The aim of this research is to investigate guidelines for formulating questions to interview applicants of identity documents, for the use of the Department of Home Affairs (DHA) officials during the interviewing of applicants of identity documents. The research further intends to share and introduce a number of important concepts, namely: Interviewing, Crime Investigation, Information, Identity Docu-ment, Immigration Officer, Department, and Case File. The research will explain the objectives of investigation and guidelines for developing proper questions for use by officials of the DHA, to test information on new applicants of identity documents. The object of the investigation is to obtain information to prove the correct techniques on how to interview appli-cants of identity documents. It further explains that criminal investigation can be defined as the process of discovering, collecting, preparing, identifying and presenting evidence, to deter-mine what happened and who is responsible. Interviewing is defined as the process of gathering testimonial evidence through interviewing, and it has a predetermined objective, namely discovering the truth about the matter under investigation. It is also explained that during guidelines for formulating relevant questions to use to enable the official or immigration officer to formulate test questions that are clearly understood better by DHA. The relevant questions should be formulated by DHA officials, so that the questions get to the heart of the issue. This can enable the official to avoid applicants submitting fraudulent documents which could later result in litigation. The research will assist in decreasing the high rate of corruption, and also litigation, as these represent the main problem of the research. / Criminology and Security Science / M. Tech. (Forensic Investigation)

Ce travail de thèse part d’un intérêt pour les démarches éducatives mettant au centre du processus d’apprentissage l’attitude interrogative et exploratrice de l’enfant. C’est le cas des pratiques philosophiques réalisées en contexte scolaire, en école primaire et au collège, dont nous analysons 14 séances dans notre thèse. Les recherches existantes s’attachent généralement à décrire ces pratiques sous l’angle des bénéfices dans le développement des compétences langagières, cognitives et sociales de l’enfant. Cependant, bien que le questionnement soit à l’origine de tout processus résolutoire et de confrontation d’idées, la question de son émergence n'a jamais été traitée frontalement jusqu’alors.Comment le questionnement émerge, se construit et se modifie dans l’interaction lors des discussions philosophiques ? Afin de répondre à cette problématique, notre thèse propose une démarche descriptive et interprétative qui se situe à trois niveaux. Il s’agit d’abord d’analyser les verbalisations d’actes de question réalisées par les acteurs de la discussion dans leur énonciation. Par la suite, l’analyse s’intéresse à l’interprétation des actes en lien avec un questionnement sous l’angle des effets perlocutoires produits dans le contexte interactionnel et dialogique. Enfin, le troisième niveau d’analyse propose une perspective globale sur l’action collective du questionnement dans les discussions analysées.Du point de vue théorique, ce travail offre un modèle d’analyse pragmatique du questionnement qui permet de mettre à jour une articulation entre pensée, langage et dialogue. Le corpus analysé porte sur des classes d’âge différentes : primaire et collège, ce qui ouvre également sur une perspective développementale permettant de s’interroger sur l’évolution de l’étonnement et le développement de la réflexion chez l’enfant. Il a également des visées pédagogiques puisque nous avons identifié, au long de l’analyse, les conditions favorables à un développement dialogique du questionnement. / This thesis is inspired by an interest in educational approaches that focus on children’s exploratory and questioning attitudes in learning processes. In order to study such attitudes, we have analyzed fourteen discussions recorded during philosophical practices carried out in primary and middle school. Existing research generally attempts to describe these practices in terms of the benefits they provide for children’s development of linguistic, cognitive and social skills. Yet, even if questioning is the foundation of all problem solving processes and of the confrontation of ideas, the emergence of learners’ questioning for initiating conceptual and problematical reflection has not yet been studied.How does questioning become visible, how is it elaborated and how does interaction with others change it, during philosophical discussions? To answer this, we provide a descriptive and interpretative analysis at three levels. First we analyze verbalizations of question acts performed by the actors taking part in discussion. Secondly we focus on perlocutory effects produced by question acts in an interactional and dialogical context. Finally we put the collective act of questioning into a global perspective.From a theoretical viewpoint, this thesis proposes a pragmatic analysis model based on a new articulation between thought, language and dialogue. The corpus focuses on different age groups and perspectives include constructing a developmental view about the evolution of children’s astonishment and of their reflection. Our aims are also pedagogical because our analysis has allowed us to identify conditions that promote the development of dialogical questioning.

