En raison du peu d’écrits sur la musique destinée aux marionnettes du symbolisme à la naissance de la musique concrète, l’objet de notre thèse porte sur une mise en perspective de la musique de sept compositeurs écrite pour marionnettes et jouée à Paris entre le symbolisme et la naissance officielle de la musique concrète. Longtemps considérée comme un divertissement, la marionnette acquiert à l’aube du XXe siècle une image d’égérie des avant-gardes et devient le foyer d’expérimentations. Face à l’émergence d’écritures originales sur les plans théâtral ou plastique, nous étudierons à quels moyens expressifs la musique écrite pour marionnettes a recours, dans un langage renouvelé ou non, et comment elle peut ainsi nous éclairer sur la dimension et la nature de son rôle. Notre étude, située à la croisée de plusieurs langages, s’appuie sur l’analyse de signes communs et distinctifs dans une volonté tout d’abord de restitution diachronique à l’aide de supports d’époque, puis d’analyse synchronique à travers des recréations contemporaines. / There being few texts on music composed for puppet-shows between the time of the symbolists and the beginnings of music concrete, our thesis aims to put into perspective the music of seven composers, written for puppets and performed in Paris between 1886 and 1948. Having been regarded for a long time as mere entertainment puppet-shows are seen at the dawning of the 20th century as the driving force of the avant-garde, and the locus of experimentation. In the face of the emergence of original writing in the fields of theatre and the plastic arts, we shall study the means of expression to which music written for puppet-shows turns, either or not this is in a renewed language, and thus how it might enlighten us on the breadth and nature of its role. Our study, set where several languages meet, is based on the analysis of signs both common and distinctive with the desire first of all to create a diachronic reconstruction with the help of documents of the area, and then a synchronic analysis based on modern recreations.

abstract: The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their children and to what extent each parent was involved in their children by gender and age. The objective of the interviews was to capture the perceptions of each parent as to child development and childrearing practices as well as the beliefs that they have on parental involvement. In the current study, the interviews provided information regarding attitudes and perceptions of parental involvement from the Navajo mothers and the Navajo fathers who participated in the study. By using probing questions, deeper insights into the understanding and perceptions of parental involvement were obtained. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012

The central argument underlying this research is that experiential learning (EL) can strengthen environmental university programs. Its goal is to demonstrate the benefits of EL from students' and graduates' perspectives and to provide recommendations for its effective implementation into a program. The research utilized a qualitative case study (Environmental Sciences/Studies (ESS) programs at the University of Manitoba, Canada) through focus groups and individual interviews with students and graduates. The results indicate that EL helps develop an understanding of environmental complexities; motivates students to engage at all levels of their ability; is decisive in skill development; engages students in environmental issues with diverse stakeholders; is important in obtaining employment; and it is imperative to connect EL activities to concepts taught in class. The data however, did not show EL to be a significant factor in fostering pro-environmental behaviours in post-secondary environmental students. Overall, the research shows that provided effective implementation, EL can play a significant role in enhancing ESS curriculum and that ESS students place a great value on EL in their education. / October 2016

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The overall agenda for the research reported here grew out of semi-structured interviews with senior educational managers from a tertiary educational institution in Taiwan. These managers raised a number of issues, including the changing profile of tertiary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector. Following a critical review of selected literature on the impact of globalization on the teaching and learning of English, each of these issues, as it affects the tertiary education sector in Taiwan, was explored. Analysis of the Taiwanese national curriculum guidelines for schools, strongly influenced by academics in the tertiary education sector, revealed a number of problems relating to a lack of proficiency benchmarking and a lack of coherence, consistency and transparency in some areas. These problems may be associated with the initial phase of transition from a grammar-based curriculum to a more communicatively-oriented, outcomes-centered one. Problems of a similar type were indicated in responses to questions relating to curriculum matters included in a questionnaire distributed to a sample of teachers of English in the tertiary sector. Among other things revealed by questionnaire responses was the fact that many survey participants had received no training in English teaching. The results of a C-test (one that was initially used in a major European study) taken by a sample of entry-level and exit-level Bachelors degree students indicated a wide variation in proficiency, with individual scores differing by as much as 64 percentage points in the case of exit-level students. Furthermore, there was a difference of almost 10 percentage points between the mean scores of students from two different institutions who had majored in English. These results indicate some of the difficulties that Taiwan faces in attempting to establish graduation proficiency benchmarking. -ii- C-test participants completed a background questionnaire, the responses indicating a generally positive attitude towards English-speaking people, a general willingness to use English in situations where there was the option of not doing so, and a strong tendency towards instrumental motivation. Although one of the factors that appeared to have a positive impact on C-test performance was time spent in an English-speaking country, fewer than 18% of respondents had done so. Although there appears to be considerable anxiety and uncertainty associated with the teaching of English at tertiary level in Taiwan, and some genuine cause for concern, there are also many positive indicators of future success. Teachers and educational managers are aware of the problems they currently face and appear determined to resolve them. Taiwanese academics are increasingly involved in language-related research and increasingly prepared to interrogate their own practices, and Taiwan, unlike some other countries in Asia, is moving towards graduation proficiency benchmarking.

