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1
Galvez, A. „The reward system of the French Academy of Sciences in the nineteenth century, 1795-1914“. Thesis, University of Kent, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377760.
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Griffin, Alexander. „The Academie Royale d'Architecture and the French Architectural Academic Tradition“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500078.
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Gaultier, Le Bris Sophie. „Improvisation vs (meta)règles : effets sur la fiabilité d'une organisation hautement fiable : le cas d'une équipe passerelle dans la Marine nationale“. Thesis, Rennes 1, 2014. http://www.theses.fr/2014REN1G003/document.
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Quels sont les modes de réponses les plus adaptés au traitement de l’inattendu et sous contrainte de temps pour maintenir ou renforcer la fiabilité organisationnelle ? Les travaux du courant HRO (High Reliability Organization) et du courant actionniste convergent sur le fait que l’individu constitue une source de fiabilité. Ils divergent néanmoins sur l’importance donnée au respect des règles face aux évènements imprévus. Afin d’analyser les comportements d’adaptation d’individus au sein d’un groupe restreint face à des situations à risques et inattendues sous contrainte de temps, l’attention est portée sur l’étude de situations nautiques vécues par des bâtiments de surface de la Marine nationale. Une première approche qualitative menée auprès d’experts du terrain étudié complétée par une approche quantitative réalisée à partir de 237 situations nautiques font ressortir les configurations à risques à l’origine d’accidents nautiques. Ces informations nous permettent de soumettre des équipes de quart passerelle à des situations à risques, dans le cadre d’une expérimentation, au moyen du simulateur de navigation de l’Ecole navale, école de formation des officiers de la Marine nationale. Les comportements de 96 équipes de quart passerelle, en formation initiale, sur le simulateur de navigation permettent de tester, selon les différentes situations, les réponses associées : improvisation de procédure, recours aux règles avec ou non l’usage de méta règles. Les résultats de l’expérimentation soulignent l’intérêt des méta règles dans le traitement des situations à haut niveau de complexité et nécessitant d’agir rapidement mais aussi les risques d’une improvisation non cadréeWhat are the best types of answers given by a 4-member team of the French Navy without expertise in unexpected situations under time pressure in order to maintain or to increase organizational reliability ? HRO researchers agree with Interactionists on the fact that human beings can be considered as a reliability factor. Nevertheless, they disagree on one point: the need to respect the rules or not in unexpected events. A first qualitative study completed by a quantitative one (based on 237 nautical situations), emphasize different types of risk situations, responsible for accidents. Thanks to this data, an experiment based on the behavioral observations of 96 bridge-teams is set up on the simulator of the French Naval Academy, which trains all future officers of the French Navy. The aim of this work is to test different proposals of variables using either improvisation or rules, with or without meta rules. Results show that firstly, thanks to meta rules, the level of reliability is higher in high level complex situations under time pressure and secondly, results underline the risk of an improvised action without guidelines
4
Damicone, Tiffany N. „“The Singing Style of the Bohemians” – A Study of the Bohemian Contributions to Horn Pedagogy, Western Perspectives on Czech Horn Playing and Analysis of the Teachings of Zdenek Divoky' at the Academy of Performing Arts“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366311585.
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Osterholt, Emily. „French Quarter Festivals, Inc.: An Analysis of Festival Operations (Internship Academic Report)“. ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/aa_rpts/195.
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French Quarter Festivals, Inc. is a nonprofit organization that annually produces three festivals in the New Orleans area with the intention of promoting the Vieux Carré and the culture of the city. My internship began near the beginning of preparations for the 2015French Quarter Festival and concluded just after the event had passed. While the organization is very successful and French Quarter Festival has grown to be the largest free music festival in the United States, there remains room for improvement and growth within the organization. The following report serves as a case study of the organization and addresses issues that were revealed during both analysis and personal observations. The conclusion of the report includes recommendations intended to aide in the continual success and growth of the organization.
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Orosz, Gábor. „Social representation of competition, fraud and academic cheating of French and Hungarian citizens“. Reims, 2010. http://www.theses.fr/2010REIML004.
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L'objectif de la thèse était la comparaison entre la représentation sociale de la compétition, de la fraude et celle de la tricherie académique des citoyens hongrois et français. Dans la première étude des hommes d'affaires hongrois ont été soumis à des entretiens sur la compétition : 79% des répondants a mentionné spontanément la malhonnêteté dans ce contexte. Dans l'étude 2, l'objectif était l'exploration de la représentation sociale de la compétition et de la fraude d'étudiants hongrois et français. Les résultats suggèrent une faible superposition entre compétition et fraude dans le cas de deux échantillons éxamines. Concernant le contenu de la représentation sociale de la compétition les hongrois sont plus orientés vers les résultats, alors que les français sont plus orientés vers le dépassement de soi. Dans le cas des hongrois, la tricherie académique est plus fréquemment mentionnée en matière de fraude que chez les français. L'étude 3 utilisant un questionnaire axée sur un analyse concernant la malhonnêteté académique montre que les étudiants hongrois signalent un taux de tricherie plus élevé et trouvent la tricherie plus acceptable que leurs pairs français. Dans la dernière étude, l'objectif était de créer une expérience permettant d'observer les effets des représentations sociales de la compétition et de la fraude au niveau comportemental. Les résultats n'ont pas confirmé que les étudiants hongrois trichaient plus que les étudiants français. Concernant les français, le seul prédicteur était le cercle de connaissances préalables tandis que dans le groupe des hongrois, la compétition ouverte était le prédicteur de la tricherieThe goal of the thesis was a comparison between hungarian and french citizens' social representation Of competition and fraud. In the first study hungarian businessmen were interviewed regarding Competition. The results showed that 79% of them mentioned spontaneously dishonesty during the Interviews. In the next study, the goal was the exploration of hungarian and french students' social Representation of competition and fraud. The results showed weak overlap between the two Representations concerning both examined samples. However, in the case of the content of the Representation of competition hungarians were more result-oriented, whereas french were oriented oward self-improvement. Moreover, hungarians' representations were more diverse and less organized than french' ones. In the case of fraud, hungarians mentioned more frequently academic cheating, than their french peers. Therefore, the following study concentrated more on cultural differences concerning academic cheating. The results suggest that hungarians reported a higher cheating rate, than french students. In the final study, cheating-related behavioral differences were examined in competitive situations. The results did not show that hungarians cheated more than french students. However, cultural differences were revealed: in the case of french students, previous acquaintanceship predicted cheating, whlle among hungarians it was open-competitive situation that predicted cheating behavior. The results were explained by taking into consideration the theory of social representations and previous researches in the field of competition and academic cheating
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Crandall, Kaitlyn. „The impact of French colonialism in North Africa : Algeria, Tunisia and Morocco“. Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1386.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Political Science
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Wyatt, Shelly. „Examining Facebook as a Digitally Immersive Language Environment for French Language Learners“. Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6039.
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This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners' willingness to communicate (WTC) and their attitudes towards the target language and culture in a university setting. In addition, the degree of interaction, by participants, with the French language Facebook posts was recorded and analyzed. This study was conducted during the Spring 2013 semester at the University of Central Florida in Orlando, Florida. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I. Native French language Facebook posts were “pushed” to participants' personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only and Facebook polls asking for participant feedback on Fridays. Two instruments were used in this study to obtain participants' demographic information and to measure willingness to communicate as well attitudes towards the target language and culture. In addition, the researcher gathered observational data directly from Facebook.
Data were analyzed using a Split-plot ANOVA and descriptive statistics. A total of 26 participants completed the study, with 14 participants in the control group and 12 participants in the treatment group. Both sections of FRE 1120 were conducted in a traditional, face-to-face format and were taught by the same instructor. Results indicated that participants' willingness to communicate in French and their attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. The level of Facebook-facilitated interactions in all areas, including “Liking,” Sharing,” and “Commenting” was low. Self-reported interactions, including reading, viewing and translating of French language Facebook posts; Reading and viewing posts (such as simply viewing a photo) was the most frequently reported interaction, with “Commenting” and “Sharing” was the least common interaction. Opportunities for future research are numerous and include increasing the size of the sample, increasing the length of the study, and selected participants' who are more advanced in their mastery of the target language. The potential of social network sites to serve as digitally immersive environments for foreign language learners should be explored in more depth and across various languages.Ph.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education; Instructional Technology
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Behring, Zachary. „Evaluating the Use of Recycled Concrete Aggregate in French Drain Applications“. Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5905.
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Recycled concrete aggregate (RCA) is often used as a replacement of virgin aggregate in road foundations (base course), embankments, hot-mix asphalt, and Portland cement concrete. However, the use of RCA in exfiltration drainage systems, such as French drains, is currently prohibited in many states of the U.S. The French drain system collects water runoff from the road pavement and transfers to slotted pipes underground and then filters through coarse aggregate and geotextile. The primary concerns with using RCA as a drainage media are the fines content and the precipitation of calcium carbonate to cause a reducing in filter fabric permittivity. Additional concerns include the potential for rehydration of RCA fines.
The performance of RCA as drainage material has not been evaluated by many researchers and the limited information limits its use. A literature review has been conducted on the available information related to RCA as drainage material. A survey was issued to the Departments of Transportation across the nation in regards to using RCA particularly in French drains. Some state highway agencies have reported the use of RCA as base course; however, no state reports the use of RCA in exfiltration drainage systems. This thesis describes the investigations on the performance of RCA as backfill material in French drains.
RCA was tested for its physical properties including, specific gravity, unit weight, percent voids, absorption, and abrasion resistance. RCA cleaning/washing methods were also applied to evaluate the fines removal processes. The potential for RCA rehydration was evaluated by means of heat of hydration, pH, compressive strength, and setting time. The permeability of RCA was tested using the No. 4 gradation. Long term permeability testing was conducted to evaluate the tendency for geotextile clogging from RCA fines. Calcium carbonate precipitation was also evaluated and a procedure to accelerate the precipitation process was developed.
The results show that RCA has a high abrasion value, that is, it is very susceptible to break down from abrasion during aggregate handling such as transportation, stockpiling, or placing. The most effective cleaning method was found to be pressure washing with agitation. RCA has not demonstrated the tendency to rehydrate and harden when mixed with water. The permeability test results show that the No. 4 gradation does not restrict the flow of water; the flow rate is highly dependent on the hydraulic system itself, however excessive fines can cause large reductions in permeability over time. It has been determined that No. 4 gradation of RCA can provide a suitable drainage media providing the RCA is properly treated before its use.M.S.
Masters
Civil, Environmental, and Construction Engineering
Engineering and Computer Science
Civil Engineering; Structures and Geotechnical Engineering
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Bassa, Laurent. „French Speaking Students' Challenges in Academic Literacy at International University of Grand-Bassam, Cote d'Ivoire“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3657.
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International University of Grand-Bassam (IUGB) first opened its doors in Cote d'Ivoire, in a sociocultural context where a significant number of freshmen students were French speakers. Because the instructional language was English, students were faced with a language barrier that triggered more issues including difficulties in listening, speaking, reading, and writing. The purpose of this study was to uncover French speaking students' challenges in academic literacy at IUGB and to suggest some solutions that would benefit students and instructors. The research questions focused on faculty members' perceptions of French speaking students' challenges in academic literacy, and their suggestions for improving student proficiency in English at IUGB. Vygotsky's sociocultural theory of learning, as well as Cummins's theory of language acquisition framed the conceptual foundation of this study. A qualitative case study research design was used with data gathered from 8 classroom observations, 8 individual interviews, and 1 focus group discussion. Participants were instructors selected from all 3 schools of the university. Data analysis included open coding and data triangulation. Major findings included students' lack of proficiency in English that negatively affected the beginning of their tertiary education. As a response, faculty members used a variety of instructional strategies to support their students. They also called for administrative authorities to help create an environment more conducive to student proficiency. A project was developed suggesting ways to overcome French speaking students' challenges in academic literacy at IUGB. Implementation of these suggested changes could result in significant improvements in student learning at IUGB and benefit both students and faculty.
