Thesis (MDram)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Creative expression is influenced by social structures and the political climate of the day. Therefore theatre as a social structure has been directly influenced by colonialism and apartheid. Restricting legislation had a limiting influence on cultural activities and freedom of creative expression. The following terms all refer to community based theatre activities: Community Theatre, Popular Theatre, Theatre for Development, People's Theatre and sometimes Workshop Theatre. Community theatre in post-colonial African countries take place in locations easily accessible to the communities it serves. These activities make use of creative techniques that the target communities can identify with. The subject-matter is generally relevant and is therefore accessible. The conscientisation- and mobilisation-potential of community theatre become evident in post-colonial African countries. The uses of this term in South Africa is closely connected with the above, but the applications in practice are more diverse because of a longer period of Western influence. Popular Theatre encapsulates theatre activities focussing on mass-appeal and popular entertainment as well as theatre activities by and for marginalised communities. "Popular Theatre" activities that take place within marginalised communities make use of collective creative approaches that are aimed at community conscientisation and mobilisation. Like Community Theate and Popular Theatre, Theatre for Development is theatre for, by and of the people (marginalised people, ordinary workers and the unemployed). Certain Theatre for Development projects approach the target communities with pre-planned agendas and creative subject-matter. Theatre for Development, like other community based theatre forms, are aimed at conscientisation, mobilisation and organisation to encourage political liberation and promote a higher standard ofliving. Workshop Theatre encourages people to express themselves by using a democratic and collective creative approach. These characteristics are also present in the previously mentioned theatre forms. Community Theatre, Popular Theatre and Theatre for Development can all be categorised as community based theatre and the terms are interchangable in pracitce. / AFRIKAANSE OPSOMMING: Politieke omstandighede en daaglikse gebeure beïnvloed die keuse van uitdrukkingsvorme. Kolonialisme en veral die apartheidsbeleid in Suid-Afrika het sosiale strukture, waaronder teater, beïnvloed. Wetgewing en beperkte infrastruktuur het kulturele aktiwiteite, kreatiewe uitdrukking en kulturele vloei beperk. Gemeenskapsgebaseerde teateraktiwiteite in Suid-Afrika word meestal benoem met die volgende terme: Gemeenskapsteater, Populêre Teater, Teater vir Ontwikkeling, "People's Theatre", asook Werkswinkelteater wat in Suid-Afrika soms sosio-polities van aard is. Gemeenskapsteater in post-koloniale Afrika-lande is ten opsigte van vorm en inhoud vir die teikengemeenskap toeganklik en vind plaas in maklik bereikbare ruimtes. Die bewusmakings- en mobiliseringspotensiaal van Gemeenskapsteater kom sterk na vore in post-koloniale Afrika-lande. Die gebruike van die term "Gemeenskapsteater" in Suid- Afrika sluit by bogenoemde aan, maar het ook meer diverse toepassings wat by ontwikkelde lande se beskouings aansluit. Populêre Teater ondervang teateraktiwiteite wat fokus op massa-aanhang, sowel as teateraktiwiteite wat gemik is op gemarginaliseerdes. In laasgenoemde konteks is dit gerig op bemagtiging en word 'n kollektiewe skeppingsproses gebruik. Teater vir Ontwikkeling is soos Gemeenskapsteater en Populêre Teater, teater vir, deur en van "die mense" (gemarginaliseerdes, massa gewone werkers en werkloses). Anders as Gemeenskapsteater kan daar 'n voorafopgestelde agenda of gekose onderwerp wees. Soos ander gemeenskapsgebaseerde teater strewe dit na bewusmaking, mobilisasie en organisasie ter wille van bevryding en verhoogde lewensstandaarde in gemarginaliseerde gemeenskappe. Werkswinkelteater het 'n demokratiese en kollektiewe skeppingsproses wat selfvertroue en die vermoë tot uitdrukking aanmoedig. Dit is 'n eienskap wat ook teenwoordig is in die voorafgenoemde teatervorme. Teateraktiwiteite wat met die terme Gemeenskapsteater, Populêre Teater en Teater vir Ontwikkeling benoem word, kan gekatagoriseer word as gemeenskapsgebaseerde teater en is dikwels in die praktyk omruilbaar.

