It is presently a general conception that marriages are fast going out of fashion. This tendency is blamed on the high divorce rate all over the world. It is also believed that marriages are not the only accepted ways of having relationships. In order to counsel couples effectively in marriage therapy, the basic building blocks of a marriage have to be kept in mind. The current pre-marital counselling programs are lacking in their ability to create stronger marriages. The following encompassing research question arose: How can emotional oneness concerning newlyweds be improved through the following Scriptural guidelines for leaving of parents (Gen 2:24), cleaving (Gen 2:24) and becoming one (Gen 2:24)? The methodology used was as follows: In Chapter 2, basic-theoretical perspectives were formulated on how the Word of God explains the importance of leaving, cleaving and becoming one in the process of becoming emotionally one. The basic-theoretical perspectives were constructed based upon detailed exegesis of Genesis 2:24, as well as cursory exegesis of other relevant passages. In Chapter 3, meta-theoretical perspectives were formulated by making use of a literature study of the associated disciplines of Physiology, Psychology, Sociology and Law, with specific reference to emotions and marriage itself. An empirical study indicated that there is a real necessity for a good descriptive definition of emotional oneness. In Chapter 4, practical-theoretical guidelines were given as a result of the hermeneutical interaction between the basic-theoretical principles and the metatheoretical perspectives. Five practical guidelines were formulated to characterize an emotional oneness marriage. In Chapter 5, the researcher finally concludes that the process of leaving, cleaving and becoming one is a continuous process. It is only possible through the help of the Holy Spirit and where both newlyweds are willing to work on their marriage. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2005.

Den här uppsatsen handlar om hur förskollärare idag upplever samarbetet mellan förskola och hem, deras beskrivning av förutsättningar för ett gott samarbete och vilken betydelse den nya reviderade läroplanen (Lpfö98/10) har för samarbetet.Syftet med uppsatsen är att undersöka hur förskollärare upplever samarbetet hem- förskola. Den empiriska delen grundas på sex intervjuer med förskollärare som har avlagt sin examen under fyra olika decennier. Intervjuerna har genomförts med fokus på att lyfta fram deras syn på de barndomssociologiska begreppen being och becoming (med svensk översättning varandesyn och projektsyn) och frågor kring just samarbetet förskola - hem.De fyra teman som uppstod ur analys av intervjuresultatet var: 1. Växelverkan mellan being och becoming, 2. Samarbete påverkat av den dagliga dialogen och förskollärares uppdrag, 3. Samsyn, något man vill nå för ett bra samarbete kring barnet och 4. SamverkanDessa fyra teman reflekterades mot vår litteraturbakgrund som är uppbyggd utefter de tre senaste decenniernas forskning av bland andra Christina Gars (2002), Gunilla Halldén (2007) och Ann-Marie Markström (2005,2007,2009) kring den samverkansdomän mellan stat familj, som förskolan är. Vår studie visar bland annat att implementeringen av den nya reviderade läroplanen och dess skrivelse kring att tydligt redovisa verksamhetens innehåll kan påverka hur förskollärare upplever att samarbete kan utvecklas.

This thesis considers the notion that it is the future which judges the present and that judgement is always guilty. In effect to understand modernity on its own terms one would have to inquire if we have any more right to affirm a given future than to deny one? / The question arises as follows. If a subject exists prior to the process which is its being, an uncomfortable aporia ensues. / Firstly, if being human is understood as "becoming", i.e. humans can and do appear through the enactment of change, then "being" itself is temporal. How then does this self secure its appearance other than through the very process it assumes itself to be prior to? Such a securing would imply an absolute uniformity and homogeneity not predicated on human-enacted change. If securing is in fact the aim of appearance, and therefore the operative term in judgement, what then are the consequences of action in terms of created results? / In other words, what are the consequences of the temporality of "being"? It continues to produce a world. The second question then is: how does one judge, make and act, toward a future which properly speaking, cannot be our rightful concern? / The question is approached initially through a discussion of the integral terms. In the final chapters, an attempt is made to understand the premise of Marcel Duchamp's Etant Donnes. Duchamp's work is taken as paradigmatic of making circumventing the aporia of self-revelation through becoming.