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Drysdale, John Duncan. „Louis Veron and the finances of the Academie Royale de Musique 1827 to 1835“. Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323796.
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Faure-Carricaburu, Emmanuel. „La hiérarchie des genres dans l’Académie Royale de Peinture et de Sculpture : institution, discours, œuvres“. Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080045.
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La hiérarchie des genres a longtemps été présentée par les historiens de l’art comme le symbole d’une « doctrine officielle » qui aurait dominé de manière univoque l’Académie Royale de Peinture et de Sculpture. Faute d’avoir fait l’objet d’un travail de définition articulé à l’étude d’archives telles que les statuts, les Procès-verbaux et les comptes rendus des conférences, elle a fini par devenir un lieu commun, si bien que la complexité de ses termes s’est parfois trouvé réduite à l’énoncé de la préface aux Conférences rédigée par Félibien. Elle est ainsi devenue le symbole d’un conflit théorique entre les détracteurs d’une Académie supposée étouffer la créativité des artistes et les tenants d’une réhabilitation face aux exagérations de l’historiographie traditionnelle. La perspective de cette recherche s’inscrit dans les interstices de ces approches différentes : interroger le sens et la fonction institutionnels de la hiérarchie des genres, ainsi que les résistances internes à ce dispositif, permet en effet d’appréhender l’Académie comme le lieu d’une conflictualité née du rapport qu’y entretiennent les notions d’art et de pouvoirs. J’étudie précisément l’incorporation de cette règle dans un programme (au sens où l’entend Foucault) – lequel s’est matérialisé dans la rédaction des statuts de décembre 1663 qui instituent une supériorité de la peinture d’histoire sur les autres genres, ainsi que dans la production d’un discours officiel. Les œuvres picturales de Desportes, Santerre, Chardin viennent par exemple déstabiliser les identités génériques solidifiées dans un règlement et ouvrent une piste de réflexion féconde quant à l’usage de la notion dynamique de généricitéThe hierarchy of genres has long been presented by art historians with an interest in the French Royal Academy of Painting and Sculpture, as the symbol of an « official doctrin » supposedly dominating the institution. Because it was never meticulously defined in conjonction with the study of archives such as statutes and conference reports, it slowly became common knowledge, to the point where the complexity of its terminology was sometimes reduced to nothing more than the foreword to Conférences by Félibien. So it became the subject of a theoretical conflict between on the one hand detractors of the Academy, which they accused of suffocating the creativity of artists, and on the other, people who believed in its rehabilitation against the exaggerations of traditional historiography since the 19th century. The perspective of this research takes root in the cracks of these approaches : because questioning the institutional meaning and function of the hierarchy of genres, as well as the internal resistance to it, allows us to assess the Academy as the host of a conflict born from the connection between the notions of art and power one can find within. My focus is precisely the incorporation of this rule within a program (in Foucault’s sense of the term) – which materialised through the writing of the statutes of 1663, which afford superior status to history painting over other genres, as well as through the production of an official discourse. The work of Desportes, Santerre, Chardin for instance are all responsible for destablising hardened genre identities through regulations, and they suggest a prolific line of thought relating to the use of the dynamic notion of genres
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Delaunay, Bernard. „La pensée technique de l'Académie Royale des Sciences (1699-1750)“. Thesis, Paris 1, 2013. http://www.theses.fr/2013PA010637/document.
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Fondée en 1666, «Renouvelée» par un règlement royal en 1699, devenue une institution de la monarchie absolue, l'Académie Royale des Sciences réunit les meilleurs savants du XVIIIe siècle. Etre un acteur majeur dans le champ de la technique n'allait pas de soi pour une Académie des sciences. Cette thèse analyse les raisons et les modalités de cette présence et en mesure la place. De l'examen des inventions aux études techniques, en passant par les expertises et les descriptions des arts, une nouvelle pensée apparaît caractérisée par l'émergence du régime de la technologie de la pensée opératoire. Dans la première moitié du XVIIIe siècle ce régime de pensée s'installe et se caractérise par une nouvelle relation entre sciences et techniques. Délaissant progressivement les techniques des métiers réglés pour se tourner vers les techniques nouvelles pour en rechercher les principes, les causes de leur fonctionnement plutôt que de le décrire, l'Académie applique les méthodes de la science moderne à la technique. Cette pensée technique se diffuse, elle est partagée et enseignée dans des lieux nouveaux. De là, l'enseignement des techniques va quitter le mode de la transmission et de l'apprentissage pour entrer dans un modèle spécifiquement français de la formation scientifique des ingénieurs. Dans cette période des liens particuliers unissent l'Académie aux écoles des armes savantes, ainsi qu'à une école de « mathématiques pratiques ». Les savants qui ont pris le contrôle d'une technique devenant scientifique vont, alors, céder la place à des ingénieurs qui deviennent aussi des scientifiquesAs an institution of the absolute French Monarchy first founded in 1666 and later "renewed' by royal decree in 1699, the "Académie Royale des Sciences" brings together the best scientific minds of the Eighteenth Century. Becoming a major player in the technical field did not represent an obvious task for a scientific Academy. The present thesis analyzes how and why such an action came to be while measuring its importance. Starting with an examination of inventions and moving on to technical studies, taking into consideration technical assessments as well as the descriptions of currently employed techniques, we see the emergence of a new type of operational thinking characterized by the rule of technology. Once established during the first half of the 18th century, such a conceptual régime enables a new relationship to develop between science and techniques. Progressively abandoning the current techniques with the aim of studying new techniques and uncovering the principles and causes of their functioning rather than merely describing the latter, the Academy thus began to apply the methods of early modem science to techniques. Gaining currency in ever wider circles, this way of thinking was both taught and shared in new places. Hence technical training moves from transmission and apprenticeship to a specifically French way of training engineers scientifically. During this period special links are established between the Academy and military engineering schools as well as with a school of "practical mathematics” founded in Reims. Those scientists who first endowed technical thinking with a scientific outlook will in tum give way to engineers who become scientists
14
Lafage, Gaëlle. „Charles Le Brun décorateur de fêtes et de cérémonies“. Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040210.
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Les fêtes et les cérémonies, de Cour, publiques ou privées, firent partie des grandes heures du règne de Louis XIV. Charles Le Brun, le Premier peintre du roi, magnifia quelques-unes de ces brillantes célébrations, associant apparat, musique, danse ou feux d’artifice. Les peintures, sculptures, tapisseries ou grandes structures, telles que des arcs de triomphe, étaient conçues ou disposées afin de s’adapter aux divertissements ou aux cérémonies, métamorphosant pendant quelques heures les édifices ou les jardins. Détruites à la fin des événements qu’elles accompagnaient, ces œuvres ont reçu peu d’attention jusqu’à présent. L’analyse des sources contemporaines et des images des décors permet de restituer ces ouvrages, mais également de les replacer dans leur contexte. La genèse de ces œuvres, leur conception et leur fabrication sont étudiées, redessinant les liens que Le Brun avait tissés avec les hommes d’État (le roi, Séguier, Fouquet et Colbert), avec les hommes de lettres, ainsi qu’avec ses principaux collaborateurs, notamment à la Manufacture des Gobelins. L’une des particularités de Le Brun dans ce domaine fut d’ordonner lui-même des fêtes et des cérémonies, ce qui constitue peut-être un cas unique pour un peintre à cette période. Ces œuvres oubliées complètent donc le portrait d’un des plus grands artistes français du XVIIe siècle. Plus que tout autre ouvrage, les décorations ordonnées par Le Brun donnent l’image la plus juste de ses recherches et de ses goûts. Enfin, l’étude de ces fêtes et de leur réception offre une meilleure compréhension de ces moments éphémères, tout en leur conférant la pérennité qu’ils méritentReligious ceremonies and festivals, courtly, public or private, constituted the most glorious moments of the reign of Louis XIV. Charles Le Brun, the King’s First Painter, enhanced some of these brilliant celebrations, involving pageantry, music, dance or fireworks. The paintings, sculptures, tapestries or great structures, such as triumphal arches, were designed or arranged to adapt to entertainment or ceremonies, transforming for a few hours gardens or buildings. Destroyed at the end of the events that required them, these works have received little attention until now. In this study, contemporary descriptions and reproductions of Le Bruns decorations are analyzed and brought to light to set them in the context of their day. The origin of these works, their conception and their making are studied, showing Le Bruns connections with statesmen (the King, Seguier, Fouquet and Colbert), with men of letters, and with other artists and workers, in particular those at the Gobelins Manufactory. One of the particularities of Le Brun in this domain was to commission himself festivals and ceremonies, which was perhaps a unique case for an artist at that time. These forgotten works round out the portrait of one of France’s greatest XVIIth Century artists. More than any other work, the decorations commissioned by Le Brun give the most accurate image of his research and taste. Finally, the study of these festivals and their reception offers a better understanding of these ephemeral moments, while giving them a permanence they deserve
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Kleinsteuber, Carl. „An Argument in Favor of the Saxhorn Basse (French Tuba) in the Modern Symphony Orchestra“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984120/.
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The French tuba was a much-needed addition to the brasswind musical instrument family, adding depth, projection and a unique color to French orchestral literature. Its ancestors the serpent and ophicleide both lacked the tonal stability and sonic power to adequately present the bass wind role in a robust orchestra. Through the efforts of its developer and patent-holder Adolphe Sax, the French tuba made converts among players and composers, effectively creating its own niche in music history. Musical tastes change however, and the French tuba has been largely supplanted by tubists using instruments twice its size. Since French composers composed specifically with the distinct timbre of the French tuba in mind, this unique and characteristic musical entity deserves a resurgence in performances of French orchestral repertoire.
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Fedorka, Drew. „Legitimizing the "republican monarch" a reexamination of French foreign policy in the Atlantic Alliance, 1958-1960“. Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/548.
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This thesis focuses on the role foreign policy played in legitimizing the early French Fifth Republic from 1958 to 1960. I argue that President Charles de Gaulle employed foreign policy in the service of gaining public support for his new government and the new republic. Many historians have argued previously that his foreign policy of grandeur, as it came to be called, was used to recast international politics and France's role in them. My work diverges from these previous interpretations by arguing that Gaullist foreign policy served, in many instances, overarching domestic goals, not French international interests. I see foreign policy as inseparable from the broader domestic ambition to craft a persuasive narrative of renewal and national unity under Gaullist stewardship. In the process, my study puts de Gaulle's foreign policy into the context of his larger aspiration to precipitate constitutional reform and, thereafter, ensure popular support. De Gaulle exploited opportunities to use foreign policy in order to shape public opinion, both domestically and internationally. These efforts, as my research reflects, helped foster public support for the new regime and, by portraying national renewal, further discredited the preceding Fourth Republic.B.A.
Bachelors
Arts and Humanities
History
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Haim-Masson, Emmanuelle. „Gabriel Hanotaux, un homme d’État, historien et académicien au service de la Nation française (1898-1944)“. Electronic Thesis or Diss., Sorbonne université, 2022. http://www.theses.fr/2022SORUL079.