À travers l’étude d’une cinquantaine de pièces, textes et spectacles, issues du répertoire européen contemporain, il s’agit d’envisager la représentation dramatique comme un fait anthropologique, mettant en jeu des pratiques du signe et de l’interprétation, à travers le prisme de l’enquête – entendue comme processus de création, comme forme structurante mais aussi comme mode de relation au monde et au spectateur. Parcours des hypothèses, laboratoire des fonctions cognitives et heuristiques de la représentation, il apparaît que l’enquête désigne ce trouble par lequel le théâtre se pense comme représentant quelque chose. Cette thèse inscrit donc les dramaturgies contemporaines à l’intérieur du paradigme indiciaire, identifié par C. Ginzburg, en regard des formes romanesques de l’enquête (roman naturaliste et policier). Elle entend ainsi réparer le déficit théorique dont souffre cette fiction maîtresse » (D. Kalifa), permettant ainsi de penser les significations de la reprise d’une démarche moderne, attachée à la recherche d’un sens et d’une lisibilité, dans une période marquée par le postmodernisme, caractérisée par une posture de relativisme et de suspens herméneutique. Le recours aux scènes du procès, de la reconstitution, de l’interrogatoire, étudié dans une seconde partie, découvre des opérations critiques et réflexives où les dispositifs de production du vrai sont interrogés comme autant de politiques et de poétiques du signe. Quant à l’écriture documentaire, qui fait l’objet d’une troisième partie, elle apparaît comme traversée par trois orientations distinctes – thétique, constatative et interrogative – que nous identifions à partir de leur rapport à l’enquête. / Through the analysis of about fifty plays, texts, and performances from the contemporary European repertoire, this study will consider dramatic representation as an anthropological fact involving practices of signs and interpretation, through the prism of the investigation – understood as a creation process, a structuring form but also a way of relating to the world and the spectator. A path of hypotheses and a laboratory of the cognitive and heuristic functions of representation, it appears that the investigation refers to this confusion through which theatre is thought to represent something. This dissertation therefore inscribes contemporary dramaturgies within the clue paradigm, coined by C. Ginzburg, in relation to novelistic forms of the investigation (naturalistic and detective novels). Thus it intends to repair the theoretical deficit plaguing this “master fiction” (D. Kalifa), opening a reflection on the meanings of reusing a modern approach, tied to the search for meaning and legibility in a time marked by postmodernism and characterized by an attitude of relativism and hermeneutic suspense. The use of scenes of trial, reconstitution, and questioning, studied in the second part, uncovers critical and reflexive operations in which the devices of truth production are questioned as politics and poetics of the sign. As for documentary writing – the focus of the third part, it appears crossed by three distinct orientations – assertive, constatative and interrogative – which will be identified according to their relations to the investigation.

This study has the objective of verifying and analyzing the quality of the questions present in all collections of chemical textbooks approved in the PNLD of 2015 and 2018, the two periods were chosen due to this research being carried out during the period in which this transition occurred. As we wanted to have an initial idea of the characteristics of the collections we realized only with the volume 1 of each one of them and also because the volumes have very similar characteristics. To verify the questions, we constructed categories that sought to identify the location of the questions, the context of incidence and the acceptance of the diversity of response for each questioning based on the classification of Leite et.al. (2012). In order to analyze the quality of the questions, we base ourselves on indicators constructed by Neri-Souza (2006) as information, consolidation, exploration, elaboration, synthesis and evaluation, which indicate the quality of the questions, showing when a question tends to have character confirmation or conversion. The results show that the textbooks of chemistry present, predominantly, questions at the end of the sections, with high incidence of questions about school science and acceptance of a relative diversity of answers. In relation to quality, it was verified that, in the questions of the textbooks of chemistry, it is low, that is, the majority of the questions are information and exploration questions, with few questions with synthesis and evaluation. And, in the comparison between the collections of the PNLD 2015 and 2018, the questions did not undergo major modifications, thus presenting very close profiles. / Este estudo tem o objetivo de verificar e analisar a qualidade dos questionamentos presentes em todas as coleções dos livros didáticos de química aprovados no PNLD de 2015 e de 2018, os dois períodos foram escolhidos devidos essa pesquisa ser realizada no período em que ocorria essa transição. Como desejávamos ter uma ideia inicial das características das coleções realizamos apenas com o volume 1 de cada uma delas e também pelos volumes terem características muito parecidas. Para verificar os questionamentos, foram construídas categorias que buscavam identificar a localização das questões, o contexto de incidência e a aceitação da diversidade de resposta para cada questionamento baseado na classificação de Leite et.al. (2012). Para a análise de qualidade dos questionamentos, fundamentamo-nos em indicadores construídos por Neri-Souza (2006) como informação, consolidação, exploração, elaboração, síntese e avaliação, os quais indicam a qualidade dos questionamentos, mostrando quando uma questão tende a ter caráter de confirmação ou de transformação. Os resultados mostram que os livros didáticos de química apresentam, predominantemente, questionamentos ao final das seções, com alta incidência de questionamentos sobre a ciência escolar e aceitação de uma relativa diversidade de respostas. Em relação à qualidade, foi verificado que, nos questionamentos dos livros didáticos de química, é baixa, ou seja, a maioria dos questionamentos são questões de informação e de exploração, havendo poucos questionamentos com síntese e avalição. E, na comparação entre as coleções do PNLD 2015 e 2018, os questionamentos não sofreram grandes modificações, apresentando, assim, perfis muito próximos. / São Cristóvão, SE

