Notre recherche visait au départ l'analyse de la substance du dommage moral: retrouver les sentiments à l'intérieur des chefs de dommage moral. Une première lecture des jugements québécois publiés, rendus entre le 1er janvier 1950 et le 31 décembre 2008 et à l'intérieur desquels des dommages et intérêts ont été octroyés pour réparer un dommage moral en matière de responsabilité civile extracontractuelle, laisse une impression de confusion et de désordre, tant au plan terminologique qu'au plan conceptuel. Dommage moral, préjudice extrapatrimonial, dommage non pécuniaire, préjudice moral: autant de termes qui rendent impossible une synthèse des chefs de préjudice. C'est finalement à l'analyse des raisons de cette confusion, aux formes qu'elle prend, aux moyens déployés par les juristes pour, sinon la surmonter, du moins la contenir, que la présente thèse est consacrée. Malgré cette confusion et ce désordre, un constat général d'homogénéité et de stabilité des discours judiciaire et juridique sur le préjudice extrapatrimonial peut d'abord être tracé. Le dommage moral et le préjudice extrapatrimonial (les deux étant couramment assimilés) sont réputés difficilement réparables. Afin de contenir l'arbitraire et la subjectivité qui caractérisent le préjudice extrapatrimonial, un discours dominant rationnel et raisonnable s'est construit et une évaluation globale du préjudice est pratiquée par les juges. Il en résulte une stabilité des montants des dommages et intérêts octroyés à titre de réparation. Mais pourquoi autant de mots pour décrire une même réalité? Dommage et préjudice sont actuellement employés en droit québécois comme s'ils étaient terminologiquement et conceptuellement indistincts; il en résulte une sursimplification de la responsabilité civile. Nous proposons que le dommage (qu'il soit corporel, matériel ou moral) et le préjudice (qu'il soit extrapatrimonial ou patrimonial) sont distincts. Le dommage se qualifie au siège de l'atteinte (des corps, des choses, des sentiments et valeurs) et le préjudice se qualifie au regard de la nature des répercussions du dommage (répercussions patrimoniales ou extrapatrimoniales). Ainsi distingués, dommage et préjudice retrouvent un sens tout en faisant ressortir les deux temps composant la responsabilité civile: l'établissement d'une responsabilité à l'aide de la faute, du dommage et du lien de causalité les unissant (1er temps) et la réparation du préjudice accompagnant le dommage (2e temps). Par une telle distinction, la sursimplification de la responsabilité civile est dépassée et force est de constater que bien peu de choses sont dites dans les jugements sur la substance du dommage moral et même sur le dommage moral tout court. Le discours dominant porte essentiellement sur la difficile détermination de la quotité des dommages et intérêts pour réparer le préjudice extrapatrimonial. Si le dommage moral et le préjudice extrapatrimonial n'étaient pas confondus et employés par les juristes avec une apparente cohérence, une synthèse des chefs de préjudice extrapatrimonial, telle qu'envisagée au départ, aurait peut-être été possible… / Our research initially aimed at analysing the substance of dommage moral: discover feelings within the heads of dommage moral. At first, the reader, when looking at the published judgments made by the Quebec jurisdictions between January 1, 1950 and December 31, 2004 and which grant damages to compensate tortious préjudice extrapatrimonial, is under an impression of confusion and disorder, on a terminological as well as on a conceptual level. Dommage moral, préjudice extrapatrimonial, dommage non pécuniaire, préjudice moral: such terms make a synthesis of the heads of damage impossible. Finally, this thesis is dedicated to the analysis of the reasons for such confusion, to the forms it takes, to the means used by jurists in order to contain it, if not to surmount it. Despite such confusion and disorder, it may first be generally observed that the judicial and legal discourses on préjudice extrapatrimonial are homogeneous and stable. Dommage moral and préjudice extrapatrimonial (both being treated as similar) are said to be hard to compensate. In order to contain the arbitrary and subjectivity which characterise préjudice extrapatrimonial, a dominant rational and reasonable discourse has been built and a comprehensive estimate of the damage is carried out by judges. As a result, the amounts of the damages allotted as compensation are stable. But why are so many words used to describe the same reality? Dommage and préjudice are currently used in Quebec law as if they were indistinct on a terminological and conceptual point of view; the result is an over-simplification of civil liability. We propose that dommage (whether bodily, material or moral) and préjudice be distinct. Dommage qualifies at the siège de l'atteinte (bodies, goods, feelings and values) and préjudice qualifies with regards to the nature of the effects (whether patrimonial or extrapatrimonal) of the dommage. Being thus distinguished, dommage and préjudice gain sense while distinguishing the two steps composing civil liability: determination of liability based on fault, dommage and causal link between them (1st step), and compensation of the préjudice that accompanies the dommage (2nd step). By making such a distinction, the over-simplification of civil liability is passed and it must be noted that very few words are said in court judgements on the substance of dommage moral and even on dommage moral itself. The dominant discourse essentially bears on the difficult determination of the quota of damages to compensate préjudice extrapatrimonial. If dommage moral and préjudice extrapatrimonial were not confused and employed by jurists with apparent coherence, a synthesis of the heads of préjudice extrapatrimonial, as contemplated at the beginning, would perhaps be possible.

