Made available in DSpace on 2016-04-26T20:29:20Z (GMT). No. of bitstreams: 1 Bruno Zilberman Vainer.pdf: 3889501 bytes, checksum: 3832c3bcef618dbd8664d7ba3e852499 (MD5) Previous issue date: 2009-06-08 / This Masters thesis is intended to review the so-called pertinência temática [subject matter pertinence, as a free translation], a specific legal-interest demonstration requirement introduced by the Federal Supreme Court, and which it imposed on some of the entities that have jurisdiction to enforce concentrate constitutional control. Indeed, the aforesaid requirement actually limits concentrate constitutional control, insofar as the Federal Supreme Court thus avoids review of relevant constitutional matters, simply by denying further processing to actions on grounds of lack of legal interest to sue.The subject-matter requirement becomes all the more deleterious when it reaches strict actions involving concentrate control, where, typically, there are neither parties nor a claim of one s interest, and where there is no litigation in the strict sense of the term. As a matter of fact, the subject matter of such actions is but the in abstracto determination of constitutional grounds of a given rule, with a view at safeguarding the system from rules that might otherwise violate the Federal Constitution. To that effect, this work begins with a brief introduction that deals with the main issues and features of concentrate control and reviews base-control systems (of the USA, Austria and France) with particular emphasis on their influence on the Brazilian Law. Likewise, this work provides a summarized background on constitutional control in Brazil and a critical discussion on each appropriate entity, particularly in the light of the Federal Supreme Court case law and best-reputed collection of legal studies. This work is completed with some recommendations intended to change the current scenario, such as to lessen access-limitation to the entities that have jurisdiction to enforce concentrate constitutional control and to assure that the Federal Supreme Court s highest purpose to safeguard the Constitution is attained in an effective manner / A presente dissertação de mestrado tem como objetivo realizar uma análise da pertinência temática, exigência oriunda do Supremo Tribunal Federal que impõe a alguns dos legitimados para o controle concentrado de constitucionalidade a demonstração de interesse de agir específico. De fato, referida exigência se apresenta como um fator limitativo ao controle concentrado de constitucionalidade, a partir do momento em que importantes questões constitucionais deixam de ser analisadas sob o fundamento da ausência de interesse de agir. A exigência da pertinência temática torna-se ainda mais questionável no âmbito dos processos objetivos de controle concentrado, onde, via de regra, não há defesa de interesse próprios, não se verificando um litígio propriamente dito. Com efeito, tais processos possuem como objeto tão-somente a verificação in abstracto da constitucionalidade de determinado ato normativo, no intuito de proteger a Constituição, buscando preservar o sistema de normas contrárias à Carta Magna. Ademais, o nítido desenvolvimento do controle concentrado de constitucionalidade no Brasil em contraposição à análise, pelo Supremo, da pertinência temática (que dificulta o acesso de alguns legitimados ao controle concentrado) conduz à discussão no sentido de se identificar o papel do Supremo Tribunal Federal nos dias atuais. Isso porque o número assustador de processos que desembocam no Tribunal Maior todos os anos acarretou a necessidade de se modificar o sistema atual, principalmente com relação ao grande número de competências desta Corte. Nesse sentido, são apresentadas algumas propostas para a modificação deste panorama, de modo a redefinir as prioridades do Supremo Tribunal Federal, diminuindo a limitação no acesso dos legitimados ao controle concentrado de constitucionalidade, no intuito de resgatar a sua principal função: a guarda da Constituição

This dissertation focuses on the subjects and artistic (or creative) tasks, which appear to be more regularly used in art lessons. The author will document examples of those popular methods and will analyse them from a didactic point of view, subject matter, art techniques etc. The research will look into the reasons why teachers select these techniques as well as the rationale behind it. The author will also discuss the resources available to teachers which can provide inspiration for further creative ideas . Further investigation will also document how teachers are using the creative exercises within the art curriculum . Results from research in these areas will form the foundation for the author's own art project and art formation. KEYWORDS Artwork, stereotype, transformation, content analysis, content, curriculum, expected competencies, curriculum documents, art book, art project.

