Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-10T22:17:44Z No. of bitstreams: 1 DISSERTA??O PROFLETRAS KARINE COSTA TOTAL 1.pdf: 12607787 bytes, checksum: 9c1968942dca7abb89a04261c3a49f34 (MD5) / Made available in DSpace on 2018-07-10T22:17:44Z (GMT). No. of bitstreams: 1 DISSERTA??O PROFLETRAS KARINE COSTA TOTAL 1.pdf: 12607787 bytes, checksum: 9c1968942dca7abb89a04261c3a49f34 (MD5) Previous issue date: 2018-03-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Strategies for writing genre opinion piece in school: a methodological proposal is the result of a pedagogical intervention performed in a class of ninth grade of elementary school II of a large public high school in the city of Feira de Santana-Bahia. Research-intervention had a qualitative methodological approach and theoretical framework based on Textual Linguistics. Part of the theoretical framework of base: Antunes(2016, 2009, 2003), Beth Marcuschi (2010),Geraldi (2002, 1997, 1991), Kato (2003), Koch (2016,2002),Marcuschi (2003), Passarelli (2012,2004), PCN (1998), Rodrigues (2000); among others. From a work plan, consisting of additional steps, we develop actions in the classroom, which sought to improve some skills writers of the students. We promote the systematic teaching of a text argumentative, opinion piece, contemplating the underlying writing process steps, which are: planning, writing the first version, revision and rewriting of a text. To this end, we offer 14 thematic workshops focused reading and rereading of texts, the study of linguistic and discursive aspects of the genre, writing and rewriting of an article. The texts were monitored along the search to identify the main difficulties presented by students in relation to the writing of the genre and, also, to evaluate if those difficulties were minimized from the activities developed in class. We, with research, verify that the teaching of writing of a particular genre is most effective when it occurs within an international perspective, contextualized and procedure. In the end, compare the first version of the articles with the rewritten version, whose results showed that after implementation of the activities there was improved performance of students in writing, especially in respect to textual coherence in the title role, in thematic continuity and general sense of the text / Estrat?gias para a escrita do g?nero artigo de opini?o na escola: uma proposta metodol?gica ? resultado de uma interven??o pedag?gica realizada em uma turma de 9? ano do Ensino Fundamental II de uma escola p?blica de grande porte da cidade de Feira de Santana ? Bahia. A pesquisa-interven??o teve uma abordagem metodol?gica qualitativa e referencial te?rico fundamentado na Lingu?stica Textual. Fazem parte do quadro te?rico de base: Antunes (2016, 2009, 2003), Beth Marcuschi (2010), Geraldi (2002, 1997, 1991), Kato (2003) ,Koch (2016,2002), Marcuschi (2003), Passarelli (2012,2004), PCN (1998), Rodrigues (2000); dentre outros. A partir de um plano de trabalho, composto por etapas complementares, desenvolvemos a??es em sala de aula, as quais visaram aprimorar algumas habilidades escritoras dos discentes. Promovemos o ensino sistem?tico de um g?nero textual argumentativo, o artigo de opini?o, contemplando as etapas subjacentes ao processo de escrita, quais sejam: planejamento, escritura da primeira vers?o, revis?o e reescrita de um texto. Para tanto, ofertamos 14 oficinas tem?ticas que tiveram como foco a leitura e a releitura de textos, o estudo dos aspectos lingu?sticos e discursivos do g?nero, a escrita e a reescrita de um artigo. Os textos foram monitorados ao longo da pesquisa para identificarmos as principais dificuldades apresentadas pelos discentes em rela??o ? escritura do g?nero e, tamb?m, para avaliarmos se essas dificuldades foram minimizadas a partir das atividades desenvolvidas em sala. Intentamos, com a pesquisa, verificar se o ensino da escrita de um determinado g?nero ? mais eficaz quando ocorre dentro de uma perspectiva interacional, contextualizada e processual. Ao final, comparamos a primeira vers?o dos artigos com a vers?o reescrita, cujos resultados mostraram que ap?s aplica??o das atividades houve melhor desempenho dos estudantes na escrita, sobretudo no que se referente ? coer?ncia textual na atribui??o de t?tulo, na continuidade tem?tica e de sentido geral do texto

