Made available in DSpace on 2016-04-29T14:23:35Z (GMT). No. of bitstreams: 1 Laurentino Lucio Filho.pdf: 408816 bytes, checksum: d5b57ed0c6687dfe9b13b3ec1b5d0384 (MD5) Previous issue date: 2015-03-17 / This research deals with the proposal of the incorporation of new information and communication technologies - NICTs - in higher education, is based on the improvement of teaching quality by simplifying complex tasks, reducing the distance and hence the time, thus improving work efficiency. At first glance, the contact of the actors with the NTICs in this process often reveals itself without the existence of an inclusive methodology because the action of these technologies by higher education institutions seems to result only on attempts to adapt to social demands and marketing in new contexts produced by the digital revolution, making this very misshapen inclusive process, and in turn, limiting the positive effect on the results. This paper discusses the process of incorporating technologies in higher education, seeking to evaluate the reconciliation of traditional methodologies and aspects of their current transformations, hoping to offer subsidies for understanding which are currently the challenges experienced in higher education and how the IES have sought to address them, outlining roughly the current profiles of its actors. To develop this work we chose to use the theories and methodologies of researches carried out by Manuel Castells (2013), Pierre Levy (2010), John B. Thompson (2014). These were accompanied by researches in the areas of philosophy education, especially Edgar Morin (2013) and Maurice Tardif (2011), supplemented by extensive bibliography with ancillary issues. The extensive bibliography that we used helped us to develop a critical reflection on the challenges that are present in high education, particularly in Brazil, and from that reflection, brought up proposals formulated by authors who are researching on the same line of this work, proposals which are healthy and able to respond to the main current challenges. The research's results before of the higher education challenges has been identified that the crisis experienced by the institutions have as factors: the transition between institutional and emerging models. Furthermore, technological training or specialization of education professionals have been occurring through fragmented and diffuse modules, which makes the application of computer-mediated communication decontextualized with learning object. Finally, it presents as a diagnostic to overcome these challenges, the need to define the teach model, based on education reforms that combine linear thought with complex thought, making possible the identification of the new profiles that the institution and teacher may to have in the society / Esta pesquisa trata da proposta da incorporação das novas tecnologias de Informação e Comunicação NTICs no ensino superior, tem por base a melhoria da qualidade pedagógica ao simplificar tarefas complexas, reduzir a distância e consequentemente o tempo, melhorando assim a eficiência do trabalho. A primeira vista, o contato dos atores com as NTICs nesse processo, revela-se muitas vezes sem a existência de uma metodologia inclusiva, pois a ação incorporadora dessas tecnologias pelas instituições de ensino superior parece decorrer apenas de tentativas para adaptar-se às exigências sociais e mercadológicas nos novos contextos produzidos pela revolução digital, tornando esse processo inclusivo muito disforme, e, por sua vez, limitando os efeitos positivos nos resultados. O presente trabalho pretende analisar os processos de incorporação das tecnologias no ensino superior, buscando avaliar a conciliação das metodologias tradicionais e os aspectos de suas transformações atuais, esperando oferecer subsídios para a compreensão de quais os desafios vivenciados atualmente no ensino superior e de que forma as IES têm buscado enfrentá-los, esboçando grosso modo, os perfis atuais de seus atores. Para o desenvolvimento deste trabalho optamos por utilizar como metodologia a pesquisa bibliográfica, aproveitando os estudos e pesquisas realizados por Manuel Castells (2013), Pierre Lévy (2010), John B. Thompson (2014), analisados conjuntamente com as pesquisas nas áreas da filosofia da educação, em especial Edgar Morin (2013) e Maurice Tardif (2011), complementados por ampla bibliografia com temas auxiliares. A extensa bibliografia de que fizemos uso nos auxiliou a desenvolver uma reflexão crítica sobre os desafios que hoje se apresentam ao ensino superior, particularmente no Brasil, e, a partir dessa reflexão, trazer à baila propostas formuladas por autores que estão pesquisando na mesma linha deste trabalho, propostas estas saudáveis e capazes de responder aos principais desafios vigentes. Os resultados da pesquisa diante dos desafios do ensino superior, identificaram que a crise vivenciada pelas instituições de ensino têm como fatores: a transição entre os modelos institucionais e emergentes. Além disso, a formação tecnológica ou especializações dos profissionais da educação ocorrem através de módulos fragmentados e difusos, o que torna a aplicação da comunicação mediada por computador descontextualizada com o objeto de aprendizagem. Por fim, apresenta como como diagnóstico para superar esses desafios, a necessidade de se definir o modelo de ensino, baseando-se nas reformas da educação que articulem o pensamento linear com o pensamento complexo, possibilitando com isso a identificação dos novos perfis que a instituição e o professor devem ocupar na sociedade

Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

These stories explore contemporary people who find their lives taking a shape they fear. These people often try to cling to their old life, control a loved one who is changing, or seek an escape. Their aspirations are often higher than where they land. Their situation resembles the writer’s situation in attempting to shape the lives of characters: they attempt to control what often cannot be controlled.

The aim of this essay is to examine what happens when Veronica Roths Divergent-trilogy is read with a lutheran theological pre-understanding. Using reader-response theory and lutheran theology written for and in a post-modern context, three lutheran figures of thought are presented as one way of understanding the trilogy. The conclusion is that it is possible to reveal lutheran ideas concerning justification, guilt, forgiveness, mercy and self-sacrificing love in the Divergent-story. / Denna uppsats undersöker Veronica Roths Divergent-trilogi ur ett luthersk-teologiskt perspektiv. Metoden som används är en text- och läsarcentrerad metod. Med hjälp av post-modern luthertolkning till största delen hämtad från projektet Luthersk teologi och etik - i ett efterkristet samhälle så byggs tre tankefigurer upp; människan och det onda, människan och det goda samt människan och vägen till frihet. Dessa tankefigurer läggs som ett raster över trilogin. Resultatet av denna process visar att det i berättelsen är möjligt att synliggöra lutherska tankefigurer rörande rättfärdiggörelse, skuld, en självutgivande kärlek, förlåtelse och nåd.

Cities, as complex social systems within society, are the most complex of all human systems. An increase in this complexity is anticipated since projections estimate that two-thirds of the world’s population will be urbanised by 2030. Cities are “melting pots” of cultures and systems that share the same spatial environment. In South Africa this challenge is exacerbated by one of the highest urbanisation rates in the world. Urban growth implies tremendous change. City centres are especially at risk to structural changes of urban growth and consequent urban decay. Governments commonly adopt urban renewal to cope with changing urban environments. However, the long term sustainability of current urban renewal practices is questioned as they tend to over-emphasise economic revival and physical intervention. The focus on people is often missed and misunderstood, even though social dynamics are the driving forces in cities. Urban renewal is complex and multi-dimensional. In theory it moved away from the linear top-down approach that focused on the physical environment towards a more inclusive, integrated and socially oriented process. This is reflected in paradigm shifts in planning thought from a physical planning and design based product orientated discipline (as reflected in historical and modernist planning approaches), to a socio-political process in which the communicative planning paradigm is the most recent post-modern theory. Understanding cities as social systems and exploring their role in central business areas to include them in urban renewal are important starting points when urban planners work with urban renewal initiatives. As research about social systems and their role in urban renewal is limited in South Africa, this study provides a step towards acknowledging and including urban social systems proactively in urban renewal initiatives. This is especially relevant in central business districts of medium sized cities such as Potchefstroom (Tlokwe Municipality) that experience urban decay and where urban renewal initiatives have not yet been implemented. The Mission Statement of the Tlokwe Municipality emphasises the need for social understanding in the economic sphere, as this enjoys a high priority in the development choices made. A qualitative ethnographic research approach was followed to explore the role of social systems in this context. This allowed the research to capture social dynamics in its natural setting where no extraneous influences occur. This resulted in rich textual descriptions of how people experience social interactions and the physical environment. Unstructured and non-participant field observations and face-to-face, in-depth, semi-structured interviews were used as methods to identify social systems within the research context and to understand interactions and behaviour patterns that emerge from this context. Findings from the observations expose a dynamic and cyclical network of inter- and intrarelationships that culminate in continuous intense interaction amongst three social systems, namely the private sector, community groups and the general public. Pro-social behaviour patterns (behaviour that promotes good social relations) were observed, including cultural relativism and social awareness. Findings from the interviews provided insight into how social systems interact with one another and with the physical environment. Themes that emerged for the data to describe interactions among social systems include material support, friendliness, cooperativeness, comfortableness, accommodativeness, fixed and established relations and respect for one another. This creates a vibrant, synergetic environment conducive to sustainability and describes an environment of hope. The counter-experience includes forced flexibility and adaptiveness (due to unmet physical needs), feelings of being unsafe, limited choices and a general dissatisfaction with the physical environment in terms of its support. This describes an urban environment of fear. The role of social systems in terms of urban renewal is inclusive, participating and socially sensitive. They should be catalysts for socio-economic functions, contribute to maintenance and act as stakeholders. Based on the above, the study offers recommendations to include social systems in urban renewal in terms of the research process and method to be followed, how and where to include social systems in urban renewal projects and suggestions for physical change to make the area more supportive to the social dynamics. Practical guidelines are offered related to the practice of observations and interviews for the identification and exploration of social systems. The following suggestions are made regarding the urban renewal process: pro-active inclusion of social systems throughout the process in the pre-project stage, during the urban renewal project and post-project stage. Interventions to enhance the physical environment include provision of special requests, access to open space, application of green construction and local distinctiveness. As planners play a proactive role in urban renewal they may contribute to enhancing the sustainability of urban renewal initiatives by understanding urban social systems and their role in city centres in order to acknowledge and include them as important partners. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2013

