Dissertations / Theses on the topic 'Language transmission'
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Thompson, William David. "Transmission, induction and evolution." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11766.
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Many human behaviours are thought to depend upon cognitive capacities enriched with innate domain-specific knowledge. Underpinning this view is the hypothesis that evolution can shape cognition to include strong innate inductive biases. In this thesis, I re-examine that hypothesis with respect to a broad class of behaviours: those that we learn from other individuals. Taking human language as a test case, I present an analysis of the co-evolutionary process that underpins the formation of innate constraints on cognition for behaviours that are culturally transmitted through inductive inference. I derive a series of mathematical models of this process, built around Bayesian models of cognition and cultural transmission, and ask how they can inform our expectations about cognition in a cultural species. I argue that the traditional marriage of nativism and evolutionary reasoning is undermined by this process, as is the suggestion that cognitive adaptation to cultural behaviours is outright implausible. I explore the co-evolutionary dynamics induced by cultural transmission, and conclude that they can radically manipulate the evolution of cognition: culture can intervene in the formation of hard-wired knowledge, but nevertheless facilitate rapid cognitive adaptation. The analyses I report make strong, testable predictions about the nature of inductive biases for cultural behaviours, and offer solutions to a number of long-standing conundrums in the evolution of language.
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Hughes, Arthur Festin. "Welsh migrants in Australia : language maintenance and cultural transmission /." Title page, contents and abstract only, 1994. http://web4.library.adelaide.edu.au/theses/09PH/09phh8928.pdf.
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Smith, Kenneth. "The transmission of language : models of biological and cultural evolution." Thesis, University of Edinburgh, 2003. http://hdl.handle.net/1842/27427.
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Theories of language evolution typically attribute its unique structure to pressures acting on the genetic transmission of a language faculty and on the cultural transmission of language itself. In strongly biological accounts, natural selection acting on the genetic transmission of the language faculty is seen as the key determinant of linguistic structure, with culture relegated to a relatively minor role. Strongly cultural accounts place greater emphasis on the role of learning in shaping language, with little or no biological adaptation. Formal modelling of the transmission of language, using mathematical or computational techniques, allows rigorous study of the impact of these two modes of transmission on the structure of language. In this thesis, computational models are used to investigate the evolution of symbolic vocabulary and compositional structure. To what extent can these aspects of language be explained in terms of purely biological or cultural evolution? Should we expect to see a fruitful interaction between these two adaptive processes in a dual transmission model? As a first step towards addressing these questions, models which focus on the cultural transmission of language are developed. These models suggest that the symbolic vocabulary and compositional structure of language can emerge through the adaptation of language itself in response to pressure to be learnable. This pressure arises during cultural transmission as a result of 1) the inductive bias of learners and 2) the poverty of the stimulus available to learners. Language-like systems emerge only when learners acquire their linguistic competence on the basis of sparse input and do so using learning procedures which are biased in favour of one-to-one mappings between meanings and signals. Children acquire language under precisely such circumstances. As the second stage of inquiry, dual transmission models are developed to ascertain whether this cultural evolution of language interacts with the biological evolution of the language faculty. In these models an individual’s learning bias is assumed to be genetically determined. Surprisingly, natural selection during the genetic transmission of this innate endowment does not result in the development of learning biases which lead, through cultural processes, to language-like communication - there is no synergistic interaction between biological and cultural evolution. The evolution of language may therefore best be explained in terms of cultural evolution on a domain-general or exapted innate substrate.
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Papadopoulos-Korfiatis, Alexandros. "Autopoietic approach to cultural transmission." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/28773.
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Non-representational cognitive science is a promising research field that provides an alternative to the view of the brain as a “computer” filled with symbolic representations of the world and cognition as “calculations” performed on those symbols. Autopoiesis is a biological, bottom-up, non-representational theory of cognition, in which representations and meaning are framed as explanatory concepts that are constituted in an observer’s description of a cognitive system, not operational concepts in the system itself. One of the problems of autopoiesis, and all non-representational theories, is that they struggle with scaling up to high-level cognitive behaviour such as language. The Iterated Learning Model is a theory of language evolution that shows that certain features of language are explained not because of something happening in the linguistic agent’s brain, but as the product of the evolution of the linguistic system itself under the pressures of learnability and expressivity. Our goal in this work is to combine an autopoietic approach with the cultural transmission chains that the ILM uses, in order to provide the first step in an autopoietic explanation of the evolution of language. In order to do that, we introduce a simple, joint action physical task in which agents are rewarded for dancing around each other in either of two directions, left or right. The agents are simulated e-pucks, with continuous-time recurrent neural networks as nervous systems. First, we adapt a biologically plausible reinforcement learning algorithm based on spike-timing dependent plasticity tagging and dopamine reward signals. We show that, using this algorithm, our agents can successfully learn the left/right dancing task and examine how learning time influences the agents’ task success rates. Following that, we link individual learning episodes in cultural transmission chains and show that an expert agent’s initial behaviour is successfully transmitted in long chains. We investigate the conditions under which these transmission chains break down, as well as the emergence of behaviour in the absence of expert agents. By using long transmission chains, we look at the boundary conditions for the re-establishment of transmitted behaviour after chain breakdowns. Bringing all the above experiments together, we discuss their significance for non-representational cognitive science and draw some interesting parallels to existing Iterated Learning research; finally, we close by putting forward a number of ideas for additions and future research directions.
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Chessa, Enrico. "Another case of language death? : the intergenerational transmission of Catalan in Alghero." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2502.
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This thesis is a study of linguistic contact in Alghero, a multilingual town on the north-west coast of Sardinia characterised by the presence of three main language varieties: Italian, Catalan, and Sardinian. By looking mainly at the contact between Catalan and Italian, I aim to analyse and explain the language shift process in favour of Italian, the dominant language. Attention is focused on the family domain - and intergenerational language transmission in particular - as a clear indicator of the state of affairs of language contact in Alghero. I propose to establish what is happening (i.e., what are the dominant norms of linguistic behaviour within the family domain), and to determine which socio-psychological factors lie at the root of behavioural patterns among family members. The study is therefore both descriptive and explanatory. The description is made possible by a quantitative study, by means of which the interactions are quantified and discussed in terms of percentages of Alguerès being used between different family members. By contrast, the explanation emerges from the analysis of the reasons and motives behind the language choice in the qualitative study, and aims to answer the question ‘why do parents choose one language rather than the other(s)? Two main instruments have been used to collect the data: a self-administered questionnaire completed by eleven- to fifteen-year-old children, and a semi-structured interview conducted with a small sample of selected parents.
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Morales, Lorenzo. "Validation and optimization of the speech transmission index for the English language." Thesis, London South Bank University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646863.
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Lerner, Simone. "Testemunho e transmissão : do excesso à produção de um saber." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/107932.
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O percurso desta tese partiu de uma inquietação, decorrente do encontro com um processo de trabalho no campo da clínica das psicoses, referente à necessidade de que algo (relacionado ao trabalho clínico com a psicose) ganhasse passagem. No campo de produções na cultura, delineou-se a questão da pesquisa: a articulação entre uma vivência da dimensão do excessivo e a subsequente necessidade de produzir uma perda no campo do Outro, por meio da produção de um saber, de algo endereçável. Perguntamo-nos sobre os efeitos desses encontros com o excessivo, quando o sujeito estaria na condição de testemunha de uma vivência alheia que lhe chegaria através de produções culturais (orais, escritas, imagéticas) deles decorrentes. Buscamos, na psicanálise freudo-lacaniana, as articulações teórico-conceituais para sustentar a formulação relativa à (re)inscrição da disjunção, que separa e coloca em relação (ao modo de uma torção, como a da Banda de Moebius) os campos do sujeito e do Outro, e que teria se suspendido em uma vivência do excesso. Refletindo sobre a produção de um saber, trabalhamos com as noções de experiência, testemunho, transmissão e endereçamento, tomando, além de elementos da literatura de testemunho e de fragmentos da criação de filmes, a produção do CD com livreto Minha Longa Milonga – 12 Canções para Keidânia, do artista porto-alegrense Claudio Levitan. O percurso da pesquisa nos permitiu concluir que haveria uma peculiaridade nessas produções, a saber, a força da dimensão de permanência com que são dotadas, no sentido de replicar, naquele que as receberia, tanto a vivência de um excesso, quanto a necessidade subsequente de fazer algo com isso, de seguir inventando palavras. Dessa forma, o circuito se recolocaria: um novo saber se produziria e assim sucessivamente, da forma como a cada um fosse possível tornar própria uma experiência, transmitindo-a.The path to this thesis arose from a certain disquietude due to encountering a work process in the field of clinic of psychoses, referring to need that something (related to clinic work with psychoses) gain passage. In the field of cultural production, the focus of the research was delineated: the articulation between living in the dimension of the excessive and the subsequent need of producing a loss in the field of the Other, by creating knowledge, something addressable. We asked ourselves about these encounters with the excessive, when the subject is in a condition of witness of somebody else’s experience which they would receive through cultural productions (orally, in writing, in imagery). We search, in freudian lacanian psychoanalysis, the theoretical-conceptual articulations to support the formulation relative to the (re)inscription of the disjunction, that separates and puts the subject and the Other in relation (as in the twisting of a Möbius strip), and that was suspended in during the experience of the excess. Reflecting upon the production of knowledge, we work with the ideas of experience, bearing witness, transmission and addressing, taking elements from the literature and fragments of movie productions, and also from the production of the CD and Booklet “Minha Longa Milonga – 12 Canções para Keidânia” from the artist from Porto Alegre, Claudio Levitan. The route that this research took, allowed us to conclude that these productions bear a peculiarity, which is the power of the dimension of permanence that they possess, in the sense of replicating, in the one that receives them, not only the experience of an excess, but also the subsequent need of doing something with it, to continue inventing words. Then, the circuit is repositioned: a new knowledge is produced and so forth, making it possible to make an experience one’s own, and transmit it forward.
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Salameh, Daoud Yousef. "Characterization of solitons and shockwaves in nonlinear transmission lines at microwave frequencies." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284396.
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Sinha, Rajeshwari Mishka. "A history of the transmission of Sanskrit in Britain and America, 1832-1939." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610357.
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Bouchés, Angélique. "La transmission de l'anglais dans des familles francophones : politiques linguistiques familiales et représentations." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC028/document.
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Les décisions sur les langues, ou politiques linguistiques familiales, constituent le cadre de cette recherche portant sur la transmission de l'anglais dans des familles francophones résidant en France. L'objectif est de mieux comprendre pourquoi et comment ces décisions sont prises par les parents, à travers l'étude de leurs représentations et de la façon dont ils rendent compte de leurs décisions. Les résultats montrent que les représentations des parents sur l'enseignement des langues sont négatives et qu'elles expliquent pourquoi ils sélectionnent un modèle d'enseignement bilingue pour leur enfant. Leurs représentations du bi/plurilinguisme et de l'anglais sont positives : ils souhaitent avant tout transmettre une langue qu'ils affectionnent et qui participe à leur identité en tant qu'individus plurilingues plus qu'ils ne la considèrent utile. Le vécu linguistique des parents, leur désir de bilinguisme pour l'enfant, les questionnements liés à ce qu'implique le choix d'une autre langue que sa langue native, l'investissement ainsi que la place centrale de l'enfant dans ces décisions permettent de mieux comprendre leurs politiques linguistiquesDecisions regarding languages, or what is called family language policy, is the main focus of the present study which deals with the transmission of English in francophone families living in France. To better understand how their decisions are taken, this research aims at analyzing the underlying parents' representations and the way they account for their choices. The results show how negative their representations of foreign language teaching in France are, which explains why they tend to favor a bilingual education for their children. Their representations of bi/plurilingualism, along with the English language, are positive and point to the fact they want to pass on a language that they are particularly fond of and which is part of their identity as plurilingual individuals. Their experience with languages, the project of bilingualism for their children, the questions raised by what it means to speak a language other than the native language, their investment and the place of the child within their decision making process enable us to better understand their family language policies
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Lipembe, Pembe Peter Agustini. "Exploring the micro-social dynamics of intergenerational language transmission :a critical analysis of parents's attitudes and language use patterns among Ndamba speakers in Tanzania." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5270_1297836275.
