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German text / Das Ziel dieser Masterarbeit ist, das gesellschaftlich aktuelle Thema der Inklusion in einen missionstheologischen Kontext einzuordnen und Folgerungen für die kirchliche Praxis zu ziehen. In einem ersten Schritt wird der interdisziplinäre Forschungstand zum Thema Exklusion und Inklusion in Deutschland diskutiert sowie dargestellt wie komplex und schwierig überwindbar Exklusion ist. In der biblisch-theologischen Einordnung wird aufgezeigt, dass die inhaltliche Ausrichtung der aktuellen „Inklusionsdebatte“ in biblischen Texten und Motiven wiederzufinden ist und Jesus im Neuen Testament ein Beispiel für Inklusion gegeben hat. Inklusion wird dabei als Konzept zur Transformation gesellschaftlicher Bezüge und Strukturen verstanden, mit dem Ziel Exklusion zu verhindern und gesellschaftliche Teilhabe zu ermöglichen. Zur theologischen Reflexion und Einordnung dieses Themenkomplexes werden die gewonnenen Erkenntnisse missionstheologisch ausgewertet und Überschneidungen mit weiteren biblischtheologischen und missionstheologischen Konzepten dargestellt. Auf diesem Fundament werden abschließend Ansätze entwickelt, wie Inklusion heute in Kirche und Mission praktisch verortet werden kann. / This dissertation aims at relating the societal issue of inclusion into the context of a theology of mission. It asks which conclusions can be drawn for church life. Firstly, the interdisciplinary state of research on exclusion and inclusion is discussed within a German context. It is shown how complex exclusion is and how difficult to overcome. Biblical contrasting shows that the current topical focus of inclusion is found in biblical texts and motifs and that Jesus has set an example for inclusion. Here, ‘inclusion’ is understood as transforming structures and societal relations to prevent exclusion and enable partaking in social life. Theological reflection and justification are achieved by analysing the results from a theology of mission’s perspective and identifying shared grounds to other theological concepts and ones from a theology of mission. On the basis of this foundation, approaches are developed how to live inclusion in church and misson today. / Christian Spirituality, Church History & Missiology / M. Th. (Missiology)

This thesis is an ethnography of the global belly dance community with particular reference to the transmission of dance paradigms from Cairo to the international dance community. Key words describing my topic include dance, gender, performance, group dynamics, social norms and resistance, public vs. private, tourism, and globalisation. I hypothesize that social dancing is used in many parts of the world as a space outside ordinary life in which to demonstrate compliance with or to challenge prevailing social paradigms. The examination of dance as a globalised unit of cultural capital is an emerging field. With this in mind I investigate the way this dance is employed in professional, semi-professional, and non-professional settings in Egypt and in other parts of the world, notably North America and Europe. Techniques included interviewing members of the international dance community who engage in dance tourism, travelling from their homes to Egypt or other destinations in order to take dance classes, get costumes, or in other ways seek to have an 'authentic' dance experience. I also explored connections dancers fostered with other members of the dance community both locally and in geographically distant locations by using online blogs, websites, listservs and social networking sites. I conducted the first part of my fieldwork in Cairo following this with fieldwork in belly dance communities in the United States and Britain.

本研究之目的在探討「電腦自我效能」、「電腦經驗」及 「他人支持」三者與「電腦態度」及「電腦焦慮」之關係，並探究「電腦經驗多寡」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「電腦經驗品質」與「電腦態度」、「電腦焦慮」間的關係，是否透過「電腦自我效能」的中介效果存在；「他人支持」是否會調節「電腦自我效能」對於「電腦態度」與「電腦焦慮」的關係。 本研究採取問卷調查的方式進行，以304名台北縣立及台北市立國民小學合格教師為研究對象。根據階層迴歸分析結果顯示：「電腦經驗多寡」是會透過「電腦自我效能」此一中介變項（mediatorvariable），影響「電腦態度」及「電腦焦慮」，研究的假設獲得支持，但「電腦經驗品質」則無中介效果；此外，「他人支持」並非是 「電腦自我效能」與「電腦態度」、「電腦焦慮」之關係的調節變項（moderatorvariable）。 本文最後針對所有研究結果進行整合性討論 ，並根據研究所得結果，提出可能的限制、未來研究方向的建議，以及學術、實務上之應用。 關鍵字：電腦態度、電腦焦慮、電腦自我效能、電腦經驗、他人支持 / This study was designed to investigate: (1) the mediating effects of computer self-efficacy on the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety; and (2) the mediating effects of computer self-efficacy on the relationship between the quality of computer experience and computer attitude, and the relationship between the quality of computer experience and computer anxiety; and (3) the moderating effects of others'support on the relationship between computer self-efficacy and computer attitude, and the relationship between computer self-efficacy and computer anxiety. Subjects were 304 elementary school teachers from Taipei County and Taipei City. According to hierarchical regression analysis, the results provided support for the hypothesis that computer self-efficacy mediated the relationship between the quantity of computer experience and computer attitude, and the relationship between the quantity of computer experience and computer anxiety. However, computer self-efficacy neither mediated the relationship between the quality of computer experience and computer attitude, nor the relationship between the quality of computer experience and computer anxiety. Furthermore, others'support neither moderated the relationship between computer self-efficacy and computer attitude, nor the relationship between computer self-efficacy and computer anxiety. The implications, limitations, further research directions, and applications in management are discussed at the end. Keyword: computer attitude, computer anxiety, computer experience, computer self-efficacy, others'support

