alongwith the high degree of interaction between regions and sectors also complement the picture. The low income potential of the peripheral areas of any nation is the result of a lack of these ancilliary facilities. However, once these bottlenecks are removed, the outlying areas normally depict higher growth rates than the core regions. In this study, a linear programming model is developed 1 in king the commodity, factor and asset markets of a nation, both across sectors and across regions. Thus, the commodity market of any region is related to the commodity, asset and factor markets of all regions. National absorptive capacity is now defined in terms of the potentials of all areas of the nation. The application of this model to Canada results in a set of optimal regional patterns of economic activity. Growth in any area is now encouraged only if the regional economy is not operating close to some capacity limitation, and if a full complement of goods and services, factors and assets is available. The results obtained justify these expectations because the model depicts a pattern of resource allocation that stresses areas where all facilities for growth are present. Thus, further investment in the traditional center Quebec and Ontario - is restricted, some critical thresholds regarding absorptive capacity having been hit. However, the regions where a full complement of services and asset supplies is not available - the Atlantic provinces - are not the alternatives. The relative ordering favours the modern manufacturing and service sec tors in Alberta and British Columbia. The model does suggest the existence of a tradeoff between national income and regional balance, since the imposition of regional balance constraints reduces the value of national consumption. However, even when regional equity constraints are imposed, the model suggests that more national income can be generated through reallocation of economic activity than was generated by the historical pattern of allocation. / Thesis / Doctor of Philosophy (PhD)

In an increasingly multicultural society, history teachers face new challenges for which they need didactic tools to overcome. The realisation that students harbour their own stories in the history classroom is key for a prosperous history education. Further, the curriculum for the Swedish Upper Secondary school dictates an education based on intercultural principles. However, former studies show that history teachers are in need of guidance for how to implement interculturality in their teaching. Additionally, studies also suggest that teacher education programs that are permeated with an intercultural outlook provide a positive effect on history teachers’ intercultural ability. Through our study, we have focused on bringing to light history teacher educators’ view of intercultural competence in history education. The purpose of our study is based on the axiom that student teachers’ intercultural competence is affected by their educators’ intercultural outlook and practice.    Through a qualitative interview study, we have analysed teacher educators’ views and perception of their work with intercultural competence. We analysed the empiricism through a model of intercultural aspects based on our interpretation of Pirjo Lahdenperä’s and Kenneth Nordgren’s theories of intercultural competence. Our interpretation shows that the participants showcase a similar understanding for intercultural competence, specifically with emphasis on the aspects that regard mutual understanding between cultures. Furthermore, through our study we claim that the different aspects rely on each other in a symbiotic relationship. Nevertheless, the result indicates a profound and vast understanding of intercultural competence amongst the teacher educators. Hence, resulting in a prospering environment for its students to develop intercultural competence and, therefore, implement it in their role as history teachers.

Over the few years that led to the creation of the constitutional law of the Islamic republic of Iran, I (the author) noticed a series of ambiguous and often contradictory points in its contents. Discovering the roots and the causes of such contradictions became my priority. After the Iranian Revolution (1979) intellectuals were confronted with very new experiences. For example, Shi'ah has always been a minority in the history of Islam. Therefore, Shi 'ah Fuqaha never experienced direct rule over people. Direct pressures from this new experience brought about the desire and the need for a shift in certain interpretations of the Shi'ah tradition. It became evident that religious laws did not have in them the power and the wisdom to provide answers to the issues and dilemmas of the modern times, hence the need for a fresh approach. One such issue was the discussion of legitimacy of power. 18 years on, the heated debate is still ongoing. Traditional Shi'ah theorists believed that all rulers are illegitimate except the one that represents the 12th Imam who has been absent for the last 1000 years. According to Shi'ah, this representation can only be made by elite clergy who have the ability to understand, fully, the history of Islam and Shi'ah. They also claim that Shari 'ah laws must be implemented in their entirety and according to the teachings of Qur'an and the 12 Infallible Imam. They further argue that the people as a whole have no role in determining the legitimacy of the ruler, as He has been appointed to implement divine laws and people must obey. With time, though, such attitudes were modified. Especially after the Islamic revolution in Iran (1979), new interpretations began to surface. Discussion of three fundamental elements relating to the shift of the Islamic viewpoints during the last 100 years and in particular after the Iranian revolution (1979) forms the main body of this thesis. These are: &quot; Divine law &quot; Divine Ruler &quot; Role of the People The hypothesis of the thesis is that fundamental philosophical positions on all of the above three issues have been the subject of change and modification, to some extent and according to &quot;time&quot; and &quot;place&quot;. This change does not reflect the abandoning of the Islamic faith by Muslims, but rather indicates the ability of this dynamic religion to modify itself with time'. These changes have also been associated with varying degrees of ambiguity and contradiction, which will be the subject of detailed discussions in this work. Viewpoints of other outstanding scholars who tried to address these issues will also be presented. Two theories have been expressed in relation to the shift in the Shi'ah political thinking; &quot; Islam's ability to adapt with &quot;time&quot; and &quot;place&quot; and new issues &quot; &quot;Change&quot;, in itself, defies the very existence of religion Both theories have been the subject of extensive debates. Traditional Muslims and Non-Muslims criticise Islam for supporting the latter view, whereas revivalists sympathise with the former. It must be mentioned also that reference throughout 1 Iqbal. Enayat. Lambton II this work is only made to those scholars who have used Islamic sources for their reasoning, i. e., not to many others who have engaged in these discussions as independent figures. Also discussed- will be the traditional Islam represented by the majority of the Assembly of the Islamic Experts (Majles-i Khobregan) which in effect was the main creator of the Iranian Constitution.

