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François, Abdias. "Haïti : Les représentations du handicap et de la scolarisation des élèves handicapés." Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ2013.
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La présente thèse se propose d'appréhender les représentations liées à la scolarisation des enfants handicapés dans le milieu scolaire ordinaire en Haïti. Pour y parvenir, nous avons effectué trois études. La première étude est qualitative. Elle a été réalisée auprès de 12 personnes, dont 7 personnes handicapées et 5 responsables d'associations. Elle répond à notre premier objectif, celui d'appréhender les représentations sociales du handicap dans la société haïtienne. Les résultats de l'analyse thématique montrent que le handicap se situe à travers le prisme de l'irrationnel et du magique et renvoie à deux dimensions principales : invisible ou surnaturelle (action des loas, sort jeté par un sorcier…) et divine (punition, châtiment infligé par Dieu pour avoir commis un péché). Ces représentations impactent toutes les sphères de la société. Dans une seconde étude qualitative auprès de 5 mères d'élèves handicapés scolarisés en milieu ordinaire et 32 enseignants (ayant accueilli ou non des élèves handicapés), nous avons étudié les incidences des représentations du handicap sur la scolarisation des enfants handicapés en milieu ordinaire. Le corpus a été soumis à une analyse lexicale (avec le logiciel Alceste), complétée par une analyse thématique afin de préciser le contenu des représentations. Les résultats montrent que les représentations associées au handicap, et qui sont tributaires des croyances culturelles, font obstacle à la scolarisation de ces élèves. Les enseignants craignent que cette scolarisation nuise à leur identité professionnelle. De plus, ils soulignent le manque de formation. Les élèves handicapés sont perçus comme relevant du milieu spécialisé. La troisième étude est quantitative. Elle s'intéressait aux attitudes des enseignants en exercice et des futurs enseignants sur la scolarisation des élèves en milieu ordinaire. Nous avons également étudié leur sentiment de compétence, leurs croyances culturelles et leur intention d'agir. 193 enseignants ont participé à l'étude (111 enseignants en exercice et 82 en formation initiale). Les analyses statistiques montrent que les deux groupes d'enseignants ne sont pas favorables à la scolarisation en milieu ordinaire. Les croyances culturelles influencent négativement leurs attitudes. Outre l'empreinte des croyances culturelles associées au handicap, les enseignants ne s'estiment pas compétents pour prendre en charge ces élèvesThis thesis aims to understand the represenntations related to the schooling of children with disabilities in the regular school environment in Haiti. Toachieve this, we conducted three studies. The first study is qualitative. It was carried out with 12 people, including 7 with disabilities and 5 association leaders. It addresses our first objective, which was to understand the social representations of disability in Haitian society. The results of the thematic analysis show that disability is construed through the prism of the irrational and the magical and refers to two main dimensions: the invisible or supernatural (action of loas, spell cast by a sorcerer...) and the divine (punishment, punishment inflicted by God for having committed a sin). These representations impact all spheres of society. In a second qualitative study with 5 mothers of disabled students enrolled in mainstream schools and 32 teachers (who may or may not have accommodated disabled students), we studied the impact of disability representations on the enrolment of disabled children in mainstream schools. The corpus was subjected to a lexical analysis (with the Alceste software), completed by a thematic analysis in order to specify the content of the representations. The results show that the representations associated with disability, which are dependent on cultural beliefs, are an obstacle to the schooling of these pupils. The teachers fear that this schooling will harm their professional identity. Further, they emphasize their lack of training. Students with disabilities are perceived as belonging to a specialized milieu. The third study is quanntitative. It looked at the attitudes of practicing and future teachers about the schooling of students in a regular setting. We also examined their sense of competence, cultural beliefs, and intention to act. 193 teachers participated in the study (111 practicing teachers and 82 pre-service teachers). Statistical analyses showed that both groups of teachers do not support mainstream schooling. Cultural beliefs negatively influence their attitudes. In addition to the cultural beliefs associated with disability, teachers did not feel competent to handle these students
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Gilson, Adeline. "Projet managérial de professionnalisation et processus de socialisation au travail : une sociologie des conseillers financiers de La Poste." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10163.
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Cette thèse analyse la confrontation entre les réformes postales inspirées du nouveau management public, cristallisées dans la politique de rationalisation de l’activité de travail, et les pratiques professionnelles des salariés. Elle étudie les enjeux, les modalités et les limites de la définition normative du travail des conseillers financiers. Désignés par l’organisation comme des acteurs du changement, ces derniers doivent gérer la tension entre logique de marché et mission de service public, qui persiste à travers un double langage de La Poste. Sont ainsi mis en évidence des positionnements professionnels qui se construisent en décalage par rapport à la norme de référence du conseiller idéal portée par l’entreprise. Cette dernière mise donc sur ses jeunes recrues, supposées réceptives aux nouvelles logiques managériales. L’étude du processus de socialisation professionnelle de ces conseillers potentiels, inscrit dans les parcours individuels, permet d’interroger l’homogénéisation des pratiques et la persistance du modèle social postal. L’approche repose sur une comparaison territoriale (Méditerranée/Île-de-France) et générationnelle. La combinaison de plusieurs techniques d’investigation (observation participante au sein de la DRH de La Banque Postale, enquête longitudinale prospective par panel menée auprès d’apprentis conseillers financiers, monographie de bureaux de poste et exploitation de données statistiques) permet de croiser les parcours biographiques et les éléments structurels d’analyse des politiques d’emploi, de travail et de formation de La PosteThis thesis analyses the confrontation between postal reforms inspired by the new public management, fulfilled in the rationalisation politics of the working activity, and employee professional practices. It studies the stakes, the modalities and the limits of the financial advisers normative work definition. Designated as change agents by the organisation, they must manage the dynamics between market logic and the public services mission which persists through a double language at La Poste. This puts into evidence the professional positioning that is constructed based on the referential norm of the ideal adviser portrayed by the organisation. The latest therefore counts on its young recruits, excepted to be receptive to the new managerial logics. The study of the socialisation process of its potential advisers, registered on individual career paths, allows questioning the homogenisation in the practices and persistence of the social postal model. The approach is based on a territorial comparison (Mediterranean/Parisian region) as well as generational. The combination of several investigation techniques (participative observation within the HR Direction at La Banque Postale, longitudinal panel survey conducted on financial adviser apprentices, monograph of post offices and exploitation of statistic data) allows crossing of biographical paths (personal and career) and the structural elements of employment politics analysis, work, and training at La Poste
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Mason, Daniel Scott. "Agency theory and athlete representation in professional hockey." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/NQ39564.pdf.
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Faricy, Christopher George Engstrom Eric J. "Congressional committee requests revisited professional expertise, multiple goals and representation /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,652.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Political Science." Discipline: Political Science; Department/School: Political Science.
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Hoblingre, Klein Hélène. "Réseaux sociaux professionnels : instruments d'empowerment professionnel ? : analyse de cas de consultants RH et de recruteurs sur LinkedIn." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG047/document.
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Cette thèse vise à appréhender les possibilités et les contraintes induites par LinkedIn en termes de « représentation de soi » chez les professionnels des ressources humaines. La recension de la littérature permet de mettre en évidence deux grandes catégories d’utilisation d’un profil LinkedIn : l’utilisation individuelle et l’utilisation institutionnelle. Par ailleurs, il apparaît que le profil pourrait potentiellement permettre à l’individu d’accroître son efficacité au travail, de divulguer son image à un grand nombre de personnes, de développer des relations avec d’autres professionnels ou de développer la confiance en soi. Une première typologie d’utilisateurs est proposée à partir de la sociologie des RSNP. Une analyse sémiotique de profils LinkedIn et des entretiens de recherche compréhensifs ont permis de valider une typologie des usagers du réseau LinkedIn. Les résultats montrent qu’un clivage entre deux grands types d’utilisation semble se dessiner. L’utilisation institutionnelle fait apparaître une forme d’empowerment tournée vers l’efficacité au travail tandis que l’utilisation individuelle est propice à la médiatisation de soiThis doctoral dissertation focuses on the use of professional network services by Human Resource staff registered on LinkedIn. The aim is to understand the new possibilities and the constraints induced by the RSNP in terms of "self-representation". The literature review shows that a LinkedIn profile can be used in two main ways : for individual and institutional uses. Moreover, it appears that the profile could potentially allow users to increase their efficiency at work by making their image known to a large number of people, to develop relationships with other professionals or develop self-confidence. An initial typology of users is proposed based on the sociology of PNS. A semiotic analysis of LinkedIn profiles and comprehensive research interviews also validate a typology of users. The results show that a cleavage between two major types of use seems to appear. The common purpose of institutional use is to be more efficient at work. At the same time, individual use mainly pursues an objective of self-mediatization
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Kwan-Tat, Natasha. "Social representations and special educational needs : the representations of SEN among Sri Lankan, Tamil families and educational professionals." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10055833/.
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In the United Kingdom, the Sri Lankan, Tamil population has grown as a result of asylum movements. Previous discussions about Special Educational Needs or Learning Disabilities within ‘South Asian’ communities have tended to overlook this community. Previous literature has highlighted that families with children and young people with learning disabilities and mental health problems from minority ethnic communities face challenges when accessing services (Raghavan, 2007). Given the differing cultural backgrounds of Sri Lankan, Tamil parents and educational professionals trained and practicing in London, this research aimed to develop an understanding of how Special Educational Needs (SEN) is understood and experienced by Sri Lankan, Tamil parents, Educational Psychologists (EP) and Special Educational Need Co-Ordinators (SENCos). Social representations theory (Moscovici, 2004) provided the theoretical mechanism to explore the shared and unshared meanings and experiences of parents and professionals connected with children who have SEN, whilst taking into account cultural relevances. A qualitative methodology was employed underpinned by a social constructionist paradigm. Data was collected in a London based local authority, which has experienced increases in numbers of the Tamil population over the past few decades. Episodic narrative interviews (Flick, 2009) were used to gather data. In total four parents, four SENCos and five EPs were interviewed using a semi-structured format. Thematic analysis was used to analyse the narratives of parents and professionals. Findings were presented in three sections. Overall the findings from the three participant groups signified the role of socio-cultural contexts in building representations and shaping practices. The dominance of the biomedical model in the discourse of professional’s non-normative representations of SEN was highlighted in the SENCo’s and EP’s data. SENcos and EPs spoke of SEN in categorical terms and made direct references to legislation. Parents did not have pre-prescribed representations of SEN and made sense of their child’s needs through various sources of information. All three participant groups drew upon experiences of tension and conflict resulting from differences in how SEN was understood. Parents took an active role in supporting their child in the home and were pro-active in engaging with services. Whilst specialised provisions in the form of a special schools were important amongst the SENCos and EPs, findings from parent’s data highlighted tensions regarding ideas of inclusion and labelling of SEN. Power inequalities amongst Sri Lankan, Tamil parents and professionals are addressed, and the role of the EP as intermediaries between scientific and lay knowledge is discussed as a way forward in developing partnership with parents.
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O’Neill, Lesley Mary. "What professionals look like : representations of power in business media imagery." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445486.
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Miller, Ralph Rillman Atwood Michael E. "Learning and using requirements representation notations by information technology professionals /." Philadelphia : Drexel University, 2002. http://dspace.library.drexel.edu/handle/1721.1/113.
