Дисертації: "Foreign CEO"

1

Thams, Yannick. "Foreign-born CEOs, Country-Specific Skills, Selection, and Strategic Consequences." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/934.

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In this dissertation, I first suggest an extension of the managerial rents model and more specifically the managerial skills typology that it offers. Building on research in international business, I propose adding country-specific skills (CSS) to this typology in addition to firm-specific, industry-specific, and generic skills. I define CSS as managers’ abilities that are applicable and specific to a particular national institutional context. Such skills are distinct from the other three types identified and are likely to influence managers’ performance and the performance of their firms. So if CSS are distinct skills, what are the implications for strategy and international business research? In an attempt to respond to this question, I conduct two empirical essays in which I examine the implications of this refinement of the typology of managerial skills for CEO selection and firms’ mergers and acquisitions (M&A) strategy. In the first empirical essay, I puzzle at the fact that although CSS constitute a barrier to high-level executive mobility across countries, there have been a growing number of foreign-born CEOs being appointed across the globe. Why are these individuals being selected for the post of CEO? Using information on the appointment of foreign-born and national CEOs from 2005 to 2010 among global 500 companies, I show that internationalization pressures help explain their selection and that two types of firms are likely to appoint foreign leaders: highly internationalized firms and firms that are likely to internationalize. In the second empirical essay, I examine the strategic implications of country-specific skills. Employing the same sample as the one used in the first empirical essay, I demonstrate that given that their mindset is likely to be less focused on firms’ home market, foreign-born CEOs may be prone to institute more changes in firms’ cross-border M&A strategy than their domestic counterparts. I also theorize on the moderating influence of CEOs’ insiderness.

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2

Tevlin, Stacey Marie. "The effects of firm success on foreign direct investment, CEO compensation, and wages : issues on monitoring costs and simultaneity." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11084.

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3

Jozanovic, Helena, Andreasson Jacob Hillestad, and Erik Pieschl. "Leadership trend in Japanese companies : Why Japanese companies hire foreign CEOs." Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15563.

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4

Ballard, Brandi Nicole. "Patterns of intended and actual fertility among subgroups of foreign-born and native-born Latinas." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/400.

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Explanations for Latinas high fertility levels have been centered in terms of current or actual fertility, as measured by children ever born (CEB). However, studies of this nature have failed to utilize methods appropriate for evaluating a count variable, such as CEB. Even fewer analyses have incorporated "ideal" fertility as an explanatory factor of actual fertility, particularly in the case of Latinas. In this thesis, multiple Poisson and zero-inflated Poisson regression models are used to assess the impact of independent factors on ideal and actual fertility among Latinas, as compared to white women. In the comparative analyses of ideal and actual fertility (CEB), the independent variables in demographic composition (marital status), socialization factors (mother's CEB and church attendance), socioeconomic and employment status (education and employment) and fertility history and intentions (abortions) are found to be consistently, significantly related to both ideal and actual fertility. More importantly, women have higher intended than actual fertility. The fact that Mexican women have been able to realize their fertility intentions provides a better understanding of the fertility behavior of Latinas. This means that Latinas actually want the larger numbers of children that they are having.

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5

Kim, Hyunjin. "Relationship between Free Trade Agreement and Foreign Direct Investment." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74278.

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This paper analyzed the FDI trends between Korea and its FTA partners which were Chile, Singapore and EFTA. The other group was central European countries and their FTA partner countries that are Chile, Mexico and South Africa. The empirical studies of FDI developments after FTA have found that the results were different from country to country even though they have the FTA status with the same countries. Korea has been increased FDI investment in its FTA partner countries but not with Chile and EFTA. Similarly, Germany has increased its FDI in their FTA partner countries after FTA. But most central European countries which are Czech Republic, Slovakia, Poland and Hungary were not much changed their FDI investment after FTA. But their investment also increased when we measure FDI in the absolute numbers between before and after FTA. Regarding the prospects of FDI flows between Korea and central European countries after ROKEU FTA, We took into accounts such as FDI trends with its FTA partners, FDI regime and current FDI position etc including ROKEU FTA itself. Basically, we could predict that FDI would increase in central European countries from Korea when we consider the previous trends between them and the results of empirical analyses of the FTA partner countries. So it is hard to say that FDI will be increased in Korea from these countries after FTA. But Germany would be very active outward economy and it would invest more in South Korea than before FTA.

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6

Silveira, Raphael da. "O livro didático nos processos de ensino-aprendizagem de alemão no CEL: uma análise de necessidades." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8144/tde-15032019-111747/.

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Os Centros de Estudos de Línguas CEL do Estado de São Paulo oferecem aos alunos da rede pública estadual a oportunidade de cursar, em caráter eletivo, um outro idioma. Em geral, até mesmo por questões que envolvem os objetivos de criação dessa iniciativa, os idiomas mais procurados são o espanhol e o inglês. Contudo, em algumas unidades do CEL, de acordo com a demanda local, há a possibilidade de abrir turmas de idiomas como o alemão. Nesses casos, porém, há uma particularidade no que concerne ao uso do LD, já que os alunos de alemão não ganham esse material da escola, uma vez que o idioma não faz parte do Programa Nacional do Livro Didático - PNLD - como o inglês e o espanhol. O LD, por sua vez, está disponível na escola através de doação feita pelo Instituto Goethe, mas não pode ser entregue para que os alunos levem um exemplar para casa. Nesse sentido, esse trabalho busca analisar quais as expectativas dos alunos em relação ao LD utilizado por eles durante as aulas e os efeitos que a presença ou a ausência desse dispositivo gera no processo de ensino-aprendizagem de alemão nesse contexto. Para tal, foi realizada uma análise de necessidades subjetivas e processuais (cf. WEISSENBERG, 2012) com foco, respectivamente, na visão dos alunos e do professor de uma turma específica de uma unidade do CEL, situado em um município da Grande São Paulo. Essa análise foi realizada através dos dados obtidos com o desenvolvimento e aplicação de atividades didáticas oferecidas aos alunos em forma de estações e também de um questionário. A coleta dos dados ocorreu em três etapas nos meses de março, maio e junho de 2017. A análise dos dados aponta para o fato que os alunos, apesar de já terem tido contato com outras línguas estrangeiras, não desenvolveram as estratégias necessárias para estudar uma língua estrangeira. Além disso, as suas opiniões acerca do LD fornecidas nos questionários corroboram com o fato que eles não se apropriam desse dispositivo no momento de estudar, apesar de declararem tal ferramenta como sendo de muita importância para o seu processo de aprendizagem de alemão.
The Centers of Language Studies (Centros de Estudos de Línguas CEL) of the State of São Paulo offer public school students the opportunity to study, in an elective way, another language. In general, even for issues involving the objectives of this initiative, the most sought languages are Spanish and English. However there is the possibility of having groups for languages like German, according to the local demand. In these Centers, there is a particularity regarding the use of the textbook, because the German studies do not receive the textbook from the school, since the German language is not part of the National Textbook Program (Programa Nacional do Livro didático PNLD) as are English and Spanish. The textbook is available at school through a donation made by the Goethe Institut, but the students cant take it home with them. Therefore, this research seeks to analyze the students expectations regarding the textbook that is used during the German classes and the effect that the presence or the absence of this device generates in the German teaching-learning process in this specific context. For this purpose, a subjective and a procedural analysis focused on the students and the teachers needs of a specific group of a CEL was carried out (see WEISSENBERG, 2012). This analysis was performed through the data obtained with the development and application of didactic activities offered to students in the form of stations and also a questionnaire. Data collection took place in three stages in the months of March, May and June 2017. Data analysis points to the fact that the students, despite having already had contact with other foreign languages, did not develop the necessary strategies to study a foreign language. In addition, their opinion about the textbook provided in the questionnaires corroborate that they do not appropriate the device during their studies, although they declare that the textbook is of great importance to their German learning process.

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7

Stack, Marie M. "A gravity model analysis of trade and direct investment in the Central and Eastern European countries." Thesis, Loughborough University, 2010. https://dspace.lboro.ac.uk/2134/7005.

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The opening up process of the central and eastern European (CEE) countries marked new beginnings in terms of greater integration of trade and foreign direct investment (FDI) with Western Europe. Adopting a two-stage out-of-sample gravity equation approach to predicting East West trade patterns, a panel data set of bilateral exports from twelve EU countries to twenty OECD partner countries is estimated over the 1992-2003 period to examine how integrated the CEE countries are with the West European countries. In general, countries which are initially less well-integrated with the EU have strongest trade potential: among the EU accession countries, the potential candidate countries look set to benefit most whereas the mixed trade ratios among the EU associated countries reflect very diverse economic structures. Using a similar approach to project East West FDI patterns, the potential to actual ratios of FDI stocks indicate a very uneven distribution of FDI among the eleven CEE countries. The FDI stock ratios accord with patterns of regional specialisation for the Czech Republic, Hungary and Poland and suggest greatest FDI potential lies with the two latest accession countries. As the West European countries represents the CEE countries main trading partners and their main sources of FDI, the nature of the trade-direct investment relation among the group of EU OECD countries is of potential importance to the CEE countries. Merging the determinants for both trade and FDI into one model and estimating the merged model as a trade equation and as an FDI equation, the EU OECD patterns of FDI are characterised by both horizontal FDI (HFDI) and vertical FDI (VFDI). The dual role of HFDI and VFDI is supported when the general model of trade and FDI determinants is estimated using an instrumental variables method and when the additional price variables of FDI and trade are interpreted as cross-price elasticity effects. In a competitive world, attracting more FDI to the CEE countries may not only mean catering to the traditional MNE motives, but can also depend on transition-related factors and host country policies. Using a panel data set of bilateral FDI flows from twelve EU countries to eleven CEE countries, the traditional determinants of direct investment along with the liberalisation process and infrastructure endowments are found to significantly affect FDI over the 1994-2003 period.

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8

Di, Sano Concetta. "L'installation de l'enseignement d'une langue vivante au primaire en France : le cas de l’enseignement de l’italien dans une classe de CE2 assuré par un intervenant extérieur." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2166/document.

