With the acceptance of Outcomes-based Education (OBE) in South Africa, the emphasis shifted from a teacher-centred to a learner-centred instruction approach. The learner-centred teaching approach of OBE is based on the social constructivistic teaching view. This view is based on the fundamental acceptance that people construe knowledge through interaction between their existing knowledge and beliefs and new ideas or situations within a social environment or milieu. It is thus essential that future Geography education students receive training in a similar manner as that which is expected of them as future practising teachers. Lecturers' and students' beliefs and perceptions of how instruction must take place, in the majority of cases, still support the traditional direct instruction approach where lecturers transfer knowledge to students mainly through formal lectures. The acceptance of the social constructivistic teaching approach for the training of Geography education students implies that the beliefs of lecturers and students as well as their roles in the teaching learning process, must change. This means that the purpose of contact time between lecturer and students must necessarily change. Contact time should not just be used by the lecturer for presenting content. It is the task of the Geography lecturer to create a learning environment where students are actively involved in cooperative learning environments in the learning process. The lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process. Contact sessions must be used to offer the students the opportunity to report back on the learning assignments and activities or to reflect on what has been learnt. Continuous formative assessment takes place during contact and non-contact times to give quick feedback on learning. The lecturer and students are involved in the assessment process. Clear assessment criteria must be compiled by the lecturer in cooperation with students so that the students will know precisely what is expected of them. Together with the learner-centred teaching approach, certain universities worldwide have been obliged to decrease contact time between lecturer and student. Reasons for this can mainly be ascribed to an increase in student numbers and to effectively vii manage the lecturers' time so that more time can be spent on research. The lecturer is supposed to design and plan a specific module so that the set learning outcomes could be achieved within the reduced time. Different guidelines are identified in the context of reducing contact time so as to ensure the effective achievement of learning outcomes. The lecturer should prepare, plan and manage contact time. Students must also accept larger responsibility for independent learning and attain some of the learning outcomes during non-contact times. To support students during non-contact times and to guide them in the attainment of learning outcomes and completion of assignments, students must make use of resource-based learning. The interactive study guide and work planning, as developed and compiled by the lecturer, is necessary for providing students with assistance and guidance so that students know precisely what is expected of them, what resources to use and when. It is furthermore necessary that the assessment strategies, that are used in the teaching of Geography, support the decrease in contact time. Bigger responsibility is given to students in the assessment process and is included in self and peer group assessment of and feedback to assignments. The Geography education lecturer involved in the development of the different Geography modules must make sure that over-assessment does not take place, but that students are exposed to multiple assessment methods. Decision-making by university management on decreased contact time was probably taken without considering the full implications for learner-centred teaching. This study is an attempt to implement a learner-centred teaching approach in the Geography training of education students within the optimising of contact time between lecturer and students. A concept model for the Geography training of education students was developed to ensure the successful attainment of learning outcomes. The perception and attitudes of the students regarding the concept model in Geography-training within the optimising of contact time was analysed, after which the examination results of the students were compared with results of previous years. From the information required in the literature as well as in the implementation of the concept model in Geography training, criteria and strategies for the effective training of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.