本個案研究旨在探討實施聽力策略教學對四位台灣國中生的影響與衝擊。 不同於以往傳統認知取向的策略教學，本文採用維高斯基（Vygotsky）社會文化取向理論來分析學生的學習；相信策略教學與學習應該考量到學生與外界環境及人際間的互動，而非只探討教學本身的成效。因此本研究在個案對策略學習及自主學習的觀感和態度上多所著墨。文獻回顧內容則涵蓋聽力策略的理論及聽力策略教學實施情形及成效的研究。 　　本研究對象針對37位八年級的學生實施為期18週的聽力教學。但重心放在四位個案身上。研究方法採用質化的學生訪談及學生學習日記的分析輔以量化的聽力策略問卷。實施的步驟分為準備期、診斷期、教學期、練習期、及評估期。在教學開始前，學生們先通過全民英檢初級的聽力測試以評估其聽力能力並篩選個案。然後，實施聽力策略問卷調查以觀察學生平時使用的策略。之後，學生們接受六項聽力策略的教導，包含：猜測、分類、類推、記筆記、選擇性專注、及詢問。在教學實施期間，個案被要求寫學習日記，記錄對所學策略的感想及使用情形。學習日記及訪談是分析個案學習情形的主要資料。 第四章則著重於探討四位個案的家庭背景，學校表現，及對自主學習的態度和想法。目的是希望完整呈現四位個案不同的人格及學習特質，及之所以他們會如此學習的原因。第五章記錄了研究的兩樣重大發現： 1. 聽力能力較高的同學顯然比聽力較弱的學生更能夠有效率的交互使用「由上而下」 及「由下而上」的聽力策略。而聽力較弱的同學則傾向於過度依靠直接翻譯」策略。 2. 原本一向被傳統認知學習策略所忽略的情意方面的因素，反而似乎是影響學生策略學習的主因。這些情意方面的因素包括了：學生如何控制自己的脾氣，學習態度，及情緒。更重要的是，學生似乎都傾向於需要找到生命中的重要他人，並依靠這些較有能力的大人來提供他們踏出學習第一步時必要的安全感，知識，能力，方法及學習的動力。 因此，本研究的發現，回應了維高斯基的社會文化取向理論。唯有先透過人際間的互動與學習，才有可能回歸自我，反求諸己，達到內省與自發的境界。本研究希望能藉由教育現場的真實互動情形，喚醒策略學習及教學研究者對社會文化取向的學習理論，以及學生情意態度影響學習成效的重視。 / The purpose of this case study was to investigate four Taiwanese junior high school learners’ listening strategy use when receiving listening strategy instruction. Different from conventional quantitative SLA strategy studies, this present qualitative case study, adopting sociocultural perspectives, grounded on the conception that the issues of strategy learning should not be understood only in terms of direct instruction and its effectiveness. Instead, exploring the learning processes in which learners and the external environment are necessary. Therefore, this case study focused on the discussion of four learners’ attitude toward learning and their perspectives toward listening strategy instruction. The participants of this study were 37 students in a Taiwanese junior high school in the Taipei city. Yet, the focus was on four cases, Natalie, Tom, Jasmine and Jin Pin. Three major data collection instruments were adopted including the quantitative questionnaire, qualitative interviews and learning journals kept by the four cases. The instructional procedure was divided into five stages-- preparation, diagnosis, instruction, practice, and evaluation. A sample GEPT listening comprehension test was given to the students to pretest their proficiency in the diagnosis stage. Then the instruction on six listening strategies--guessing, grouping, inferencing, note-taking, selective attention, and asking for clarification was provided for 18 weeks. The Listening Comprehension Strategy Questionnaire based on Wang (2000) was conducted to identify the learners’ listening strategy use. Their learning journals were evaluated to explore their ongoing problems and perceptions toward learning the strategies. In Chapter Four, the profiles of the four cases were illustrated including their family background, school performance, and attitude toward learning autonomously to give a full picture of their learning habits. In Chapter Five, major findings are summarized. First, the case study echoed the previous finding that more skillful listeners seem to use both the ‘top-down’ and ‘bottom-up’ strategies more effectively while less skillful listeners rely too much on direct translation. Second, some salient issues previously not emphasized were found including learners’ affective concerns and their ability to control emotions, turned out to powerfully influence the learners’ learning. The learners needed to be assisted first by some adult surrogates and their significant others and to gain enough guidance, assurance, sense of security and control over the emotions before they can move on to self-regulated learning. If not, their learning tends to be subject to their own emotions, which are mostly controlled by the interaction between the learners and the external environment or the others. This finding consisted with the sociocultural perspective in that learning is a collaborative process between the learners and their social contexts. Only through interaction with others can learners achieve a new level of autonomy. To foster learner autonomy, strategy training needs to account for a more interactive view of learning. It also suggests that more efforts should be paid to explore the impact of learners’ affective and social concerns on their language learning toward autonomy.

