Text in Afrikaans / Some of the limited research available on narrative reflecting team therapy was used in this study to develop a reflecting team therapy story. The reflecting team therapy story was developed using qualitative methodology in the form of an experimental text, which was strongly influenced by narrative discourse. The adopted methodology contributed to allowing the reflecting team therapy story as experienced by the client to speak very clearly to us. The following issues, inter alia, emerged: therapy is faster, clients are empowered, gender is important in therapy, the process is promoted by the multiplic ity of interactions and clients experience a scense of enpathy. The reflecting team therapy story can therefore serve as a working document which the reader can co-author. In the true spirit of narrative methology, I believe that every story contains an alternative story. There is no one true and final story. / Van die beperkte beskikbare navorsing oor reflekterende spanwerk is in hierdie studie gebruik om 'n reflekteringspanterapieverhaal daar te stel. Die reflekteringspanterapieverhaal is ontwikkel deur gebruik te maak van kwalitatiewe metodologie, in die vorm van 'n 'experimentele teks', wat sterk deur narratiewe diskoerse belnvloed is. Die veranderde metodologie het daartoe bygedra dat die verhaal van die reflekteringspanterapie soos ervaar deur die klient baie duidelik tot ons spreek. Die volgende sake het onder andere na vore getree: terapie is vinniger, kliente word bemagtig, geslag is van belang by terapie, die proses word bevorder as gevolg van die meervoudigheid van interaksie en kliente beleef 'n gevoel van empatie. Die reflekteringspanterapieverhaal kan dus dien as 'n werksdokument waaraan die leser as ko-redakteur deelneem. In die ware gees van narratiewe metodologie glo ek dat daar in elke verhaal 'n alternatiewe verhaal skuil. Daar is dus geen ware en finale verhaal nie. / Philosophy, Practical & Systematic Theology / M.Th. (Praktiese Teologie)

Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

This study explores the operations of Sesotho masculinity: its dominant ideas and practices and their effects on Basotho women and men and this latter‟s resistance to a gender-ethical consciousness gaining momentum in Lesotho. It challenges a deep running belief among the Basotho that being born male necessarily means being born into a superior social position and status that is naturally and divinely sanctioned. It investigates how the dominant postcolonial discourse called sekoele (a return to the traditions of the ancestors) and the Christian churches‟ discourses of the “true”/“authentic” Christian life, framed by the classical biblical and confessional dogmatic traditions, actually support and sustain this belief and so reinforce the imbalance of power in favour of men in the order of gender relations in Lesotho. On the contrary, through the principles of the contextual theologies of liberating praxis, social construction theory, a narrative approach to therapy, gender-ethical consciousness and participatory approach, the study argues that masculinity and ways of being and thinking about men are socially constructed through historical and cultural processes and practices. It is in these processes and practices that Basotho men have been and continue to be advantaged and privileged over women. This study has challenged this situation by tracing the existence of alternative, more ethical ways of being and thinking about men in those historical and cultural processes and practices; ways which are more open to women and children and their wellbeing in the everyday life interactions. In this way, the study argues for a gender-ethical consciousness, which, in particular, invites Basotho men to engage in a reflection on their participation in a culture and practices which oppress the other, especially women and children. It invites Basotho men to accountability and responsibility. In this sense a gender-ethical consciousness is understood as watershed of masculinity in Lesotho. The participation of a group of Basotho men who offered to reflect on their relationship with the dominant masculinities, demonstrates how Basotho men are struggling to transform yet they fill us with the hope that change is possible. / Humanities Social Sciences and Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)

Text in Afrikaans / Some of the limited research available on narrative reflecting team therapy was used in this study to develop a reflecting team therapy story. The reflecting team therapy story was developed using qualitative methodology in the form of an experimental text, which was strongly influenced by narrative discourse. The adopted methodology contributed to allowing the reflecting team therapy story as experienced by the client to speak very clearly to us. The following issues, inter alia, emerged: therapy is faster, clients are empowered, gender is important in therapy, the process is promoted by the multiplic ity of interactions and clients experience a scense of enpathy. The reflecting team therapy story can therefore serve as a working document which the reader can co-author. In the true spirit of narrative methology, I believe that every story contains an alternative story. There is no one true and final story. / Van die beperkte beskikbare navorsing oor reflekterende spanwerk is in hierdie studie gebruik om 'n reflekteringspanterapieverhaal daar te stel. Die reflekteringspanterapieverhaal is ontwikkel deur gebruik te maak van kwalitatiewe metodologie, in die vorm van 'n 'experimentele teks', wat sterk deur narratiewe diskoerse belnvloed is. Die veranderde metodologie het daartoe bygedra dat die verhaal van die reflekteringspanterapie soos ervaar deur die klient baie duidelik tot ons spreek. Die volgende sake het onder andere na vore getree: terapie is vinniger, kliente word bemagtig, geslag is van belang by terapie, die proses word bevorder as gevolg van die meervoudigheid van interaksie en kliente beleef 'n gevoel van empatie. Die reflekteringspanterapieverhaal kan dus dien as 'n werksdokument waaraan die leser as ko-redakteur deelneem. In die ware gees van narratiewe metodologie glo ek dat daar in elke verhaal 'n alternatiewe verhaal skuil. Daar is dus geen ware en finale verhaal nie. / Philosophy, Practical and Systematic Theology / M.Th. (Praktiese Teologie)