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The study has several implications
for general theoretical traditions it highlights the point that ambivalent attitudes and incomplete language use are responsible for gradual language decline. Previous studies while acknowledging the role of community based, intuitive conditions on language maintenance and shift, did not show how the process occurred. For policy the study aims toward sensitizing policy makers and raise their awareness about the dire situation in which minority languages currently are in. This would ensure that politicians, bureaucrats, and other state authorities could implement policy decisions that guarantee protection of minority languages and enhance their vitality. One policy strategy that could ensure revitalization of minority languages would be to include them in the school curriculum as supplementary approach to the effort of the home and the community, as McCarty (2002, quoted in Recento, 2006) observes that schools
[&hellip
] can be constructed as a place where children can be free to be indigenous in the indigenous language &ndash
in all of its multiple and everchanging meanings and forms.
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Atkinson, Mark David. "Sociocultural determination of linguistic complexity." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25431.
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Languages evolve, adapting to pressures arising from their learning and use. As these pressures may be different in different sociocultural environments, non-linguistic factors relating to the group structure of the people who speak a language may influence the features of the language itself. Identifying such factors, and the mechanisms by which they operate, would account for some of the diversity seen in the complexity of different languages. This thesis considers two key hypotheses which connect group structure to complex language features and evaluates them experimentally. Firstly, languages spoken by greater numbers of people are thought to be less morphologically complex than those employed by smaller groups. I assess two mechanisms by which group size could have such an effect: different degrees of variability in the linguistic input learners receive, and the effects of adult learning. Four experiments conclude that there is no evidence for different degrees of speaker input variability having any effect on the cross-generational transmission of complex morphology, and so no evidence for it being an explanation for the effect of population size on linguistic complexity. Three more experiments conclude that adult learning is a more likely mechanism, but that linking morphological simplification at the level of the individual to group-level characteristics of a language cannot be simply explained. Idiosyncratic simplifications of adult learners, when mixed with input from native speakers, may result in the linguistic input for subsequent learners being itself complex and variable, preventing simplified features from becoming more widespread. Native speaker accommodation, however, may be a key linking mechanism. Speakers of a more complex variant of a language simplify their language to facilitate communication with speakers of a simpler language. In doing so, they may increase the frequency of particular simplifications in the input of following learners. Secondly, esoteric communication | that carried out by smaller groups in which large amounts of information is shared and in which adult learning is absent | may provide the circumstances necessary for the generation and maintenance of more complex features. I assess this in four experiments. Without a learnability pressure, esoteric communication illustrates how complexity can be maintained, but there is generally no evidence of how smaller groups or those with greater amounts of shared information would develop comparatively more complex features. Any observable differences in the complexity of the languages of different types of groups is eliminated through repeated interaction between group members. There is, however, some indication that the languages used by larger groups may be more transparent, and so easier for adult learners to understand.
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Evemalm, Sofia. "Theory and practice in the coining and transmission of place-names : a study of the Norse and Gaelic anthropo-toponyms of Lewis." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/8751/.
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The study of place-names containing personal names is a neglected field in onomastics, despite being of great significance in various areas of name-studies. At its core, this thesis will begin to bridge the gap between the study of place-names and personal names, both practically and theoretically. The first step is to introduce a formally accepted terminology for the study of these names. Here, the term used to describe a place-name containing a personal name is anthropo-toponym. The acknowledgement of such a term would aid and indeed encourage future studies of anthropo-toponyms, both in Scotland and elsewhere. The study is approached through a close investigation of name material from the Isle of Lewis. The toponyms in question are characterised by two main linguistic layers, Old Norse and Scottish Gaelic, both of which have been included here. Although this material is partially an exercise in investigating the characteristics and properties of anthropo-toponyms, it also sheds considerable light on the social and linguistic history of Lewis place-names. Additionally, the study draws on a considerable amount of comparative evidence. This is primarily collected from the comprehensive survey of The Place-Names of Fife by Simon Taylor with Gilbert Márkus (2006-12). However, when studying the Norse dimension further, material from Landnámabók, one of the key sources for the medieval settlement of Iceland, has also been included. One of the most significant proposals made in this thesis is the concept of using a variant of the name-semantic approach, previously discussed by Peder Gammeltoft (2001a) in a Scottish context. At its core, this means that rather than emphasising the etymology of individual place-name elements, the motivation for coining is emphasised. It will become evident that using this approach makes it possible to view anthropo-toponyms in a different light. Through this method, we find that there is considerable variety to be found within the name-material, particularly when we look at the social and cognitive factors at play when place-names are coined and transmitted. Place-names that, on the surface appear to be relatively homogenous, can prove to be the opposite. For example, names such as Creagan Iain Ruaidh, Geodha Bean, Mhurchaidh, Stac Dhomhnuill Chaim and Tigh Mhaoldònuich, which are all coined in a comparable social Gaelic setting in the early modern period, appear to represent motivations relating to a birth, a drowning, the abode of a notorious outlaw, and the temporary hideout of a sheep thief respectively. By emphasising these micro-narratives, it is possible to shed light on the name material from a new perspective and to provide a greater understanding of the process of coining place-names.
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Collins, Katherine Anne. "Exposure to Biased Language: The Role of Linguistic Abstraction in the Transmission, Maintenance, and Formation of Beliefs." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32100.
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Language plays an indispensable role in the transmission, maintenance, and formation of culturally shared beliefs. Yet beliefs about groups, in particular, are shared despite the existence of prohibitive norms that act to inhibit their expression. This apparent incongruity suggests that cultural beliefs become shared through linguistic means other than explicit expression. In support of this, the linguistic bias paradigm proposes that linguistic bias is the implicit and unintentional expression of beliefs through the differential use of linguistic abstraction (Franco & Maass, 1996; Maass, 1999; Maass, Salvi, Arcuri, & Semin, 1989), as defined by the Linguistic Category Model (Semin & Fiedler, 1988). According to this paradigm, linguistic bias not only reveals the speakers’ privately held beliefs but also transmits these beliefs to recipients, leading to belief sharedness. The consequences of exposure to linguistic bias, however, have yet to be shown and this is the aim of the present research program. The first study focuses on belief transmission, by determining if there is a direct causal effect from linguistic abstraction to individual impression formation. Results show that biased language transmits information about individuals but the communication context, specifically whom the message is about, is also important. Given this, it is likely that the content of the message will also affect the reception of biased language. The second study thus focuses on belief maintenance, by considering the relative effects of different levels of linguistic abstraction on pre-existing beliefs. Results were inconclusive, but may have been affected by methodological limitations. The third study addresses these limitations while focusing on belief formation, by measuring the impact of biased language in the absence of pre-existing beliefs. Recipients, in general, formed beliefs that corresponded to the biased language to which they were exposed. Together, these studies suggest that linguistic bias plays a role in belief sharedness as a mechanism through which cultural beliefs are transmitted and formed. Linguistic bias, however, must be understood within the specific communication context, which also independently affects reception.
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Ridgewell, Alexander Graham, and n/a. "A Method for Efficient Transmission of XML Data across a Network." University of Canberra. School of Information Sciences & Engineering, 2007. http://erl.canberra.edu.au./public/adt-AUC20070801.151913.
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Extensible Markup Language (XML) is a simple, very flexible text format derived from SGML (ISO 8879), which is a well defined, public standard. It uses plain text to encode a hierarchical set of information using verbose tags to allow the XML document to be understood without any special reader. The use of schemas in XML also allows a well defined contract describing what a single XML document means. The self-contained nature of XML and the strong contract provided by its schemas makes it useful as an archival storage format and as a means of communicating across system or organizational boundaries. As such XML is being increasingly used by businesses throughout the world. These businesses use XML as a means of storing, transmitting and (with the use of style sheets) displaying information.
The simple, well defined structure of XML does present some problems when it is used by businesses and similar organizations. As it is an open, plain text based standard care must be taken when looking at security. The use of plain text with verbose tags also results in XML documents that are far larger than other means of storing the same information.
This thesis focuses on the affect of the large size of XML when it is used to communicate across a network. This large size can often increase the time taken to transmit the document and we were interested to see how it could be minimized. we investigated the ways that are used to control the size of XML documents and how they are transmitted.
We carefully investigated by implementing solutions on how to transmit the XML document. We then first presented a new method, called dynamic adaptive threshold transmission (DATT), in comparisons with other existing similar methods, which, under the discussed conditions, offers significant improvements in transmission times and network transmission efficiencies.
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Yeh, Chia-Ying. "The revival and restoration of Ryukyuan court music, Uzagaku : classification and performance techniques, language usage, and transmission." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20284/.
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The research analyses the revival of uzagaku, Ryukyuan court music, in Okinawa. In this thesis, literature on yayue in East Asia and on music revivals is discussed and differences are proposed between music revivals in the West and in East Asia. The study uses interviews, a questionnaire and participant-observation to examine uzagaku music’s ornamental variation techniques and language use. Also, it explores the education in and transmission of uzagaku in Okinawa and the promotional efforts of the Ryukyu Uzagaku Enso Kenkyukai 琉球御座楽演奏研究会 (Uzagaku Kenkyukai), an uzagaku performing group. In addition, this research addresses questions surrounding uzagaku’s past, present and potential future cultural identity. Uzagaku survived in historical contexts due to its attachment to imperial authority; today, it has been revived and restored in the past two decades and its practitioners are trying to find a way for it to survive in a new age with quite contrasting cultural and social identities in Okinawa. Chapter 1 represents uzagaku’s background knowledge and related literature, and describes the research methods used in this research. Meanwhile, in Chapter 2, there is a general introduction to uzagaku’s instruments and scores; there is also a specific demonstration of the three kinds of performing occasion found in modern society. In Chapter 3, the historical Chinese yayue-yanyue system is utilised to divide uzagaku’s repertories into those of ritual and of banqueting functions respectively. Analysis shows how different ornamented variations (jiahua) are used according to each function. In Chapter 4, the discussion focuses on the possibilities for singing in both Mandarin and Taiwanese Hokkien dialect, as may have occurred historically under the yayue-yanyue system. The banqueting song Shidaikei is used as the primary example, being newly reworked with Hokkien pronunciation. Then, Chapter 5 explains the situations uzagaku is faced with in the present day when Uzagaku Kenkyukai makes promotions and engages in transmission activities, even though not many young people are interested in this genre. The final chapter draws together the various observations reached to make an integrated conclusion. Keywords: uzagaku, Uzagaku Kenkyukai, court music, Okinawa, Ryukyu, Japan, Fujian, Taiwanese Hokkien dialect, transmission.
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Junior, Adolfo Pereira de Souza. "Walter Benjamin entre tempo e linguagem: experiÃncia, transmissÃo e formaÃÃo como crÃtica do destino e da culpa." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18121.