O estudo mescla fronteiras das investigações sobre a criação do ator levando em conta a improvisação. Tomando-se o trabalho de Arthur Lessac como ponto de partida para criar, realiza-se uma contaminação entre este e as seguintes pesquisas sobre improvisação e composição cênica: Contato Improvisação, Viewpoints, além de técnicas de narrativa e espontaneidade do diretor e professor britânico Keith Johnstone. A experiência prática foi realizada em estágio docente na disciplina de Atuação III da graduação em Teatro na UFRGS. Os pensamentos de Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau e Keith Johnstone se entrecruzam com pesquisas contemporâneas de diferentes áreas para discutir o processo de criação do ator-estudante. / The study mixes borders in the investigation of the creation process of the actor, taking into account the improvisation. Having the Lessac Work as an access way into creating, a contamination was held among his work and the following researches on improvisation and scene composition: Contact Improvisation, Viewpoints, as well as narrative techniques and spontaneity studied by the director and professor Keith Johnstone. The practical experience was held during teacher training in Performance III, Undergraduate Program in Theatre at UFRGS. The ideas developed by Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau and Keith Johnstone intersect contemporary researches in different areas in order to discuss the creation process of the actor-student.

O estudo mescla fronteiras das investigações sobre a criação do ator levando em conta a improvisação. Tomando-se o trabalho de Arthur Lessac como ponto de partida para criar, realiza-se uma contaminação entre este e as seguintes pesquisas sobre improvisação e composição cênica: Contato Improvisação, Viewpoints, além de técnicas de narrativa e espontaneidade do diretor e professor britânico Keith Johnstone. A experiência prática foi realizada em estágio docente na disciplina de Atuação III da graduação em Teatro na UFRGS. Os pensamentos de Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau e Keith Johnstone se entrecruzam com pesquisas contemporâneas de diferentes áreas para discutir o processo de criação do ator-estudante. / The study mixes borders in the investigation of the creation process of the actor, taking into account the improvisation. Having the Lessac Work as an access way into creating, a contamination was held among his work and the following researches on improvisation and scene composition: Contact Improvisation, Viewpoints, as well as narrative techniques and spontaneity studied by the director and professor Keith Johnstone. The practical experience was held during teacher training in Performance III, Undergraduate Program in Theatre at UFRGS. The ideas developed by Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau and Keith Johnstone intersect contemporary researches in different areas in order to discuss the creation process of the actor-student.

O estudo mescla fronteiras das investigações sobre a criação do ator levando em conta a improvisação. Tomando-se o trabalho de Arthur Lessac como ponto de partida para criar, realiza-se uma contaminação entre este e as seguintes pesquisas sobre improvisação e composição cênica: Contato Improvisação, Viewpoints, além de técnicas de narrativa e espontaneidade do diretor e professor britânico Keith Johnstone. A experiência prática foi realizada em estágio docente na disciplina de Atuação III da graduação em Teatro na UFRGS. Os pensamentos de Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau e Keith Johnstone se entrecruzam com pesquisas contemporâneas de diferentes áreas para discutir o processo de criação do ator-estudante. / The study mixes borders in the investigation of the creation process of the actor, taking into account the improvisation. Having the Lessac Work as an access way into creating, a contamination was held among his work and the following researches on improvisation and scene composition: Contact Improvisation, Viewpoints, as well as narrative techniques and spontaneity studied by the director and professor Keith Johnstone. The practical experience was held during teacher training in Performance III, Undergraduate Program in Theatre at UFRGS. The ideas developed by Arthur Lessac, Steve Paxton, Anne Bogart, Tina Landau and Keith Johnstone intersect contemporary researches in different areas in order to discuss the creation process of the actor-student.

