Made available in DSpace on 2015-03-05T18:25:55Z (GMT). No. of bitstreams: 0 Previous issue date: 16 / Banco Santander / Banespa / A educação a distância (EAD) traz renovadas questões para o debate acerca dos processos de ensino-aprendizagem e da interação entre professores e estudantes. Em um mundo cada vez mais mediado pelas tecnologias, refletir sobre um novo modus operandis dos canais midiáticos colocados a serviço de uma comunicação para a educação parece ser função da academia como modo de ela mesma repensar suas práticas, ao menos no que tratar da EAD. Diante disso, parte-se para uma pesquisa que tem por objetivo analisar os processos de comunicação em um ambiente digital de aprendizagem que se estabelecem entre docente-discentes em disciplinas de cursos de Graduação ofertadas na modalidade não presencial. O caso estudado é o da Universidade do Vale do Rio dos Sinos (UNISINOS), que utiliza o programa Moodle como plataforma para desenvolver esse formato de ensino. Para se chegar aos modos de uso e apropriação desse ambiente, recorreu-se à observação de três turmas, seguida por um método que se denominou abordagem da experiência de / Distance Education brings renewed issues into the debate about the education-learning processes and the interaction between teachers and students. In a world more and more mediated by technologies, reflecting about a new one modus operandis of the mediatic channels put in service for an educational communication seems to be the academy’s task as way for it to rethink its own practices, at least as far as Distance Education is concerned. Therefore, a research is done with the objective of analyzing the communication processes in a digital learning environment and that are established between teachers and students in Undergraduate Programs Courses offered in a non-presencial modality. The case studied is the Universidade do Vale do Rio dos Sinos (UNISINOS), which utilizes the Moodle program as its platform to develop this education format. In order to get to the point of using and appropriating this environment, three classes were observed, followed by a method which was called an approach of use and appropria

À plusieurs reprises, Salvador Dalí a affirmé mépriser la musique. Pourtant, les références à cet art dans son œuvre sont omniprésentes dans des domaines variés : peinture, dessin, sculpture, cinéma, ballet, happening, photographie, écrits… La dissonance entre le discours et l’œuvre est au cœur de cette thèse qui cherche à définir le rôle joué par la musique dans la création de Dalí en décloisonnant les disciplines, tout en replaçant sa démarche dans le contexte du surréalisme et de l’histoire des arts. Cette approche est liée à la personnalité de l’artiste : curieux et ouvert, il souhaitait s’exprimer par tous les modes artistiques à sa disposition. Certains styles et genres musicaux comme le jazz, la sardane, le tango, la sonate, l’opéra, le rock ou la musique électronique l’ont inspiré. Sa représentation du musical, souvent associée au comique, à l’érotisme ou à la temporalité, a été atypique. Dalí s’est régulièrement mis en scène en tant que musicien pour correspondre à l’image de « génie » qu’il souhaitait offrir et qui masquait un désir inassouvi. Dans une quête « d’art total », il a eu la volonté de marier le sonore et le visuel en réunissant les arts, notamment dans ses œuvres scéniques, où l’influence de Wagner a été majeure. En 1974, il enregistre son opéra-poème Être Dieu dans lequel il parle et chante, accompagné par la musique d’Igor Wakhévitch. L’analyse de cette œuvre, très peu étudiée à ce jour, offre une synthèse des thèmes de prédilection de l’artiste. Ce travail se fonde sur des archives publiques et privées consultées en Europe et aux États-Unis et reproduit des sources et témoignages inédits de musiciens et personnalités ayant côtoyé Salvador Dalí. / Salvador Dalí asserted time and again that he despised music. Nevertheless, references to this art in his work are omnipresent in various domains: painting, drawing, sculpture, cinema, ballet, happenings, photography, writings… The dissonance between the word and the work is at the heart of this thesis which attempts to define the role played by music in the creation of Dalí by opening up the disciplines, while replacing his approach within the context of surrealism and art history. This approach is linked to the personality of the artist: curious and open, he wished to express himself through all artistic means at his disposal. Styles and musical genres such as jazz, sardana, tango, sonata, opera, rock and electronic music inspired him. His representation of the musical, often associated with the comic, the erotic or the temporal, was atypical. Dalí regularly performed as a musician to correspond to the image of « genius » which he wished to convey and which masked an unsated desire. In the quest for « total artwork », he had the will to marry the tonal and the visual by unifying the arts, in his scenic works in particular, where the influence of Wagner reigned supreme. In 1974, he records his opera-poem Être Dieu in which he speaks and sings, accompanied by the music of Igor Wakhévitch. The analysis of this work, little studied to this day, offers a synthesis of the artist’s preferred themes. This thesis is based on public and private archives consulted in Europe and in the United States and reproduces sources and unpublished testimonies of musicians and personalities who were close to Salvador Dalí.