Pour une doctrine actuellement majoritaire, le contrat désigne l’acte juridique donnant exclusivement naissance à des obligations, soit une contrainte pesant sur la seule personne des parties. Cette approche subjectiviste du contrat fait obstacle à ce qu’il puisse être justifié que certains actes relatifs à une chose se doublent d’un effet réel, c'est-à-dire, d’une limite assignée au libre exercice des prérogatives juridiques relatives à la chose objet du contrat. En consentant à l’acte, le débiteur ne s’oblige pas seulement ; il s’engage à permettre la réalisation du contrat. Le sujet renonce à une part d’autonomie juridique, laquelle se traduit notamment par l’affectation du bien et donc par une perte du libre exercice de sa prérogative sur la chose. À l’effet personnel du contrat s’ajoute un effet réel. La prise en compte de l’effet réel du contrat permet de résoudre, par exemple, les difficultés liées à la détermination de la portée de l’engagement consenti par le propriétaire engagé à une promesse unilatérale, d’expliquer la situation du bailleur ou encore celle de l’apporteur d’un bien en propriété à une société. Inconnu du Code civil et des divers projets de réforme du droit des obligations, mais encore de la doctrine, l’effet réel du contrat ne peut être traduit à l’aide d’une notion existante. L’étude menée suppose donc de procéder à l’élaboration tant de la notion d’effet réel du contrat que d’un régime spécifique. Au terme de cette étude, il est conclu que la consécration de la notion d’effet réel du contrat permet d’appréhender l’ensemble des manifestations de l’engagement contractuel. / For the dominant legal doctrine, a contract is an act creating obligations between parties. This subjective approach, centered on the parties’ personal liability tends to preclude any justification of a potential effect in rem – i.e. a limit to the free exercise of legal powers on the subject matter of the contract. By agreeing to the contract, the contractor not only takes on an obligation, but also pledges to allow the completion of the contract, which implies his submission to a limitation of his rights, especially those relevant to the subject matter of the contract. In addition, as it may carry an assignment of property, a contract cannot be reduced to a simple creation of obligations. The admission of effets in rem makes it possible to establish the duties of an owner bound by a unilateral promise to sell and to explain the commitment of a lessor or of a shareholder bringing assets into the business. Ignored by law and by doctrine, the in rem effect of a contract cannot be fully understood through pre-existing notions. The subject of the study therefore consists in developing an entire theory of effect in rem of contract. In conclusion, it will appear that its recognition is a necessity to fully measure the scope of contractual liability.

In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach.

The purpose of the study was to explore the relationship between mathematics teachers’ subject matter knowledge and their teaching effectiveness. A convenient sample of 19 grade 11 mathematics teachers and 418 students were initially selected for the study and took part in some stages of the study. Of this lot, only 11 teachers and 246 students participated in all the stages of the study. Explanatory Mixed methods research design which entails the use of a co-relational study and a descriptive survey design were employed in the study. Data was collected from the teachers using a self report questionnaire, Teacher Subject Matter Knowledge of Trigonometric Functions Scale (TSMKTFS) and peer evaluation questionnaire, and from students using teacher evaluation questionnaire and Student Trigonometric Functions Performance Scale (STFPS). All the instruments had their validity and reliability accordingly determined. Quantitative data gathered was analysed using descriptive and inferential statistics while qualitative data gathered from teachers’ and students’ tests were analysed using task performance analysis. It was found that a positive, statistically significant relationship existed between teachers’ subject matter knowledge and the composite measure of their teaching effectiveness. The relationships between teachers’ subject matter knowledge and students’ achievement and also between teachers’ subject matter knowledge and students’ rating of the teachers’ teaching effectiveness were found to be positive and statistically significant. However, the relationships between teachers’ subject matter knowledge and teachers’ self rating as well as teachers’ subject matter knowledge and peers’ rating of teachers’ teaching effectiveness were not found to be statistically significant though they were positive. Further data analysis showed that there was a difference between the subject matter knowledge of effective and ineffective teachers and also between the students taught by effective teachers and the students taught by the ineffective teachers. / Institute of Science and Technology Education / PhD (Mathematics Education)