Darbo tema – mokėjimo mokytis kompetencijos ugdymas ir vertinimas. Darbe nagrinėjama šiuolaikinio ugdymo proceso samprata, mokėjimo mokytis kompetencijos samprata ir struktūra, apžvelgiami mokėjimo mokytis kompetencijos vertinimo įrankiai. Darbo tikslas – išnagrinėti mokėjimo mokytis kompetencijos ugdymą ir vertinimą pedagogų ir mokinių požiūriu. Uždaviniai: 1. Pateikti šiuolaikinio ugdymo proceso sampratą. 2. Atskleisti mokėjimo mokytis kompetencijos apibrėžimą ir struktūrą. 3. Apžvelgti mokėjimo mokytis kompetencijos vertinimo įrankius. 4. Ištirti mokinių ir mokytojų požiūrį į mokėjimo mokytis kompetencijos ugdymą ir vertinimą. Tyrimo metodai. Teoriniai: mokslinės literatūros analizė, apibendrinimas Empiriniai: pusiau struktūruotas interviu. Tiriamieji. Tyrime dalyvavo Vilniaus X gimnazijos 7 mokytojos ir 12 mokinių 5 – 6 ir 9 – 12kl. Tiriamieji pasirinkti atsižvelgiant į jų sutikimą dalyvauti tyrime. Empiriniai tyrimo rezultatai. Remiantis tyrimo rezultatais nustatyta, kad mokėjimo mokytis kompetenciją mokytojai apibrėžia vienpusiškai kaip informacijos radimą, atrinkimą bei pritaikymą. Nors mokytojai mokėjimo mokytis kompetenciją ugdo ir vertina įvairiais metodais, praktinėmis užduotimis, tačiau iš tyrimo rezultatų matyti, kad dar neįsitvirtina mokėjimo mokytis kompetencija ir mokytojai dažnu atveju linkę dominuoti pamokoje. Mokėjimo mokytis kompetencijos prasmę informantės suvokia per mokymosi visą gyvenimą koncepciją bei asmenybės ugdymą. Mokiniai kelia... [toliau žr. visą tekstą] / Scientific thesis – learning to learn competence development and assessment. In this work analyze modern educational process, learning to learn competence conception and structure, gives an overview of learning to learn competence assessment tools. The aim of this work – analyze learning to learn competence development and assessment of teachers and student point of view. Tasks: 1. Submit a modern concept of the educational process. 2. Reveal learning to learn competence definition and structure. 3. Overview of learning ti learn competence assessment tools. 4. Investigate the students and teachers attitudes to learning to learn competence development and assessment. Research methods: Theoretical methods: scientific literature analysis, generalization Empirical methods: semi – structured interview. Participants. In the research participated seven teachers and twelve students 5-6 and 9 – 12 classes from Vilnius X gymnasium. Participants selected according to their agreements to participate in the research. Empirical reserch results. Research results revealed that learning to learn competence teachers as defined by one-sided information discovery, selection and adaptation. Although teachers the learning to learn competence and develop and assess of various methods, practical tasks, but research shows that it is not popular at school and teachers often dominate in the lesson. Informants understand the meaning of learning to learn competence through lifelong learning concept and... [to full text]

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Using Hebb’s (1961) paradigm, it has been shown that older adults (OAs) fail to learn recurrent visuospatial supra-span sequence information (Turcotte, Gagnon, & Poirier, 2005); a deficit which has not been demonstrated on verbal versions of the same task or in younger adults (YAs). Since the Hebb paradigm is thought to rely on working memory and thus attention (Conway & Engle, 1996), one interpretation concerns an OA’s capacity to allocate the necessary attentional resources to carry out the various components of the task. Five studies investigated this proposal. The first three (Article 1) examined attention in a general manner by reducing the amount of attentional resources that a YA could devote to carrying out the visuospatial Hebb supra-span sequence learning task through the implementation of a verbal dual task (DT) procedure. The fourth (Article 2) further investigated the role of attention by using a DT induced at retrieval that overlapped extensively with the requirements (spatial and response features) of the visuospatial Hebb task. The final study (Article 3) aimed to use our previous findings to demonstrate learning among OAs in a visuospatial Hebb learning paradigm in which the motor response was replaced by a verbal response. Our findings confirm that attentional resources employed at the retrieval phase of the task appear to be particularly important for the demonstration of visuospatial sequence learning. The inclusion of a spatial and motor based DT at recall eliminated learning of the repeated sequence in YAs. Interestingly, the learning deficit of OAs was partially eliminated when the motor and spatial requirements at retrieval were reduced. Our findings offer strong support to the contention that supra-span learning of the Hebb type is not altered by the effect of age. However, learning deficits can be observed among OAs when the retrieval component of the task overly taxes attention-related processes. In the case of the visuospatial sequences, the basis of the deficit likely concerns an individual’s capacity to discriminate between responses made to previously presented sequences versus those that need to be made in reaction to the just seen sequence.