Made available in DSpace on 2016-03-22T17:26:50Z (GMT). No. of bitstreams: 1 Nilza Maria Bertoldi.pdf: 1439979 bytes, checksum: 9b2d992c9591ba242d948d0f4a804d7a (MD5) Previous issue date: 2012-11-29 / This research, linked to the Mestrado em Política Social at the Catholic University of Pelotas, aims to analyze the quality of life of users of Collective Creation Workshop, participants of the Grupo Liberdade, the Mental Health Clinic of the Federal University of Pelotas - UFPEL. It thus explores concepts of health and mental health, citizenship, quality of life, psychosocial rehabilitation and therapeutic workshop, inserted into the paradigm of deinstitutionalization of the Brazilian Psychiatric Reform. The insertion professional researcher in the group in question, as well as questions about the results actually produced by this device care and attention on mental health, favored the realization of this research qualitative order, classified as a case study, a cross-sectional and use the following instruments: application for users of the WHOQOL - bref (WHO), composed of 26 questions, focusing on four domains (physical, psychological, level of independence, environment); conducting focus groups with users and their relatives, and document analysis records and records of the Workshop Therapeutics (WT), mainly items related to medication and hospitalization. The results obtained from the survey shows that there was a better score in the psychological domain for those users participating in leisure activities (70.8% p = 0.038) and physical activity (79.2% p = 0.026). Furthermore, it is observed that when aware of the importance of drug treatment and, with the help of WT Grupo Liberdade rescue the self-esteem and autonomy, users reframe their identity, seeking their rights as citizens and thus increase their quality of life / Esta pesquisa, vinculada ao Mestrado em Política Social da Universidade Católica de Pelotas, objetiva analisar a qualidade de vida dos usuários da Oficina de Criação Coletiva em Saúde Mental e sua inter-relação com a participação destes no Grupo Liberdade do Ambulatório de Saúde Mental da Universidade Federal de Pelotas UFPEL. Para tanto, aborda conceitos de saúde e saúde mental, cidadania, qualidade de vida, reabilitação psicossocial e oficina terapêutica, inseridos no paradigma de desinstitucionalização da Reforma Psiquiátrica brasileira. A inserção profissional da pesquisadora no grupo em questão, bem como os questionamentos sobre os resultados efetivamente produzidos por esse dispositivo de cuidado e atenção na saúde mental, privilegiou a realização dessa pesquisa de ordem qualitativa, classificada como estudo de caso, descritivo, transversal e a utilização dos seguintes instrumentos: aplicação para usuários do questionário WHOQOL bref (OMS), composto de 26 questões, enfocando quatro domínios (físico, psicológico, nível de independência, meio ambiente); realização de grupo focal com usuários e seus familiares; e análise documental de prontuários e registros da Oficina Terapêutica (OT), principalmente, itens relacionados à medicação e hospitalização. O resultado obtido com a pesquisa demonstra que houve uma melhor pontuação no domínio psicológico para aqueles usuários que participavam de atividades de lazer (70,8% p=0,038) e atividades físicas (79,2% p=0,026). Além disso, observa-se que ao se conscientizarem acerca da importância do tratamento medicamentoso e, com o auxílio da OT Grupo Liberdade -, resgatarem a autoestima e a autonomia, os usuários ressignificam sua identidade, buscam seus direitos enquanto cidadãos e, consequentemente, aumentam sua qualidade de vida