The main objective of this master&rsquo / s thesis is to analyze the place assigned to human subjectivity by French philosophers Michel Foucault and Gilles Deleuze. In order to fulfil the requirements of this objective, what is focused on is their shared critique which is exercised against the traditional conceptions of humanity and subjectivity. Through the thesis, first Foucault&rsquo / s analyses which demonstrate that universal man as a construction emerges as an effect of discursive practices and power relations, and his archaeological method that illustrates knowledge process is not dependent on transcendental consciousness are explained and discussed. Then it is argued that Deleuzian philosophy of becoming which does not submit to any transcendent unity that governs experience is an actual alternative to subject-centered understandings of the world. Throughout the course of arguments it is emphasized that according to both Foucault and Deleuze the human subject is an effect of network type relations that occur in a non-subjective fashion.

Changes have occurred within educational settings over the past 30 years, creating a more equal learning environment for women. Despite the fact that women aged 18-39 years now outnumber men within New Zealand universities, there is still evidence of inequality for pregnant university students.A qualitative case-study approach was used to explore and describe the stages and patterns of transition from being a university student to becoming a pregnant university student. Each woman demonstrated the complexity of the transitions. The pregnant body and becoming visible were factors that impacted on all five women who participated in this study. The case studies describe how pregnancy intervened in the experience of being a student.Various coping mechanisms were employed by these pregnant university students. The research suggests that they find balance through compartmentalizing aspects of their lives. They attribute educational and personal outcomes to luck. These strategies have enabled these women to aim for educational or personal success. Yet it remains clear that the university does not provide adequate support for these pregnant university students. Policies and resources need to be established to aid pregnant university students in this process of transition.

Thesis (Ph.D.) - Carleton University, 2007. / Includes bibliographical references (p. 186-199). Also available in electronic format on the Internet.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 358-389).

Made available in DSpace on 2016-06-02T19:35:29Z (GMT). No. of bitstreams: 1 TeseSMP.pdf: 711929 bytes, checksum: 90bcdc65e998858fa4c42e988c9618e8 (MD5) Previous issue date: 2006-10-04 / The present research is about the reading practices of teachers for child education that work in a day nursery of the city of Catalão, in the state of Goias, Brazil. The aim of this research is to provide cartography of the reading experiences of these teachers in order to analyze how they became readers and how this process is still developing. The idea is not to define the meaning of reading, but with what it works and how in terms of intensity and its connections. Therefore, the main question to be answered with this work is how these teachers for child education became readers and how this process is still developing? The methodology is based on narratives produced by five teachers that work in a day nursery. The teachers were requested to write their reading experiences in the form of narratives. Those narratives were on their first experiences with reading, the memories of the earlier stage of learning how to read, their readings during childhood and adolescence, reading at school, their reading spaces, the moments of reading, their reading practices at last. The theoretical framework is based on Deleuze and Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, and other authors. The map of the narratives provided by the teachers point to reading territories composed by protocols and imperatives that give them a sensation of incompleteness and even makes them believe they are not as good as they wish to be as readers. Even though, the narratives provided ground to perceive the lines of flight, the movements of deterritorialization and destratification that have potential for becomings: becoming-teacher, becoming-woman, becoming-reader, and becoming-child. / Esta é uma investigação acerca das práticas de leituras de professoras de Educação Infantil (Creche) do Município de Catalão - GO. O objetivo desta pesquisa é cartografar as histórias de leituras vivenciadas por professoras de Educação Infantil procurando conhecer as maneiras como elas se constituíram e se constituem enquanto leitoras, sem com isso buscar o significado da leitura, mas como ela funciona e com o que ela funciona, quais as suas conexões e intensidades. Desta forma, a questão central deste trabalho é: como as professoras de educação infantil se constituíram e vêm se constituindo enquanto leitoras? A metodologia adotada pauta-se no trabalho com narrativas de cinco professoras de uma creche. Para que as professoras pudessem contar suas experiências de leitura foi proposto que narrassem: os primeiros encontros com a leitura; a recordação da alfabetização; a leitura na infância e na juventude; a leitura na escola; os espaços de leitura, os momentos de leitura; enfim, as práticas de leitura. Compõem as bases teóricas deste estudo autores como: Deleuze e Guatarri, Chartier, Agamben, Larrosa, Butler, Louro, dentre outros. O mapa narrado pelas professoras remete a territórios de leitura formatados por protocolos e imperativos, levando-as a se perceberem como incompletas e, até mesmo, fraca como leitora . Contudo, as narrativas possibilitaram, também, a percepção de linhas de fuga e de movimentos de desterritorialização e desestratificação que podem potencializar devires: devir-professora, devir-mulher, devir-leitora, devir-infância.

