Published Article / This article questions current philosophies and practices in translator training in South Africa against the background of the international debate on translator training. It puts up for discussion the notion of a competent translator as the basis for departure in a discussion on translator training. The context within which translator training takes place is discussed, with specific reference to the South African context. The choice for a particular theory of teaching and learning, as well as assessment in translator training receives attention. The article puts forward various research questions that should be addressed in order to enhance translator training.

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The purpose of this study was to compare the effect of cognitive versus multisensory interventions on handwriting legibility of primary students referred to occupational therapy for handwriting difficulties. Using a randomized three-group research design, 72 first and second-grade students were assigned to either a cognitive intervention, multisensory intervention, or no intervention (control) group. Letter legibility was measured before and after 10 weeks of intervention. Analysis of variance of difference scores showed no statistically significant difference between the intervention groups. Grade 1 students improved with or without intervention, but grade 2 students showed dramatic improvement with cognitive intervention compared to multisensory intervention (d = 1.09) or no intervention (d = .92). Several students in both grades showed declining performance in the multisensory and control groups, but no students had lower legibility after cognitive intervention. These results challenge current occupational therapy practice of using a multisensory approach for remediation of handwriting difficulties, especially for students in grade 2.

The purpose of this study was to compare the effect of cognitive versus multisensory interventions on handwriting legibility of primary students referred to occupational therapy for handwriting difficulties. Using a randomized three-group research design, 72 first and second-grade students were assigned to either a cognitive intervention, multisensory intervention, or no intervention (control) group. Letter legibility was measured before and after 10 weeks of intervention. Analysis of variance of difference scores showed no statistically significant difference between the intervention groups. Grade 1 students improved with or without intervention, but grade 2 students showed dramatic improvement with cognitive intervention compared to multisensory intervention (d = 1.09) or no intervention (d = .92). Several students in both grades showed declining performance in the multisensory and control groups, but no students had lower legibility after cognitive intervention. These results challenge current occupational therapy practice of using a multisensory approach for remediation of handwriting difficulties, especially for students in grade 2.

Doctor of Philosophy / Department of Secondary Education / Jacqueline D. Spears / This study explored the benefits of one instructional strategy on the development of English skills and on the achievement in academic school areas by linguistically different high school students. The specific strategy chosen was the use of printed instructional materials with native language support in subject matter areas. The academic performance of adolescent immigrant students having printed instructional materials with native language support in one subject area was compared to their academic performance in the same subject without using native language support. In addition, the study explored qualitatively the perceptions of the use of printed instructional materials with native language support in subject matter areas among learners, their parents, and ESL as well as subject area teachers. The statistical analysis of linguistically different high school students’ test performance in geometry showed that instructional materials with native language support contributed significantly to the improvement of students’ performance. The comparison of ESL students’ performance with the performance of non-ESL students demonstrated that, on average, ESL students who were lagging behind the non-ESL students before the treatment was applied, outperformed the non-ESL students when native language support was available and then closed the gap between ESL and non-ESL students on subsequent material without native language support. The student survey demonstrated the ESL students’ preference for having regular subject area textbooks in English containing page by page glossaries and explanations in their native language. Parents’ responses to questionnaires showed that the instructional materials with native language support enabled parents to understand what their children study in school and to help their children with their school work. Both ESL and the majority of geometry teachers noticed the positive changes in their ESL students when ESL students were provided with materials containing native language support. All parties participating in the research supported the idea of providing adolescent immigrant students with printed instructional materials containing native language support in all academic subject areas, which would require a collective effort of educators in the fields of science, mathematics, social studies, language arts as well as special education teachers.