CAPES / A presente dissertação insere-se dentro da temática de formação pedagógica continuada no ensino superior e teve como problemática propor uma formação pedagógica continuada institucional em uma instituição pública de ensino superior do sudoeste do Paraná especializada na área tecnológica, que considerasse as características do seu corpo docente e a possível contribuição no processo de mudanças paradigmáticas na prática docente. Para tanto foi estabelecido como objetivo geral desenvolver um processo de formação pedagógica continuada no âmbito do ensino superior partindo das características dos professores que atuam numa instituição pública de ensino superior especializada na área tecnológica, analisando as necessidades levantadas tendo em vista a melhoria da qualidade da ação docente. Como objetivos específicos foram estabelecidos realizar uma pesquisa bibliográfica sobre práticas de formação continuada no ensino superior, pesquisar sobre o paradigma da complexidade para subsidiar a formação pedagógica continuada no ensino superior, proporcionar um curso de formação pedagógica continuada, levantar as contribuições dos atores envolvidos no processo de formação e apontar possíveis contribuições para a proposição de processos de formação pedagógica continuada na instituição. A fundamentação teórica do trabalho orientou-se pelo paradigma da complexidade na qual tomou-se como base os trabalhos de Morin (2000; 2011), Morin e Kern (2011), Moraes (2002; 2004; 2010), Demo (2002), Tescarolo (2005), Behrens (2008) entre outros. Para a discussão teórica sobre a formação pedagógica no ensino superior utilizou-se os autores Pimenta e Anastasiou (2002), Vasconcelos (2009), Moraes (2002), Anastasiou (2011), Behrens (2007; 2011) entre outros. O método escolhido para esse estudo foi a pesquisa qualitativa, tipo pesquisa-ação a qual orientou-se pelos estudos de Sandin Estevan (2010) e Thiollent (1996). A pesquisa foi dividida em quatro fases sendo que na primeira fase foi realizado um Estado da Arte sobre o tema formação pedagógica para a docência no ensino superior na plataforma da CAPES e um estudo documental sobre a formação pedagógica institucional. Na segunda fase foi realizada um planejamento e elaborado uma proposta de intervenção apresentada à instituição. Na terceira fase foi aplicado um curso de formação pedagógica voltado aos docentes que teve a participação de 20 professores. Na quarta fase foi realizada uma avaliação e replanejamento do trabalho seguido da aplicação de um questionário para o grupo de professores da instituição para levantar suas proposições sobre a formação pedagógica. O estudo proporcionou a introdução do debate sobre a formação pedagógica continuada na instituição pesquisada e alavancou os trabalhos de institucionalização a partir da estruturação de setores responsáveis pela formação pedagógica, levando em consideração as sugestões propostas pelos professores. Junto a isso, abriu-se o espaço para a discussão da prática docente no ensino superior sob a luz da complexidade na instituição. Por meio da pesquisa foi possível perceber que existe uma necessidade de institucionalização dos processos de formação continuada que alie o saber específico e pedagógico com a valorização da prática docente e incentive a sua reflexão, tendo como base o paradigma da complexidade como alternativa para superação do modelo de formação cartesiano. / This masters degree thesis fits into the theme of pedagogical training continued in higher education and had as problematic propose a institutional pedagogical training continued in a public institution of higher education southwest of Paraná specializing in the technological area, considering the characteristics of the teaching staff and the possible contribution in the process of paradigmatic changes in teaching practice. For that has been established as a general objective to develop a process of continuous teacher training in higher education from the characteristics of teachers who work in a public higher education institution specializing in technology, analyzing the needs raised in view of improving the quality of teaching action. The specific objectives were established to perform a literature review on practical continuing education in higher education, search about the complexity paradigm to subsidize continued teacher training in higher education, provide a pedagogical training course, raise the contributions of the actors involved in the process of training and point out possible contributions to the proposition processes pedagogical training continued at the institution. The theoretical foundation of the work was guided by the paradigm of complexity in which we took as basis the studies Morin (2000; 2011), Morin e Kern (2011), Moraes (2002; 2004; 2010), Demo (2002), Tescarolo (2005), Behrens (2008) among others. For a theoretical discussion on the pedagogical training in higher education was used the authors Pimenta e Anastasiou (2002), Vasconcelos (2009),Moraes (2002), Anastasiou (2011), Behrens (2007; 2011) among others. The method chosen for this research study was qualitative, action research which was guided by studies Sandin Estevan (2010) e Thiollent (1996). The research was divided into four phases: in the first phase was carried out state of the art on the subject pedagogical training for teaching in higher education on the platform of CAPES and documentary study on institutional pedagogical training. In the second phase was conducted planning and elaborate an intervention proposal presented to the institution. In the third phase it was applied pedagogical training course aimed at university professors that was attended by 20 professors. In the fourth phase was performed appraisal and replanning of the work followed by a questionnaire to the group of lecturers to raise their proposals on pedagogical training. The study has provided the introduction of the debate on the pedagogical training continued in the research institution and leveraged the work of institutionalization from the structuring of sectors responsible for pedagogical training, considering the suggestions made by the professors. Along with this, has opened up the space for discussion of teaching practice in higher education guided by complexity theory at the institution. Through research it was revealed that there is a need to institutionalize the process of continuing education that combines the specific knowledge and pedagogical with the appreciation of the teaching practice so as to encourage reflection, based on the paradigm of complexity as an alternative to overcome the cartesian model training.