Acompanha: Radiações e telescópio: uma proposta para o ensino médio: caderno de sugestões de atividades educacionais / Este trabalho apresenta características e discussões pertinentes à pesquisa desenvolvida no Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná – UTFPR – Campus Curitiba/PR. Esta pesquisa é constituída de elementos que permeiam a problematização do ensino de Física para o 3º ano do Ensino Médio das escolas públicas em geral e em particular do Colégio Estadual Paulina Pacífico Borsari, em Curitiba/PR. A referida pesquisa apresenta estratégias de ensino para abordar Radiações no Ensino Médio, tendo como objeto motivador os telescópios espaciais, dentro da perspectiva do agir comunicativo de Jürgen Habermas, do uso do discurso no âmbito explicativo com o intuito de atingir a estrutura cognitiva do aluno, para que este consiga relacionar os conceitos aprendidos com os demais âmbitos: objetivo, social e subjetivo. Ao fazer as relações nos três âmbitos citados, espera-se que aluno tenha conseguido estabelecer na sua estrutura cognitiva inter-relações entre os conhecimentos prévios e os novos conceitos. Esse processo envolve a assimilação e retenção de novos conhecimentos, de acordo com os modelos teóricos estabilizados, para aprendizagem significativa, de acordo com a Teoria da Aprendizagem Significativa de David Ausubel e colaboradores. Os dados desta pesquisa foram constituídos por meio de: registros escritos em diário de campo, elaborados pelo pesquisador; gravações em áudio das atividades educacionais desenvolvidas; mapas conceituais elaborados pelo professor e pelos alunos; questionários respondidos pelos discentes. Esses dados foram analisados por meio de Análise de Conteúdo. Entre os resultados, podem ser destacados indícios de assimilação de conceitos científicos para a ampliação de âmbito explicativo e estabelecimento de relações entre ciência e tecnologia em referência aos âmbitos objetivo, social e subjetivo. / This study presents characteristics and relevant discussions on research conducted at the Postgraduate Program in Scientific, Educational and Technological Formation in Federal University of Technology-Parana- UTFPR-Campus Curitiba / PR. This study consists of elements that permeate the questioning of the teaching of Physics for the 3rd year of high school in public schools in general and in particular the State College Paulina Pacific Borsari, in Curitiba / PR. This research presents teaching strategies to address radiation in high school, with the space telescopes as motivating objects, from the perspective of communicative action by Jürgen Habermas, considering the speech use in explanatory domain in order to achieve student cognitive structure, so that this learner can relate the learned concepts with other domains: objective, social and subjective. By making the relationships in the three mentioned domains, it is expected that the student has been able to establish interrelationships in their cognitive structure between prior knowledge and new concepts. This process involves the assimilation and retention of new knowledge, according to stabilized theoretical models, aiming a meaningful learning, according to Meaningful Learning Theory by David Ausubel and colleagues. Data from this study were constituted by: written records in field diary, made by the researcher; audio recordings of the developed educational activities; conceptual maps made by the teacher and students; questionnaires answered by students. These data were analyzed by means of Content Analysis. Among the results, it can be highlighted some evidence of assimilation of scientific concepts for the expansion of explanatory domain and of establishment of relations between science and technology in reference to objective, social and subjective domains.

