The indispensability of the Church [in Africa] is the primary motive for the writing of this dissertation. Throughout the centuries, we have seen the Church in various contexts, and in many forms. We have borne witness to the good, bad and the ugly throughout the history of the Church. It is my belief that any constructive growth for the future success of the Church in Africa has to come from the bold recognition that if it is to succeed and fully partake in the Missio Dei, 'everything must change' (McLaren 2007). There is need for continuity and discontinuity; however, change is not negotiable!! The Church is called to be both confessional and Missional; the Church should always be forming (ecclesia simper formanda), and reforming (ecclesia simper reformanda)(van Gelder 2007). Therefore, there is a need to rediscover the essence of Jesus‟ intention for the Church; that is God‟s redeemed people, and their view of God‟s Kingdom with its various implications for an African Missiology. There is a need for Missional Churches in Africa, for dialogue, and for unity in action. In this dissertation, I will endeavour to present architecture for a Missional Ecclesiology in dialogue with Bosch; focusing on the emerging renaissance of African Missiology, and the current Pneumatological importance/ emphasis in many African Churches (otherwise known as African independent Churches- AIC). I have used the word architecture to mean overall framework emphasizing relationships between components, orientation and support as well as the innovative response to functional necessity. The focus/ niche of this dissertation will be faith communities in Botswana, because that is my current context of ministry, and there is an obvious research gap in this area of study as nothing has been researched and published in terms of an emerging Missional Ecclesiology amongst faith communities in Botswana. I will seek to collect, analyze and interpret current as well as historical data regarding Church (mission), population and emerging areas of concern for faith communities in Botswana, and, by implication, Southern Africa. / Dissertation (MA(Theol))--University of Pretoria, 2010. / Science of Religion and Missiology / unrestricted

Developmental Dyspraxia and Sensory Modulation Dysfunction are Sensory Integration Disorders that are widely known to occupational therapists practicing in the paediatric occupational therapy field. These disorders have been the subject of numerous research studies that have managed to clarify and explain relations of these disorders with sensory processing as well as their prevalence in different diagnostic groups. Such a clarified relationship is between Developmental Dyspraxia and Sensory Discrimination, while Sensory Modulation Dysfunction is reported to occur in various diagnostic groups. Developments over the past decade in the field of Sensory Integration proposed that Developmental Dyspraxia and Sensory Modulation Dysfunction be regarded as two patterns of a Sensory Processing Disorder and suggested that these two disorder patterns occurred concomitantly. Clinical experience, however, resulted in the researcher questioning the above proposed concomitant relationship and hypothesised that there was a specific relation between Developmental Dyspraxia and Sensory Responsivity (Sensory Modulation Dysfunction). This study was directed at investigating the relationship between Developmental Dyspraxia and Sensory Responsivity. A review of the literature that described these two disorder patterns yielded reference to theories that underpin Developmental Dyspraxia and Sensory Responsivity. From these theories it was possible to identify some common ground between Developmental dyspraxia and Sensory Responsivity that could potentially support a relation. The Sensory Profile, Sensory Profile School Companion and the Sensory Integration and Praxis Tests were used to assess and identify Developmental Dyspraxia and Sensory Responsivity. Obtained data were statistically analysed and compared and did not produce a statistically significant positive relation between Developmental Dyspraxia and Sensory Responsivity, but yielded some weak correlations in supplementary analysis. These weak correlations have value in terms of sensory responsiveness tendencies in the presence of types of dyspraxia. Clinical analyses of the data set were performed to examine the incidence of types of dyspraxia in the sample with sensory over- or under responsiveness. These analyses demonstrated a greater presence of Developmental Dyspraxia in the population with Sensory Under-responsivity. The clinical analyses provided the researcher with additional information that was taken into account when conclusions were made. It also contributed to the recommendations that were made at the end of Chapter 5. Discussion of results was directed at explaining correlations and interpreting the implications of those correlations. A discussion of possible problems included considering possible flaws in the method and procedure that could have contributed to the research outcome. Recommendations were directed at proposals for future research and recommendations for clinical practice. Copyright / Dissertation (MOccTher)--University of Pretoria, 2010. / Occupational Therapy / unrestricted