Usufructuary right of building and other ways of erecting house on the land of another The purpose of this thesis is to analyse comprehensively the institute of usufructuary right of building and other ways of erecting house on the land of another. Other legal institutes that can be used to set up home on a foreign land are easements, lease, usufructuary lease, precarious loan and loan for use. The Civil Code, after more than sixty years, is returning to the superficial principle, with which is the usufructuary right of building inherently connected and which represents an exception from that principle. Thesis is divided into four parts. The largest is the first part, which deals with the usufructuary right of building. The second part is devoted to other institutes, which enable the establishment of a house on a foreign land. The third part is the comparison of the usufructuary right of building with other institutes. The fourth part focuses on the usufructuary right of building legislation abroad. The focus of this thesis is in the first part, which consists of nine chapters. The first chapter defines the basic concepts and institutes related to the usufructuary right of building. The second chapter describes the history of the usufructuary right of building. The third to the seventh chapter...

1- A l'origine il y a ces questions lancinantes :2- Pourquoi ne pas oublier l'esclavage ?3- Mais aussi pourquoi tenterions-nous d'oublier l'esclavage ? Pourquoi cette mémoire obscure qui occulte notre passé, conditionne notre présent et obère notre avenir, agit-elle comme une frontière ?- Est-ce parce qu'étant Noirs notre barque dès le départ déjà bien chargée, ne peux désormais nous permettre d'exister avec ce souvenir ?- Est-ce parce que l'esclavage est - depuis l'aube des temps, pour chacun de nous, à chaque instant de nos vies et dans tous les domaines -, ce fondement irrécusable de notre humanéité ?4- En quoi cependant, cela devrait-il nous empêcher de comprendre, et répondre de cette immense tragédie que furent la Traite Atlantique et l'esclavage des Africains ? Pour répondre à cela, nous avons choisi d'adopter comme point d'insertion de cette thèse, le destin de ces millions d'êtres transbordés depuis leur pays pour devenir les esclaves de tout le continent Américain.5- Prenant pour exemple les possessions françaises de l'arc Antillo-Guyanais, nous avons discerné dans cette tragédie, le résultat d'une confrontation essencielle entre Blancs et Noirs, se manifestant de prime abord par une domination brutale et sans partage des premiers sur les Africains-Nègres. Cette confrontation, intervenue dès le début de la colonisation, a façonné en dépit de quatre siècles d'épreuves, de châtiments et d'insoutenables humiliations, un peuple. Ce peuple qui dans une passion christique mal vécue, est encore à la recherche de son identité propre, écartelé semble-t-il entre l'aventure du métissage, de la trans-culturalité, et la revendication de son africanité originelle.6- Et ceci nous amène à ces dernières interrogations : y aurait-il eu des hommes blancs si les Noirs n'avaient pas existé ? Et si, nous renvoyant à Sartre - pour qui nous ne sommes jamais, que ce que les autres attendent que nous soyons -, nous aurions refusé de consentir à ce que fut cet implacable déterminisme ? Conscients que nous sommes, de ce que la liberté en tant que construction de nous-mêmes, est pour jamais notre seule et indépassable horizon ? / From the very begining in our present modernity, there are these haunting questions :- Why don't forget slaving ? But also, why should we forget slaving ?- Why that obscure (dim) memory hidening our past burdened our futures acting like a border-line ?- Is it because being Black, our boat at the first begining heavily loaded, henceforth can't allow us to exist with that sort of memory ?- Is it because slaving, since the dawn of civilization and in its whole scope for every one, at every single time of life, is an irrecusable of our mankind ?- In fact, why this should get us unable to understand and « cope » with that outrageous tragedy figured by this Atlantic trade of African slaves ?- To answer these questionwe have choosed to insert our work, in the destiny of these millions of human beings, « transchipped » from their countries, in order to became slaves in the whole America.- Taking in example the French possessions of West-indian islands and Guyana arch, we have seen in this tragedy, the results of an « essentialist » confrontation betwwen Blacks and Whites, that was at the first revealed by this plain harsh domination, on the Negroe-Africans.- In spite of four centuries of afflictions, punishements and unsustainable mortifications, this confrontation intervening in the « era » of colonization, led to shape a People. Such a people embedded in « unlivable christianity » is still looking for its genuine identity, being shared (it seems) between cross-breading adventure and trnsculturality, while claiming for inherited africanity.- This led us to these last questions : Should have been Whites if Blacks didn't exist ? And this is sending us back to Sartre for whom : « we never are that the others expected us to be ». Should we have to refuse consenting to that implacable determinism, with that consciousness that building our freedom have to be for a long our single and un-exceeding horizon ?