This descriptive case study focuses on how Technology teachers interpret and enact the interrelationship of the Technology-Society-Environment (TSE) theme with the Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) curriculum themes of the South African school subject, Technology. Science and technology have influenced society in the twentieth and twenty-first Century to a considerable extent. A critical study of this group of related influences is termed Science- Technology-Society and addresses socially relevant topics that encourage critical and high level thinking skills, problem-solving and decision making capacity. These issues are included in the Technology curriculum as the TSE theme. Using the TSE theme in teaching would have the potential to make the curriculum more relevant and learning more meaningful as it provides scope for teachers to engage learners to construct knowledge at a critical level in different real life contexts. This study investigated the relationship between teachers’ understanding of the interrelationship of TSE with Technological Process and Skills (TPS) and Technological Knowledge and Understanding (TKU) themes and the extent to which the unique features and scope for teaching Technology are met. The study was set in Bohlabela district of the province of Mpumalanga, in South Africa and implemented between August 2011 and April 2012. Four teachers of different schools and circuits were interviewed, three were observed during teaching, their lessons, work schedules and learners’ workbooks and project portfolios were analysed. A novel combination of an adaptation of the Ben-Peretz scheme of curriculum document analysis and Rogan and Grayson construct of implementation frame was used in the analysis of the information obtained through documents and observations. The study established that only in exceptional cases teachers use learner centred approaches that allow the integration of the TSE theme with the process (TPS) and knowledge (TKU) themes. Evidence was found that while teachers planned such integration, learners themselves do not show any examples of such integration in their workbooks. Teachers have difficulties with specific knowledge areas of the Technology curriculum, in spite of formal adequate basic training in the subject. Teachers ascribe these difficulties to resource limitations, the absence of specific technology training and inadequate support by teacher support personnel. It is recommended that teacher support groups be established, and that the Department of Education develop specific curriculum materials and train teachers in the interpretation and enactment of the documents. / Dissertation (MEd)--University of Pretoria, 2012. / gm2014 / Science, Mathematics and Technology Education / unrestricted

Il lavoro prende parte al dibattito scientifico su quali siano le più corrette modalità di attuazione del concetto di "sviluppo sostenibile". Attraverso l'applicazione dell'approccio coevolutivo allo studio condotto a Santiago del Cile, abbiamo cercato di rispondere alle seguenti domande: 1) Quali sono i problemi ambientali locali e quali le relative ripercussioni sociali? 2) Quali sono gli strumenti a disposizione delle municipalità locali per risolverli? 3) Quali strumenti vengono realmente impiegati e quali le ripercussioni sociali del loro utilizzo? / The work takes part in the scientific debate about the most correct ways to affect the sustainable development concept. Through the coevolutive approach application to Santiago case (Chile) we tried to answer following questions: 1) what are local environmental problems and what are their social repercussions? 2) What are instruments in the local municipalities hands in order to resolve them? 3) Which instruments are really employed and what are social repercussions from their use?

This study maps research concerning person environment interrelationships with health and wellbeing outcomes. The purpose of this study is to provide insights into the inter-relationship between the built environment (BE) and human health and wellbeing as it is conveyed in research literature. It particularly focuses on literature that connects built environment, emotions, feelings, mind and body. This thesis therefore provides a review of relevant literature on the physical environment, with a focus on person environment (PE) relationship that may influence the person's psychological and physiological systems consequently affecting health and wellbeing. Specifically, psychoneuroimmunology (PNI) is used to identify dimensions of the BE which are significant for this study. The understanding of PE interrelationships to health outcomes is achieved by undertaking a transdisciplinary outlook. To conceptualise the 'person' as a whole and the workings of the mind and human system PNI has been recognised as a main platform. PNI is the study of mind-body relationships (Evans, et al, 2000), providing a scientific framework which captures the understanding of the inter-relationship of the mind to the neuroendocrine systems and the immune systems with the aim of understanding the influence of the mind on eliciting as well as preventing illnesses. The work was motivated by the need for better understanding of the human interaction/transaction in an interior environment and their consequences on health. An exploration of literature from both the environmental and health fields provided a knowledge base upon which to develop an understanding of the interrelationship. Research has demonstrated a link between the BE and wellbeing, however, this is limited in its application and/or scope. For example, over the past years there has been an increasing amount of research showing the possible influence of the environment in reducing stress (Sommer & Oslen, 1980; Kaplan, 1983; O'Neill, 1991; Wapner & Demick, 2000; Parsons & Tassinary, 2002, Frumkin, 2006). In addition, there is growing evidence that indicates there is a relationship between BE and health including the psychological and physiological systems, in healthcare environments (Ulrich & Zimring, 2004). However, while there is ample research in the areas of environmental stressors and other determinants of the environment in contributing to health, less research has been undertaken in studying the impact of the environment on health (Evans& McCoy, 1998). The potential of the environment in contributing to the mental wellbeing of a person and how this could affect the physical health therefore needs further investigation (Solomon, 1996). The methodology followed was Coopers (1998) 'research synthesis' and the tool to sort the domains and PE interrelationships was adapted from White's (1989) 'space adjacency analysis'. The scope of this study was limited to explorations of literature that inquired into PE relationships that fit into the primarily established 'integrative systems model'; a parameter that enabled categorisation of the literature into the areas that related to the PNI framework. The findings illustrate that the person is interrelated to the environment in several ways and can be interpreted and explained in terms of various dimensions such as the psychological, physical, social, and spatial dimensions. Furthermore, empirical research indicates that the environment impacts on a person's health and wellbeing through psychological and physiological systems. PNI acknowledges the interrelationship of the mind and body systems contributing to an integrative systems model of human health and wellbeing. As an outcome, the study has produced an analysis method and a navigation map of the various literature domains related to PE interrelationships in terms of health and wellbeing. This has been facilitated by the development of, a 'PE integrative systems model'. Apart from demonstrating the need for transdisciplinary research and contributing to research methodology, the study also adds to the current design knowledge base providing BE professionals and creators with a better understanding of the health outcomes from PE interrelationships.