Cities, as complex social systems within society, are the most complex of all human systems. An increase in this complexity is anticipated since projections estimate that two-thirds of the world’s population will be urbanised by 2030. Cities are “melting pots” of cultures and systems that share the same spatial environment. In South Africa this challenge is exacerbated by one of the highest urbanisation rates in the world. Urban growth implies tremendous change. City centres are especially at risk to structural changes of urban growth and consequent urban decay. Governments commonly adopt urban renewal to cope with changing urban environments. However, the long term sustainability of current urban renewal practices is questioned as they tend to over-emphasise economic revival and physical intervention. The focus on people is often missed and misunderstood, even though social dynamics are the driving forces in cities. Urban renewal is complex and multi-dimensional. In theory it moved away from the linear top-down approach that focused on the physical environment towards a more inclusive, integrated and socially oriented process. This is reflected in paradigm shifts in planning thought from a physical planning and design based product orientated discipline (as reflected in historical and modernist planning approaches), to a socio-political process in which the communicative planning paradigm is the most recent post-modern theory. Understanding cities as social systems and exploring their role in central business areas to include them in urban renewal are important starting points when urban planners work with urban renewal initiatives. As research about social systems and their role in urban renewal is limited in South Africa, this study provides a step towards acknowledging and including urban social systems proactively in urban renewal initiatives. This is especially relevant in central business districts of medium sized cities such as Potchefstroom (Tlokwe Municipality) that experience urban decay and where urban renewal initiatives have not yet been implemented. The Mission Statement of the Tlokwe Municipality emphasises the need for social understanding in the economic sphere, as this enjoys a high priority in the development choices made. A qualitative ethnographic research approach was followed to explore the role of social systems in this context. This allowed the research to capture social dynamics in its natural setting where no extraneous influences occur. This resulted in rich textual descriptions of how people experience social interactions and the physical environment. Unstructured and non-participant field observations and face-to-face, in-depth, semi-structured interviews were used as methods to identify social systems within the research context and to understand interactions and behaviour patterns that emerge from this context. Findings from the observations expose a dynamic and cyclical network of inter- and intrarelationships that culminate in continuous intense interaction amongst three social systems, namely the private sector, community groups and the general public. Pro-social behaviour patterns (behaviour that promotes good social relations) were observed, including cultural relativism and social awareness. Findings from the interviews provided insight into how social systems interact with one another and with the physical environment. Themes that emerged for the data to describe interactions among social systems include material support, friendliness, cooperativeness, comfortableness, accommodativeness, fixed and established relations and respect for one another. This creates a vibrant, synergetic environment conducive to sustainability and describes an environment of hope. The counter-experience includes forced flexibility and adaptiveness (due to unmet physical needs), feelings of being unsafe, limited choices and a general dissatisfaction with the physical environment in terms of its support. This describes an urban environment of fear. The role of social systems in terms of urban renewal is inclusive, participating and socially sensitive. They should be catalysts for socio-economic functions, contribute to maintenance and act as stakeholders. Based on the above, the study offers recommendations to include social systems in urban renewal in terms of the research process and method to be followed, how and where to include social systems in urban renewal projects and suggestions for physical change to make the area more supportive to the social dynamics. Practical guidelines are offered related to the practice of observations and interviews for the identification and exploration of social systems. The following suggestions are made regarding the urban renewal process: pro-active inclusion of social systems throughout the process in the pre-project stage, during the urban renewal project and post-project stage. Interventions to enhance the physical environment include provision of special requests, access to open space, application of green construction and local distinctiveness. As planners play a proactive role in urban renewal they may contribute to enhancing the sustainability of urban renewal initiatives by understanding urban social systems and their role in city centres in order to acknowledge and include them as important partners. / MArt et Scien (Urban and Regional Planning), North-West University, Potchefstroom Campus, 2013