Poor mathematics performance in South African schools is of national concern. An attempt to gain insight into the problem prompted a study into the possibility of a relationship between visual perceptual skill and mathematic ability. A theoretical review revealed that inherent limitations of traditional psychological theories hinder an adequate explanation for the possible existence of such a relationship. The theory of situated cognition seems to be better suited as an explanatory model, and simultaneously clarifies the nature of both visual perception and mathematics. A small exploratory study, with a sample of 70 Grade 6 learners, provided empirical evidence towards the plausibility of the relationship. Specifically, it proved the hypothesis that visual perceptual skill positively correlates with scholastic mathematics achievement. The results of the study, interpreted within the situated cognitive framework, suggest that a conceptual emphasis in mathematics education – as opposed to a factual emphasis – might improve mathematic ability, which may credibly reflect in scholastic performance. / Psychology / M. Sc. (Psychology)

Nous menons une enquête longitudinale dans un dispositif de pré-formation auprès des formateurs et des jeunes peu qualifiés et ainsi en difficulté d’insertion sociale et professionnelle. Nous relevons les marqueurs d’apprentissage et de développement des jeunes par l’analyse des interactions verbales et des entretiens. Les résultats montrent l’importance de la socialisation du jeune novice par son interaction verbale avec le formateur expert des situations sociales. Dans le sens de Vygotsky, l’interaction est considérée comme une « Situation Sociale de Développement » qui vise à ce que le jeune apprenne les situations par leur ré-interprétation par le formateur. Ce travail mène à la transformation de ses activités cognitive et opératoire nécessaires à la maîtrise des situations et à l’adoption appropriée des règles qui régissent les espaces physiques, sociaux et culturels, avec des personnes étrangères à l’environnement social habituel du jeune. / We conduct a longitudinal survey in a scheme for pre-training for trainers and youth with poor skills and thus in great difficulty of social and professional integration. We identify markers for young people’s learning and development of the verbal interactions and interviews. The results show the importance of socialization of young novice through his verbal interaction with the trainer who is expert with social situations. As discussed by Vygotsky, interaction is considered "Social Situation of Development" who aims to ensure that young people learn the situations through their reinterpretation by the trainer. This work leads to the transformation of young people’s cognitive and operational activities necessary for controlling situations and to the appropriate adoption of rules that govern the physical, social and cultural spaces, with people outside the usual social environment of young people.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Deux questions sont à l'origine de cette recherche: 1) Quelles transformations affectent un savoir de gestion lorsqu'il sort du champ théorique pour devenir objet d'enseignement ? 2) Comment conserver, aux concepts enseignés en gestion, leur force initiale lorsqu'ils sont apparus dans le champ scientifique ? La problématique générale de l'articulation de l'épistémologie et de la didactique en gestion conduit à mettre en œuvre une méthodologie originale d'analyse d'un concept de gestion en cinq étapes : analyse du sens commun et des représentations du concept, étude du sens scientifique dans les traités et les œuvres de grands auteurs, repérage de la place du concept dans les programmes officiels, examen des manuels scolaires, identification des obstacles épistémologiques qui entravent la construction du concept par l'élève. Cette méthodologie est appliquée ici au concept de décision, concept nodal des sciences de gestion, qui est ici analysé en détail, et à sa didactisation dans la voie technologique tertiaire supérieure française. L'examen des programmes officiels et des manuels scolaires a montré que le savoir didactisé de la décision est une construction spécifique des auteurs de manuels, à mi chemin entre le sens commun et les sens scientifiques. Il est aussi apparu que la connaissance épistémologique des concepts en gestion ne suffit pas à en conserver la force initiale, mais que la culture épistémologique est nécessaire à la problématisation des concepts de gestion et à la didactique de leur conceptualisation.