南中國海內有零星島群，其中以南沙群島為最，乃是世上最多國家涉及主權爭端的海域，其背後有當年殖民主義所遺留下來的歷史因素、現代海洋法公約所造成的曖昧不清的劃界以及主權權利劃分的問題，以及海洋資源的爭奪與政治上戰略地位的考量。上述因素相互關連並交織成南沙群島的主權爭議，中華民國、中華人民共和國、越南、菲律賓、馬來西亞與汶萊六方各執一詞，從法理、歷史甚至是國土安全等論點來宣示主權，不過各爭端國在論點上各有利弊，所以南沙群島的主權劃歸至今仍無解。但是即便各方在主權議題上互不相讓，然而就南沙群島主權爭議而言，這些理性的行為者在幾番考量下仍願意共同合作。就目前的情況來看，先行暫時擱置主權，再進行共同開發似乎是唯一可行的方法，特別是合作的目標物為海上石油與油氣資源，因為能源資源乃是具有高度價值的不可再生性資源，而據相關單位估計，目前全球已開發的石油資源即將面臨耗竭狀態，因此潛在的石油存量才更加吸引各國的目光。 / 依照各方的合作意願與態度，本論文將以新自由制度主義中理性選擇下的合作精神與建制概念分析南海共同開發的可適用性與限制性。先論述共同開發的意涵，再闡述新自由制度主義與共同開發的關連性。接者為了配合南海的共同開發，筆者先介紹學者針對南海合作的觀點，再針對一九九零年馬來西亞與泰國暹邏灣大陸架資源共同開發案、二零零二年中國與越南北部灣劃界與漁業協定、二零零五年中、菲、越三國南海聯合海洋地震工作協議與二零零八年中國與菲律賓所發表的有關共同捕魚區的合作建議等四項案例作分析，從實際合作中探討未來針對南沙群島水域的共同開發可行性，並從新自由制度主義探討合作的展望與限制。 / Of all the islands in the South China sea, the island groups of the Spratlys is one of the most keenly disputed territories in Southeast Asia, where overlapping claims for sovereignty and territorial jurisdiction are hotly debated. There are a lot of reasons giving rise to the debate. First some scholars view the problem over the Spratlys as part of the historical legacies left behind by the former Western colonial powers. Second, other scholars place greater emphasis on ambiguous legal aspects of territorial jurisdiction. Third still other scholars emphasize political and geo-strategic considerations to explain the complex situation. Lastly nowadays a lot of studies focus on the possibilities of the discovery of major gas and oil field. Those perspectives above can explain why there is no concrete agreement among the six parties including the Republic of China, the People’s Republic of China, the Philippines, Vietnam, Malaysia and Brunei. Although the issue of sovereignty and territorial jurisdiction is too complicate to deal with now, those rational actors still may cooperate and jointly explore and exploit. At present the only possible way to joint development is to first put sovereignty aside and then collaborate. / In this thesis, the objective is to analyze the feasibility and limitation of joint development from Neo-liberal Institutionalism which is mainly about cooperation and regime. First I explain what joint development is and then analyze the linkage between Neo-liberal Institutionalism and joint development. And the next part focuses on the Spratly islands and I analyze four cases including the agreement between Malaysia and Thailand on the constitution and other matters relating to the establishment of the joint authority, the agreement between China and Vietnam on Beibu gulf, the joint authority agreement on joint seismic survey of the South China Sea among the oil companies of China, Vietnam and the Philippines, and the recommendation of common fishing zone. I analyze and predict whether the joint development is feasible in the future through the analysis of practical cooperation.

A robot capable of balancing itself on two wheels has been built and programmed. While balancing, the robot keeps within a limited area. The robot has a face with two eyes and a mouth, consisting of LED-matrices, which switch between six different facial expressions. The robot is programmed using Arduino boards, one of which implements PID regulators to control the motors.