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Gabriel Hanotaux (1853-1944) est une figure oubliée de la Troisième République : ancien ministre des Affaires étrangères (1894-1898), historien de Richelieu et homme de lettres élu à l’Académie française (1897), cet homme d’État n’a eu d’autres soucis que le sort de la France. Déçu de la sphère politique qu’il intégra au Quai d’Orsay durant près de vingt ans (1879-1898), où il subit de plein fouet la critique acerbe d’une opinion publique bouillonnante, il quitta le Gouvernement pour ne plus endosser que des rôles ponctuels officiels – ambassadeur extraordinaire lors de la canonisation de Jeanne d’Arc à Rome (1920), délégué de la France à la Société des Nations (1920-1923) – et décidait de défendre cette France en suivant l’enseignement de Richelieu. Aidé de son large réseau, il fonda le Comité France-Amérique (1909) pour renforcer une amitié outre-Atlantique qu’il jugeait décisive face à la tension croissante des relations internationales, créa localement le Comité de l’Aisne au moment de la Première Guerre mondiale pour soutenir l’effort de guerre à l’arrière, usa de sa plume pour défendre une paix durable, fonda avec un collège de savants l’Académie des Sciences coloniales (1923) pour participer à ce mouvement de la « plus grande France », et contribua, enfin, au rayonnement des lettres, arts et sciences du pays jusqu’à la Seconde Guerre mondiale. Auteur de nombreux ouvrages et articles, dont l’Histoire de la Nation française, Hanotaux a été tant un acteur qu’un observateur de cette société dont il fréquentait intimement les chefs d’État et de Gouvernement de Gambetta au maréchal Pétain en passant par J. Ferry, R. Poincaré, A. Millerand ou encore A. LebrunGabriel Hanotaux (1853-1944) is a forgotten personality of the Third Republic: former Minister for Foreign Affairs (1894-1898), historian of Richelieu and literary scholar voted membership into the French Academy (1897), this statesman was mainly concerned with the future of France. Disappointed in the political sphere which he joined at the Quai d’Orsay for nearly twenty years (1879-1898) in which he was severely criticized by a seething public opinion, he left the government to assume only intermittent and official functions – official ambassador at the canonization of Joan of Arc in Rome (1920), delegate of France to the League of Nations (1920-1923) – and he decided to defend this France by following Richelieu’s teaching. With the help of his broad network, he founded the Comité France-Amérique (1909) with the aim of strengthening a friendship across the Atlantic that he considered decisive in the face of the growing tension in international relations, he created the local Comité de l’Aisne during the First World War to support the war effort at the back of the front. He used his pen to defend a permanent peace, he founded the Académie des Sciences coloniales (1923) with a college of scholars to participate in this "greater France" movement, and finally, he contributed to the influence of the country's letters, arts and sciences until the Second World War. Author of numerous books and articles, including L’Histoire de la Nation française, he was both an actor and an observer of this society, whose heads of state and government he was intimately acquainted with, from Gambetta to Marshal Petain, via J. Ferry, R. Poincare, A. Millerand and A. Lebrun
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Tallman, Nicole. „Intercultural Communication in the Global Age: Lessons Learned from French Technical Communicators“. Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5873.
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This thesis explores the cultural considerations American technical communicators must address when working with French colleagues and when creating technical documentation for French audiences. A review of the literature on intercultural communication theory was conducted, along with a review of the limited research on technical communication in France and the needs of French audiences. A qualitative online survey of French technical communicators was also conducted. Through this survey, French technical communicators reported on their intercultural beliefs, experiences, and practices, and information, language, and cultural needs. Survey responses were analyzed using inductive thematic analysis. Two main themes were developed as a result of this analysis: the importance of adapting content to French audiences, and the cultural differences between French and American information needs and communication styles. Survey findings were combined with theoretical and practical literature to offer American technical communicators guidance for successful intercultural interactions. This thesis concludes with suggestions for future practice and research in intercultural technical communication.M.A.
Masters
English
Arts and Humanities
English; Technical Communications
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O'Brien, Maria Teresa. „The evolution of tales in Europe and George Sand's work throughout the K-12 curriculum“. Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1300.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
Foreign Language Education
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Konstantinova, Natalia P. „The short stories of Ivan Turgenev - the link between French and Russian naturalism : a comparative approach“. Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/70.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Foreign Languages
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Cadez, Ronald V., und University of Lethbridge Faculty of Education. „Student attrition in specialized high school programs : an examination of three French immersion centres“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/340.
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Student attrition has always been a problem for French immersion programs, especially at
the high school level. In response to a lack of current research, this study seeks to
discover if the problem persists. It also examines how today's French immersion high
schools are dealing with other problem areas identified in research done in the past.
These areas include, among others, students' learning challenges, behavioural challenges,
and difficulties with the French language. The study documents the attrition rates from
1990 to 2004 in three high schools in Manitoba that are French immersion centres. In an
effort to understand why students remained or left the immersion programs, 35 teachers,
220 current students, and 18 former students who have left the program to attend English
schools were surveyed. All three sample groups' perceptions of the program show that
while many things that were considered problematic in the literature are no longer a
concern, other issues continue to persist. Furthermore, the data show that male and
female students tend to leave the French immersion program for different reasons.
However, the common motive that instigates the decision to leave appears to be the
perception that higher grades can be achieved in an English school.xi, 161 leaves ; 29 cm.
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Machado, Regina Teresa dos Santos. „A produção escrita universitária \"à la française\": preparação dos alunos de Letras da FFLCH USP que vão estudar na França“. Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-13082013-132412/.
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Este trabalho tem por objetivo principal identificar e discutir as diferentes produções escritas solicitadas no meio universitário francês para estudantes do Curso de Letras Francês/Português da Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo inseridos em programas de intercâmbio na França. Além disso, a pesquisa tem como objetivo apontar eixos que venham a constituir um referencial de formação linguística para o desenvolvimento de competências visando a produção escrita de dois gêneros em particular, o commentaire composé e a dissertation, identificados como os gêneros mais recorrentes solicitados aos estudantes de Letras em intercâmbio. A fundamentação teórica desta pesquisa apoia-se, primeiramente, na metodologia do ensino do Francês para Objetivo Específico, mais particularmente, para Objetivo Universitário (Mangiante e Parpette, 2004, 2011 e Mangiante, 2009) e os estudos de Bakhtin sobre os gêneros do discurso (1997 [1929]). Para a coleta e análise dos dados, baseamo-nos na metodologia descrita por Mangiante e Parpette (2011) e na pesquisa qualitativa como princípios metodológicos que nos levaram à identificação de necessidades e dificuldades para a realização das produções acadêmicas solicitadas. Os resultados mostraram que é fundamental preparar os alunos, candidatos a programas de intercâmbio, do ponto de vista linguístico, discursivo e metodológico visando o desenvolvimento de competências para a realização de produções escritas à la française .This work has as main objective to identify and discuss the different written productions asked, in the french campus environment, for undergraduate students of French and Portuguese Studies from the Faculty of Philosophy, Languages and Literature, and Human Sciences of the University of São Paulo, who enrolled in exchange programs in France. Furthermore, the research aims to point out axes that may constitute a language training reference for skills development aiming at written productions of two genres in particular, the commentaire composé and the dissertation, identified as the most current genres requested for the Languages and Literature students in exchange programs. The theoretical basis of this research relies primarily on the French for Specific Purposes teaching methodology, mainly for Academic Purpose (Mangiante and Parpette, 2004, 2011 and Mangiante, 2009), and the notion of speech genre defined by Bakhtin (1997 [1929]). To collect and analyze the data, we rely on the methodology described by Mangiante and Parpette (2011) and the qualitative research as methodological principles that led us to the identification of needs and difficulties to write the required academic productions. The results showed that it is essential to prepare students, candidates for exchange programs, in terms of linguistic, discursive and methodological aiming at developing skills for creating written productions \"à la française\".
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Moraes, Anna Carolina Antunes de. „Formação para mobilidade acadêmica na França na área de Letras: da leitura literária ao commentaire linéaire francês“. Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05082016-124836/.
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No contexto atual, o estabelecimento de acordos entre universidades brasileiras e estrangeiras assume importante papel no conjunto de medidas que visam à internacionalização das universidades no Brasil. Uma das iniciativas se refere à realização, na área de Letras, do Programa de Licenciaturas Internacionais para a França (PLI/França CAPES), que permite que estudantes de Letras Francês/Português de universidades brasileiras realizem uma parte de seus estudos em universidades francesas, mais especificamente, na Universidade Paris-Sorbonne. A partir dos dados obtidos com estudantes brasileiros na universidade francesa no período 2013-2015, identificamos as dificuldades encontradas para a realização de leitura e produção escrita literária em língua francesa, mais especificamente na produção escrita do commentaire linéaire. A partir desta constatação, esta pesquisa se desenvolveu com base nas etapas metodológicas definidas na didática do ensino de língua francesa, Francês para Objetivo Universitário (FOU) (Mangiante, Parpette, 2004, 2011, 2012) segundo as quais é necessária a preparação linguística, cultural e metodológica de estudantes estrangeiros que planejam realizar estudos na França. Baseando-nos também no referencial teórico sobre a leitura presentes em Eco (1979), Albuquerque-Costa (2004), Giasson (2007), Kleiman (2004, 2008, 2013), Pietraróia (1997, 2001), Pietraróia; Albuquerque-Costa (2014), Jouve (1993, 2002, 2012) os objetivos desta pesquisa são 1) desenvolver a compreensão de textos literários; 2) identificar as estratégias de leitura de textos literários; 3) analisar as características e as etapas de produção do commentaire linéaire solicitado no meio acadêmico francês para Letras. Nosso corpus de pesquisa foi constituído a partir dos dados obtidos no Curso de Extensão Lecture en Français: como se preparar para o intercâmbio? ministrado para estudantes de Letras Francês/Português da Universidade Estadual Paulista Júlio de Mesquita Filho/Assis. Os resultados obtidos apontam para a necessidade de preparação linguística, metodológica e cultural voltada para o desenvolvimento de um processo de leitura e produção do commentaire linéaire por meio de estratégias do estudo e compreensão dos textos literários. A contribuição desta pesquisa situa-se no âmbito da formação de professores e pesquisas na área da didática das línguas estrangeiras, em Francês para Objetivo Universitário (FOU), formação que, como pudemos observar, é essencial para estudantes que se preparam para programas de intercâmbio com a França.At the present context, the cooperation between Brazilian and French universities assumes an important role in the range of measures that aims Brazilian universities internationalization. One of the initiatives refers to the holding, in Language Teaching studies, of the Programa de Licenciaturas Internacionais (PLI/França CAPES), which allows Brazilian students to make part of their studies in French universities to obtain Undergraduate Certification in Paris-Sorbonne. From data collected with Brazilian students in French universities in the period of 2013-2015, we identified difficulties in reading and writing in French literature, especially in commentaire linéaire writing. From this observation, this research was developed based on methodological steps defined in French teaching, French for Academic Purposes (FOU) (Mangiante, Parpette, 2004, 2011, 2012), according to the linguistics, cultural and methodological preparation required to students that plan to study in France.. Based on reading activities from theoretical frame of Giasson (2007), Kleiman (2004, 2008, 2013), Pietraróia (1997, 2001), Pietraróia; Albuquerque-Costa (2014), Jouve (1993, 2002, 2012) and Eco (1979), our research goals: 1) identify Reading strategies in literature; 2) develop literature texts comprehension; 3) analyze commentaire linéaires characteristics and production steps. Our research corpus was composed of data obtained during the Course Lecture en Français: como se preparar para o intercâmbio? offered to UNESP/Assis French Letters students. The results point the needs of linguistics-methodological preparation to develop a reading and writing process by literature reading strategies. This research contribution stands in teaching education and in the foreign languages teaching studies, in French for Academic Purposes (FOU), essential to students preparing to exchange programs in France.