Made available in DSpace on 2016-04-04T18:33:16Z (GMT). No. of bitstreams: 1 Mariangela Leocardio Jacomini.pdf: 2340500 bytes, checksum: 1724124109097fe87edba0d50021be20 (MD5) Previous issue date: 2014-02-24 / The present quantitative and qualitative approach research aims to investigate the Full Time School Program of the State of S?o Paulo, established by Resolution SE 89 published on December 9, 2005, focusing on the identification and analysis of existing challenges in the implementation and operation of Curriculum Workshops, from the program managers point of view. The researcher studied the deployment and implementation of curriculum workshops in schools that are part of the Full Time School Program, using research methods like bibliography survey, document analysis and application of mixed questionnaire. We investigated how the process of implementing the curriculum workshops in full-time schools occurred (considering the public policies of the state of S?o Paulo), the characteristics of curriculum workshops in FTEs, the infrastructure and the teaching resources needed for its implementation and the pedagogical, structural and operational challenges to the development of the workshops. The research was developed in four of the six schools included in the Program, in counties under the jurisdiction of the Regional Board of Education of S?o Jo?o da Boa Vista, having principals, vice-principals and teaching coordinators as subjects. We concluded that the Full Time School Program was implemented in public schools without previous preparation of the schools and their staff, causing the occurrence of makeshift solutions to the emanating challenges, among which stand out the absence, insufficiency or inadequacy of physical space and lack of trained teachers to administer them, which, according to the subjects, are obstacles that interfere with the quality of the offered education. We believe that curricular workshops represent a differential to the improvement of the education standard and to the integral formation of the student. However, there must be specific continuing education to teachers who work on them, and reforms must be made in school buildings, in order to create suitable spaces for the proper development of diversified activities proposed for the workshops. / A pesquisa, de abordagem quanti-qualitativa, teve como objetivo investigar o Programa Escola de Tempo Integral do Estado de S?o Paulo institu?do pela Resolu??o SE 89 publicada em 9 de dezembro de 2005, com foco na identifica??o e an?lise dos desafios existentes na implanta??o e funcionamento das Oficinas Curriculares, ? luz da percep??o dos gestores. A pesquisadora estudou a implanta??o e implementa??o das oficinas curriculares nas escolas que fazem parte do Programa Escola de Tempo Integral, tendo como m?todos o levantamento bibliogr?fico, a an?lise documental e a aplica??o de question?rio misto. Investigamos como se deu o processo de implementa??o das oficinas curriculares nas escolas de tempo integral (considerando as pol?ticas p?blicas do estado de S?o Paulo), quais as caracter?sticas das oficinas curriculares nas ETIs, qual a infraestrutura e os recursos pedag?gicos necess?rios para a sua realiza??o e quais os desafios relacionados aos campos pedag?gico, estrutural e operacional para o desenvolvimento das oficinas. A pesquisa se desenvolveu em quatro das seis escolas inclu?das no Programa, em munic?pios jurisdicionados ? Diretoria Regional de Ensino de S?o Jo?o da Boa Vista, tendo como sujeitos diretores, vice-diretores e professores coordenadores pedag?gicos. Conclu?mos que o Programa Escola de Tempo Integral foi implantado na rede p?blica estadual sem pr?via prepara??o das escolas e de suas equipes, fazendo com que se recorresse a solu??es improvisadas para os desafios que emanaram, dentre os quais se destacaram a inexist?ncia, insufici?ncia ou inadequa??o do espa?o f?sico e a falta de professores com forma??o e perfil adequados para ministr?-las, o que, segundo os gestores, sujeitos da pesquisa, s?o obst?culos que interferem na qualidade da educa??o oferecida. Acreditamos que as oficinas curriculares representam um diferencial para a melhoria da qualidade da educa??o e para a forma??o integral do aluno. No entanto, ? necess?rio que haja forma??o continuada espec?fica aos professores que nelas atuam e que sejam feitas reformas nos pr?dios escolares, a fim de criar espa?os pr?prios para o desenvolvimento adequado das atividades diversificadas propostas para as oficinas.