Learners in South Africa underachieve in Mathematics. Amidst many other factors that influence the Mathematics scenario in South African schools, one major aspect of the Mathematics classroom culture is the Language of Learning and Teaching (LoLT). For many learners the LoLT, namely English, is not their main language. The question arises of whether Setswana learners with Limited English Proficiency (LEP) are disadvantaged because the LoLT is English and if so, what could be done about it. The interaction between language and thought is discussed against the background of the learning theories of Piaget, Vygotsky and van Hiele, as well as the Network Theory of Learning. From this study the importance of language for conceptualisation becomes clear, especially that of the mother tongue. The circle is then narrowed down to take a look at the vital part that language plays in Mathematics and the problems that exist for the learner when negotiating meaning during the journey between natural language and the mathematical register. Focusing on the situation of the Setswana Mathematics learner with English as LoLT, the views of parents and teachers come under scrutiny as well as government policies regarding the LoLT. The techniques and strategies of teachers in the English Second Language Mathematics classrooms (ESL-classrooms) are investigated. In this regard code-switching is of importance and is discussed extensively. These theoretical investigations led to an empirical study. Firstly, a quantitative study was undertaken by means of a survey to investigate the language situation in schools where Setswana is the main language. Furthermore, the views of those teachers, who teach Setswana learners with English as LoLT, on how English as LoLT influences Setswana Mathematics learners' conceptualisation were investigated. A sample of 218 teachers in the North-West Province of South Africa was used in this survey. A complex language situation crystallises where no one-dimensional answer can be recommended. Code-switching has clearly made large inroads into the Mathematics classroom, but teachers' views on the expediency of using Setswana, especially for formal notes, terminology and tests, vary considerably. Secondly, a qualitative study was undertaken in two schools. The study investigated the possibility that notes in Setswana as well as in English, and the aid of an English/Setswana glossary of Mathematical terminology in daily tasks as well as in tests, would be of value to learners. It was clear from the sample that the new terminology is difficult for the teachers in question because they are used to the English terminology. Some learners also find the Setswana terminology difficult. However, the learners experience the use of the Setswana in the notes positively. It was clear from the interviews with the learners that by far the most of the learners in the sample felt that the Setswana/English notes as well as the glossary helped them to understand better. The learners oscillate between English and Setswana to understand the explanation given or the question asked. Most of the learners are of opinion that tests where questions are asked in both languages contribute to a better comprehension of what is asked. They also experience the glossary of English/Setswana terminology supplied in the test as an important aid. Recommendations comprise that the Setswana Mathematics register should be expanded and final examinations set in both Setswana and English. Furthermore, teachers should be educated to use new terminology effectively as a scaffold to ensure adequate conceptualisation, as well as to manage code-switching in a structured way. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This study explored Visual Art creation by Grade 11 learners in the art classroom and the relationship with attaining creativity acumen. Creativity acumen in this instance is looked upon as the ability to visually conceptualize imaginative ideas and then translate that into an individual rendition of a concept presented. The learners first perceive an idea and then conceive a concept. Visual perception is a function of how the eyes and brain see whole images, but these images are broken down into their visual elements, such as lines and shading during Visual Art creation. The visual elements are then created in forming an art-work, which in turn lends itself to understanding complex concepts and themes. Creativity acumen involves two processes: having ideas (creativity-relevant processes) and then producing a visual exposé of such ideas. A literature review was conducted which provided useful insight into the components of the creative process and the contextual factors influencing creativity acumen within the school environment. An empirical study was conducted with six art learners in Grade 11, selected through purposive sampling. Creativity questionnaires were completed pre- and post-art creation as a self-assessment tool of how effectively individual implementation of the creative process occurred during idea development and artistic expression in attaining creativity acumen during Visual Art production, if at all. The art creations were observed from task presentation through to completion deadline. Photographic records of the art creations were captured as they were produced and completed. Interviews were conducted at the end of the art creative process. The data was descriptively tabulated into photo-sheets and tabulated for qualitative interpretation and description of findings and results. From the empirical study it can be concluded that there is a dialectic relationship between the creativity-relevant processes and art-relevant skills, as