L’objectif général de cette thèse est de montrer qu’il est possible de révéler l’idéologie qui caractérise un discours, en se fondant sur son étude sémantique et en s’attachant à la description détaillée des mots de la langue. Dans cette perspective, nous nous sommes intéressée au discours des théoriciens de l’Antiquité Grecque lorsqu’ils ont décrit le phénomène musical. Les premiers témoignages concernant les rapports entre la musique et les mathématiques proviennent des écrits pythagoriciens. Les auteurs de la Grèce Classique de nous les plus connus, Platon, Aristote et son disciple Aristoxène en particulier, s’exprimèrent bien souvent au sujet de la musique en tenant compte de ce qu’ils savaient des théories pythagoriciennes à ce sujet, que ce soit pour les suivre, les développer ou au contraire, les critiquer. Quel que soit leur point de vue, ils constituent pour nous la source permettant de reconstruire les théories pythagoriciennes. L’engouement pour la théorie et ses structures abstraites, inspirées de l’essor des premières mathématiques constitue une caractéristique des discours sur la musique que nous étudions. Pour angle d’approche, notre travail pluridisciplinaire s’est efforcé de contribuer à une meilleure connaissance du rôle des opposés ὀξύς [oxus] et βάρυς [barus] dans la construction d’un savoir proprement musical comme dans les premières pierres d’un savoir scientifique et philosophique dans l’Antiquité grecque. Pour mieux comprendre le rôle de ces mots, nous utilisons, sur la langue grecque ancienne, le modèle de description sémantique proposée par la Sémantique des Points de Vue, sémantique dont l’objectif est de mettre au jour l’idéologie cristallisée dans les mots de la langue. / The general objective of this thesis is to show that the ideology characterizing a discourse can be revealed by its semantic study and, more precisely by the detailed description of the words of the language in which this discourse is uttered. With this objective in mind, we have worked on the texts of the Greek Antiquity theoreticians in which they describe the musical phenomenon. The first testimonies about the relationship between music and mathematics can be found in the Pythagorean texts. When the best-known authors Plato, Aristotle and more particularly his disciple Aristoxenus wrote about music, they drew their inspiration from what they knew of the Pythagorean theories, either to follow and develop them or, on the contrary, to criticize them. Whatever their position on the matter, they form the source from which the Pythagorean theories can be reconstructed. The craze for theory and abstract structures, inspired by the development of the first mathematics constitutes a striking feature of the discourses on music we study. We have chosen to envisage the corpus with a multidisciplinary approach to further comprehend the role of the opposites oxus and barus in the building of the musical knowledge, as well as in the construction of the scientific and philosophic knowledge in ancient Greece. In order to better understand the role of these words, we use the Viewpoints Semantics, whose main goal is to systematically reveal the ideology crystallized in the words of natural languages.

This thesis is the documentation of an empirical study using quantitative methods to identify variables that are impacting on the delivery of Music in the learning area Arts and Culture in South Africa. These variables were extrapolated from surveys, interviews and questionnaires. The learning area Arts and Culture is one of the eight compulsory learning areas for all learners from Grades 4-9 in South Africa. One of the four strands is Music. The research question was formulated on the basis that a perceived problem existed in the delivery of Music in the learning area Arts and Culture. This supposition is supported by the literature review. The employment of univariate descriptive statistics, cross-tabulations of two-variable relationships and chi-squared tests to draw inferences about the relationship between categorical variables were adopted to quantify which variables are impacting on the delivery of Music in the learning area Arts and Culture. Four dominant approaches to Music were defined as key issues: -- Governmental policies on educational reform -- Learning area Arts and Culture -- International viewpoints -- An African perspective on Music The findings on these dominant approaches to Music revealed that the government policy of decentralisation was employed as a mechanism to address the disparities in education. The curriculum implemented, Curriculum 2005, was also employed as a structure to redress the dispersed education system that existed prior to the democratic participation of South African citizens. A comparative analysis of international countries reviewed depicts arts education as an encompassing field with discrete arts disciplines. South Africa, conversely, adopts an integrated approach to the arts in the learning area Arts and Culture. This aligns to an African perspective of Music, having no subject boundaries and with the performing arts disciplines seldom separated in creative thinking. The findings in these dominant approaches to Music led to the further delineation of the research question into three main avenues of inputs: -- human resources -- physical resources -- the societal role of the arts The analysis of the data obtained from the educators indicated that all educators possess a qualification of some kind, but that there is a lack of specialisation in Music. Those who have an arts qualification alluded to the fact that they have a natural bias towards the art form in which they received their training. Statistical analysis proved that the type of school influences the level of implementation, the budget and the accessibility of resources for Music. The research indicates that the response of the learners to the learning area Arts and Culture in South Africa is associated with the grade of the learner, the race of the learner and whether the learner acknowledges the value of learning about Music or not. Although school principals view the learning area as an integral part of education, they raised justified concerns pertaining to the learning area. On the basis of the identification and quantification of variables impacting on the delivery of Music in the learning area Arts and Culture in South Africa, recommendations are made. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

This dissertation, submitted in article format, explores how the physical movement theories of Anne Bogart's Viewpoints may lead to a liberatory setting, one which echoes the theories of Paolo Freire, for college theatre students. It examines whether Viewpoints is effective in creating a studio classroom culture and whether the Viewpoints exercises can lead to a heightened clarity in individual performance, with a much more satisfying and involved learning experience for students of the theatrical arts. In addition, this dissertation applies the theory of Mead's symbolic interactionism to the discoveries that students make while using Viewpoints exercises. Research methods include autoethnography, analysis of case studies, and examination of interview data from three college directors and thirteen student actors who have trained and used Viewpoints in rehearsal.