Esta dissertação trata de um estudo e o desenvolvimento de uma proposta de um ambiente de aprendizagem, para qualquer instituição de ensino superior, em três níveis de ensino da área de controle e automação: graduação, pós-graduação Lato Sensu e Stricto Sensu. Primeiramente, foram feitas visitas aos laboratórios em universidades e entrevistas com professores que ministram as disciplinas de controle e automação nos três níveis de aprendizagem. Foram constatadas virtudes e fragilidades metodológicas na questão da prática laboratorial em relação a aspectos industriais na área de engenharia elétrica de três instituições do Estado do Rio de Janeiro, sendo uma federal, uma estadual e outra privada. Posteriormente, foram analisados mecanismos e instrumentos necessários para interagir com modelos experimentais propostos nas entrevistas de maneira didática, para fins de constituir o ambiente de aprendizagem em automação, no qual foi eleito o LABVIEW como a interface mais favorável para aplicação de controles, mantendo uma analogia de cunho prático-industrial. A partir dessas análises foram sugeridos ainda elementos típicos de automação e três estudos de caso: um sistema térmico, um controle de velocidade de motores e um pêndulo invertido, por meio de controles simples e avançados como o controlador nebuloso, caracterizando-se pelo fortalecimento da atividade acadêmico-industrial / This dissertation is a study and develop a proposal for a learning environment, to any institution of higher education, three levels of education in the area of control and automation: undergraduate, graduate and Lato Sensu stricto sensu. First, visits were made to laboratories in universities and interviews with teachers who teach the disciplines of automation and control in three levels of learning. Strengths and weaknesses were found in the methodological issue of laboratory practice in relation to industrial aspects of electrical engineering in the area of three institutions in the State of Rio de Janeiro, being one federal, one state and one private. Subsequently, we analyzed mechanisms and instruments to interact with experimental models proposed in the interviews in a didactic manner for the purpose of providing the learning environment in automation, in which he was elected as the LABVIEW interface more favorable for the application of controls, keeping an analogy for practical industrial. From these analysis have been suggested yet typical elements of automation and three case studies: a thermal system, a speed control motor and an inverted pendulum, through simple and advanced controls such as fuzzy control, characterized by the strengthening of academic-industrial activity.

Esta dissertação trata de um estudo e o desenvolvimento de uma proposta de um ambiente de aprendizagem, para qualquer instituição de ensino superior, em três níveis de ensino da área de controle e automação: graduação, pós-graduação Lato Sensu e Stricto Sensu. Primeiramente, foram feitas visitas aos laboratórios em universidades e entrevistas com professores que ministram as disciplinas de controle e automação nos três níveis de aprendizagem. Foram constatadas virtudes e fragilidades metodológicas na questão da prática laboratorial em relação a aspectos industriais na área de engenharia elétrica de três instituições do Estado do Rio de Janeiro, sendo uma federal, uma estadual e outra privada. Posteriormente, foram analisados mecanismos e instrumentos necessários para interagir com modelos experimentais propostos nas entrevistas de maneira didática, para fins de constituir o ambiente de aprendizagem em automação, no qual foi eleito o LABVIEW como a interface mais favorável para aplicação de controles, mantendo uma analogia de cunho prático-industrial. A partir dessas análises foram sugeridos ainda elementos típicos de automação e três estudos de caso: um sistema térmico, um controle de velocidade de motores e um pêndulo invertido, por meio de controles simples e avançados como o controlador nebuloso, caracterizando-se pelo fortalecimento da atividade acadêmico-industrial / This dissertation is a study and develop a proposal for a learning environment, to any institution of higher education, three levels of education in the area of control and automation: undergraduate, graduate and Lato Sensu stricto sensu. First, visits were made to laboratories in universities and interviews with teachers who teach the disciplines of automation and control in three levels of learning. Strengths and weaknesses were found in the methodological issue of laboratory practice in relation to industrial aspects of electrical engineering in the area of three institutions in the State of Rio de Janeiro, being one federal, one state and one private. Subsequently, we analyzed mechanisms and instruments to interact with experimental models proposed in the interviews in a didactic manner for the purpose of providing the learning environment in automation, in which he was elected as the LABVIEW interface more favorable for the application of controls, keeping an analogy for practical industrial. From these analysis have been suggested yet typical elements of automation and three case studies: a thermal system, a speed control motor and an inverted pendulum, through simple and advanced controls such as fuzzy control, characterized by the strengthening of academic-industrial activity.