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Cette recherche est centrée sur l’enseignement de l’italien au primaire. Cette langue était parmi les langues proposées comme E. L.C.O (Enseignement de langue et culture d’origine). Elle est aussi proposée comme langue vivante dans le primaire, mais elle subit la concurrence de l’anglais. La place, les objectifs et les conditions de cet enseignement/apprentissage ont subi une évolution dans les instructions officielles. Chronologiquement, plusieurs dispositifs se sont succédés : l’enseignement des langues et cultures d’origine – E.L.C.O - (initialement prévu pour les enfants des migrants et encore régi par des accords inter Etats), les projets d’éveil aux langues (soutenus par la politique de l’Union Européenne afin de développer des représentations et des attitudes positives envers les langues), l’introduction de l’enseignement –apprentissage d’une langue vivante au cours de l’école primaire (dépendant du pilotage académique à travers la carte des langues). En 2016, il semblerait que l’Education nationale peine à mettre en place une politique qui ne débouche pas systématiquement sur l’enseignement de l’anglais.L'objectif de notre travail de recherche est de décrire l’installation de l’enseignement d’une langue, l’italien, en mettant en évidence le vécu de chaque protagoniste ; deux procédures d’investigation parallèles seront présentes au cours de ce travail : le point de vue propre au chercheur et à sa culture (étique) et les concepts de pensée propres aux acteurs sociaux étudiés (émique). La première partie de la thèse définit la demande et la mise en place d’un enseignement /apprentissage d’une langue vivante étrangère dans l’enseignement primaire. Nous analysons ensuite la variété des situations de cet enseignement tout en résumant les étapes de son introduction progressive dans le système éducatif français. Dans la deuxième partie, nous retracerons l'histoire de l'enseignement de l'italien au primaire dans le département du Rhône. Nous consacrerons la troisième partie à la présentation de notre travail sur le terrain auprès de tous les protagonistes de cet enseignement : les élèves ballottés entre des programmes a priori incompatibles, la volonté des familles, l’attitude pour le moins réticente des professeurs et des directeurs des écoles, la politique linguistique de l’Inspection Académique, les conditions de travail des intervenants extérieurs.Pour mener à terme notre recherche, nous nous sommes appuyés pour une grande partie sur le discours d'enseignants et sur l'analyse d'un cas précis. Cette recherche ne prétend pas de généraliser ses conclusions ; toutefois au moment où des grands changements ont pris/prennent place dans l’enseignement primaire, il peut être utile pour tous les acteurs concernés de disposer d’étude qualitative. Cette analyse peut éclairer la situation particulière de l'enseignement /apprentissage de l'italien pour les enfants quand celui –ci est assuré par un intervenant extérieur d’autant plus que nous n’avons pas trouvé de traces de recherche antérieure de cette réalité peu/ mal /mé/ connue
This research will focus on the teaching of Italian in primary schools. Italian was among the languages offered as E. L.C.O (language teaching and culture of origin). It is also proposed as a foreign language in primary education, but is in competition with English. The position, objectives and conditions of this teaching / learning have resulted in developments in the official instructions.Chronologically, several schemes have succeeded: the teaching of languages and cultures of origin - ELCO - (originally intended for the children of migrants and still governed by interstate agreements), language awareness projects (supported by the policy of the European Union to develop representations and positive attitudes towards languages), the introduction of foreign language teaching-learning in primary schools (depending on the academic decision in-line with the language map). In 2016, it appears that the state education system is unable to implement a policy that does not systematically lead to the teaching of English.The aim of our research is to describe the setting up of Italian language teaching by highlighting the experience of each of the players involved; two parallel investigation procedures will be examined during this work: the researcher’s point of view and his culture (ethical approach) and the thought concepts specific to the social actors studied (emic approach).The first part of the research will focus on the request and implementation of foreign language teaching / learning in the primary education setting. We then describe the variety of situations of this teaching and summarize the phases of its introduction in the French education system.In the second part, we will trace the history of Italian teaching in primary schools in the Rhône department.We will devote the third part to the presentation of our school observation survey encompassing all the players involved in this teaching: students learning in programs seemingly incompatible with each other, willingness of families, the teachers and school heads’ reticent attitudes, the language policy of the school Inspectorate, foreign teachers’ working conditions .To complete our research, we relied on teachers’ discourse and a specific case analysis. This research does not claim to generalize its findings. However, when significant changes took / take place in primary education, it may be useful for all players to have access to qualitative study. This analysis can clarify the particular situation of Italian teaching / learning for children when it is provided by foreign teachers and more especially as no earlier research on this unknown reality has come to light

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9

Silva, Ana Isabel Carrilho Ferreira. "O ensino do inglês no 1º ciclo do ensino básico: metodologias de ensino e aprendizagem. A aprendizagem do jogo na construção do conhecimento." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11798.

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Com o presente estudo pretendeu-se analisar a implementação do ensino do Inglês como LE nas escolas do 1º Ciclo do Ensino Básico em Portugal e reflectir sobre a adequação das metodologias utilizadas no ensino do Inglês neste nível de ensino, mais especificamente o estudo de uma metodologia - o jogo. A investigação relatada nesta dissertação centrou-se na análise das metodologias de ensino e aprendizagem utilizadas no ensino da língua inglesa no 1º Ciclo do Ensino Básico, especificamente do jogo, na adequação desta metodologia de ensino e aprendizagem à faixa etária em questão, na análise das metodologias mais utilizadas pelos professores a leccionar Inglês no 1º Ciclo do Ensino Básico no ano lectivo 2009/2010 em Évora e das metodologias que estes consideram mais eficazes na aprendizagem dos alunos; ### ABSTRACT: Teaching English in Primary School – teaching techniques. The importance of the game as a technique in building one´s knowledge. Our objective with this study was to investigate how the English language, as a foreign language, was implemented in Portuguese primary schools and to reflect upon whether the techniques used to teach English at this level are the most adequate. We specifically targeted the game as a methodology for teaching English. This investigation was based on the analysis of the techniques used to teach English in the Primary schools, specifically the game, on how adequate the techniques used to teach English in the Primary schools are at this level, on the analysis of the techniques more frequently used by the teachers working in Primary schools in Évora in 2009/2010 and those they consider to be more efficient, and the analysis of the game in the classroom.

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10

Morales, Leiko Matsubara. "Cem anos de imigração japonesa no Brasil: o japonês como ensino de língua estrangeira." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-28052010-140321/.

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O propósito deste trabalho foi compreender como o ensino de língua japonesa evoluiu ao longo de cem anos de permanência dos japoneses no Brasil. Para melhor apreensão do objeto de nosso estudo, trabalhamos com duas vertentes de pesquisa, a histórica e a lingüística, privilegiando especialmente a visão dos professores, com os seus relatos orais e fontes documentais. Dos elementos da história, situamos o ensino de língua japonesa, nos seus primórdios, como uma língua de imigração a língua materna dos descendentes (1908-1941). No pós-guerra, o japonês é transmitido como língua de herança aos descendentes bilíngües, até chegar aos dias atuais, já ensinado como língua estrangeira. Para a análise lingüística entrevistamos os professores em exercício, que nos possibilitaram fazer um mapeamento de dados lingüísticos. Para essa análise, tomamos por base as teorias de aquisição e aprendizagem, os fundamentos do bilingüismo, os estudos de contato de línguas e trabalhos precedentes sobre a língua japonesa falada na comunidade nikkei. Verificou-se que, do ponto de vista lingüístico, houve um espectro de ocorrências que variaram desde questões de acuidade gramatical até de competência sociolingüística dos professores, no que diz respeito ao emprego da variedade lingüística, tanto de nativos quanto de não-nativos. Com os resultados obtidos, chegamos à conclusão de que, historicamente, o japonês não foi ensinado ou estudado como LE na esfera comunitária, nem pesquisas na área de ensino avançaram no meio acadêmico. À medida que o ensino de língua japonesa se propaga, inclusive entre não-descendentes, são necessárias pesquisas sobre a língua falada dos professores nativos e não-nativos, visando melhorar a competência lingüística, seja por meio de cursos de aperfeiçoamento, livros didáticos especializados para os alunos brasileiros, ou ainda pela elaboração de gramáticas bilíngües, tudo isso levando a novas concepções de ensino e aprendizagem, voltadas para a necessidade do alunado brasileiro.
The purpose of this paper is to understand how the teaching of the Japanese language has developed during the one hundred years that the Japanese people have been in Brazil. To better apprehend our object of study, we based our research on two elements: historical and linguistic grounds, favoring the teachers viewpoints, by means of their oral reports and evidentiary sources. From a historical point of view, the teaching of Japanese, within the Brazilian context, started out as an immigration language at its beginning (1908-1941), which was the mother tongue of the descendants; during the period after World War II, it was taught as the inheritance language of bilingual descendants; and nowadays it is being taught as a foreign language. For the linguistic analysis, we interviewed working teachers which enabled us to map the linguistic occurrences in order to prepare a linguistic databank. In order to carry out our linguistic analysis, we based ourselves on theories of secondlanguage acquisition and learning, bilingualism foundations, the study of languages in contact, and on earlier papers on the Japanese language spoken within the Nikkei community. We verified that in terms of linguistic view, there is a spectrum of occurrences that ranges from grammatical accuracy to social-linguistic competence in terms of language varieties, both native and non-native ones. Our results have led us to conclude that in historical terms, the Japanese language has not been taught or learned as a foreign language within the Japanese-Brazilian community, nor has research in the area of teaching thrived within the academic milieu. As the teaching of the Japanese language spreads, even among nondescendants, research should be done on the spoken language of native and non-native teachers with the aim of enhancing linguistic competence, be it through courses to perfect teachers linguistic skills, didactic books specially devised for Brazilian students or bilingual grammar books, all of which will entail new conceptions of teaching and learning better suited to Brazilian learners\' needs.

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11

Garcia, Bianca Rigamonti Valeiro. "Por que quanto mais cedo melhor? uma análise discursiva da interface entre as neurociências e o ensino de inglês para crianças." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29062017-095050/.

