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261	Daniel Featley and Calvinist conformity in early Stuart England Salazar, Gregory Adam January 2018 (has links) This thesis examines the life and works of the English Calvinist clergyman Daniel Featley (1582-1645) through the lens of various printed and manuscript sources, especially his manuscript notebooks in Oxford. It links his story and thought to the broader themes of early Stuart religious, political, and intellectual history. Chapter one analyses the first thirty- five years of Featley’s life, exploring how many of the features that underpin the major themes of Featley’s career—and which reemerged throughout his life—were formed and nurtured during Featley’s early years in Oxford, Paris, and Cornwall. There he emerges as an ambitious young divine in pursuit of preferment; a shrewd minister, who attempted to position himself within the ecclesiastical spectrum; and a budding polemicist, whose polemical exchanges were motivated by a pastoral desire to protect the English Church. Chapter two examines Featley’s role as an ecclesiastical licenser and chaplain to Archbishop George Abbot in the 1610s and 1620s. It offers a reinterpretation of the view that Featley was a benign censor, explores how pastoral sensitivities influenced his censorship, and analyses the parallels between Featley’s licensing and his broader ecclesiastical aims. Moreover, by exploring how our historiographical understandings of licensing and censorship have been clouded by Featley’s attempts to conceal that an increasingly influential anti- Calvinist movement was seizing control of the licensing system and marginalizing Calvinist licensers in the 1620s, this chapter (along with chapter 7) addresses the broader methodological issues of how to weigh and evaluate various vantage points. Chapters three and four analyse the publications resulting from Featley’s debates with prominent Catholic and anti-Calvinist leaders. These chapters examine Featley’s use of patristic tradition in these disputes, the pastoral motivations that underpinned his polemical exchanges, and how Featley strategically issued these polemical publications to counter Catholicism and anti-Calvinism and to promulgate his own alternative version of orthodoxy at several crucial political moments during the 1620s and 1630s. Chapter five focuses on how, in the 1620s and 1630s, the themes of prayer and preaching in his devotional work, Ancilla Pietatis, and collection of seventy sermons, Clavis Mystica, were complementary rather than contradictory. It also builds on several of the major themes of the thesis by examining how pastoral and polemical motivations were at the heart of these works, how Featley continued to be an active opponent—rather than a passive bystander and victim—of Laudianism, and how he positioned himself politically to avoid being reprimanded by an increasingly hostile Laudian regime. Chapter six explores the theme of ‘moderation’ in the events of the 1640s surrounding Featley’s participation at the Westminster Assembly and his debates with separatists. It focuses on how Featley’s pursuit of the middle way was both: a self-protective ‘chameleon- like’ survival instinct—a rudder he used to navigate his way through the shifting political and ecclesiastical terrain of this period—and the very means by which he moderated and manipulated two polarized groups (decidedly convictional Parliamentarians and royalists) in order to reoccupy the middle ground, even while it was eroding away. Finally, chapter seven examines Featley’s ‘afterlife’ by analysing the reception of Featley through the lens of his post-1660 biographers and how these authors, particularly Featley’s nephew, John Featley, depicted him retrospectively in their biographical accounts in the service of their own post-restoration agendas. By analysing how Featley’s own ‘chameleon-like’ tendencies contributed to his later biographers’ distorted perception of him, this final chapter returns to the major methodological issues this thesis seeks to address. In short, by exploring the various roles he played in the early Stuart English Church and seeking to build on and contribute to recent historiographical research, this study sheds light on the links between a minister’s pastoral sensitivities and polemical engagements, and how ministers pursued preferment and ecclesiastically positioned themselves, their opponents, and their biographical subjects through print.
262	Identifisering van adolessente wat groepdruk moeilik hanteer / The identification of adolescents who have difficulty in dealing with group pressure Fourie, Jacob Andries Cornelis 01 1900 (has links) Text in Afrikaans / Die doel van opvoeding is om die kind tot volwassenheid te lei. 'n Volwasse persoon is iemand wat homself ken, 'n inherente sin virwaardes navolg, sedelik selfstandige besluite kan neem en verantwoordelikheid kan aanvaar. Groepdruk belemmer die verwerwing van bogenoemde eienskappe by die adolessent en bemoeilik gevolglik sy opvoeding. Daarom stel opvoedkundiges toenemend meer in groepdruk as fenomeen belang. Die doeI van die ondersoek was om 'n meetinstrument te ontwikkel waarmee adolessente geidentifiseer kan word wat groepdruk moeilik hanteer. Daarbenewens was dit oak die doel om die belangrikste veranderlikes wat verband hou met groepdruk te identifiseer. 'n Literatuurstudie is onderneem met die doel om die fenomeen groepdruk te analiseer, ondersoek in te stel na die meetbaarheid van groepdruk en vas te stel watter faktore met groepdruk verband hou. 'n Meetinstrument is ontwikkel met die doel om groepdruk te meet (betroubaarheidskoeffisient : 0,86). 