Baptist pastors in the early years of the twenty-first century find themselves in a challenging yet exciting period of South African history. Much has changed in the socio-political and religious contexts, yet Baptist pastors are still prone to operate according to earlier models of leadership and ecclesiology, with the result that they find themselves in situations of heightened conflict. Their position with respect to the laity, with whom they share a common priesthood of believers, is also an ambiguous one. After orientating the reader to the nature of the problem and various starting issues (chapter 1), this practical-theological thesis seeks to explore the nature of the changes in the socio-political milieu (chapter 2), as well as in the religious context (chapter 3). Baptist pastors are affected by a range of expectations that emerge from a particular view of the Bible and from the wider church community, as well as from the media and their own experience of pastors. Chapters 4 and 5 seek to understand these expectations, especially as these expectations have combined to produce role conflict and role ambiguity. In such a situation it is more understandable that ministry can lack a pastoral centre and an unclear identity. Pastors have adopted a stance in the midst of such competing demands on their role identity and chapter 6 attempts to make their position clearer through empirical analysis, before embarking – in chapters 7 and 8 – on a description of a new model of pastoral ministry that is founded on the theatrical notion of the antagonist. Several implications for future ministry are explored in chapter 9, as we look forward to a revised praxis. The pastor as spiritual antagonist is approached from the vantage-point of the world of drama, since this angle, in its metaphorical richness, is seminal for a new understanding of the provocative role of the pastor in a world that is steadily devaluing spiritual leadership. The spiritual antagonist is described in terms of his/her character and ministry actions as one who is profoundly spiritual in his awe of God and in his determination to live reflectively. At the same time the spiritual antagonist is one who has an imaginative grasp on the communicative possibilities of being with people, and alongside people, intensely and for the purpose of provoking decision and faith. Whatever conflict is generated by such a stance is deliberately incorporated for educational and transformational purposes. Whatever is modelled – in the mode of the spiritual antagonist – by ordained pastors / elders becomes facilitatory for fellow believers in the congregation to fashion a similar identity. Thus an old division in Baptist ecclesiology is healed. / Practival Theology / (D. Th. (Practical Theology))

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This master thesis deals with the topic of temptation in three Czech Theatrical Dramas of the 1970's and 1980's, inspired by the legend of Faust. These dramatic works represent different model approaches of dealing with such a topic. Thesis focuses on the principle of evil and its functioning. The temptation by Devil is therefore defined as Mephistophelian seduction, which occurs in drama plays selected as a subject of this thesis. The thesis analyzes and describes Mephistophelian seduction and its realization in theatrical dramas. Thesis elaborates the mechanism of evil principle and examines how the main protagonists are influenced in their acting and behaviour by this power. This thesis brings the power of evil into the wider context of "higher power" and describes relations between the power of evil and totalitarian power. On this base the historical and political context of the lives of the authors is considered as an important element. Based on comparison of all these aspects the principle of Mephistophelian seduction is reflected within its existential dimension. KEYWORDS Temptation, Devil, Mephistophelian seduction, protagonist, evil principle, drama, Faust, Mephistopheles, Václav Havel, Oldřich Daněk, Jiří Suchý

This thesis is focused on an animal protagonist in literary texts which could be used in education because of their didactic potential. The aim of this thesis is to describe the form of representation of an animal protagonist (and nature in general) in chosen literary texts and to design the possible ways how to use these texts in education. The first part is dedicated to a theme of animal in the cultural context, especially in the literature with a short ethology-digression. The second part deals with a literary-theoretical analysis of texts from Rudyard Kipling, Jack London, Vitaly Bianki and Ceridwen Dovey. The third part of this thesis is focused on the didactic potential of analyzed texts aiming to econarratology. In the last chapter are described possibilities of the didactic work with all the formerly analyzed texts. Keywords animal protagonist, anthropomorphism, literature for children and youth, Rudyard Kipling, Jack London, Vitaly Bianki, Ceridwen Dovey, education, econarratology, didactic potential