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Glenn, Brittany Austin. „(M)otherhood : the mother symbol in postcolonial francophone literature from West Africa and the Caribbean“. Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1083.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Humanities
French
25
Innarelli, Patricia Brecht. „FATORES ANTECEDENTES NA ATITUDE DE ALUNOS DE GRADUAÇÃO FRENTE AO PLÁGIO“. Universidade Metodista de São Paulo, 2011. http://tede.metodista.br/jspui/handle/tede/5.
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Previous issue date: 2011-07-29The growing concern about academic dishonesty and their possible impacts on organizations and society has required special attention. Several studies indicate that the technology and in particular the Internet, can cause an increase in academic dishonesty and, in particular the practice of plagiarism. Types of academic dishonesty are listed in the literature as fraud, plagiarism, overseas aid and wire fraud. Among these types, plagiarism is becoming a major concern among higher education institutions in comparison with others (LOVETT-HOOPER et al., 2007). The existence of the intentionality of the individual is a central feature in studies of plagiarism, characterized as the result of an individual decision. From the standpoint of the Theory of Planned Behavior - TPB (Theory of Planned Behavior) of Ajzen (1991), the action of the individual is guided by beliefs (behavioral, normative and control) that influence their attitude to something that in turn leads to the rationalization of the intention to influence the behavior of the individual. This research aims to identify the antecedent factors that influence the attitude toward plagiarism among Brazilian students of higher education, distance mode. A systematic mapping of the literature on the subject identified more than 300 articles and converged on a number of 74 articles considered critical. Of these, a model was generated analysis that predictors of positive attitude to plagiarism (from certain influences received, the individual will consider the practice of plagiarism), the following constructs: Positioning Moral, Social norms and situational aspects. For model analysis, we used a survey research when, at this stage were referred, 1800 questionnaires, the students from different periods of the course of Directors of a private university. The rate of return of the questionnaires was 28.95%, totaling 353 valid questionnaires. For data analysis we used the structural equation modeling algorithm with Partial Least Squares (PLS) technique suitable for a small number of observations and when you cannot take parameters for distribution. The main findings of this research were: 41.8% of variable model explained the attitude of positive attitudes to plagiarism, and the identification of six significant constructs associated with the model being: Understanding (-0.102, p <0.05), Expected value (0.243, p <0.001), Ease (0.108, p <0.05), Pressure Situation (0.126, p <0.01), Relativism (0.272, p <0.001) and severity and likelihood of punishment (-0.255, p <0.001).
A crescente preocupação com a desonestidade acadêmica e seus possíveis impactos para as organizações e sociedade tem requerido especial atenção. Diversos estudos indicam que a tecnologia e, em especial, a Internet, pode ocasionar o aumento da desonestidade acadêmica e, em especial, da prática de plágio. Tipos de desonestidade acadêmica são listados pela literatura como sendo a fraude, o plágio, o auxílio externo e a fraude eletrônica. Dentre estes tipos, o plágio está se tornando a maior preocupação entre as instituições de ensino superior em comparação com os demais (LOVETT-HOOPER et al., 2007). A existência da intencionalidade do indivíduo é uma característica central nos estudos sobre plágio, caracterizado como sendo a consequência de uma decisão individual. Do ponto de vista da Theory of Planned Behavior - TPB (Teoria do Comportamento Planejado), de Ajzen (1991), a ação do indivíduo é orientada por crenças (comportamentais, normativas e de controle) que influenciam sua atitude em relação a algo, que por sua vez leva à racionalização da intenção que influenciará o comportamento do indivíduo. Esta pesquisa tem como objetivo identificar os fatores antecedentes que influenciam a atitude em relação ao plágio dentre estudantes brasileiros do ensino superior, modalidade à distância. Um sistemático mapeamento da literatura sobre o tema identificou mais de 300 artigos e convergiu para um número de 74 artigos considerados fundamentais. Destes, foi gerado um modelo de análise que define como preditores da Atitude Positiva em relação ao Plágio (a partir de determinadas influências recebidas, o indivíduo considerará a prática do plágio), os seguintes construtos: Posicionamento Moral, Normas sociais e Aspectos situacionais. Para análise do modelo, utilizou-se uma pesquisa do tipo survey quando, nesta fase foram encaminhados, 1800 questionários, a alunos de diferentes períodos do curso de Administração, de uma Universidade particular. A taxa de retorno dos questionários foi de 28,95%, totalizando 353 questionários válidos. Para a análise dos dados utilizou-se a modelagem por equações estruturais com algoritmo Partial Least Squares (PLS), técnica adequada para um número reduzido de observações e quando não se pode assumir parâmetros para a distribuição. Os principais resultados encontrados nesta pesquisa foram: 41,8% da variablidade da Atitude explicada do modelo de Atitude Positiva frente ao plágio; e a identificação de seis construtos significantes associados ao modelo, sendo: Entendimento (-0,102, p<0,05), Expectativa de Valor (0,243, p<0,001), Facilidade (0,108, p<0,05), Situação de Pressão (0,126, p<0,01), Relativismo (0,272, p<0,001) e Severidade e Possibilidade de Punição (-0,255, p<0,001).
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Prunet, Anne. „Les littéracies en français sur objectifs universitaires : étude d’un corpus contrastif de productions écrites argumentées et perspectives didactiques“. Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA112/document.
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Comment définir des objectifs d’apprentissage linguistiques spécifiques à un public d’étudiants allophones dans le domaine de la production écrite par l’étude d’un genre particulièrement représenté dans les littéracies universitaires : le texte argumentatif ? Partant de l’hypothèse de la nécessité d’un enseignement conjoint de la langue et des contenus disciplinaires, notre travail consiste à proposer des approches et modalités complémentaires aux outils du FLE « tout public » utilisés pour l’enseignement du français à l’université. Nous analysons d’abord ces outils du FLE : manuels de l’approche actionnelle, CECRL et certifications de langues (DELF/DALF et TCF), afin de mettre en exergue leurs apports pour un public étudiants allophones , mais aussi les lacunes qu’ils présentent pour une formation spécifiquement universitaire. Les études menées dans le domaine du FOU nous ont ensuite permis de formuler 5 hypothèses préalables à l’analyse de notre corpus contrastif. Ce corpus a été constitué dans le but d’identifier les besoins spécifiques des étudiants allophones dans l’exercice d’une production écrite argumentée. Il est constitué de productions d’étudiants allophones d’une part (corpus ETR) et francophones d’autre part (corpus FR). Nous présentons ce corpus et son analyse selon la typologie constituée sur la base de nos hypothèses de départ et proposons pour conclure une grille de critères permettant d’établir une évaluation diagnostique des compétences en littéracies universitaires. Enfin, nous soumettons quelques propositions didactiques pour des séances dans le cadre d’un enseignement de Français sur Objectifs UniversitairesHow can we define the specific learning outcomes of non-native students of French within the area of written production ? In order to answer this question, we study a highly frequent genre within academic literacy : the argumentative text.Given the neccessity of jointly teaching language and discipline based contents, our study aims to add approaches and modalities to « general » French as a Foreign Language (FLE) used to teach French at university. Emphasizing both their added value to the teaching of non-native speakers and their shortcomings when dealing with French for academic purposes, we set out to analyse the following tools : textbooks following the action-oriented approach, CEFRL, and language certifications (such as TCF, DELF/DALF).Drawing on existing studies of French for academic purposes, we came up with five hypothesises prior to the study of a comparative corpus. This corpus was established in order to identify the non-native speakers’ specific needs when faced with an argumentative written production. It consists of both productions by non-native (corpus ETR) and native speakers of French (corpus FR). This material is presented and analysed within the frame of a typology based on our initial hypothesises resulting in a framework of criteria facilitating a diagnostic evaluation of the academic literacy competency. Finally, we give didactic suggestions for the teaching of French for academic purposes
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Souza, Lucy Mary Pinheiro de. „As expectativas e experiências dos cadetes da Força Aérea frente a instituição e ao seu currículo“. reponame:Repositório Institucional do FGV, 1987. http://hdl.handle.net/10438/9472.
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This paper is a confrontation between the expectations of AFA's students and the reality of the curriculum offered by the institution, encompassing both the students' formation and their future professional performance. Among its objectives are: 1) identifying the curricular proposals of the courses offered by the AFA, their respective goals, number of hours, etc.; 2) determining how students and teachers perceive the academic formation and the specific specialized training 3) providing subsidies for a possible curricular reformulation at the AFA.
Este trabalho consiste no confronto entre as expectativas dos alunos e o currículo oferecido pela AFA, compreendendo tanto a formação como o futuro desempenho profissional dos alunos. Entre os objetivos do trabalho destacam- se: 1º) Identificar a proposta dos cursos oferecidos pela AFA, seus respectivos objetivos, carga horária , etc.; 2º) Identificar a percepção que os alunos e professores têm de sua formação acadêmica e preparo especifico de especialização 3º) Fornecer subsídios para uma possível revisão da proposta curricular da AFA.
28
Chin, Simone. „Working Memory in Bilinguals and Second Language Learners“. Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/748.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
29
Youngs, Jennifer (Soprano). „The Historical and Pedagogical Significance of Excerpts by André-Ernest-Modeste Grétry (1741-1813)“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505272/.
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This collection of 9 vocal works, taken from the oœuvre of André-Ernest-Modeste Grétry (1741-1813), was chosen for their utility in teaching undergrad voice majors. This collection offers a group of songs that are attractive in their simplicity allowing the time in their lessons to be devoted to the instruction of French pronunciation. Grétry's attention to detail in the setting of French prosody provides undergraduate singers with a collection of songs that offer an immediate understanding as to the nuances of the French language. With funding from an I-GRO grant through the University of North Texas, research was conducted in the archives of the Bibliothèque nationale de France, and work continued in the Grétry Museum in Liège, Belgium. The primary sources found within these locations formulated valuable insights into to the life and influence of Grétry, and provided first-hand experience with research techniques within foreign libraries. This research has solidified the relationship between Grétry's compositional style and its usefulness within the undergraduate voice studio.
30
DiLiberto, Stacey Lynn Barreto. „Remediation and the task of the translator in the digital age digitally translating Simone Schwarz-Bart's Pluie et vent sur T??lum??e Miracle“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4754.
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In this qualitative study, I examine the utilization of electronic publication and electronic writing systems to provide new possibilities for the translation of French Caribbean literary texts. Using Simone Schwarz-Bart's 1972 novel Pluie et vent sur T??lum??e Miracle specifically for analysis and exploration, I investigate the potential of digital technology to aid in the production of literary translations that are mindful not only of the dynamics of language, but of French Caribbean women's discourse as well. Since the cultural turn of translation studies, translators need not only be bilingual but bicultural as well, having a discerning knowledge and familiarity of the culture that they render. Cultural translation scholars, therefore, have argued that translators should make the reasons for their translation choices known through annotations, prefaces, introductions, or footnotes. Advancing this established claim through critical and theoretical analysis and the construction of hypermediated textual translation samples from Pluie et Vent, I argue that translators can make their choices known by utilizing digital writing and hypermedia tools, such as TEI-conformant XML, and using them for computer assisted translation (CAT) and electronic publication. By moving a new translation of Schwarz-Bart's text to a digital space, translators have more options in how they present their renderings including what information to include for better textual interpretation and analysis. The role, thus, of the translator has expanded. This person is not just a translator of language and culture, but an editor who provides scholarly information for critical interpretation. She is also a programmer who is skilled in new media writing and editing tools and uses those tools rhetorically to invent new methods for the electronic translation of literature.ID: 030646272; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 189-202).