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A presença das neurociências nos mais diversos âmbitos do conhecimento humano tem se tornado notável a partir do que ficou conhecido, nos anos 1990, como a Década do Cérebro. Dentre as áreas com as quais estabelece interface está a Pedagogia de Línguas Estrangeiras Modernas para Crianças (PLEMC), a qual analisamos em sua realização no discurso das escolas bilíngues privadas no Brasil. O recorte epistemológico e metodológico norteador das reflexões e análises desta pesquisa é a Análise de Discurso derivada dos trabalhos desenvolvidos na França por Michel Pêcheux e ampliados no Brasil por autoras como Orlandi (2001), Carmagnani (1996), Grigoletto (2002), Coracini (1992) e Pinheiro-Passos (2006). Nosso objeto é o discurso produzido na interface entre a neurociência contemporânea e o ensino de inglês para crianças e bebês no âmbito das escolas bilíngues privadas no Brasil. Pesquisas realizadas anteriormente apontaram que esse ensino se insere em uma formação discursiva cujos sujeitos são valorizados com base na obtenção de destaque dentro da dinâmica da competitividade, naturalizada pela ideologia do capitalismo de acumulação flexível (GARCIA, 2011). Os resultados obtidos sugerem que a dinâmica discursiva desse cenário é majoritariamente construída por sentidos que não se alinham aos conhecimentos produzidos nas neurociências na atualidade e investe em uma projeção precoce das crianças pequenas tanto na lógica do sistema econômico quanto em papéis de competição e seleção imaginários a serem atingidos por elas em futuros hipotéticos; tal inserção foi, em parte significativa dos casos estudados, justificada com base nas características neuropsicológicas, dos aprendizes. Identificamos que essa argumentação operou fortemente por meio da apropriação pela PLEMC de conceitos das ciências biológicas tidos como ultrapassados, como o de período crítico e predominantemente representou a habilidade em mais de uma língua como vantagem. Nossa pesquisa identificou um tríplice sustentáculo no fluxo dos sentidos que se mantêm no trânsito entre as formações discursivas das neurociências e da pedagogia de línguas estrangeiras modernas para crianças: o viés do nome, o viés político e o viés do produto. Por meio da análise de como aspectos da conjuntura contemporânea exercem pressão sobre cada um dos sustentáculos, concluímos que a incompatibilidade entre os sentidos das neurociências e da PLEMC na sua apropriação pelas escolas bilíngues, decorre predominantemente da incompatibilidade das condições de produção do discurso de origem (as neurociências de caráter progressista nos países centrais) no discurso final (o discurso publicitário conservador no Brasil), e não de lacunas no acesso aos conceitos centrais da ciência biomédica.
The neurosciences have been present in the most diverse realms of human knowledge since what has become known as the Decade of the Brain, in the 1990s. Among the areas with which it establishes interface is the Pedagogy of Foreign Languages for Children (PFLC), which we analyze in its realization in the discourse of private bilingual schools in Brazil. The epistemological framework for the current analysis is the Discourse Analysis derived from work carried out in France by Pêcheux and expanded in Brazil by authors such as Orlandi (2001), Carmagnani (1996), Grigoletto (2002), Coracini (1992) and Pinheiro-Passos (2006). Our object is the discourse produced at the interface between contemporary neuroscience and English teaching for children and infants within private bilingual schools in Brazil. Previous research has pointed out that this teaching is part of a discursive formation whose subjects are valued based on obtaining prominence within the dynamics of competitiveness, naturalized by the ideology of flexible accumulation capitalism (GARCIA, 2011). The results obtained suggested that the discursive dynamics of this scenario is mostly constructed by meanings that are not aligned with the knowledge currently produced in the neurosciences and invests in an early projection of the small children both in the logic of the economic system as well as in the roles of competition and imaginary selection to be achieved by them in hypothetical futures; Such insertion was, in a significant part of the cases studied, justified on the basis of the neuropsychological characteristics of the apprentices. We have identified that this argumentation operated strongly through the appropriation of concepts of biological sciences regarded as outdated, such as the critical period, and predominantly represented proficiency in more than one language as an advantage. Our research has identified a threefold underpinning in the flow of the meanings between the discursive formations of neurosciences and foreign language pedagogy for children: name bias, political bias, and product bias. Through the analysis of how aspects of contemporary conjuncture put pressure on each of the pillars, we found that the incompatibility between the meanings produced by neurosciences and by FLTC in the discourse bilingual schools, is due mainly to the incompatibility between the conditions of production of the originating discourse (neurosciences of a progressive character in the central countries) and the final discourse (the conservative advertising discourse in Brazil), and not to gaps in the access to the central concepts of biomedical science.

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12

de, Somer Gregory John Humanities &amp Social Sciences Australian Defence Force Academy UNSW. "The Redefinition of Asia : Australian Foreign Policy and Contemporary Asian Regionalism." Awarded by:University of New South Wales - Australian Defence Force Academy. School of Humanities and Social Sciences, 2003. http://handle.unsw.edu.au/1959.4/38666.

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This thesis set out to ascertain the position of recent Australian Governments on the latest instalments of Asian regionalism in the context of an assessment of whether there has been a redefinition of Asia and thus a redefinition of Australia???s engagement with Asia. It will concentrate on the broad themes of politico-strategic and economic engagement. Whilst there has been extensive research and documentation on the Asian economic crisis there has been less work on the issue of a new Asian regionalism and the implications for Australia???s complex and variable engagement with the region. This is the basis for the claim to originality of this thesis, a claim supported by its focus on the practical and policy implications of Australia???s engagement, or lack of it, with regional institutions. The process of regional integration has been extremely slow, thus supporting the conclusion that there is no evidence of a major redefinition of Asia. Efforts at Asian regionalism are meeting obstacles that pose immense challenges. Asian regionalism remains nascent and poorly defined. This reflects the diversity and enormous disparities in cultures, political systems and the levels of economic development and differences over economic philosophies within East Asia. What is discernible is that the regionalism is proceeding more rapidly on financial issues than on trade, and in the security area it is conspicuously absent. This research highlights the fact that the question of Asian engagement remains a sensitive issue in Australia and continues to grow more complex. Australia???s engagement with Asia since 1996 has been variable because of the Howard Government???s broader balance of priorities between global and regional issues, and because of the changing nature of the Asian region. The perception gleaned from sources is that, for the Australian Government, regionalism initiatives are characterised by much discussion but lack substance. Consequently, this appears to have led the Government to the position that exclusion from some manifestations of regionalism is not so important. Australia is excluded from some of the regional architectures being constructed. In its efforts to seek inclusion in ASEAN + 3 and ASEM, Australia is facing the same barriers that have stood in the way of an AFTA-CER agreement. Exclusion would be important if the performance of regional groupings was not so indifferent. Exclusion from ASEAN + 3 and ASEM, however, does not equate to Australia???s exclusion from the region.

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Garcia, Bianca Rigamonti Valeiro. "Quanto mais cedo melhor (?): uma análise discursiva do ensino de inglês para crianças." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-29032012-154615/.

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Atualmente, é notável a expansão do oferecimento de aulas de inglês para crianças pequenas no Brasil. As modalidades disponíveis no mercado são variadas e os pais que se interessam por elas podem optar por cursos específicos de língua estrangeira, escolas internacionais, bilíngues, ou até mesmo escolas regulares que ofereçam aulas de inglês incluídas em suas grades curriculares. De qualquer maneira, todas elas são acessíveis quase que exclusivamente por meio do ensino privado. Ancorados nos pressupostos da Análise do Discurso desenvolvidos na França (Pêcheux, 1975), e no Brasil (Orlandi, 2001; Coracini, 1998),analisamos as representações de criança, língua estrangeira e ensino de língua estrangeira presentes nos dizeres da legislação brasileira, da mídia (reportagens e sites institucionais) e de coordenadoras da área, buscando compreender de que forma as justificativas da inclusão desse componente curricular se materializam e com quais sentidos se relacionam. Esta análise nos permitiu depreender certas regularidades nos sentidos: em primeiro lugar, as representações de criança veiculam duas perspectivas dominantes: a de um ser passivo, que aprende rápido por não realizar processos mentais complexos e uma outra relacionada à ideia de um trabalhador em potencial. Em segundo lugar, quanto às representações de ensino de LE, há dizeres que referem o processo de aprendizagem como absorção, ou, então, modelagem de comportamentos. As representações de LE, por sua vez, remetem majoritariamente a um sentido de garantia de sucesso da vida profissional. Finalmente, pudemos concluir que a prática do ensino de inglês para crianças emerge de uma cadeia discursiva cujos sentidos estão maciçamente alinhados com os dizeres do mercado neoliberal. A análise das justificativas pedagógicas do ensino de inglês para crianças tornou-se, uma análise das projeções da criança no mercado de trabalho e da naturalização da lógica capitalista para a formação e preparação das crianças de elite. Assim, parece que o mais cedo do aprendizado linguístico coincide com o mais cedo da aceitação das práticas do mercado na educação e também da euforização da produtividade, excluindo, até da mais precoce infância, o acesso ao ócio ou a não-obrigatoriedade da produção.
Currently there is a remarkable expansion of English courses for young children in Brazil. There are several modalities available and among them parents may choose from foreign language courses, international and bilingual schools up to schools where English classes are provided in their curricula. Nevertheless, they are all available almost exclusively through private education. Relying on Discourse Analysis assumptions (Pêcheux, 1975; Orlandi, 2001; Coracine, 1998), we have analyzed the representations of children, foreign language and foreign language teaching in the utterances of Brazilian legislation, in the media (reports and institutional sites) as well as in pedagogical coordinators talk, aiming at understanding how the justifications for the inclusion of this curricular component materialize in the discourse, and what senses they relate to. The analysis enabled us to identify certain sense regularities. Firstly, representations of children point to two dominant meanings: one which refers to the belief that they learn fast because they do not perform complex mental processes, and another related to the fact that they are potential workers. Regarding the representations of English teaching, the sayings refer to the learning process as absorption or behavior modeling. The second one concerns representations of English that refer mostly to its sense as a guarantee of success in professional life. Finally, we concluded that the practice of teaching English to children emerges from a discursive chain whose senses are overwhelmingly aligned with the utterances of the neoliberal market. Our analysis of the justifications for teaching English to school children has revealed itself the analysis of projections of the child into the labor market and the naturalization of capitalist logic in the education and the upbringing of elite children. Thus, it seems that the \"early\" language learning coincides with the \"early\" acceptance of market practices in education, as well as the valorization of productivity, preventing, from the earliest childhood, access to idleness or the right to non-compulsory production engagements.

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14

Naoum, Michael. "The Greek-Turkish rapprochement process, 1999-2004 : paradigm shift or EPI-phenomenon /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FNaoum.pdf.

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Анотація:

Thesis (M.A. in Security Studies (Defense Decision Making and Planning))--Naval Postgraduate School, December 2004.
Thesis advisor(s): Donald Abenheim. Includes bibliographical references (p. 95-101). Also available online.

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15

Messiaen, Pierre. "Les conséquences internationales de l'évolution démographique de la fédération de Russie (1991-2012)." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCF021/document.

