This study deals with the pastoral counselling of people who became ill as a result of unresolved trauma. Some of the important questions raised in this study, included: Why are certain traumatic events physically harmful to people? 0 What is the relationship between unresolved trauma and the development of disease in the human body? Which additional factors play a role in the development of disease? The basis theoretical research clearly showed that a wounded person can be healed and restored by God; even if the wounding took place a long time ago. The traumatized person can bring his/her pain to God, uninhibitedly, with the expectation that God's healing power can heal. Negative thoughts and emotions, which are harmful to a person, must be brought under the truth of the Word, through the guidance of the Holy Spirit; with the intention to correct these thoughts and emotions. The meta-theoretical research has clearly shown a relationship between unresolved trauma and the development of disease in humans. Unresolved emotions can create certain emotions that work in negatively on a person's body. Unresolved trauma can also lead to Post-Traumatic Stress Disorder. For the purpose of the empirical study, four cases, of people who experienced trauma, were selected and studied. These people all struggled with new diseases after their traumatic experiences. The results highlighted the importance of considering the unique personal history of each individual; especially with reference to unresolved traumatic experiences in a person's past. The co-operation between the researcher and the medical profession regarding the results of the case studies should be noted. Chapter 6 clearly points out that the point of departure in pastoral counselling is God, the Holy Trinity. Vital dimensions of the Biblical counselling process are the following: Establishing involvement with counselees. Inspiring in them Biblical hope. 0 A thorough inventory and Biblical interpretation of counselees and their problems. Instructing counselees in an accurate and appropriately Biblical way to inspire in them decisive commitment to Biblical obedience and the implementation of Biblical instructions. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2006.

This study deals with the pastoral counselling of people who became ill as a result of unresolved trauma. Some of the important questions raised in this study, included: Why are certain traumatic events physically harmful to people? 0 What is the relationship between unresolved trauma and the development of disease in the human body? Which additional factors play a role in the development of disease? The basis theoretical research clearly showed that a wounded person can be healed and restored by God; even if the wounding took place a long time ago. The traumatized person can bring his/her pain to God, uninhibitedly, with the expectation that God's healing power can heal. Negative thoughts and emotions, which are harmful to a person, must be brought under the truth of the Word, through the guidance of the Holy Spirit; with the intention to correct these thoughts and emotions. The meta-theoretical research has clearly shown a relationship between unresolved trauma and the development of disease in humans. Unresolved emotions can create certain emotions that work in negatively on a person's body. Unresolved trauma can also lead to Post-Traumatic Stress Disorder. For the purpose of the empirical study, four cases, of people who experienced trauma, were selected and studied. These people all struggled with new diseases after their traumatic experiences. The results highlighted the importance of considering the unique personal history of each individual; especially with reference to unresolved traumatic experiences in a person's past. The co-operation between the researcher and the medical profession regarding the results of the case studies should be noted. Chapter 6 clearly points out that the point of departure in pastoral counselling is God, the Holy Trinity. Vital dimensions of the Biblical counselling process are the following: Establishing involvement with counselees. Inspiring in them Biblical hope. 0 A thorough inventory and Biblical interpretation of counselees and their problems. Instructing counselees in an accurate and appropriately Biblical way to inspire in them decisive commitment to Biblical obedience and the implementation of Biblical instructions. / Thesis (M.A. (Pastoral))--North-West University, Potchefstroom Campus, 2006.

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This thesis explores the design of a community center tailored for autistic adults, aiming to foster inclusivity and blur boundaries between neurodiverse and non-neurodiverse individuals. Through interdisciplinary approaches, it investigates spatial and sensory elements to create an immersive experience where everyone can perceive the world through an autistic person's perspective. By prioritizing sensory inclusivity and participatory design, the center aims to provide a supportive environment for exploration and interaction. Additionally, it explores how immersive experiences can cultivate empathy, bridging gaps and fostering genuine connections. Ultimately, this thesis advocates for a paradigm shift in community space design, celebrating neurodiversity and promoting unity. / Master of Architecture / This thesis explores the design of a community center tailored for autistic adults, aiming to foster inclusivity and blur boundaries between neurodiverse and non-neurodiverse individuals. Through interdisciplinary approaches, it investigates spatial and sensory elements to create an immersive experience where everyone can perceive the world through an autistic person's perspective. By prioritizing sensory inclusivity and participatory design, the center aims to provide a supportive environment for exploration and interaction. Additionally, it explores how immersive experiences can cultivate empathy, bridging gaps and fostering genuine connections. Ultimately, this thesis advocates for a paradigm shift in community space design, celebrating neurodiversity and promoting unity.