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-23T16:41:04Z No. of bitstreams: 1 Eduarda Schneider Lemes_.pdf: 3477726 bytes, checksum: 479500329960c1086d56f85be90048e8 (MD5) / Made available in DSpace on 2017-08-23T16:41:04Z (GMT). No. of bitstreams: 1 Eduarda Schneider Lemes_.pdf: 3477726 bytes, checksum: 479500329960c1086d56f85be90048e8 (MD5) Previous issue date: 2017-04-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação relata as perspectivas e atividades de um projeto de pesquisa para o Mestrado no PPG em Ciências da Comunicação da Unisinos, na Linha de Pesquisa Midiatização e Processos Sociais. A investigação das formas de manifestação da midiatização em episódios interacionais envolvendo adolescentes e pré-adolescentes foi realizada pela observação de três casos de oficinas de produção de mídia. Nessas oficinas, conduzidas pela própria pesquisadora, foram percebidos tensionamentos existentes entre ofertas de mídia na sociedade contemporânea e demandas interacionais e de aprendizagem dos jovens. Com base nesse estudo de casos múltiplos, a pesquisa obteve pistas comunicacionais e educacionais que dizem coisas sobre o ensino de mídia em ambientes educacionais - não necessariamente escolares. O problema de pesquisa é apresentado na forma de onze perguntas integradas, relacionadas aos usos e expectativas dos jovens participantes e a inferências possíveis sobre a inserção comunicacional e educacional dos jovens. Uma discussão metodológica aborda processo de estudos de caso, discute a questão da observação do cotidiano em angulações inspiradas pela perspectiva etnometodológica, reflete sobre processos em que o pesquisador intervém na realidade a observar; e complementa essa reflexão por uma auto observação, sobre perspectivas da pesquisadora. O quadro teórico apresenta principais referências de fundamentação sobre os ângulos da interface em que se encontra o objeto: a educação e a comunicação na sociedade em midiatização. Os casos de observáveis são explicitados por uma descrição das oficinas realizadas e de reflexões sobre ocorrências referentes à manifestação da midiatização. Um capítulo final apresenta inferências transversais, incluindo reflexões sobre a preparação de jovens para a sociedade em midiatização. / This dissertation reports on the perspectives and activities of a research project for the Master's degree in PPG in Communication Sciences from Unisinos, in the Midiatization and Social Processes Research Line. The investigation of the manifestation of mediatization's form in interactive episodes involving adolescents and pre-adolescents was carried out by the observation of three cases of media production workshops. In these workshops, conducted by the researcher herself, there were perceived tensions between media offerings in contemporary society and the interaction and learning demands of young people. Based on this multi-case study, the research obtained communication and educational clues that say things about the media teaching in educational settings - not necessarily school settings. The research problem is presented in the form of eleven integrated questions, related to the uses and expectations of the young participants and possible inferences about the communication and educational insertion of the young people. A methodological discussion approaches the process of case studies, discusses the question of daily observation in angulations inspired by the ethnomethodological perspective, reflects on processes in which the researcher intervenes in the reality to observe; and complements this reflection by a self-observation, on the researcher's perspectives. The theoretical framework presents main references of foundation on the angles of the interface in which the object is: education and communication in society in mediatization. The cases of observables are explained by a description of the held workshops and reflections on occurrences related to the manifestation of mediatization. A final chapter presents cross-cutting inferences, including reflections on the preparation of young people for society in mediatization.