This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria. The participants in the study were first year students registered for a second semester module in Educational Psychology in the faculty of education. The size of the sample was nine (22,5%) male students and 31 (77,5%) female students. At the time of participation, the participants had attended university for a period of at least six months and had written tests and one examination. The Interactive Qualitative Analysis (IQA) method as described by Northcutt and McCoy (2004) was used to elicit participants’ knowledge and experiences of the research phenomenon. The participants were expected to complete an instrument that required them to indicate the direction of three relationships between all combinations of the themes which were selected on the basis of literature review. The participants were required to indicate how they perceive the nature of relationships between themes that were developed by the researcher as associated with self-regulated learning in a system of cause and effect. The main findings of the study indicate that language of instruction and student personality are primary drivers that determine the academic success of the students. The two themes exert great influence on other themes that are involved in the teaching-learning environment. Academic success emerged as primary outcome which means that it is a theme that depends to a large extent on how the other themes that exist in the teaching-learning environment are structured. The findings of the study indicate that there is no significant difference that exists in the male and female participants’ perception of the factors that influence self-regulation in learning. In both sample primary drivers were language of instruction and students’ personality and the primary outcome was academic success. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

The poems of Mignon have inspired song writers for almost two centuries. They have served as the texts for more composers than almost any other single set of poetry. The Romantic composers were especially fond of the words. The poems are full of sadness and yearning and composers found they could be set in different moods. Some settings are in major tonalities while other settings of the same poem can be found in minor. Simple harmonies are used in some settings while others contain more complex harmonies. There are those composers who would have Mignon appear as a lost soul throughout all the poems with each song quietly sung, while others use a variety of dynamics adding drama to the setting and picturing Mignon as full of optimism at the end.

Made available in DSpace on 2016-04-27T16:57:05Z (GMT). No. of bitstreams: 1 Erika Andersen.pdf: 2001632 bytes, checksum: 36ee4401b855c9699524d7159f8bb771 (MD5) Previous issue date: 2011-05-27 / The present study relates the results of a qualitative research that aimed to investigate which mental processes may intervene and be combined by students in the development of activities involving the expression = F( x ) = f ( t )dt . The research was based on the study titled Advanced Mathematical Thinking Processes of Tommy Dreyfus. The survey instrument was developed, implemented and analyzed using some phases of Didactic Engineering. The fourteen participants in this study were students of private university s math course in São Paulo city. The analysis of the student s protocols indicates that the following processes were mobilized: visualization, representation and switching representations, intuition, definition, discovery, validation, generalization, abstraction and synthesis. This allowed many students to conjecture that the derivation and integration are inverse operations of each other. The results of the survey explained that a work of this nature contributes greatly to students to take ownership of interrelationships between concepts involved in the Fundamental Theorem of Calculus / O presente estudo relata os resultados de uma pesquisa qualitativa cujo objetivo era investigar quais processos mentais podem intervir e ser combinados por alunos no desenvolvimento de atividades envolvendo a expressão = F(x) = f ( t )dt . Além disso, verificar se esse tipo de atividade favorece a compreensão das ideias centrais envolvidas no Teorema Fundamental do Cálculo. A pesquisa fundamentou-se no estudo de Tommy Dreyfus intitulado Processos do Pensamento Matemático Avançado. O instrumento de pesquisa foi elaborado, aplicado e analisado, utilizando algumas fases da Engenharia Didática. Os catorze participantes deste estudo eram alunos do curso Licenciatura em Matemática de uma universidade particular da cidade de São Paulo. A análise dos protocolos dos estudantes indica que os processos do PMA mobilizados foram: visualização, representação e mudança entre diferentes representações, intuição, definição, descoberta, validação, generalização, síntese e abstração. O que possibilitou que muitos dos participantes conjecturassem que a derivação e integração são operações inversas uma da outra. Os resultados da pesquisa explicitaram que um trabalho desta natureza muito contribui para que os alunos se apropriem de inter-relações entre conceitos envolvidos no Teorema Fundamental do Cálculo