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nÃo hÃEsta tese se propÃe a encontrar um princÃpio formativo em Walter Benjamin. Seus textos sobre educaÃÃo, sobre o jogo, sobre o brinquedo e sobre o teatro infantil fazem parte de uma rotina assistemÃtica de delimitaÃÃo desse princÃpio. Por meio deles, foi possÃvel visitar um panorama mais amplo e determinante em sua obra, daquilo que està na relaÃÃo entre experiÃncia e transmissÃo. Desde os primeiros textos de juventude atà as consagradas Teses sobre o conceito de histÃria (1940), o problema da transmissÃo e de sua plasmaÃÃo como experiÃncia esteve sempre preso à construÃÃo de uma filosofia da histÃria crÃtica do historicismo e emancipadora do destino e da culpa. Justamente por estar sempre trabalhando na fronteira entre a transmissÃo e a construÃÃo da histÃria, Walter Benjamin desenvolve uma peculiar teoria da experiÃncia. Ã, exatamente, ela que problematiza a relaÃÃo entre tempo e linguagem: seja com a tradiÃÃo filosÃfica, seja com o mundo moderno capitalista. Para compreender esse desenvolvimento assistemÃtico e entrecruzado de sua teoria da experiÃncia fizemos - como talvez ele o fizesse - uma experiÃncia com seus textos. Nesta, aparece-nos um Benjamin que dà um passo fora da dialÃtica, mas, no entanto, em favor dela. A experiÃncia, para ele, à necessariamente devedora do modo como opera a transmissÃo. E a transmissÃo, devedora de um trabalho de velamento sobre um furo de sentido arcaico na linguagem e na cultura que determina o modo como experimentamos o tempo historicamente vivido. A transmissÃo se apresenta, assim, como o nexo temporal da experiÃncia. Esse nexo nÃo se funda em relaÃÃes de causa e efeito, à um nexo de culpa. à nesse sentido que Benjamin pode ver com um bom olhar polÃtico a pobreza de experiÃncia da vida moderna. Dentro daquilo que chamou de nova barbÃrie demonstra uma experiÃncia que pode redimir nossa dÃvida com o passado. à um truque que salva aquilo que foi excluÃdo e abre as possibilidades de um presente vivido na concretude do desejo. Essa posiÃÃo com relaÃÃo à experiÃncia e ao tempo, Benjamin viu na infÃncia, assim como na tarefa revolucionÃria. Elas tÃm o poder de consolidar um nexo que nÃo se institui, que nÃo faz necessÃrio, que faz do mais arbitrÃrio o mais legÃtimo. As Jornadas de Junho de 2013 fazem jus a essa experiÃncia. Terminamos e comeÃamos esta tese com elas.
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Tareau, Karen. "De la transmission des pratiques traditionnelles culturelles à la Martinique : les cas du bèlè et de la yole ronde : analyses anthropologique et linguistique dans une perspective didactique." Thesis, Antilles, 2016. http://www.theses.fr/2016ANTI0144/document.
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La langue et la culture sont habitées par le concept de transmission intergénérationnelle et transgénérationnelle. De ce fait, les transmissions culturelle et linguistique sont inhérentes à tous les peuples et à toutes les sociétés. Toutefois, les modalités de celles-ci diffèrent en fonction des générations et des territoires. La Martinique est un département français d’Outre-Mer qui ne se serait pas débarrassée des affres de la colonisation. Ancienne colonie française, son passé esclavagiste remet en cause le système éducatif en vigueur actuellement. Le passage brutal d’une société traditionnelle à une société moderne n’est en fait qu’une acculturation de la langue et de la culture créoles et une assimilation à la langue et la culture françaises. Ce phénomène a provoqué une culture de résistance qui s’apparente à celle des mornes au temps de la société de plantation. Les pratiques culturelles traditionnelles témoignent de certaines formes de résistance : le bèlè est à la fois une danse et une musique datant de la période coloniale ; tandis que la yole ronde est une pratique datant de la société postcoloniale. Devenues emblématique à la Martinique, ces pratiques ont été les supports de revendications de la culture martiniquaise. Elles sont sujettes aujourd’hui à une réappropriation ; ce qui entraîne une modification de leurs modes de transmission et des agents en charge de celle-ci. Deux modalités subsistent à la Martinique : une transmission informelle qui relève de l’éducation traditionnelle et une transmission formelle dont la codification est celle de la société moderne. Se pose dès lors la problématique de la transmission. Une certaine logique analytique démontre à l’évidence que le bèlè et la yole ronde s’acquièrent par mimétisme en zone rurale et s’apprennent au sein de l’Éducation nationale et des associations. Il en est de même pour la langue créole : celle-ci demeure une langue maternelle pour certains, par la voie de l’acquisition ou évolue comme langue seconde pour d’autres, par la voie de l’apprentissage. En outre, transformer une langue de l’oral à une langue de l’écrit entraîne une perte dans le processus de transmission. Il en est de même pour les pratiques traditionnelles. Toutefois, toute perte implique une réappropriation de la langue et de la culture. Ainsi, tant au niveau de la langue que des pratiques traditionnelles, de nouvelles formes langagières et linguistiques tentent de se généraliser par le biais de l’évaluation formelle. Ces nouveaux modes d’expression semblent moderniser des pas (de danse), des gestes (techniques) et mettre en exergue des particularités lexicales, syntaxiques et sémantiques qu’il convient d’adapter au Cadre Européen Commun de Référence pour les Langues (CECLR). La transmission devient dès lors un concept de la traditionnalité dans un monde moderne et modernisé. Il concerne en fin de compte tous les agents : qu’ils relèvent de l’éducation traditionnelle que de l’éducation moderneLanguage and culture are inhabited by the concept of intergenerational and transgenerational transmission. Therefore, the cultural and linguistic transmissions are inherent in all people and all societies. However, the terms of these differ according to the generations and territories.Martinique is a French department overseas who would not rid the throes of colonization. A former French colony, its slave past challenges the current education system in Martinique. The abrupt transition from a traditional to a modern society is actually an acculturation Creole language and culture and assimilation to the language and French culture. This has caused a culture of resistance that is similar to the hills in the time of plantation society. Traditional cultural practices reflect certain forms of resistance: the bèlè is both a dance and music dating back to the colonial period; while the round skiff is a practice dating from the post-colonial society. Become iconic in Martinique, these practices were media claims of Martinican culture. They are subject to a reappropriation today; which causes a change in their modes of transmission and officials in charge thereof.Two methods exist to Martinique: an informal transmission that falls within traditional education and formal transmission whose codification is that of modern society. This raises the problem of transmission. Some analytical logic clearly demonstrates that the bèlè and the round yawl is acquired by imitation in rural areas and are learned within the national education and associations. It is the same for the Creole language: it remains a mother tongue for some, by way of acquisition or evolve as a second language for others through learning. Furthermore, transforming a language spoken in a language of writing leads to a loss in the transmission process. It is the same for traditional practices. However, any loss involves appropriation of language and culture. Thus, both in the language of traditional practices, new language and linguistic forms are trying to generalize through the formal evaluation. These new modes of expression seem to modernize not (dance), gestures (technical) and highlight the lexical, syntactic and semantic features to be adapted to the European Framework of Reference for Languages (EFRL). The transmission then becomes a concept traditionality in modern and modernized world. It concerns all agents: they fall within traditional education that modern education
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Arizaga, Mara Lisa. "Can we say prayers in our own language? The Transmission of Tibetan Bon Religious Practices to the West." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEP039.
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Cette thèse a pour but de réaliser un examen approfondi de la religion Yungdrung Bon (ci-après dénommée "Bon") à la lumière de la globalisation. Elle explore les dynamiques en cours dans la transmission et la réception du Bon en Occident, en offrant un nouveau point de vue sur l'expansion des traditions religieuses tibétaines en Occident, ainsi qu’un panorama de l'histoire moderne du Bon. Afin de mieux appréhender la spécificité du Bon contemporain en Occident, il faut d'abord prendre du recul et examiner l'histoire de l'expansion de Bon en l'Occident, ainsi que le contexte dans lequel cette propagation s'est produite. Pour cela, la thèse retracera le processus par lequel Bon s'est globalisé en examinant sa transmission dans les sociétés occidentales, les principaux acteurs qui ont facilité cette transmission, et la manière dont les Occidentaux eux-mêmes le reçoivent et l'adaptent. De nombreuses informations ont été recueillies lors d'entretiens, qui ont ensuite été analysés de manière qualitative par le biais d’une méthode de théorisation ancrée afin d’en tirer les thèmes principaux. La recherche a porté en particulier sur Shenten Dargye Ling, le principal centre Bon en Occident, situé à Blou, en France, où l'on peut régulièrement observer par quelles manières le "Bon moderne" s’adapte à la fois à des adeptes définissant le Bon comme une tradition "scientifique" et "non-spirituelle" et à des dévots ne négligeant pas nécessairement les pratiques magiques, rituelles et dévotionnelles en tant que "bagage culturel", preuves que les significations des symboles, des pratiques et des interprétations religieuses ne sont pas rigides, mais fluides et multiples. Shenten est analysé non seulement comme un espace déterritorialisé, mais aussi comme un lieu tibétain/occidental reterritorialisé, dans lequel le Bon est implanté dans un nouveau milieu géographique, social et culturel, suivant un processus de transplantation qui entraîne des adaptations et des transformations multiples, certains éléments comme la pratique Dzogchen ou la méditation étant mieux retenus que d'autres. Le Bon, dans sa dimension globale, opère dans un contexte où les forces qui créent des changements dans la tradition coexistent avec d'autres forces qui permettent la préservation de la tradition, parfois en tension, parfois en parallèle. Cette thèse explore donc les processus d'expansion, d'adaptation et d'intégration d'une religion particulière comme conséquence de et en relation avec la mondialisationThis thesis aims to provide an in-depth examination of the Yungdrung Bon religion (hereinafter referred to as “Bon”) in light of globalization. It seeks to explore the dynamics taking place in the transmission and reception of Yungdrung Bon in the West, providing a new viewpoint on the expansion of Tibetan religious traditions into the West and a comprehensive picture of the modern history of the Yungdrung Bon religion. Addressing the specificity of contemporary Bon in the West requires first taking a step back and looking at the history of Bon’s expansion into the West as well as the context within which this propagation occurred. Thus, the thesis will trace the process by which Bon became global by looking in chronological terms at the transmission of Bon into Western societies, the main characters who facilitated this transmission, and how Westerners themselves are receiving and adapting Bon. Significant data was gathered through interviews, which where then analysed using a qualitative grounded theory methodology to distill main themes. The research focused particularly on Shenten Dargye Ling, the main Yungdrung Bon center in the West located in Blou, France, where one can witness regularly how “modern Bon” accommodates followers who define Bon as a “scientific” and “nonritualistic” tradition as well as devotional practitioners, who do not necessarily disregard magical, ritualistic and devotional practices as “cultural baggage,” indicating that the meanings of religious symbols, practices and interpretations of these are not rigid but fluid and multifaceted. Shenten is analyzed not only as a deterritorialized space, but also a reterritorialized Tibetan/Western place, where Bon is being implanted in a new geographical, social, and cultural milieu, in a transplantation process that results in adaptations and multidirectional transformations, where certain elements—such as Dzogchen practice and meditation—are better retained than others. Bon, in its global dimension, operates in a context where forces that are creating changes in the tradition coexist with other forces that are enabling the preservation of the tradition, sometimes in tension and sometimes in parallel. Therefore, this thesis explores the expansion, adaptation, and integration processes of a particular religion as a consequence of and in relation to globalization
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Faby-Audic, Armelle. "La langue bretonne à Arradon au XXe siècle : réflexion sociolinguistique sur l'histoire du breton à travers un exemple particulier." Phd thesis, Université de Bretagne occidentale - Brest, 2013. http://tel.archives-ouvertes.fr/tel-00869047.
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Arradon est une commune littorale du sud de la Bretagne, située aux portes de Vannes. Le breton a été la langue de la quasi totalité de sa population jusqu'au XXe siècle. Les témoignages recueillis auprès de quelques bretonnants locaux montrent la vitalité de sa pratique jusqu'à la seconde guerre mondiale ; récits de vie, recueil de littérature orale (contes, chansons, comptines ...) et plus rares exemples d'utilisation à l'écrit l'attestent. Dès la fin de la première guerre mondiale cependant, se produit une rupture dans la transmission de la langue. Dès lors le clivage linguistique, auparavant sociologique, devient aussi générationnel. Le breton est connoté négativement : corrélé dès le début du siècle avec la pauvreté car les élites économiques sont francophones et avec l'ignorance car le français est la seule langue admise à l'école, il semble désormais lié au passé et à une civilisation paysanne traditionnelle qui disparaît Après la seconde guerre mondiale, seules les personnes âgées parlent breton et le bond démographique de la commune à partir de 1965 accentue encore cette marginalisation. À la fin du XXe siècle, le breton suscite un regain d'intérêt mais la distance entre le parler local et la norme standard ne favorise pas le lien entre anciens et nouveaux locuteurs, entre pratique populaire souvent confinée à l'oralité et pratique scolaire influencée par l'écrit. La mise en perspective historique et la confrontation de différents regards sur cette mutation linguistique permettent d'en analyser les causes et les processus, et aussi d'étendre la réflexion à la place des langues à l'heure de la mondialisation.