L'objectif de ce travail est double : contribuer à la théorisation de ce qu'il est convenu d'appeler les Nouvelles Pratiques Philosophiques, d'une part, et fournir un appui méthodologique à ceux qui exercent, ou souhaitent exercer, dans cette discipline, de l'autre. Il s'agira d'établir une passerelle entre les Nouvelles Pratiques Philosophiques, telles qu'elles se développent aujourd'hui et le milieu universitaire, afin de donner aux étudiants en philosophie un débouché professionnel autre que l'enseignement académique ou la recherche. Il apparaît en effet que le manque de débouchés professionnels pour la philosophie en France, en dehors de l'enseignement et de la recherche universitaire, explique en partie la désaffection des étudiants pour cette matière et que celle-ci aurait tout intérêt à s'ouvrir à des pratiques professionnelles qui répondent aujourd'hui à une véritable demande de la part du grand public et dont le principal intérêt est de fournir un outil pertinent d'éducation populaire. / The objective of this work is twofold: to contribute to the theory of the so-called New Philosophical Practices, on one hand, and provide methodological support to those working or wish to engage in this discipline , the other. It will establish a bridge between the New Philosophical Practices, as they are now developing and academia, to give philosophy students an outlet other than professional academic teaching or research. It appears that the lack of professional opportunities for philosophy in France, apart from teaching and academic research, partly student disaffection for this matter and that it would do well to open for business practices that today meet a real demand from the public and whose primary interest is to provide relevant public education tool.

Made available in DSpace on 2014-12-17T15:39:01Z (GMT). No. of bitstreams: 1 AriadneC.pdf: 385711 bytes, checksum: dcc828db10778b9bff5343cd3bed9087 (MD5) Previous issue date: 2006-09-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The purpose of this study is to discuss the therapeutic workshops function, while questioning if they constitute a mechanism for change of the traditional asylum logic. The Psychiatric Reform was materialized with the financing and regulation of alternative services that substitute the psychiatric hospital. This change was promoted by the anti asylum debate and the deinstitutionalization besides psychosocial rehabilitation paradigms. Mental health care, therefore, acquired a new form and the Centers for Psychosocial Care (CAPS) are considered the main services of the health network presently under construction. They are services that offer a variety of therapeutics and amongst them is the workshop, considered essential for the advancement of the Reform ideas. The study was conducted in a CAPS II in Natal, RN. Systematic visits were made using the Institutional Analysis perspective, futhermore were made interviews with professionals who was related to workshops. In the end, data were then discussed according to Schizoanalysis. Results denot that workshops represents, in the same time, progress and regress of Psychiatric Reform. It was observed that workshops were oftentimes reduced to strategies for the occupation of time, and as a means for the transmission of social values considered correct. The relationship between professionals and the user of the service was hierarchical and both players was seeing the workshop as a task to be met. Although users expressed intreresting about wokshops, was reported that the work was boring. Besides, except for some cases, the therapeutic workshops wasn t helping clients to create other possibilites in theirs life and stops the job inside the mental care service / Este trabalho objetivou investigar as oficinas terap?uticas num servi?o substitutivo ao hospital psiqui?trico, observando se seu funcionamento condiz ou n?o com preceitos da Reforma Psiqui?trica. Esta, tendo sido fomentada pela luta antimanicomial e embasada pela desinstitucionaliza??o e pela reabilita??o psicossocial, materializou-se com o financiamento e regulamenta??o de servi?os substitutivos ao manic?mio. Desde ent?o, novas formas de cuidado se configuram e os Centros de Aten??o Psicossocial (CAPS) s?o um dos