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Анотація:

Cette thèse a pour objectif d’analyser les relations internationales de la Russie par le biais de sa démographie. Ce choix se justifie par l’ampleur des changements socio-politiques du pays depuis la fin de l’URSS, et par la gravité de la situation démographique russe depuis 1991. Le pays connaît un déclin démographique durable, et l’hétérogénéité démographique régionale se renforce. La question devient alors un enjeu politique majeur. Ce déclin démographique a des impacts sur le territoire, l’économie et l’armée, redéfinissant ainsi la puissance russe. Les théories des relations internationales montrent la complexité du lien démographie/relations internationales d’un Etat. Le facteur démographique semble peu intégré par les décideurs, mais apporte un complément d’analyse qui relativise le discours de politique étrangère russe. Le critère démographique pourrait jouer un rôle plus important sur des enjeux internationaux de la Russie. Il lui offre même des opportunités. La démographie a un rôle ambigu dans les politiques chinoise et asiatique de Moscou. Le déclin démographique russe a participé à une redéfinition des relations entre la Russie et les pays de la CEI. Les liens migratoires avec la Russie sont le résultat d’une interdépendance démographique qui devient économique et ensuite politique. La réalité démographique de l’espace post-soviétique favorise une politique de soft power de Moscou en Asie centrale, notamment au Kazakhstan. Le déclin démographique russe a donc contribué à un changement de la politique étrangère et de la place de la Russie dans le monde
This thesis aims to analyse Russia’s international relations through its demographics. The choice is justified by the scale of socio-political changes in the country since the end of USSR and by the seriousness of the Russian demographic situation since 1991. The country is facing a lasting demographic decline and the regional demographic disparity has been accentuated. The question becomes therefore a major political issue. This demographic decline has impacts on the territory, the economy and the army, redefining thus the Russian power. International relations theories show the complexity of the connection between demographics and international relations of a State. The demographic factor seems less integrated by leaders but it offers further analysis that puts Russian foreign policy rhetoric into perspective. The demographic criteria could have a larger influence on Russia’s international issues. It offers also opportunities. Demography plays an ambiguous role in Moscow’s Chinese and Asian policies. The Russian demographic decline has had an impact on the redefinition of the relations between Russia and CIS countries. Migration ties with Russia are the result of a demographic interdependence that becomes an economic and then political one. The demographic reality in the post-Soviet area favours a soft power based policy for Moscow in Central Asia, especially in Kazakhstan. The Russia demographic reality has contributed to a shift within Russian foreign policy and a change of position for Russia in the world

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Callegari, Marília Oliveira Vasques. "Motivação, ensino e aprendizagem de espanhol: caminhos possíveis. Análise e intervenção num centro de estudos de línguas de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18032009-154414/.

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Neste trabalho estudamos a motivação de alunos brasileiros em aulas de espanhol como língua estrangeira, em contextos formais de aprendizagem. Partimos do pressuposto de que a motivação dos alunos é um construto complexo, que envolve fatores de diversos contextos (pessoal, familiar, escolar, social etc.) e que pode ser influenciada por uma série de escolhas que faz o professor durante o curso. Através da revisão bibliográfica realizada, pautada, sobretudo, nos modelos teóricos de Zoltán Dörnyei (1990, 1994, 2001a, 2001b) e do estudo empírico que levamos a cabo, objetivamos: i) aprofundar o nosso conhecimento sobre o conceito de motivação e sobre determinados fatores relacionados a ele; ii) estabelecer um conjunto de estratégias didáticas que tivesse como foco a motivação dos alunos em aulas de línguas estrangeiras; iii) conhecer o grau de motivação de alunos e professores de nove turmas de espanhol de um dos Centros de Estudos de Línguas da cidade de São Paulo, assim como as suas principais causas; iv) verificar em que medida os professores utilizam em suas aulas determinadas estratégias motivacionais; v) propor e avaliar a aplicação de um processo de intervenção numa das turmas envolvidas; vi) reavaliar e complementar o conjunto de estratégias apresentado. O estudo teórico realizado remeteu-nos à importância de uma visão integral da aprendizagem, na qual cognição e emoção caminham juntas. Além disso, refletimos sobre conceitos diretamente relacionados à motivação (ansiedade, auto-estima, autoconceito, autoconfiança, autonomia, interesse, curiosidade, entre outros) e delineamos o conjunto de estratégias didáticas que utilizamos no estudo empírico. A pesquisa empírica realizada apresentou metodologia mista: a primeira das quatro etapas de que se constituiu configurou-se de cunho quantitativo e as demais se basearam na coleta e análise qualitativa de dados (enquadrando-se, mais precisamente, no estudo de caso e na pesquisa-ação). Os resultados obtidos com a pesquisa mostraram que: i) tanto os alunos como os professores de espanhol envolvidos no estudo encontram-se motivados, embora alguns aspectos possam ser melhorados, o que redundaria em aumento do grau motivacional dos alunos; ii) há discrepância entre as estratégias que a professora com a qual realizamos nossa intervenção afirma utilizar e as que de fato foram observadas em sala de aula; iii) há divergências também no que se refere à opinião de alunos e professores sobre o grau de motivação que suscitam determinadas atividades; iv) a implementação de mudanças pedagógicas pode levar a um incremento na motivação dos alunos. Concluímos nosso estudo com a revisão e complementação do conjunto de estratégias motivacionais previamente estabelecido.
In this work we have studied the motivation of Brazilian students in classes of Spanish as a foreign language, in formal learning contexts. We assume that student motivation is a complex construct which involves factors of various contexts (personal, family, scholastic, social etc.), and which can be influenced by a series of choices which the teacher makes during the course. Through the bibliographic revision executed, and used as a foundation, especially in the theoretical models of Zoltán Dörnyei (1990, 1994, 2001a, 2001b) and the empirical study which we have carried out, we aim to: i) deepen our knowledge about the concept of motivation and specific factors related to it; ii) establish a set of teaching strategies focusing on the motivation of students in foreign language classes; iii) assess the degree of motivation of students and teachers of nine Spanish groups in one of the Language Study Centers in São Paulo City, as well as its underlying causes; iv) check to what extent the teachers use determined motivating strategies in the classroom; v) propose and evaluate the application of a process of intervention in one of the groups involved; vi) re-evaluate and complement the set of strategies presented. The theoretical study performed has showed us the importance of an integral vision of learning in which cognition and emotion are closely linked. Besides this, we have reflected on concepts directly related to motivation (anxiety, self-esteem, self-concept, self-confidence, independence, interest, curiosity, etc.) and we described a set of teaching strategies which we have used in the empirical study. The empirical research performed had a mixed methodology: the first of the four stages composing it had a quantitative character and the others were based on the collection and qualitative analysis of data (or, more precisely, on case study and action research). The empirical results showed that: i) both the students and teachers of Spanish involved in the study were motivated, but there is room for improvements that would result in higher degree of motivation among the students; ii) there is a difference between the strategies which the teacher with whom we performed our study claims to use and those which were actually observed in the classroom; iii) there are also differences among the opinion of students and teachers about the degree of motivation caused by specific activities; iv) the implementation of pedagogical changes can lead to increased student motivation. We have concluded our study with the revision and complementation of the set of motivation strategies previously established.

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Godoy, Lilian Paula Martins. "Juntar ou separar? Reflexões sobre o contexto multisserial de ensino de francês como língua estrangeira nos centros de estudos de línguas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062013-163344/.

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Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem das turmas multisseriadas. Acreditamos que a abordagem acional, privilegiada pelo Cadre européen commun de référence pour les langues (CECRL)1, referencial para o ensino de línguas na Europa, pode contribuir para a harmonização das competências, das habilidades e dos conteúdos desenvolvidos bem como para a aproximação dos alunos que integram tais grupos. A fim de atingir tais objetivos, propomos um estudo teórico dos documentos oficiais referentes à criação e à implementação dos CEL e também daqueles que procuram oferecer diretrizes metodológicas para o ensino de idiomas. Buscamos, ainda, analisar os dados coletados em: entrevistas com os docentes do CEL, observação de aulas de FLE nesses estabelecimentos e relatórios de estágio de graduandos futuros professores de línguas em turmas multisseriadas, estabelecendo uma aproximação entre as estratégias de ensino que realmente são postas em prática pelo professor e averiguando em que medida a abordagem acional pode contribuir para o processo de ensino e de aprendizagem de línguas estrangeiras nesse contexto.
This research aims at promoting the understanding of the teaching context in Language Study Centers (CEL), institutions which enable students enrolled in any public school to study a second language after their regular school day. The CEL project is entirely supported by the São Paulo State Government. Therefore, this study aims at assessing the effectiveness of teaching French as a foreign language (FFL) in Language Centers, and reflect upon the adequacy of the teaching strategies adopted by teachers in their multigrade classes. We believe that the action-oriented approach adopted in the Common European Framework of Reference for Languages (CEFR), which guides language teaching in Europe, may contribute not only to the use of content, abilities, and competencies developed in the classroom, but also to bringing together the students in CEL groups. In order to achieve such goals, this study proposes a theoretical study of the official documents addressing the creation and implementation of Language Centers. We will also analyze the documents that structure the methodological guidelines for language teaching. Finally, we will assess the data gathered from interviews with CEL teachers, classroom observation, and reports written by undergraduate students, who are likely to become French teachers in multigrade classrooms. Our goal is to establish an approximation between teaching strategies that are actually applied during classes and observe to what extent the action-oriented approach can contribute to foreign language teaching and the learning process in the CEL context.

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Walker, Jillian L. "The Effects of Cultural Orientation Change on Metabolic Health in a Sample of Mexican Immigrants to the United States." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4184.

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Studies have identified metabolic health factors to be a major concern in Mexican-Americans, including Mexican immigrants to the United States (U.S.). Acculturation stress has been hypothesized to be a factor in the development of many health-related concerns in this population. Specifically, previous studies have shown that acculturation stress contributes to health concerns, including metabolic health concerns (e.g., diabetes, metabolic syndrome). The primary purpose of this study was to examine the relationship between cultural orientation, a measure of acculturation designed to provide more information than traditional acculturation measures, and metabolic health outcomes. Specific acculturation-related stressors (social support, job-related stress, and depression) were hypothesized mediators in this relationship among a convenience sample of 98 foreign-born Mexicans living in Utah County, Utah controlling for age, gender, socio-economic status (SES), and years in the U.S. Data were collected twice with a three year interval to examine change over time. Changes in these constructs were examined through the use of Growth Modeling with Bayesian estimation. The Acculturation Rating Scale for Mexican-Americans (ARSMA-II) was used to measure Anglo Cultural Orientation and Mexican Cultural Orientation. Standard blood analyses were used to measure metabolic health outcomes, which included glycosylated hemoglobin (HbA1c), insulin, and glucose. The Interpersonal Support Evaluation List (ISEL-12) was used to measure social support, the Job Content Questionnaire (JCQ) was used to measure job-related stress, and the Center for Epidemiological Studies-Depression Scale (CES-D) was used to measure depression. No change was identified in Anglo Cultural Orientation or Mexican Cultural Orientation over time in the majority of subjects. A positive relationship between Anglo Cultural Orientation and HbA1c was found, as was a negative relationship between Mexican Cultural Orientation and HbA1c. Mediation analyses showed a mediation effect of depression on the relationship between Anglo Cultural Orientation and glucose. Implications of findings, limitations, and directions for future research are discussed.

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Gasimova, Esmira. "La politique étrangère de l'Azerbaïdjan entre grandes puissances et puissances régionales (1993-2003)." Thesis, Strasbourg, 2015. http://www.theses.fr/2015STRAG014.