A l’exemple d’une classe primaire de FLE en Allemagne, notre recherche porte sur le fonctionnement des stratégies d’enseignement dans leur intégralité. Elle se base à la fois sur l’analyse des transcriptions de cours (étude longitudinale sur 4 ans) que sur l’analyse des textes officiels promulgués par l’institution. En l’absence d’un modèle préalable dans ce domaine, nous avons conceptualisé notre approche théorique et pratique. S.P.I.R.A.L. : situe les stratégies dans un Système Pluriel d’Investissement de ressources pour l’Appropriation de la Langue. S.A.P.I.N.E : Stratégies/Apprenant/Pouvoir/Institution/Noosphère/Enseignant) attribue aux stratégies une place centrale comme vecteur de savoir. C.E.R.C.E. : Explique l’évolution des stratégies par cinq phases (Convention/Essor/Requête/Changement/Emploi). A.C.T.E. : Modèle pratique qui consiste à analyser les actions, leurs champs, leurs types et leurs expressions. Notre recherche a montré que les stratégies d’enseignement se co-construisent en interaction entre l’enseignant et les apprenants tout en liant des rapports dialectiques avec la réalité sociologique. Notre modèle d’analyse peut-être mis en œuvre pour comprendre les stratégies d’enseignement dans d’autres contextes d’enseignement des langues étrangères. / The thesis at hand focuses entirely on the functionality of teaching strategies and illustrates them on the French as a Foreign Language lessons of a primary class in Germany. The results are based on the analysis of several course transcripts (stemming from a long-term study of 4 years) and the examination of official essays being published by the institution. Due to the absence of a valid model in this domain, we have introduced the following theoretical and practical approaches. S.P.I.R.A.L.: Puts the strategies in a system of multiple resource investments for the appropriation of a language (Système Pluriel d’Investissement de ressources pour l’Appropriation de la Langue). S.A.P.I.N.E.: The approach assigns a central place to the strategies which acts as a vector of knowledge (Strategies (Stratégies)/Learner (Apprenant)/ Power (Pouvoir)/Institution(Institution)/Noosphere (Noosphère)/ Teacher (Enseignant). C.E.R.C.E.: Explains the evolution of strategies going through 5 different phases (Convention (Convention)/ Development (Essor)/ Request (Requête)/ Change(Changement)/ Employment (Emploi). A.C.T.E: Practical model which consists of actions (actions), their fields (champs), their types (types) and their expression (expression). The thesis has shown that the teaching strategies are created by the interaction betweenthe learner and the teacher and by linking dialectic relation ships with the sociological reality. The model of analysis can be used to understand teaching strategies in other teaching contexts of foreign languages.

The main question this dissertation addresses is which sermon forms are the most befitting for effective and communicative preaching within the context of the Korean church. The background to this question being the fact that most of the Korean sermons are structured according to the traditional method, namely a three-point sermon structure. It seems that no real analysis has been made of the hearers, as well as the different styles of worship being encountered in the Korean church. This leads to the fact that sermons (sermon forms) are structured in such a manner that the hearers are unable to follow either the sermon’s content or the sermon’s movements. This results in the preacher experiencing a lack of communication during his/her preaching/sermons. Before climbing on the pulpit all preachers should pay attention to creative sermon forms and styles, in order to be conducive to effective communication. This study deals with four main focus areas. Firstly, it is necessary to study different sermon forms and also to undertake a comparative analysis of the historical development of sermon forms in the South Korean Churches (SKC) and in US churches. In South Korea the sermon form has a more traditional feature, which is still present up till today in the local SKCs. Secondly, the preacher should be able to construct as well as use two different approaches in order to promote the most effective and communicative sermon: (1) induction, deduction and interduction, (2) analysis of the hearers within their present context. Thirdly, in this thesis five sermon forms have been discussed: (1) topical form, (2) textual sermon form, (3) expository sermon form, (4) narrative sermon form, (5) homily sermon form. Having discussed these forms, the aim was then to find a more useful and suitable sermon form. The choice was eventually made in favour of the multi-sermon form: multi-topical, multi-textual, multi-expository, multi-narrative and multi-homily sermon form. Fourthly, the preacher must be acquainted with the characteristics of the current worship patterns of the hearers attending the service: (1) dawn worship, (2) Wednesday evening worship, (3) Friday evening worship, (4) Sunday morning worship, (5) Sunday evening worship. / Thesis (PhD (Practical Theology))--University of Pretoria, 2006. / Practical Theology / unrestricted