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Edin, Elisabet. "“En jävla freakshow” : Representationer av maskulinitet i svensk wrestling." Thesis, Stockholms universitet, Genusvetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-92476.
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The aim of this thesis is to examine representations of masculinity in the activities of a local professional wrestling promotion. After briefly outlining what professional wrestling is, the study draws on a body on feminist and intersectional theory which critiques the notion of gender as a binary and essential category. The material comprises 10 recorded shows and oth- er material published on Sthlm Wrestling’s website between 2010 and 2013, and is analyzed using a qualitative methodology derived from cultural studies. The thesis argues that there are many different types of masculinities in the narrative, which are constructed in relation to different power hierarchies such as ethnicity, class, sex and sexuality. The few female wrestlers are marginalized, but not sexualized as in the U.S. context. The heels (rule-breakers) are found on the borders of social and cultural categories, and there is an explicit SM-narrative present.
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Ellesmore, Susan. "Teacher representations in popular films : reception and relevance to professional development and change." Thesis, Southampton Solent University, 2002. http://ssudl.solent.ac.uk/620/.
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The research brings together elements from two disciplines, the sociology of education and film studies, to investigate the relevance of 'reel' world teacher representations to the real world lives of teachers, and to explore how the former offer opportunity for reflection on professional development and change. Media texts are utilised as an unconventional resource as either a replacement for and/or enhancement of educational theory, and teachers drawn from different stages of the teaching life cycle provide empirical data via their writing aspects of teacher culture in response to the stimulus of each text. In an age of visual culture, educational research which explores the medium of film is an important resource for professional development and change is an original contribution to knowledge at a time when current concerns are largely related to the repercussions of the ongoing implementation of government reforms. The research identifies the charismatic teacher who inspires loyalty and admiration in his/her students, forming a special relationship with them in a way which no other colleague can. A more complex analysis suggests that there are four varieties of the charismatic teacher: the eccentric, the resilient, the romantic and the enduring. Responses to such characters reveal that real world teachers reflect on the uncinematic bureaucracy of their everyday work compared with energised settings where student problems and cynical colleagues are overcome by 'reel' world teachers unfettered by pre-set agendas. A real/'reel' overlap occurs as real world teachers re-examine the personal and professional relationships which underpin their everyday work. Through watching examples from screen culture, they reflect on what the demands and rewards of teaching are, and how these impinge on a teacher's health and private life; the development of relationships with both students and colleagues; and the influence of those outside classroom and staffroom, both at local and government levels.
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Harden, Jane. "Becoming a nurse : cultural identity and self-representation for mature women." Thesis, Northumbria University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367410.
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Gordon, M. Frances. "The representation of professional identity : the hospital nurse's perspective on health promotion." Thesis, University of Aberdeen, 2000. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU123069.
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This study, which was undertaken in Scotland, is concerned with hospital nurses' perceptions of how they manage their health promotion responsibilities. The work was undertaken from the qualitative paradigm, employing strategies of grounded theory to generate and handle data arising from fifty loosely structured, in-depth interviews with nurses practising in hospital settings. The findings of the study include discussions of the nurses' descriptions of the natural context of their work - Ward Life; their experience of incorporating health promotion in their practice - Negotiating Identity; the knowledge they hold concerning how to undertake these aspects of practice - Nurses Knowing; the relationships which they perceive as pivotal to this practice - Forming a Relationship and their critical reserve regarding the whole enterprise - Being Sceptical. The theoretical framework generated suggested an ongoing negotiation of role and professional identity influenced by perspectives external to the practice knowledge of the nurses. The identity that emerged through the mediation of these influences has been labelled as the nurses representing themselves as health promoters. Embedded in the nurses' accounts are hidden aspects of their knowledge: knowledge that is often unspoken and is derived through their experience of working with patients. It is claimed that this knowledge has the potential to reconstruct the nurses' professional identity to that of health-promoting nurses, an identity that is congruent with the nurses' 'close to the patient' and context-dependent experience of practice.
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Kleiner, Jimmy. "International Sensations : Representationen av nationalitet i World Wrestling Entertainment." Thesis, Stockholms universitet, JMK, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131245.
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Denna uppsats intresserar sig för professional wrestling och då specifikt bolaget World Wrestling Entertainment, WWE. Syftet med uppsatsen är att undersöka hur nationalitet representeras i World Wrestling Entertainments produkt. Uppsatsens teoretiska ramverk består utav tre olika författare. Dessa tre är Michael Billig, Stuart Hall och Roland Barthes. Från Michael Billig används begreppen 'hot and banal nationalism' för att definiera nationalism. Från Stuart Hall hämtas teorier om 'representation', vad det är och hur det fungerar samt olika perspektiv på varför det är intressant att studera 'olikhet'. Slutligen använder sig uppsatsen utav Roland Barthes artikel Le monde où l'on catche, the World of Wrestling i den engelska översättningen, som analyserar wrestling på ett semiotiskt vis. Många av de teorier som Barthes presenterar i denna artikel är relevanta än idag trots att han skrev artikeln på 1950-talet. Uppsatsens frågeställning kommer att undersökas genom en multimodal analys. En multimodal analys lämpar sig väl för ett så visuellt fenomen som wrestling. Det möjliggör även för studier av de rent textuella elementen i programmen och inte bara det visuella. Materialet består utav de inledande videomontagen från två olika wrestlingmatcher. Båda matcherna är hämtade från WWEs största årliga pay-per-view Wrestlemania som gått av stapeln varje år sedan år 1985. Den ena matchen är hämtad från Wrestlemania 29 år 2013 och den andra är hämtad från Wrestlemania 31 år 2015. Båda matcherna inkluderar icke-amerikanska karaktärer. Den första matchen ser amerikanen Jack Swagger möta mexikanen Alberto Del Rio och den andra matchen ser amerikanen John Cena möta den ryske Rusev. Efter analysen kunde slutsatsen dras att vad gällde de matcher som analyserats framställdes de ickeamerikanska karaktärerna varken positivt eller negativt. Vad analysen lyckades komma fram till var att de icke-amerikanska karaktärerna var där för att reproducera en bild av den amerikanska nationella identiteten och att de icke-amerikanska karaktärernas nationaliteter egentligen inte var relevanta. Det relevanta var det faktum att de var just icke-amerikaner. Deras faktiska nationaliteter behandlades inte i någon större utsträckning i materialet. Materialet verkade mest kretsa kring USA och dess nationella identitet.
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Françoise, Christine. "De l'observation des pratiques des maîtres débutants : éléments de compréhension des organisateurs de pratiques typiques." Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0026/document.
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L'objectif de notre recherche est de tenter d'identifier les compétences professionnelles (Altet, 1996 et 2009) acquises ou en cours d'acquisition des maîtres novices durant leur année de stagiarisation (visée heuristique). Pour ce faire, nous nous inscrivons dans le paradigme écologique ou paradigme de la complexité (Clanet, 1997 ; Piot, 2014). Nous portons un intérêt particulier à l'acquisition des compétences liées à trois dimensions clés que sont la gestion du temps, la tâche et les interactions maîtres-élèves, dimensions étudiées notamment par les chercheurs intégrés au réseau OPEN (Observation des pratiques enseignantes). Nous postulons que le développement professionnel (Wittorski & Briquet-Duhazé, 2010), initié en début de carrière, est variable selon les novices et que cette variabilité est interdépendante du degré de maîtrise des compétences attachées à ces dimensions. Le niveau d'expérience constituant un axe majeur de notre recherche, nous opposerons dans une approche contrastive, l'enseignant stagiaire à l'enseignant expérimenté, évoluant dans des situations similaires. Si nous avons pour ambition de déceler des différences entre les stagiaires en formation professionnelle (variabilité inter-maîtres), nous visons également l'identification des « invariances qui dénotent la présence d'organisateurs des pratiques » (Clanet, 2001). Nous nous efforçons donc de repérer parmi les pratiques enseignantes mobilisées, les organisateurs des pratiques typiques des maîtres « novices ». Pour ce faire, nous recourons à des méthodes mixtes, quantitative (questionnaires) et qualitative (observations et entretiens). Les questionnaires portent sur le niveau de maîtrise des compétences attendues (Référentiel de compétences, 2013) et sur les difficultés potentielles des futurs maîtres. La population enquêtée concerne les stagiaires eux-mêmes (N=178) ainsi que les maîtres d'accueil temporaire (MAT) (N=83) qui les accompagnent. Dans un second temps sont confrontés les deux corpus de représentations pour en évaluer le degré de congruence. Centrées sur trois dimensions organisatrices précédemment déclinées (Clanet, 2010), les observations portent sur six trinômes d'enseignants (un MAT et deux stagiaires N=18) œuvrant dans des classes de cycle III. Nous prenons appui sur la dimension tâche, afin d'analyser les dimensions transversales temps et interactions. Plus précisément, les étapes communes, mises en évidence au sein de séances portant sur la résolution de problèmes – et partant la tâche donnée à l'élève – sont analysées via la gestion du temps et des interactions. Dans une perspective ergonomique (Leplat, 2000), nous mesurons enfin, à travers ces observations et des entretiens, l'écart entre tâche « prescrite » et tâche « effective ». Les premiers résultats nous ont permis de dégager une typologie déclinant trois profils dominants parmi les maîtres stagiaires. En outre, il semble que s'agissant de l'enseignement des mathématiques à l'école élémentaire, les stagiaires rencontrent certaines difficultés communes, caractéristiques des premiers pas dans le métier. Pour autant, l'opposition initiale entre pratiques des stagiaires et pratiques des maîtres expérimentés laisse place à un continuum intégrant la complexité des pratiques d'enseignement donnant lieu à de multiples déclinaisons. Au regard de l'analyse des résultats, la formation initiale des futurs professeurs des écoles pourrait être questionnée dans le but d'en améliorer la qualité via un processus réflexifThe aim of our research is to try to identify the professional competences that have been acquired or are being acquired by new teachers during their training year (heuristic objective). To do so, we are following an ecological or complex paradigm (Clanet, 1997; Piot, 2014). We are particularly interested in the acquisition of competences related to three key notions such as time control, task, teacher-pupil interactions, that are studied by researchers integrated in the OPEN network (Observation des pratiques enseignantes). We presume that the professional development (Wittorski & Briquet-Duhazé, 2010), initiated at the beginning of a career, varies according to people and that this variability is interdependent of the level of these notions' competence mastering. The experience level is a major axis in our study; in a contrastive study, we shall oppose the trainee to the experienced teacher that are working in similar situations. If we aim to find out differences between professional trainees (Inter-trainee varaibility), we also claim to identify « invariabilities that show the presence of practice organisers » (Clanet, 2001). We try to identify typical beginner teacher organisers among teaching practice that are set up. To do so, we use mixed, quantitative (questionnaires) and qualitative (observation and interviews) methodologies. Questionnaires are about the mastering level of expected competences (Competence official list, 2013) and about the potential difficulties met by future teachers. People in the survey are trainees (N=178) as well as their temporary trainee supervisers (MAT: N=83). Eventually, the two representation studies are compared in order to assess their similarities. Six groups of three persons (a superviser and two trainees) in cycle 3 classes are being observed according to the three previously defined notions (Clanet, 2010). We focus on the notion of « task » in order to analyse the cross notions time and interactions. Common steps that are seen during lessons dealing with problem solving activities- and consequently tasks given to pupils- are analysed through time control and interactions. In an ergonomic perspective (Lepalt, 2000), we measure the gap between a « given » and an « effective » task through observation and interviews. The first results allow us to find out a typology of three main profiles among trainees. Moreover, in maths teaching at primary level, trainees meet similar obstacles that are common to beginners. The initial opposition between training and experienced teachers is replaced by a continuum which integrates complex teaching practice leading to multiple consequences. Through the result analysis, initial primary teacher training could be questioned in order to improve its quality, thanks to a reflexive process
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Aroyewun-Adekomaiya, Khadijah. "Representation of mental illness : an examination of movies and professional perspectives in Nigeria." Thesis, De Montfort University, 2017. http://hdl.handle.net/2086/17443.