Acompanha: Radiações e telescópio: uma proposta para o ensino médio: caderno de sugestões de atividades educacionais / Este trabalho apresenta características e discussões pertinentes à pesquisa desenvolvida no Programa de Pós-Graduação em Formação Científica, Educacional e Tecnológica da Universidade Tecnológica Federal do Paraná – UTFPR – Campus Curitiba/PR. Esta pesquisa é constituída de elementos que permeiam a problematização do ensino de Física para o 3º ano do Ensino Médio das escolas públicas em geral e em particular do Colégio Estadual Paulina Pacífico Borsari, em Curitiba/PR. A referida pesquisa apresenta estratégias de ensino para abordar Radiações no Ensino Médio, tendo como objeto motivador os telescópios espaciais, dentro da perspectiva do agir comunicativo de Jürgen Habermas, do uso do discurso no âmbito explicativo com o intuito de atingir a estrutura cognitiva do aluno, para que este consiga relacionar os conceitos aprendidos com os demais âmbitos: objetivo, social e subjetivo. Ao fazer as relações nos três âmbitos citados, espera-se que aluno tenha conseguido estabelecer na sua estrutura cognitiva inter-relações entre os conhecimentos prévios e os novos conceitos. Esse processo envolve a assimilação e retenção de novos conhecimentos, de acordo com os modelos teóricos estabilizados, para aprendizagem significativa, de acordo com a Teoria da Aprendizagem Significativa de David Ausubel e colaboradores. Os dados desta pesquisa foram constituídos por meio de: registros escritos em diário de campo, elaborados pelo pesquisador; gravações em áudio das atividades educacionais desenvolvidas; mapas conceituais elaborados pelo professor e pelos alunos; questionários respondidos pelos discentes. Esses dados foram analisados por meio de Análise de Conteúdo. Entre os resultados, podem ser destacados indícios de assimilação de conceitos científicos para a ampliação de âmbito explicativo e estabelecimento de relações entre ciência e tecnologia em referência aos âmbitos objetivo, social e subjetivo. / This study presents characteristics and relevant discussions on research conducted at the Postgraduate Program in Scientific, Educational and Technological Formation in Federal University of Technology-Parana- UTFPR-Campus Curitiba / PR. This study consists of elements that permeate the questioning of the teaching of Physics for the 3rd year of high school in public schools in general and in particular the State College Paulina Pacific Borsari, in Curitiba / PR. This research presents teaching strategies to address radiation in high school, with the space telescopes as motivating objects, from the perspective of communicative action by Jürgen Habermas, considering the speech use in explanatory domain in order to achieve student cognitive structure, so that this learner can relate the learned concepts with other domains: objective, social and subjective. By making the relationships in the three mentioned domains, it is expected that the student has been able to establish interrelationships in their cognitive structure between prior knowledge and new concepts. This process involves the assimilation and retention of new knowledge, according to stabilized theoretical models, aiming a meaningful learning, according to Meaningful Learning Theory by David Ausubel and colleagues. Data from this study were constituted by: written records in field diary, made by the researcher; audio recordings of the developed educational activities; conceptual maps made by the teacher and students; questionnaires answered by students. These data were analyzed by means of Content Analysis. Among the results, it can be highlighted some evidence of assimilation of scientific concepts for the expansion of explanatory domain and of establishment of relations between science and technology in reference to objective, social and subjective domains.

Cette thèse est composée de deux parties indépendantes : la première partie traite des équations différentielles stochastiques dans le cadre de la G-espérance, tandis que la deuxième partie présente les résultats obtenus pour les équations différentielles stochastiques du seconde ordre. Dans un premier temps, on considère les intégrales stochastiques par rapport à un processus croissant, et on donne une extension de la formule d'Itô dans le cadre de la G-espérance. Ensuite, on étudie une classe d'équations différentielles stochastiques réfléchies unidimensionnelles dirigées par un G-mouvement brownien. Dans la suite, en utilisant une méthode de localisation, on prouve l'existence et l'unicité de solutions pour les équations différentielles stochastiques dirigées par un G-mouvement brownien, dont les coefficients sont localement lipschitziens. Enfin, dans le même cadre, on discute des problèmes de réflexion multidimensionnelle et on fournit quelques résultats de convergence. Dans un deuxième temps, on étudie une classe d'équations différentielles stochastiques rétrogrades du seconde ordre à croissance quadratique. Le but de ce travail est de généraliser le résultat obtenu par Possamaï et Zhou en 2012. On montre aussi l'existence et l'unicité des solutions pour ces équations, mais sous des hypothèses plus faibles. De plus, ce résultat théorique est appliqué aux problèmes de maximisation robuste de l'utilité du portefeuille en finance. / This thesis consists of two relatively independent parts : the first part concerns stochastic differential equations in the framework of the G-expectation, while the second part deals with a class of second order backward stochastic differential equations. In the first part, we first consider stochastic integrals with respect to an increasing process and give an extension of Itô's formula in the G-framework. Then, we study a class of scalar valued reflected stochastic differential equations driven by G-Brownian motion. Subsequently, we prove the existence and the uniqueness of solutions for some locally Lipschitz stochastic differential equations driven by G-Brownian motion. At the end of this part, we consider multidimensional reflected problems in the G-framework, and some convergence results are obtained. In the second part, we study the wellposedness of a class of second order backward stochastic differential equations (2BSDEs) under a quadratic growth condition on their coefficients. The aim of this part is to generalize a wellposedness result for quadratic 2BSDEs by Possamaï and Zhou in 2012. In this thesis, we work under some usual assumptions and deduce the existence and uniqueness theorem as well. Moreover, this theoretical result for quadratic 2BSDEs is applied to solve some robust utility maximization problems in finance.

