This multi-sited case study aims to explore spatial capacity through pen-and-paper and hands-on activity tests, and explore world view perceptions of space in an attempt to show that spatial conceptualisation is a rich and complex blend of spatial capacity and world view. This study is oriented in a interpretive-naturalistic paradigm and characterised by multi-dimensional quantitative and qualitative methods. The research, set in five secondary schools in the Eastern Cape, was carried out with 32 Grade 11 learners and was designed around seven stages. This study attempts to understand spatial conceptualisation by recognising that all learners have epistemological macrostructures (world views) that shape their perceptions of the world in general and of space in particular. The main contention of this study is that spatial conceptualisation cannot be understood in isolation, through studying achievements on traditional pen-and-paper tests only. A comprehensive understanding of an individual's spatial conceptualisation involves the recognition of hands-on skills and world views as well. Spatial capacity, defined here in terms of spatial visualisation and orientation constructs, was explored through a pen-and-paper and a hands-on activity test. The results show only a weak to moderate correlation between the two tests, suggesting that performance in a traditional pen-and-paper test was not necessarily a good predictor for performance in a hands-on activity-based test. The investigation of world views was underpinned by a logico-structuralist process centred in conversations around nine bi-polar themes. Through a process of content- and meta- analyses involving the participation of a validation team, world-view profiles were established. / In terms of the applied pen-and-paper test which explored spatial capacity, this study confirms males' dominance in all spatial tasks, particularly in three-dimensional problems. This was also found to be true for learners from the participating rural school and for those from disadvantaged socio-economic backgrounds. In the hands-on activity test, however, the study revealed no observable gender difference in favour of the males, except for items that were characterised by the spatial orientation construct. Both the participating rural and township schools performed poorly in items characterized by the spatial visualisation and orientation construct compared to the other participating schools. Although participants from the rural and township schools found it difficult to articulate their world views in depth, the world-view perspectives of space of this sample reveal rich and complex profiles that are similar across all the schools. Despite leaning towards a Newtonian division of absolute and relative space and containing strong religious elements, this sample generally views space as mysterious, infinite and somewhat obscure. It often refers to space in Kantian ideas and related space in terms of subjective feelings. Females in particular, refer to their own `space bubble', for example. Out of the world-view profile analysis, a meta-analysis was conducted which explored thinking skills in terms of capacity to abstract, to be insightful, deal with complex issues, engage critically, and be imaginative. / This reveals that for this case, females were rated on a higher level than their male counterparts for their capacity to abstract and be complex (the capacity to identify related parts and to deal with composites), whereas males rated higher for showing insight, being imaginative, and being critical. Although there appear to be high correlations between the various tests, meta-levels and school performance for some of the participants, the same cannot be said for the sample as a whole. The world-view aspect of this study reveals a rich, often complex, understanding of space, strengthening the notion that world views are integral to a learner's cognition process.

Notre étude porte sur les effets didactiques de la symétrie axiale dans l'enseignement et l'apprentissage des transformations du plan au collège. Nous référons à la théorie des champs conceptuels de Vergnaud mais aussi au cadre des paradigmes géométriques et des Espaces de Travail Géométriques (ETG) de Houdement & Kuzniak afin de décrire la nature du travail géométrique en jeu dans l'activité de l'élève. Nous souhaitons déterminer le rôle de la symétrie axiale dans le type de déconstruction des figures, au sens de Duval, au cœur de l'ETG personnel des élèves. A partir de l'analyse d'un questionnaire commun en 5e et en 3e, il apparaît que la stabilité des ETG personnels des élèves de 3e est due à la souplesse d'adaptation des schèmes de la symétrie axiale selon la tâche. Cependant, ces schèmes semblent s'opposer à ceux liés à la rotation, et révèlent ainsi une appréhension des figures différentes selon la transformation en jeu. L'instabilité des ETG personnels des élèves de 5e se manifeste elle par de nombreux amalgames dus à la symétrie axiale. De nombreuses observations de classes en 6e, 5e et 3e d'un même professeur ont permis d'expliciter en partie ces résultats. Certains schèmes construits en classe révèlent des glissements qui semblent négligeables en classe mais se cristallisent ensuite dans les pratiques des élèves. Cette thèse rend également compte de la nature du travail géométrique dans une problématique pratique à travers une enquête auprès de tailleurs de pierre et ébénistes. Cette étude décrit comment la symétrie se révèle un concept « naturalisé » et organisateur de la conduite de l'artisan, dans le cadre d'une géométrie en acte organisée mais figée.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