(English) The thesis deals with the knowledge interests and identity of environmental non governmental organization Hnuti Duha (Rainbow Movement). The aim is to identify the ideological concepts, values and interests represented by Rainbow Movement, by using cognitive approach to social movements. In addition, my goal is to thematize cognitive approach to social movements in the Czech Republic. I believe that it offers a valuable perspective for studying social movements, organizations and the civic sector. In the first part, I compiled the theoretical basis. I first concerned with the issues of civil society and NGOs, and then I introduced the cognitive approach and aspects of the environmental movement. In the practical section, I applied the cognitive approach to the analysis of the identity of the NGO Rainbow Movement. I used a qualitative research strategy - an analysis of interviews with employees of the Rainbow Movement. I described the motivation and basic dimensions of knowledge interests (cosmological, technological, organisational) of the Rainbow Movement. I tried to involve the current focus of the organization to influence political processes and to spread a positive vision that is perceived as a positive reform within a democratic society in order to move towards greater discretion...

Orientador: Mariângela Spotti Lopes Fujita / Banca: Helen de Castro Silva Casarim / Banca: Daisy Pires Noronha / Resumo: A representação das necessidades de informação visando à recuperação de informação relevante tem exigido das áreas de Organização e Recuperação da Informação, o desenvolvimento de modelos teóricos e instrumentais que auxiliem nos procedimentos de análise, síntese, representação e recuperação do conteúdo documentário, contribuindo tanto para a sedimentação teórica da área quanto para a formação profissional. Nesse contexto, a percepção da demanda das necessidades de informação de uma comunidade usuária torna-se um aspecto importante a ser considerado pelo indexador, no processo de tratamento de conteúdos documentários de um sistema de informação. Desse modo, propõe-se uma investigação sobre a representação das necessidades de informação na perspectiva do usuário, a fim de identificar elementos conceituais e modelos que possam fornecer ao profissional indexador, subsídios para o tratamento de conteúdos documentários, voltados à demanda da comunidade usuária, de um sistema de informação. Por meio de uma abordagem exploratória de natureza teóricoinvestigativa e metodologia de análise dos modelos teóricos de busca de Tom Wilson e David Ellis, esta pesquisa visa contribuir para que o indexador possa melhorar a representação de conteúdos documentários e ampliar a visão sobre a demanda da comunidade usuária. Os resultados obtidos sinalizam que para o tratamento de conteúdos documentários voltados para a demanda a opção da abordagem sócio-cognitiva demonstra atender de modo mais satisfatório as complexidades que envolvem o usuário na sua dimensão social e por conseqüência as suas necessidades de informação. / Abstract: The representation of the information needs aiming the retrieval of relevant information has demanded from the areas of Information Organization and Retrieval the development of theoretical and instrumental models which may help in the procedures of analysis, synthesis, representation and retrieval of the documentary contents, contributing both to the theoretical sedimentation of the area and to the professional training. In this context, the perception of the demand of the information needs of a users' community becomes an important aspect to be considered by the indexer in the process of treatment of documentary contents of an information system. This way, one proposes an investigation about the representation of the information needs in the user's perspective, in order to identify conceptual elements and models that may provide the indexing professional with subsidies for the treatment of information of documentary contents, turned to the demand of the users' community of an information system. By means of an exploratory approach of theoretical investigative nature and a methodology of analysis of the theoretical search models of Tom Wilson and David Ellis, this research aims at contributing so the indexer may be able to improve the representation of the documentary contents and enlarge the vision about the demand of the users' community. The results obtained signal that, for the treatment of documentary contents turned to the demand, the option of the socio-cognitive approach demonstrates to meet in a more satisfactory manner the complexities that involve the user in his/her social dimension and, consequently, his/her information needs. / Mestre

