La sécurité civile est devenue un droit de la société moderne dont les pouvoirs publics doivent assurer. Pour y répondre, la notion et les méthodes de gestion des crises ont développés. Le Gouvernement et son représentant dans les départements (le préfet) assurent la sécurité des personnes, des biens et de l'environnement. Le préfet de département est la personnalité incontournable pour gérer les crises surviennent sur le territoire de département, sous réserve des pouvoirs du maire premier chef de gestion des crises liées à la commune. Le préfet de zone devient l'autorité administrative compétente pour les crises de grande ampleur dépassant le département ou de ses moyens. La gestion de crise comprend trois phases : avant la crise (prévention et planification), pendant la crise (direction et coordination des actions de différents acteurs et communication de la crise). A ce stade la mise en place d'une cellule de crise par le directeur de crise est essentielle. La troisième phase concerne la gestion post-crise (aide et soutien matérielle et psychologique aux victimes et le retour progressif à la vie normale. / The civile security became a right of the modern society of which public authorities has to assure. To answer it, the notion and the methods of management of the crisis developed. The Government his representative in departments (the prefect) assure the security of the persons, the properties and the environment. The prefect of department is the major personality to manage the crisis on the territory of the department, subject to the powers of the mayor first leader of management of the crises connected to the municipality. The prefect of zone becomes the competent authority for the large-scale crises exceeding the department or of his means. The crisis management includes three phases: before the crisis ( prevention and planinig), during the crisis ( direction and coordination of the actions of various actors and communication of the crisis). At this stage the implementation of a crisis unit by the director of crisis in essential. The third phase concerns the management post office-crisis ( material and psychological assistant and support for the victims and the progressive return in the normal life.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The purpose of this research was to investigate the structure and function of a prefect system in primary schools predominantly attended by black learners. It is the wish of learners to partake fully in school governance to bring about desirable changes within the education system. The riots that broke out in 1976, proved beyond doubt that learners no longer wished to be onlookers in the system, but to actively take part in stabilising it for their own future. In the past, learners who served in the prefect council were randomly chosen and elected by the principal and the staff. This was done in isolation of the learners in the school. Favouritism and popularity were the main features for a learner to be elected. At any given moment during the course of the year, a member of the council who did not perform according to the principles as set out by staff members, was sacked and replaced by anybody who they felt would do a better job. The democratic government that was voted for in 1996 brought about drastic changes within the education system. Unlike in the past, where learners were omitted as part of education stakeholders, the present government gives due consideration to learners' inputs and ideas. Legislative Acts such as the South African Schools Act (Act No. 84 of 1996) were passed to accommodate the needs and aspirations of learners. In terms of section 10 (3) of Act No. 84 of 1996, public schools are allowed to institute a prefect system where necessary. The latter statement urged the compilation of this research to bring primary schools predominantly attended by black learners on par with their white counterparts who still make use of the prefect system. The procedure for establishing an effective structure for SRC's in secondary schools is applicable in primary schools as well. The system for the election, nomination and voting in secondary schools can be applied in primary schools as well. The functions of a prefect system that included, among others, monitoring of both educators and learners outside the school premises, have been replaced by functions that lead to the creation of an educative environment within the school. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Although the sarcophagus of Junius Bassus stands as a foundation for the early Christian sculptural traditional scholars have devoted little serious study to the role it played in its cultural context of350s Rome. For the past four hundred years since its discovery, stylistic and chronological discussion of the Christian intercolumnar scenes has dominated any scholarly interpretations of this monument. The goal of this thesis is to shed light on how the sarcophagus interacted with its audience and patron, rather than to situate the images in a timeline of motifs. The interplay between the Roman elite, both pagan and Christian, the emperor, and the Church influenced the propagandistic goals of the sarcophagus. It is my opinion that the family of Junius Bassus, fixed between their pagan peers and Christian emperor, used the seasonal and calendar-inspired imagery of the ends and the ad sanctos burial of the sarcophagus at St. Peter's Basilica to propagandize Christianity as a religion that offered its members material and eternal wealth.