Philosophiae Doctor - PhD / Libya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was investigated in Tripoli through a participatory action research process. The study was underpinned by the Shulman theory of PCK using a mixed-methods design to generate an understanding of the theory of basic knowledge of teaching. This investigation examined the influence of an in-service training programme consisting of three components of PCK namely: teachers‘ subject matter knowledge (SMK); use of instructional strategies; and understanding of learners on a group of Libyan biology teachers‘ instructional practices. On the one hand, the investigation considered their theoretical knowledge, and their experiences during the professional development programme aimed at designing new teaching and learning activities and materials while on the other hand, it considered their practical knowledge in terms of their professional skills or their practical use of what has been learned during their pre-service training as well as what they learned during the professional development programme. Specifically, the study focused on biology teachers from the Hai Alandalus District (Libya). This representation enabled me to unveil the PCK components held to some extent by the Libyan teachers in general. Moreover, the PCK representation has also enabled me to clarify the category of the teachers‘ PCK in the Libyan context especially as their PCK was unknown at the commencement of the study. The findings have shown that the professional development used in the study facilitated the biology teachers‘ ability in several ways such as increased their PCK and SMK; improved their ability to organize activity-based lessons; increased their desire to use a variety of instructional strategies; increased the understanding of their learners‘ needs; improved their awareness that their learners‘ performance is not unrelated to their socio-economic background; and so on. Overall, the findings suggest that designing and implementing new teaching and learning activities and materials based on the teachers‘ knowledge, experiences, and needs, in a workshop context could provide an enabling learning environment for them as well as facilitate their potential to provide a powerful means for increasing their PCK, SMK and understanding their learners. The study also reveals that there is a great necessity for designers to mount professional development programmes that take into consideration the teachers‘ PCK to meaningfully promote their professional development and instructional practices.

In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach.

No description available.

No description available.

Largely based on material recorded during an internationally sponsored inter-university research tour through the Sesotho speaking area of southern Africa in August 2000, this thesis explores the state of the Basotho oral poetry, the dithoko `praise poems', the difela `mine workers' chants' and the diboko `family odes' at the beginning of the 21st century. Unlike the classical dithoko which were inspired by the wars or the battles in which the Basotho fought as well as cannibalism, those composed at the beginning of the 21st century are inspired by socio-economic and political situations of the poets. Lack of wars has resulted in the poets turning the praising to their chiefs and themselves. Changing socio-economic conditions inspired the difela compositions. The diboko though still a living tradition among the rural Basotho are not adhered to by some who are affected by modernism. Performance of the three oral genres has shifted from the natural settings such as the battlefield, working parties, traditional courts, assemblies, etc., to organized annual festivals such as Morija Arts & Cultural Festival which constitute the Basotho's `popular culture'. The subject-matter and themes of the dithoko have shifted from warfare to traditional chiefs, current heroic deeds of the poets, current political situations and religion. The difela are characterized by inclusion of new subject-matter. The diboko still play an important function as carriers of the names of the ancestors, the tribal idiosyncrasy of the clan and the history associated with the clan's establishment. The three Basotho oral genres demonstrate an emergence of a new phenomenon whereby one genre penetrates another, a phenomenon which may be called `migration of texts'. The last chapter explores the insights emanating from the entire research, and discusses suggestions on what should be done to ensure that the Basotho oral genres are maintained and improved. The video footage of the poets recorded at various places of the Free State and Lesotho have contributed to the success of the research. The thesis serves as a contribution to the Basotho's dynamic oral poetry on which scholars will hopefully do further research in the near future. / African Languages / D. Litt et Phil. (African Languages)