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This thesis explores the social implication of representations of mental health issues in movies produced in Nigeria, by using Critical Discourse Analysis as a mode of textual analysis within the social constructionist tradition, while also employing narrative theories as a framework for the interpretation of data. The perceptions of movie producers and mental health care providers on media representations of mental health issues were compared with results of a content analysis of ten Nigerian movies, by focusing on the analysis of emergent themes and narratives in the data. To explore the extent to which media, particularly fictional narratives, convey mental health issues in Nigeria, a unique coding scheme was developed for content analysis of data from movies and interviews, which brought to light a variety of discourses on the perceptions of movie producers and mental health professionals on issues bordering on stigma, causes and forms of treatment associated with mental illness. The themes produced in the movies chosen (of media representations of mental illness) showed that alternative modes of causal explanation for the problem predominated over psychiatric modes, confirming existing studies. Central to this study is the identification and analysis of the causes, treatment and stigma attached to mental illness in movies, with a particular focus on the social implication of these representations. This study concludes that movies represent modern psychiatry only poorly; that the need to produce sellable media messages impacts on the construction and on-screen portrayal of mental health issues; and that perceptions of violence portrayed in 'Western' media appear different from representations of violence in Nigerian media.
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Owino, Pelini Eunice. "Les représentations sociales des enseignants stagiaires à l’égard de leur formation et de leur profession : le cas de Kenyatta University au Kenya." Thesis, Paris Est, 2012. http://www.theses.fr/2012PEST0024/document.
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Cette thèse investit, d'abord, sur un plan théorique l’enseignant professionnel et la mise enplace des dispositifs censés encourager le développement de cet enseignant, à partir de lalittérature de recherche dans ce domaine. Dans un second temps, elle vise à contextualiser cesenjeux dans le contexte du Kenya et, plus particulièrement, en considérant l'évolution de laprofession enseignante à partir de données historiques mais aussi d'un travail empirique menéauprès des enseignants stagiaires. A cet égard elle traite la naissance et l’évolution de laprofession enseignante au Kenya en mettant un accent particulier sur les représentationssociales et professionnelles. Dans un troisième temps, ce travail analyse le sens donné à lanotion d'enseignant professionnel par les politiques éducatives et par les enseignants enformation initialeFirst, from a theoretical perspective, this thesis makes reference to existing literature toexamine the notion of the professional teacher and the approaches that have been set up toencourage his/her development. Secondly, it seeks to contextualise this notion within theKenyan context and, specifically, analyse the evolution of the teaching profession based onhistorical data as well as on an empirical study carried out amongst student teachers. In thisregard, this thesis analyses the emergence and evolution of the teaching profession in Kenyawhile placing a particular emphasis on social and professional representations. Finally, thiswork examines the sense that educational policies and pre-service student teachers accord tothe notion of the “professional teacher”
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Favreau, Myriam. "CPE, un métier en tensions : quelles représentations professionnelles du métier chez les conseillers principaux d’éducation ?" Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20037/document.
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CPE un métier en tensions ? L'étude des représentations professionnelles de ce métier chez les Conseillers Principaux d’Education s'inscrit conceptuellement et méthodologiquement dans une discipline contributive aux Sciences de l'éducation: la Psychologie sociale. Cette recherche nous permet, dans une approche descriptive à visée compréhensive, de mieux appréhender ce métier polymorphe et d’alimenter par notre réflexion le champ des représentations professionnelles et leur relation aux représentations sociales, relation complexifiée dans ce domaine professionnel par le rapport hétérodoxie-orthodoxie. Questionné dans ses trois dimensions, informationnelle, attitudinale et champ de représentation, le métier de CPE renvoie à une action orientée vers l'élève et à une attitude positive à propos du métier versus mitigée à propos de la représentation du soi professionnel. Notre approche structurale nous permet de confirmer l'existence, dans ce « métier de l’humain » en co-construction au sein d'un collectif de travail (endogroupe versus exogroupe), d'éléments représentationnels communs : l'écoute auquel s'adjoint le conseil. La structure de cette représentation professionnelle s'ancre alors dans une dimension à la fois réflexive et pragmatique du métier, dans laquelle les CPE se positionnent en éducateur. Notre approche socio-dynamique révèle des prises de position divergentes, expressions de tendances attitudinales négatives versus positives et mitigées. Ces prises de position différenciées traduisent, par ailleurs, des tendances de pratique dévoilant de nombreuses oppositions : une représentation de la pratique renvoyant à un métier idéalisé et en tension (relationnel versus administratif) ; une représentation de la pratique renvoyant à un métier plus ou moins en lien avec la prescription (engagé versus mitigé) ; une représentation de la pratique renvoyant à un métier contraint (idéalisé versus non idéalisé)CPE: a job under pressure? From a conceptual and methodological point of view, the study of the professional representations of this job among the Conseillers Principaux d’Education themselves is part of a discipline which contributes to the Sciences of Education: Social Psychology. This research allows us, in a descriptive approach aiming at understanding, to grasp this polymorphic job better and it provides food for thought about the scope of the professional representations as well as their links to the social representations, such links being made more complex in this professional field by the heterodoxy-orthodoxy ratio. This job is being questioned in its three dimensions: information, attitudes and field of representation, but being a CPE refers to a student-oriented action and to a positive attitude towards the job versus a half-hearted attitude towards the representation of professional self. Our structural approach allows us to confirm the existence, in this human-related job in co-construction within team-work (endogroup versus exogroup) of common representational elements: listening to students as well as advising them. The structure of this professional representation is then rooted in a dimension of the job which is at once reflexive and pragmatic and in which the CPE are regarded as teachers. Our socio-dynamic approach reveals differing stands which express negative trends concerning attitudes versus positive and mixed ones. Moreover, these diverse stands reveal trends of practice which underscore many oppositions: a representation of the practice referring to an idealized job under pressure (human relations versus administrative work); a representation of the practice referring to a job which is more or less related to instructions (commitment versus mixed feelings); a representation of the practice referring to a job under constraint (idealized versus non -idealized)
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Morant, Nicola Jill. "Social representations of mental illness : a study of British and French mental health professionals." Thesis, London School of Economics and Political Science (University of London), 1997. http://etheses.lse.ac.uk/2474/.
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Based on the theory of social representations, the thesis explores how mental health professionals understand mental illness. The principle data source for this investigation is semi-structured interviews conducted with sixty mental health professionals in Britain and France, two countries currently moving towards community-based care for the mentally ill. Systematic qualitative analysis of these interviews (using QSR-NUDIST) is both grounded in the data and guided by previous research findings, theoretical considerations, and other data sources (policy documents and observations). Research explores how the nature, causes and treatment of mental ill health are represented by professionals, and provides an empirical test of the concept of 'professional social representations'. These are conceived as professional practitioners' representations of the object of their work, which consist of five inter-related elements: practice, theory, professional identities, organisational factors and lay representations. Analysis highlights how, despite their 'expert' status, mental health professionals adopt an agnostic stance and their representations are fraught with uncertainty, questioning and debate. Mental illness is understood as a polymorphous category, broadly divided into 'neuroses' and 'psychoses' and understood in essentially social terms. Thus, various forms of difference, distress and disruption are central themes. Professional practice is conceptualised as a social rather than medical endeavour, which involves eclectic interventions in many aspects of clients' daily lives. The dominant role in France of psychodynamic theories and practices is the only major difference between professionals in France and Britain. With contemporary shifts towards community-based care, practitioners experience added uncertainties and difficulties in renegotiating professional working relationships. The findings suggest that professional social representations serve important compromise functions, helping the practitioner community to reconcile the tensions and conflicting agendas of mental health work, and reflecting the unique role of professionals in the development and circulation of social knowledge. This research extends the scope of application and the conceptualisation of the theory of social representations.
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Murray, Ron, and s. a. james@unimelb edu au. "Analysis of Professional Practice of Being an Indigenous Cultural Awareness Trainer." RMIT University. Education, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091022.163724.
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The purpose of this research project has been to gain a deeper awareness of the practice of Cultural Awareness Training and to develop resources that will support other practitioners in the field. My hope in undertaking this project is to make the wider community more aware of what it means to be Aboriginal, at a time when jail is replacing initiation for many young Indigenous people. I want to engender a greater understanding about social, cultural and political issues in the Aboriginal community, by building bridges of awareness between Indigenous and Western cultures. My research question is: How does my approach to Cultural Awareness Training deal with uninformed and racist attitudes towards Aboriginal people in ways that effect positive, constructive change? In the documentation of my professional practice, I have examined critical incidents that have shaped my responses to uninformed and racially stereotyped attitudes within an educational context. This includes stories of overt racism in the classroom experience. In undertaking critical reflection about my professional practice as a Cultural Awareness Trainer, I have aimed to provide insights, as well as practical resources, to support the professional practice of others in this field.