Approved for public release, distribution is unlimited / This thesis is part of an ongoing research conducted at the Naval Postgraduate School to achieve the autonomous shipboard landing of Unmanned Aerial Vehicles (UAV). Two main problems are addressed in this thesis. The first is to establish communication between the UAV's ground station and the Autonomous Landing Flight Control Computer effectively. The second addresses the design and implementation of an autonomous landing controller using classical control techniques. Device drivers for the sensors and the communications protocol were developed in ANSI C. The overall system was implemented in a PC104 computer running a real-time operating system developed by The Mathworks, Inc. Computer and hardware in the loop (HIL) simulation, as well as ground test results show the feasibility of the algorithm proposed here. Flight tests are scheduled to be performed in the near future. / Lieutenant Junior Grade, Mexican Navy

本文以組織社會學的制度邏輯觀點，作為探究國內「障礙就業服務場域」變遷，以及其中非營利身心障礙組織回應策略的理論基礎。首先，在場域層次的部分，本研究以職業重建服務系統的建構作為討論的主軸，依據次級資料與深度訪談的分析結果，將制度場域的變遷過程區分為三個主要的階段，分別是：福利服務時期(1980-1995)、制度建構時期(1996-2005)、以及系統轉型時期(2006-2015)。其次，在組織層次的部分，則進一步透過回顧兩家個案對象的發展歷程，說明傳統非營利身心障礙組織面對環境變化時，如何依據自身組織特質而提出相對應的行動策略。最後，本文亦試圖解釋的是，近年來備受關注的「社會企業」概念，是如何自該場域變遷的過程中浮現，其中的非營利組織又是如何實踐與認知所謂社會企業模式的轉型與發展策略。從而期待藉由上述的分析結果，提供國內身心障礙領域社會企業發展的初步觀察框架。 因此，本文在個案研究裡，以「伊甸社會福利基金會」與「喜憨兒社會福利基金會」作為主要的分析對象，結合場域變遷過程的討論，指出兩家成立於不同時期的非營利組織，在投入就業服務的動機層面上，皆為回應身障者社群的社會參與需求，產業化的目標則在於爭取足夠的服務資源以利組織的生存與發展。然而近年來，隨著公部門引進的經營管理邏輯，以及其與就業服務績效之間的連結，都再一次強化了第三部門內部日益激烈的資源競逐關係。故為了維持組織的競爭優勢，「社會企業」的概念模式，繼而成為他們用以回應環境變遷的轉型策略與發展目標。從而，本文最後嘗試說明的是，一種伴隨組織回應行動而浮現的社會發展邏輯，以及其所可能帶來的預期之外的影響後果。

This dissertation examines the personality of Frantisek Bakule. It is largely based on many manuscripts of his rich estate, and the products of his pupils. The aim of the paper was to map out the unexamined part of the estate in the National Pedagogical Museum and Library of J. A. Comenius. This aim was only partially achieved as the estate is truly enormous. Therefore, the focus was put on the parts concerning Bakule's Little Singers, Childern's Workshop Group and letters from his former students. However, the main benefit of this paper is a complete record of all the products and toys made the children. Such record had not been compiled, not even in museum record keeping files. All the objects were photographed, measured, described and categorized. An important part of this dissertation is also an extensive chapter devoted to the history of caring for the physically disabled not only in the Czech Republic but also in other European countries at the turn of the 19th and 20th century.

The work deals with the cooperation of pupils among first and second grade pupils in a primary school. It analyzes to which extent are second grade pupils able to give their knowledge to pupils of the first grade. Then it shows how the learning style and the personality affects the cooperation of an individual within the group. The practical part proofs the long-term investigation in one class that was systematically prepared for the cooperation among older and younger pupils. The results of this research in the observed class evaluate higher level of cooperative and communication skills of individual pupils than those, who previously did not deal with cooperation. Teaching pupils how to cooperate gradually developed their relationship not only to younger classmates, but to the willingness to help each other, to respect the opinions of others and it also strengthened the relationships in the observed classroom. Powered by TCPDF (www.tcpdf.org)