Extreme violence, which often results in murder, is a prominent theme in the American literary canon; therefore, it deserves a wider and more focused lens in the study of Twentieth-Century American literature. Murder and entertainment seldom coexist in canonical literature, but the very nature of the murder, foreign to many readers, consequently piques one’s curiosity, and demands special attention. The literary texts I have chosen to discuss are four novels and three plays. They all belong to the genre known in literature as ‘a crime novel or play.’ The murderers are easily identified, and their criminal acts have been carried out successfully, often with much forethought and detail. My focus has been to conduct a psychological study to highlight the impetus for the crime. Three basic themes have captured my attention: 1- Is the murder a sin or a crime? What is the role of religion in the lives of the accused? 2- Is it right to blame society for such horrendous acts? 3- How is the American Dream portrayed in these works? The closer we get to the end of the Twentieth-Century, the harder it is to detect an affirmative ending in the works of literature I have explored. The insatiable appetite for material consumption overshadows the pursuit of happiness, or, maybe happiness is defined by material wealth. The critical question is: can American society read the warning written on the wall?

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No. of bitstreams: 1 tinetti_ca_me_mar.pdf: 926029 bytes, checksum: 0347e748c8554bf20d7f959d10d40aaf (MD5) Previous issue date: 18-02-23 / Não recebi financiamento / O texto que se apresenta é decorrente da pesquisa realizada sobre a instituição da função do Professor Mediador Escolar e Comunitário - PMEC, ocorrida de 2009 a 2017 no Estado de São Paulo e legitimada pela Resolução SE-1, de 20 de janeiro de 2011, que dispõe acerca das atribuições do Professor Mediador Escolar e Comunitário (PMEC) de acordo com o Sistema de Proteção Escolar (SPE). Os objetivos são a recuperação de aspectos históricos da criação da função e a análise de aspectos relacionados à prática desse profissional, relacionando o contexto de sua atuação com as possibilidades de mediação, bem como, ao papel desempenhado por esse profissional na construção da autonomia e protagonismo de docentes, alunos e funcionários das Unidades Escolares. A metodologia consta de estudos bibliográficos, documental e de levantamento de dados, por meio de entrevistas semiestruturadas e dissertativas, aplicadas junto aos PMECs que atuam nas escolas estaduais do município de Marília, Garça e Vera Cruz. A fundamentação teórica está referenciada em estudiosos vinculados ao materialismo histórico e dialético, nas contribuições e conceituações apontadas por Judy H. Mullet e Lorraine Stutzman Amstutz, em suas pesquisas realizadas sobre as Disciplinas Restaurativas para Escolas, bem como nas concepções da Cultura de Paz, que têm sido formuladas de modo mais compreensível e acessível a partir da Resolução da Assembleia Geral da ONU 53/243 de setembro de 1999. A hipótese é que o conhecimento das vivências correlacionadas ao dia a dia da função do Professor Mediador Escolar e Comunitário e de sua formação acadêmica contribuem na configuração da função, que requer formação integral e com conhecimentos específicos. Todavia, destaca-se que há valor na formação acadêmica deste sujeito. Como resultados da pesquisa, pode-se relatar que a formação na graduação em Pedagogia, Letras, em Psicologia, ou mesmo uma licenciatura curricular, ao menos nesse sentido, é incompleta ou fragmentada para a atuação efetiva frente às necessidades do ambiente escolar e dos seus estudantes e docentes, sendo importante o desenvolvimento de competências específicas durante este período de experiência do profissional. Os estudos teóricos indicam a necessidade de formação integral, ampliada e contínua desses professores mediadores, de forma que contribuam de maneira consistente e consciente, destacando formação cidadã e autônoma para os atores do ambiente escolar (discentes e docentes), pois, esses estarão atuando continuamente nos diversos ambientes da