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Mederios, Joedna Souza de. "Health professionals social representations from Family Health Program about psychoactives drugs the city of Fortaleza." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=607.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoCoordenaÃÃo de AperfeiÃoamento de NÃvel Superior
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
The transformation that is happening in the global world provokes changes in social segments like educational, economical, cultural and health, contributing to instability condition in modern life. In this context, a lot of people desire to escape, destroying the old order or creating a new and better world, for retired to an interior world or utilizing for that, psychoatives substances. The act of consuming drugs, licit or illicit, is big at present and is a challenger in areas like health, human, social, educational and law, that is trying to understand how information and preventives steps can be living for population. In this point we detach that The Family Health Program is trying to visa promotion`s action and prevention of popular health but should give a support and guarantee paradigms changes, of practices and results in health area. This study had like objective; learn social representation of the health professional team Family Health Program in Pirambu, about psychoactives drugs the city of Fortaleza. This study made use of investigation methods, qualitative analyses and was structureted in theoryc-methodologic points of the Social Representation Theory. The instrument utilized to collect dados, was an interview, utilizing a recorder with people authorization. The dados take analysis conform Bardim (1977) method. The PSF professionals make use of law speech, trying to make then understand their preventive actions with no vinculum in health practices. To this professionals, seems exist, representation of naturalization and vulgarization of illicit dugs consumption, in this community. The professionals try to rectify the illicit drugs costumers. Social representation of the PSF professionals seems characterize the illicit drugs costumers like out of social life with subjective characteristics of citizen, denying their selves. When the consume occur in teenage, this practices are denied in PSF because the professionals` speech is about law. So, it is important to say that the social representation needs orientation to rebuilding social relations for this professionals and society helps for change costumersâ reality
As transformaÃÃes que vÃm ocorrendo no mundo globalizado tÃm ocasionado mudanÃas nos diversos segmentos sociais como o educacional, econÃmico, cultural e o de saÃde, contribuindo, assim, para a condiÃÃo de instabilidade na vida moderna. Nesse contexto, muitas pessoas desejam escapar, seja pela destruiÃÃo da velha ordem e criaÃÃo de um mundo novo e melhor, seja pela retirada para um mundo interior, utilizando, para isso, as substÃncias psicoativas O consumo das drogas sejam lÃcitas ou ilÃcitas que parecem ter aumentado na conjuntura atual, tem-se tornado um desafio no campo da saÃde e para os estudiosos das Ãreas humanas, sociais, educacionais e jurÃdicas, que tentam compreender como as informaÃÃes e medidas preventivas podem enredar-se em leituras de teias simbÃlicas inscritas em aÃÃes concretas vividas pelas populaÃÃes. Nesse ponto, destacamos que o Programa SaÃde da FamÃlia, por ser estratÃgia do Sistema Ãnico de SaÃde e por visar a aÃÃes de promoÃÃo e prevenÃÃo em saÃde popular, deveria favorecer e garantir a mudanÃa de paradigmas, de prÃticas e de resultados em torno do campo da saÃde. Assim, este estudo teve como objetivo apreender as representaÃÃes sociais dos profissionais da equipe de saÃde da famÃlia na Unidade de SaÃde do Pirambu, acerca das drogas psicoativas e seus usuÃrios no municÃpio de Fortaleza. O estudo utilizou, como mÃtodo de investigaÃÃo, a anÃlise qualitativa e foi estruturado com o aporte teÃrico-metodolÃgico da Teoria das RepresentaÃÃes Sociais. O instrumento utilizado para coletar os dados foi um roteiro de entrevista semidirigida, em que foi utilizado um gravador mediante a autorizaÃÃo dos participantes. Os dados foram analisados conforme o mÃtodo de categorizaÃÃo proposto por Bardin (1977). Os profissionais do PSF que participaram do estudo utilizam um discurso da ordem do direito e da penalidade, demonstrando ofuscar o potencial de suas aÃÃes na comunidade, sobretudo no Ãmbito preventivo, insentando-se de vinculaÃÃes com Ãs prÃticas de saÃde. Para esses profissionais parece existir uma representaÃÃo de naturalizaÃÃo e vulgarizaÃÃo do consumo das drogas ilÃcitas na comunidade estudada. Verificamos que os profissionais reificam os sujeitos usuÃrios das substÃncias ilÃcitas. Assim, as representaÃÃes sociais dos profissionais do Programa SaÃde da FamÃlia estudado, parecem caracterizar o usuÃrio das drogas ilÃcitas como um indivÃduo excludente do meio social, que està ancorado no imaginÃrio social do qual se desvincula o ato do uso da droga e do todo da pessoa, com suas caracterÃsticas subjetivas, singulares de cidadÃ, negando-se-lhe uma visÃo mais totalizadora de si como sujeito. Nesse ponto, percebemos que as prÃticas de saÃde preventivas voltadas para o sujeito usuÃrio, principalmente quando o inÃcio do consumo ocorre na juventude, possui uma dimensÃo esquecida no PSF em decorrÃncia do modelo formado dos profissionais que situam o discurso, ora no nÃvel patolÃgico, ora no campo jurÃdico das sanÃÃes. à importante, entÃo, no campo da representaÃÃo social, a orientaÃÃo para uma reconstruÃÃo da complexidade das relaÃÃes sociais estabelecidas por esses profissionais, bem como da sociedade em relaÃÃo Ãs drogas ilÃcitas e seus usuÃrios
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Freakley, Vivien. "Mapping professional lives : the study of the professionalisation of actors and dancers." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1268/.
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This thesis explores the under-theorised and under-mapped area of labour supply within the field of artistic production. It agrees with cultural economists that the neoclassical economic theoretical models used to analyse the behaviour of artistic labour supply are inadequate - hampered by a lack of differentiated understanding of the employment modes, transactional roles and internal market relationships of artistic production. This thesis argues that generating a more powerful dynamic model for artistic labour behaviour depends on factoring in variables associated with work mode and functional role. There is evidence to suggest that artists and in particular, actors and dancers who are the subject of this study, mix a variety of functional roles in a mixed portfolio of entrepreneurial and employed work and the "mix" may change at different points in the career. Moreover, artists make apparently "irrational" work choices which cannot be explained by neo-classical economic theory. The thesis uses an empirical study of the working lives of eight performing artists to investigate the ways in which they act and inter-act within the artistic labour market. It finds that rational work choices are made which balance opportunities for accumulating reputation, investing in expertise, creative engagement and the minimising of financial risk.
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Ragni, Frances. "A phenomenological enquiry of perceived mental representations in thematic musical improvisation : case studies of two professional pianists." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/283485.
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This study presents a phenomenological enquiry of two professional music improvisers' perceived mental representations. The notion of perceived 'mental representations' are recognized as having a pedagogical importance in increasing the quality of a musical performance, yet its nature and roles in music learning remain poorly understood. Although they are generally seen as conscious and quasi-perceptual experiential phenomena involving the imagination of events, objects, and settings, music scholars have found 'mental representations' difficult to conceptualize due to the coexistence of its different names and definitions in the literature. Synonymous terms of 'mental representations' also feature in several phenomenological and psychological models of referent-based musical improvisation. These include the concepts of 'tonal imagery' (Pike, 1974), 'representational structures' (Clarke, 1988), and 'analytical representations' (Pressing, 1988). To address this gap, the present study seeks to conceptualize the nature, formation, and roles of mental representations in the context of the musical improvisation process. An overarching research question guided the study: What characterises the nature of improvisers' embodied perceived mental representations before, during, and after a thematic musical improvisation? The study's qualitative methodology is positioned in constructivism and draws on the theoretical thinking of Andreas C. Lehmann and Marc Leman. In particular, this study adopts Lehmann's (1997) theory of three necessary types of mental representations in an expert musical performance (1. the desired performance goal, 2. the production aspects, and 3. the actual performance) as a theoretical lens to understand how the improvisers' mental representations are used. In addition, Leman's (2010) framework of embodied approach to musical semantics is used to access and understand how the improvisers' mental representations are formed. The research design comprised two phenomenologically informed descriptive case studies of two professional improvisers. A central feature of this study's design was having the improvisers learn a given musical stimulus in order to trace the formation and development of their perceived mental representations before, during, and after their improvisations. In addition, a group of four methods was employed: semi-structured interviews, live musical performance, graphic elicitation, and observation. Data comprising interview quotes, thick descriptions, the improvisers' performances, and their drawings were first analysed separately, and then were brought together and interpreted using a framework informed by the theoretical works of Lehmann and Leman. The findings of the study are presented in a narrative across two descriptive case studies, showing how the mental representations from Lehmann's model, and Leman's six types of semantics are evidenced throughout the two improvisers' learning, ideation, improvisation, and reflection phases. In particular, the key findings presented four ways of meaning constructions during the improvisers' formation of their mental representations, and identified twelve types of goal, production, and reflection-based mental representations. Bringing the two cases together, the study concludes that the two professional improvisers' mental representations: (1) are multi-various in nature, (2) undergo progressive and distributive formations, and (3) take on multiple types of roles. In addition to pedagogical recommendations to music education, the study's methodological contribution lies in providing a reference point and common ground for locating and describing the different phenomena taking place during improvisation - 'mental representations' being just one of them.
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Teitle, Jennifer Rebecca. "Theorizing hang out: unstructured youth programs and the politics of representation." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2998.
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While many adolescents list unstructured "hangout" spaces as central to their social lives and activities, the availability of such spaces has dramatically declined in the last two decades, and attendance at afterschool programs has increased. Concurrently, these programs have drawn new scrutiny: from researchers eager to show their educational value, and from funders and policy makers seeking measureable evidence of that value. Even youth centers that were deliberately designed to give young people a space to "hang out" have been forced to reorganize due to the pressure to demonstrate program results. In this dissertation, through participant-observation, archival documents, and interviews with youth workers and young people, the author investigates and critiques the complex politics of representation in the funding, research, and day-to-day existence of one unstructured youth program, the Youth Action Alliance's offering known simply as Hang Out. Rather than producing a unified picture of Hang Out, the author takes a non-dialectic approach, using poststructuralist and posthuman theory to propose multiple plausible and powerful perspectives, and to explore their productive tensions with one another.
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O'Malley, Joan. "Leopards in the temple : nominated public representatives on the boards of professional orders in Quebec." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2002. http://theses.uqac.ca.
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Rodriguez, Melon Marcela. "The social representation of success in IT projects in Brazil from the IT professionals' perspective." reponame:Repositório Institucional do FGV, 2016. http://hdl.handle.net/10438/17794.
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Different authors have proposed different criteria that should be considered to assess the success of Information Technology/Information Systems (IT/IS) projects. Through a review of the available literature concerning success criteria for IT/IS projects, this research identified that there is a clear trend over time to shift from the original budget, quality and time criteria to a larger set of criteria that involves not only those that are internal to the project but also external factors, such as impacts on the organization and people involved. This study aims to expose the perception of the Brazilian IT professionals about success in IT projects by using the word evocation technique and the Social Representation Theory (SRT). The data were empirically collected from 175 IT professionals through a web-based survey. The data was then processed on the software EVOC using the technique of the four quadrants from Vergès to identify the central nucleus and the peripheral system of the social representation of IT project success for the Brazilian IT professionals. The resultant data was then further analyzed and compared to the extant literature. As a result, the Brazilian IT professionals perceive the central core of the social representation of IT project success as formed by 'Satisfaction' and 'Scope'. The results show that while a considerably amount of IT professionals still consider Cost, Quality and Time as relevant factors for project success, due to the high frequency of evocation that these words had, they do not consider as the most important ones. This corroborates with the literature that points towards the evolution of the success criteria for IT projects. The results allow professionals and project managers to better prioritize the goals of their projects, by knowing how IT project success is recognized by the IT professionals in Brazil.
Diferentes autores propuseram diferentes critérios que devem ser considerados para avaliar o sucesso dos projetos de Tecnologia da Informação/Sistemas de Informação (TI/SI). Através de uma revisão da literatura disponível sobre critérios de sucesso para projetos de TI/SI, esta pesquisa identificou que há uma tendência clara ao longo do tempo em mudar do critério original de orçamento, qualidade e tempo para um conjunto maior de critérios que envolve não apenas aqueles internos ao projeto, mas também fatores externos, tais como impactos na organização e nas pessoas envolvidas. Este estudo tem como objetivo expor a percepção dos profissionais de TI brasileiros sobre o sucesso em projetos de TI, utilizando a técnica de evocação de palavras e a Teoria da Representação Social (TRS). Os dados foram empiricamente coletados de 175 profissionais de TI através de um questionário baseado na web. Os dados foram processados no software EVOC utilizando a técnica dos quatro quadrantes de Vergès para identificar o núcleo central e o sistema periférico da representação social do sucesso em projetos de TI do ponto de vista dos profissionais brasileiros de TI. Os dados resultantes foram posteriormente analisados e comparados com a literatura existente. Como resultado, os profissionais brasileiros de TI percebem o núcleo central da representação social de sucesso em projetos de TI como sendo composto por 'Satisfação' e 'Escopo'. Os resultados mostram que, apesar de uma quantidade considerável de profissionais de TI ainda considerar Custo, Qualidade e Tempo como fatores relevantes para o sucesso do projeto, devido à alta frequência de evocação que essas palavras possuíram, eles não são considerados como os mais importantes. O que corrobora com a literatura que aponta uma evolução nos critérios de sucesso para projetos de TI. Os resultados permitem que profissionais e gerentes de projetos priorizem melhor os objetivos de seus projetos, de posse da informação de como o sucesso de um projeto de TI é reconhecido pelos profissionais de TI no Brasil.