Ph.D.
Doctorate
English
Arts and Humanities
Texts and Technology
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Piperkov, Nikola Mihaylov. „Les visages de Mercure : commerce, alchimie, éloquence et arts d'imitation à l'époque moderne“. Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H035.
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Cette thèse traite des statues d'animaux dédiées dans les sanctuaires de Grèce continentale, des îles égéennes et de la côte d'Asie Mineure des périodes archaïque à hellénistique. Les statues, les bases de statues et les éventuelles informations épigraphiques découvertes dans des sanctuaires grecs sont rassemblées dans un catalogue archéologique tandis qu'un catalogue littéraire de sources anciennes le complète. L'étude contextuelle classifie par catégories animalières les statues des deux catalogues. Elle traite du contexte biologique des espèces, des interactions variées entre hommes et animaux, de leur place dans la littérature ancienne et la mythologie, et de leurs représentations dans le contexte religieux. L'étude se poursuit par une étude des sanctuaires receveurs, et une discussion sur le sens des offrandes par catégorie animale. L'importance de certains animaux par leur est aussi prise en considération. Une partie sculpturale s'intéresse à l'esthétique des statues, aux matériaux utilisés, aux prix de ces « anathemata », aux conditions pratiques de réalisation et d'acheminement, au coût du transport, ainsi qu'à l'identité et la spécialité des artistes. Enfin, une analyse systématique des données permet d'établir des liens entre sanctuaires, choix des animaux représentées, divinités honorées, implications géographiques et évolutions diachroniques. L'identité des offrants, publics ou privés, permet d'explorer, au-delà de la démarche religieuse les motivations politiques et implications sociales qui ont motivé les offrandes de statues animalières dans les sanctuaires grecsThis dissertation focuses on the freestanding statues of animals set as offerings, or “anathemata”, in Greek sanctuaries of the mainland, the Aegean island and the coast of Asia Minor from the Archaic to the Hellenistic periods. Surviving are gatjeres in a catalogue, along with the bases on which animal statues stood and the epigraphic material linked with freestanding animal dedications. A second catalogue lists the animal statues recorded by ancient travelers. The contextual study treats the represented animals by categories. It questions biological data, interactions between humans and animals, the place of animals in ancient Greek literature and mythology, as well as animal representations in a religious context. The receiving sanctuaries are also examined and the meanings of sculptural “anathemata” of each category is discussed. The importance of some animals by their absence is also ta ken into consideration.Observations on ancient sculpture focus on the aesthetics of animal statues, the materials used, the place of the “anathemata”, the practicalities and cost of their transport, and the identity and specialties of the sculptors. Data drawn from the catalogues are systematically analyzed in order to draw links between sanctuaries, choice of represented animals, receiving deities, geographical implications and the diachronic evolution. A study of the dedicators' identity enables the questioning to extend beyond the religious sphere, to the political motives and social implications connected to the dedication of animal statues
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Costa, Mauro Alves da. „Alteridade em dissertação e tese: o pesquisador frente aos teóricos“. Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13985.
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This work presents a study of alterity forms in research texts according to the enunciative-discursive studies of Bakhtin, and in a special way the concept of alterity, in order to identify the interactions and the positions the researcher establishes with his other in academic genre, dissertation and thesis. The corpus is constituted by two dissertations and a thesis. The dissertations, which are from PUC (SP), were elaborated in two Post-Graduations Programs: Education (Curriculum) and Applied Linguistic and Language Study (LAEL); and the thesis, from the Language Study Institute IEL (UNICAMP). The methodology has two dimensions: a quantitative dimension data organization, identification of authors, dicendi verbs and cited discourse forms; and a dimension of interpretation of the researcher interaction with his other in research texts. In these dimensions, intenta to interpret the roles attributed to the other by the researcher, the position that s he assumes in the interaction with the other and the researcher resulting from this interaction. The texts, all from the 1990s, were separated by a three-year interval (1993, 1996, and 1999) and deal from different perspectives with, a very common theme that has been relevant during these years, the interaction teacher-student in the classroom. They are a representative sample for explaining the most relevant aspects of the researcher interaction with the other in the construction of the scientific text and about the main ways in which the researcher constructs herself in the interaction with the other
Este trabalho apresenta um estudo sobre as formas de alteridade em Dissertações e Tese à luz dos estudos enunciativo-discursivos de Bakhtin e seu Círculo, e, de modo especial, do conceito de alteridade, procurando identificar as interações e as posições que o pesquisador estabelece com os teóricos. O corpus do trabalho é constituído por duas Dissertações e uma Tese. As Dissertações são da PUC-SP e foram elaboradas em dois Programas de Pós-Graduação: Educação (Currículo) e Lingüística Aplicada e Estudo da Linguagem LAEL; e a Tese, do Instituto de Estudos da Linguagem IEL da Unicamp. Os textos, todos da década de 1990, foram separados em intervalos de três anos (1993, 1996 e 1999) e tratam, sob diferentes perspectivas, de um tema que tem sido relevante ao longo dos anos: a interação entre professor e aluno na sala de aula. A metodologia tem duas dimensões: uma dimensão quantitativa coleta de dados para o corpus, identificação de autores citados, verbos dicendi e esquemas do discurso citado direto e indireto e uma dimensão de interpretação dos atos lingüístico-enunciativos do pesquisador frente aos teóricos. Nessa dimensão, procuramos interpretar os papéis atribuídos aos teóricos pelo pesquisador, a posição que este assume na interação com aqueles, e o pesquisador que resulta dessa interação nas Dissertações e na Tese. Dentre os resultados obtidos descobrimos que, tanto nas Dissertações como na Tese, a interação do pesquisador com os teóricos ocorre de forma diferenciada quanto à qualidade e à quantidade. E dentre as conclusões, uma delas é que em cada Dissertação e na Tese identificamos um pesquisador que se construiu na interação com os teóricos, seu outro
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Harb, Hiba. „La production écrite en droit : analyse linguistique et propositions didactiques“. Thesis, Artois, 2017. http://www.theses.fr/2017ARTO0007.
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La mobilité internationale des étudiants qui souhaitent suivre une formation supérieure en France ou à l’étranger est en augmentation depuis des années. Le domaine du Français Langue Etrangère a évolué en donnant naissance aux nouvelles approches d’enseignement de la langue française, parmi lesquelles le Français sur Objectif Universitaire. Notre problématique de recherche s’inscrit dans cette optique dans la mesure où elle concerne les étudiants arabophones et allophones inscrits dans l’une des filières de droit en France. Notre analyse des copies d’examens de ces étudiants montre qu’ils ont beaucoup de difficultés au niveau de l’écrit juridique sur le plan linguistique et pragmatique. En plus, les réponses sur le questionnaire que nous avons distribué à ce public d’apprenants met en évidence leurs pratiques rédactionnelles, et nous permet d’apporter des solutions pédagogiques adaptées face aux difficultés rencontrées, ce qui constitue l’objectif principal de notre recherche. Outre le problème au niveau de la production écrite, nous proposons des moyens qui favorisent l’interaction entre les étudiants, les enseignants, et les professionnels appartenant au domaine du droitThe international mobility of students who wish to pursue higher education in France or abroad has been increasing for several years. This movement continues to create specific demands that universities are called upon to meet by adapting their programs to the new demands of teaching and learning French. This is the reason why the domain of the French as Foreign Language has evolved, giving birth to new approaches to teaching the French language, among which the French for Academic Purpose. Our research problem is in line with this point of view insofar as it concerns the foreign non-francophone and Arabic-speaking students enrolled in Law majors in France. Our analysis of the exam copies of these students shows that they have many difficulties in linguistic and pragmatic in writing. In addition, the answers on the survey that we have distributed to this audience of learners highlights their writing practices, and allows us to provide educational solutions adapted to the difficulties encountered, which is the main objective of our research . In addition to the problem of written production, we propose ways to promote interaction between students, teachers and professionals in the field of law
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Pouget, Mireille. „The VAE, or the need for ordering : an impossible quest? : an analysis of representation and translation processes in the Validation des Acquis de l'Expérience in a French University“. Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3586.
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This study presents an analysis of the processes of representation and translation involved in the practice of the Validation des Acquis de l’Expérience (VAE), or Recognition of Prior Experiential Learning, in a French University. This analysis is based on a qualitative research using semi-structured interviews with VAE candidates, advisers and academic staff, and recorded interactions between candidates and their advisers, and the validation juries. The research was at first influenced by the life history and educational biographies perspective (Josso 2001; Dominicé 2002; Pineau 2002), which privileged a dialogic approach. This has led to the decision to let the candidates tell their story of ordering struggle, where the resistance, dissidence and controversies circulate within and around the VAE ‘object’. This study is interested in the ordering modes enacted through the VAE and their relational effects with subjectivities. The analysis draws on Callon’s (1986) four moments of translation, as a way to give an initial frame of reference for the research. It presents the actors’ voices in a sequence of accounts, disrupted by the researcher’s running commentaries. It also focusses on the role the portfolio plays in ‘ordering’ the heterogeneous elements of the candidates’ lives, subjecting them to a form of ‘disciplinary writing’ through ‘technologies of the self’, whereby subjectivities are mobilised into specific modes of ordering. It analyses how the VAE becomes a stabilized network (Star 1991), insisting on speaking with a unitary voice, erasing the multiplicity of selves and the messy realities of the candidates’ lives, until the heterogeneous elements of the network escape again. Finally the study seeks to investigate further the recognition of heterogeneity, the possibility of multiplicity of cultures and agencies, multiple identities.
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Hoyt, Kristin. „Teacher voice and participation in shaping large-scale standards-driven testing : the case of teacher involvement in the design and construction of a third year high school French end-of-course exam, based on The Indiana Academic Standards for Foreign Languages /“. [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3202896.
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Hirakawa, Daniela Akie. „O ensino do francês em contexto universitário através dos gêneros orais: uma experiência com estudantes de engenharia da Universidade de São Paulo“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-23042015-111249/.
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Essa pesquisa foi conduzida em duas turmas do módulo Projetos em Francês do Curso de Francês para Iniciantes, que oferece aulas de francês para alunos da Escola Politécnica graças a uma parceria entre o Centro de Línguas da FFLCH-USP e a CRInt da Poli-USP. O objetivo de nosso trabalho era analisar e selecionar os gêneros orais apropriados no contexto de ensino do francês língua estrangeira para fins universitários, além de apresentar uma proposta de sequência didática em torno do gênero oral entrevista de trabalho.Para isso, partimos das orientações do Quadro Europeu Comum de Referência para as Línguas (QECR) e das propostas metodológicas de ensino do oral através dos gêneros elaboradas por Dolz & Schneuwly (1998). A aplicação das sequências didáticas do gênero entrevista de trabalho mostrou que o trabalho com os gêneros propicia a reflexão sobre os aspectos sociolinguísticos e pragmáticos do texto, além de favorecer a mobilização de estratégias e competências por parte dos aprendentes.This research was conducted in different two groups of the Curso de Francês para Iniciantes, which provides French classes to students of the Escola Politécnica, thanks to a partnership between the Centro de Línguas FFLCH-USP and the CRInt-Poli-USP. The goal of this work was to analyze and select the oral genres appropriated in the context of French for Academic Purposes and to present a didactic sequence for the genre job interview. In order to do that, we chose the orientations of the Common European Framework of Reference and the methodological proposals elaborated by Dolz & Schneuwly (1998) for the oral genres teaching. The results showed that learners could benefit from the sociolinguistics and pragmatics aspects of the text, and from the strategies and competences they develop during the didactic sequence for the job interview.