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Aris, Ghassan. "De Bagdad à Tolède : aperçu historique des traducteurs, de leurs méthodes, et de leur rôle dans la transmission des patrimoines culturels grec et arabe à l'Occident." Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4577.
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Chantreau, Katell. "Transmettre une langue minoritaire autochtone à ses enfants : le cas du breton." Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20018.
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En partant du point de vue des parents, cette thèse en sciences de l’éducation étudie la transmission familiale du breton, dans un contexte de revitalisation linguistique qui fait suite à la rupture quasi totale de la transmission intergénérationnelle dans les années 1950. Une enquête de terrain, auprès de parents bretonnants âgés de 23 à 48 ans en 2018, constitue la base de cette recherche et a permis de récolter de nombreuses données qualitatives et quantitatives, issues de 50 entretiens semi-directifs et de deux questionnaires (450 répondants pour l’un et 306 pour l’autre). Elle met en lumière la diversité des stratégies familiales de transmission de la langue bretonne, en termes de communication parent-enfant et d’environnement, allant de pratiques de transmission forte, très volontaristes, à des pratiques de transmission faible, voire inexistante. Elle souligne par ailleurs leur caractère dynamique, souvent dans le sens d’un affaiblissement de la transmission au fur et à mesure que l’enfant grandit. L’analyse des choix linguistiques des parents fait apparaître l’influence de nombreux facteurs qui relèvent de l’environnement (famille, école, travail), du contexte de l’interaction (conjoint, enfant, présence d’un tiers) et du parent locuteur lui-même (socialisation langagière, genre, sentiment de compétence), qui se combinent entre eux dans une configuration singulière permettant ou non la transmission linguistique. Les parents transmetteurs font état des enjeux à la fois éducatifs, personnels, familiaux, culturels et politiques, qu’elle porte en elle. La thèse se termine par une série de préconisations pour une potentielle future politique linguistique en faveur de la transmission familiale du bretonStarting from the parents’ point of view, this thesis in educational sciences studies the family transmission of Breton, in a context of linguistic revitalization that follows the almost total rupture of the intergenerational transmission in the 1950s. A field survey of Breton-speaking parents aged between 23 and 48 in 2018 forms the basis of this research and has made it possible to collect a large amount of quantitative and qualitative data from 50 semi-structured interviews and two questionnaires (450 respondents for one and 306 for the other). It highlights the diversity of family strategies for transmitting the Breton language, in terms of parent-child communication and the environment, ranging from strong, very proactive transmission practices to weak or non-existent transmission practices. It also highlights their dynamic nature, often in the sense of a weakening of transmission as the child grows up. The analysis of parents’ linguistic choices reveals the influence of many factors relating to the environment (family, school, work), the context of the interaction (spouse, child, presence of a third party) and the parent speaker himself or herself (language socialisation, gender, feeling of competence), which combine to form a unique configuration that may or may not allow for language transmission. The transmitting parents report on the educational, personal, family, cultural and political issues involved. The thesis concludes with a series of recommendations for a potential future language policy in favour of the family transmission of Breton
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Taei, Zaynab. "A CLINICAL CASE STUDY EXPLORING THE IMPACT OF BILINGUAL SUPPORT IN SPEECH-LANGUAGE INTERVENTION FOR A CHILD WITH AUTISM." UKnowledge, 2015. http://uknowledge.uky.edu/commdisorders_etds/5.
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Managing language choice in speech-language intervention is increasingly an issue for speech-pathologists treating bilingual children. Frequently L2 approaches only are implemented, resulting in negative effects on L1 acquisition, familial ties, and cultural transmission. This study examined the impact of a bilingual intervention on a school-aged child and her family. Providing intervention and therapy activities in the L1 resulted in increased parental engagement, increased L1 use by the child, and increased awareness of strategies for treating bilingual children among SLPs at the study site.
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Taylor, Jennyfer Lawrence. "Ngana Wubulku Junkurr-Jiku Balkaway-Ka: The intergenerational co-design of a tangible technology to keep active use of the Kuku Yalanji Aboriginal language strong." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/206447/1/Jennyfer_Taylor_Thesis.pdf.
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This project involved the co-design of a tangible technology to enrich everyday Kuku Yalanji language use by children and their families, in partnership with the Wujal Wujal Aboriginal Shire Council and community. This thesis contributes the design of a relational language technology, the 'Crocodile Language Friend' talking soft toy with a paired web application, along with novel co-design methods and whole-of-community engagement approaches. The thesis argues that participatory design practices involving tangible technologies can support community alignment of resources and initiatives towards Indigenous language revitalization efforts.
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Souza, Júnior Adolfo Pereira de. "Walter Benjamin entre tempo e linguagem: experiência, transmissão e formação como crítica do destino e da culpa." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/21155.
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SOUZA JÚNIOR, Adolfo Pereira de. Walter Benjamin entre tempo e linguagem: experiência, transmissão e formação como crítica do destino e da culpa. 2016. 125f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-11-23T11:45:11Z No. of bitstreams: 1 2016_tese_apsouzajunior.pdf: 701210 bytes, checksum: 5c0ca7edff145c19d886de2614b7ac83 (MD5)
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Esta tese se propõe a encontrar um princípio formativo em Walter Benjamin. Seus textos sobre educação, sobre o jogo, sobre o brinquedo e sobre o teatro infantil fazem parte de uma rotina assistemática de delimitação desse princípio. Por meio deles, foi possível visitar um panorama mais amplo e determinante em sua obra, daquilo que está na relação entre experiência e transmissão. Desde os primeiros textos de juventude até as consagradas Teses sobre o conceito de história (1940), o problema da transmissão e de sua plasmação como experiência esteve sempre preso à construção de uma filosofia da história crítica do historicismo e emancipadora do destino e da culpa. Justamente por estar sempre trabalhando na fronteira entre a transmissão e a construção da história, Walter Benjamin desenvolve uma peculiar teoria da experiência. É, exatamente, ela que problematiza a relação entre tempo e linguagem: seja com a tradição filosófica, seja com o mundo moderno capitalista. Para compreender esse desenvolvimento assistemático e entrecruzado de sua teoria da experiência fizemos - como talvez ele o fizesse - uma experiência com seus textos. Nesta, aparece-nos um Benjamin que dá um passo fora da dialética, mas, no entanto, em favor dela. A experiência, para ele, é necessariamente devedora do modo como opera a transmissão. E a transmissão, devedora de um trabalho de velamento sobre um furo de sentido arcaico na linguagem e na cultura que determina o modo como experimentamos o tempo historicamente vivido. A transmissão se apresenta, assim, como o nexo temporal da experiência. Esse nexo não se funda em relações de causa e efeito, é um nexo de culpa. É nesse sentido que Benjamin pode ver com um bom olhar político a pobreza de experiência da vida moderna. Dentro daquilo que chamou de nova barbárie demonstra uma experiência que pode redimir nossa dívida com o passado. É um truque que salva aquilo que foi excluído e abre as possibilidades de um presente vivido na concretude do desejo. Essa posição com relação à experiência e ao tempo, Benjamin viu na infância, assim como na tarefa revolucionária. Elas têm o poder de consolidar um nexo que não se institui, que não faz necessário, que faz do mais arbitrário o mais legítimo. As Jornadas de Junho de 2013 fazem jus a essa experiência. Terminamos e começamos esta tese com elas.
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Stade, Cory Marie. "Lithic morphological variability as a proxy for Palaeolithic linguistic ability : a knapping training study exploring cultural transmission, theory of mind and language." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/416633/.
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The identification of Palaeolithic symbolic material culture has often been taken as an indication of cognitive complexity, which limits interpretations to rare, late and localised events. This thesis develops an alternative method of interpretation through an empirical and psychologically supported chain of inference which avoids these limitations. It tests a hypothesis which predicts that material culture produced by varying methods of social learning will differ in their range of relative morphological variability due to varying levels of copy error. For Palaeolithic assemblages, high levels of standardisation might only be possible with the high fidelity transmission involved in complex social learning methods which utilise theory of mind (the ability to think about thoughts). Theory of mind, in turn, is highly correlated to linguistic ability; as both these abilities are gradient, using theory of mind as a proxy for language ability means Palaeolithic communities can be attributed with not just a binary presence or absence of language, but semantic and syntactic abilities which correlate with stages of theory of mind acquisition in modern humans. This thesis presents a knapping experiment where participants replicate model handaxes in different simulated social learning environments. Results show that different levels of morphological variation in the tools they produce support that high fidelity social learning methods produce a lower range of morphological variability. Results suggest that the origins of language lie somewhere before the origins of Acheulean technology, and that teaching and grammatical language were in the behavioural repertoires of Middle Palaeolithic hominins.
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Straszer, Boglárka. ""Ungerska för rötternas skull" : Språkval och identitet bland andragenerationens ungrare i Sverige och Finland." Doctoral thesis, Uppsala universitet, Finsk-ugriska språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14894.
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This thesis is a comparative sociolinguistic study which describes and compares language choice among people with Hungarian background in Sweden and Finland and studies their views on the importance of the Hungarian language and Hungarian cultural heritage for identity. The future prospects of language maintenance and language shift and differences between the Swedish-Hungarians and the Finnish-Hungarians are discussed. A survey was completed among 50 Swedish-Hungarian informants and 38 Finnish-Hungarian informants during 2006. The survey was supplemented by in-depth interviews with 15 informants during 2007. The majority language, either Swedish or Finnish, is much more active in the second-generation Hungarians’ lives than Hungarian is. Hungarian is mostly used in the domain of family relations. The language choices made today are dependent on the informant’s situation during childhood, particularly the parents’ usage of the language and the ability to learn and use Hungarian, chiefly gained through contact with the parents’ mother country and other Hungarian speakers. For some informants, having Hungarian roots forms the sole foundation for belonging, while for others it is this heritage combined with the culture, the ability to use the language or specific character traits. The Hungarian background is most often seen as a treasure offering diversity in life. Finnish-Hungarians are generally more positive about their Hungarian background, have better competence in the language and a greater awareness of the culture than Swedish-Hungarians. The Hungarian language plays a central though often symbolic role. The most important conditions for minority language preservation are language competence together with the desire and opportunity to use it; whereof the largest deficit among second-generation Hungarians is knowledge of the Hungarian language. Only one-fourth of the informants have all of the conditions necessary to be able to maintain the language, which means that Hungarian is an endangered minority language in Sweden and Finland.
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Engone, Jeannot. "Anthropologie cognitive et l'apprentissage des langues-cultures en situation de diglossie au Gabon." Thesis, Artois, 2018. http://www.theses.fr/2018ARTO0103.
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L’apprentissage des langues-cultures, aujourd’hui, conduit souvent les recherches à se porter vers la problématique de l’acquisition des savoirs. Cette problématique a fait l’objet de nombreuses études au Gabon dans la double perspective linguistique et anthropologique des acquisitions savoirs que diffusent les langues-cultures et leurs relations avec la construction individuelle et collective d’une identité culturelle gabonaise. Les conclusions auxquelles la plupart de ces études ont abouti sont que l’unique solution qui s’impose pour espérer garantir une survivance des langues-cultures gabonaises, c’est leur introduction dans le système éducatif comme langues-cultures d’enseignements et d’apprentissages. Notre thèse pose de plein pied, la même problématique dans un contexte caractérisé par l’extinction programmée, à court terme, de la plupart des 52 langues-cultures que compte le Gabon. Toutefois, elle examine une nouvelle dimension qui est celle d’explorer l’impact des savoirs que diffusent les langues-cultures en situation de diglossie grâce aux interactions transmissives et acquisitionnelles. Aussi, la situation de diglossie du Gabon expose deux types de savoirs : les savoirs dits socioculturels qui émanent des langues-cultures ethniques ; les savoirs dits scolaires que dispense le français langue-culture de scolarisation obligatoire. L’intérêt de cette nouvelle perspective que développent nos travaux tient au fait qu’elle considère de manière très pertinente, la façon dont l’accès aux langues-cultures en situation de diglossie permet, chez l’enfant-apprenant, l’accès aux savoirs (socioculturels et scolaires) en favorisant une socialisation équilibrée, qui soit le substrat de la modélisation de sa pensée sociale, culturelle et linguistiqueThe learning of cultural languages today often leads research to focus on the problem of acquiring knowledge. This issue has been the subject of numerous studies in Gabon in the linguistic and anthropological perspective of the knowledge acquisitions disseminated by cultural languages and their relations with the individual and collective construction of a Gabonese cultural identity. The conclusions reached by most of these studies are that the only solution to hope to guarantee a survival of Gabonese languages-cultures is their introduction into the education system as languages-cultures of teaching and learning. learning. Our thesis lays down the same problem in a context characterized by the programmed extinction, in the short term, of most of the 52 cultural languages that Gabon has. However, it examines a new dimension which is that of exploring the impact of the knowledge disseminated by cultural languages in a diglossic situation through transmissive and acquisitional interactions. Also, Gabon's diglossic situation exposes two types of knowledge: so-called socio-cultural knowledge that emanates from the languages-ethnic cultures; the so-called scholarly knowledge provided by the French language-culture of compulsory schooling. The interest of this new perspective that our work develops is due to the fact that it considers in a very relevant way, the way in which access to cultural languages in a diglossie situation allows, in the child-learner, access to knowledge (sociocultural and academic) by promoting a balanced socialization, which is the substrate of the modeling of its social, cultural and linguistic thinking
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Uzelac, Lawrence Stevan. "A Multiple Coupled Microstrip Transmission Line Model for High-Speed VLSI Interconnect Simulation." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4526.