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Magaditsch, Holly. "Union Representatives’ Stories: From Leading the Classroom to Leading a District." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7192.
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While much is known about what contributes to teacher attrition, there is less research on those who leave teaching positions to work as a union representative. The purpose of this study was to explore how three teacher union representatives frame their experiences with mobility, leadership, and advocacy in education. The research question was: How do former teachers enter and perform the role of teacher union representative? The sub-level questions were: a) How do they story their transition from teaching students to representing teachers? b) How do they frame the responsibility of teacher unions and teacher union representatives to advocate? Data were collected using semi-structured interviews, examined for story elements and plot, and interpreted using a framework on working conditions (House, 1981). The major theme was that educators left their positions as teachers in response to emotional, instrumental, informational and appraisal factors, namely discrepancies between what they wanted and what was provided as part of their working conditions. The findings are: 1) Working conditions pushed educators to pursue union leadership, 2) Professional responsibilities of a Union Representative varied 3) Issues for which Union Representatives advocated involved the improvement of working conditions. The findings are discussed, as are implications for revising the theoretical framework for use in future studies with regard to the fluidity of the advocacy process, and the long-term sustainability of American Educational Unions. Recommended are longitudinal studies to determine how teacher union representatives’ frame their narratives of working conditions and advocacy in response to changes in legislation, including union decertification, over time.
Keywords: advocacy, union representation, working conditions, administrators, teacher’s rights, framing and professional mobility.
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Bourgain, Dominique. "Discours sur l'écriture : analyse des représentations sociales de l'écriture en milieu professionnel." Besançon, 1988. http://www.theses.fr/1988BESA1010.
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O'Shea, John. "The contemporary factors shaping the professional identity of occupational therapy lecturers : narratives in education, representation and regulation." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/40155/.
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Occupational therapy (OT) lecturers are at the interface between student education and training and professional practice and therefore have unique insights into the contemporary factors shaping their professional identity and that of the profession. Two main contemporary and interrelated factors have been identified. Firstly, neoliberalist government policies which encourage the marketisation of health and social care provision, which has implications for how the profession is defined and for professional autonomy and values, ways of working, education and training. Secondly, how knowledge is constructed and used within evidence based practice and whether this is compatible with an emerging occupational therapy body of knowledge. These factors are being played out in the fields of representation, regulation and higher education, shaping OT lecturer professional identity and therefore approaches to teaching and learning. This was understood as a structure and agency relationship based on Bourdieu’s theories on ‘Habitus’, ‘Field’ and ‘Capital’ (Bourdieu 1998, 1990, 1977). To do this, nine narrative inquiry focused interviews of occupational therapy lecturers from two universities were carried out. These narratives were understood within wider organisational contexts using a document analysis. A thematic analysis was applied to both interviews and documents. Five main themes have been identified: professional identity and artistry; professional and philosophical body of knowledge; doing research, evidencing practice and the neoliberal agenda; the representation and regulation of the College of Occupational Therapists (COT) and the Health Care and Professions Council HCPC); and moving into new ways of working – the selling of OT. These have implications for the development of OT professional habitus, the relationship between COT and the profession and approaches to teaching and learning.
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Bouyssières, Patrice. "La representation sociale du metier, lieu d'expression strategique dans la construction socio-cognitive du projet professionnel. Un exemple : les etudiants et la representation sociale des metiers de l'enseignement." Toulouse 2, 1992. http://www.theses.fr/1992TOU20018.
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Dans une perspective psycho-sociale, le premier tome de cette tente de mettre en evidence le caractere autonome de la representation sociale des metiers de l'enseignement en presentant des diverses composantes historiques, sociologiques, psychanalytiques, philosophiques et pedagogiques. Cette premiere partie est egalement consacree a une synthese de travaux a propos du concept de representation sociale et de la construction du projet professionnel. Sur les bases theoriques ainsi definies, les second et troisieme tomes abordent l'etude de la representation de l'enseignement chez les etudiants cnadidats aux concours de l'enseignement primaire et secondaire. Le contenu et la structure de cette representation sont reperes apres analyses multidimensionnelles (afc et chd) des resultats recueillis par questionnaire, et sont interpretes sous l'angle des theories psychosociologiques de l'attribution, de la rationalisation et de l'engagement. Cette interpretation debouche sur une synthese incluant l'outil conceptuel des conduites temporelles "moyens-buts" elabore par l'equipe du cosefd. Elle est suivie de la presentation et de l'analyse des donnees recueillies par entretiens aupres d'un sous-groupe representatif de l'echantillon d'etudeThe first part of the thesis attempts to describe the specific social representation of the teaching profession from a psychosocial viewpoint. It presents the historical, sociological, philosophical, psychoanalytical and pedagogical components of the profession. Il also reviews the work done on the concept of social representation and the building of career plans. The second part is a study of the representation and the of the teaching profession by students in competitive exams for primary and secondary school positions. The responses to questionnaires are analyzed multi-dimensionally and used to describe the representation of teaching in terms of content and structure, interpreted via the psychosociological theories of attribution, retionalization and commitment. The interpretations are next brought together in an oveview, including the cosefd temporal " mean - objectives" behaviour model. The paper then presents and analyzes the data gathered during interviews with a representative sub-sample of the group studied
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Woolridge, Joyce Helen. "'From local hero to national star?' : the changing cultural representation of the professional footballer in England, 1945-1984." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/5605/.
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This thesis investigates continuities and changes in the cultural representation of the professional footballer in England, modifying one of the major existing assumptions that there was a transformation in his public persona from 'local hero' to 'national star'. It does this by establishing the context and significance of the local player in both pre- and post-war football through the analysis of empirical data, as well as proposing a non-linear model for the development of football stardom. Instead of the binary opposition of the local hero/national star trope, it argues that footballers' star images embody different male cultural types. Types are complex constructions, that mutate in relation to changes within football and in society. The first two chapters analyse the results of statistical surveys of the geographical origins and careers of professionals between 1890 and 1985, concluding there was no 'golden age' when the local, 'one club' player dominated. Chapter Three examines the nature of football stardom, contending that players functioned as both stars and heroes from the earliest days of professionalism. It also adapts cross-disciplinary methodologies for using 'problematic' sources of evidence. Chapters Four and Five analyse the three main 'types' through which cultural representations of the professional are formulated and circulated. Four discusses the hegemony of the 'model professional' type which emerged in 1946 as a democratised gentleman and national hero and persisted until 1985. Five considers oppositional types, the 'hard man' and the 'maverick', constructions of less acceptable masculinity that became prominent in the 1960s, suggesting a counter-cultural challenge, that was, however, short-lived. The conclusion argues for a less linear, more reflexive paradigm for understanding cultural representations of post-war professional footballers and identifies possible future agendas for research.
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Micheletti, Michele. "Organizing interest and organized protest difficulties of member representation for the Swedish Central Organization of Salaried Employees (TCO) /." [Stockholm] : Dept. of Political Science, University of Stockholm, 1985. http://catalog.hathitrust.org/api/volumes/oclc/13797549.html.
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Raynor, Katrina E. "Defining the density debate: Social representations of urban consolidation in Brisbane." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107711/1/Katrina_Raynor_Thesis.pdf.
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This thesis is concerned with understanding the social representations that impact on how stakeholders understand, value and act in relation to urban consolidation, a planning policy designed to increase the density of housing in existing urban areas. The study revealed that urban consolidation is a complex topic that involves associated issues of land use conflict, regional population management, investment and property, home and housing affordability, neighbourhood change and urban renewal. Urban consolidation is a political topic subject to vested interests and often doesn't achieve the positive outcomes for which it is promoted in policy documents.
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Methven, James Charles. "Reading medicine : popular and professional representations of the medical profession in fiction from 1858 to the turn of the century." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248961.
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Penlington, Amanda Jane. "'A little easy and modern for the times' : a documentary of productions of Ben Jonson's plays by major professional theatre companies in England, 1977-2000." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/50713/.
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This thesis is a collation and discussion of productions of Ben Jonson's plays in England between 1977 and 2000. It focuses on mainstream theatre productions. Therefore, amateur and Fringe productions, adaptations and productions by small-scale theatre companies are not included. It contains previously unreleased material of interviews with theatre practitioners who have been instrumental in staging the productions covered. Whilst scholarship has concentrated on recent productions of Shakespeares, tudies in Jonsonianp erformanceh ave been neglected.W ith the recent resurgence in popularity of Jonson's texts in the English theatre repertoire, it is now pertinent to assessth e methodsu sed to staget he work of this playwright. This thesis focuses only on the staging of texts presented between the two dates; this does not cover all of Jonson's texts. Contained in two volumes, Part One raises issues of performance, whilst in Part Two productions are considered within chapters on each play. An Afterword (in Volume One) considers the future of production and the action needed to be taken for future progression in performance and performance studies. The Appendix (in Volume One) contains detailed venue information. The thesis is intended as a documented record of productions, in order to stimulate future research into Jonsonian performance methods. By examining recent productions the failures and successeso f the contemporaryt heatre's approacht o Jonsonh ave been noted. This will contribute to an understanding of how Jonson's texts continue to work on stage. The title of this thesis comes from Bartholomew Fair, a play that addressesth e need to assimilatet he presentationo f theatre within contemporary concerns.
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AZEVEDO, SUZANA DE CARVALHO BARROSO. "THEMATIZATION AND REPRESENTATION OF PROFESSIONAL PRACTICE: SYSTEMIC-FUNCIONAL ANALYSIS OF THE DISCURSIVE CONSTRUCTION OF EFL TEACHERS’ IDENTITY AND PROFESSION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15174@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROO objetivo deste trabalho é investigar como professores de inglês como língua estrangeira constroem suas identidades através do discurso e identificar quais as características que consideram fundamentais em sua profissão. A partir de uma perspectiva teórico-metodológica baseada nos princípios da Lingüística Sistêmico-Funcional (Halliday & Matthiessen, 2004), que considera a linguagem como um sistema de possibilidades onde fazemos escolhas, analisamos o discurso escrito desses professores a fim de verificar que tipo de idéias e questões são tematizadas bem como de que forma eles representam sua experiência profissional. Para tanto, observamos principalmente a estrutura temática e o esquema de transitividade de um total de 20 textos em português produzidos por professores de inglês como língua estrangeira com diferentes idades e experiências. Tema e Rema foram analisados em cada sentença dos textos para observar quais os elementos textuais tematizados ou marcados no discurso. Os Processos também foram identificados, classificados e contados no corpus com o auxílio do software WordSmith Tools com o objetivo de investigar a representação de sua prática profissional. Os resultados apontam para uma tendência dos participantes em considerar os obstáculos da profissão como ponto de partida de suas mensagens. Além disso, esses professores tendem a utilizar Processos Materiais para caracterizar a sua prática profissional. A forma como o professor vê e se coloca diante de sua profissão colabora para o surgimento de uma imagem do professor muitas vezes desvalorizada socialmente. Com base nessa análise, pretendo dar início a uma discussão de como a visão que o próprio professor tem de si mesmo pode influenciar na construção de estereótipos sociais.