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Анотація:

La présente étude est consacrée à la politique étrangère de l'Azerbaïdjan entre grandes puissances et puissances régionales. Ce pays du Caucase du Sud accédant à l'indépendance en 1991 affirme sa singularité, entre confrontation et coopération avec ses voisins proches ou lointains. La question centrale est donc de savoir comment l'Azerbaïdjan peut justifier et éventuellement renforcer sa présence sur l'échiquier international alors qu'il se trouve au cœur des grands enjeux géopolitiques et économiques. Sa position le place au centre des rivalités entre des puissances telles que la Russie, l'Iran et la Turquie et, au-delà de son voisinage immédiat les États-Unis et l'Union européenne. Le pays est contraint à une politique étrangère équilibrée afin de ne pas s'aliéner les partenaires de l'ouest comme de l'est. Il tente également de tirer profit de l'exploitation des hydrocarbures de la Caspienne en vue de résoudre la question cruciale du conflit du Haut-Karabakh
This thesis deals with the Azerbaijan policy between great powers and regional powers. Since its independence in 1991 the country of South Caucasus asserted its singularity. It sometimes confronts, sometimes cooperates with its neighbors. The key question is, therefore, how Azerbaijan can justify and possibly strengthen its presence on the international stage as it stands at the heart of great geopolitical and economic issues. Because of its location it is the center of rivalries between powers such as Russia, Iran and Turkey or the United States and the European Union. The country is compelled to a balanced foreign policy not to lose the support of either western or eastern partners. Baku also attempts to use the exploitation of Caspian oil in order resolve the crucial issue of the conflict over Nagorno-Karabakh

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20

Bachkatov, Nina. "La diplomatie énergétique de la Fédération de Russie: forces et limites." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209939.

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La diplomatie énergétique russe qui est au cœur de ce travail diffère des politiques industrielles classiques adoptées régulièrement par les États afin de développer leur pays, relancer son économie ou certains secteurs industriels. Elle entend en effet utiliser les ressources naturelles de la Russie, et singulièrement son potentiel énergétique (sachant que la Russie est à la fois producteur, consommateur, pays de transit) afin de retrouver son statut de grande puissance. Ce retour de puissance devant permettre à la Russie de sortir de la période de transition pour redevenir un acteur de premier rang dans un monde global redessiné par la fin de la guerre froide. Il s’agit pour elle de faire entendre sa voix, de participer en qualité de partenaire égal aux décisions et à l’élaboration des nouvelles normes rendues nécessaires par le bouleversement engendré par la fin de la guerre froide.

La diplomatie énergétique russe s’affirme pendant les années 2003-2004, comme une démarche pragmatique, un moyen opportuniste de rencontrer un projet politique en utilisant un des rares leviers dont dispose ce pays appauvri et affaibli – sa puissance énergétique qu’il s’agit de transformer un outil de puissance politique, raison pour laquelle la politique étrangère russe va être mise au service de ce projet. Le travail fait donc référence aux spécificités internes de la Russie et au contexte international afin d’identifier les faiblesses et les forces de cette diplomatie spécifique.

Russian energy diplomacy, with which this work is uniquely concerned, differs from the classic industrial policies adopted by states in order to re-launch their economies or certain industrial sectors. It has consisted of putting Russia’s natural resources and particularly its energy potential (as a producer, a consumer, and a transit country) to the practical purpose of restoring its status as a great power. For Russia, the return to power would permit the country to emerge from its period of transition and become a leading actor in the world reshaped by the ending of the cold war. It is a matter of making its voice heard, as an equal partner in international decisions and the formulation of the new political norms necessitated by post-cold war upheaval.

In 2002-2004 Russia developed this energy diplomacy as a pragmatic and opportunistic means of attaining a political objective with one of the few levers at the disposal of an impoverished and enfeebled country – that is to say, its energy potential, which it turned into a political tool. To this effect, Russian foreign policy has been made to serve the same project. Consequently this work deals with internal specificities and the international energy context, in order to probe both the weakness and the strength of this particular form of diplomacy.
Doctorat en Sciences politiques et sociales
info:eu-repo/semantics/nonPublished

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21

Tkatova, Rima. "Approches post-soviétiques du droit international : essai sur le renouvellement de la doctrine et de la pratique internationales." Thesis, Lyon 3, 2012. http://www.theses.fr/2012LYO30067.

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Tous les etats issus du démembrement de l'urss ont dû résoudre, depuis 15 ans, une question fondamentale : celle de la définition et de l'affirmation de leur identité. ayant tous la même aspiration à la liberté, à l'autonomie productive, à l'ouverture au monde, ces pays ont commencé à réformer leurs systèmes juridiques, politiques et économiques. toutefois le droit international soviétique, spécifique, fermé dans son propre système et lié fortement à la politique extérieure de l'urss, continue à persister dans les etats post-soviétiques, malgré leur aspiration aux règles des sociétés occidentales juste après l'indépendance. ainsi, le renouvellement de la doctrine et de la pratique internationale des etats post-soviétiques se passe d'abord dans des conditions de permanence de la conception soviétique du droit international d'un côté et du désir de trouver sa place dans la communauté internationale de l'autre. cette rénovation ayant ses particularités dans chaque etat ex-soviétique, a affecté non seulement la formation de la pensée juridique et la pratique diplomatique de ces etats, mais aussi les rapports entre les droits internes et le droit international. c'est à l'époque de la fin de l'antagonisme des blocs qu'on observe l'intégration des etats issus de l'urss dans le monde de la nouvelle répartition des forces /
International law is a « common language » but the vision of international law is far from being universal. It is a « multiplicity of particular national, regional, individual, institutional visions of international law. One can speak of the existence of regional American, Latin American, European, Asian, African approaches of law, but what about the geographical region of the former Union of Soviet Socialist Republics? In the XXth century one spoke about the Soviet conception of international law, which was a complex phenomenon, having its roots in the Russian legal school, combining the multiculturalism of the Russian Empire and the Soviet state and causing the division of the world into two blocks : Western and Soviet. For over twenty years that the Soviet Union no longer exists and the former Soviet states became independent and sovereign actors in the international arena. Can we therefore speak today about the existence of national approaches to international law of each state of the former USSR ? The objective of this thesis is to present the current state of doctrine and practice of the post-Soviet international law, considering the renewal of approaches of foreign policies of the post-Soviet states, and doctrinal concepts of international legal scholars. Does the post-Soviet doctrine of international law exist ? The contemporary international law is faced with challenges such as regionalization, globalization and the establishment of the rule of law in international law. Faced with these challenges, the doctrine and practice post-Soviet international law have been renewed. What approaches the post-Soviet states adopt in response to the contemporary challenges of regionalization, globalization and the establishment of the rule of law in international law?

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22

Patrukhina, Liubov. "À la recherche des particules modales dans les cours pour débutants ˸ étude expérimentale dans le cadre de l’enseignement-apprentissage de l’allemand langue étrangère en France et en Russie." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030037.

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Анотація:

Cette recherche a pour objet l’étude de l’enseignement-apprentissage des particules modales allemandes par un public non-germanophone de niveau débutant. Ce travail cherche en premier lieu à définir si l’introduction explicite et précoce de ces particules en classe d’allemand langue étrangère favorise leur production et leur compréhension. Deuxièmement, il tente de déterminer si la langue de scolarisation des apprenants influence le processus d’appropriation des particules modales allemandes. Le premier chapitre pose le cadre conceptuel du travail, en retraçant les principales notions mobilisées en linguistique et en didactique des langues : la linguistique contrastive, la linguistique de corpus, la théorie des actes de langage, les méthodes de l’enseignement-apprentissage des langues étrangères. Il présente également le corpus de l’allemand parlé recueilli à des fins didactiques auprès de jeunes germanophones. Le deuxième chapitre analyse les méthodes de présentation des particules modales dans les manuels et les grammaires de l’allemand langue étrangère ainsi que dans les dictionnaires et cahiers d’exercices consacrés à ce sujet. À la suite de cette analyse, nous proposons notre propre approche, basée sur deux supports innovants : des enregistrements didactisés de notre corpus et des tableaux bilingues qui expliquent en allemand, en français ou en russe le fonctionnement des particules modales. Le troisième chapitre expose la mise en œuvre de cette méthode lors d’une expérience didactique menée auprès d’apprenants franco-, russo- et sinophones. La thèse débouche sur des propositions méthodologiques pour l’enseignement-apprentissage des particules modales allemandes
The research presented in this dissertation analyzes the acquisition of German modal particles by beginner-level learners. This project seeks firstly to ascertain if introducing the particles early and explicitly into the German-as-a-foreign-language can help learners to understand and use them more effectively. Secondly, it attempts to determine whether learners’ mother tongue influences the acquisition process of German modal particles. The first chapter sets the conceptual background, retracing the concepts in linguistics and language didactics that are fundamental to this study: Contrastive Linguistics, Corpus Linguistics, and Speech Acts Theory, as well as Foreign Language Teaching Methods and Approaches. It also presents the corpus of young peoples’ spoken German collected specifically for the didactic purposes of this dissertation. The second chapter analyzes the different methods of teaching modal particles put forward in textbooks and grammar books, as well as in dictionaries and exercise books devoted to the subject. Following this review, I propose my own approach based on two innovative teaching tools: recordings from my corpus of spoken German, and bilingual tables with comments in German, French or Russian on how German modal particles function. The third chapter describes the implementation of my method by presenting the results from an experiment of teaching German-as-a-foreign-language to French-, Russian- and Chinese-speaking learners. The thesis ends with methodological recommendations for teaching German modal particles
Die vorliegende Dissertation hat zum Ziel, den Erwerb der Modalpartikeln durch DaF-Lernende auf Anfängerniveau zu untersuchen. Allem voran wird der Frage nachgegangen, ob und wenn ja wie, eine explizite und frühe Behandlung der Modalpartikeln im DaF-Unterricht deren Produktion und Verständnis fördern kann. Anschließend wird der Versuch unternommen, einen möglichen positiven Einfluss der Muttersprache auf den Erwerb deutscher Modalpartikeln herauszufinden. Das erste Kapitel setzt den theoretischen Rahmen der Dissertation, indem es linguistische und sprachdidaktische Konzepte darlegt, die grundlegend für diese Arbeit sind: kontrastive Linguistik, Korpuslinguistik, Sprechakttheorie und Methoden des Fremdsprachenunterrichts. Es wird außerdem das Korpus “Gesprochenes Deutsch junger Muttersprachler“ beschrieben, das gezielt für die didaktischen Zwecke der Dissertation zusammengestellt worden ist. Im zweiten Kapitel werden Ansätze und Methoden zur Einführung der Modalpartikeln durchleuchtet, die in modernen DaF-Lehrwerken und Grammatiken sowie in thematischen Lexika und Übungsbüchern eingesetzt werden. Im Anschluss wird die eigene Herangehensweise dargestellt, die auf zwei innovativen Lehrmaterialien fußt: Didaktisierte Audioaufnahmen aus dem Korpus und zweisprachige Tabellen, die auf Deutsch, Französisch oder Russisch den Gebrauch der Modalpartikeln erläutern. Im dritten Kapitel wird die Umsetzung dieses Ansatzes beschrieben, der im Rahmen eines experimentellen DaF-Unterrichts mit russisch-, französisch- und chinesischsprachigen Deutschlernenden auf die Probe gestellt wurde. Abschließend werden methodische Vorschläge zur Behandlung der Modalpartikeln im DaF-Unterricht gemacht

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23

Nguyen, Triet M. ""Little Consideration... to Preparing Vietnamese Forces for Counterinsurgency Warfare"? History, Organization, Training, and Combat Capability of the RVNAF, 1955-1963." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23126.