Entre 1814 et 1830, 243 préfets se succèdent au service des derniers Bourbons, Louis XVIII et Charles X, au cours des deux Restaurations, que sépare en 1815 l’épisode des Cent-Jours. Chargées de représenter le souverain dans les départements, ces personnalités sont, sauf exception, tombées dans l’oubli. De leur étude dépend pourtant la compréhension des rouages administratifs du pays et des modalités d’intervention de l’État. Les préfets incarnent peut-être mieux que quiconque la tension entre le maintien des structures administratives héritées de l’an VIII et la volonté de « renouer la chaîne des temps » avec l’Ancien Régime, tension qui est le propre de la Restauration. Tous d’ailleurs n’ont pas la même idée de la monarchie constitutionnelle et de ses institutions, dont ils sont partie prenante au cours de leur existence, que ce soit comme administrateurs, membres des assemblées locales, députés, pairs de France ou ministres ; tous n’ont pas la même idée de leurs rapports au roi, à la patrie et au département confié à leurs soins. Aussi participent-ils pleinement du règne des derniers Bourbons, que nombre de contemporains, Chateaubriand et Balzac en tête, définissent comme un temps des plus composites. Aussi donnent-ils à voir une mosaïque dont cette étude de prosopographie se veut le reflet le plus fidèle possible. / Between 1814 and 1830, during the two Restorations, the “Cent-Jours” excepted, 243 prefects serve the last Bourbons, Louis XVIII and Charles X. All these personalities represent the sovereign in the departments. With a few exceptions, they are forgotten nowadays. But it seems necessary to study them in order to understand the French administration and the public action, especially during the period considered. French Restoration’s prefects embody perhaps better than anyone the tension which exists at that time between the will to keep the administrative structures created by Napoleon Bonaparte in 1800 and the temptation to recreate the old monarchy. For that matter, all of them don’t understand in the same way the constitutional monarchy and its institutions. They don’t have the same idea of the king, the fatherland and the department they have to run. Thus, they are emblematic of the last Bourbon’s reign, defined by many writers of this period, for instance Chateaubriand and Balzac, as a genuine mixed time. They consequently compose a mosaic of men we tried to analyze as rigorously as possible in the prosopographic study.

Ce mémoire est une traduction et un commentaire historique du livre 11 des Variae de Cassiodore concernant la période où il occupait le poste de préfet du prétoire (533-537). Si les Variae sont de la première importance comme sources pour l’Italie ostrogothique, cela ne se reflète malheureusement pas encore dans l’accessibilité du texte, qui n’a pas encore fait l’objet d’une traduction française ou d’un commentaire historique complet, d’où la nécessité de ce mémoire. On possède en effet peu de sources aussi pertinentes pour le VIe siècle en Italie, et ce qu’on sait par ailleurs sur l’administration de l’époque provient de sources éloignées géographiquement ou chronologiquement. Un commentaire de ce livre nous permet donc de dresser un bon portrait du préfet du prétoire et de son office ainsi que de la situation en Italie entre les années 530 et 540. / This thesis is a translation and historical commentary of the book 11 of the Variae by Cassiodorus corresponding to the period he served as praetorian prefect (533-537) under Ostrogothic rule. The Variae are sources of primary importance for Ostrogothic Italy, and they are not yet translated or commented in French, which is what this thesis will attempt to do for the book 11. It is indeed a very important and relevant source to the 6th century in Italy because all others sources for this subject are distant, geographically or chronologically. A commentary on this book allows us to draw a better picture of the praetorian prefect and his office as well as the situation in Italy between 530 A.D. and 540 A.D.