The aim of this study is to investigate how Brazilian teachers of English as a foreign language construct their identities through discourse and to identify the characteristics they consider as fundamental in their profession. In order to analyze EFL teachers’ discourse, the systemic functional perspective is applied: (1) to check what kind of values and beliefs are thematized by these participants and (2) to verify their representation of the teaching professional experience (Halliday, 1994). Considering language as a set of systems from which choices are continuously made, elements from two semantic systems will be taken into account, that is, Theme and Rheme and Transitivity, the systems which realize the textual and experiencial meanings of the language (Halliday, 1994). To compose the corpus for this research, a total of twenty (N=20) EFL Brazilian teachers of different ages and with different teaching experience were asked to produce, in Portuguese, written accounts of their professional lives. Theme and Rheme were analysed in each sentence of the texts to observe the textual elements that were thematized or marked in discourse. Processes were also identified, classified and counted in the corpus with the help of the software WordSmith Tools to investigate teachers’ representation of their professional practices. Results indicate that the participants tend to consider difficulties in their professional lives as a starting point for their practice, thematizing and marking them in their messages. EFL teachers also tend to use Material Processes to characterize their teaching practices. We intend to discuss how such linguistic choices may contribute to the crystallization of certain stereotyped views regarding EFL teachers’ professional identities.
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Audebert, Pascale. "Construction des identités professionnelles chez de jeunes professeurs des écoles issus des immigrations : le rôle des relations interpersonnelles des contextes familial et scolaire." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0956/document.
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Cette recherche qualitative, conduite dans un cadre épistémologique socioconstructiviste, a pour objectif d’explorer la construction des identités professionnelles de jeunes professeurs des écoles issus des immigrations. Les données de l’enquête ont été recueillies à l’aide d’entretiens semi-directifs auprès d’une population de 20 professeurs des écoles de la région Aquitaine âgés de 30 à 35 ans (10 issus des immigrations – 10 d’ « origine française »). Une analyse de contenu thématique du verbatim des entretiens a ensuite été réalisée. Des comparaisons entre les 2 groupes ont mis au jour des points communs et des différences au niveau : de l’éducation familiale reçue, des valeurs, du rapport à la religion, du choix du métier (désirabilité relative), des représentations et postures professionnelles. L’analyse du discours des enseignants issus des immigrations a révélé l’apport primordial des relations interpersonnelles dans la construction de leur Soi professionnel : c’est dans les interactions et dialogues avec les autrui significatifs de leurs contextes de vie (notamment familial et scolaire) que ces sujets se sont orientés, ont élaboré et concrétisé leur projet professionnel. Si en tant que descendants de parents immigrants, ils ont à relever des défis spécifiques (se construire dans une identité biculturelle, faire face à la discrimination, etc.), la diversité de leurs parcours d’intégration psychosociale et de leurs processus de personnalisation se manifeste par la construction d’identités professionnelles plurielles. Celles-ci se traduisent notamment par 2 manières d’être au métier : s’investir d’une mission professionnelle interculturelle en jouant un rôle de médiateur auprès d’élèves issus de familles défavorisées et/ou immigrées ; ne mettre en œuvre aucune pratique volontaristeThis study, conducted from a socioconstructivist framework, used qualitative methodology to explore the construction of minority teachers’ professional identity. Data collection consisted of in-depth semi-structured interviews with 20 primary school teachers aged from 30 to 35 years old (10 descendants of immigrants – 10 of French origin). The verbatim was analyzed using content analysis methodology. Comparisons between the 2 groups have shown differences and similarities in their: familial education, values, relationship to religion, career choice, professional representations. The analysis of minority teachers’ interviews has revealed the primordial contributions of interpersonal relationships in the construction of their professional Self (with significant others from family and school contexts, in particular). As descendants of immigrants they have faced specific challenges (face racism and discrimination, build an ethnic identity, etc.), the diversity of their psychosocial integration paths occurs in the construction of contrasted professional identities. Some of them are motivated by a desire of social justice, the goal of creating a bridge between mainstream culture and minority cultures becoming a career mission. Others, don’t do anything in particular for disadvantaged pupils or for those belonging to ethnic minorities
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Bournel, Benjamin. "De la machine à l'expert(e) libéré(e) : l'idéal du professionnel comptable moderne selon la publicité. : une étude des représentations du professionnel comptable par l'analyse des publicités parues dans la Revue Française de Comptabilité de 1955 à 2017." Thesis, Angers, 2018. http://www.theses.fr/2018ANGE0017/document.
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Le but de cette recherche doctorale est d’analyser les transformations successives de l’image perçue de ce qu’est un professionnel comptable dans les publicités qui leur sont adressées. À partir de l’étude des publicités parues dans la Revue française de comptabilité de 1955, soit sa date de création par l’Ordre des Experts-Comptables, à 2017, l’évolution des éléments centraux et périphériques de ces représentations a été analysée en accord avec la théorie du noyau central élaborée par Abric (1984). Pour ce faire, une étude sémiologique a été privilégiée, fondée sur l’analyse conjointe des messages dénotés et connotés de ces publicités. Les résultats de cette recherche montrent qu’en soixante ans, l’idéal du professionnel comptable est passé d’un individu inféodé à la machine à un expert des relations sociales, orienté aujourd’hui vers une quête de son plaisir au travail et dans sa vie privée, une transformation apparue au rythme des mutations technologiques qui ont émaillé l’histoire de la profession comptable. Sur le plan managérial, l’enjeu de cette recherche est de permettre à la profession comptable de mieux comprendre son image perçue pour mieux la maîtriser. Ce faisant, elle questionne les effets des publicités à l’attention des professionnels comptables sur la définition de leur identité professionnelleThe goal of this doctoral research is to analyze the successive transformations of perceived image of what is an accountant in advertising aimed at them. Based on the study of advertisements published in the Revue française de comptabilité from 1955, creation date of journal by the French Order of Chartered Accountants, to 2017, the transformations of the constituent elements of the central core and the peripheral elements of accounting professionals social representations, have been analysed in accordance with Abric's theory (1984). To do this, a semiological study of advertisements was favored, based on the joint analysis of their denoted and connoted message. The results of this research show that in sixty years, the ideal of the accounting professional has gone from the machine domination to an expert in social relations, looking for pleasure at work and his or her life. It thus appears that successive technological changes in the accounting profession have contributed to the modernization of the image of what an accountant should be. The managerial interest of this research is to enable the accounting profession to better understand its perceived image in order to better control it. In doing this, this study also questions the effects of advertising the professional accountants their professional identity definition
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Lewis, Doris Ruthi. "A prática do fonoaudiólogo em serviços de atenção primária à saúde em São Paulo: um estudo de representações sociais." Universidade de São Paulo, 1996. http://www.teses.usp.br/teses/disponiveis/6/6136/tde-20032018-104831/.
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O objetivo desse estudo é analisar as representações sociais que norteiam a prática fonoaudiológica nos serviços públicos de saúde no Município de São Paulo, buscando entender como o sentido da prática fonoaudiológica na Atenção Primária à Saúde emerge na interface entre as representações sociais da saúde, mediado pelas experiências concretas da prática cotidiana. Foram entrevistados 20 Fonoaudiólogos que atuam em Unidades Básicas de Saúde no Município de São Paulo, da esfera estadual e municipal, utilizando-se a técnica de associação de idéias. Após a análise dos dados concluímos que: Os Fonoaudiólogos estão satisfeitos com a escolha profissional, apesar de se sentirem desvalorizados por outros profissionais da saúde. No que se refere ao seu campo específico de trabalho, os Fonoaudiólogos fundem os conceitos de comunicação, linguagem e fala, provavelmente decorrente de uma formação fragmentada no que se refere à fundamentação teórica. No que se refere à Saúde e à prática profissional no nível de Atenção Primária à Saúde, pudemos observar que o Fonoaudiólogo fundamenta suas ações em um modelo preventivista. Finalmente, podemos concluir que o Fonoaudiólogo começa a se reconhecer como profissional da saúde, necessitando refletir sobre sua prática profissional a partir de 2 aspectos: a integralidade da assistência à saúde e a necessidade de se pautar em concepções de saúde mais abrangentes, que fundamentem suas ações. O Fonoaudiólogo deve ainda repensar sua prática na perspectiva da Atenção Primária à Saúde, com características únicas e específicas.The goal of this research was to analyse the social representations which guide the speech therapist&audiologist practice in the Primary Health Care Services in São paulo. Twenty speech therapists&audiologists who work in Health Centers were interviewed and the free association technique was used. After the data analyses we can conclude that: The speech therapist&audiologist are satisfied with their professional choice, although they feel that little value is given to their work by other health professional workers. The speech therapist&audiologist is gathering the definitions of communication, language and speech, and for this reason misunderstanding their concepts. This may be due to fragmented formation. In what concerns Health and Primary Health Care, it was observed that the speech therapist&audiologist uses a preventive model in order to develop his practice. At last, we can conclude that the the speech therapist&audiologist recognizes himself as a health worker, but there is the need to reflect about his practice in two aspects: the integrality of the health actions and also the need to use wider health concepts in order to develop his actions. Al of this must be viewed from the Primary Health Care context.
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Courtois, Lucile. "Innovation et dynamique de l'implication professionnelle : le cas d'une recherche-action dans le champ de l'administration universitaire." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20054/document.