set out theoretically by Amabile (1996) when creating Visual Art. The relationship is intertwined and compounded by overlapping factors in acumen to be creative and creating an art-work. Both require openness to new ideas and perspectives and both need perseverance and effort to learn new skills and craftsmanship. The conclusion of this study is that creativity acumen and art creation have variation of outcome and expansion of ideas in common. Creativity acumen is a means of extending one’s outlook and ability to question, look for new information, develop ideas independently while art creation is a means of visual expression in learning to elaborate on a concept through externalised representation which guides further possibilities and understanding of new concepts and perspectives. There is a dialectic relationship between art creation and creativity acumen or ability as one possibly informs and develops the other. / Psychology of Education / M. Ed. (Guidance and Counselling)

Le droit moderne de l’environnement apparaît, en France, dans les années 1960. Il émerge de manière empirique en réaction à de grandes catastrophes écologiques et intervient dans les domaines les plus divers pour mettre en place des garde-fous juridiques propres à limiter la dégradation de l’environnement. Le droit est alors fragmenté, technique et constitue la plupart du temps un simple placage des mécanismes et des concepts juridiques classiques sur un nouvel objet : l’environnement. Le manque de cohérence et de construction du droit est progressivement pallié par l’affirmation de principes, l’édiction d’un Code et la consécration de la Charte constitutionnelle de l’environnement. En outre, au gré des réformes, le droit se construit autour de nouveaux concepts. Les concepts écologiques, qualifiés auparavant d’insuffisants pour appréhender l’environnement sont complétés avec la prise en compte, par exemple, des concepts d’écosystème, de processus écologiques ou de solidarité écologique. Une dimension conceptuelle du droit de l’environnement émerge en droit positif avec les notions phares de patrimoine commun de l’humanité, de développement durable, de précaution, d’irréversibilité, susceptible d’en rassembler les morceaux épars et d’affirmer la maturité du droit de l’environnement. La conceptualisation récente du droit de l’environnement participe d’une construction plus aboutie et d’une simplification et généralisation de la matière. / Modern environmental law appeared in France in the 1960s. It emerged empirically in response to major ecological disasters and intervened in the most diverse fields to set up legal safeguards to limit the environmental degradation. The law was then fragmented, technical and usually constituted a mere plating of conventional legal mechanisms and concepts on a new object: the environment. The lack of coherence and the construction of the law was gradually mitigated by the assertion of principles, the enactment of a Code and the consecration of the Constitutional Charter of the Environment. In addition, as the reforms proceed, law is being built around new concepts. Ecological concepts, previously qualified as insufficient to understand the environment, are supplemented by taking into account, for instance, ecosystem concepts, ecological processes or ecological solidarity. A conceptual dimension of environmental law emerges in positive law with the flagship notions of the common heritage of humanity, sustainable development, precaution, irreversibility, capable of gathering scattered pieces and asserting the maturity of environmental law. The recent conceptualization of environmental law is part of a more complete construction and a simplification and generalization of the subject matter.

Cette thèse se propose d’étudier un ensemble de romans portant sur l’histoire dynastique,composés entre les années 1630 et les années 1730. Nous lisons ces œuvres à partir de la notion de monde impérial, en désignant par ce terme les représentations du réel où l’institution régnante sert de point de repère, aussi bien pour s’orienter dans l’espace et dans le temps, que pour expliquer les mouvements d’ordre et de désordre qui affectent l’ensemble des vies. L’objet central de cette étude est de saisir ce qui vacille et se transforme dans les manières d’ordonner des mondes impériaux au sein des romans composés durant cette période.Pour ce faire, nous nous proposons de relire ces œuvres à partir d’une série de ruptures qui travaillent les usages ou les conceptualisations de notions clés du discours néo-confucéen :les deux couples guo 國 et tianxia天下 (monde et dynastie), su 俗 et minjian 民間(vulgaire et populaire), et les trois notions de yanyi 演義 (développement du sens/ histoire exemplaire), zhi 知 (l’étape ultime du discernement) et gong 公(sens public). Une telle approche nous permet de mettre en évidence des liens qui restaient invisible dans le discours critique entre les romans sur l’histoire dynastique et un ensemble d’évolutions sociales et intellectuelles qui ont lieu entre les années 1630 et les années 1730, et qui touchent à des objets aussi divers que l’organisation spatiale et ethnique de l’empire, les formes d’activisme social, ou les termes dans lesquels sont pensés les discours moraux, et historiographiques.Corpus principal : Écrits oubliés des Sui (Suishi yiwen隨史遺文，préface 1633) ;Deuxième collection du Lac de l’ouest (Xihu erji 西湖二集, années 1640) ;Second bord de l’eau (Hou Shuihu zhuan後水滸傳，fin des Ming, début des Qing) ;Histoire exemplaire et vulgarisée du bûcheron (Qiaoshi tongsu yanyi樵史通俗演義, début desQing) ; Suite au bord de l’eau (Shuihu houzhuan水滸後傳，préface 1664) ; Histoire exemplaire des Sui et des Tang (Sui Tang