For many years software engineering has primarily focused on the development of new systems and neglected maintenance and reengineering of legacy applications. Maintenance typically represents 70% of the cost during the life cycle of a system. In order to allow an efficient and safe maintenance of a legacy system, we need to reverse engineer it in order to reconstruct its missing or out-of-date documentation. In data-oriented applications the reverse engineering complexity can be broken down by considering that the database can be reverse engineered independently of the procedural components. Database reverse engineering can be defined as the process of recovering the database's schema(s) of an application from database declaration text and program source code that use the data in order to understand their exact structure and meaning. A database reverse engineering methodology is broken down into three processes: project preparation, data structure extraction that recovers the database's logical schema and data structure conceptualization that interprets the logical schema in conceptual terms. In order to validate our methodology and program understanding techniques, we have developed tools to support them. Those tools have proved absolutely necessary to perform database reverse engineering of medium to larger applications in reasonable time and at reasonable cost. To cut down on the cost of large projects, we have stressed the need for automation to reduce the manual work of the analyst. Our experience with real size projects has taught us that the management aspects of a project are essential success factors. The management of a project comprises different aspects such as database reverse engineering explanation, cost evaluation and database reverse engineering result evaluation.

The present essay examines the linguisitc conceptualisation of otherness in the present party platforms of the Sozialdemokratische Partei Deutschlands (SPD, Social Democratic Party of Germany) and the Christliche Demokratische Union Deutschlands (CDU, Christian Democratic Union of Germany). The language and the textual structure of their party platforms is analysed, its function described and compared with each other by using representative text excerpts. The theoretical background of this study is grounded in cultural studies. The methodological framework consists of a combination of critical discourse analysis and textual analysis. Criterias of the linguistic analysis are: coherence (including implicit meanings, propositions and presuppositions), modality, thematic roles, deixis and pronouns and keywords.    The study shows that the Other is cleary conceptualized by using binary oppositions whereas those who are reperesented by we can not always be clearly identified. By using both objective and subjective modality authority and legitimacy are linguistically constructed by those who represent we. The analysis shows that stipulations and issues are mentioned which are supposed to be abided by the Others without being justified by those who represent we. Consequently the Other is excluded. Analysing both party platforms shows that the Other is  subcategorized, too. Myths about the Others are confirmed by representing a stereotypical image of the Other through language. However there are differences in the linguistic conceptualization of alterity. The representatives of CDU speak out more explicitly on specific issues concerning the Other than representatives of SPD do. Consequently SPD’s statements concerning the Other are more implicit.   The study shows that meaning is created by language and that myths of the Other are reproduced in political discourse.

Purpose: The purpose of this study is to explore the potential of internal marketing within non profit organisations. Method: Qualitative case study of an NPO with the part of primary research based on fives interviews of workers.T heoretical framework: The framework consists of theories and models on internal marketing. Internal marketing is studied from the point of view of its tools of implementation, its purposes and also its limits. Conclusion: Internal marketing is revealed as a high potential for NPOs. However, this concept, developed for the profit area, requires some adaptations to fit well to NPOs.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Traditionally, geometry at school starts on a formal level, largely ignoring prerequisite skills needed for formal spatial reasoning. Ignoring that geometry conceptualisation has a sequential and hierarchical nature, causes ineffective teaching and learning with a long lasting inhibiting influence on spatial development and learning. One of the current reform movements in mathematics education is the appropriate use of dynamic computer technology in the teaching and learning of mathematics. Concerning mathematics education, the lecturers may involve the introduction of both dynamic computer technology and mathematics in meaningful contexts that will enable interplay between the two. Pre-service mathematics teachers (PMTs) can be encouraged to become actively involved in their learning and, therefore, less frustrated in their study orientation in mathematics. Therefore, such learning environments may be essential to enhance the conceptual understanding of PMTs. To be able to reach their eventual learners, PMTs' own conceptual understanding of geometry should be well developed. When PMTs have conceptual understanding of a mathematical procedure, they will perceive this procedure as a mathematical model of a problem situation, rather than just an algorithm. This study aimed at investigating the effect of a technologically enhanced learning environment on PMTs' understanding of geometry concepts and their study orientation in mathematics, as prerequisite for deep conceptualisation. A combined quantitative and qualitative research approach was used. The quantitative investigation employed a pre-experimental one-group pre-test post-test design. A Mayberry-type test was used to collect data with regard to PMTs' conceptualisation of geometry concepts, while the Study Orientation in Mathematics (SOM) questionnaire was used to collect data with regard their study orientation in mathematics. The qualitative investigation employed phenomenological interviews to collect supplementary information about the participating PMTs' experiences and assessment of the influence of the use of the dynamic software Geometer's Sketchpad (GSP) on their learning and conceptualisation of geometry concepts. During post-testing the participating group of PMTs achieved practically significantly higher scores in the Mayberry-type test, as well as in all fields of the SOM questionnaire. Results seem to indicate that PMTs gained significantly in the expected high levels of conceptualisation, as well as high degrees of acquisition of those levels during the intervention programme. The main conclusion of the study is that a technologically enhanced learning environment (such as GSP) can be successfully utilised to significantly enhance PMTs' conceptualisation and study orientation, as prerequisite for deep conceptualisation, in geometry. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006