La matière est la cellule fondamentale de la création. Elle est présente sous diverses formes et densités. Parfois souple, d'autres fois solides, elle est aussi réelle et irréelle. La dualité de son identité fait de sa nature un facteur propice à l'expression de l'art. Dans l'Interprétation de la Nature (Interprétation of Nature), l'élément visible mais aussi invisible subit le cycle de la vie qui dans un espace spatiotemporelle change, le fait naître de renaître. Dans ce contexte, mon étude porte sur l'être et le devenir. Le développement de la cellule primaire, sa croissance, sa formation, sa maturation, sa disparition et sa re-création. L'expérience de l'objet est variable selon l'espace. L'espace qui entoure le spectateur peut être la cause du changement, et modifier l'oeuvre. La situation n'est pas dépendante du créateur mais interactive avec le spectateur qui entretient un rapport ambigu. de possesseur-possédé. / Material is the fundamental cell of creation. It appears under different shapes and densities. Its dual identity turns its nature into an appropriate factor in the expression of art. In the Interpretation of Nature, visible as well as invisible elements undergo the existential cycle which, within a spatiotemporal framework, breathes endless life into it. In this context, my study revolves around being and becoming, that is, the development of primary cell, its growth, formation, maturation, demise and re-creation. The experience of the objects varies according to space. The space surrounding the viewer might be the cause of change and might even modify the artwork. The situation does not just rely on the creator but interacts with the viewer in an ambiguous relation where the possessor becomes possessed.

La colonisation et l’immigration créent des espaces dits de l’entre-deux, des « espaces in-between », où les limites et les frontières entre identités et cultures sont remises en question, où sont générés de multiples métissages. Dans le cadre de notre recherche nous nous sommes intéressé plus particulièrement à deux quartiers situés en Tunisie, dans la ville de Sousse, dont les noms sont Gabadgi El Foukani et Gabadgi Loutani , ou en sicilien « Capaci Supra e Capaci Jusu ». Ces deux quartiers portent le nom d’une localité sicilienne, Capaci. Le plus intéressant des faits est que ces lieux ont été construits et occupés par des populations mélangées, majoritairement siciliennes issues de l’immigration. Mais il y avait aussi d’autres communautés bien diversifiées du point de vue des nationalités et des croyances. Ces quartiers ont ensuite été progressivement réinvestis par une population exclusivement tunisienne.Le contexte historique et social de ces quartiers, nous a conduit à porter notre attention sur la relation entre les ambiances, l'espace public urbain et la notion de métissage. La vérification de l'hypothèse d'une persistance de caractéristiques ambiantales spécifiques constitue un réel enjeu scientifique pour cette recherche. Nous avons choisi la notion de métissage plus qu’une autre forme de mélange étant donné qu’elle se présente comme une pensée temporelle. Nous avons par conséquent été mené à interroger les ambiances des quartiers en appréhendant le métissage comme devenir, comme processus de transformation né de la rencontre de l’autre, mais aussi comme une expérience intériorisée vécue dans la durée.Notre méthodologie de travail s’est déployée selon trois mouvements, qui se sont croisés et enrichis mutuellement : observer et raconter, décrire, expérimenter. Les deux premières phases se sont plus concentrées sur le terrain, la troisième s’est présentée sous la forme d’une expérimentation développée sous l’égide d’une installation-projection. / Colonization and immigration create areas called “in-between spaces”. Limits betweencultures and identities in these “in-between spaces” are coming under some question.As a result, multiple cultural mixings are generating. As part of our research, wefocused specifically on two districts located in the city of Sousse, in the central-east of Tunisia, known as Gabadgi El Foukani and Gabadgi Loutani, or in Sicilian « Capaci Supra e Capaci Jusu3».These two districts take on Sicilian locality name, Capaci. The most interesting fact is that these places, not only, were built and occupied by mixed populations, mostly Sicilian immigrant, but also there were other communities well diversified in terms of nationalities and beliefs. These districts were then gradually reinvested by an exclusively Tunisian population.The historical and social context of these districts has led us to focus our attention on the relationship between ambiances, urban public space and the notion of cultural mixing. Verification of the hypothesis of persistent specific ambient characteristics is a real scientific challenge for this search. We have chosen the notion of cultural mixing more than another form of mixing since it presents itself as a temporal thought. We were therefore led to question the ambiences of the districts by apprehending the cultural mixing as becoming, as born transformation process of meeting others, and as an internalized experience over time.Our work methodology is deployed in three movements that have crossed and enrichedeach other: Observe & tell, describe, and experiment. The first two phases were moreconcentrated on working on the site. The third phase was presented in the form of anexperiment developed under the aegis of an installation-projection.