The thesis Reading Workshop in Kindergarten as a support for the development of reading literacy deals in the theoretical part with the characteristics of pre-school children and their capabilities. It further investigates the methods that could be used for and are essential for the development of reading literacy in the pre-school age and the role of the family in this respect. The theoretical part is concluded with the introduction of the scheme Reading and Writing for Critical Thinking mentioning its basic resources. It shows that the reading workshop methods are very efficient for the active learning of children. The practical part describes 7 reading workshops that have been implemented in a typical kindergarten and this is supplemented with detailed comments. The empirical part investigates the family environment of children and, as based on parents' observations, it evaluates the contribution of reading workshops to the development of reading literacy of pre- school children. Reading workshops proved to be beneficial especially in terms of the growing interest of children in reading and also in terms of children's creativity development. KEYWORDS Reading Workshop, reading literacy, kindergarten, work with book, Reading and Writing for Critical Thinking (RWCT), family, reading, literary education

Syftet med detta arbete är att undersöka vilken roll de estetiska lärprocesserna i historisk verkstad kan spela för att utveckla elevers historiemedvetande och historiska empati. Detta har undersökts genom att intervjua sex lärare som varit på Stavgards järnålderslägerskola med sina klasser. I undersökningen konstateras att historiska verkstäder är uppskattade bland lärare och elever och att det prioriteras i undervisningen trots att det innebär en stor ekonomisk ansträngning för skolan. De estetiska lärprocesserna representeras på Stavgard genom praktiskt arbete, berättelser och i viss mån drama. Vistelsen på Stavgard skapar en gemensam referensram för lärare och klass, utifrån vilken historiemedvetande byggs under kommande historieundervisning. På lägerskolan lever eleverna järnåldersliv under två dagar och undersökningen visar att eleverna genom att själv få uppleva järnåldersmänniskornas umbäranden utvecklar historisk empati. Utöver detta beskrivs också hur för- och efterarbetet i samband med Stavgardsvistelsen utformas av de olika lärarna. / The aim of this study is to investigate what role the aesthetic learning processes in historical workshops can play in developing students' historical consciousness and historical empathy. This has been investigated by interviewing six teachers who have been at Stavgard iron age camp school with their classes. The survey found that historical workshops are appreciated among teachers and students and that it is a priority in the teaching, even though this means a great financial effort for the school. The aesthetic learning processes are represented at Stavgard through practical work, stories and to some extent drama. The stay at Stavgard creates a common frame of reference for teachers and class, based on which historical consciousness is built during future history teaching. At the camp school, the pupils practice iron age life for two days, and the study shows that the pupils themselves by experiencing the hardship of the Iron Age people develop historical empathy. In addition to this, it is also described how the pre- and post-work in connection with the stay at Stavgard is designed by the different teachers.

Le musée des Antiquités nationales (MAN) a été créé sous l'impulsion de l'Empereur Napoléon III en 1862. Avec le projet de création du musée s'est imposée la nécessité de le doter d'ateliers de moulage et de restauration. Abel Maitre, sculpteur de formation, est le premier chef d'atelier de 1866 à la fin du 19e siècle. Rouage Indispensable du MAN, Il s'est avéré être un véritable précurseur de la restauration des objets archéologiques telle qu'on la conçoit de nos jours. Son successeur, Benoit-Claude Champion, dirige les ateliers durant toute la première moitié du 20e siècle et œuvre à la professionnalisation de cette discipline, à une période où la question de la formation des restaurateurs est au centre des débats. A travers l'exemple concret des ateliers du MAN, cette recherche se propose de montrer comment a émergé la spécialité archéologie dans l'univers très artistique de la restauration, et comment le développement de cette activité en discipline est Intimement lié à la politique Internationale de sauvegarde du patrimoine, qui prend toute son ampleur après la première guerre mondiale. / The National Museum of Antiquities (MAN) was created at the instigation of Emperor Napoleon Ill in 1862. With the proposed creation of the museum has become the need to equip the workshops of molding and restoration. Abel Maître, a sculptor by training, is the first leader of workshop in the late 19th century. Indispensable part of the MAN, Il proved to be a !rue precursor of the restoration of archaeological objects as it conceives today. His successor, Benoit-Claude Champion, leads workshops throughout the first half of the 20th century and works to professionalize the discipline, at a time when the Issue of training for restorers is central to the debate. Through concrete example of MAN workshops, this research alms to show how archeology has emerged as a specialty in the highly artistic restoration, and how the development of this discipline is closely linked to International politics Heritage Preservation, which comes into its own after World war 1.