This dissertation presents software components for processing and analysis of digital images and a system capable to control them in an organized way. The Components must be functional, context-free, readable and maintainable. So far, achieving these basic requirements is a need in the software development process. Software components are designed to be reusable in a variety of different environments. The architecture of programming language used, in the case Java, allows programs to be assembled from software building blocks. In that way the designer can incorporate easily these components into an application, needing just to know your entrance and exit interface. However, to find the right abstractions to build extensible and reusable software is not an easy task. Even experienced object-oriented designers often need to review a design several times before getting to one appropriate solution. Therefore, the idea of design patterns has gained ground quickly since it provides a solution to a certain design problem. These patterns specify a way to build, structure, and manipulate software entities in a reasonably fashion, aiming mainly, to management your complexity in the domain of digital imaging processing to assure your quality. In this paper were built components for image segmentation based on convolution filters, for improvement of the quality of the image through the process of automatic equalization, for image storage in graphic files of different formats, in the creation of a component to visualize the histogram, in the visualization of the image in the screen through graphic interface, in the conversion of the colored images for grayscale formats and in the thresholding process. / Essa dissertação apresenta componentes de software para processamento e análise de imagens digitais e um sistema capaz de controlá-los de forma organizada. Os componentes precisam ser funcionais, flexíveis, legíveis e de fácil manutenção. Assim, alcançar esses requerimentos básicos é uma necessidade no processo de desenvolvimento de software. Componentes de software são projetados para serem usados em uma variedade de ambientes. A arquitetura da linguagem de programação utilizada, no caso Java, permite que os programas sejam montados a partir de blocos de software. Dessa forma o projetista pode incorporar facilmente esse componente em uma aplicação, necessitando conhecer apenas sua interface de entrada e saída. No entanto, encontrar a abstração certa para construir software reutilizável não é uma tarefa fácil. Mesmo os projetistas mais experientes em orientação por objetos freqüentemente precisam revisar um projeto várias vezes antes de conseguir uma solução apropriada. Por essa razão, a idéia de padrões de projeto tem ganhado terreno rapidamente, desde que estabelece uma solução para um certo problema de projeto. Estes padrões especificam uma maneira para construir, estruturar e manipular entidades de software em um estilo racional visando, principalmente, gerenciar a sua complexidade no domínio de processamento digital de imagens para assegurar a sua qualidade. Nesse trabalho foram construídos componentes para segmentação de imagens baseado em filtros de convolução, para melhoria da qualidade da imagem através do processo de equalização automática, para armazenamento da imagem em arquivos gráficos de diferentes formatos, na criação de um componente para visualizar o histograma, na visualização da imagem na tela através de interface gráfica, na conversão da imagens coloridas para tons de cinza e no processo de limiarização.