principais servi?os da nova rede de sa?de. Os CAPS s?o servi?os abertos que oferecem uma variada gama de terap?uticas, dentre elas, destacam-se as oficinas terap?uticas: estrat?gias fundamentais por serem consideradas o baluarte dos novos servi?os. A coleta de dados ocorreu num CAPS II, em Natal-RN, onde foram realizadas visitas sistem?ticas orientadas pela An?lise Institucional, al?m de entrevistas com os funcion?rios que se encontravam ligados ao exerc?cio das oficinas. Os dados foram discutidos ? luz da Esquizoan?lise, revelando que o funcionamento das oficinas traduzem avan?os e retrocessos da Reforma. Notou-se que as oficinas eram espa?os onde alguns preconceitos eram desconstru?dos, auxiliando os usu?rios no estabelecimento de novas rela??es consigo, com outros e com o mundo. Entretanto, tamb?m foi observado que muitas vezes as oficinas se reduziam a meras estrat?gias de ocupa??o do tempo e serviam de ve?culo de transmiss?o de valores socialmente legitimados como certos. Percebeu-se que a rela??o entre profissionais e usu?rios era hierarquizada e que, por vezes, ambos viam a oficina como uma tarefa a ser cumprida. Da mesma forma, foi notado que os usu?rios, concomitantemente, mantinham um discurso de interesse pelas oficinas e expressavam que elas eram repetitivas e enfadonhas. J? a equipe t?cnica mantinha o discurso da luta antimanicomial, mas n?o conseguia sustent?-lo nas suas pr?ticas cotidianas. Al?m disso, afora exce??es, as oficinas eram espa?os que n?o possibilitam a cria??o e conservam o servi?o fechado em si mesmo

Esta dissertação é um estudo exploratório sobre o conceito de mediação cultural dialógica realizado a partir de oficinas de leitura comprometidas com o protagonismo cultural de crianças e adolescentes (00 a 18 anos) em situação de abrigo numa cidade do interior paulista a cerca de 80 kilômetros da capital. A metodologia utilizada foi a da pesquisa colaborativa e os dados foram analisados por meio das seguintes categorias: ambientes, ações, tempos, protagonistas e polifonia. Os resultados indicam que as mediações culturais realizadas no abrigo, centradas na singularização de crianças e jovens, foram capazes de romper com a impessoalidade, a frieza e a monotonia que marcam diversos aspectos da vida nos abrigos. Resistentes no início, à medida que as oficinas de leitura se desenvolviam e ganhavam corpo na dialogia todos os protagonistas (crianças, adolescentes, monitores e o próprio pesquisador) se reconheciam como parte destas ações, apropriando-se delas segundo suas expectativas e interesses específicos, criando vínculos com o mediador e com os livros, relacionando as leituras com outras atividades e práticas culturais, mostrando-se aptos a ressignificar o ato de ler. A mediação cultural dialógica, ao propiciar a singularização dessas crianças e jovens, permitiu a emergência de valores e significados para textos e contextos, para leitores e mediadores que se apresentaram como protagonistas culturais, categoria centrada no encontro e na vinculação com o outro. / This dissertation is an exploratory study of the concept of dialogical cultural mediation focused on reading skills workshops for the cultural protagonism of children and teenagers (0 to 18) at a shelter (in a city 80 kilometers from São Paulo). A collaborative research methodology was used so that data could be analyzed framed by the following categories: environments, actions, time, actors and polyphony. Results indicate that cultural mediations rooted in the singularization of children and teenagers empower them to break away from impersonal, cold and monotonous disciplinary practices. Resistant at first, all actors then engaged and enthused as the workshops were developed and reading became part of a dialogue among children, teenagers, instructors and the researcher herself. Actions could then be adapted to their expectations and specific interests, creating links with the mediator so as to connect elements in the books and readings with other cultural practices and activities. The act of reading was infused with new meanings as dialogical cultural mediation facilitated the singularization of children and teenagers. Readers and mediators became cultural protagonists a category founded on the encounter with the other.