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Cette thèse porte sur l’étude des dynamiques implicationnelles faisant suite à la mise en œuvre d’une innovation dans le champ de l’administration universitaire. Mises en place dans le cadre d’une démarche de recherche-action, nous avons souhaité interroger ces dynamiques à partir d’ancrages hétérogènes, non réductibles les uns aux autres, mais complémentaires. L’innovation en question renvoie à la mise en place d’une démarche participative et co-construite, permettant aux professionnels qui y sont impliqués de passer d’un statut qualifié d’agents, à un statut de co-auteur d’actions collectives. C’est par le biais d’une étude diachronique en deux temps de recueil de données par entretiens que nous avons cherché à mettre à jour les effets potentiels de cette démarche sur les dynamiques implicationnelles (hypothèse 1), représentationnelles (hypothèse 2) et identitaire (hypothèse 3) des professionnels interrogés. Les résultats, enrichis et étayés par différentes phases de restitutions investigantes, nous permettent de repérer que l’implication professionnelle s’exprime dans des formes d’être et d’agir qualitativement différentes entre les deux temps de recueil de données. L’innovation co-construite dans le cadre d’une recherche-action a notamment permis un renforcement identitaire, une réappropriation du sentiment de contrôle, une évolution de la représentation professionnelle du travail des professionnels administratifs interrogés, celle-ci passant d’une représentation « hors-sol » à une représentation collectivement assumée. Ainsi, ces résultats nous amènent à inscrire nos travaux dans une perspective de professionnalisation permanente, où l’innovation et la recherche-action permettent l’émergence d’une logique de renforcement de la professionnalité des acteurs concernés. Par ailleurs, en envisageant la démarche mise en place comme relevant d’un espace transitionnel, nous interrogeons l’innovation et la recherche-action comme possibles vecteurs d’émancipationThis thesis deals with implicational dynamics following the implementation of an innovation in the field of university administration. Our concern has been to question these dynamics set up within the framework of an action-research process starting from heterogeneous anchorages not reducible to each other but supplementary. The innovation in question sends back to the implementation of a participative and co-constructed approach allowing the professionals who are involved there to pass from a so-called status of agents to a status of co-authors of collective actions. By means of a diachronic study in two phases of data collection through interviews, we have tried to measure the potential effects of this approach on the interviewed professionals’ implicational (hypothesis 1), representational (hypothesis 2), and identity (hypothesis 3) dynamics. The results enriched and supported by several stages of investigational feedback allow us to point out that professional implication expresses itself in forms of being and acting qualitatively different between one period of data collection and the other. Innovation co-constructed within the framework of research-action has notably led to a strengthening of identity, a reinforced sense of control, progress in the professional perception of the work of the administrative professionals interviewed, this one switching from a rather indistinct representation to a collectively assumed representation. Therefore these results bring us to register our work in a prospect of permanent professionalization where innovation and action-research allow the emergence of a logic of reinforced professionalism in the actors involved. Moreover by approaching the whole process as part of a transitional space, we question whether innovation and action- research can be vectors of emancipation
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Nixon, Ryan. "Explicitly Teaching Multiple Modes of Representation in Science Discourse: The Impact on Middle School Science Student Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3582.
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The purpose of this study was to determine the effect of explicitly teaching multiple modes of representation (MMR) on middle school students' understanding of science content and their use of MMR on a science unit test. Participants in this quasi-experimental study were seventh- and eighth-grade students enrolled in science courses taught by three different middle school science teachers. Half of the students received explicit instruction in MMR in addition to their regular science instruction; the other half received only regular science instruction. Ordinary least squares multiple regression analysis was used to determine the relationship between gain scores on unit assessments, whether students received explicit MMR instruction, and demographic variables. Additionally, regression analysis was used to examine how receiving explicit instruction in MMR and demographic variables predicted student use of MMR on the final test. These analyses indicated that receiving explicit instruction in MMR did not influence students' gain scores or use of MMR on a final test. However, Latinos and females used MMR more often than Whites and males, respectively, on the final test, even though these two groups of students did not use MMR more often on the first test. This suggests that Latinos and females may be placed at a disadvantage when compared to some of their peers by the bias towards using words that is present in the U.S. school system. This study also highlights challenges in creating instruments that assess student learning in MMR and difficulties in interpreting multimodal responses. Implications for classroom teachers and educational researchers are also discussed.
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Ponder, Rochelle. "Equal But Separate: The Disproportionate Representation of African American Students in Special Education." ScholarWorks, 2016. http://moderndayconductors.com/equal-but-separate/.
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African American students are 4 times more likely to be placed in special education than are their European American peers. The purpose of the study was to determine whether the application of professional development (PD) would change teachers' attitudes toward African American students who were achieving below grade level. Teachers in one school district received PD; the teachers in a separate school district did not receive PD. Bandura's social learning theory and Kunjufu's Afrocentric curriculum served as the theoretical framework. A preexperimental design and a static group comparison were used. The sample comprised 83 teachers, with 52 (63%) from the school district that received PD and 31 (37%) from the other school district. An amended version of the 21-item Teacher Attitude Survey, which measures teachers' attitudes toward low-achieving students, PD, and special education, was given to both groups after the treatment was applied to the first school district. Survey results were used to test 4 hypotheses: (a) There were no differences in teachers' attitudes toward achievement by district, (b) the amount of training on cultural sensitivity did not relate to teachers' attitudes toward achievement, (c) there were no differences in the average number of students referred to special education for each teacher by district, and (d) the amount of training on cultural sensitivity did not relate to the number of students referred to special education. Spearman's rho, t tests, and Mann-Whitney U test were applied. All but Null Hypothesis 3 failed to be rejected. Implications for positive social change begin with educating teachers about the effect of attitudes on the academic futures of African American students. Engagement in PD will begin the work of ensuring equity for all students in public education in the United States.
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Girbig, Maria, Alice Freiberg, Stefanie Deckert, Diana Druschke, Christian Kopkow, Albert Nienhaus, and Andreas Seidler. "Work-related exposures and disorders among physical therapists: experiences and beliefs of professional representatives assessed using a qualitative approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2017. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-221813.
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Background
According to international study results, physical therapists are afflicted with work-related musculoskeletal, psychosocial and dermal disorders as well as infections. The few existing studies in German-speaking regions focus mainly on dermal and psychosocial exposures and resulting complaints. An overview of all relevant work-related exposures and complaints of physical therapists is currently lacking.
We sought to identify work-related exposures based on the subjective experiences and beliefs of physiotherapeutic representatives, in order to identify relevant work-related complaints and diseases. Likewise we aimed to compare the international evidence with the actual situation of physical therapists in Germany.
Methods
Two complementary qualitative approaches were used: 1) a focus group discussion with representatives of professional physiotherapy associations as well as health and safety stakeholders and 2) qualitative semi-structured telephone interviews incorporating currently employed physical therapists. The group discussion was conducted applying a moderation technique, and interviews were analyzed using the content analysis approach by Mayring.
Results
The focus group discussion with five participants and the 40 semi-structured interviews with physical therapists identified comparable results. The main exposures of physiotherapeutic work were considered to be musculoskeletal (e.g., awkward body postures during treatment, patient transfers, passive mobilization), psychosocial (e.g., statutory audit of prescriptions and the associated conflicts with doctors and health insurance providers) and partly dermal and infectious (e.g., wet work and risk of infection) factors. Diseases of the spine, wrist or finger joints, burnout syndrome and infections were mentioned as possible consequences.
Conclusions
The subjective data generated by both groups (focus group discussion and interviews) were comparable and consistent with the current state of research. The results provide new insight regarding work-related exposures and diseases of physical therapists working in Germany. These findings aided the design of a German-wide representative survey of practicing physical therapists.
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Rebola, Maria Clara Camacho Pereira. "Dinâmicas identitárias dos gestores hoteleiros na ex-Costa Azul." Doctoral thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15539.
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Os recursos humanos representaram e continuam a representar uma mais-valia no sector turístico em Portugal, assumindo o seu interventor, entre os quais os gestores hoteleiros, um papel preponderante na dinamização do desenvolvimento do turismo numa dada região.
O presente estudo, realizado entre 2006 e 2011, pretende caracterizar a matriz identitária sócio-profissional dos gestores de hotelaria da ex-Costa Azul. Em termos estritos, a investigação realizada incidiu sobre as especificidades e, paralelamente, os percursos destes profissionais de turismo, tendo em atenção os seus contributos, no contexto do crescimento e desenvolvimento territorial da hotelaria na ex-Costa Azul, hoje parte integrante do novo órgão regional de turismo intitulado Entidade Regional de Turismo de Lisboa e Vale do Tejo.
Para o efeito, tomando como pano de fundo uma perspectiva plural sobre a “construção identitária” e de “identidade de grupo”, enquanto processos inacabados e em permanente construção, produção, reprodução e transformação, adoptámos uma orientação qualitativa na pesquisa realizada, para explorar as trajectórias profissionais dos gestores hoteleiros da ex-Costa Azul, tendo para isso utilizado como técnicas privilegiadas de recolha de informação, a entrevista e a observação directa junto de 20 gestores do espaço sócio-geográfico do estudo.
Os principais resultados do estudo sugerem que o perfil do gestor hoteleiro que opera na região da ex-Costa Azul apresenta determinadas especificidades identitárias e trajectórias profissionais, onde exacerba uma certa matriz assimétrica do género, podendo esta, constituir-se, como um dos principais elementos que interfere com a gramática das vivências e práticas profissionais e, consequentemente, “modela” com uma geometria variada o seu contributo para o sucesso do sector; ABSTRACT:Human resources represented and still represent added value in Portugal touristic sector, assuming its intervener, among which are hotel managers, who have a preponderant role in carrying out tourism development in a certain region.
The present research was done between 2006 and 2011 and intends to characterize the socio-professional identity matrix of hotel managers in the ex-Blue Coast region. In strict terms, the investigation fell upon specifications and, simultaneously, the courses of these tourism professionals, having in mind their contributions, in the context of hotel and catering territorial growing and development in the ex-Blue Coast region, today part of the new regional tourism administration known as Entidade Regional de Turismo de Lisboa e Vale do Tejo.
Indeed, assuming the framing as a plural perspective about “identity construction” and “group identity”, while unended processes and in permanent construction, production, reproduction and transformation, we adopted a qualitative orientation in the investigation carried out, to explore the professional trajectories of hotel managers, in the ex-Blue Coast region, having for that, resorted to as privileged technics of gathering information, interview and direct observation, of 20 hotel managers of the socio-geographic area of this study.
The main results of the research suggest that the profile of hotel managers that work in the ex-Blue Coast region, presents certain identity specificities and professional trajectories, which exacerbates a certain gender asymmetrical matrix, allowing this, to establish itself, as one of the main elements that interferes with the grammar of professional experiments and practices and, consequently, “shapes” with a varied geometry, its contribution for the success of the sector.
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Vilar, de Melo Maria de Fátima. "Le developpement de la conceptualisation de connaissances et de l'argumentation chez des syndicalistes de faible niveau de formation de base." Paris 5, 1999. http://www.theses.fr/1999PA05H026.
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Cette recherche a pour but de verifier l'effet de l'experience syndicale sur la conceptualisation et la competence argumentative chez des syndicalistes de faible niveau de formation de base. Elle a ete effectuee aupres de douze syndicalistes bresiliens de 32 a 43 ans, originaires de milieux socio-economiques defavorises, ayant eu une scolarite d'une duree maximum de huit ans. Le receuil de donnees a consiste en un debat entre deux syndicalistes. Les six paires ont ete composees de maniere que les deux syndicalistes aient la meme duree d'experience syndicale. Chaque paire a realise deux debats. L'un debat concernait le mouvement syndical et l'autre l'education. L'analyse des donnees est constituee par trois analyses sur le contenu discursif et une analyse sur le mode discursif : la premiere consiste en la construction du schema general de chaque debat. La deuxieme consiste a comparer le niveau de certains themes des debats. La troisieme concerne le vocabulaire employe dans les debats. La quatrieme analyse concerne la distribution des mode discursifs utilises. Les resultats suggerent un developpement tres important du niveau de conceptualisation et de la competence a argumenter des sujets, puisque dans les analyses effectuees, dans les deux debats, on rencontre des differences notables et parfois spectaculaires entre la production des paires les moins experimentees, et celle des paires les plus experimentees.
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Cattell, Tracy Catherine. "The living language of stage management : an interpretative study of the history and development of professional stage management in the United Kingdom, 1567-1968." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/70968/.