Our direct environment affects our lives directly. Christopher Alexander saw that we are able to feel or see if an object or structure is natural through the characteristics of them. He also saw that we generally feel better near these living, natural structures as it more closely resembles ourselves. Our bodies and our surroundings are made up of far more smaller than large things. When structures follow this pattern they are considered to be more natural, and when they move away from this pattern they are considered to be less natural and thus often boring or ugly. This scaling law is used to analyse the complex networks within cities. By analysing underlying structures instead of direct geometry it becomes possible to identify how living they are.This study applies these theories to analyse urban morphology within different cities. By identifying living structure within cities comparisons can be made between different types of cities. Specifically artificial and historical cities are analysed as they are counterparts in livingness. Following the identification of the living structure within these different types of cities an assessment can be made on what kind of an effect this has on our wellbeing based on Alexander’s theory. To see how living structure evolves over time a second analysis is performed which compares a city with its own evolution through time.Firstly natural cities and natural streets are identified in a bottom up approach based on the underlying structures of OpenStreetMap road data. Thereafter historical cities are compared with artificial cities because historical cities generally have living structure while artificial cities lack this. Then the developments of a historic city are identified and compared temporally. This research finds that current usage of concrete, steel and glass combined with very fast development speeds is detrimental to living structure within cities currently. Newer city developments should be performed in symbiosis with older city structures and the structure of the development should inhibit scaling as well as the buildings themselves. It is not sufficient to look only at geometry when managing cities, the importance of the fractal geometry, which is initially invisible must not be underestimated.

Introdução: Na adolescência, existem muitas marcas prejudiciais ao desenvolvimento decorrentes dos processos deletérios de desgaste que os grupos populacionais mais subalternos vem sofrendo. Os escolares do ensino fundamental tornam-se, portanto, potenciais alvos para intervenções que possam prevenir ou amenizar esta realidade. As escolas são os loci privilegiados para encontrar este grupo social e, portanto, reconhecer e enfrentar as necessidades em saúde. Objetivo geral: Identificar as possibilidades das escolas no reconhecimento e enfrentamento das necessidades em saúde de sua população e a articulação com as demais instituições do território. Metodologia: estudo exploratório e descritivo, com abordagem qualitativa. Os dados foram coletados por meio de entrevistas semidiretivas com roteiro previamente testado, com os trabalhadores das escolas municipais e unidades de saúde de São Paulo e tratados com o programa de análise lexical ALCESTE. Resultados: inexiste uma sistematização para o reconhecimento das necessidades de saúde do escolar, as ações de enfrentamento estão voltadas a atender emergências e encaminhamentos aos serviços de saúde. As necessidades reconhecidas e enfrentadas referem-se à adaptação dos alunos com necessidades educacionais especiais em meio a outros alunos, que ocorrem nas salas de aula, e menos em outros momentos da presença dos escolares na instituição. A relação entre escola, o setor saúde e os demais encontra-se desarticulada. Conclui-se ser imperativo monitorar as necessidades em saúde e as vulnerabilidades dos escolares que permitem verificar que existe um grande campo de atuação interdisciplinar na saúde coletiva. / Introduction: In adolescence, there are many brands affects the development of deleterious processes resulting from wear which population groups have suffered more underlings. The schoolchildren become therefore potential targets for interventions that could prevent or ameliorate this situation. Schools are privileged loci to meet this social group and, therefore, recognize and address the health needs. General Objective: To identify the opportunities for schools to recognize and cope with the health needs of its population and coordination with other institutions in the territory. Methodology: exploratory and descriptive, qualitative approach. Data were collected through interviews with semi-direct route previously tested, with workers at local schools and health units in Sao Paulo and treated with ALCESTE lexical analysis program. Results: does not exist a systematic method to the recognition of the needs of school health, coping actions are intended to meet emergencies and referrals to health services. Needs recognized and addressed relate to the adjustment of students with special educational needs among other students, that occur in classrooms, and less at other times the presence of students at the institution. The relationship between school, the health sector and the other is disjointed. It is imperative to monitor the health needs and vulnerabilities of the school verifying that there is a large field of interdisciplinary work in public health.