This study sets out to demonstrate the usefulness of cybernetic description for grief therapy, specifically the field parental loss of a child. This paradigm was used to facilitate an alternate mode of conceptualisation, one engendering a more encompassing, aesthetic view. The following core cybernetic concepts were used: punctuation, complementarity, pattern and metapattern forming the framework of cybernetic description as applied. A literature study attempting to merge the gestalt of cybernetic description with that of bereavement theory, specifically that pertaining to the parental loss of a child, is presented. A single case study is described illustrating how cybernetic description is applied to the grief narrative. Arising out of this, the implications of cybernetic description for the field of grief and social work in general are outlined. / Social Work / M.A. (Social Science (Mental Health))

La présente étude intitulée «Terminologie juridique moderne de la langue anglaise: aspects linguistiques et cognitifs » aborde le langage juridique contemporain dans le cadre de la linguistique cognitive. Les objectifs de l'étude sont d'étudier les particularités de la terminologie juridique et de proposer des principes de systématisation, en se référant à la théorie cognitive de la métaphore. Il s’agit principalement : 1) de déterminer les concepts de base utilisés métaphoriquement dans la langue juridique ; 2) d'établir les correspondances principales entre domaines et les corrélations entre des éléments particuliers dans des domaines spécifiques. Pour répondre à cette question, un corpus d’anglais juridique a été constitué et soumis à une étude quantitative. Les expressions métaphoriques liées à la terminologie juridique ont été retirés et classés selon leur sens métaphorique. Il est ainsi apparu que les métaphores conceptuelles de la GUERRE, de la MEDECINE, du SPORT et de la CONSTRUCTION étaient les plus nombreuses et prégnantes en anglais juridique. Les projections et correspondances entre ces domaines sources et le domaine cible de la LOI ont été établies.Cette étude empirique repose sur 156 textes juridiques qui ont été rassemblés au sein d’un même corpus (COLE – Corpus of Legal English). Les sources renvoient à différentes catégories thématiques. Le corpus a été utilisé pour établir la réalité de certains phénomènes et interpréter les résultats quantitatifs dans le cadre de la théorie de la métaphore conceptuelle. / The present doctoral dissertation entitled “Modern English Legal Terminology: linguistic and cognitive aspects” investigates the contemporary legal idiom, from a cognitive linguistics perspective. The aim of this study is to map out the peculiarities of English legal terminology and develop principles of systematization, within the framework of conceptual metaphor theory. This means 1) determining the basic concepts used metaphorically in English legal language, and 2) establishing the main cross-domain mappings and correlations between separate items within concrete domains.The Corpus of Legal English (COLE) was set up and a quantitative analysis performed, in which metaphorical expressions related to legal terminology were searched for and classified on the basis of meanings, conceptual domains and mappings. Thus, the conceptual metaphors of WAR, MEDICINE, SPORT and CONSTRUCTION were found to be the most numerous and valuable in Legal English. The main cross-domain mappings between these source domains and the target domain of LAW were established.In order to carry out this data-driven study, 156 legal texts were selected and compiled into the Corpus of Legal English (COLE). The source-texts represent various thematic categories. The COLE was systematically used to interpret frequency counts from the point of view of conceptual metaphor theory. / Дисертаційне дослідження на тему «Сучасна англійська юридична термінологія: лінгвокогнитивний аспект» досліджує сучасну мову права з точки зору когнітивної лінгвістики. Головною метою дослідження було дослідження особливостей англійської юридичної термінології та принципів її систематизації з точки зору когнітивної теорії і власне теорії концептуальної метафори. В ході написання роботи були поставлені наступні цілі: 1) визначити головні концепти які використовуються у якості метафор в англійській мові права; 2) встановити головні концептуальні зв’язки між окремими елементами доменів.З метою вирішення цих питань і задач був проведений кількісний аналіз корпусу юридичної англійської мови. В ході цього аналізу біли виділені та класифіковані метафоричні вирази які пов’язані з юридичною термінологією згідно їх метафоричного значення. В результаті аналізу було виявлено що концептуальні метафори WAR, MEDICINE, SPORT та CONSTRUCTION займають домінуюче положення в мові права. Також були встановлені основні концептуальні зв’язки між сферою-джерелом та сферою-ціллю.В даному дослідженні було використано спеціально створений корпус, який включає в себе 156 правових текстів різноманітної сюжетної направленості, для проведення кількісного аналізу з точки зору концептуальної метафори.