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Stage management is a professional, technical craft which is essential to the product of the professional British theatre. Yet with no dedicated academic study into its development and no published resources chronicling its history, stage managers of the present age have no means of accessing their professional heritage. As a profession committed to practising and preserving theatrical traditions within their daily activities, it is anomalous that its practitioners have not the means to explore and understand the roots of many aspects of their daily practice, and regrettable that scholarship has not access to an academic study of its evolution or the contextual catalysts for its development in order to inform the wider body of research into British theatre history. This study aims to address this complete absence of scholarship in the field by providing the first dedicated academic research into the development of professional stage management in Britain. It will draw upon the primary evidence of stage management documents such as prompt manuscripts and interpret them from the perspective of a professional practitioner, tracing the development of stage management from the support offered to the early modern companies of the Elizabethan age to the professionalisation and unionisation of stage management which emerged in the second half of the twentieth century. By so doing, this thesis constitutes an entirely original contribution to knowledge in relation to this important yet neglected aspect of the history of the British theatre, and will enable professional practitioners to access their professional heritage for the first time.
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Bilki, Zeynep. "A close observation of second language (L2) readers and texts : meaning representation and construction through cohesion." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1293.
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A critical aspect of the non-native students' academic adjustment in English-speaking countries is their English language ability, including their reading fluency and comprehension. Even when these students are considered proficient readers of English at an advanced level, they display different reading processes when dealing with the complex input of a second language (L2) text, as compared with their native English reading classmates. Despite the importance of comprehending highly sophisticated academic reading in international education, there is a lack of research in the field as to how advanced L2 readers cope with the texts with which the highly educated native speakers engage. This study, therefore, examined meaning construction processes of highly proficient L2 readers during reading the texts that vary in degree of cohesion. To describe readers' approaches to text cohesion and also recognize readers' perceptions of their own process, the study used a close observation of reading processes of nine highly proficient graduate students at a U.S. university with the use of qualitative research methods. The students participated in two interviews - pre-reading interview and post-reading cognitive interview - and two think-aloud verbal protocol sessions. Participants read one high-cohesive and one low-cohesive text during the think-aloud sessions, and then shared the meaning they constructed from the texts and also their thinking about the texts. The data from the instruments were analyzed qualitatively using a grounded theory approach. The results of the study reveal that the readers' meaning representation processes emerging as the result of reader and text interaction display differences at the local and global levels of processing of the high- and low-cohesive text. The processing differences between the readers are most apparent in texts with low text cohesion. The low cohesive text allowed the readers, especially, the creators of meaning, to conduct more elaborative processing compared to their performance with the high-cohesive one, in which all readers attempted to create a catalogue of facts trusting the explicitly provided text cohesion features. These results have implications for theories of text processing as well as the design of materials and instruction used for advanced L2 readers and lower level L2 readers.
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Caron, Frank. "Caracteristiques des deplacements et des representations spatiales de conducteurs professionnels en espace urbain - quelques propositions pour la formation et l'aide au deplacement." Paris 5, 1990. http://www.theses.fr/1990PA05H073.
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Le degre de connaissance des caracteristiques de l'environnement, les representations spatiales et les strategies de deplacement ont ete etudies chez des conducteurs professionnels de vehicules automobiles en milieu urbain (machinistes-receveurs de la ratp, chauffeurs de la prefecture de police, conducteurs des spateurs-pompiers et chauffeurs-livreurs). Malgre les differences professionnelles, il existe des ressemblances dans les representations (reperage) et les strategies de deplacement (sequentielles). Apres plusieurs annees, l'experience professionnelle permet l'efficacite, en optimisant les parcours et en evaluant le poids des contraintes de travail. Ce temps semble pouvoir etre reduit par une formation. Si les chauffeurs les plus efficaces recoivent une formation, ceux qui n'en recoivent pas sont egalement efficaces lorsqu'ils prennent connaissance de l'environnement sous des formes multiples. L'acquisition du reseau semble se faire en trois temps : 1) perception et integration d'informations spatiales, 2) liaisons des informations les unes aux autres en un reseau, 3) repetition des deux etapes precedentes. Une vitesse faible des deplacements pendant le recueil des informations semble etre un des facteurs determinants pour l'elaboration d'une bonne representation. Quelques propositions sont faites pour des actions de formation de conducteurs, et la participation audeveloppement des systemes d'aide au deplacementKnowledge of the environment, the spatial representations and moving strategies were studied in professional drivers in the urban environment (bus, police, fire brigade and lorry drivers). In spite of differences between the professions, similarities in representations (reference points) and sequential strategies exist. After some years, the professional experience needed for efficiency leads to the optimisation of the routes and correct evaluation of work constraints. This time may be reduced by training. The most efficiency drivers are trained, but without this training, drivers are equally efficient when they learn about the environment in several ways. Basic and secondary networks are acquired in 3 steps : 1) perception and integration of spatial information; 2) the information is related to other points in the network ; 3) repetition of the first 2 steps. Moving slowly while acquiring the informations seems to be a determining factor in the elaboration of a efficient representation. Some propositions are made to propose training programs for drivers and to participate in the desing of computorised systems to help drivers
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Nunes, Lucas Sant'Ana [UNESP]. "O Profissional de Relações Públicas através das lentes do cinema: um estudo sobre sua imagem e representação." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143926.
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A pesquisa tem o objetivo de descortinar a representação social do profissional de Relações Públicas no cinema, adotando como objeto de estudo narrativas que trazem como personagens centrais o profissional de RP, através de Análise fílmica. Pretendese, em um primeiro momento, analisar a relação entre cinema, realidade e representação social, verificando como se operam os processos de significação e produção de sentido no cinema, a partir dos estudos de teóricos como Christian Metz. Em seguida, realiza-se a análise de narrativas que tenham personagens relaçõespúblicas em suas tramas, verificando qual a imagem e o posicionamento social assumidos pelos personagens. A partir desta perspectiva, discute-se a imagem e a representação profissional do relações-públicas através das narrativas cinematográficas, valendo-se do conceito e dos processos de Representação Social cunhados por Serge Moscovici. Pretende-se discutir quais são as características atribuídas a este profissional, bem como as dinâmicas sociais que cercam sua profissão no contexto das narrativas cinematográficas.
The research aims to uncover the social representation of the Public Relations professional in cinema, taking as an object of study the narratives that bring as central characters the PR professional, through filmic analysis. It is intended, at first, to analyze the relation between cinema, reality and social representation, verifying how they operate the processes of production of meaning in film, based on the theories of Christian Metz. Then it is intended to conduct the analysis of narratives that have public relations characters in its plots, checking which image and social position assumed by the characters. From this perspective, it is discussed the image and professional representation of public relations through cinematographic narratives, drawing on the concept of Social Representation coined by Serge Moscovici. It is intended to discuss what are the characteristics attributed to this professional and the social dynamics involving their profession in the context of cinematographic narratives.
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Nitschke, Ângela Morel. "Representações sociais e práticas profissionais na sociedade da informação : estudo com usuários de bibliotecas universitárias." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13795.
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As práticas profissionais dos bibliotecários têm sido influenciadas e modificadas com a introdução das Tecnologias de Informação e Comunicação nas Unidades de Informação e nos meios de disseminação da informação, tornando-a facilmente acessível. Estas modificações ocorrem mais evidentemente nas bibliotecas universitárias, pois o fluxo de geração de conhecimento é mais intenso. Considerando que o usuário é a razão da existência de uma Unidade de Informação, este trabalho tem por objetivo verificar a representação social que os usuários possuem sobre as práticas dos bibliotecários universitários e dos serviços das bibliotecas universitárias no contexto da Sociedade da Informação. A pesquisa foi realizada durante o segundo semestre de 2007, em 5 bibliotecas universitárias de Porto Alegre e região metropolitana-RS, por meio de aplicação de questionários. Conclui-se que as práticas dos bibliotecários e o conceito de biblioteca estão calcados na imagem tradicional que os usuários possuem dos mesmos.The librarian´s professional practices have been influenced and modified by the introduction of Information and Comunication Technologies into Information Units as well as among the spreading means of information, thus making information more easily accessible. These modifications are obviously more evident at the universitary libraries, where the generation of knowledge is more intense. Regarding the user as the reason of being of an Information Unit, the aim of this study is to verify the social representation that the users own over the university librarians´ practices as well as the work of the universitary libraries into the context of the Information Society. A survey was carried out over the second semester of 2007, through the application of a questionnaire in 5 universitary libraries from Porto Alegre and metropolitan area-RS. It was concluded that both, the librarians´practices and the concept of library are based on the traditional image that the users have about them.
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Zeller, Christelle. "Mobilisation collective des professionnels et représentations sociales de la performance organisationnelle : le cas des enseignants-chercheurs dans les universités françaises." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM1095.
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La littérature a souligné à quel point la mobilisation collective des professionnels dans le sens de la performance de leur organisation pose question. En effet, les auteurs sont partagés sur la compatibilité entre engagement envers l’organisation et engagement envers la profession. Cette thèse cherche à comprendre la mobilisation collective des professionnels envers la performance de leur organisation, en interrogeant leur représentation sociale de la performance organisationnelle. Notre étude interroge les enseignants-chercheurs des universités françaises, confrontés depuis plusieurs années à d’importantes réformes, qui ont mis en place un management basé sur la performance. Des logiques managériales ont alors pris place aux cotés des logiques professionnelles pré-existantes. Les résultats révèlent que les enseignants-chercheurs ont une représentation largement partagée de la performance de l’université, mais deux groupes s’opposent : un premier groupe, majoritaire, est favorable au concept de performance, et un deuxième groupe, minoritaire est défavorable. Dès lors, quatre profils de mobilisation collective émergent, révélant ainsi des hybridations identitaires distinctes. Ainsi, l’identité professionnelle des enseignants-chercheurs évolue. Ils s’identifient davantage à leur établissement et intègrent ses besoins. Toutefois, des résultats émergents soulignent que ces quatre profils de mobilisation sont plus ou moins soutenus par une forte mobilisation au service public et que les profils les plus mobilisés ont un besoin fort de reconnaissance organisationnelleLiterature emphasized how much the professional’s collective mobilization towards the performance of their organization is problematic. In fact, the authors have divided opinions about the compatibility between the professional commitment and the organizational commitment. This thesis seeks to understand the professional’s collective mobilization to their organization performance by asking the social representation of the organizational performance. Our study of quantitative and exploratory nature question the academics of the French University who are facing, since previous years, significant reforms which implemented a management approach based on the performance. Therefore, the managerial logics took a place beside the prevailing professional logics. The results reveal that the academics defined the performance of the university as being the scientific publications and the student’s integration into the workplace. In the face of this representation widely shared about the performance of the university, two opposing groups: the first one, the majority group, is favourable to the concept of the performance, and the second one, in the minority, is unfavourable. From then on, four different profiles of collective mobilization emerge from the results, thus, revealing different identity hybridizations. So, the academics’ professional identity evolves. They identify more to their institution and integrate its needs. However, the emerging results stress, on one hand, that these four mobilization profiles are, more and less, supported by a strong Public Service Motivation. On the other hand, the most mobilized profiles need a high organizational support