Le néoréalisme – et notamment le cinéma de Roberto Rossellini – a montré à quel point l’Italie sortait ruinée de la Seconde Guerre mondiale. À la théâtralité fasciste et à la rhétorique grandiloquente de la romanità succède une attention nouvelle portée à l’humilis et, corollaires de cet « amour pour la réalité » (expression de Pasolini, à propos de Rossellini et de Fellini), de nouvelles pratiques cinématographiques. Cette recherche a pour ambition de mettre en regard deux cinéastes généralement considérés comme antithétiques, avec pour fil directeur « l’invention de l’antique », afin de mettre en évidence l’existence d’un horizon commun, qui trouve son origine dans deux réalités historiques : d’un côté le rejet de l’Antiquité fasciste, de l’autre la résistance à la fuite en avant contemporaine. L’« antique », entendu conceptuellement comme matrice de résistance (donc non limité aux bornes historiques assignées à l’Antiquité), est ici pris dans un jeu dialectique et dynamique avec l’idée de modernité, puisqu’il s’agit de déterminer comment une modernité esthétique a pu s’inventer et s’expérimenter contre, ou tout contre, une autre modernité – sociale, économique, politique. Fellini plonge dans l’univers chaotique et placentaire de la création en studio. Pasolini, à l’inverse, se déplace toujours plus loin du centre, à la rencontre de nouveaux corps, et de nouvelles terres à arpenter. Dans les deux cas pourtant, il s’agit d’en passer, de manière poétique, par deux disciplines que l’après-guerre n’accepte pas plus que le fascisme – la psychanalyse et l’ethno-anthropologie – pour mettre au jour des survivances, pour porter à la lumière ce que la modernité refoule, et « fictionner » à partir de ces fragments. L’invention sera donc d’abord entendue au sens archéologique du terme (impliquant repérages, découverte, mise au jour). Elle sera aussi entendue au sens poétique de l’« œuvrement » à partir des fragments, mettant en évidence des affinités électives entre l’Antiquité et le cinéma. / Neorealism in general, and Roberto Rossellini’s works in particular, portray post-WW2 Italy as a country in ruins, both literally and metaphorically. Fascist theatricality and the pompous rhetoric of the romanità are abandoned, and a new focus is given to humilis – “loving reality” in the words of Pasolini commenting on Rosselini’s and Fellini’s works – and the new film practices that stem from it. In this dissertation, I compare two film makers who are usually put in systematic opposition to each other, and show how their works actually have common characteristics when analysed from the perspective of what I call “the invention of Antiquity”. From two distinct points in history, they not only reject the fascist interpretation of Antiquity, but also resist modern Italy’s race to progress. Here the concept of “Antiquity” is defined as a form of resistance, which as such transcends its traditional historical boundaries. It is involved in a dynamic dialogue with the idea of modernity, so as to show how a form of aesthetic modernity gets invented and put into practice as a reaction against a different form of social, economic and political modernity. Fellini delves into the chaotic and womb-like world of film studios, while Pasolini moves further and further away from the centre, in search of new bodies to discover and new lands to walk. Yet they must both find a poetic way of dealing with disciplines that post-WW2 Italy rejects as much as fascism – psychoanalysis and ethno-anthropology. For both of them, the aim is to uncover relics of the past, to shed light on those elements repressed by modernity, and create fictions” out of these fragments. The term invention is thus first intended in its archaeological meaning (i.e. locating, discovering, uncovering). It is then used in a more poetic sense, as an act of “crafting” out of fragments, which highlights specific connexions between the world of antiquity and the world of films.

Le schéma corporel est une représentation interne et dynamique du corps, de la morphologie, et des positions relatives des segments corporels. Celui-ci serait le support à partir duquel une motricité adaptée va pouvoir se mettre en place. L’objectif principal de ce travail doctoral était d’évaluer plus précisément cette intrication entre schéma corporel et comportements moteurs. Nous avons ainsi évalué à la fois l'effet de différentes distorsions du schéma corporel sur le comportement moteur, et inversement l'effet des comportements moteurs sur la modulation éventuelle du schéma corporel.Tout d’abord, nous avons testé si la distorsion morphologique du schéma corporel rapportée récemment dans l’anorexie mentale avait un retentissement sur la locomotion des patientes, dans une tâche de passabilité d’ouvertures (Etude 1). Les patientes ont effectivement tourné leurs épaules pour des largeurs d’ouvertures qui, compte tenu de leur nouvelle morphologie, ne nécessitaient pas une telle contorsion. Des comportements moteurs identiques ont été observés chez une patiente ayant perdu massivement et rapidement du poids, mais sans souffrir d’anorexie mentale (Etude 2). Ces résultats dans leur ensemble soulignent la rigidité du schéma corporel face à des changements corporels majeurs, ainsi que son incidence forte sur le comportement moteur dans l’anorexie mentale.Dans un deuxième temps, nous avons induit chez le sujet sain, grâce au paradigme miroir, souvent utilisé en réadaptation motrice, une distorsion entre schéma corporel et segments corporels, afin d’en évaluer les conséquences sur le comportement moteur volontaire (coordination bimanuelle, Etude 3) et involontaire (post-effet moteur, Etude 4). Les résultats de nos études font apparaître que la modulation des comportements moteurs dans le paradigme miroir serait plus liée aux afférences proprioceptives du bras face au miroir ou encore à une meilleure répartition des processus attentionnels, plutôt