Cette thèse vise à mieux comprendre de quelle manière les ateliers scientifiques animés par des chercheurs à l’université essayent de motiver les élèves de l’école primaire au lycée à suivre une carrière scientifique universitaire. Notre défi majeur a été d’analyser ces ateliers scientifiques à une fin didactique en prenant en compte la complexité d’interactions des acteurs et leurs attentes. Ainsi, ce travail repose sur une analyse des ateliers en les considérant comme un système dynamique complexe. Nous articulons une approche qualitative qui consiste en un « noyau d’analyse complexe » d’une triangulation systémique entre le contexte, la stratégie et la production.Dans cette perspective, cette thèse apporte une réflexion sur la culture des évaluations dans le domaine de l'éducation en proposant une modélisation d’une « évaluation multiréférentielle » basée sur trois critères : l’efficacité, la pertinence et l’efficience. Pour ce faire, différents niveaux d’analyse sont proposés à partir de questionnaires et d’entretiens auprès d’élèves, de médiateurs et d’enseignants, ayant participé à des ateliers.Les résultats ont mis en évidence des décalages entre les objectifs des acteurs et les visées institutionnelles affichées pour ces ateliers. L’enjeu pour les médiateurs, les enseignants et les élèves se situe avant tout dans un registre du plaisir. En plus, les médiateurs interrogés valorisent peu leur parcours scolaire et universitaire, alors que les élèves voient avant tout le parcours du chercheur comme relevant d’une vocation. / This thesis aims to better understand how scientific workshops led by researchers at the university try to motivate students from primary school to high school to pursue a university science career. Our major challenge was to analyse the scientific workshops with a didactical goal by taking into account the complexity of interactions between its actors and their expectations. As such, this work is based on a analysis of the workshops, as these are seen as a complex dynamic system. We articulate a qualitative approach consisting in a “complex core of analysis” and a systemic triangulation of the system: the context, the strategies and the production.In this perspective, this thesis reflets on the culture of assessment in education by proposing a modelisation of a “multireferencial assessment” based on three criteria: the efficacy, the relevance and the efficiency. To do that, different levels of analyses are proposed based on questionnaires and interviews of students, mediators and teachers who were engaged in workshopsThe results have especially highlighted the gap between the objectives of the workshops' participants and a those of the institutional presented for these workshops. For the mediators, the teachers and the students, these workshops are primarily meant to enjoy the activities. More, mediators who took part in the study express little interest in showing a positive view of their own academic background and their career, whereas students see, before anything else, researchers’ career as a vocation.

The National Curriculum Statement advocates a shift in focus with regards to the manner in which assessment and learning are conceptualized (Department of Education, 2002). Consequently, new forms of assessment that are in keeping with the principles of the National Curriculum Statement (Department of Education, 2002), are expected to be implemented within the South African classroom context. Set against this backdrop, the study set out to explore teaching learning through the lens of assessment, by focussing on the content, process and application issues associated with teacher learning. This study attempted to unpack what teachers know about assessment and how they have come to acquire this knowledge. It was envisaged that through an analysis of how teachers learn about assessment, this study would reveal valuable insights about how teachers learn, and in this way, bring to the fore additional meaningful insights about the conditions that lead to effective teacher learning. In striving to achieve the outcomes of the research project, this study focused on the interplay between theory and practice to explore the process of teacher learning and how this learning translates into practice, through exploring how teachers’ knowledge of assessment, influenced their classroom assessment practices. The study was a qualitative one, within a case-study design. The use of semi-structured, iterative interviews, document analysis, and observations, formed the instruments used in the study. The thesis unpacked the journey of learning about the new forms of assessment, among three primary school educators, who formed the participants of the study. The findings of the study allude to the notion that teachers learn in a variety of different ways, and through a plethora of learning experiences, making a simplistic, superficial understanding of teacher learning, inadequate. In addition, the study pointed to teacher learning being shaped by a number of factors, indicating the significant influence that a multitude of factors, both internal and external, have over teacher learning. Further, the challenges and issues associated with teacher learning were brought to the fore. The implications of the study suggest that teacher learning is complex and multi-faceted, making it most necessary to adopt a multi-focus approach to teacher learning. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.

The thesis presented for diploma will deal with man from psychological and spiritual aspects. It will highlight important elements that should be part of liturgy for men. Firstly, the thesis will deal with the importance of religion in a man{\crq}s life, examining features that are specific to men and to male spirituality. To that will be added an exploration of some important male elements detected in Jewish prayer and in the prayer of Jesus during Last Supper. Further it will show the present state of liturgy and the efforts the Church is making in this area. Based on these findings it will show what the important elements are, and on what it is necessary to focus attention, in the preparation of liturgy for men. Finally the thesis for the diploma will comment on two liturgical services and present a liturgical service created by the author.