Purpose The purpose of the research was firstly, to determine the competencies required of risk managers and secondly, to consider the implications of such competencies in determining possible modules for inclusion in the design of a specialised undergraduate qualification in Risk Management. Methodology A qualitative research approach was followed, involving focus group interview sessions as part of an Interactive Qualitative Analysis (IQA) research study. Focus Group 1 comprised of academics teaching risk management at public universities in South Africa, and Focus Group 2 comprised of risk management practitioners in South Africa. Findings The competencies identified are business management and risk management knowledge; attributes such as assertiveness and courage; values such as ethics and integrity; as well as people, business and technical skills. Research implications The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results are a starting point or foundation for the design of a specialised undergraduate degree in risk management that will both meet the requirements of the risk management profession and will equip learners with the best possible combination of knowledge, skills, attributes, values and attitudes to effectively manage risk in organisations. The implications for further research are that a study of the design, benchmarking and validation of a curriculum framework for a specialised undergraduate degree in risk management could be conducted. The development of a curriculum framework or curriculum did not form part of the scope of this study. / Okokuqala inhloso yocwaningo, ukuthola amakhono adingekayo kubaphathi bezinhlekelele kanti okwesibili, ukubheka imiphumela yalokho kusebenza ekunqumeni amamojuli angafakwa ekwakhiweni kweziqu ezikhethekile ezingakaphothulwa ngabafundi ku-Risk Management. Kwalandelwa indlela yocwaningo efanelekile, ebandakanya izikhathi zokuxoxisana zamaqembu njengengxenye yocwaningo lwe-Interactive Qualitative Analysis (IQA). I-Focus Group yoku-1 inabafundi abafundisa ukulawulwa kwezinhlekelele emanyuvesi vi kahulumeni aseNingizimu Afrika, kanye neFocus Group yesi-2 inabasebenzi bokulawulwa kobungozi eNingizimu Afrika. Amakhono ahlonziwe ukuphathwa kwebhizinisi nolwazi lokulawulwa kobungozi; anezimpawu ezinjengokuzethemba kanye nokuba nesibindi; ubugugu obufana nokuziphatha nobuqotho; kanye nabantu, amakhono ebhizinisi nezobuchwepheshe. / Die doel van die studie was eerstens om die bekwaamhede waaroor risikobestuurders moet beskik te bepaal, en tweedens, wat die implikasies van sodanige bekwaamhede inhou vir die modules vir insluiting in die ontwerp van ‘n gespesialiseerde voorgraadse kwalifikasie in Risikobestuur. Die studie het ‘n kwalitatiewe navorsingsbenadering gevolg deur gebruik te maak van fokusgroepsessies as deel van ‘n Interaktiewe Kwalitatiewe Ontleding (IKO) navorsingstudie. Fokusgroep 1 het bestaan uit akademici wat risikobestuur by openbare universiteite in Suid-Afrika doseer, en Fokusgroep 2 het uit risikobestuurpraktisyns in Suid-Afrika bestaan. Die bekwaamhede wat identifiseer is, is kennis van ondernemingsbestuur en risikobestuur; eienskappe soos selfgeldendheid en moed; waardes soos etiek en integriteit; asook mense, sake en tegniese vaardighede. / Finance, Risk Management and Banking / M. Com. (Risk Management)

Southern Sotho verbal relative clauses are, on discourse-pragmatic grounds, categorised as direct and indirect. The pragmatic factors that govern the occurrence of these two types of relatives within a particular discourse context are investigated. An analysis of relative clauses occurring in live conversations as well as in the dramas Bulane (Khaketla, 1983) and Tjootjo e tla hloma sese/a (Maake, 1992) reveals that direct relative clauses usually modify the reference of predicate nouns (i.e. nouns used as the complements of copulative predicates), while indirect relative clauses modify the reference of object nouns. Theories which suggest that both predicate as well as object nouns generally convey new information, but that the reference status of predicate nouns is non-specific indefinite, while that of object nouns is specific indefinite, are discussed. A hypothesis suggesting that there is an interrelationship between the reference status of a head noun and the type of relative by means of which it is qualified, is proposed. / African Languages / M.A. (African Languages)