qu’à la distorsion du schéma corporel via le miroir.Enfin, nous avons testé si les comportements moteurs, ou tout du moins l’intention motrice à l’origine, pouvaient en retour moduler le schéma corporel et le sens du mouvement (Etude 5). Les illusions de mouvement induites dans le paradigme miroir ont bien été modulées selon que l’intention motrice du bras soumis à l’illusion soit congruente ou non avec le sens du mouvement illusoire généré.Compte tenu de l’implication de l’intention motrice dans la mise à jour du schéma corporel, nous suggérons que la prise en charge des troubles du schéma corporel (e.g. dans l’anorexie mentale), souvent basée sur une réadaptation visuelle de la représentation du corps, devrait être complétée par une remédiation sensori-motrice.Mots clefs : schéma corporel, comportement moteur, anorexie mentale, paradigme miroir, kinesthésie / The body schema is an internal and dynamic representation of the body, of the relative positions of body parts, but also of their metrics. It is supposed to be the support for motor behavior to develop appropriately. The main purpose of this doctoral work was to better assess this entanglement between body schema and motor behaviors. Specifically, we sought to evaluate how different motor behaviors are affected by distortions of the body schema, and conversely how the body schema could be modulated by motor behaviors.First, we tested whether the distortion between body schema and body morphology, recently reported in the anorexia nervosa patients, had an impact on their motor behaviors during a locomotion task of door crossing (Study 1). Results show that these patients are actually turning their shoulders for door widths which, given their body morphology, do not require such a contortion. Similar motor behaviors were observed on a patient who lost weight massively and quickly, without suffering from anorexia nervosa (Study 2). Altogether these results confirm the rigidity of body schema towards major body changes, as well as its significant impact on motor behavior in anorexia nervosa.In the second part of this work, we sought to experimentally induce a visual distortion between body schema and segmental positions in healthy subjects, with a mirror paradigm, usually used as therapeutic tool, and to assess the implications for a voluntary motor behavior (bimanual coordination task - Study 3) and an involuntary one (post-contraction response- Study 4). These results show that modulation on motor behaviors is more related to proprioceptive inputs from one arm facing the mirror or better allocation of attention, rather than distortions of the body schema and mirror itself.Finally, our last aim was to test whether the motor behavior, or at least the original motor intention, could in turn modulate the body schema (Study 5). Our results revealed that illusions of movement induced in the mirror paradigm were regulated by whether the participant conducted a motor intention, with the arm subject to the illusion, that was congruent or not with the induced illusory motion.Given the involvement of motor intention in updating the body schema, we suggest that the treatment of body schema disorders (e.g. anorexia nervosa), often based on a visual rehabilitation of the body representation, should be supplemented by a sensorimotor remediation.Keywords: body schema, motor behavior, anorexia nervosa, mirror paradigm, kinesthesia

Este trabalho tem como intuito investigar se paradigmas de avaliação dão conta de afirmar a proficiência de um indivíduo em língua portuguesa, enquanto língua materna, na habilidade de escrita. Inicialmente realizamos uma reflexão a respeito da avaliação da aprendizagem de língua, bem como focamos na avaliação de produção textual em língua portuguesa. Após, propomos a adoção do conceito de proficiência - conceito este utilizado comumente nos estudos de avaliação da aprendizagem de língua estrangeira -, na área de avaliação de produção escrita em língua materna e, a partir disto, passamos a analisar o processo de avaliação do Exame Supletivo Oportunidade 2003 (exame que foi a origem de nossas pesquisas), aplicando nossa visão teórica ao processo avaliativo adotado nesse Exame em busca de respostas. Cabe salientar que nossa investigação está baseada nos estudos dos teóricos da área da educação, como também nos estudos dos lingüistas aplicados que têm como foco a avaliação de aprendizagem de língua. partir das respostas obtidas ao analisar a avaliação realizada nesse Exame, foi possível pensar o conceito de proficiência como objetivo a ser implementado na área de avaliação de produção textual em língua materna. / This work intends to investigate whether evaluation paradigms are able to assure personal proficiency of Portuguese language as mother tongue, in writing ability. Initially we would accomplish a reflection regarding the evaluation of language learning, as well as we would focus in the evaluation of textual production in Portuguese language. After that, we would propose the adoption of the proficiency concept - concept which is customarily used in studies of the evaluation of foreign language learning - in the area of written evaluation production in their mother tongue and, from that, we would start to analyze the process of evaluation of „Exame Supletivo Opotunidade 2003’ (test which happens to be the origin of our research), applying our theoretical view to the evaluative process adopted by this Test, searching for answers. It is important to distinguish that our investigation is based on the studies of the theoretical researchers in the area of education, as well as on the applied linguists' studies that have focus on language learning evaluation. By the answers gotten from the evaluation analysis of this Test, it would be possible to think about the proficiency concept as an objective to be implemented in the area of evaluation of textual production in mother tongue.