La défense sur terre est l’affaire de l’armée ; la défense sur mer est celle de la marine. Entre les deux se situe la côte. Confiée au Bas Moyen-Age à l’amiral de France, la défense des côtes françaises va devenir une pierre d’achoppement entre les départements de la guerre et de la marine, la première y voyant une frontière maritime à garantir, la seconde y trouvant d’abord la base d’opérations des flottes commerciales et militaires. Largement écartée de la défense des côtes après la guerre de Sept Ans, la marine va progressivement y recouvrer durant le XIXe siècle un rôle prédominant par l’entremise des préfets maritimes, alors que le dispositif se concentre par économie autour des grands ports. Après la Première Guerre mondiale, elle en reprend la responsabilité nominale, même si un partage coopératif des tâches se dessine de plus en plus avec l’armée de terre, puis également la jeune armée de l’air, jusqu’à ce qu’un type de commandement supérieur, interarmées, n’émerge pendant la Seconde Guerre mondiale. Après un dernier sursaut d’activité durant les débuts de l’OTAN, le dispositif côtier est abandonné une quinzaine d’années plus tard, lors de l’avènement de la dissuasion nucléaire, laissant cependant en place une organisation interministérielle d’action de l’Etat en mer, comprenant un volet de défense. Au travers de la défense des côtes, c’est donc la fusion des deux puis trois logiques d’armées vers une logique interarmées qui est étudiée sur le plan des institutions militaires, des organisations locales et des nécessités techniques ou tactiques, sur la période s’étendant de 1815 à 1973. / Defence on land is the business of the Army ; defence at sea is that of the Navy.. The frontier is on the coastline. Managed during the Late Middle-Age by the Admiral of France, French coastal defence will become a stumbling block between the War and Navy departments, the former seeing a naval border to be guaranteed, the latter first considering operational bases for both the merchant and military fleets. Discarded during the Seven Year War, the Navy increasingly comes back into coastal defence throughout the XIXth Century, especially with the maritime prefects, as those defences now mainly concern the strategic harbour areas. After WWI, the Navy recovers its initial responsibilities, even if a sort of burden sharing is organised with the Army and then the Air Force, until a joint command is organised during WWII. After some renewal during the first years of NATO, the coastal defence disappears some fifteen years later, with the advent of nuclear deterrence, but is transformed into an interagency organisation for the action of the State at sea.. Thus, through coastal defence, we will study how two, then three single service organisations merged into a joint one, considering military institutions, regional organisations, technical and tactical requirements, from 1815 to 1973.

Relatively few people occupy formal leadership positions in their lives. Yet everyone must make decisions in the context of their different roles in life and different positions in society which will influence other people in their environment. Most South African primary schools have leadership models and appointment procedures which culminate in a "formal leadership crush" in the 12th and 13th year of the developing preadolescent. This period is described in literature as a critical development period and serves as a foundation for the forming of identity in the adolescent period which follows it. The purpose of this research is to investigate the appropriateness of existing leadership models for preadolescents in asocial context. Two leadership models are relevant. The first model is the traditional appointment of a core group of leaders for a period of a year, who must perform certain tasks. The second model developed in response to bigger pressure to democratize the leadership process in schools and assumed the form of a committee system. Learners are divided into committees, chairpersons and vice-chairpersons are elected and learners are jointly responsible for performing certain tasks. At the end of the year a core group of high-profile leaders are then appointed. A qualitative research method which follows an inductive, exploring approach was selected, because this method acknowledges the complexity of the phenomenon. Data was content-analytically processed by means of Atlas.ti. The application of different leadership models in the preadolescent development phase is a complex issue. The results indicate that children realize that competence, exemplariness, diligence, hard work, being reliable for teachers, performance and leadership qualities are less important than popularity, familiarity and acceptability among the peer group. In addition the election procedure is inconsequent, because children are brought under the impression that they are being identified as leaders, while at the same time there is a so-called "democratic" process over which children and teachers have no control. Leaders' primary tasks are supervision, discipline and the maintenance of order. This position implies the potential for conflict, because fellow learners are not recognized as authority figures and because the leaders also do not have enforceable authority. Formal leadership models also do not recognize the informal peer group ordering of the participants in the process, and inferiority and a feeling of disempowerment