The main objective of the research was to explore how teachers use formative assessment to enhance the teaching of reading comprehension to Grade 3 siSwatispeaking learners. While the research also sought to determine whether teachers’ practice of formative assessment supported learners’ comprehension of written text, it did not attempt to measure the learners’ achievements. The research was prompted by the low reading performance levels of South African Grade 3 learners, including Grade 3 learners in Mpumalanga. The study was qualitative in nature and was a case study of seven teachers from four primary schools. The paradigmatic position of the study was interpretive. Data was collected through individual semi-structured interviews, lesson observations and analysis of learners’ workbooks. Interviews were taped and transcribed. Data from the three sources was analyzed and reported in an integrated way through themes. The study developed a conceptual framework from the literature review. Various theories and concepts were identified, namely Vygotsky’s theory of learning and socio-cultural perspective (1978), Engeström’s activity system model (1987) and the formative assessment process (Harlen, 2000; Ruiz-Primo, 2011; Birenbaum, Kimron, Shilton & Shahaf-Barzilay, 2009). It was clear that effective use of formative assessment for reading comprehension requires collaboration between teachers and learners. Teachers should involve learners in the five phases of formative assessment of reading comprehension. The conceptual framework also implies that teachers should have pedagogical knowledge of the teaching of reading comprehension. Findings of this study revealed that participating teachers lacked knowledge of formative assessment; consequently they did not plan to use formative assessment to support the teaching of reading comprehension. Teachers did not communicate clear learning objectives and assessment criteria to the learners. As a result, learners did not know what they should achieve in a lesson and did not know how they should achieve it. Teachers did not develop learning activities that supported learners’ comprehension of the written text. Teachers often used literal and closed questions to assess reading comprehension. Teachers did not provide constructive feedback based on the learning objectives, and they did not comment on weaknesses and strengths with regard to the learning objectives. Teachers did not encourage learners to assess their own work or that of their peers. Therefore learners did not develop skills in assessing their own work; they relied on the teacher’s assessment. Furthermore, this study found that teachers were not trained in the teaching and formative assessment of reading comprehension. They did not have a variety of materials to teach reading to siSwati-speaking learners. Some schools did not receive the workbooks from the Department of Basic Education (DBE) and had to make do with copies from the DBE workbook on a daily basis. Recommendations ensuing from this research are that the Department of Basic Education and the Mpumalanga Department of Education should equip Foundation Phase teachers with knowledge of and skills in formative assessment applicable to the teaching of reading comprehension. In addition, the Mpumalanga Department of Education should provide a variety of reading material for siSwati-speaking learners to support the teaching and learning of reading comprehension. / Thesis (PhD)--University of Pretoria, 2014. / gm2014 / Early Childhood Education / unrestricted