sociedade e acredita-se que essas vivências ocorridas no espaço da escola podem contribuir para atitudes colaborativas de cidadãos participativos e protagonistas. Constata-se em relação à tomada de decisão do Governo Estadual de São Paulo de realizar uma redução, no final do ano de 2016, do número de professores que estavam atuando na função de PMEC’s nas escolas estaduais. Como resultados da pesquisa, pode-se relatar que a formação na graduação em pedagogia ou em psicologia é insuficiente para a atuação efetiva nas necessidades do ambiente escolar de docentes e dos seus alunos, pensamos, por exemplo, na existência da Pós-Graduação em Mediação de Conflitos, ofertada por uma das frentes da Sociedade Brasileira de Inteligência Emocional. / The text presented is pinned down research carried out over the institution of the role of the School and Community Mediator Teacher - SCMT, held from 2009 to 2017 in the State of São Paulo and legitimized by the SE-1 Resolution, from January 20th, 2011, which provides for the School and Community Mediator Teacher (SCMT)'s attributions in accordance with the School Protection System (SPS). The objectives are both historical rescue of the role's creation and analysis on the aspects regarding the practice of this professional, relating the context of its playing with the possibilities of mediation; as well as the role played by this professional within the construction of the School Units teachers', students' and employees' autonomy and protagonism. The methodology has been settled down bibliographical studies and qualitative data collection, by means of semi-structured and essay questions applied to the SCMTs who already act in the state schools from Marília, Garça and Vera Cruz. The theoretical foundation is referenced by scholars who regard the historical and dialectical materialism, the attributions and conceptualizations pointed out by Judy H. Mullet e Lorraine Stutzman Amstutz, in their research performed over the Restorative Disciplines for Schools, as well as over the conceptions of Culture of Peace, which have been formulated in a more apprehensible and accessible way from the United Nations Organization's General Assembly 53/243 Resolution on, from September, 1999, which was titled: Declaration and Programme of Action on a Culture of Peace. The hypothesis is that the knowledge of the experiences correlated to the School and Community Mediator Teacher's day-to-day role and its academic education contribute to the setting of the function, which demands full formation and with specific pieces of knowledge, however, it is stood out that there is value on this subject's academic education. As a result from the research, it can be stated that the undergraduate forming in Pedagogy, Letters, Psychology, or even in a curricular license, only in this sense, is incomplete or fragmented for the effective acting on the needs of the school environment and its students and teachers, turning out to be important the development of specific competences throughout this period of professional experience. The theoretical studies indicate the need of these mediator teachers' full, extended and continuous formation, in a way they contribute in a consistent and conscious manner, standing out the citizen and autonomous formation for the school environment actors (students and teachers), once these will continuously be acting in several of the society's environments and it is believed that such experiences taken off the school space might contribute for collaborative attitudes of participative and protagonist citizens. It is still out to inform over the decision-making of São Paulo State Government towards cutting down, at the end of 2016, the number of teachers who had been acting as SCMTs in the state schools. As a result of the research, it can be said that the training in undergraduate pedagogy or psychology is insufficient to effectively act on the needs of the school environment of teachers and their students, we think, for example, of the existence of Post-Graduation in Mediation of Conflicts, offered by one of the fronts of the Brazilian Society of Emotional Intelligence.