Les deux pays choisis se différencient par rapport à leurs processus d’orientation, et par rapport au critère selon lequel se fait cette orientation. L’orientation constitue un choix qui est un indicateur de la motivation qui est un élément central et déterminant de la réussite scolaire. Nous étudions l’importance du choix dans l’orientation et les types de motivation de l’élève, ainsi que l’importance de la motivation dans la réussite scolaire. Puis nous étudions l’influence de l’orientation sur la réussite scolaire et la clarté des perspectives d’avenir professionnel. Nous avons appliqué une méthode quantitative fondée sur un questionnaire administré auprès de 227 élèves en France et 289 élèves en Syrie. Nous avons trouvé des relations de dépendance entre l’orientation par manque de bons résultats et le type de la motivation d’une part et la clarté des perspectives d’avenir professionnel des élèves d’autre part. / The two selected countries differ with respect to their Options process, and report to the criterion that takes this approach.The Options process is a choice which is an indicator (a measure) of motivation which is a central element and determiner of success at school. We study the importance of choice in the Options process, and the types of student motivation, as well as the role of motivation in academic success. Then we study the effect of the Options process on academic success and the clarity of perspectives on career prospects. We applied a quantitative method based on a questionnaire carried out among 227 students in France and 289 students in Syria. We found a dependant relationships on Options advice through the lack of good grades and the type of motivation on one hand and clarity of professional future prospects of students on the other.

This present research explores the following research question: How do managers respond to employees who are living with a mental illness? In answering this research question, I explore the challenges mental illnesses pose to managers, how managers successfully and unsuccessfully respond to those challenges, and the potential positive outcomes associated with encountering an employee who is living with a mental health condition. I answer my guiding research question through five in-depth semi-structured interviews and by relying on six structured and targeted narrative interviews that had been conducted for a previous research project. All interviews were conducted with managers across a variety of industries who have experience working with at least one employee who has lived with a mental health condition. Based on the themes that emerge in these interviews, I document the challenges managers face. I also identify several ‘facilitators of success’, defined as behaviours or actions that managers believed had some degree of positive impact on helping an employee living with a mental illness. The insights developed through this research will better inform the research community regarding managers’ experiences working with employees with a mental illness, as well help inform organizations regarding how they can better equip their managers in dealing with employee mental illness.