This dissertation studies the role of preaching in the Christian Brethren Church from a practical theological perspective. I commence by setting up a practical theological theory that draws from both revelatory and anthropological models to develop a preaching model that considers preaching as a Revelatory Covenantal Conversation involving divine revelation, community dialogue and intended response, and has ecclesiological focus and impact. In this dissertation I propose a theological theory on the role of preaching in the church which asserts that: Preaching stands, in the line of the self revelation of God, as his continuing action to both reveal himself, and be present with his covenant people of promise. Therefore preaching within the church must conform to this revelation in: event – the covenantal conversation itself; message – the content of the preaching; interpretation/response – the preacher’s intended response by the hearers; the intention - the intended shaping of the community of faith through the preaching event. Preaching is a continuing Revelatory Covenantal Conversation between God and his people to create, transform, and continue his community of faith – the preaching community. Following a discussion of the above preaching theory a Revelatory Covenantal Conversational preaching model is presented. An examination of the preaching praxis within the Christian Brethren denomination is then undertaken. The praxis study gives specific consideration to the place and role of preaching in the historical development of the Brethren, as well as within the current Christian Brethren praxis. In addition a qualitative analysis of the praxis within the local Christian Brethren church that I attend is considered. According to Zerfass “practical theology has the task to lead in... [the] process of change in a way that is responsible from the perspective of both theology and the social sciences” (Heitink 1993: 113). To this end the final chapter suggests possible aspects of change, theological and practical, that can move the praxis forward toward an alternative praxis – to create a preaching community which incorporates the above theological theory and critical reflection on the praxis, and thereby participating fully in the Revelatory Covenantal Conversation. / Dissertation (MA (Theology) : Practical Theology)--University of Pretoria, 2008. / Practical Theology / unrestricted

La présente recherche traite des mécanismes de communication de type praxique qui sont au cœur des interactions ludomotrices qui se nouent au sein de la pratique du volleyball. Cette perspective de recherche offre la possibilité de mieux appréhender et comprendre les conduites motrices des joueurs qui se façonnent dans un réseau sociomoteur s’articulant autour de rapports de coopération et d’opposition. De là, il nous a semblé intéressant d’étudier le contenu du volleyball qui se pratique aussi bien dans le milieu professionnel qu’à l’école. Le réseau de communication mixte de ce sport est bâti sur la trame de comportements moteurs observables des pratiquants dont l’aisance et l’efficacité motrices espérées s’acquièrent au fil des séances d’entraînements conduits par les entraîneurs/enseignants. Dans ce contexte, l’approche techniciste et classique du Volleyball est-elle privilégiée à l’approche « sémiotrice » fondée sur la lecture des conduites motrices des pratiquants et sur la communication praxique ? La recherche de l’efficacité en situation de match accentue-t-elle cette tendance auprès des éducateurs et des joueurs sur le plan de leurs représentations ? Pour répondre à ces interrogations et mettre en évidence ce réseau subtil d’interactions motrices, nous avons analysé des matchs chez trois populations issues du sport de haut niveau, d’association sportive scolaire et en éducation physique à l’école. Ces observations ont été croisées avec des entretiens semi-directifs réalisés auprès des joueurs et des éducateurs et avec un questionnaire reposant sur la procédure de Condorcet. Les résultats ont révélé d’une part qu’au sein du sport de haut niveau les rapports d’interactions motrices des joueurs se fondent sur des réseaux de communications praxiques plus riches qu’au sein du volleyball scolaire et associatif, mettant en valeur des rapports d’opposition et de coopération autour de sous-rôles sociomoteurs variés et privilégiés. D’autre part, le niveau de pratique à l’échelle scolaire, observé dans le contenu des séances menées par les enseignants, privilégie l’aspect technique et physique du volleyball. Par ailleurs, on relève des distinctions quant aux représentations des pratiquants et de la part de leurs entraîneurs et ce, dans les trois populations comparées : pour les pratiquants, l’intérêt porte principalement sur les aspects techniques, tactiques et physiques. Quant aux entraîneurs, outre les aspects techniques et tactiques, l’organisation et la planification de l’entraînement sont valorisés pour atteindre les objectifs visés. La sportivisation des pratiques telles que le préconisent depuis longtemps les finalités éducatives des instructions officielles (1990) en Tunisie, et observées ici, ne facilite pas la mise en œuvre pédagogique et didactique du volleyball dans une perspective sémiotrice. La référence sportive fondée sur des habiletés motrices (techniques corporelles) du volleyball ne fait qu’entraver la réussite des échanges praxiques entre les élèves. Nous nous proposons ainsi de construire une approche originale de l’enseignement du volleyball scolaire sous l’angle d’un apprentissage fondé principalement sur la sémiotricité. / This study deals with praxis communication mechanisms that are at the heart of motor playfulness interactions that are formed in the practice of volleyball. This research perspective offers the opportunity to better grasp and understand the motor behavior of players that are shaping a social motor skills network revolving around cooperative and adversarial. From there, it seemed interesting to study the content of practicing volleyball both high level and at school. The joint communication network of sport is built on the frame of observable motor behavior of practitioners whose ease and hoped drive efficiency gain over the trainings sessions led by trainers / teachers. In this context, is the technocratic and traditional approach of Volleyball is preferred over the approach motor semiotic based on the studyof motor behavior of practitioners and the praxis communication? The search for efficiency in game situations accentuates this trend with educators and players in terms of their representations? To answer these questions and highlight the subtle network of motor interactions, we analyzed the matches of three populations from high-level sport, school sports association and physical education at school. These observations were crossed with semi-structured interviews with players and educators with a questionnaire based on Condorcet Method. Results revealed that within high level sports, motor interactions of players are based on praxis communication networks are richer within school and club volleyball, thus highlighting links of opposition and cooperation around diverse and under-privileged social motor skills roles. On the other hand, the level of practice at the school level, observed in the content of the sessions conducted by teachers, emphasizes the technical and physical aspects of volleyball. Furthermore, we note distinctions as to the representations and practitioners from their coaches and within three populations: for the first, mainly the focus is on the technical, tactical and physical aspect. As for the second category, in addition to technical and tactical aspects, organization and training of planning are emphasized to achieve objectives. The sportization practices such as have long advocated the educational purposes of official instructions (1990) in Tunisia, observed here, do not make easy the educational and teaching work in a volleyball motor semiotic perspective. Sports reference based on motor skills (body techniques) volleyball only hinder the success of praxis exchanges between students. We thus propose to build an original approach to teach school volleyball in terms of learning based primarily on motor skills semiotic.