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Sylla, Massouma. „La scolarité des enfants français d'origine africaine subsaharienne : entre facteurs de réussites atypiques et causes d'échecs scolaires massifs“. Thesis, Cergy-Pontoise, 2015. http://www.theses.fr/2015CERG0754.
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Notre travail s'intéresse aux parcours de réussite scolaire des enfants français issus de l'immigration africaine subsaharienne. Cette recherche s'inscrit dans une démarche biographique et accorde une importance capitale au vécu scolaire des enfants d'immigrés pour comprendre leur scolarisation de l'intérieur. Nous nous intéressons à des réussites scolaires qui sont atypiques en ce qu'elles invalident la thèse du déterminisme comme cause des difficultés scolaires rencontrées par ces enfants et réfutent l'idée du sens commun qui enferme les enfants d'immigrés dans un inéluctable destin d'échec scolaire. Ainsi, nous avons recueilli les récits d'enfants français d'origine africaine subsaharienne pour percevoir l'éventuelle influence de leur origine ethnoculturelle dans leur réussite scolaire. À travers la biographisation de l'expérience de ces enfants français d'immigrés africains nous nous demandons si leur réussite scolaire est liée à leur ethnicité. Pour répondre à notre problématique nous inscrivons notre travail dans le cadre de la recherche biographique car ces enfants sont des êtres sociaux qui agissent dans et sur le monde et dont l'expérience peut permettre de comprendre les faits sociaux qui les concernent en tant que sujets sociauxOur work focuses on academic success of French students from the African subsaharan immigration. This research is part of a biographical approach and grant an utmostimportance on school experience of immigrant children in order to understand their enrollment within. We focus on the academic success that are atypical because they invalidate the argument of determinism as the cause of academic difficulties faced by those children and deny the idea that immigrant children are locked in an inevitable destiny of school failure. So we have collected the stories of French children of African subsaharan origin to analyse the possible influence of their ethnocultural origin in their academic success. Through biographisation of these French children of African immigrants experience. We wonder if their academic success is linked to their ethnicity. To answer our problem we put our work in the context of biographical research as those children are social beings who act in and on the world and whose experience can help to understand social facts which concern them as social subjects
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Bujdoso, Yasmin Lilla Veronica. „Pós-graduação stricto sensu: busca de qualificação profissional ou suporte frente às vicissitudes do mundo do trabalho“. Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/5/5137/tde-02022010-120320/.
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Trata-se de uma pesquisa de caráter quantitativo e qualitativo, composta de um levantamento da pós-graduação brasileira com foco na comparação das áreas Direito, Engenharia Civil e Medicina e por 24 entrevistas semi-estruturadas individuais gravadas com 18 mestrandos e seis orientadores da Faculdade de Direito, da Escola Politécnica e da Faculdade de Medicina da Universidade de São Paulo. O objetivo geral da pesquisa é comparar como se desenvolve o processo de pós-graduação das três profissões mais tradicionais em uma universidade pública de destaque, relacionando o processo de elaboração da dissertação com a concomitante inserção do aluno na atividade profissional. Como resultado destaca-se que os mestrandos seguiriam a carreira acadêmica, mas simultaneamente à carreira profissional. Enquanto os mestrandos de Direito e Engenharia civil acreditavam no mestrado como facilitador para uma melhor inserção no mercado de trabalho, os de Medicina referiam a busca pelo mestrado como conseqüência natural pela sua proximidade com a universidade. Nas três áreas a universidade se defronta com contradições entre a formação de uma elite pensante, a real vocação do curso de pós-graduação stricto sensu na formação de pesquisadores, e sua qualificação profissional segundo um perfil demandado pelo mercado global.This is a quantitative and qualitative approach research, consisting of a survey of Brazilian postgraduation focused in the comparison of Law, Civil Engineering and Medicine areas and composed by 24 semi-structured recorded individual interviews with 18 Masters students and six advisors of the Faculty of Law, the School of Engineering and the Faculty of Medical Sciences of the University of São Paulo. The general objective of the research was compare the postgraduation developing process of the three most traditional professions in a distinct public university, relating the dissertation elaboration process with the concomitant insertion of the student in the professional activity. As result, was emphasized that Masters students would follow the academic career, but simultaneously to the professional career. While Law and civil Engineering Masters students considered Master Course as facilitative for a better insertion in the job market, Medicine ones related the seek for Master Course as natural consequence by their proximity to the university. In the three areas the university confronts with contradictions between the elite think tank formation, the real vocation of the postgraduation stricto sensu course in the researchers education, and their professional qualification according to a profile demanded by the global market.
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Mroue, Mariam. „Ecrit de recherche universitaire : éléments pour une sensibilisation au positionnement scientifique à travers la phraséologie transdisciplinaire“. Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL021/document.
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Ce travail de recherche se donne pour objectif de formuler des éléments de réflexion indispensables à une initiation à l'écrit de recherche universitaire, pour venir en aide aux étudiants locuteurs non natifs. Plusieurs questions ont sous-tendu cette étude : quel rôle pourraient avoir les études descriptives des écrits scientifiques dans une familiarisation réussie à l'écrit de recherche ? Quel est l'intérêt d'une initiation aux fonctions rhétoriques basée sur la phraséologie transdisciplinaire et fondée sur une approche dite par genre ? Est-il possible de soumettre des éléments d'aide dont pourraient profiter tous les étudiants quelles que soient leurs disciplines ?Une étude exploratoire autour d'une fonction rhétorique particulière qu'est "le positionnement" a permis de comprendre dans quelle mesure des éléments d'ordre linguistique, en l'occurrence les collocations transdisciplinaires, pourraient aider les étudiants à moins appréhender cette exigence d'un écrit essentiellement polyphonique et argumentatif ou encore à se positionner davantageThis research formulates some thoughts that are essential to initiate students, non native speakers, to academic writing and help in mastering it. Several questions have guided this study : What role might have the descriptive studies of scientific writing in a successful familiarization with academic writing? What is the point of an introduction to rhetorical functions based on transdisciplinary phraseology and on a so-called genre approach? Is it possible to submit support elements that would be beneficial to all students regardless of their disciplines? An exploratory study of a particular rhetorical function that is "positioning" has allowed us to understand the extent to which linguistic elements, namely transdisciplinary collocations could help students to less apprehend the requirement of an essentially polyphonic and argumentative writing or to further show their positioning in their academic writings
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Tandilashvili, Nino. „Le managérialisme et l’identité universitaire : le cas de l’université française“. Thesis, Paris 10, 2016. http://www.theses.fr/2016PA100090.
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Poussées par les changements majeurs de l’environnement de l’enseignement supérieur, les universités françaises se sont engagées dans un mouvement de modernisation de leur gestion. Ces changements, engendrés par de nombreux facteurs sociaux économiques et technologiques, ont amené des gouvernements successifs à entreprendre des réformes importantes pour faire face à ces évolutions. De nombreuses publications scientifiques anglo-saxonnes et françaises soutiennent que le prix à payer pour les améliorations apportées par ces réformes est très élevé, dénaturant parfois l’idée de base de l’institution universitaire. Ainsi, la présente recherche s’inscrit dans une thématique qui se trouve au cœur des débats publics et scientifiques suscités par l’évolution de la gouvernance des universités en France. Notre recherche vise à répondre à la question de la nature de l’impact du « managérialisme » croissant sur l’identité universitaire. L’importation d’outils et de concepts développés dans la sphère du privé, permet-elle de meilleures efficacité et efficience des organisations universitaires sans toucher fondamentalement à la nature de celles-ci ? Ou à l’inverse, l’identité universitaire, vue comme un ensemble complexe de valeurs, de missions, de modes opératoires, est modifiée par la « modernisation de la gestion » ?La recherche s’appuie sur une étude approfondie du cas de trois universités françaises à périmètre disciplinaire différencié : université pluridisciplinaire, université scientifique et université de lettres et sciences sociales. L’analyse thématique de contenu du discours des universitaires révèle une modification identitaire importante due aux différents facteurs. Notre objectif est d’étudier dans quelles mesures cette modification est imputée au managérialisme. Notre recherche met en évidence des tensions entre les normes, les valeurs et les pratiques traditionnels de l’université française et les objectifs de nouvelle structure institutionnelle et le nouveau management émergeantsDriven by major changes in the higher education environment, French universities have engaged themselves in a comprehensive process of management modernization. In parallel, governments have undertaken number of reforms to face up important socio-economic and technological evolutions. These reforms aroused a vague of criticism in English and French scientific literature, stating namely, that the price to pay for the improvements proposed by these reforms is very high, sometimes even distorting the basic idea of what is university.Thus, the present research is part of the scientific and public debates incited by the changes in the governance of universities in France. It aims to analyse the nature of the impact of growing “managerialism” on the university identity. Does the introduction of private sector management tools and concepts allow improved efficiency and effectiveness of universities without altering its fundamental nature? Or, on the contrary, this “modernisation of management” transforms the university identity, which is a complex set of values, missions, operating mode… To answer these questions the research proposes a multiple case study of three French public universities with diverse academic profiles: multidisciplinary, scientific and social sciences universities. The contents analysis of the interviewed academics’ discourse reveals important identity modification due to different factors. Our aim is to see in what extent this modification is attributed to managerialism. In so doing, our research exposes number of tensions between traditional norms, values and practices, on the one hand, and the objectives of the emerging formal institutional structure and management, on the other hand
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Stewart, Brandon (Brandon Gregory). „Horn Concerto in E-flat Major (C41) by Antonio Rosetti: A Critical Edition“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609216/.
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This project delivers to the scholar and performer a critical edition of a little-known horn concerto by Antonio Rosetti. Standing in contrast to performance or practical editions, critical editions demand that the editor exerts a non-trivial measure of authority over the state of the text. Performers often find this fact to be uncomfortable given the normal tendency to revere the perceived intent of the composers based upon the text that they set down. When engaging with sources, it is rarely clear what that intent is, or which of the available sources most closely represents that intent. Those available sources often disagree with one another, even those in the composer's own hand. It is vital for the editor to know, as precisely as is possible, who created the source material, when they created these sources, and why they created these sources. At that point the editor must decide which sources will best fit his or her framework for the creation of the critical edition. At that point the editor will grapple with numerous inconsistencies and ambiguities within those sources, and then use his or her own authority to fix the text of the composer's work into a single version for today's use. The Horn Concerto in E-flat Major (C41) by Rosetti presents a unique case to the editor, scholar, and performer, in that it exists in two versions that carry substantial differences in the solo part. These differences are so great that it is often difficult to consider them as representative of the same work. This edition presents both versions, as each have different original purposes, and edits them in parallel so that the performer may determine which usage is most appropriate for his or her needs.