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This dissertation is a focused analysis of the origins, organization, training, politics, and combat capability of the Army of the Republic of Viet Nam (ARVN) from 1954 to 1963, the leading military instrument in the national counterinsurgency plan of the government of the Republic of Viet Nam (RVN). Other military and paramilitary forces that complemented the army in the ground war included the Viet Nam Marine Corps (VNMC), the Civil Guard (CG), the Self-Defense Corps (SDC) and the Civil Irregular Defense Groups (CIDG) which was composed mainly of the indigenous populations in the Central Highlands of South Vietnam. At sea and in the air, the Viet Nam Air Force (VNAF) and the Viet Nam Navy (VNN) provided additional layers of tactical, strategic and logistical support to the military and paramilitary forces. Together, these forces formed the Republic of Viet Nam Armed Forces (RVNAF) designed to counter the communist insurgency plaguing the RVN. This thesis argues the following. First, the origin of the ARVN was rooted in the French Indochina War (1946-1954). Second, the ARVN was an amalgamation of political and military forces born from a revolution that encompassed three overlapping wars: a war of independence between the Vietnamese and the French; a civil war between the Vietnamese of diverse social and political backgrounds; and a proxy war as global superpowers and regional powers backed their own Vietnamese allies who, in turn, exploited their foreign supporters for their own purposes. Lastly, the ARVN failed not because it was organized, equipped, and trained for conventional instead of counterinsurgency warfare. Rather, it failed to assess, adjust, and adapt its strategy and tactics quickly enough to meet the war’s changing circumstances. The ARVN’s slowness to react resulted from its own institutional weaknesses, military and political problems that were beyond its control, and the powerful and dangerous enemies it faced. The People’s Army of Viet Nam (PAVN) and the People’s Liberation Armed Forces (PLAF) were formidable adversaries. Not duplicated in any other post-colonial Third World country and led by an experienced and politically tested leadership, the Democratic Republic of Viet Nam (DRVN) and the National Front for the Liberation of Southern Viet Nam (NFLSVN) exploited RVN failures effectively. Hypothetically, there was no guarantee that had the US dispatched land forces into Cambodia and Laos or invaded North Vietnam that the DRVN and NFLSVN would have quit attacking the RVN. The French Far East Expeditionary Corps (FFEEC)’ occupation of the Red River Delta did not bring peace to Cochinchina, only a military stalemate between it and the Vietnamese Liberation Army (VLA). Worse yet, a US invasion potentially would have unnerved the People’s Republic of China (PRC) which might have sent the PLAF to fight the US in Vietnam as it had in Korea. Inevitably, such unilateral military action would certainly provoke fierce criticism and opposition amongst the American public at home and allies abroad. At best, the war’s expansion might have bought a little more time for the RVN but it could never guarantee South Vietnam’s survival. Ultimately, RVN’s seemingly endless political, military, and social problems had to be resolved by South Vietnam’s political leaders, military commanders, and people but only in the absence of constant PAVN and PLAF attempts to destroy whatever minimal progress RVN made politically, militarily, and socially. The RVN was plagued by many problems and the DRVN and NFLSVN, unquestionably, were amongst those problems.

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24

HSIAO, CHUNG CHUN, and 蕭仲淳. "CEO overconfidence and foreign exchange risk management." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/s5zk3p.

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Анотація:

碩士
國立中正大學
經濟系國際經濟學研究所
107
As more and more companies move toward internationalization, the importance of foreign exchange risk management to the company is gradually increasing. Many companies use derivatives for hedging, so what kind of company characteristics and international market variables will affect the company hedge decision is the goal that this study wants to explore. Because the management is responsible for the company's main operational decisions, and has a considerable degree of influence on the company's risk management decisions. Therefore, this study further examines the manager's personality by overconfidence, and explores how the personality traits of a company's managers affect the company's risk management decisions. The sample of this paper is based on the Taiwan listed and over-the-counter company from 2005 to 2017. The least square method is used to explore the relationship between manager's overconfidence and the sum of hedge positions in the case of different foreign currency assets or liabilities. Our results found that in the case of controlling year and industry fixed effect, overconfident managers will reduce the holding of foreign currency assets or liabilities. On the other hand, overconfident managers will reduce the sum of hedge positions, but after putting the company's characteristic variables and international market variables into the model, overconfident managers will increase the sum of hedge positions. In terms of company characteristic variables, the correlation between most variable and the sum of hedge positions is consistent with research expectation. Therefore,we believe that whether manager have overconfidence will influence the company's foreign exchange risk management decisions, and a company’s hedge positions will depend on company’s characteristics.

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25

Kuo, Hsin-Ju, and 郭欣如. "Gender Diversity on Boards/CEO and Foreign Shareholder." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/y9hgf8.

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Анотація:

碩士
國立彰化師範大學
財務金融技術學系
107
Based on the data of the non-financial industry companies listed on the Taiwan Stock Exchange from 2013 to 2017, this study examines the relationship between the gender diversity of the company's board of directors/CEO and foreign ownership. The results of the study show that companies with female directors have a relatively low foreign shareholding ratio on average, and the higher the number of female directors in the company, and the higher the proportion of female directors, the relatively low foreign ownership of female chairman. In addition, the study also found that the higher the proportion of independent directors of the company, the higher the foreign shareholding ratio, but when there are women among the independent directors, compared to the company without female independent directors have a relatively low foreign shareholding. The study also included the characteristics of directors such as seniority, busyness, professionalism, and education levels, and tested the robustness of gender diversity of board/CEO to foreign ownership. The empirical results of this study tend to support the view that the gender diversity of the board of directors will be unfavorable to the harmonious operation of the organization and reduce the efficiency of the organization. In particular, the developing countries may have professional insufficiency of female directors or the company’s efforts to attract regulatory attention and attract investor’s attention. The recruitment of female directors due to factors such as a corporate image or political rewards may not only make women's benefits in the board of directors unable to exert their substantive effects, but also cause negative impacts such as rising communication costs and organizational differentiation among directors.

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26

Kulchina, Elena. "Three Essays on Foreign Entrepreneurs." Thesis, 2012. http://hdl.handle.net/1807/34774.

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My dissertation focuses on foreign entrepreneurs—individuals who establish firms outside of their native countries. Despite the prevalence of foreign entrepreneurs, their strategic choices have received little attention in the research literature. For example, when starting a firm, an entrepreneur must decide whether to manage the business personally or hire a local manager, yet we know little about how this choice affects firm performance. To examine this issue, in the first study I use a novel dataset of foreign entrepreneurial firms in Russia and a visa policy change as an instrument for the owner-manager choice. Contrary to the expectation that foreign entrepreneurs would underperform local managers due to the liability of foreignness, I find that foreign owner-managers can benefit their firms: Exogenous assignment of a local manager in place of a foreign owner-manager reduces profits. Foreign owner-managers benefit their firms by hiring cheap native-country labor as well as through reduced agency costs. The second study examines how private benefits of occupying a managerial position affect an entrepreneur’s choice between owner-management and hiring an agent. I show that foreign entrepreneurs with a strong desire to reside in a host country are more likely to become owner-managers. These results are consistent with the idea that entrepreneurs expecting to gain private benefits from managing their firms are more likely to become owner-managers. Moreover, I demonstrate that entrepreneurs are willing to substitute the non-pecuniary benefits associated with relocation for firm profit. These findings add to a growing literature exploring the role of personal preferences in entrepreneurs’ strategic decisions, such as location choice and ownership structure. The third study examines the impact of media coverage on the location choices of foreign firms. Publicly available media information has largely been ignored by the location literature, perhaps because its impact on location choice is expected to be trivial. This study challenges this assumption: Using a new instrument for media coverage (a major anniversary of a city’s establishment date), I show that extensive foreign media coverage of a city increases the number of foreign entrants. Moreover, this effect is strongest for socially and geographically distant firms and entrepreneurs.

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27

FANG, MENG-KAI, and 方盟凱. "CEO Foreign Experience and Compensation-An Example of Taiwan-listed Companies." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/r52nxb.

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Анотація:

碩士
國立中正大學
經濟系國際經濟學研究所
107
This paper examines the relationship between the CEO's foreign experience (working experience and education) and compensation. The sample was collected from Taiwan Economic Journal (TEJ) database and includes listed companies in Taiwan from 2008 to 2016. This paper found that CEOs with foreign working experience or education have a significant positive impact on their compensation. In addition, Propensity score matching, two stage models and lead lag models are used to used to deal with related endogenous problems. Our results find that the compensation premium could be attributed to relationships with foreign experience rather than management skills.

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28

Osei, Bonsu Christiana. "Three Essays on Foreign CEOs." Thesis, 2020. http://hdl.handle.net/2440/127280.

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This thesis examines the impact of foreign CEOs on the corporate policies of publicly traded US companies. Using a sample of S&P 1500 firms from 2000 to 2017, this thesis exploits the variation in foreign CEOs’ international experience and national culture to analyse their impact on firm risk, capital structure decisions and corporate acquisitions. The first study examines the impact of foreign CEOs on the risk taking behaviour of their firms and management practices. The results show that, compared with domestic CEOs, firms managed by foreign CEOs have higher stock return volatility and idiosyncratic risk. We find that firms managed by foreign CEOs invest more in intangible assets and are more likely to do mergers and acquisitions. We document that foreign CEOs are not a homogenous group and that the legal origin of foreign CEOs matters in their risk taking behaviour. The results show that foreign CEOs who come from countries with better creditor rights take fewer risks than those from poor creditor rights countries. The results show that foreign CEOs have a significant impact on firm risk and corporate policies. The second study exploits the variation in the cultural background of foreign CEOs to analyse its impact on capital structure decisions. Using the cultural measure of individualism versus collectivism, we find that firms managed by foreign CEOs from individualistic cultures have higher leverage. We next examine the channels through which individualistic CEOs impact a firm’s capital structure and find that individualistic CEOs are more likely to issue debt than equity and adjust their target leverage at a faster speed than firms managed by foreign CEOs from a collective culture. The empirical evidence shows that firms managed by individualistic CEOs tend to have more short debt maturity. The results are robust to endogeneity checks using propensity score matching and the instrumental variable approach. The impact of individualism on capital structure decisions is also observed for firms managed by American CEOs born in individualistic states. Following the literature that international experience impacts manager’s strategic choices, the third study examines the impact of foreign CEOs on corporate acquisitions. The results show that foreign CEOs are more likely than domestic CEOs to do mergers and acquisitions (M&As). We find that firms managed by foreign CEOs are more likely to acquire targets in high-tech industries and targets operating in different 2-digit Standard Industry Classification (SIC) code industries. The results show that foreign CEOs are more likely to do cross border acquisitions. We examine the value implications of M&As undertaken by foreign CEOs and find that announcement returns for firms managed by foreign CEOs are lower. Overall, the results show that foreign CEOs have a significant impact on M&A outcomes.
Thesis (Ph.D.) -- University of Adelaide, Adelaide Business School, 2020

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29

Hsu, Ken-Yuan, and 許根源. "The Study of the Relationship between CEO Characteristics, Foreign Investment Decision and Corporate Performance." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jvz29b.