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A model is presented which incorporates the advantages of a mixed mode simulation to characterize transmission line behavior in multiple coupled Transmission line systems. The model is intended for use by digital circuit designers who wish to be able to obtain accurate transmission line behavior for complex digital systems for which continuous time simulation tools such as SPICE would time prohibitive. The model uses a transverse electromagnetic wave approximation to obtain solutions to the basic transmission line equations. A modal analysis technique is used to solve for the attenuation and propagation constants for the transmission lines. Modal analysis done in the frequency domain after a Fast Fourier Transform of the time-domain input signals. Boundary conditions are obtained from the Thevinized transmission line input equivalent circuit and the transmission line output load impedance. The model uses a unique solution queue system that allows n-line coupled transmission lines to be solved without resorting to large order matrix methods or the need to diagonals larger matrices using linear transformations. This solution queue system is based on the method of solution superposition. As a result, the CPU time required for the model is primarily a function of the number of transitions and not the number of lines modeled. Incorporation of the model into event driven circuit simulators such as Network C is discussed. It will be shown that the solution queue methods used in this model make it ideally suited for incorporation into a event-driven simulation network. The model presented in this thesis can be scaled to incorporate direct electromagnetic coupling between first, second, or third lines adjacent to the line transitioning. It is shown that modeling strictly adjacent line coupling is adequate for typical digital technologies. It is shown that the model accurately reproduces the transmission line behavior of systems modeled by previous authors. Example transitions on a 8-line system are reviewed. Finally, future model improvements are discussed.
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Dickfors, Erika. "Teaching Literature in English at High School Level : A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19793.
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This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.
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SOUZA, Luciana Santos de Freitas. "Subjetividade, Educação e Transmissão Simbólica." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/2073.
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Previous issue date: 2009-08-21This study proposes a reflection on symbolic transmission, in an attempt to discuss how one can speak of symbolic transmission in contemporaneousness. On considering that there is a split-subject structure in the very construction of the subject, since the subject is structured on lack, this study initially presents what the subject of psychoanalysis is. It then deals with a subject that does not coincide with person, period or development; the subject is a lack of being. Using the testimony of adults who have undergone traumas, the study discusses how transmission is undertaken in the contemporary world. In this cross section, the educational crisis is brought into question, because if the subject is structured on lack, it is not a question of overcoming this by abolishing the symbolic, but rather of a subjective constitution which allows the subject to get involved with what surrounds it. Using Lacan s Seminar XI studies, one can discuss how the idealization of the subject and its development through science leads to the impotence of education and of the professor. This discourse involves a discourse which emphasizes the failure of schooling, the decline of the symbolic authority of the professor, etc. Based on psychoanalytic theory, this study discusses the link between Felman s operation of testimony and symbolic transmission, thereby aligning (Felman s term, 2000) the position of those who testify with that of the professor, the one who teaches. Symbolic transmission involves an operation which convokes the subject who must get involved; this involves work proper to the unconscious itself, that of alienating and separating, this is movement of the language itself. By getting involved, there is a possibility that the subject may witness a symbolic transmission. The professor in his/her teaching function can present a lack in an educational act. His/her position as a subject of the unconscious may or may not sustain his/her teaching position, that is, his/her authority as people who teach, thereby being able to hand on a cultural inheritance.
O presente trabalho propõe uma reflexão sobre a transmissão simbólica, procurando discutir como é possível falar de transmissão simbólica na contemporaneidade. Ao considerar que na própria constituição do sujeito há uma estrutura de hiância, por ser o sujeito estruturado em falta, o trabalho inicialmente explicita o que é o sujeito da psicanálise. Trata-se então de um sujeito que não coincide com pessoa, período ou desenvolvimento; o sujeito é uma falta-a-ser. Ao abordar testemunhos de adultos que passaram por traumas, o trabalho discute como se dá a transmissão no mundo contemporâneo. Nesse recorte a crise na educação é posta em questão, pois se o sujeito é estruturado em falta não se trata de superá-la abolindo o simbólico, mas de uma constituição subjetiva que permita ao sujeito se implicar com o que está a sua volta. A partir dos estudos de Lacan no seminário XI é possível discutir como a idealização do sujeito e de seu desenvolvimento pela ciência promove a impotência da educação e do professor por meio de um discurso que ressalta o fracasso escolar, a queda de autoridade simbólica do professor, etc.. Considerando a teoria da psicanálise, este trabalho discute o vínculo entre a operação do testemunho em Felman e a transmissão simbólica, possibilitando um alinhamento (termo usado por Felman, 2000) da posição de quem testemunha à do professor, aquele que ensina. A transmissão simbólica envolve uma operação que convoca o sujeito, é necessário que ele se implique, e isso envolve um trabalho próprio do inconsciente, que é o de se alienar e separar, ou seja, movimento próprio da linguagem. Ao se implicar existe a possibilidade de o sujeito testemunhar uma transmissão simbólica. O professor em sua função de ensino também pode se haver com a falta em um ato educativo, sua postura como sujeito do inconsciente poderá sustentar ou não seu lugar de ensino, ou seja, sua autoridade como aquele que ensina, podendo transmitir uma herança cultural.
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Schneider, Chad Curtis. "The Use of Children’s Books as a Vehicle for Ideological Transmission." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243969728.
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Borges, Carmem Lucia. "Ferramenta de comunicação e acesso remoto a imagens medicas." [s.n.], 2003. http://repositorio.unicamp.br/jspui/handle/REPOSIP/261745.
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Orientador: Eduardo Tavares CostaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação
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Resumo: O trabalho desta dissertação se baseia no desenvolvimento de uma ferramenta computacional (software) que permite a captação, transmissão, leitura, edição, e armazenamento remoto de dados biomédicos, com critérios de segurança, autenticação,autorização e integridade de dados. Como adicional importante, o software permite o acoplamento de um sistema de controle de serviços remoto. A aplicação segue um modelo de requisição de serviços cliente-servidor, sob uma arquitetura em camadas, escrita na linguagem de programação Java com as seguintes funcionalidades: visualização de imagens médicas (formato DICOM), edição remota de laudos com assinatura digital, armazenamento de dados relativos ao paciente (demográficos e imagens) e transmissão de imagens médicas. Seu objetivo principal é mostrar a possibilidade de edificação de softwares de acesso e controle remoto de dados biomédicos baseados em sistemas de segurança e permissão seletiva
Abstract: This work describes the development of a computational tool (software) that allows acquisition, transmission, reading, edition, and remote storage of biomedical data, following the protocols established for a Virtual Private Network - VPN, implying in security, authentication, authorization and integrity of data. The software allows the coupling of a control system of remote services. The application follows a model of requisition of services customer-server, under an architecture in layers, written in the programming language Java with the following functionalities: visualization of medical images (DICOM format), remote editing of medical findings with digital signature, storage of patient data (demographic and images) and transmission of medical images. Its objective is to show the possibility of construction of software for access and remote control of biomedical data based in security systems and selective permission
Mestrado
Engenharia Biomedica
Mestre em Engenharia Elétrica
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Martin, Gary D. "Textual histories of early Jewish writings : multivalences vs. the quest for "the original" /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/10837.
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Bale, Siddalingaswamy. "Simulation of data link layer of communication protocols using Ada." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/722787.
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Communication and networking are vast areas which are developing rapidly. It is very important to know in detail how the system works, how it can be enhanced to meet today's requirement, how to implement the appropriate techniques to obtain desired results etc. To explain all of the above, simulation techniques were adopted. Simulation plays an important role in developming new designs and modifying existing systems to make them more feasible and efficient.Protocols are the back bones of the communication systems and play a major role in data transfer. The review of literature provides an explanation of ISO/OSI models, layered approach and concepts of simulation. The simulation was carried out to explain the concepts of error detection, error correction and flow control in Data Link layer. Ada was used to develop the software, because of its concurrent processing tools called tasks. Also state-of-the-art utilities like Vax/Vms Screen Management System, File Definition Language, and Debugger were us ed in the program development.Department of Computer Science
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Violo, Gaëlle. "Héritage, patrimonialisation, revitalisation ? : approche ethnologique des transmissions de la langue bretonne en Bretagne (France) éclairées par celles de la langue française en Saskatchewan (Canada), dans les filiations." Phd thesis, Université de Bretagne occidentale - Brest, 2013. http://tel.archives-ouvertes.fr/tel-01059795.
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Cette thèse traite des transmissions de la langue bretonne en Bretagne (France) éclairées par celles de la langue française en Saskatchewan (Canada), dans les filiations. Dans les deux situations, leurs locuteurs évoluent dans un contexte minoritaire, et la transmission intergénérationnelle n'est plus toujours une évidence. Dans une démarche ethnologique, l'objectif est de comprendre comment les individus s'inscrivent dans une continuité (réelle ou fictive) à partir d'une rupture. Grâce aux discours des informateurs, les représentations des trajectoires intergénérationnelles des deux langues considérées sont précisées et détaillées. Ainsi, plusieurs manières d'envisager les transmissions linguistiques, et par conséquent les origines sont relevées et décryptées. La première s'inscrit dans une logique d'héritage. La langue est perçue comme un objet hérité des générations précédentes, sa pratique s'inscrivant dans la continuité. La deuxième est celle de la patrimonialisation, observable en Bretagne. Les individus revendiquent le breton comme un patrimoine, une " richesse " à préserver. Le lien avec les générations précédentes, devenues des témoins, s'expriment, mais cette fois-ci à partir d'une rupture. Enfin, les langues sont envisagées, notamment pour les institutions qui en ont la gestion, comme des symboles, s'inscrivant dans une troisième logique de transmission, celle de la revitalisation. Le rapport aux origines est modifié et exprimé différemment en Bretagne et en Saskatchewan.
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Marty, Guy. "Contribution à la conception et à la réalisation d'une machine EDIFACT." Toulouse 3, 1995. http://www.theses.fr/1995TOU30100.
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Un des buts actuels de l'informatique est de tendre vers le bureau sans papiers. Une de ces branches appelee edi (echange de donnees informatise) est normalise au sein des nations-unies sous le nom de edifact. Les donnees sont echangees a l'interieur de messages. La norme fournit un langage de description de ces messages. Nous avons pu constater en interrogeant le monde industriel et commercial que l'echange d'informations commerciales sous une forme normalisee etait un besoin des industries et administrations, mais il n'existe pas a ce jour de systemes simples et universels permettant de repondre a ce besoin. Notre propos est la conception d'un systeme de communication base sur edifact. Ce systeme comprend deux types de machines edifact: une station utilisateur et un centre de traitement, et utilise des reseaux de communication. La partie communication, ouverte, necessite la definition d'un reseau virtuel. Nous proposons sur ce reseau virtuel un protocole de communication multi-trafic. La station utilisateur doit etre conviviale (facilite d'utilisation, reconfiguration du message en fonction des donnees utilisees), capable de comprendre et d'integrer simplement tous les types de message. Pour cela nous decrivons un sur ensemble au langage de description des documents permettant d'integrer ces contraintes. Le centre de traitement sert de centre de communication et de serveur d'informations. Toute information circulant dans le systeme est sous forme edifact. Pour eviter des problemes de transformation nous avons defini une base d'informations et ses interrogations en edifact
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Virkkunen, Riitta. "Aika painaa : oopperan tekstilaitekäännöksen toiminnalliset rajat /." Tampere : Tampere University Press, 2004. http://acta.uta.fi/teos.phtml?10682.