Syftet med denna studie är att undersöka lärares och lärarstudenters syn på kamratbedömning för textarbeten i årskurs 4–6 samt att se vilka kamratbedömningsmetoder de anser gynnsamma för elevernas textarbeten. Detta är en kvalitativ studie som genomförs via semistrukturerade intervjuer. Både lärare och lärarstudenter intervjuas för att visa likheter och skillnader på både individ- och gruppnivå. Intervjuerna transkriberas och svaren bearbetas utefter en tematisk analys.  Resultaten visar att både lärarna och lärarstudenterna har en övervägande positiv syn på kamratbedömning för textarbeten i årskurs 4–6, men att lärarna kan se fler fördelar och förespråkar metoden mer än vad lärarstudenterna gör. De främsta positiva effekter de anser att kamratbedömning kan bidra till är gemensamt lärande och en utvecklad kritisk granskningsförmåga hos eleverna. De negativa effekter som framförallt betonas är att kamratbedömning kan generera generella och missvisande kommentarer som inte leder till ökat lärande samt att det kan ha en negativ inverkan på sociala relationer.  De metoder som lärarna och lärarstudenterna anser vara gynnsamma för elevernas textarbeten är ”two stars and a wish”, användandet av checklistor eller mallar med genrespecifika kriterier samt digital respons via inspelningsprogram och direktkommentarer i digital text. / The purpose of this study is to examine teachers' and teacher students' view on peer assessment for text work in grades 4–6 and to see which peer assessment methods they consider favorable for students' text work. This is a qualitative study with semi-structured interviews. Both teachers and teacher students are interviewed to show similarities and differences at individual- and group level. The interviews are transcribed and the answers are processed through a thematic analysis. The results show that both teachers and teacher students have a mainly positive view of peer assessment for text work in grades 4-6, but the teachers can see more benefits and they advocate the method more than the teacher students do. The main positive effects they see with peer assessment are common learning between students and a developed ability to critically review texts. The negative effects they emphasize are general and misleading comments between students that do not lead to increased learning and possible negative impact on social relationships. The methods the teachers and the teacher students prefer for students' text work are "two stars and a wish", checklists or templates with genre-specific criteria and digital peer review with recording programs and comments in digital texts.

Des expériences pastorales en Afrique nous ont amené à constater qu’en plus du questionnement de certains prêtres sur leur identité, des plaintes récurrentes contre eux sont soulevées au sein de la société en rapport avec la mauvaise gestion des biens temporels de l’Église, l’esprit carriériste, le problème du tribalisme, la question des mœurs, l’oubli de la prière et l’abus de pouvoir. La question de l’identité sacerdotale, le problème de formation des candidats au sacerdoce ministériel et la mise en question de leur manière de collaborer aux réalités traditionnelles et de vivre leur immersion dans leurs communautés ont des répercussions sur le langage adapté pour véhiculer le message chrétien parmi les cultures et peuples africains de nos jours. Toutes ces questions mènent à un problème général : l’enjeu du modèle christologique. Le modèle proposé vient de Rome et met en valeur la culture européenne ; une fois transposé en Afrique, on constate un déphasage, ce qui justifie la problématique. Pour trouver une solution à la problématique du modèle christologique, il nous faudrait élaborer un modèle toujours christologique, mais qui soit en phase avec les réalités du contexte culturel africain. L’intérêt consiste à examiner les comportements des prêtres africains eux-mêmes et l’équilibre de leur ministère, à revoir leurs programmes et leurs structures dans les maisons de formation, dans le but de former des prêtres qui vivront leur ministère en harmonie avec les réalités culturelles africaines pour encourager la bonne collaboration entre les prêtres africains et leurs communautés. Les communautés ecclésiales de base trouveront dorénavant des prêtres africains qui sont bien intégrés dans leur culture. Dans le cadre de la discipline de la théologie, notre étude présente un nouveau concept ou modèle : la christologie du témoignage. Dans le contexte culturel d’Afrique, nous avons besoin d’une initiation christocentrique pour les prêtres africains et d’une théopraxis, en vue d’une nouvelle évangélisation en Afrique. Nous mettons en valeur des communautés africaines en présentant l’expérience d’immersion de J.-M. Ela et J.-A. Malula. L’exemplarité de leurs apprentissages auprès des peuples kirdi et kinois devient pertinente et s’avère même un modèle d’imitation du Christ en vue d’une christologie du témoignage pour les prêtres africains. / Our pastoral experiences in Africa have led us to observe that in addition to some priests questioning their identity, repeated complaints against them are raised within society regarding the mismanagement of the Church’s temporal goods, the careerist spirit, the tribalism problem, the morality issue, the forgetfulness of prayer and the abuse of power. The priestly identity question, the problem of the priesthood candidates’ formation and the way they interact with traditional realities and live their immersion in their communities affect the language adapted to convey the Christian message among African cultures and peoples today. All these questions lead to a general problem: the issue of the Christological model. The proposed model comes from Rome, and values the European culture; when transposed to Africa, it becomes apparent that there is a lack of relevance, which justifies the issue. In order to address the Christological model question, we would need to develop a model that is still Christological, but one that respects the African cultural context. The interest lies in examining how African priests themselves behave and balance their ministry, in reviewing the programs and structures offered in the houses of formation, in order to prepare priests who will live their ministry in phase with the African cultural realities and to encourage a good collaboration between African priests and their communities. The base ecclesial communities will then have well integrated African priests. Within the theological field framework, our study introduces a new concept or model: the Christology of witness. In Africa’s cultural context, we need a Christocentric initiation for African priests and a theopraxis allowing for a new evangelization of Africa. We showcase some African communities by presenting the immersion experience of J.-M. Ela and J.-A. Malula. The exemplarity of their learnings among the Kirdi and Kinshasa peoples becomes relevant, and even proves to be a model of imitation of Christ in order to develop a Christology of witness for African priests.