Made available in DSpace on 2014-06-11T19:26:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-09-19Bitstream added on 2014-06-13T19:34:29Z : No. of bitstreams: 1 euclides_ml_me_mar.pdf: 582671 bytes, checksum: 4d447e4f51ab6f12a774ebeb893934ed (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Universidade Estadual Paulista (UNESP) / A representação das necessidades de informação visando à recuperação de informação relevante tem exigido das áreas de Organização e Recuperação da Informação, o desenvolvimento de modelos teóricos e instrumentais que auxiliem nos procedimentos de análise, síntese, representação e recuperação do conteúdo documentário, contribuindo tanto para a sedimentação teórica da área quanto para a formação profissional. Nesse contexto, a percepção da demanda das necessidades de informação de uma comunidade usuária torna-se um aspecto importante a ser considerado pelo indexador, no processo de tratamento de conteúdos documentários de um sistema de informação. Desse modo, propõe-se uma investigação sobre a representação das necessidades de informação na perspectiva do usuário, a fim de identificar elementos conceituais e modelos que possam fornecer ao profissional indexador, subsídios para o tratamento de conteúdos documentários, voltados à demanda da comunidade usuária, de um sistema de informação. Por meio de uma abordagem exploratória de natureza teóricoinvestigativa e metodologia de análise dos modelos teóricos de busca de Tom Wilson e David Ellis, esta pesquisa visa contribuir para que o indexador possa melhorar a representação de conteúdos documentários e ampliar a visão sobre a demanda da comunidade usuária. Os resultados obtidos sinalizam que para o tratamento de conteúdos documentários voltados para a demanda a opção da abordagem sócio-cognitiva demonstra atender de modo mais satisfatório as complexidades que envolvem o usuário na sua dimensão social e por conseqüência as suas necessidades de informação. / The representation of the information needs aiming the retrieval of relevant information has demanded from the areas of Information Organization and Retrieval the development of theoretical and instrumental models which may help in the procedures of analysis, synthesis, representation and retrieval of the documentary contents, contributing both to the theoretical sedimentation of the area and to the professional training. In this context, the perception of the demand of the information needs of a users’ community becomes an important aspect to be considered by the indexer in the process of treatment of documentary contents of an information system. This way, one proposes an investigation about the representation of the information needs in the user’s perspective, in order to identify conceptual elements and models that may provide the indexing professional with subsidies for the treatment of information of documentary contents, turned to the demand of the users’ community of an information system. By means of an exploratory approach of theoretical investigative nature and a methodology of analysis of the theoretical search models of Tom Wilson and David Ellis, this research aims at contributing so the indexer may be able to improve the representation of the documentary contents and enlarge the vision about the demand of the users’ community. The results obtained signal that, for the treatment of documentary contents turned to the demand, the option of the socio-cognitive approach demonstrates to meet in a more satisfactory manner the complexities that involve the user in his/her social dimension and, consequently, his/her information needs.

The current democratic climate in South Africa, along with current educational reform has called for a re-consideration of assessment and intervention procedures in the education and psychology context. Historical procedures of assessment and intervention programmes have been seen to be culturally biased, unfair, and unethical to children. These methods have been further regarded as too simplistic. A call for an approach to assessing and supporting children, which takes into consideration many factors of the child’s environment, has been placed. This study aimed to investigate the effectiveness of the constructivist ecosystemic approach to assessment and intervention used with a case study, Matthew, who was assessed and supported in this approach prior to the onset of this study. A constructivist, ecosystemic assessment process, The Initial Assessment and Consultation (IAC) was used in understanding the child’s development. Such an assessment process called for an ecosystemic intervention programme, including, learning support through the application of the Cognitive Approach to Literacy Instruction (CATLI) as well as play therapy for the child and parent counselling for the parents. Methods of qualitative data collection were used, such as surveys completed by all the participants and extant data, such as learning support exams, lesson plans and a journal as well as counselling process notes. Thematic content analysis was employed to analyse the data. The findings of this study suggest that a holistic constructivist ecosystemic approach to assessment and interventions is a viable process in understanding and supporting an underachieving anxious child. However, it is acknowledged that a considerable body of research needs to be achieved before this finding can be considered conclusive. In addition, certain constraints to using this approach were acknowledged, such as time and expertise.

<p>This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature. The results seem to indicate that two European countries have two totally different approaches to literature, but also that the interviewed teachers were not as heavily influenced by the curriculum as one would expect, but their own individual opinions, interests and passions. </p>