Cette recherche a eu pour objectif d’explorer les postures d’animateurs et d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ». Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.

The pathways to manhood for young adult African men in urban settings are based more on socio-economic demands than socio-cultural expectations of being a man. This study was a qualitative explorative research on the perceptions of HIV-prevention practitioners on the different pathways to manhood among young adult African men in urban settings in Gauteng, South Africa. From the findings it was clear that there are diverse socio-cultural and socio-economic pathways to manhood, including the media, older men, peers, religion and women. These pathways affirm, confirm, validate and value a man as a man and not a boy in urban settings such as cities and informal settlements in Gauteng. The research concluded that a great deal more could be done to ensure that men get involved in HIV-prevention programmes by ensuring dialogue on manhood and masculinities between men and men, and men and women. / Sociology / M. A. (Social Science)

Confrontés à de nouvelles réalités cliniques, institutionnelles et sociétales, les thérapeutes familiaux sont de plus en plus souvent amenés à aménager leurs « cadres », inaugurant de nouvelles configurations de Thérapie Familiale Psychanalytique qui interpellent les fondements épistémologiques du modèle de référence. L’auteure propose d’aborder cette problématique dans une double perspective de « travail auto-méta » (R. ROUSSILLON, 2001), recouvrant d’une part une réflexion sur les invariants fonctionnels fondamentaux de l’action analytique familiale ; d’autre part l’élaboration de quelques vertex à partir desquels appréhender de façon intégrative ses divers modes d’actualisation clinique contemporains. Sur la base de l’analyse différentielle des logiques processuelles à l’œuvre dans deux TFP « aménagées », cette recherche propose ainsi d’en dégager quelques axes de lecture transversale, en lien avec les modalités spécifiques de remise en transitionnalité et au travail de transitionnalité du fonctionnement psychique familial mobilisées dans des situations où les opérateurs thérapeutiques classiques ne sont pas accessibles, opérants ou exploitables par les familles. Sont plus particulièrement mises en réflexion les conditions auxquelles différentes formes d’expériences interactionnelles concrètes peuvent alors tenir fonction de suppléance au partage onirique familial, à la faveur d’un processus de co-construction, en trouvé/créé dans l’actualité du néo-groupe, des ressources transitionnalisantes du cadre thérapeutique. Suggérant de concevoir le « travail du préconscient familial » comme repère métapsychologique transversal aux différentes pratiques de TFP, l’auteur esquisse sur cette base quelques pistes de modélisation relatives à l’« effet d’outsight » (P. DUBOR, 1996) qui en organise le déploiement dans ces conditions où la dynamique interfantasmatique se soutient d’un détour par le réel extérieur d’étayages matérialisés (méta-cadre institutionnel, supports de médiations). Cet angle d’approche invite à réenvisager les préceptes de la « cure-type familiale », édifiés sur le modèle du rêve, à la lumière de voies et formes d’expression processuelle empruntant davantage au modèle du jeu mais relevant d’une même essence profonde. / Faced with new clinical, institutional and societal realities, family therapists are increasingly called upon to adjust their “settings”, introducing new configurations of Psychoanalytic Family Therapy which challenge the epistemological foundations of the reference model. The author proposes to approach this issue in an auto-meta twofold perspective, covering on one hand a reflection on the fundamental invariants of the psychoanalytic family action; on the other the development of some vertices from which to grasp in an integrative approach her contemporary patterns of clinical actualization. Based on the differential analysis of the processual logic at work in two “adjusted” PFT, this research proposes to identify axes for a transversal reading in connection with the specific terms of the family work of transitionality mobilized in situations where the classical therapeutic operators are not accessible, operative or usable by the families. Specifically set for thinking are the conditions for which various forms of concrete interactional experiences can then play the role of substitute for the family oniric sharing, through a co-constructive process, in a found/created mode within the neo-group, of the setting’s transitional resources. Suggesting to conceive the “family preconscious work” as a metapsychological reference transversal to the different PFT practices, the author sketches some modelling perspectives relating to the “outsight effect” that organizes its deployment in these conditions where the interfantasmatic dynamics support itself with a detour passing by the external reality of materialized shorings (institutional meta-setting, therapeutic mediums).This angle of approach invites to reconsider the “classical psychoanalytic family cure” precepts, built on the dream model, in the light of processual expression’s ways and forms taking more from the play model but belonging to the same profound essence.