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Lewis, Roger Brian. "A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae." The University of Waikato, 2007. http://hdl.handle.net/10289/2303.
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The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.
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Gruntova, Blanka. "Familles plurilingues : transmission et apprentissage des langues et des cultures. La diaspora tchèque en France, en Russie et en Croatie." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF002/document.
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Articulée autour de la notion de « famille plurilingue », caractérisée - de même qu’un individu plurilingue - par un répertoire linguistique varié et pas nécessairement équilibré, l’étude soulève les questions de transmission des pratiques plurilingues ainsi que de leur développement dans les institutions de diffusion des langues, notamment dans le milieu diasporique tchèque. Tandis que les familles, développant un comportement transnational, orientent leur politique linguistique familiale de plus en plus consciemment vers la valorisation de leur capital plurilingue et (pluri)culturel, les structures diasporiques restent inscrites dans la perspective nationale. Perçues en tant qu’ambassadeurs de la langue-culture minoritaire dans le pays de leur action, elles envisagent l’apprentissage des langues et des cultures à partir du contexte monolingue. Le nationalisme méthodologique, appuyé dans le cas tchèque sur la politique d’émancipation de la langue et de la culture tchèques lors de la constitution de l’identité étatique, ne favorise pas le développement d’une didactique du plurilinguisme. La recherche s’inscrit dans une démarche sociodidactique, au croisement de didactique des langues et de la sociolinguistique. Elle prend comme terrain la diaspora tchèque dans trois pays (France, Croatie, Russie) et s’appuie sur un corpus mixte d’entretiens semi-directifs, de discours institutionnels et d’observation participanteArticulated around the notion of “plurilingual family”, which is characterized – as well as a plurilingual individual – by a varied and not necessarily balanced linguistic repertoire, this study raises the questions of the transmission of plurilingual practices as well as their development in the institutions in charge of spreading languages, especially in the Czech diaspora background. While families, developing their transnational behaviour, head their family linguistic policies more and more consciously towards the promotion of their plurilingual capital, the diaspora institutions remain in line with a national perspective. Perceived as ambassadors of the minority language-culture in the country where they act, they view the learning of languages and cultures from their monolingual context. The methodological nationalism which, in the Czech case, is based on the political emancipation of the Czech language and culture during the constitution of the state identity, is holding up the development of a didactic of plurilingualism.This research is based on a sociodidactic approach, at the crossing of the language didactic and sociolinguistics. Its field is the Czech diaspora in three countries (France, Croatia, Russia) and it relies on a mixed corpus of semi-directive interviews, institutional speeches and participant observation
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Fagelson, Marc A., Colleen Noe, Jennifer Blevins, and Owen Murnane. "Bone Conduction Transmission and Head‐Shadow Effects for Unilateral Hearing Losses Fit with Transcranial Cic Hearing Aids." Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/1584.
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Bone conduction transmission and head‐shadow effects were determined with transcranial completely‐in‐the‐canal (TCCIC) CROS hearing aids. Five subjects with documented profound unilateral hearing loss and experience with traditional CROS/BICROS fittings (TCROS) were tested with a CIC hearing aid placed in their poorer ear. Peak SPL was measured at the tympanic membrane and ranged from 105–115 dB SPL at 2000 Hz. Pure‐tone crossover thresholds and functional gain tested at frequencies from 250–8000 Hz varied considerably more than the SPL measures. The pure‐tone results indicated that sensitivity in the better ear was moderately associated with functional gain across frequency. Speech recognition was then tested in the sound field in two conditions: direct (noise in the poorer ear, speech in the better ear) and indirect (noise in the better ear, speech in the poorer ear) at S/Ns of −6, 0, +6, +12, and quiet. The TCCIC fittings were more effective than TCROS aids across S/Ns, particularly in the direct condition. In the indirect condition, the two fittings performed similarly. When data were pooled across conditions, the TCCIC aids provided better word recognition than the TCROS aids, particularly for those subjects with greater sensitivity in the better ear.
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Scetti, Fabio. "Évolution de la langue portugaise dans sa dynamique de transmission au sein de la « communauté portugaise » de Montréal." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB173/document.
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Cette thèse en sociolinguistique a pour objectif d'illustrer la relation qui existe entre langue, dans ses pratiques et représentations, et identité au sein de la "communauté portugaise" de Montréal. Considérant le contexte particulier de Montréal, où deux langues, le français et l'anglais, dominent le panorama linguistique, nous avons observé les pratiques langagières quotidiennes des membres de la "communauté portugaise" et analysé l'influence de ces pratiques sur les (re)présentations identitaires. Tout d'abord, nous avons réalisé l'analyse linguistique des pratiques langagières quotidiennes en langue portugaise, qui nous a permis d'observer le processus d'évolution des formes et de dégager sept "points de fragilité" de la structure du portugais parlé dans le groupe, conséquences de la situation du contact de langues. Dans un deuxième temps, l'analyse du discours épilinguistique nous a permis d'observer les dynamiques identitaires individuelles et collectives au sein du groupe. Le statut du portugais, véhiculé dans les discours, lui permet de se perpétuer comme valeur fondamentale de l'identité « communautaire » dans le contexte politique et sociale multiculturel de la ville québécoiseThis dissertation provides insight into the complex process of how the Portuguese language, as practised within the "Portuguese community" in Montreal, is evolving and how it is changing the group's identity (re)presentations. This community, created from the migration process that began in the 1950s, is an example of linguistic integration in the particular context of Montreal where French and English dominate the linguistic landscape. The findings indicate the dynamic of the Portuguese language within the group and the evolution of the practice through the analysis of seven "weak points" in the language's structure that are consequences of its contact with the two dominant languages. In addition, based on epilinguistic discourse analysis, the research shows how the Portuguese language and its representations may help in understanding the complex process of defining the group's identity through language practises
Esta tese aborda a evolução da língua portuguesa em contexto da diáspora, e em particular a influência das práticas linguísticas nas (re)presentações identitárias da "comunidade portuguesa" de Montreal. Através duma pesquisa sociolinguística sobre as mudanças da língua em situação de contacto com outras línguas, a nossa análise linguística identificou sete "elementos de fragilidade" da estrutura da língua, através do processo de erosão da língua falada dentro do grupo, sublinhando as particularidades do contexto de contacto entre línguas. Em segundo lugar, procedemos a uma análise do discurso epilinguístico, tendo observado diferentes discursos sobre as representações da língua e das suas práticas dentro do grupo, sublinhando estas últimas enquanto marcadores fundamentais da identidade da comunidade em estudo
Questa tesi nasce dallo studio del processo evolutivo della pratica orale della lingua portoghese all'interno della "comunità portoghese" di Montreal, e in particolare del come le pratiche della lingua possano influenzare le (rap)presentazioni identitarie dei membri del gruppo nelle diverse generazioni. All'interno di una comunità minoritaria, in un contesto particolare come quello della città del Québec, dove due lingue, il francese e l'inglese, dominano il panorama linguistico, la nostra ricerca sociolinguistica ci ha permesso di osservare il percorso d'erosione del portoghese all'interno della comunità, attraverso il distaccamento di sette "punti di fragilità" della struttura della lingua portoghese, conseguenza della situazione di contatto tra le lingue. L'analisi si propone, inoltre, d'illustrare il ruolo fondamentale della lingua nel processo identitario attraverso le sue pratiche, in quanto strumento di preservazione dell'eredità culturale e linguistica propria del gruppo. In quest'ottica, la lingua è vista come una manifestazione d'identità e d'appartenenza al gruppo
Esta tesis aborda la temática de la evolución de la lengua portuguesa en un contexto de la migración y en particular la influencia de las prácticas lingüísticas en lo que se refiere a las (re)presentaciones identitarias. Dentro de un contexto particular como el de la "comunidad portuguesa" de Montreal, en un contexto urbano dominado por dos idiomas, el francés y el inglés, nuestro estudio se concentra sobre el análisis lingüístico de siete "elementos de fragilidad" de la estructura de la lengua portuguesa hablada dentro la comunidad por sus miembros como consecuencia de la situación de contacto. Por otra parte, considerando esta visión de erosión de la lengua portuguesa, gracias al análisis del discurso epilingüístico que fue realizado, podemos ilustrar varios discursos que se crean sobre las diferentes definiciones del idioma y de sus prácticas, en particular con respecto a la práctica de la lengua como marca fundamental de la identidad del grupo
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Lambolais, Thomas. "Modélisation du développement de spécifications LOTOS." Vandoeuvre-les-Nancy, INPL, 1997. http://www.theses.fr/1997INPL106N.
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Notre travail s'inscrit dans les premières étapes du développement de logiciels concernant le passage d'un cahier des charges à une spécification formelle, dans le domaine des réseaux de télécommunications. Notre sujet consiste à étudier la modélisation des étapes de développement de spécifications en langage LOTOS. Le modèle utilisé, PROPLANE, a été préalablement établi pour d'autres domaines. Par le biais d'un nouveau domaine d'application, l'objectif à long terme de notre étude est d'évaluer le modèle PROPLANE et de proposer des améliorations si nécessaire. LOTOS est constitué d'une algèbre de processus et d'une algèbre de données. Nous nous sommes concentrés sur la construction des expressions de comportement, c'est-à-dire des processus, en ayant éventuellement recours aux données. Sous le modèle PROPLANE, toute évolution d'un développement est gérée par des operateurs de développement. Notre modélisation correspond ainsi à des définitions d'operateurs pouvant s'enchainer les uns aux autres. Nous distinguons les constructions architecturale et, comportementale, pour lesquelles les mécanismes utilisés en LOTOS diffèrent. L’architecture fait une large utilisation des operateurs de composition parallèle, avec lesquels il faut veiller à conserver des processus effectifs, voire réguliers. Nous définissons pour cela des notions telles que la rigidité. La construction comportementale demande de définir des opérateurs permettant de gérer le développement d'arbres de transitions, ainsi que le détail de ces transitions. La nouveauté de notre approche consiste à chercher à profiter des propriétés sémantiques des processus en cours de développement. Afin de supporter des lignes de construction incrémentale par réduction de l'indéterminisme, nous donnons une définition opérationnelle des relations d'extension et de réduction de processus. Il apparait que PROPLANE doit être étendu pour manipuler des propriétés temporelles sur les états de développement.
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Nikola, Jojić. "Komparativno in vitro ispitivanje efekata ugljeničnih nanocevi u normalnim i malignim ćelijama pluća." Phd thesis, Univerzitet u Novom Sadu, Medicinski fakultet u Novom Sadu, 2018. https://www.cris.uns.ac.rs/record.jsf?recordId=105989&source=NDLTD&language=en.