Syftet med denna uppsats har varit att öka vår förståelse kring vad barn och ungdomarbehöver för att klara skolan och lämna såväl grundskolan som gymnasiet med godkändabetyg. Detta främst utifrån vad ungdomar själva anser vara viktiga påverkansfaktorer. Någotvi menar är högst relevant för det sociala arbetet, inte minst det skolsociala, då utbildningbidrar till att förebygga social utslagning. För att uppnå vårt syfte utformade vi fyraforskningsfrågor; (1) Vilka personliga färdigheter eller förmågor är enligt elevernabetydelsefulla för att få godkända betyg? (2) Vilka faktorer i familj/närmiljön tänker elevernaär centrala för att få godkända betyg? (3) Vilka faktorer/insatser från skolans sida ansereleverna är centrala för att få godkända betyg? (4) Vilka faktorer anser eleverna har haft störstbetydelse för dem under den egna skolgången? I vår uppsats har vi valt att använda oss av enkvalitativ metod. Utifrån en semistrukturerad intervjuguide har vi genomfört intervjuer medfyra elever samt en lärare på en gymnasieskola i en medelstor svensk kommun. För attanalysera vår empiri har vi använt oss av systemteori, copingteori samt resiliensperspektivet.Vi ansåg att dessa teorier på ett fullgott sätt belyste såväl helheten som delarna och därmedtydliggör eventuella samband/ samspel vad gäller vilka faktorer som på ett positivt sättpåverkar de ungas studieresultat. Det resultat vi fick i vår empiri samstämde väl med dentidigare forskning inom området som vi tagit del av. I vår empiri framkommer stöd frånföräldrarna som den viktigaste påverkansfaktorn för att elever ska klara nå uppsatta mål förgodkända betyg, följt av individuella förmågor så som en svårdefinierad inre kraft samtlättlärdhet. Vad som blir tydligt för oss, vilket även teorierna stödjer, är att det inte helt enkeltgår att särskilja riskfaktorer från skyddsfaktorer. Huruvida en påverkansfaktor utgör en riskeller ett skydd för en individ avgörs i relation till den sociala omgivning där individenbefinner sig. / The purpose of this paper has been to increase our understanding of the needs of children andyoung adults in order to pass secondary and upper secondary school. We have put emphasizein the factors and elements young adults themselves find of importance, something we believeis highly relevant for social work, not least the school social, as education contributes toprevent social exclusion. To achieve our purpose, we formulated four questions of research;(1) According to the students, what personal skills or traits are useful in order for them to passschool? (2) According to the students, what factors in the family/immediate environment arecentral in order for them to pass school? (3) According to the students, whatfactors/interventions from the institution are central in order for them to pass school? (4)According to the students, what factors have been the most important for their success duringtheir own time in school? We have chosen to use a qualitative method in our paper. We haveconducted interviews with four students and one teacher in a mid-sized Swedish municipality,using a semi-structured interview guide. To analyze our empiric studies, we have used asystem theory coping theory and resilience theory. We believed that these theories wouldfully illustrate both the bigger picture, as well as the details, and thereby make visible anylinks/connections between factors which in a positive way influence study results. The resultswe derived from our empiric studies were concurrent with other research in the same field. Inour empiric research, we can see that support from the parents is the single most importantfactor for students to pass school, followed by individuals skills such as a loosely defined‘inner power’ and an ability to learn quickly. It has become evident to us- and this issupported by the theories- that it is not possible to separate risk factors from protectionfactors. Whether a factor can be classed as a risk or as protective for an individual depends on the social environment of that very individual.

This thesis aims to gain an insight to the properties that make a living structure and examine these properties and the concept of living structure in traditional Kastamonu Houses in the light of Christopher Alexander&amp / #8217 / s theories of wholeness and centers. Especially in the last century, building activity has become a significant field with the developments in the construction techniques and technology. In this way, human life is being shaped also, beside the earth. The traditional housing fabric, which is the heritage of years of experience and the reflection of the lifestyle of a particular society, is being neglected. In any part of the world, the number of the buildings, resembling each other so much, increases / and most of the time, they lack the values that support the quality of life. Within the scope of this thesis, first of all, Alexander&amp / #8217 / s definition of order, theories of wholeness and centers, concept of living structure are studied. Then, traditional Kastamonu houses are analyzed, both visually and spatially / and properties that make a living structure are examined. The relation between living structure and expression of self and the importance of belonging to own time and place are put forward. Then, how different centers are united together by the help of these features is seen. This study helps to understand, how to create more sensitive environments to live by studying and understanding traditional housing concepts before losing them totally. Moreover, it emphasizes the values of traditional Kastamonu houses, which support the quality of life.