Prelude -- 星 : 女高音獨唱、混聲合唱團及鋼琴 = Star Suite : for soprano solo, SATB choir and piano -- Temptation. / Prelude -- Xing : nü gao yin du chang, hun sheng he chang tuan ji gang qin = Star Suite : for soprano solo, SATB choir and piano -- Temptation. / 2nd works derived from five poems written by Prof. Yu Kuang-chung (余光中). / 2nd works derived from five poems written by Prof. Yu Kuang-chung (Yu Guangzhong). / Wong Nga Yin. / Thesis (M.Mus.)--Chinese University of Hong Kong, 2006. / Librettos (2nd work) in Chinese with English translation ; abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.ii / Table of Contents --- p.iii / Chapter 1. --- Prelude -for String Quartet --- p.1 / Chapter 2. --- 《星》tar Suite --- p.20 / Chapter (I) --- "《送別》<Farewell> -for Soprano, Alto, Tenor and Bass choir and Piano" --- p.25 / Chapter (II) --- 《孤星》<The Lonesome Star> -for Soprano Solo and Piano --- p.32 / Chapter (III) --- "《新月和孤星、》<The New Moon and The Lonesome Star〉 -for Soprano, Alto, Tenor and Bass choir (Acappella)" --- p.36 / Chapter (IV) --- 《流星》<The Shooting Star> -for Soprano Solo and Piano --- p.41 / Chapter (V) --- "《對語》〈Diabgue〉 -for Soprano, Alto, Tenor and Bass choir and Piano" --- p.46 / Chapter 3. --- Temptation -for Orchestra --- p.55 / Appendix Authorization E-mail of the Poems

Cette recherche a eu pour objectif d’explorer les postures d’animateurs et d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ». Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.

本研究的主要目的，在調查臺北縣市國小普通教室空間規畫之現況以及近十年內之趨勢，瞭解臺北縣市國小教師教學型態運用情形並探討其與教室空間規畫的關係、調查教師認為其教學所需之普通教室空間形式與附屬教學設備為何、進而提出對普通教室教學空間規畫的建議，俾作為未來普通教室空間規畫之參考。 本研究選取臺北縣、市各38所學校為研究對象，每所學校各抽取12位(偏遠學校為6位)班級的導師共864位為研究對象(有效樣本526人，包含臺北縣233人、臺北市293人)，進行問卷調查，並以次數百分比統計和卡方考驗進行分析，從研究結果發現中我們得到以下的結論： 壹、臺北縣市國小普通教室空間規畫之現況 一、近十年來之學校空間設計朝多元化、彈性化之開放空間的趨勢發展 1.教室平形狀擺脫標準之「傳統長方形平面」的窠臼 2.教室空間形式之設計趨向多邊形、開放、彈性之原則 3.教室走廊空間形式由單邊走廊之單一形式轉變為雙邊走廊之多用途形式 4.舊校設備比新校設備的數量多 二、班級座位安排法的多元化與校舍新舊、教室空間形式、課桌形式以及教師教學型態等因素的差異性達顯著 三、學習角落的設置需要空間，並和教師教學型態有關 貳、臺北縣市國小教師之教學型態及其與教學空間規畫之關係 一、教師教學型態多元化程度與普通教室空間形式、教室附屬教學設備多寡等教室空間設計因素的差異性達顯著 二、教師教學型態多元化程度與教室課桌形式、班級座位安排法以及學習角落設置個數等教室空間配置等因素的差異性達顯著 參、教學革新趨勢下教師理想中之普通教室空間規畫 　一、絕大多數教師心目中的理想教室空間為彈性、開放、多元化的空間 　二、有七成的教師認為理想的座位安排方式為小組式座位安排法，而有六成教師認為理想的課桌椅形式為長方形單人課桌 　三、有五成以上教師認為最需要的附屬教學設備以科技化教學設備為主，也有五成以上教師認為最需要設置的學習角落為語文圖書角、電腦角與遊戲角。 研究者根據文獻探討與研究發現，提出下列幾點建議： 一、普通教室平面形狀方面，應配合班級人數來設計長短邊之比例 二、普通教室空間形式方面，應以開放、彈性、多元化為原則 三、普通教室走廊空間的設計應以具多用途功能之空間為原則 四、普通教室附屬教學設備應增加科技化教學設備的設置 五、革新課桌椅形式，以利教師依教學需求變化班級座位安排 六、教師應依學生學習之需求彈性地調整教室空間的配置，並提昇使用教學設備的能力 七、未來研究可以進一步地針對不同教室空間的個案進行深入的觀察與訪談，來探討其對教師教學的影響