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Ugljenične nanocevi (UNC) imaju sve veću primenu u elektronici, kompjuterskoj i optičkoj industriji, kao i u biomedicini. Dok proizvodnja jednoslojnih UNC nanocevi beleži sve veći rast poslednjih godina, rizik koji nosi izlaganje ovom nanomaterijalu ostaje nerazjašnjen. Oskudni i često kontradiktorni podaci o toksičnim efektima jednoslojnih UNC ukazuju na potrebu za daljim ispitivanjima. U našim istraživanjima ispitivane su promene u ćelijskom odgovoru kao i morfološke promene nakon delovanja jednoslojnih ugljeničnih nanocevi na ćelijskoj liniji humanih fetalnih fibroblasta pluća MRC-5 i ćelijskoj liniji humanog adenokarcinoma pluća A549. U ovoj studiji korišćene su jednoslojne ugljenične nanocevi koje su sadržale rezidualne nečistoće poput gvožđa. Citotoksičnost jednoslojnih UNC (engl. single-walled carbon nanotubes – SWCNT) je ispitivana kolorimetrijskim MTT testom. Tokom 24 i 48h niske koncentracije jednoslojnih ugljeničnih nanocevi (<250 μg/mL) pokazale su nisku toksičnost na proliferaciju i vijabilnost u obe ispitivane ćelijske linije. Ipak, pri visokim koncentracijama UNC (250-750 μg/mL) antiproliferativni efekat je bio blizu IC50 vrednostima. Na osnovu rezultata dobijenih MTT testom može se zaključiti da su maligne A549 ćelije osetljivije na delovanje jednoslojnih UNC u odnosu na normalne MRC-5 ćelije. Kombinacija ugljeničnih nanocevi sa prirodnim polifenolima (resveratrolom i proantocijanidolima) nije značajno uticala na citotoksičnost u MRC-5 ćelijama, za razliku od A549 ćelija gde je tretman kombinacijama umanjio toksičnost ugljeničnih nanocevi. Transmisionom elektronskom mikroskopijom ispitivan je efekat jednoslojnih ugljeničnih nanocevi na ćelijsku morfologiju i preživljavanje. Intracelularni agregati ugljeničnih nanocevi primećeni su u obe ćelijske linije, čime je potvrđeno da ugljenične nanocevi ulaze u ćelije. Imajući u vidu da nanomaterijali poput ugljeničnih nanocevi indukuju oksidativni stres i njime posredovanu apoptozu, na protočnom citometru je određivano prisustvo ćelija u apoptozi i nekrozi. Tretman ćelija sa jednoslojnim ugljeničnim nanocevima nije doveo do značajnog porasta broja apoptotskih ili nekrotičnih ćelija, što ide u prilog niskoj toksičnosti ovog nanomaterijala, odnosno ukazuje na alternativne mehanizme toksičnosti. Međutim kombinacija jednoslojnih ugljeničnih nanocevi sa antioksidantima, resveratrolom i proantocijanidolima indukuje veći procenat apoptoze i nekroze u odnosu na tretman samo sa nanocevima. Promene u ekspresiji gena praćene su lančanom reakcijom polimeraza (PCR). Komparativna analiza rezultata genske ekspresije MRC-5 i A549ćelija nakon tretmana sa jednoslojnim ugljeničnim nanocevima pojedinačno i u kombinaciji sa antioksidantima ukazala je na kompleksnost i raznolikost biološkog odgovora ispitivanih ćelija. U našem istraživanju ispitivana je i promena aktivnosti enzima antioksidativne zaštite i količine glutationa u ćeliji. Primena jednoslojnih ugljeničnih nanocevi u MRC-5 ćelijama dovodi po smanjenja specifične aktivnosti enzima SOD i GR, povećava specifičnu aktivnost GPx i ne utiče na promenu specifične aktivnosti GST i količine glutationa u ćeliji Primena jednoslojnih ugljeničnih nanocevi u A549 ćelijama dovodi po smanjenja specifične aktivnosti enzima SOD, ne utiče na promenu specifične aktivnost enzima GR, GST i GPx, i dovodi do povećanja količine glutationa u ćeliji. Ćelijska vijabilnost, morfološke promene, redoks homeostaza i ekspresija ispitivanih gena bile su promenjene nakon tretmana sa jednoslojnim ugljeničnim nanocevima. Iako su dobijeni rezultati značajni za procenu toksičnosti ugljeničnih nanocevi, neophodna su dalja istraživanja koja treba da doprinesu boljem razumevanju toksičnih efekata ugljeničnih nanocevi.Carbon nanotubes are being actively introduced in electronics, computer science, and optics as well as for various biomedical applications. While production of single-walled carbon nanotubes (SWCNT) has escalated in recent years, the knowledge on risk associated with exposure remains unclear. Contradictory data on the toxic effects of single-walled carbon nanotubes highlights the urgent need for further studies. In this study we investigated the alterations in cellular response along with morphological changes induced by single-walled carbon nanotubes in human lung fibroblast cell line MRC-5 and adenocarcinoma human alveolar basal epithelial cells A549. In this study we used SWCNT containing large amounts of residual metallic impurities such is iron, and the iron concentration increased in dose dependent manner in cells exposed to SWCNT. Cytotoxicity was evaluated by MTT assay and SWCNT showed little cytotoxic effect on the proliferation and viability of two cell lines tested at the concentrations used (<250 μg/mL) within 24 and 48h. However exposing both cell lines to high concentrations (250-750 μg/mL) resulted in near IC50 values. Based on MTT test SWCNT were more cytotoxic to A549 cell line. Cytotoxicity of SWCNT in combination with natural polyphenols (resveratrol and proanthocyanidins) did not noticeably affect the cytotoxicity of SWCNT to MRC-5 cells. However introduction of polyphenols did reduce the cytotoxicity of SWCNT to A549 cells. Transmission electron microscopy was used to complement cytotoxicity assays and to investigate the pathological effect of internalized SWCNT on cell morphology and survival. Intracellular bundles of CNTs, possibly aggregated/agglomerated were observed in both cell lines, confirming internalization after 24h exposure. Since nanoparticles like carbon nanotubes are toxic mainly because they cause oxidative stress, often associated with an increased apoptosis we checked for apoptotic and necrotic cells using flow cytometry. Incubation with SWCNT did not result in pronounced apoptosis or necrosis supporting its low toxicity and possibly alternative mechanism of cell damage. However incubation with SWCNT in combination with resveratrol and proanthocyanidins induced higher levels of both apoptosis and necrosis than SWCNT alone. Changes in gene expression following exposure to SWCNT were evaluated by polymerase chain reaction PCR array which indicated complex and diverse change in expression of genes involved in apoptosis, cell proliferation and oxidative stress. Finally we investigated the modulation of the antioxidant enzyme system and the changes in the cytosolic levels of GSH. SWCNT reduced the specific activity of SOD and GR enzymes, increased GPx activity. No changes in intracellular levels of GSH were observed in MRC-5 cell line. Same treatment in A549 cell reduced the specific activity of SOD, had no effect on GR, GST and GPx activity, but increased intracellular levels of GSH. Cell viability, morphologic changes, redox homeostasis and gene expression were affected by the presence of SWCNT. Although our findings are useful in predicting human response against SWCNT exposure, further study is needed for better understanding of the effects of SWCNT.
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Fshika, Khadija. "Les pratiques de transmission à partir d’un manuel de français langue étrangère en contexte libyen : analyse des stratégies de reformulation des consignes et du style professoral." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA028.
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Cette thèse vise à comprendre les pratiques de transmission de deux enseignants de français langue étrangère (FLE), à partir d’un manuel universaliste, utilisé dans un contexte local, ici le contexte libyen. Le rapport des enseignants à la règle, et les motifs qui orientent leurs écarts, sont alors au centre de notre démarche analytique. Située au croisement de la didactique des langues, des sciences du langage et de l’ergonomie de travail, la recherche porte sur la relation entre la prescription comme contrainte institutionnelle, et le style d’agir professoral. Parce que les motifs et les sources de transmission sont pluriels et partagés entre les différents acteurs sociaux de la classe, enseignant et apprenants, et fonctionnent par le biais d’outils sémiotiques spécifiques, tableau et manuel pour n’en citer que les principaux, notre réflexion est nécessairement pluridisciplinaire. La problématique de cette thèse interroge ainsi les stratégies de reformulation des consignes du même manuel par deux enseignants. De telles interrogations permettent d’identifier des styles professoraux particuliers, et de questionner leur efficacité pragmatique dans le processus d’enseignement. Si notre charpente théorique se base de manière privilégiée sur la prescription éducative, la théorie sociologique de l’acteur social dans son rapport à la règle, l’activité de reformulation dans le discours, il n’en demeure pas moins qu’elle puise généreusement dans une bibliographie plus large de l’analyse du discours et des théories de la pensée enseignante. Sur le plan méthodologique notre démarche est qualitative, et nous avons privilégié l’observation non-participante de l’interaction ainsi que l’entretien d’autoconfrontation simple. Notre corpus d’analyse, enregistré, transcrit et enrichit d’observations, relate deux enseignements différents : celui de deux enseignants, travaillant le même cadre universitaireThis thesis aims to understand the transmission practices of two teachers from a universalist handbook, used in a local context. The teachers' relationship to the rule, and the reasons that guide their differences, are at the core of our analytical approach. Placed at the crossroads of language learning and teaching, language sciences and ergonomics of work sciences, the research focuses on the linkage between prescription as an institutional constraint, and as a teaching method. The motives and the sources of transmission are plural and shared between various social actors of the class, both teachers and learners. Furthermore, they work and interact through specific semiotic tools, board and handbook to name only the main. For those reasons our reflection is necessarily multidisciplinary.The challenge of this thesis thus questions the notions of reformulation and transmission strategies. How do two teachers recast the same instructions, in the same context? By asking, we’re trying to observe and identify signs of the teacher’s action style, and to question their pragmatic effectiveness in the teaching process.Hence, our theoretical framework is mostly based on the study of educational prescriptions, the sociological theory of the social actor, in its relation to the rule, and the activity of reformulation in the discourse. It nonetheless remains that it draws generously in a broader bibliography of discourse analysis and the teacher thinking theories. On the methodological front, our approach is qualitative, based on a non-participant observation of the interaction as well as on the simple self-confrontation interview. Our corpus of analysis, recorded, transcribed and enriched by observations, relates two different teachings: that of Nadia and Fouad
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Haque, Shahzaman. "Etude de cas sociolinguistique et ethnographique de quatre familles indiennes immigrantes en Europe : pratiques lagagières et politiques linguistiques nationales et familiales." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00840860.
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Ce travail de recherche s'inscrit dans une approche pluridisciplinaire - monographique, ethnographique et sociolinguistique avec une dimension longitudinale. Il tente de décrire de manière approfondie les pratiques linguistiques familiales de quatre familles indiennes immigrantes installées dans quatre pays européens : la France, la Suède, la Norvège et la Finlande. Cette étude cherche également à cerner les enjeux des politiques linguistiques familiales, domaine dans lequel peu de recherches ont été entreprises et qui, de ce fait, reste à développer. Par ailleurs, les idéologies et attitudes concernant les langues se traduisent dans les décisions prises par les chefs de la famille, les parents, qui privilégient l'apprentissage de telle ou telle langue, pour eux-mêmes et surtout pour les enfants. Au plan macro, la politique linguistique nationale de chacun des pays concernés par notre étude est évoquée, y compris celle de l'Inde, avec un centrage sur la politique linguistique éducative et les modalités d'enseignement des langues migrantes. Le plurilinguisme des participants est analysé avec la notion de répertoire multilingue au sein duquel les compétences langagières sont segmentées par domaine. Les notions d'espace, de contexte, de mobilité, d'échelle, de polycentralité et d'ordres d'indexicalité ont été convoquées pour pouvoir appréhender ces compétences. La transmission linguistique intergénérationnelle est abordée par le biais d'une analyse critique de la politique linguistique familiale et nationale ainsi que la question de l'incidence du legs des valeurs culturelles et linguistiques du pays d'origine (ou de son absence) sur la construction de l'identité de la deuxième génération.
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Stevan, Cvetićanin. "Фракционо и тополошко уопштење једначине телеграфичара као модел електричног вода." Phd thesis, Univerzitet u Novom Sadu, Fakultet tehničkih nauka u Novom Sadu, 2017. https://www.cris.uns.ac.rs/record.jsf?recordId=104961&source=NDLTD&language=en.