The diploma thesis is partly dedicated to energetic efficiency of buildings and describes possibilities how to evaluate energetic efficiency of buildings in the Czech Republic. We also get to know with distribution of thermal insulators by material base and use in construction. There are also mentioned methods how to determine thermal insulations characteristics of heat insulations, so called heat conductivity coefficient. The last and the crucial chapter of theoretic part is dedicated to thermal-reflective insulations. There are mentioned some of the basic characteristics of insulations, material composition and heat transfer mechanism in their structure as well. Practical part describes measurement of thermal resistance of chosen samples of thermal-reflective insulations per measuring device on the principal of Hot Box method. In the next step was determined emissivity of aluminium foils which forms the surface of chosen samples of thermal-reflective insulations. In the end of thesis are defined possibilities of use thermal-reflective insulations in building structures especially in passive and low-energy buildings in climatic conditions of the Czech Republic.

Presented work deals with the study progressive heat-reflecting foil thermal insulating materials and defines their thermal insulation properties. The work describes a transport mechanism of thermal energy in the structure of heat-reflecting materials, their physical properties, especially heat resistance, compared to the conventional thermal insulating materials available on Czech market. The main applications ways and installation methods of these materials (especially in low-energy and passive buildings) are also shown. The practical part is focused on asembling the measuring device HOT BOX in accordance with the valid standards, to determine the heat resistance of heat-reflecting materials. In next step the measurement of reflection of aluminum foils (an integral part of the structural arrangement heat-reflecting foil insulations) was performed.

Text in Afrikaans / Coronary artery disease (CAD) is a life-threatening disease. When heart patients in the treatment of their disease, due to certain subjugating discourses practised by the biomedical model or biomedicine, are treated in a way that contributes to their anxiety and they feel themselves marginalised by society, then CAD becomes even more threatening. The narrative-pastoral approach of this study aims to treat heart patients in a way that has a calming effect on them that could assist them to deal with their heart disease more efficiently. This study shows how a heart patient's illness stories can be centralised by means of narrative therapy and how a pastoral and ethical attitude of love and respect can produce a climate that's conducive to better health and well-being. I indicate how my methodology of participatory action research succeeds in making the heart patients active participants to the research project. Their active participation indicates that meaning is not created on their behalf in therapy; rather, they are responsible for the process of richer construction of meaning. I describe how the participants socially co-constructed alternative and richer descriptions of their illness. Futhermore, I point out how their richer descriptions of illness contribute to perceptible and measurable results that are of value to the heart patients. / Koronere hartvatsiekte (KHS) is 'n lewensbedreigende siekte. Wanneer hartpasiente in die behandeling van hul siekte vanwee sekere onderdrukkende diskoerse van siekte vanuit die biomediese model of biomedisyne s6 hanteer word dat dit spanning op hul plaas en deur die samelewing gemarginaliseer word, word KHS des te meer gevaarlik. In hierdie studie gaan dit oor 'n narratief-pastorale benadering wat hartpasiente op 'n kalmerende manier hanteer sodat hulle kan kom tot 'n meer doeltreffende hantering van hul hartsiekte. Hierdie studie toon aan hoe hartpasiente se siekteverhale deur middel van narratiewe terapie gesentreer word en hoe 'n etiese en pastorale gesindheid van liefde en respek 'n klimaat skep wat bevorderlik is vir beter gesondheid en welwese. Ek dui aan hoe my metodologie van deelnemende aksienavorsing daarin geslaag het om die hartpasiente aktiewe deelnemers te maak aan die navorsingsprojek. Hul aktiewe deelname impliseer dat betekenis nie in terapie vir hulle geskep word nie, maar dat hulle self skeppend betrokke is in die proses van ryker betekeniskonstruering. Ek beskryf hoe die deelnemers altematiewe en ryker beskrywings van hul siekte sosiaal ko-konstrueer. Ek dui verder aan hoe hul ryker beskrywings van siekte bydra tot sigbare en meetbare resultate wat vir hartpasiente van waarde is. / Practical Theology / D. Th. (Praktiese Teologie)