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Анотація:

碩士
靜宜大學
企業管理學系
107
Overseas market investment might bring high operating risks to its parent company. However, to expand the overseas market is an inevitable choice for a corporation's sustainable growth. What is more, it is a critical policy-making that will influence the performance of any corporation. The financial industry has always been one of the key industries for Taiwanese overseas investment. For any large enterprises, both the decisions of the overseas subsidiaries equity and the selection of investment locations need to rely heavily on the superb experience of the Chief Executive Officers (CEO). This study takes listed financial holding company in Taiwan as a research subject and uses Analysis of Variance (ANOVA) to conduct empirical research, hoping to find out the impact of the CEO's characteristics and his foreign investment decision on the parent company's operating performance. The result of the research indicates as follows: (1) There is a significant difference in the foreign investment of different equity to parent company performance. (2) There is a significant difference in the foreign investment of different location to parent company performance. (3) There is a significant difference in CEO characteristics like gender, educational background, positional tenure, and international experience to parent company performance. (4) There is a significant difference in the foreign investment of different location and different equity to parent company performance. (5) There is a significant difference in the foreign investment of CEO different characteristics, different location, and different equity to parent company performance.

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30

YU, HSUAN-HUI, and 游萱慧. "The Impact of Foreign Ownership on CEO and TMT Characteristics of Taiwan Semiconductor Industry." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/bk6tgt.

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Анотація:

碩士
靜宜大學
企業管理學系
107
The semiconductor industry is a highly specialized and advanced technologies industry. It has to integrate varieties of industries globally that precipitated the companies in those countries open their overseas markets. Chief Executive Officer (CEO) or Top Management Team (TMT), whose decision-makers of those companies possess different backgrounds to make the decisions of entering oversea markets and investments. They may have different decision opinions since their diverse backgrounds. This research employed cross-sectional data and multiple regression analysis to study Taiwan semiconductor companies. We investigated the effects of the experiences of CEO and TMT to their decisions on the ownership structure of overseas investments. These companies determine their ownership structure have the tendencies: (1) Senior CEOs tend to have low ownership structure; (2) TMT with more male members preferred high ownership structure, TMT with more management education incline high ownership structure, and TMT with more senior members preferred high ownership structure; (3) The companies of downstream industries in the supply chain have higher ownership structure than companies that are vertically integrated upstream to downstream.

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31

Hsieh, Fen-Jung, and 謝芬蓉. "Impact of CEO Characteristics and Firm Attributes on the Choice of Foreign Market Entry Timing and Entry Mode." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/36478652529035067169.

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Анотація:

碩士
銘傳大學
國際企業學系碩士班
93
The purpose of this dissertation is aimed at discussion the influences of (1) CEO characteristics (age, educational levels, international experience) and (2) firm attributes (firm size, R&D intensity, international motives) on the timing and mode of entry. Through logistis and multiple regression and t-test analysis, 85 firms are empirically analyzed. Finding of this study indicate that educational levels of CEO, firm size and export-oriented motives all significantly influence firm’s entry timing in Mainland china. Educational levels of CEO, international experience, firm size and local-oriented motives all significantly influence firm’s entry timing in Mainland china.

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32

Liškutín, Kamil. "The influence of China on CEE countries' foreign policy preferences." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-425740.

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The primary goal of this thesis is to address the validity of a popular premise that China has deployed a “divide et impera” strategy in relations with the European Union through the 16+1 Initiative. The contemporary literature predominantly focuses on the analysis of economic aspects. The thesis, however, deploys unique techniques to study non-economic aspects. As such the analysis was conducted via both comparison of state positions derived from the United Nation roll-call data and the speech similarities derived from the United Nations statements. The author concluded that the 16+1 initiative has led to only a very slight increase in similarity of the state’s preferences between the CEE countries and China.

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33

Cruz, Carolina Alexandra Moita da. "Determinantes da tempestividade do relato financeiro: O caso do Reino Unido." Master's thesis, 2021. http://hdl.handle.net/10071/23737.

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Анотація:

A atual dimensão, complexidade e volatilidade dos mercados de capitais torna a informação produzida pelas empresas num elemento chave para o seu funcionamento. Um dos atributos que o Relato Financeiro deve apresentar para que seja útil para a tomada de decisão dos seus utilizadores é a tempestividade. Na ausência da mesma, a assimetria de informação e desigualdade entre os investidores aumentam, gerando-se um ambiente de incerteza que conduz à ineficiência da cotação dos títulos e ao aumento do custo de capital. O presente estudo, baseado na Teoria da Agência e na Upper Echelon Theory, pretende contribuir para a investigação dos determinantes da tempestividade do Relato Financeiro. Mais especificamente, é analisado o impacto das características dos investidores e do corpo de gestão das empresas sobre o tempo que decorre entre o fim do ano financeiro das mesmas e a data de assinatura do relatório do auditor independente, através de uma Regressão Linear Múltipla e com base numa amostra de 228 empresas britânicas cotadas, nos anos de 2018 e 2019. Os resultados indicam que uma maior proporção de participações detidas por Investidores Institucionais Estrangeiros e um mais longo horizonte de investimento das mesmas contribui para uma divulgação mais célere do Relato Financeiro, ao passo que o género, perícia financeira e idade do CEO não são significativamente relacionados com a mesma. A presente investigação fornece, assim, evidência empírica da importância do investimento institucional, em especial o estrangeiro, como catalisador da tempestividade do Relato Financeiro.
The current dimension, complexity and volatility of capital markets turn the information produced by companies into a key element for its operation. One of the attributes that Financial Reports must present to be useful in their users' decision making process is timeliness. In its absence, information asymmetry and inequality among investors increase, creating an environment of uncertainty that leads to inefficiency in the pricing of stocks and to an increase in the cost of capital. Based on Agency Theory and Upper Echelon Theory, this study intends to contribute to the investigation of the determinants of timeliness of Financial Reporting. More specifically, it is analysed the impact of shareholders and company management’s characteristics on the time that elapses between the end of the firm’s financial year end and the date of signature of the independent auditor's report, through a Multiple Linear Regression based on a sample of 228 listed British companies, in the years 2018 and 2019. The results indicate that a higher proportion of stocks held by Foreign Institutional Investors and a longer investment horizon of these contribute to a faster disclosure of Financial Reports, while the gender, financial expertise and age of the CEO are not significantly related to the same. The present investigation, thus, provides empirical evidence of the importance of institutional investment, especially foreign, as a catalyst for the timeliness of Financial Reporting.

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34

Nikdel, Mohammad Ranjbar. "Analyzing the (non) alignment with the UN, EU and US Sanctions against Iran in the foreign policies of the CIS states." Master's thesis, 2013. http://hdl.handle.net/1822/26023.

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Анотація:

Dissertação de mestrado em International Relations
The aim of the present thesis is to explore the foreign policy of the five countries of the Commonwealth of Independent States (CIS) in the context of the hardened economic sanctions against Islamic Republic of Iran (IRI). The sanctions’ regime against Iran is a topical issue of world politics, especially in the context of the crisis of the non-proliferation regime. In the last few years, Iran was object of sanctions imposed by the United Nations (UN), the European Union (EU and the United States of America (USA). The sanctions introduced between 2005 and 2012 are the most severe ones in the history of the sanctions’ regime against Iran since 1979. The Hypothesis of the present thesis is that the position of the CIS states on sanctions would be different, according to the degree of the individual countries’ proximity (cultural, political, economic and geographic) with Iran. We also aim at exploring the ideational or rationalist nature of the foreign policy choices, and the stability of these choices, which is expected to be related to either the ideational or rationalist nature of the respective decisions. In the analysis of the five case studies – Azerbaijan, Belarus, Russia, Tajikistan and Ucrânia – we could not find examples of absolutely pure ideational policies or absolutely pure rationalism: all of them represent a mixture where both elements are present at least to some extent. These findings corroborate the postulates of the so-called third debate between rationalism and constructivism whereby the two paradigms complete rather than compete with each other. When determining our Hypothesis, we expected the ideational decisions of nonalignment to produce a consistent and stable foreign policy posture, while rationalist-induced options were expected to favour a shift. Our findings demonstrate that, out of the five cases, Belarus, Tajikistan and Azerbaijan are more consistent in their position about (non)alignment with sanctions against Iran, while Russia and Ukraine were found to be non-consistent, i.e. they change their position (although Ukraine’s position has been determined by a fundamental change in the very foundations of its foreign policy priorities). Our findings shed light upon different motivations for (non) alignment with sanctions amongst CIS states, while sharing an important feature: in contrast to other actors, CIS states take into account regional considerations and, eventually, they understand the role of Iran as an international actor other than that the current academic and political debate depicts.
O objetivo primordial da presente dissertação é analisar a política externa dos cinco países da Comunidade de Estados independentes (CEI) no contexto das sanções económicas contra a República Islâmica do Irão (RII). O regime de sanções contra o Irão é uma questão mandatória na agenda política mundial, especialmente no contexto da crise do regime da não-proliferação. Nos últimos anos, o Irão tem sido alvo de sanções das Nações Unidas (ONU), da União Europeia (UE) e os Estados Unidos da América (EUA). As sanções introduzidas entre 2005 e 2012 são as mais graves na história do regime de sanções contra o Irão desde 1979. A hipótese da presente dissertação parte do pressuposto de que a posição dos Estados da CEI sobre as sanções seriam diferentes, de acordo com o grau de proximidade de cada um dos países em apreço (cultural, política, económica e geográfica) com o Irão. Foi ainda nosso objetivo explorar a natureza ideacional ou racionalista das opções de política externa e a estabilidade destas escolhas, sendo expectável materializar-se uma relação com a natureza ideacional ou racionalista das respectivas decisões. Na análise dos cinco estudo de caso – Azerbaijão, Belarussia, Russia, Tadjiquistão e Ucrânia – não identificámos exemplos de políticas ideacionais absolutamente puras ou racionalismo absolutamente puro: encontrámos uma mistura onde ambos os elementos estão presentes, pelo menos em certa medida. Estes resultados corroboram os postulados do chamado terceiro debate entre racionalismo e construtivismo segundo o qual os dois paradigmas se completam em vez de competirem entre si. Ao determinar a nossa hipótese, esperávamos que as decisões ideacionais de não-alinhamento produzissem uma política externa consistente e estável, sendo expectável que as opções induzidas racionalistas favorecessem a possibilidade de uma mudança. O nosso estudo demonstra que, dos cinco casos analisados, a Belarrússia, o Tadjiquistão e o Azerbaijão são mais os consistentes no que se reporta ao seu (não) alinhamento com as sanções contra o Irão, enquanto que a Rússia e a Ucrânia parece não assumirem posições consistentes, ou seja, alteram a sua posição (embora a posição da Ucrânia tenha sido determinada por uma alteração fundamental dos alicerces das suas prioridades de política externa). Os resultados de nossa investigação evidenciam motivações diversas relativamente ao (não) alinhamento com sanções entre os Estados da CEI, identificando-se uma característica em comum: contrariamente aos outros atores, os estados que integram a CEI espelham considerações regionais e, eventualmente, consideram que o Irão é um ator internacional que desempenha um papel diferente daquele que percebemos no debate académico atual.