'n Empiriese ondersoek is uitgevoerwaarby 452 hoerskool adolessente (234 seuns en 228 dogters) betrek is. Benewens groepdruk is verskeie veranderlikes soos verhouding met ouers, verhouding met maats, selfbeeld, waardes, intelligensie en persoonlikheid ook gemeet. Biografiese gegewens soos geslag, ouderdom, demerietes, buitemuurse aktiwiteite en posisie in gesin is ingesluit. Uit die empiriese ondersoek blyk dit dat : • groepdruk 'n afname toon en verander vanaf graad 8 na graad 12; • selfbeeld, ouderdom, populariteit en verhouding met maats as die vernaamste veranderlikes wat met groepdruk verband hou, beskou kan word. Die implikasies van die bevindinge in die literatuurstudie en in die empiriese ondersoek is bespreek met die doel om ouers en onderwysers met riglyne te voorsien wat hulle kan aanwend om adolessente minder kwesbaar vir groepdruk te maak. / The aim of education is to guide the child towards adulthood. An adult is expected to know himself, follow an inherent sense of values, make moral decisions independently and accept responsibility. Group pressure hampers the attainment of the above characteristics during adolescence and therefore makes education problematic. For this reason educationists are taking a growing interest in group pressure as a phenomenon. The aim of this study was to develop a measuring instrument to identify adolescents who find it difficult to deal with group pressure. In addition it was also the aim to determine the most important variables which relate to group pressure. A literature study was undertaken in order to analyse group pressure as a phenomenon, to analyse the measurability of group pressure and to determine which factors relate to group pressure. An instrument was developed to measure group pressure (reliability coefficient: 0,86). An empiricalinvestigation was carried out involving 452 high school adolescents (234 boys and 228 girls). In addition to group pressure, several variables were measured such as the individual's relationship with parents and friends, his self-concept, values, intelligence and personality. Biographical information such as gender, age, number of demerits, extra mural activities and birth order was collated. From the empirical investigation it seems that • group pressure shows a decline from Grade 8 to 12; • self concept, age, popularity and relationship with friends can be considered the most important variables relating to group pressure. The implications of the findings in the literature study and empirical investigation were discussed with the aim to provide parents and teachers with guidelines which they can apply to make adolescents less vulnerable to group pressure. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde) Adolessente Adolessensie Verhoudings Sosiale gedrag Sosiale aanvaarding Sosiale druk Populariteit Selfbeeld Konformiteit Portuurgroepe Portuurgroepdruk Groepdruk Portuurgroep status Portuurgroep interaksie Portuurgroep verhoudings Portuurgroep aanvaarding Portuurgroep verwerping Adolescents Adolescence Relationships Social behaviour/behavior Social acceptance Social pressure Popularity Self-esteem Conformity Peer groups Peer rejection Peer pressure Peer status Peer interaction Peer relations Peer acceptance 305.2350968 Adolescence -- South Africa Adolescent psychology -- South Africa Teenagers -- South Africa -- Attitudes Interpersonal attraction Personality development -- South Africa Social skills -- South Africa
263	The impact of disrupted family life and school climate on the self-concept of the adolescent Gasa, Velisiwe Goldencia 06 1900 (has links) This study was undertaken to determine whether a disrupted family life and school climate has an impact on the self-concept of the adolescent. This problem was tackled and investigated from different angles : factors within the home, factors outside the home, intrapsychic factors, interpersonal factors and school factors. An analysis of the above factors and their impact on the self-concept of the adolescent was done by means of measuring instruments in the form of a questionnaire. The results of the empirical research indicated that the more positive the family and school climate, the more positive the academic, social and emotional self-concept of the adolescent. The educational implications of the findings of the literature and the empirical study are discussed to assist teachers and parents to identify and eliminate factors that cause adolescents from disrupted families to underachieve and have negative self-concepts. / M.Ed. (Socio Education) Disrupted family Academic achievement Underachievement Single Parent Adolescent Relationship formation Conformity Intergroup relations Self-concept 305.9560968 School environment -- South Africa. Underachievement -- South Africa. Academic achievement -- South Africa. Single-parent families -- South Africa. Parent and teenager -- South Africa. Adolescent psychology -- South Africa. Dysfunctional families -- South Africa. Broken homes -- South Africa.
264	Metodika zabezpečování optimální přesnosti měření v souladu s metrologickou konfirmací / The Optimal Accuracy of Measurement Assurance in Accordance with Metrological Confirmation Frank, Petr January 2009 (has links) This thesis deals with the evaluation of accuracy of measurement and achieving the required accuracy level. This includes global analysis of the uncertainty evaluation, the calibration interval design and the creation of confirmation system. Basis of this work is in identification of all possible problems, which may occur during evaluation of accuracy and achieving the required accuracy level. The analysis is followed by suggested solutions for identified problems. It means namely the selection of probability distribution in case of uncertainty type A, evaluation of degrees of freedom in case of uncertainty type B, nonlinear correlation of input values, evaluation of coverage factor, the choice of method for calibration interval design and the procedure for meeting all metrological confirmation requirements. The last part of the thesis is practical measurement and result evaluation in the field of surge protection devices. This chapter demonstrates conclusions from the syntactical part.
265	Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system Peck, Mikaere Michelle S. January 2009 (has links) The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning. Matriarchal society patriarchal society freedom without license sexual huminsation sexual humanization decolonisation decolonization imperialism colonisation colonization globalization globalisation right wing new right privatization privatisation of state owned assets state owned commodification rogernomics multinational corporations transnational corporations TNC world trade organisation world trade organization WTO International monetary fund IMF world bank self-governance self-government self-regulation autonomous thinking autonomy critical pedagogy New Zealand curriculum vision principles values key competencies learning areas neo-liberalism neo-liberal NZ educational reforms hegemony bulk funding NZEI New Zealand Education Institute Post Primary Teachers Association PPTA native schooling A. S. Neill Zoe Neill-Readhead Neill Roger Douglas David Lange Jim Bolger Lockwood Smith NZ treasury economist free market managerialism performativity conformity hidden curriculum decentralisation decentralization tino rangtiratanga tomorrows schools picot report indoctrination wage slave Maori schooling indigenous schooling deschooling deschool unschool home school schools as prisons

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