Title page, table of contents and abstract; v.2: table of contents; v.3: table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / This doctoral submission comprises three volumes and is entitled Twistonality: A Personal Exploration. Volume One consists of a portfolio of eleven original compositions, Volume Two is an exegesis and Volume Three contains live and/or computer-generated recordings of the music. The works are scored for a variety of instrumental and vocal combinations. The compositions explore the use of tonality as a basis for the creation of a uniquely personal style which incorporates musical gestures encountered in both traditional and contemporary performance practice. The term 'twistonality', devised for this submission, refers to a musical language in which a composer may express original ideas by twisting forms and tonal structures already resident in the conscious or subconscious memory in order to reflect his or her emotional reality as experienced through music. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1283916 / Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2007

Title page, table of contents and abstract; v.2: table of contents; v.3: table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / This doctoral submission comprises three volumes and is entitled Twistonality: A Personal Exploration. Volume One consists of a portfolio of eleven original compositions, Volume Two is an exegesis and Volume Three contains live and/or computer-generated recordings of the music. The works are scored for a variety of instrumental and vocal combinations. The compositions explore the use of tonality as a basis for the creation of a uniquely personal style which incorporates musical gestures encountered in both traditional and contemporary performance practice. The term 'twistonality', devised for this submission, refers to a musical language in which a composer may express original ideas by twisting forms and tonal structures already resident in the conscious or subconscious memory in order to reflect his or her emotional reality as experienced through music. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1283916 / Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2007

Title page, table of contents and abstract; v.2: table of contents; v.3: table of contents only. The complete thesis in print form is available from the University of Adelaide Library. / This doctoral submission comprises three volumes and is entitled Twistonality: A Personal Exploration. Volume One consists of a portfolio of eleven original compositions, Volume Two is an exegesis and Volume Three contains live and/or computer-generated recordings of the music. The works are scored for a variety of instrumental and vocal combinations. The compositions explore the use of tonality as a basis for the creation of a uniquely personal style which incorporates musical gestures encountered in both traditional and contemporary performance practice. The term 'twistonality', devised for this submission, refers to a musical language in which a composer may express original ideas by twisting forms and tonal structures already resident in the conscious or subconscious memory in order to reflect his or her emotional reality as experienced through music. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1283916 / Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2007

The aim of this study was to develop a Gestalt play therapy based hospital preparation program for children undergoing the surgical procedures of grommet insertion, or grommet insertion and adenoidectomy, at Tygerberg Hospital. Literature was reviewed according to relevant topics, namely otitis media in children, Gestalt play therapy, theories of child development, and children's experience of illness and hospitalisation. Semi-structured interviews were conducted with four subject groups and the data obtained was qualitatively analysed. Research findings were discussed and integrated with reference to the literature. This information was applied in the development of the proposed program. The aim, underlying principles, objectives and components of the program were discussed and guidelines for implementation were provided. The program was implemented and evaluated in a single subject pilot study, which yielded a positive response. Recommendations for both practical implementation in a therapeutic context and further study in a research context were made. OPSOMMING Die doel van hierdie studie was om `n Gestalt spelterapie-gebaseerde hospitaalvoorbereidingsprogram te ontwikkel vir kinders wat die chirurgiese prosedures van ventilasiebuis-plasing of ventilasiebuis-plasing en adenoïdektomie by Tygerberg-hospitaal ondergaan. `n Literatuurstudie is uitgevoer rakende relevante onderwerpe; naamlik, otitis media in kinders, Gestalt spelterapie, kinderontwikkelingsteorieë, en kinders se ervaring van siekte en hospitalisasie. Semi-gestruktureerde onderhoude is met vier subjekgroepe uitgevoer en die data wat verkry is, is kwalitatief geanaliseer. Navorsingsbevindinge is bespreek en geïntegreer met verwysing na die literatuur. Hierdie inligting is toegepas in die ontwikkeling van die voorgestelde program. Die doel, onderliggende beginsels, doelstellings en komponente van die program is bespreek en riglyne vir die implementering daarvan is verskaf. Die program is geïmplimenteer en geëvalueer in `n enkelsubjek loodsstudie, waar `n positiewe respons verkry is. Aanbevelings vir beide praktiese implementering in `n terapeutiese konteks en verdere studie binne navorsingskonteks is gemaak. / Social Work / M.Diac.