yanyi隋唐演義, préface 1695) ;Histoire non-officielle des immortelles (Nüxian waishi女仙外史, préface 1711) ; Récit complet des Tang (Shuo Tang quanzhuan 說唐全傳, années 1730) / This dissertation deals with a set of novels about dynastic history written between the 1630sand the 1730s. My point of departure is the following : A) I study the way these novels structure representations of the imperial world – that is,representations of space, time, and social order that are organized in reference to the imperialinstitution.B) I reinsert these representations of the imperial world within contemporary ru (儒Neo-confucian) discourses. I do so by focusing on the way five notions or set of notions, thatare both central to ru discourses and to these novel are conceptualized and used : the twinnotions of guo (國 “imperial institution” / “country”) and tianxia (天下 “the world”) ; su (俗“vulgar”) and minjian (民間 “popular”); the notions of yanyi (演義 “development ofmeaning”, “exemplary narrative”); gong (公, “public”) ; and zhi (知 “moral recognition”). In doing so, this dissertation highlights a web of connections that were previouslyinvisible between novelistic representations of the imperial world and a set of evolutions withinthe ru world that are contemporary to the writing of these novels.Main primary sources : Forgotten Tales of the Sui (Suishi yiwen 隨史遺文，preface 1633) ; Second West Lake Collection (Xihu erji 西湖二集, ca1640) ; Second Water Margins (Hou shuihu zhuan後水滸傳 late Ming- early Qing ) ; Exemplary and Popularized History of the Woodcutter (Qiaoshi tongsu yanyi樵史通俗演義,early Qing) ; A sequel to the Water Margins, (Shuihu houzhuan水滸後傳，preface 1664) ; Exemplary History of the Sui and Tang ( Sui Tang yanyi 隋唐演義, preface 1695) ; Non-Official History of the Female Immortals (Nüxian waishi女仙外史, preface 1711) ; Complete History of the Tang (Shuo Tang quanzhuan說唐全傳, ca 1730)

The challenge to create learning environments that could promote learning is an aspect which currently enjoys much attention in the higher education environment. According to the outcomes based approach, learners are required to be equipped with relevant and applicable skills when entering the workforce on completion of their studies. With this as background, this study investigated the applicability of experiential learning as an approach that could enable learners to make optimal use of changing learning environments. Experiential learning mainly takes place through learners’ exposure to concrete experiences which are then critically reflected upon. The concept of action learning is often used as synonym for experiential learning, as the principles underlying these concepts and the philosophical assumptions are the same. Service learning is an application field of experiential learning that differs from the traditional learning approach. Learners learn from their exposure to learning experiences, whereas service rendering takes place simultaneously. In this study attention will be paid to the importance of reflection in the learning process. On completion of the learning experience learners critically investigate their own values, preconceptions, insights they have gained in the process and actions. The reflective learning process gives learners the opportunity to monitor their own learning objectives, to enhance insight and understanding and observe the interaction between theory and practice. In addition to this the process allows them to optimise human potential by applying what they have learned. According to the process followed in this study, learners have developed and implemented certain psycho-social interventions in collaboration with a specific community. At the start of the process learners were requested to keep their dairies up to date and use these to reflect on any aspect of their learning experience. With the consent of the learners a quantitative analysis was done of the content of their dairies and certain themes have manifested. The main themes that have been identified refer to the experiences during the development and implementation of the intervention and these relate mainly to the learning facilitator. Initially learners were quite dependent on familiar structures but once they became more at ease with the process, they were able to observe and manage the process with greater freedom. One aspect that is prominent in this study is the significance of group processes - not only for the individual learner, but also as part of the greater environment. Learners were specifically challenged to manage the unpredictability of the various processes – something which has required greater adaptability and leniency of learners. Learners’ reflections on the achievement of learning outcomes centre on opportunities to practically apply their theoretical knowledge. In many learners the interaction between theory and practice has resulted in the expansion of their cognitive content. Many references were also made to the improvement of life skills which relate specifically to the group processes and personal enrichment. A reflective attitude in a learning environment facilitates opportunities for learners to build on their current knowledge and develop a greater emotive conscience of the various processes and people involved in the learning environment. In addition to this individual life skills can also become more prominent. Reflection on learning experiences is a critical component by which learners could make sense of their experiences and apply their knowledge, emphasise the greater environment and support the interaction between people and the self as part of the learning process. / Dissertation (MA (Research Psychology))--University of Pretoria, 2008. / Psychology / unrestricted