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

The objective of the study was to determine the impact of a train-the-trainer career education programme on educators and black grade eleven learners in the Ekurhuleni districts of Gauteng. The context of career education in South Africa is such that learners have little exposure to career information and planning. This is a result of an education system which historically has placed little emphasis on the preparation of learners for the world of work. In the past little or no career guidance was conducted in black schools. To overcome this dilemma a train-the-trainer career education programme was developed and implemented with educators in the Ekurhuleni district. The results showed that educators felt empowered by the programme and that it provided them with resources and information. The impact on the learners in terms of the programme was achieved by means of a pre- and post-test on the Career Development Questionnaire (CDQ). A convenience sample of grade eleven learners (n = 5 1) in the Ekurhuleni East district of Gauteng was taken. The results indicate that the learner's career maturity scores increased after their exposure to the programme. This research serves as a model for the development and implementation of a train the trainer career education programme and demonstrates how an action-oriented research design can empower educators in the implementation of such a programme. The study also highlights the importance of providing adequate resources as part of career education intervention in the South Africa context. Recommendations for organisations and future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

Young characters throughout the history of Australian theatre have traditionally been represented as tragic, transient, and dangerous; discourses which have defined and limited their construction. 'Youth' itself is a concept which has been invented and perpetuated within Western Art and Media for much of the twentieth century and beyond, creating an exclusive 'space' for young people: a space between childhood and a standard human being. This thesis seeks to explore the implications of this space, as well as contextualise a new creative work - the stage play like, dead - within the canon of Australian theatre texts which portray young characters. like, dead will be shown to be a work which reappropriates clichéd youthful discourses through the use of irony, humour, and a sense of postmodern 'performativity' among its characters. In so doing it will demonstrate an alternative approach to representing young people on the Australian stage, by enhancing the constructedness of traditional images of 'youth' and pursuing the creation of young characters which are not solely defined by the term.

This study is an inquiry into discourses which influence gay people's lives. Foucault's ideas regarding knowledge, power, discipline, discourse and sexuality form the epistemological background enabling a social constructivist-deconstructive analysis of these concepts in relation to the problem of homosexuality. The theological origins of influential discourses form the focus of one chapter. Additional discursive fields - such as psychology, education, the military and legislature - are also investigated. Besides the research initiator, three other participants shared their experiences of being gay in a conservative religious context. The narrative analysis spawned five themes of discourse ranging from homophobic discourses - which invite oppression into silence - through reverse-discourse, to those discourses which encourage free expression of gayness. The study seems to support a Foucauldian view that there are various influential power-relations which contest for the right to define human sexuality. Judging from the study, homosexuals do not appear to be powerless or completely silenced at all. / Philosophy, Practical and Systematic Theology / MTH - SPEC PAST THERAPY