Das Dissertationsvorhaben greift zu Beginn einen Praxisfall im Krankenhaus auf und verdeutlicht exemplarisch, dass der Krankenhausarzt in einen Konflikt zwischen ökonomischen und ethischen Anforderungen gerät. Um die Frage beantworten zu können, wie die soziale Praxis der Krankenhausärzte gelingen kann, wird das Problem im ersten Schritt rekonstruiert. Nach der Diskussion verschiedener Lösungsansätze für das Problem im zweiten Schritt, werden im dritten Schritt Anregungen für die Praxis abgeleitet.

This work offers a framework for researchers by linking service-dominant (S-D) logic to an intersubjective stream of philosophy of science. Service-dominant logic has resonated in marketing, but no existing research has attempted to link S-D logic with basic meta-theory to provide a framework. Since the range of philosophies of science (isms) referred to in the marketing literature is broad, varying from ‘realism’ to ‘relativism’, from ‘positivism’ to ‘constructivism’ and from ‘structuralism’ to ‘post-structuralism/postmodernism’, first the different isms are grouped into four main groups/streams and then S-D logic is analyzed and classified according to these streams. The four streams are: object-orientation (realism, positivism, empiricism, and so on); subject orientation (constructivism, interpretivism, and so forth); intersubjective orientation (social constructionism, pancritical rationalism, methodological constructivism, and so on); and sign orientation (post-structuralism, postmodernism, and variations). S-D logic is mainly underpinned by an intersubjective orientation and has a huge potential for further development both in and for marketing if seen from a sign-orientated, post-structural perspective and linked to the theory of practices.

Emerging from the rapid growth of information technology (IT) in a digital world is the explosion and rapid ascent of IT-related service innovation occurring around the globe. All successful service innovation in a digital world consists of two main abstract domains: signs (because only signs can be digitized) and practices. Signs are perceivable, but practices are not. Signs are commonly understood as resources in the digital world, whereas practices are understood as providing context, not as resources. This article proposes a change in this perspective: according to service-dominant logic, both signs and practices can become resources for service and value cocreation. They become resources if they are integrated in a service offering. We illustrate how recent digital service innovations can be explained with this perspective and how it can be used to distinguish incremental from radical innovation. The article also suggests, using this perspective, that IT and innovation specialists can productively develop ideas and concepts for future service innovation. From the practices framework presented, directions for further research are discussed.

Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer Betrachtungen. / This work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”).

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Ausgehend von einer Problemsituation, wie sie in der Schulpraxis so oder in vergleichbarer Weise regelmäßig vorkommen kann, wird ein grundsätzliches Problem ästhetischer Lehr-Lern bzw. Bildungssituationen beleuchtet. Es geht um Situationen der Gestaltung von Musik mit Schülern. Die Frage ist, welche Dimension musikalischer Erfahrung im Zweifelsfall Vorrang haben sollte, die der erfüllten ästhetischen Praxis oder die der kultur- bzw. stiltypschen Reinheit. Der Text zeigt aus der Perspektive pragmatischer Ästhetik, dass, warum und wie ästhetische Praxis sowohl die vorrangige Form als auch der vorrangige Inhalt musikalischer Lehr-Lern-Situationen sein sollte.