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Silva, Guilherme Henrique Gomes da. „Equidade no acesso e permanência no ensino superior : o papel da educação matemática frente às políticas de ações afirmativas para grupos sub-representados /“. Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144591.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Este estudo discute possibilidades de inclusão social e racial no ensino superior brasileiro, relacionando a educação matemática com as políticas de ações afirmativas. Seu propósito foi compreender como a educação matemática poderia contribuir para a permanência e progresso acadêmico de estudantes de cursos superiores da área das ciências exatas, beneficiários de ações afirmativas. A pergunta que norteou a pesquisa foi a seguinte: “No ensino superior, para beneficiários de ações afirmativas de cursos da área das ciências exatas, quais aspectos da educação matemática têm contribuído para sua retenção e progresso acadêmico?”. Utilizando-se uma abordagem de inquérito qualitativa e a metodologia de estudo de caso, a produção dos dados deste estudo foi dividida em duas etapas. Na primeira, caracterizada por dados provenientes de uma pesquisa documental, buscou-se sistematizar informações que pudessem fornecer um quadro mais amplo em relação ao tratamento das ações afirmativas nas universidades federais da região sudeste do Brasil. Na segunda etapa, realizaram-se entrevistas semiestruturadas com docentes, gestores e estudantes beneficiários de ações afirmativas ingressantes em cursos superiores da área das ciências exatas de duas universidades federais brasileiras. Para a organização e análise dos dados, utilizou-se de ferramentas analíticas da análise de conteúdo, tendo como perspectiva teórica o inquérito crítico. O processo propiciado pela leitura e imersão nos dados permitiu a atribuição de palavras-chave e códigos, bem como a construção de categorias e temas, os quais eram comparados na medida em que mais análises eram feitas, modificando-se sempre que necessário. Os resultados deste trabalho indicam que as politicas de ações afirmativas demandam uma ampla e profunda reflexão teórica, assim como a elaboração de propostas educacionais específicas. Em especial, chamam a atenção para as possibilidades de engajamento da educação matemática nas dimensões de ingresso e permanência das ações afirmativas, enfatizando elementos significativos para a retenção e progresso acadêmico dos estudantes beneficiados. Além disso, este estudo indica a existência de aspectos relevantes para o fomento e a manutenção das políticas de ações afirmativas que estão inseridos no cotidiano de docentes que atuam em cursos de exatas, os quais se mostraram ligados tanto a práticas pedagógicas e não pedagógicas quanto a perspectivas e anseios frente à utilização e tratamento destas políticas. Este trabalho também levanta reflexões significativas para a educação matemática sobre elementos que contribuíram para a integração social e acadêmica no percurso universitário dos estudantes que participaram do estudo, bem como suas estratégias e dificuldades acadêmicas relacionadas com a matemática. Ademais, esta pesquisa traz fortes indícios de que, mesmo com direitos especiais legitimados por meio das ações afirmativas, muitos estudantes continuam convivendo com a violência estrutural ao longo de seu percurso na universidade, fato que pode influenciar diretamente sua permanência e progresso acadêmico. Estas questões, que vão além do pedagógico, mostraram-se conectadas principalmente com a sobrevivência material na universidade e com as microagressões experienciadas diariamente por estes alunos, tanto em ambientes sociais quanto acadêmicos do campus.
This study addresses the possibilities of social and racial inclusion in the Brazilian higher education system, establishing relationships between mathematics education and affirmative action policies. The purpose of this study was to understand how mathematics education contributes to the retention and academic progress of affirmative action students at Brazilian federal universities from Science, Technology, Engineer, and Mathematics (STEM) programs. The research question was the following: “In higher education, for beneficiaries of affirmative action and those who study STEM disciplines, what aspects of mathematics education contribute to their retention and academic success?” Using a qualitative research approach and a case-study methodology, the data were produced in two stages. In the first one, several documental data were organized and systematized in order to elaborate a general framework about the treatment of affirmative action policies in the Brazilian federal universities from the southeast region. In the second stage, semi-structured interviews with faculty, managers and affirmative action students were conducted. These individuals were involved in and enrolled in STEM programs from two Brazilian federal universities. In order to organize and analyze the data, analytical tools of content analysis and the theoretical perspective of critical inquiry, with a deep reading and immersion in the data, were used. This process permitted the attribution of key words and codes as well as the construction of categories and themes. They were compared, in accordance with which more analyses were made, and modified as necessary. The results of this study suggest that affirmative action policies demand broader, and at the same time more profound, theoretical reflection. In addition, they suggest that these policies demand an elaboration of specific educational proposals. Furthermore, this work addresses some possibilities for the engagement of mathematics education on the dimensions of access to and permanence of affirmative actions, emphasizing important elements for the retention and academic progress of affirmative action students from STEM programs. Moreover, this study indicates the existence of aspects relevant to the promotion and management of affirmative action policies in higher education, which are inserted into a teacher’s everyday practice. These aspects were connected to both pedagogical and non-pedagogical practices, as well as to anxieties and perspectives about the treatment of affirmative action students. Furthermore, this work raises important considerations for mathematics education regarding elements connected with the social and academic integration of affirmative action students and their strategies for and academic difficulties with mathematics learning. In addition, even though special rights were legitimated through affirmative actions in Brazil, this research brings strong evidence that, generally, affirmative action students continue living with structural violence throughout their university course. This fact can directly influence their permanence and academic progress in the university, as well as contribute to the creation of negative feelings about their lives. This matter, which is in addition to pedagogical concerns, is connected with material survival issues on campus, as well as with microaggressions experienced by these students every day in both social and academic environments.
FAPESP: 2014/05584-3
FAPESP: 2015/04698-8
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Mamola, Bethany Grace. „Perseverance in the Face of Totalitarianism: The Life and Legacy of Józef Zygmunt Szulc in Nazi Occupied France“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505262/.
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The Reichsleiter Rosenberg Task Force of 1940, initiated a systematic confiscation of items belonging to Jews throughout Europe. Because of this task force and Hitler's decrees, Jews across Europe were labeled as stateless, and were stripped of ownership and rights to property. Not only did these actions devastate Jews economically, but intellectually and artistically as well. In parts of occupied France, this task force was legitimized by Vichy laws under the label of the Commissariat Générale aux Questions Juives (General Commission for Jewish Issues) and enabled Nazi officials to closely watch Jewish musicians and stop them from performing their music, profiting from anyone else performing it, and to halt any public performance of Jewish compositions. This dissertation exhibits the lost legacy of one such Jewish musician, Józef Szulc. It discusses him as a musician of great importance in the ongoing recovery of Jewish culture, music, and life during World War II. His musical output has historical notoriety, as seen through reviews and performance history. The study of Vichy laws and their effect on Jewish musicians in Paris during the Nazi occupation provides the socio-political context for Szulc's life. It also provides the most plausible reason why his contribution to French vocal music was almost entirely lost. Szulc's success with his operetta compositions created a trajectory of performances that lasted well into the late 1920s and early 1930s.
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Ivanova-Fournier, Petya. „L’évaluation dans le contexte universitaire chinois : éléments de linguistique et de psycholinguistique pour l’analyse de productions écrites en FLE“. Thesis, Université de Lorraine, 2019. http://www.theses.fr/2019LORR0114/document.
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Cette thèse a pour objectif d’étudier trois pratiques distinctes d’évaluation en Français langue étrangère dans le contexte universitaire chinois, afin de proposer des orientations pour remédier aux difficultés d’apprentissage. Elle s’inscrit selon une double dynamique, d’un côté elle tente de situer l’enseignement, l’apprentissage et l’évaluation du français dans son environnement culturel, éducatif, institutionnel et méthodologique ; d’un autre côté, elle cherche à évaluer la compétence à communiquer à l’écrit dans des textes d’apprenants chinois.La démarche adoptée est à la fois empirique et interventionniste. Le modèle empirique de l’évaluation prend pour base l’université chinoise où s’inscrit le trajet de l’évaluation avec ses acteurs et ses actes, et qui s’articule avec deux autres niveaux, les épreuves nationales de français en Chine, et les épreuves internationales dans les projets de mobilité. La réflexion développée s’adosse à un corpus de productions écrites d’étudiants chinois en deuxième année à l’université. L’analyse et l’évaluation de ces productions permettent de cerner deux difficultés majeures, l’une liée au processus rédactionnel en langue étrangère, l’autre au caractère subjectif de l’évaluation d’un texte. L’articulation entre les niveaux universitaire, national et international implique une démarche interventionniste, le but est de proposer des pistes à aider les étudiants à améliorer leur compétence écrite afin de réussir leur évaluation à l’université, comme aux niveaux national et international. La recherche s’intéresse au processus rédactionnel dans sa globalité, elle montre qu’il est nécessaire de mettre en évidence les difficultés des scripteurs au cours de la rédaction en langue seconde. Elle s’appuie sur les notions d’évaluation, de compétence à communiquer à l’écrit, ainsi que des procédés de cohérence, cohésion et connexion. Des outils d’analyse hétérogènes sont mis en place à partir des théories de l’argumentation pour étudier la dimension interculturelle de la recherche. Ce volet implique des valeurs, des croyances et des attitudes qui ne sont pas évaluables dans les textes des étudiants, mais qui se situent au cœur même de la réflexion didactique de l’enseignement et l’apprentissage d’une langue étrangèreThis research has for objective to study three different practices of evaluation in French as a foreign language in the Chinese university context, to propose orientations to remedy the difficulties of learning. It joins according to a double dynamics, on one side it tries to place the teaching, the learning and the evaluation of French in its cultural, educational, institutional and methodological environment; on other side, it tries to estimate the skill to writing by Chinese learners.The adopted approach is at the same time empirical and interventionist. The empirical model of the evaluation takes for basis the Chinese university. The evaluation takes place with its actors and its actions; it is also structured with two other levels, the national examinations of French in China, and the international examinations that students take for their mobility projects. Developed reflection is based on a corpus of written productions by Chinese students in second year at the university in China. The analysis and evaluation of these productions makes it possible to identify two major difficulties, one related to the written process in the foreign language, the other to the subjective characters involved in the evaluation of a text. The articulation between university, national and international levels implies an interventionist approach, as the aim is to propose paths that can help students to improve their written skills in order to pass their assessment not only at university, but also at national and international level.The research is concerned with the written process in its entirety, it shows that it is necessary to highlight the difficulties of scriptors in second-language writing. It is based on the concepts of evaluation and written communication skills, and on the concepts of coherence, cohesion and connection. In addition, heterogeneous analytical tools are developed from the theories of argumentation to study the intercultural dimension of research. This component implies values, beliefs and attitudes that are not evaluable in the student’s texts but are at the heart of even didactic reflection of teaching and learning a foreign language
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Koetz, Carmen Maria. „Regime de colaboração entre o estado e os municípios do Rio Grande do Sul frente ao sistema de avaliação em larga escala“. Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7637.
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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Este é um estudo acerca do regime de colaboração estabelecido em parceria entre a Secretaria de Educação do Estado do Rio Grande do Sul (SEE/RS) e seus municípios com o sistema de avaliação em larga escala, mais especificamente, o Sistema de Avaliação do Rendimento Escolar do Estado do Rio Grande do Sul (SAERS), com foco no Ensino Fundamental, no período de 2007 a 2010, no governo de Yeda Rorato Crusius. A metodologia utilizada é de cunho qualitativo com coleta e análise de documentos legais normativos e entrevista semiestruturada. Descreve a forma de colaboração e o instrumento que normatizou a parceria estabelecida, em regime de colaboração entre o estado e os municípios do Rio Grande do Sul que aderiram ao SAERS, no período de 2007 a 2010, relatando a atuação da União dos Dirigentes Municipais do Estado do Rio Grande do Sul (UNDIME/RS) na adesão dos municípios ao sistema de avaliação do estado neste mesmo período. Apresenta as práticas adotadas pela gestão municipal decorrentes dos resultados do SAERS na gestão municipal neste período. Concluindo que, dos 497 municípios rio-grandenses, 153 participaram do processo de avaliação (30.98%), em regime de colaboração, entre 2007 a 2010 e, apenas dois municípios – Monte Belo do Sul e Serafina Corrêa – pertencentes à Associação dos Municípios da Encosta Superior do Nordeste da Serra Gaúcha (AMESNE) aderiram ao processo em três edições consecutivas (2007/2008/2009). O instrumento utilizado pela SEE/RS e pelos municípios para a materialização do regime de colaboração, neste mecanismo de parceria, foi um contrato estabelecido entre eles com o Centro de Políticas Públicas e Avaliação da Educação (CAEd) da Universidade Federal de Juiz de Fora (UFJF). O regime de colaboração, para a SEE/RS, objetivava reduzir custo aluno/prova e possibilitar a efetiva qualificação da educação no Rio Grande do Sul. Já para os municípios era verificar o nível de proficiência das escolas onde o SAEB não alcançava, em função do número reduzidos de alunos por turma. As práticas realizadas pelos municípios, a partir dos resultados do SAERS, aconteceram segundo a gestão municipal em exercício. Entretanto não foram localizadas políticas públicas implantadas pelos municípios a partir dos resultados do SAERS.
