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: The construct of the ‘pre-oedipal’ paternal function, as distinct from the traditional ‘oedipal’ paternal function, is an important yet under-developed focus of study in both the field of infant development and psychoanalytic clinical practice. This thesis contributes towards the development of an integrated concept of the paternal function as well as to a deeper understanding of the different aspects of the construct and its application. A critical literature review of psychoanalytic literature on the ‘paternal function’ highlights an absence of recognition of the importance of the construct, as it is salient in the earliest period of infancy, and characterises it as fragmented and diversely understood when it is mentioned. Four aspects of the paternal function which appear to be the dominant aspects in the literature are identified and elaborated in some detail. Also noted is the tendency for the non-gendered nature of several aspects of the paternal function to be overlooked because of the regular conflation of the role of the father and the paternal function. Extending this theoretically based observation into the domain of therapeutic practice, the conceptualisations of the pre-oedipal paternal function and the extent to which it is employed as a clinical tool was garnered from a sample of self-identified psychoanalytic psychotherapists based in Johannesburg, South Africa. Interviews of the topic were conducted with eight experienced practitioners and subject to thematic analysis guided by existing theory. The findings articulated closely with the international literature which points to a nebulous understanding of the concept and a general absence of reference to it as relevant in clinical formulations. In addition, based on the interview data, some proposals as to why the paternal function poses such a definitional difficulty and why, furthermore, the paternal functionary is apparently persona non grata in the clinical setting, are discussed. Finally, the case for the usefulness of the pre-oedipal paternal function in clinical practice is elucidated through the discussion of four clinical cases, each addressing a particular aspect of the pre-oedipal paternal function. Based on both a critical review of the literature and empirical data in the form of interviews of psychotherapists, and case material, the thesis makes a cogent case for foregrounding and refining conceptual and applied understandings of the construct of the ‘pre-oedipal’ paternal function, highlighting the gendered and non gendered attributes associated with performance of a set of functions associated with the construct.

Thesis (M.A.)--Miami University, Dept. of Theatre, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 134-135).

Contemporary philosopher of science Nancy Cartwright (b. 1944) has raised many an eyebrow with her books How the Laws of Physics Lie (1983) and The Dappled World (1999), among others. The primary task of this dissertation is to link her philosophy with that of Charles S. Peirce (1839–1914)—a link that includes Duns Scotus. My focus is especially on the criticism Peirce would have of Cartwright, and on the philosophical support he can offer her. The question is this: Given her stated philosophy of science, to what else must Cartwright be philosophically committed? This includes discussions of metaphysics, scholastic realism, laws of nature, and the very possibility of science. There are many striking similarities between Peirce and Cartwright, but I argue that he sees further and deeper into the metaphysical implications of her views on science. / Graduate

以英語為母語以及非英語為母語之教師，兩者間之協同教學國家級計劃，從1990年代開始在日本、韓國及香港各地執行。過去十年，台灣地區共有兩個相關計劃：一個位於中部某縣轄市；另一個則在北部地區，由該地方教育局與某知名學術基金會合作執行。關於這類的計畫，目前已有文獻探討執行上的困難，主要包括文化歧見、老師教學效能、與行政單位之運作問題，但其實卻並無整體評析之深入研究可供參考。 本研究遵循質化與量化的方法，針對北部之計畫為對象，深入評析中外師協同教學執行一年後之師生學習成效。研究首先以量化方式以成就測驗與態度問卷了解計畫中80名四年級與六年級小學生的英文學習成果、他們對英文的態度以及學習動機。另外又以訪談、課室觀察以及教學日記蒐集資料，分三組追蹤調查六位中外師之專業成長，藉衛考斯基的社會文化理論做分析，而文化體認方面，則以第三向度觀點，了解不同文化背景的老師之發展。 研究結果顯示此項中外師協同教學計劃對學生學習有正面作用，但程度則多有不同。學生之閱讀與聽力有成長，四年級學生受益又比六年級學生更多，但成果則因時間較短而稍顯淺薄。另一方面，中外教師在專業知識與文化體認上有顯著成長，可以說是本計畫最大受益者。 整體而言，計畫單位對中外師雙方合作關係之培養具備完善的機制，而在文化體認方面又有一群能夠以持平立場看待文化差距的諮詢專家，為中外師創造第三向度合作空間，使雙方能夠大方擁抱兩種文化且無需掩飾彼此之不同。這些設計使計劃更有效能，整體執行方式具參考價值。 / National co-teacher programs involving native English speaker teachers (NESTs) and non-native English speaker teachers (NNESTs) have been in operation since the 1990’s in Japan, Korea and Hong Kong. Two major programs have been established in Taiwan in the last ten years, one by a city government in the central part of Taiwan, the other by the education bureau of a rural county in the north, in collaboration with a well known academic exchange foundation. The cultural, pedagogical and administrative challenges such schemes face are well documented but there has been little evaluation of the benefits for stakeholders This study focused on the program in northern Taiwan and followed a mixed methods approach in order to trace learning gains from co-teaching for teachers and students over the course of one year. Students’ gains in English proficiency and changes in attitude and motivation were measured in a quantitative study involving over 80 4th and 6th grade students who were tested and surveyed. A triple case study investigated growth in professional knowledge and cultural awareness in three teaching pairs through interviews, class observation and teacher journals. Teacher learning was studied through the prism of socio-cultural theory and growth in cultural awareness from the perspective of thirdness. The program was found to have a positive effect on students, but in varying degrees. Student scores in both reading and listening proficiency improved while their attitudes and motivation were positive. Proficiency gains were greater among 4th graders than 6th graders, but the results also showed that for students, the impact of a one year program is relatively shallow. Teachers grew considerably in both professional knowledge and cultural awareness and were the greatest beneficiaries of the program. This study also found that the effectiveness of the program was facilitated by certain enabling mechanisms which nurtured the relationship between NESTs and NNESTs. Cultural awareness was facilitated by a culturally fair panel which helped create third spaces where teachers could embrace both cultures without hiding the differences between them.