are the result of a situation where a formal role is assigned to someone who is not recognized in the group. The misfit between the demands which a social environment makes of children in the preadolescent development phase may possibly be the cause of the manner in which children's emotional, behavioral and social development disturbances manifest. Primary school leadership models as evaluated in this study, influence the development and end result of the spontaneous development of the preadolescent with regard to the physical, cognitive-moral and psycho-social development. The . compulsory participation in a leadership model in grade 7 has a disruptive and disturbing impact on the preadolescent's development. Proposals for the reviewing of leadership models include the establishment of structure, mentorship and personal involvement and supervision by teachers. That means that time and energy must be spent with the preadolescent, so that behavior and learning may take place by means of modeling and facilitation. / Thesis (PhD (Psychotherapy))--University of Pretoria, 2006. / Psychology / unrestricted

Pour la mission au Dahomey, il a été demandé à Mgr de Marion-Brésillac de fonder la Société des Missions Africaines. Aussi n’a-t-il pas été aisé pour les missionnaires de la SMA arrivés au Dahomey de préparer la relève en fondant le clergé local, même si cela était contraire à la doctrine de leur fondateur sur le clergé indigène. C’est finalement par l’insistance du Saint-Siège et par la détermination de Mgr Steinmetz, deuxième Vicaire apostolique du Dahomey que le clergé local a été institué. Mais contrairement à leurs aînés, les jeunes générations réclament l’amélioration de la qualité de leur formation. Les Supérieurs finissent par réagir favorablement aux requêtes des séminaristes. La Compagnie de Saint-Sulpice sollicitée pour la cause, passe la direction du Séminaire au clergé diocésain conformément aux termes du contrat avec les évêques tout en continuant à collaborer à la formation des séminaristes. La hiérarchie ecclésiastique étant totalement revenue au clergé local, elle est responsable de l’orientation de la formation des futurs prêtres en accord avec la Congrégation pour l’Évangélisation des Peuples. Les professeurs de Séminaires désormais pourvus des grades académiques canoniques, travaillent à l’harmonie et à la qualité de la formation des séminaristes béninois conformément à la Ratio fundamentalis de l’Église, dans un esprit d’inculturation. L’évangélisation s’étend et imprègne progressivement la culture béninoise de valeurs évangéliques. Des prêtres béninois ont marqué l’histoire nationale. Et le dynamisme tant des fidèles que du clergé du Bénin se remarque aussi au niveau de l’Église universelle. / For the mission in Dahomey, it was asked of Bishop Marion-Brésillac to found the Society of African Missions. So had it not been easy for the missionaries who arrived in the SMA Dahomey to prepare future generations by forming the local clergy, even if this was contrary to the doctrine of their founder on the native clergy. It was finally by the insistence of the Holy See and by the determination of Mgr Steinmetz, second Apostolic Vicar of Dahomey that the local clergy was established. But unlike the elders the younger generations call for better quality of their training. Superiors eventually responded positively to the requests of seminarians. Compagnie de Saint-Sulpice solicited for this cause, handed over going the direction of the seminary to the diocesan clergy in conformity with the terms of the contract with the bishops while continuing to contribute to the formation of seminarians.The hierarchy is fully returned to the local clergy, she is responsible for guiding the formation of future priests in agreement with the Congregation for the Evangelization of Peoples. Seminary for lecturers now furnished with the canonical academic degrees, work to the harmony and quality of training of Benin seminarians according to the Fundamentalis ratio of the Church in an inculturation spirit. Evangelism gradually extends and permeates the culture of Benin Gospel values. Benin priests marked the nation's history. And the dynamism of both the faithful and clergy of Benin is also evident at the Universal Church.

The aim of this study is to examine and analyse how the Alexandrian prefect Orestes of late antiquity and his management of the events of 414-415 were depicted in the ancient sources: Socrates Scholasticus, John of Nikiu and Damascius. By applying S. Brownes rhetoric analysis to remove the authors “filters” in their depiction and then applying French & Ravens bases of power to analyse how prefect Orestes power were depicted. Th analyses also applies the bases of power on bishop Cyril and philosopher Hypatia as the study found it difficult to analyses the prefect without them. The result of the analysis and discussion mainly found that the depiction of the prefect Orestes is affected by the rhetoric “filterers” of the three ancient authors. The study also found that the depiction of prefect Orestes and how he managed the events between 414-415 is always dependent on the office of prefectures authority and power. This what French & Raven call legitimate power. Prefect Orestes actions were based on the office of prefecture authority and power, in accordance to the social structure and cultural rules. He was always depicted as the prefect not the person Orestes.