This study discusses a collaboration in a partnership between the Department of Education of the State of Rio Grande do Sul (Secretaria de Educação do Estado do Rio Grande do Sul -SEE/RS) and the state municipalities, using the large scale evaluation system, more specifically the System for the Evaluation of Academic Achievement of the State of Rio Grande do Sul (Sistema de Avaliação do Rendimento Escolar do Estado do Rio Grande do Sul -SAERS), focusing on Basic Education, in the period from 2007 to 2010, during the Administration of Governor Yeda Rorato Crusius. The methodology used is qualitative, with the collection and analysis of legal documents and a semi-structured interview. It describes the form of collaboration and the instrument that normatized the partnership established, in a regime of collaboration between the state and the municipalities of Rio Grande do Sul that joined SAERS, in the period from 2007 and 2010. It described the actions of the Union of Municipal Leaders of the State of Rio Grande do Sul (União dos Dirigentes Municipais do Estado do Rio Grande do Sul -UNDIME/RS) in the adherence of the municipalities to the state system of evaluation during that period. The practices adopted by municipal management due to the results of SAERS are presented. It was concluded that of the 497 Rio Grande do Sul municipalities, 153 participated in the evaluation process (30.98%), in a collaborative regime between 2007 and 2010, and only two municipalities – Monte Belo do Sul and Serafina Corrêa – belonging to the Association of Municipalities of the Upper Slope of the Northeast Rio Grande do Sul Mountains (Associação dos Municípios da Encosta Superior do Nordeste da Serra Gaúcha -AMESNE) joined the process in three consecutive editions (2007/2008/2009). The instrument used by SEE/RS and by the municipalities to implement the collaborative regime in this partnership mechanism was a contract established between them and the Center of Public Policies and Evaluation of Education (Centro de Políticas Públicas e Avaliação da Educação -CAEd) of Universidade Federal de Juiz de Fora (UFJF). The collaborative regime, for SEE/RS, aimed to reduce the student/test cost and enable the effective improvement of education in Rio Grande do Sul. On the other hand the municipalities aimed to verify the level of proficiency of the schools that were not reached by SAEB, because of the small number of students per class. The practical work of the municipalities, based on the results of SAERS, was done according to the current municipal administration. However no public policies implemented by the municipal SAERS results were carried out according to the current municipal administration. Nevertheless, no public policies implemented by the municipalities based on the results of SAERS were found.
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Cipiniuk, Alberto. „L'origine de l'Académie des Beaux-Arts de Rio de Janeiro“. Doctoral thesis, Universite Libre de Bruxelles, 1990. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213110.
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Yun, Hyeon. „Echanges à distance entre apprenants de FLE. : Etude des interactions synchrones en contexte académique“. Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00440899.
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Cette recherche relève du domaine de la didactique du FLE et de l'usage de la communication médiée par ordinateur [CMO], plus particulièrement du clavardage, outil de communication synchrone à base textuelle. Notre recherche se place dans une perspective interactionnelle et acquisitionnelle en L2 en mettant l'accent sur la construction des discussions entre participants lors de séances de clavardage. Le public étudié est composé d'étudiants de nationalités variées en master ou doctorat dans des universités en France, et qui souhaitent améliorer la langue qu'ils doivent utiliser en milieu académique. Notre analyse du " discours-en-interaction par clavardage " a pour but d'étudier les interactions en tenant compte des spécificités de l'outil et du contexte de la discussion. En premier lieu, nous examinons la structure des énoncés en L2 au niveau de l'utilisation du lexique, des structures complexes et des marques transcodiques. En deuxième lieu, nous analysons l'utilisation des topogrammes dans un contexte académique et leurs diverses fonctions. Cette analyse montre la manière dont les apprenants se focalisent à la fois sur l'objet thématique de la discussion et sur la résolution des obstacles linguistiques ou discursifs auxquels ils sont confrontés lors des échanges. En dernier lieu, nous étudions la manière dont les apprenants construisent et co-construisent les discussions par clavardage. Les énoncés que l'apprenant construit à partir des discours de ses différents interlocuteurs lui permettent, tout en alimentant ses compétences pragmatiques, d'approfondir le sujet en discussion. Nous examinons également comment les savoirs sur les pratiques académiques naissent et se transforment au fil des interactions. Nous cherchons à montrer à la fois le bénéfice de l'utilisation du clavardage pour la recherche sur la langue d'apprenants avancés et son intérêt comme outil po! ur favoriser l'appropriation d'une L2.
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Hanson, Brittany Minnick. „Growing Health: Community Gardens and their Effects on Diet, Physical and Mental Health and Community“. Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5237.
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Recently, research on community gardens and their benefits to health and community has become very popular. However, this influx of research has failed to investigate challenges to successful community gardening. Some articles examine issues between community gardeners and the land owners, but other than these conflicts community garden challenges, like lack of participation and quality leadership, have not been discussed in the literature (Draper and Freedman, 2010). To allow future gardens to be as successful as possible it is important to identify potential obstacles. Additionally, it is just as important to continue to examine possible benefits, for example, physical activity and health benefits of community gardening and the breadth of community issues possibly addressed by community gardeners. Continuing to research on community will allow for more successful gardens and encourage funding for these programs. This study examines how food insecurity, health and community cohesion issues can be affected by community gardens in Central Florida. It also investigates challenges community gardens often face. To do this I conducted structured interviews with community gardeners and semi-structured interviews with community garden leaders at several gardens throughout Orange County, Florida. The results show that community gardens have several benefits including increased consumption of fresh produce, improved physical activity, mental health and community cohesion. However, gardens are not without difficulties. About a third of the gardeners and the majority of the leaders said that lack of participation was a challenge they faced.ID: 031001542; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: James Wright.; Title from PDF title page (viewed August 21, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 65-68).
M.A.
Masters
Sociology
Sciences
Applied Sociology
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Tran, Thi Thu Hoai. „Description de la phraséologie transdisciplinaire des écrits scientifiques et réflexions didactiques pour l'enseignement à des étudiants non-natifs : application aux marqueurs discursifs“. Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL022/document.
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Cette thèse propose une nouvelle approche des écrits scientifiques en prenant comme point de départ les marqueurs discursifs (MD). Elle s'inscrit dans le cadre du Français sur Objectif Universitaire (FOU). Dans ce travail, nous nous intéressons tout particulièrement aux MD polylexicaux et les intégrons dans une conception large de la phraséologie. La particularité de cette recherche réside dans le fait de relier les descriptions linguistiques des MD et la transposition didactique de ces unités lexicales à l'aide de corpus, ce qui est encore peu abordé dans le champ de la didactique francophone. Nous cherchons à répondre à des objectifs à la fois linguistiques et didactiques. Pour les objectifs linguistiques, nous mettons en place un modèle d'analyse des MD polylexicaux associant les propriétés syntaxiques et sémantiques et qui est tout à fait réadaptable à d'autres MD. Les analyses linguistiques des MD serviront par la suite à l'enseignement/apprentissage de ces unités. Pour les objectifs didactiques, cette recherche vise à concevoir une méthodologie d'enseignement/apprentissage des MD à partir de l'observation de corpus. Les considérations méthodologiques proposées dans le cadre de cette thèse ouvrent des pistes intéressantes pour l'enseignement/apprentissage de ces éléments linguistiques ainsi que pour faciliter l'accès aux écrits scientifiques auprès des étudiants non-natifsThis thesis proposes a new approach to scientific writings which takes discourse markers as starting point. It is part of the framework of French for Academic Purposes. In this work, we are particularly interested in multi-word discourse markers and we integrate them into a broader concept of phraseology. The particularity of this work lies in linking linguistic descriptions of discourse markers and didactic transposition of these tokens with a corpus, which is still little discussed in the didactic francophone field. We aim to meet two main objectives of linguistic and didactic nature. The linguistic objectives are to set up a model for analyzing multi-word discourse markers that combines both syntactic and semantic properties and is totally reconfigurable to other discourse markers. Linguistic analyses will then be used for the teaching/learning of these units. For didactic purposes, this research aims to develop a methodology for teaching/learning discourse markers from the observation of the corpus. Methodological considerations proposed in the framework of the thesis provide attractive ways for teaching/learning these language elements and for making access to the academic writings easier to non-native students
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Bouchet, Karine. „Repenser la prise de notes pour les étudiants internationaux en contexte académique : implémentation du dispositif collaboratif Unipad à l'IEP de lyon“. Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2079/document.
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Cette thèse fait état d’une recherche-action menée entre 2014 et 2018 à l’Institut d’Étude Politiques de Lyon (IEP), autour de l’analyse des difficultés rencontrées par les étudiants internationaux dans l’activité de prise de notes en cours magistral.A partir des besoins constatés sur le terrain, nous avons implémenté un dispositif collaboratif de prise de notes, baptisé Unipad, au sein des amphithéâtres de l’IEP. Unipad est basé sur un modèle de collaboration reliant des étudiants allophones et francophones autour de l’usage synchrone d’un pad (éditeur de texte partagé). Il vise à repenser les pratiques individuelles deprise de notes et la manière d’accompagner les étudiants allophones en cursus disciplinaire. Notre enquête met en regard la situation précédent Unipad (phase 1) et celle lui succédant (phase 2). Les résultats font état des potentialités du dispositif au regard des difficultés de départ, d’un point de vue académique (richesse et qualité des PDN grâce à une dynamique coopérative et des stratégies de réception différenciées) et socioaffectif (entraide, reconnaissance, empathie et émergence d’un sentiment de communauté). La mise en œuvre de cet accompagnement technopédagogique au cœur des cours magistraux vise à répondre à des besoins encore difficilement pris en charge par la didactique du Français Langue Étrangère, et à contribuer aux réflexions menées dans le champ Français sur Objectif Universitaire autour de l’accompagnement et l’intégration des étudiants internationaux de l’enseignement supérieur francophoneThis thesis details a research project conducted between 2014 and 2018 at the Institut d’Études Politiques de Lyon (IEP), concerning the analysis of note taking difficulties encountered by international students during lectures. From requirements observed in the field, we implemented the use of a collaborative note-taking device, called a Unipad, within IEP classrooms. Based on a cooperative model connecting international and francophone students around the synchronous use of a pad (with shared text editor), this device aims to rethink individual note-taking practices and the means by which international students follow their course of study. Our research compares the situation before (Phase 1) and after (Phase 2) use of the Unipad. The results show the potential of the system with regards to initial difficulties, an academic point of view (wealth and quality of notes owing to a cooperative dynamic, differentiated reception strategies) and from a socio-emotional perspective (mutualaid, recognition, empathy and the emergence of a sense of community).The implementation of this tech teaching aid in lectures aims to meet needs which are still misunderstood within the French as a Foreign Language sector of education, and contribute to the observations made in the French for Academic Pursposes field, concerning the accompaniment and integration of international students in French higher education