Dans le processus de la mondialisation, les États ont libéré les échanges et créé les marchés tantcommerciaux que financiers. Les entreprises désormais exposées à une concurrence au niveau dela planète excellent dans des innovations technologiques de production et de commercialisation,d’information et de communication. L’État, le marché-Échange et l’Entreprise cristallisent chacundans ce nouveau monde, une institution. L’existence de chacune implique l’existence des deuxautres. Cette triple implication forme une structure originale appelée ‘‘tiercéïté’’, dite les ‘‘3 E’’.La redéfinition de l’entreprise comme institution suppose donc la redéfinition de la valeur qu’ellecrée. Cette dernière cesse d’être la valeur fixe rétrospective d’une quantité volumique. Elle devientune valeur en mouvement prospective d’une qualité quantifiée du management stratégique intégré.De nouvelles règles comptables règlent celui-ci : les normes comptables internationales élargies.Ces règles exigent des entreprises cotées à produire une valeur de régénération et desurrégénération ou ‘‘profit’’ alignées sur un pouvoir d’achat constant. Pour ce faire, lemanagement stratégique intégré implique de nouveaux comportements de gestion. Ceux-ciabandonnent le calcul arithmétique classique fondé sur l’addition et la soustraction pour lesremplacer par une méthode heuristique de calcul de relations : ‘‘la méthode comptableconditionnelle normative.’’ Ces nouveaux comportements de gestion mobilisés par cette méthodeheuristique pour assurer la nouvelle valeur en mouvement et prospective deviennent le ‘‘compte’’de la comptabilité IFRS de l’entreprise dont la finalité est de : ‘‘mesurer la réalité de la richesseprédictive pour se souvenir ’’(en référence à l’Échange visant la valeur), ‘‘mesurer pour agir’’(enréférence à l’Entreprise visant l’activité) et ‘‘mesurer pour partager’’ (en référence à l’État visant levivre-ensemble). / In the process of globalization, the States released the exchanges and created the markets as wellcommercial as financial. Companies from now on exposed to a competition on the excellent levelof planet in technological innovations of production and marketing, information andcommunication. The State (Etat), the Market-Exchange and the Enterprise crystallize each one inthis new world, an institution. The existence of each one implies the existence of both others. Thistriple implication forms an original structure called « thirdness » (tierceité), said the « 3 E ». Theredefinition of the Enterprise as institution thus supposes the redefinition of the value that itcreates. This last cease to be the retrospective fixed value of a voluminal quantity. It becomes aprospective value moving of a quantified quality of integrated strategic management. Newcountable rules regulate this one : widened international countable standards. These rules requirefor the enterprises those dimensions to produce a value of regeneration and breeding or « profit »aligned on a constant purchasing power. With this intention, integrated strategic managementimplies new behaviors of management. Those give up traditional arithmetic calculation founded onthe addition and the subtraction to replace them by a heuristic method of calculation ofrelations : « Conditional Normative Accounting Method ». These new behaviors of managementmobilized by this heuristic method to ensure the new value moving and prospective become the« account » of the accounting IFRS of the Enterprise whose finality is of: « to measure the realityof the predictive richness to remember » (in reference to the Exchange aiming at the Value), « tomeasure to act » (in reference to the Enterprise aiming at the Activity) and « to measure to divide »(in reference to the State (Etat) aiming at the Live well-offness together).

This study and the accompanying design project explore postmodern identity construction as a nomadic state of being in relation to the shared experience of space. The potential of the relationship between postmodern identity and physical space is explored both theoretically and through practical application. The main theory explored is ‘third space’, with specific reference to the concept of ‘thirdness’ as articulated by American psychoanalyst Jessica Benjamin (in Frosh&Baraitser 2009). This study examines how shared spaces can, through narrative reframed by ontology (Somers 1994), be seen as physical manifestations of the ‘third space’ as envisaged by the likes of Homi K Bhabha (1994) and Edward Soja (1996). The notion of ‘thirdness’ is used to explore the relationship between individuals and shared space. ‘Thirdness’ is also paralleled to Ubuntu. ‘Thirdness’ is investigated as a means to access shared relational spaces that provide an abundance of symbolic narratives that can be gathered and integrated into the self. This study explores how being connected through shared space has the potential to be constructive in identity formation in the wake of unstable postmodern identity. This study uses a design process adapted from Karl Aspelund (2006) as an approach to the research. In the context of this study, design is seen as more than the resulting artefact. It encompasses the thought process, the methods used and steps taken to reach a particular research outcome. This study attempts to form a synthesis between the theoretical research conducted and design praxis in the form of the design outcome. As inspiration for the design action, the design process followed in this research facilitates the exploration of theory that is perhaps unfamiliar to design discourse. The steps in the process allow the refinement of concepts, application of the theory in a practical environment (a paper making workshop) and finally, the visualisation of the theory via the design artefact (an animated short). The medium of animation is selected purposively in order to convey the interpretive narrative derived from the process. The paper produced in the workshop reflects the theory, inspires the narrative of the animation and is used to create the environment and characters of the animation, which, in turn, embody the overarching concepts of the study. Copyright / Dissertation (MA)--University of Pretoria, 2012. / Visual Arts / unrestricted