Baptist pastors in the early years of the twenty-first century find themselves in a challenging yet exciting period of South African history. Much has changed in the socio-political and religious contexts, yet Baptist pastors are still prone to operate according to earlier models of leadership and ecclesiology, with the result that they find themselves in situations of heightened conflict. Their position with respect to the laity, with whom they share a common priesthood of believers, is also an ambiguous one. After orientating the reader to the nature of the problem and various starting issues (chapter 1), this practical-theological thesis seeks to explore the nature of the changes in the socio-political milieu (chapter 2), as well as in the religious context (chapter 3). Baptist pastors are affected by a range of expectations that emerge from a particular view of the Bible and from the wider church community, as well as from the media and their own experience of pastors. Chapters 4 and 5 seek to understand these expectations, especially as these expectations have combined to produce role conflict and role ambiguity. In such a situation it is more understandable that ministry can lack a pastoral centre and an unclear identity. Pastors have adopted a stance in the midst of such competing demands on their role identity and chapter 6 attempts to make their position clearer through empirical analysis, before embarking – in chapters 7 and 8 – on a description of a new model of pastoral ministry that is founded on the theatrical notion of the antagonist. Several implications for future ministry are explored in chapter 9, as we look forward to a revised praxis. The pastor as spiritual antagonist is approached from the vantage-point of the world of drama, since this angle, in its metaphorical richness, is seminal for a new understanding of the provocative role of the pastor in a world that is steadily devaluing spiritual leadership. The spiritual antagonist is described in terms of his/her character and ministry actions as one who is profoundly spiritual in his awe of God and in his determination to live reflectively. At the same time the spiritual antagonist is one who has an imaginative grasp on the communicative possibilities of being with people, and alongside people, intensely and for the purpose of provoking decision and faith. Whatever conflict is generated by such a stance is deliberately incorporated for educational and transformational purposes. Whatever is modelled – in the mode of the spiritual antagonist – by ordained pastors / elders becomes facilitatory for fellow believers in the congregation to fashion a similar identity. Thus an old division in Baptist ecclesiology is healed. / Practival Theology / (D. Th. (Practical Theology))

Thesis abstract This thesis will focus on the ways in which the transformations in nineteenth-century Gothic stories mirror the gradual changes in the Victorian society's notions about perception and about the metaphysical. The nineteenth century marks a time when advances in science made it clear that not seeing something does not mean that it does not exist, and when psychologists made it clear that seeing something does not necessarily mean it does exist. Moreover, the nineteenth century was a time when religious notions that were previously accepted without question started to be doubted. When people lost their faith in the unseen and at the same time became aware that their eyes are not sufficient to see everything and that their mind may play tricks on them, the notion of reality was increasingly problematized, which is made especially clear in the genre of the Gothic. It could be argued that while the basic tropes of the Gothic remain more or less the same; however, the way they are used, the reactions of the protagonists as well as the general outlook of the story are problematized by newly introduced ideas about vision and human mind. It could be said that in many cases there is no longer a clear boundary between the protagonist and the 'other' of the story, which can often be interpreted as an...

<p>Naučno-istraživački rad iz oblasti arhitekture; bavi se<br />istraživanjem i preispitivanjem fenomena performativnosti<br />arhitektonskog prostora kroz uspostavljanje njegovog partikularnog i<br />specifičnog modela, koji se vezuje za kriterijum proizvodnje značenja.<br />Osnovne odrednice koje su predmet istraživanja su: mehanizmi<br />uspostavljanja performativnog prostora (mehanizmi suočavanja,<br />korelacije i kadriranja), primena teorije funkcija arhitekture<br />(posebno definisanje ko-performativne i performativne funkcije),<br />dejstvenost i aktivnost arhitektonskog prostora.</p> / <p>Scientific research from the field of architecture; considers the research of<br />the phenomenon of architecture&rsquo;s performativity, through the establishment<br />of its particular and specific model, related to the criterion of production of<br />meanings. The research is determined by the following notions: mechanisms<br />of establishing spatial performativity (mechanisms of confrontation,<br />correlation, and framing); application of the architectural functions theory<br />(especially defining the co-performative and performative function); effects<br />and activity of architectural space.</p>

Gender representation in the horror genre has many interesting discussions surrounding it through multiple perspectives such as psychoanalysis and culture. This article intends to expand the investigation of how female characters are portrayed in horror games. The research on female representation will investigate the potential connections between horror cinema and horror games in the survival horror game Fatal Frame (2001, Koei Tecmo), the first title of a series that is iconic f0r drawing inspiration from Japanese mythology and horror tropes while simultaneously using a large cast of female characters. To gather information about the audience to support the game analysis, an online survey will be released targeting players of the games. Thereafter, recorded, non-commentary footage of the first game, Fatal Frame (2001), will be observed and textually analysed through a framework with data points, based on the background of psychoanalysis, horror cinema, culture, and game theory.