AFRIKAANS : ‘n Intra-vergelykende verkenning is onderneem van die gebruik van simboliese materiaal in projeksieplate met kinders. Ondersoek is ingestel na die appèlwaarde en stimuluspotensiaal van projeksieplate met simboliese materiaal. ‘n Meervoudige gevallestudie-model met vier deelnemers is gevolg. ‘n Postmoderne, kwalitatiewe navorsingsontwerp met die sosiaal-konstruktivistiese perspektief as grondslag, het as raamwerk vir hierdie studie gedien. Die response op die projeksieplate met simboliese materiaal is intra-vergelykend geweeg teen die response op die TAT-plate. Die wyse waarop kinders se response beïnvloed is deur die gebruik van simboliese materiaal in projeksieplate, hoe projektief betekenisvol die response was en die duidinge wat volgens die projeksie-, struktuur- en meta-analise na vore gekom het, is verken. Hoofbevindinge dui op geval-unieke response wat deur die projeksieplate met simboliese materiaal ontlok is. Alhoewel hoë appèlwaarde bevind is, het meer assosiasies eerder as projeksies voorgekom. Relevante projeksie-inhoud is egter wel deur die projeksieplate met simboliese materiaal ontlok, alhoewel die projeksie-inhoud minder eksplisiet voorgekom het. ENGLISH : An intra- comparative exploration of the utility of symbolic material in projection plates for assessment purposes with children was undertaken. Investigation was specifically centred on the appeal value and stimulus potential of projection plate content with symbolic material depictions. A Postmodern, qualitative research approach was maintained and the social-constructivist paradigm functioned as a framework for the study. Within this overarching design framework, a multiple case study design was used and four children acted as case participants. The responses of each child participant to the projection plates with symbolic material illustrations were compared with his/her responses to Thematic Apperception Test (TAT) projection plates. In particular, the manner in which the children’s responses were influenced by the use of symbolic material in projection plates, how qualitatively meaningful their responses were and the indicators that came to the fore in the projection, structure and meta analyses were explored. The study’s main findings indicate case-specific responses that were elicited by the projection plates with symbolic material. Although the symbolic material projection plates were found to have heightened appeal value for the participants in this study, more associations rather than actual projections were apparent. Relevant projection content was thus found although it was not so explicit as in the case of the projection content found in the TAT responses. / Dissertation (MEd)--University of Pretoria, 2008. / Educational Psychology / unrestricted

This diploma thesis deals with marketing segmentation of food for dogs. The market is specified by companies existing on the market, devided into five pricing group. For better understanding of the problem there are mentioned also general principles of dog feeding and researches realized in past. Segments are revealed on basis of one segmentation criteria, other possible views are just briefly mentioned. Marketing strategy is suggested for three chosen target groups.

Diploma paper compares theoretical data of questions of leading people with established practice. The information about established practice in leading people was acquired by the help of questioning among managers. The aim of the paper is to evaluate informaion from practice of leading people and to compare them with methods, instructions and recommendations described in theory.

This paper presents the production, implementation and analysis of the Circles of Conversations as a teaching strategy in the perspective of the development of critical thinking capacities, capable of allowing reflection and dialogue in a shared way. For that, three Circles of Conversations were carried out with five groups of 7th year of Elementary School having as its generating theme the "Life of Darwin". It is a qualitative research of the research-action type. The record was made in audiovisual recording, transcribed and discussed from the content analysis method. Some ideas stood out, being possible to construct categories based on the capacities of Critical Thinking and the questions made in the Circles of Conversations from the FA²IA typology. The discussions carried out presented possibilities and limits from the elaboration to the implementation of this strategy, mainly with regard to waiting time and the number of questions. Inserting the Circles of Conversations in school contexts refers to the reflection on different teaching strategies that allow the participation and construction of knowledge in a critical and purposeful way. Moreover, if planned and implemented from the capabilities of Critical Thinking, it leads to reflection in a democratic and dialogical character in the process of teaching and learning, in which all subjects can participate in the collective construction of a particular knowledge. / Este trabalho apresenta a produção, implementação e análise da Roda de Conversa como estratégia de ensino na perspectiva do desenvolvimento de capacidades de Pensamento Crítico, capaz de possibilitar a reflexão e o diálogo de forma compartilhada. Para tal, foram realizadas três Rodas de conversa com cinco turmas de 7º ano do Ensino Fundamental tendo como tema gerador o “A vida de Darwin”. Trata-se de uma pesquisa qualitativa do tipo pesquisa-ação. O registro foi feito em gravação audiovisual, transcrito e discutido a partir do método de análise de conteúdo. Algumas ideias se destacaram, sendo possível a construção de categorias baseadas nas capacidades de Pensamento Crítico e nos questionamentos realizados nas Rodas de Conversa a partir da tipologia FA²IA. As discussões realizadas apresentaram possibilidades e limites desde a elaboração até a implementação desta estratégia, principalmente no que diz respeito ao tempo de espera e a quantidade de questionamentos. Inserir a Roda de Conversa nos contextos escolares remete à reflexão sobre diferentes estratégias de ensino que possibilitem a participação e a construção do conhecimento de forma crítica e propositiva. Além disso, se planejada e implementada a partir de capacidades de Pensamento Crítico, conduz à reflexão num caráter democrático e dialógico no processo de ensino e aprendizagem, em que todos os sujeitos podem participar da construção coletiva de um determinado saber. / São Cristóvão, SE

Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.