Text in Afrikaans / This research dealt with the contribution of psychodynamic group interventions to organisational development (OD). The research consists of a qualitative investigation and was based on a case-study design with the use of multiple cases. Three different cases were presented, namely where a psychodynamic group intervention was used together with another intervention, where obstacles in a group were to be solved and as an in-house working conference. Random sampling was also done within the cases. Three interventions were done, data was gathered and analysed by means of content analysis, and the results were reported. It was found in all three cases that a unique contribution was made. Regarding the first case, the intervention was the beginning of a process of change whereby the participants were enabled to develop their identity as a group, from a family business to a company. Participants became aware of underlying conflict, started to own their roles in it, and to take responsibility for addressing the dynamics themselves. In the context in which the intervention was used, the contribution was, however, restricted because its value was only experienced after the intervention. Regarding the second case, the obstacles influencing the functioning of the team were addressed efficiently after the intervention. Participants were authorised to manage their boundaries more efficiently and to address role differentiation, leading to more open communication and a better work climate. Regarding the third case, it was found suitable especially for learning diagnostic competencies from a psychodynamic paradigm. Learning occurred on a personal level resulted in the ability of participants to identify dynamics in their organisation and to present similar interventions in their work place. Recommendations were made for the use of psychodynamic group interventions from a qualitative paradigm, as well as regarding the necessary competencies and a training programme for presenting psychodynamic group interventions. / Hierdie navorsing hande! oor die bydrae van psigodinamiese groepintervensies tot organisasie-ontwikkeiing (00). Die behoefte om onbewuste dinamika in organisasies aan te spreek, hettot hierdie navorsing aanleiding gegee. Die navorsing is in die vorm van 'n kwalitatiewe ondersoek en is gebaseer op 'n gevallestudie-navorsingsontwerp waarin daar van meervoudige gevalle gebruik gemaak is. Drieverskillendegevalleisaangebied, naamlikwaar'n psigodinamiese groepintervensie saam met 'n ander intervensie gebruik is, waar blokkasies in 'n groep opgelos moes word en as 'n in-huise werkskonferensie. Daar is ook van ewekansige steekproefneming binne elke geval gebruik gemaak. Drie intervensies is uitgevoer, data is ingesamel en deur middel van inhoudsontleding ontleed. Daar is bevind dat al drie gevaiie 'n unieke bydrae gelewer het. Ten opsigte van die eerste geval was die intervensie die begin van 'n veranderingsproses waardeur die deelnemers in staat gestel is om vanuit 'n familiebesigheid hu! identiteit as 'n maatskappy te ontwikkel. Deelnemers het bewus geword van onderliggende konflik, begin om hulle rolle daarin te eien, en verantwoordelikheid te aanvaar om die dinamika self aan te spreek. In die konteks waarin die intervensie gebruik was, was die bydrae egter beperk omdat die waarde daarvan eers na afloop van die intervensie ervaar is. Ten opsigte van die tweede geval is die blokkasie wat die funksionering van die span bei'nvloed het na afloop van die intervensie doeltreffend aangespreek. Deelnemers is bemagtig om hul grense meer doeltreffend te bestuur en roldifferensiasie aan te spreek, wat tot meer openlike kommunikasie en 'n beter werksklimaat aanleiding gegee het. Ten opsigte van die derde geval is bevind dat dit veral geskik was vir die aanleer van diagnostiesebevoegdhedevanuit'n psigodinamiese paradigma.Leerwatoppersoonlike vlak plaasgevind het, het tot gevolg gehad dat deelnemers in staatwas om die dinamika in hul organisasie te identifiseeren om self soortgelyke intervensies in hul werkplek aan te bied. Aanbevelings virdiegebruikvanpsigodinamiesegroepintervensiesvanuit'nkwaiitatiewe benadering tot 0 0 is gemaak, sowel as aanbevelings oordie noodsaaklike bevoegdhede en 'n opleidingsprogram vir die aanbied van psigodinamiese groepintervensies deur bedryfsielkundiges. / Industrial and Organisational Psychology / D.Admin. (Industrial and Organisational Psychology)