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Предмет истраживања су фракциона и тополошка уопштења једначинетелеграфичара као модела електричног вода. Фракционо уопштење сеогледа у томе што су класичне конститутивне релације електричнихелемената замењене фракционим. Модификација конститутивнихрелација омогућује да се узму у обзир коначно време релаксације иполаризације диелектрика, као и формирања магнетског поља, односноисторија процеса поларизације и магнетизације. Тополошко уопштењеогледа се у томе што елементарно коло вода, поред стандарднихелемената, има кондензатор и у редној грани којим се моделира ефекатнагомилавања наелектрисања дуж елекричног вода, односно коначновреме релаксације.Predmet istraživanja su frakciona i topološka uopštenja jednačinetelegrafičara kao modela električnog voda. Frakciono uopštenje seogleda u tome što su klasične konstitutivne relacije električnihelemenata zamenjene frakcionim. Modifikacija konstitutivnihrelacija omogućuje da se uzmu u obzir konačno vreme relaksacije ipolarizacije dielektrika, kao i formiranja magnetskog polja, odnosnoistorija procesa polarizacije i magnetizacije. Topološko uopštenjeogleda se u tome što elementarno kolo voda, pored standardnihelemenata, ima kondenzator i u rednoj grani kojim se modelira efekatnagomilavanja naelektrisanja duž elekričnog voda, odnosno konačnovreme relaksacije.
The subject of research is the fractional and topological generalization of thetelegraphers’s equation in transmission line modeling. The fractionalgeneralization is reflected in the fact that the classical constitutive relations ofelectrical elements are replaced by the fractional ones. The modification ofconstitutive relations allows for taking into account the finite relaxation andpolarization time of dielectric material, as well as the creation of the magneticfield, it also allows for taking into account the history of polarization andmagnetization processes. The topological generalization of the elementarycircuit of transmission line, in addition to the standard elements, introduces acapacitor in the series branch, which models the effect of chargeaccumulation along the transmission line, i.e., the finite relaxation time.
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Fröhlich, Cláudia Bechara. "Nas dobras de um conto : leitura e transmissão no clube do professor leitor-escritor." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/17444.
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Este é um estudo sobre a transmissão da leitura no projeto Clube do Professor Leitor- Escritor, desenvolvido nos municípios de Dois Irmãos e Morro Reuter, Estado do Rio Grande do Sul, situados em uma região de colonização tipicamente alemã, distante aproximadamente 60 km de Porto Alegre. Esse projeto apresenta uma modalidade para a formação de docentes em que o conto ficcional constituiu-se como texto fundamental de estudo, e congrega professores municipais que atuam no ensino fundamental daqueles municípios. O foco desta pesquisa foi a forma como as leituras compartilhadas estabeleceram-se no projeto Clube do Professor Leitor-Escritor e os efeitos dessa transmissão no modo como os participantes (d)escreveram sua prática docente durante o projeto. Para a leitura desse Clube, operou-se com quatro tipos de textos que circulavam no projeto, e cuja trama foi chamada de textumalidades: texto conto literário, texto diário de borda, leitura-texto e texto conto de formação. Procedeu-se a essa leitura do Clube por intermédio das lentes teóricas oferecidas fundamentalmente por Freud, Lacan e Barthes. A aposta dos coordenadores do Clube era de que a abertura de um espaço de leitura compartilhada promoveria também a escrita criativa dos participantes, além de auxiliá-los na forma como poderiam operar essa transmissão para seus alunos. Percebeu-se, entretanto, que a leitura favoreceu de fato a escrita de narrativas criativas no Clube, porém não numa continuidade imaginária. Como na Banda de Moebius, pode surgir uma torsão do encontro entre os significantes do conto literário e os fragmentos da memória. Disso resulta como efeito a virada da leitura para a escrita de narrativas e fundamentalmente o desenrolar de uma terceira história que é um narrar a própria prática docente. Enquanto leem contos e escrevem narrativas, os professores tecem o enredo de um conto de formação. Nesse movimento, os participantes constroem hipóteses sobre a forma como podem operar a passagem dessa experiência no Clube para seus alunos e de como podem manter vivo o lugar do "passador" como um elo de uma cadeia infindável.This is a study about the transmission of the reading in the Reading-Writing Teacher's Club's project, developed in the cities of Dois Irmãos and Morro Reuter, Rio Grande do Sul state, located in a region of typically German colonization, distant about 60 km from Porto Alegre. This project presents a method for training teachers in which the fictional tale was the fundamental text for study and it brings together teachers who work in municipal elementary schools of those cities. The focus of this research was how the shared readings were established in the Reading-Writing Teacher's Club's project and the effects of this transmission and in the way the participants have described/written their teaching practice during the project. To the reading of this Club one operated on four types of texts that circulated in the project, whose plot has been called textumialities: literary tale text, boundary diary text, reading-text and training tale text. One proceeded this reading of the Club through the theoretical lenses mainly offered by Freud, Lacan and Barthes. The Club coordinators' bet was that the opening of a shared reading space would promote also the participants' creative writing as well to assist them in the way how they could operate that transmission to their students. It was noticed, however, that the reading in fact supported the writing of creative narrative in the Club, but not in an imaginary continuity. Torsion, as in the Moebius Band, can emerge from the encounter among the literary tale significant and the memory fragments. The turn over from the reading to the writing of tales and fundamentally the development of a third story which is a telling of one's own teaching practice results as an effect of it. While they read tales and writing narratives, the teachers weave the plot of a training tale. In that motion, the participants construct hypotheses on how they can operate the passage of this experience in the Club to their students and how they can keep alive the "shifter" spot as a link in an endless chain.
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Alcade, Céline. ""Le solfège du service" : transmission-appropriation des compétences interactionnelles dans la formation aux métiers de service en restauration gastronomique." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2008.
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Depuis l’engagement pionnier, au début des années 80, du réseau pluridisciplinaire Langage et Travail, des chercheurs issus des sciences du langage et du travail ont souligné l’importance croissante de la part langagière et plus largement interactionnelle du travail, avec en particulier la montée en puissance des activités de service. Notre recherche s’inscrit dans le champ d’une linguistique impliquée sur le terrain de la formation professionnelle, qui se développe depuis quelques années dans le domaine francophone. Les premiers travaux conduits dans ce champ ont permis de mieux cerner l’importance du langage et des interactions dans les cursus de formation, à la fois en tant que vecteurs de la transmission des pratiques et des savoirs professionnels, et entant qu’objets d’apprentissage. Dans une perspective inspirée par le paradigme de la socialisation langagière, ce travail se base sur une ethnographie collaborative menée durant deux ans dans une filière de licence professionnelle (Bachelor) en Management de l’hôtellerie-restauration de l’Institut Paul Bocuse (Ecully, France). Il a eu pour but d’analyser, puis d’améliorer les processus de transmission-appropriation des compétences interactionnelles du service en restauration. Dans une première partie, nous commençons par analyser, avec une focale assez large, la place des compétences interactionnelles dans les représentations émergeant des discours sur les métiers de service en restauration, ainsi que dans les prescriptions relatives à différentes sources éducatives et professionnelles et quelques types de formation. Nous étudions ensuite, dans une deuxième partie, avec une focale plus resserrée, la façon dont leur transmission est prise en charge dans différents contextes de formation (cours) de la filière susmentionnée de l’Institut Paul Bocuse. Nous resserrons encore la focale pour nous concentrer sur la formation au sein des restaurants-écoles de l’établissement étudié, au niveau fin des interactions entre les étudiants et les autres protagonistes de l’activité (maîtres d’hôtel-formateurs, chefs et clients). Les résultats révèlent une faible prise en charge de la transmission de ces compétences dans les pratiques formatives ayant cours dans ces restaurants d’application pour privilégier les procédures et gestes techniques du service. En regard, ils mettent au jour dans les pratiques de service attestées dans ces espaces, une dynamique collective et distribuée contribuant à socialiser les novices à la conduite professionnelle de l’activité et aux différents enjeux qu’elle recouvre pour les acteurs impliqués. Dans la troisième partie de la thèse, nous présentons la démarche d’ingénierie de la formation menée en étroite collaboration avec les formateurs aux métiers de service responsable de la pratique professionnelle dans les restaurants-écoles de l’institution. Cette démarche d’ingénierie a pour but de combler les « blancs des discours » de formation, et de mettre en œuvre un entraînement aux compétences visées, postulées en tant que plus-value immatérielle apportée au service matériel du repas, sous la forme d’information, de conseil et plus globalement d’accompagnement de l’expérience culinaire du client. En clôture de cette dernière partie, nous rendons compte des effets constatés dans les performances de service des étudiants, après intégration des modifications apportées à la formation.Située à la croisée des sciences de l’éducation et des sciences du langage, cette recherche se veut finalement une contribution au domaine d’étude, encore assez peu investi, de la part interactionnelle de la formation professionnelleSince the pioneering involvement of the multidisciplinary network Langage et Travail [Language and Work] in the early 1980s, researchersin the fields of linguistics and occupational science have highlighted the growing importance of the language element and more broadly theinteractional element of work, especially with the increased importance of service activities.Our research is in the field of language studies involved in the area of vocational training, which has been developed over the last few yearsin the French-speaking sector. The first research work conducted in this field made it possible to better define the importance of language andinteractions in the training curriculum, both as vectors for the transmission of vocational practice and knowledge and as subjects to be taught.From a perspective inspired by the linguistic socialization paradigm, this work is based on a collaborative ethnography conducted over two yearswithin a vocational degree course (Bachelors) in Catering and Hotel Management at the Institut Paul Bocuse (Ecully, France). The aim was toanalyze, then improve the process of the transmission-acquisition of interactional skills in catering and restaurant service.In Part One we begin by analyzing, with a fairly broad focus, the place of interactional skills in the picture emerging from discussions aboutservice roles in restaurant catering, as well as that in the advice relating to different educational and professional sources and some types oftraining. Then in Part Two we studied, with a more specific focus, the way in which their transmission is handled in different training contexts(classes) of the above-mentioned course at the Institut Paul Bocuse. We focus even more closely in order to concentrate on training in the trainingrestaurants of the establishment studied, at the very specific level of the interactions between the students and others involved in the activity (headwaiter-instructors, chefs and customers). The results reveal a low level of responsibility for the transmission of these skills in the training practicescurrent in these restaurants used to emphasize the procedures and actions of service. In this respect, they bring to light in the service practicesshown in these dining rooms, a collective and shared dynamic that helps beginners to cooperate in the professional conduct of the activity andunderstand the different issues it covers for those involved. In the third part of the thesis, we present the approach to training engineeringconducted in close collaboration with the service staff instructors responsible for professional practice in the institution’s training restaurants. Theaim of this engineering approach is to fill in the “gaps in what is said” in training, and to implement exercises in the targeted skills, postulated asan intangible added value brought to the physical service of a meal, in the form of information, advice and more generally support for thecustomer’s culinary experience. To conclude this final part, we report on the effects observed in students’ service performance following theincorporation of the changes made to the training course.Located in the area where the educational sciences and language sciences intersect, ultimately this research is intended to make acontribution to the field of study, still little investigated, of the interactional element in vocational training
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Villa, Correa Beatriz Estella. "Les enjeux socio-économiques de l'enseignement plurilingue en milieu rural en Colombie : le cas de l'Oriente d'Antioquia." Phd thesis, Université de Grenoble, 2014. http://tel.archives-ouvertes.fr/tel-01044481.
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Trois groupes professionnels ruraux parient sur l'amélioration de leur qualité de vie en participant à un projet qui associe la diffusion de la langue française et celle de techniques fromagères et céramistes. Le rapport au projet des acteurs sociaux et les stratégies qu'ils y déploient dépendent de leur degré d'engagement et celui-ci dépend à son tour de la valeur d'utilité attribuée à la nouvelle langue. Les différents schémas interactionnels activés par les groupes et leur réactions vis-à-vis des objets linguistiques et techniques, interrogent le rapport existant entre type de métier, processus d'apprentissage et réinvestissement social des savoirs. Les obstacles de la diffusion linguistique et technique dans ce milieu rural sont liés d'une part aux inégalités sociales et à la structure de réciprocité qu'elles génèrent et, d'autre part, à la prise de pouvoir de plus en plus marquée par les acteurs sociaux, prise de pouvoir collective qui s'oriente vers un refus des biens matériels et des valeurs symboliques imposés par le régime développementiste de l'économie capitaliste basé sur la compétitivité et l'innovation. Cette recherche fournit une vision d'ensemble de la réalité sociale d'une région rurale colombienne.