School communities are supposed to be safe places for children where they can build healthy and positive relationships; protected places where children not only gain knowledge, but also learn about themselves. However, research indicates an increase in violent behaviour within school communities. The serious nature of violence in South African schools is evident in reports of physical and sexual abuse, gang-related activities and children bringing and using weapons at schools. The violence is not limited to violence between children but also involves interschool rivalries where gang conflicts have become part of the problem. Despite the measures taken by the DoE, violence in schools is still escalating and educators in some schools can spend more time on solving issues relating to violence than being involved in the process of effective teaching. Consequently violence in schools might become a threat to the provision of effective education for children. Current South African research on bullying behaviour tends to follow a linear, individualistic approach as a means to understanding the phenomenon of bullying. Research conducted within the South African context tends to focus on the individual behaviour of children involved in bullying incidents with the need to address the aggressive behaviour of the bully, the need to protect the victim and describing concerns for the bystanders. The concern of such a linear approach is that research does not place enough emphasis on the relationships of members in school communities and the contexts in which bullying behaviour occurs. To address this gap in the knowledge regarding our understanding of bullying behaviour from a relational perspective, the researcher explored the relational experiences of secondary school children who were involved in bullying incidents in three secondary school communities in South Africa. A systemic developmental approach developed by Cairns and Cairns (1991) and adopted by Atlas and Pepler (1998) as well as a complex interactive dynamics systems approach informed this study. The purpose of this study is to contribute to efforts to find solutions to the escalation of bullying behaviour by exploring the relational experiences of children who were involved in bullying incidents in the context of secondary school communities in South Africa. It is anticipated that an exploration of the relational experiences of these children might facilitate a deeper understanding of the dynamics that emerge in the interactions between the various members in school communities and an understanding of how these interactions contribute toward the escalation in bullying behaviour. In order to obtain a deeper understanding regarding the phenomenon of bullying, a qualitative phenomenological study was conducted to explore the relational experiences of children involved in bullying incidents within three secondary school communities. Within the first phase of data collection thirty three participants (between grade 8-11), who were purposely selected, completed a written assignment. The written assignment included a short essay based on their experience of a bullying incident and twenty incomplete sentences that were open-ended in nature. In the second phase of data collection the researcher conducted semi- structured interviews with six of the participants who participated in the first phase of data collection. The semi-structured interviews allowed the researcher to ask further questions to obtain a deeper understanding regarding their relational experiences of bullying incidents in their school community. Based on the responses of the participants, three themes were identified: (1) Relational experiences of interactions between teachers and children based on the experiences of children where they spoke about interactions that suggested reciprocal disrespect between children and teachers, incongruence between teachers and learners, teachers attempting to control the behaviour of children and lack of interest displayed in children by their teachers; (2) Relational experiences of interactions between children that included subthemes of assertion of power to obtain status amongst peers, exclusion based on group membership, competiveness amongst groups and violating the trust of friends; (3) Relational experiences of interactions in conflict situations where participants described their bullying experiences and suggested that teachers display apathy in these forms of conflict situations. The participants also reported that children tend to instigate and reinforce conflict. Learners also often choose to remain silent out of fear for retaliation and that teacher-parent disputes exist regarding the managing of conflict situations between children. The relational experiences of the children assisted to inform our understanding of the interactive dynamics that underpin bullying behaviour. In view of the findings of the study, recommendations are made for practice, policy development and suggestions for future research are also offered. / MA (Psychology), North-West University, Potchefstroom Campus, 2015