This thesis explores the ways in which key holistic thinkers over the course of the last three hundred years have articulated unity between the human subject and objective world. I borrow the term “holism” from the philosopher J. C. Smuts, who coined it in his 1936 work Holism and Evolution, and I use it here in an expanded sense that includes all thinkers in the Western tradition who, like Smuts, have been preoccupied with the question of unity. Although the nature of cosmic unity and the individual’s place within it have been questions for philosophical debate since the classical Greeks of the sixth and fifth centuries BC, from the seventeenth century onwards these questions became largely associated with a series of thinkers who sought to overcome the dualistic separation of subject and object introduced by Galileo, Descartes and others in the mechanistic philosophical tradition of Western thought. My consideration of the holistic tradition includes selected writings by Leibniz, Hegel, Whitehead and Arne Naess, cofounder and key communicator of the deep ecology movement. In my discussion of these authors I observe an emerging pattern that has gradually carried holistic thought away from its traditional dependence on an absolute universal Being as the origin of unity in the world, towards an increasing emphasis on Becoming as the origin of Being. This pattern is confirmed by my broad analyses of Renaissance philosophy and of the Counter-Enlightenment thinkers Vico, Hamann and Herder. It is further confirmed by Naess’ vision of the deep ecology movement, which emphasizes plurality and diversity in the struggle to create more ecologically sustainable forms of human living. The pattern is challenged, however, by my discussions of Heraclitus and of the deep ecology movement, which both exhibit features that also contradict the existence of a definite linear progression “from Being to Becoming.” Insofar as the deep ecology movement recognizes the validity of a broad diversity of philosophical views and premises as grounds for ecological action and decision-making, it is part of a larger movement in contemporary societies that is helping create an open space wherein all perspectives are appreciated as valuable in their own right. This movement seeks to challenge all absolute and hegemonic claims to truth (which in the early twentieth century gave rise to fascism and in our present day continue to inform our views of nature and the self), and, as I suggest, is also contributing to the emergence of an apophatic perspective in our own day that is a precondition for change. / Graduate / 0422 / 0585 / jdesser@uvic.ca

Introdução: Na adolescência, existem muitas marcas prejudiciais ao desenvolvimento decorrentes dos processos deletérios de desgaste que os grupos populacionais mais subalternos vem sofrendo. Os escolares do ensino fundamental tornam-se, portanto, potenciais alvos para intervenções que possam prevenir ou amenizar esta realidade. As escolas são os loci privilegiados para encontrar este grupo social e, portanto, reconhecer e enfrentar as necessidades em saúde. Objetivo geral: Identificar as possibilidades das escolas no reconhecimento e enfrentamento das necessidades em saúde de sua população e a articulação com as demais instituições do território. Metodologia: estudo exploratório e descritivo, com abordagem qualitativa. Os dados foram coletados por meio de entrevistas semidiretivas com roteiro previamente testado, com os trabalhadores das escolas municipais e unidades de saúde de São Paulo e tratados com o programa de análise lexical ALCESTE. Resultados: inexiste uma sistematização para o reconhecimento das necessidades de saúde do escolar, as ações de enfrentamento estão voltadas a atender emergências e encaminhamentos aos serviços de saúde. As necessidades reconhecidas e enfrentadas referem-se à adaptação dos alunos com necessidades educacionais especiais em meio a outros alunos, que ocorrem nas salas de aula, e menos em outros momentos da presença dos escolares na instituição. A relação entre escola, o setor saúde e os demais encontra-se desarticulada. Conclui-se ser imperativo monitorar as necessidades em saúde e as vulnerabilidades dos escolares que permitem verificar que existe um grande campo de atuação interdisciplinar na saúde coletiva. / Introduction: In adolescence, there are many brands affects the development of deleterious processes resulting from wear which population groups have suffered more underlings. The schoolchildren become therefore potential targets for interventions that could prevent or ameliorate this situation. Schools are privileged loci to meet this social group and, therefore, recognize and address the health needs. General Objective: To identify the opportunities for schools to recognize and cope with the health needs of its population and coordination with other institutions in the territory. Methodology: exploratory and descriptive, qualitative approach. Data were collected through interviews with semi-direct route previously tested, with workers at local schools and health units in Sao Paulo and treated with ALCESTE lexical analysis program. Results: does not exist a systematic method to the recognition of the needs of school health, coping actions are intended to meet emergencies and referrals to health services. Needs recognized and addressed relate to the adjustment of students with special educational needs among other students, that occur in classrooms, and less at other times the presence of students at the institution. The relationship between school, the health sector and the other is disjointed. It is imperative to monitor the health needs and vulnerabilities of the school verifying that there is a large field of interdisciplinary work in public health.