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35

Macedo, Mariana Carvalho. "A Política Externa Russa para os Países da Comunidade de Estados Independentes (CEI)." Master's thesis, 2016. http://hdl.handle.net/10362/19727.

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Durante as governações de Vladimir Putin (2000-2008) e Dmitry Medvedev (2008- 2012) o antigo espaço soviético, representado pela Comunidade de Estados Independentes (CEI), foi o principal vector da política externa da Federação Russa. Esta investigação procura analisar a relação que existe entre a Rússia e a CEI, e ao mesmo tempo perceber quais as influências que moldam este relacionamento. Se a relação obedece apenas às políticas desenvolvidas pelo Kremlin. Se, e de que forma, o espectro doméstico russo influência o Kremlin no desenvolvimento das relações com este espaço. E se as acções desenvolvidas pela Aliança Atlântica e pela União Europeia, assim como os seus interesses nesta região, influenciam e condicionam de alguma forma as relações Rússia-CEI e o comportamento de Moscovo. A investigação permitiu concluir que, entre outras, as respostas e políticas da Federação Russa relativamente à CEI respondem às necessidades das elites e sociedade russa.
During the governance periods of Vladimir Putin (2000-2008) and Dmitry Medvedev (2008-2012), the former soviet space, now represented by the Commonwealth of Independent States (CIS), was the main vector of Russia’s foreign policy. This research’s intent is to analyse the relationship established between Russia and the CIS as well as comprehending the influences that shape this connection. If the relationship complies with Kremlin conducted policies alone. If, and in which way, the Russian domestic spectre exerts influence on the development of Kremlin’s relations with that space. And if the actions taken by the North Atlantic Alliance and by the European Union, as well as their interests in this region, influence and condition in any way Russia-CIS relations and Moscow’s behaviour. The research conducted has led to the conclusion that, amongst others, the answers and policies adopted by the Russian Federation in regards to the CIS correspond to the needs of Russia’s elites and society

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Silva, Rosa Maria Ferreira Mourão da. "Etapas processuais do trabalho de casa e efeitos auto-regulatórios na aprendizagem do inglês: um estudo com diários de TPC no 2.º ciclo do ensino básico." Doctoral thesis, 2009. http://hdl.handle.net/1822/9759.

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Tese de doutoramento em Educação (área de especialização de Psicologia da Educação)
A presente dissertação centra-se no estudo do Trabalho de Casa (TPC), entendido com um processo temporal tripartido (Cooper, 2001), integrando três diferentes etapas - preparação/prescrição na escola, realização em casa, e controlo e feedback providenciado, de novo na escola. Ferramenta instrutiva universal e intemporal, influenciada por um largo espectro de factores e variáveis de ordem pessoal, comportamental e ambiental, afectos aos diferentes actores intervenientes no seu processo (professores, alunos e pais), o TPC transborda complexidades. Historicamente o TPC tem marcado presença na literatura internacional com estudos fortemente focalizados na avaliação dos seus efeitos através da variável tempo gasto no TPC e demasiado centrados na óptica de professores e pais, conhecendo-se muito pouco ainda das emoções e motivações experienciadas pelos alunos durante a realização do TPC, do impacto do completamento das tarefas prescritas na qualidade das suas aprendizagens e no seu aproveitamento académico. Com revigorada presença na literatura internacional em anos bem recentes, o TPC desvenda-se agora como estratégia educativa com assumido potencial de auto-regulador das aprendizagens. Respaldados na teoria sociocognitiva da aprendizagem auto-regulada e indicadores de modelos de TPC de forte matiz auto-regulatório (e.g., Trautwein et al., 2006a,b), empreendemos um percurso exploratório das três etapas do processo do TPC tomando as tarefas prescritas como objecto de análise e lançando agarras para o estudo aqui apresentado e analisado. Focalizando o nosso estudo na disciplina de Inglês e em alunos do 2.º Ciclo do Ensino Básico, desenvolvemos três linhas de investigação centradas em dois eixos de movimentação – variáveis de TPC a nível do aluno e variáveis de TPC a nível do professor. Tendo por base diários de TPC, repetidamente recolhidos no espaço temporal entre dois testes, num universo de 591 alunos, do 5.º e 6.º ano de escolaridade, e respectivos professores, avaliamos, numa primeira linha de investigação, através de análises de regressão linear, o poder preditor de um conjunto de variáveis de TPC de Inglês - nível aluno – (e.g., dificuldade percebida na realização dos TPC; esforço percebido na realização dos TPC; número de TPC realizados) das variáveis motivacionais, auto-regulação e auto-eficácia no domínio, da variável de trabalho, tempo de estudo pessoal, e da variável de rendimento proximal, nota do teste, tendo com anterioridade analisado o poder preditor destas últimas variáveis sobre o rendimento final, nível obtido no 2.º período a Inglês. Numa segunda linha de investigação, recorrendo a análises estatísticas ANOVAs, analisamos o impacto das diferentes tipologias de tarefas de TPC prescritas e das diferentes tipologias de feedback de TPC providenciado pelos vários professores nas anteriormente referidas variáveis motivacionais, de trabalho e de rendimento proximal. Por último, numa terceira linha de investigação, recorrendo a testes de qui-quadrado, analisamos o grau de conformidade entre o tempo de TPC estimado pelo professor e o tempo de TPC gasto pelo aluno na realização. Os resultados obtidos relevam o importante papel do TPC como potenciador da auto-regulação das aprendizagens dos alunos e, consequentemente, do seu aproveitamento académico, sugerindo um indispensável revigoramento e refinamento desta estratégia de ensino-aprendizagem, por parte dos docentes, e uma merecida valorização pelos educadores em geral.
The present dissertation focus on the study of homework understood as a time process divided into three different phases (Cooper, 2001) – homework preparation and assignment at school; homework completion at home; homework control and feedback back at school. Although homework is an ancestral worldwide used instructional tool it also happens to be a very complex educational strategy due to the fact that it is influenced by a large number of personal, behavioral and contextual factors and variables concerning the three actors participating in the process (teachers, students and parents). Homework has a long historical tradition in international literature, however, as most studies focus on the variable time spent on homework or deal with teachers and parents’ perspectives on the subject, empirical evidence of the emotions and motivations experienced by students while completing the assigned homework tasks at home, of the impact of homework completion on students’ learning process and on their academic achievement is still lacking. In recent years homework appears with renewed vigor in literature due to its assumed potential as a privileged selfregulatory learning tool. Anchored on the social cognitive perspective of self-regulated learning and on self-regulatory models of homework (e.g., Trautwein et al., 2006a, b) and taking the homework assignments as object of study, the three phases of the homework process are visited and analyzed providing a theoretical basis to the research study developed and presented in this work. Centered on a specific domain – English Foreign Language (EFL) – and enrolling students attending 5th and 6th grades Portuguese compulsory education and their teachers, our empirical study includes three lines of research rotating on two different axes – homework variables both at student level and at teacher level. The study is based on homework diaries, collected repeatedly along a period of time between two unit tests in a sample of 591 students and corresponding teachers. In a first line of research, regression analyses have been conducted to evaluate the predictive power of a set of English homework variables at student level (e.g., perceived difficulty in completing the homework assignments; perceived effort in completing the homework assignments; number of homework assignments completed) on the motivational variables, self-regulation and self-efficacy in the domain, on the work variable, time spent at home studying for school, and on the variable of immediate outcome, unit test grade, after having evaluated the later variables as predictors of the long term measure class grades (end of term grades). In a second line of research, ANOVAs have been conducted to analyze the effect of the different types of homework tasks assigned and of the different types of homework feedback provided by the teachers on the previously mentioned motivational, work and immediate outcome variables. In a third and last line of research, by means of Chisquare analyses teachers’ reports of estimates of homework time and students’ reports of time spent on homework have been compared in order to evaluate the level of congruency and association between them. Our findings underline the important role played by homework on the enhancement of students’ self-regulated learning and, consequently, on their academic achievement, suggesting how invaluable the refined use of this teaching and learning strategy can be whenever its instructional quality is improved, a lesson that teachers and educators should be taught in order to better value and continue to rely on the potential of this ancestral educational tool.
Fundação para a Ciência e a Tecnologia (FCT) - (PTDC/CED/66503/2006) - projecto de investigação “Processos auto-regulatórios e rendimento académico, Fundamentos pessoais e sociais”

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Brzková, Šárka. "Knížky prvního čtení a jejich modifikace pro výuku němčiny jako cizího jazyka." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411739.

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The diploma thesis deals with the book genre Erstlesebuch (book for beginner readers) as educational material in the context of foreign language education at the levels of Basic Users (A0/1-A2). In the context of first language teaching, this specific genre belongs to the field of literature, the didactic of literature, and the didactic of reading. The goal of this diploma thesis is to present different possibilities of didactic activities with Erstlesebuch in the context of second language teaching and to formulate criteria for choosing an appropriate text. The theoretical part describes the context of foreign language education and the role of literature in this context, with consideration for the Common European Framework of Reference for Languages. The theoretical part also presents the specifics of the book genre Erstlesebuch itself. The empirical part of this thesis is based on several investigations: firstly on a complex analysis (readability and text structure) of six Erstlesebuch and secondly on empirical research in reading with schoolchildren at higher grades of an elementary school (children at the age of 13-15). These results are compared to the results of similar research done with Austrian beginner readers (children between the ages of 7 and 9). The final part of the thesis concludes...

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