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1
Pooley, Timothy John. "Grammatical and phonological variation in the working-class French of Roubaix." Thesis, University College London (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416088.
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2
Carel, Sheila Marie. "Performing virtual ethnographies of communication in the high school French class : a case study /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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3
Wemp, Brian A. (Brian Alan). "The Paris Commune and the French right : the reaction of the bourgeoisie." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23857.
Повний текст джерелаАнотація:
The historiographic struggle over the representation of the Paris Commune, as begun by the daily press in 1871 and continued in the works of many subsequent scholars, is in fact part of a larger ideological battle. This thesis argues that in order to understand the significance of the Commune, it is necessary to return to contemporary writings. It studies the bourgeois reaction to the Paris Commune using as source material diaries, correspondence and monographs of upper class observers of the Commune. Through these writings, the Commune is seen as a socialist threat to bourgeois stability, and a sign of the disintegration of the ideals of the French Revolution.
4
Garcia, Castillo Erin. "Making short films in French class : the role of collaborative short films projects in social cohesion and student engagement in the Core French classroom." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43456.
Повний текст джерелаАнотація:
Based on the principles of social constructivism, multiliteracies and Freire’s (1970) critical pedagogy concept of dialogue, I observed and reflected upon my current practices as a teacher of additional languages. The main purpose for this study was to examine the role of creating collaborative short films in social cohesion and student engagement in the Core French classroom. The study included one grade 10 Core French class who explored course content (television and film genres) by creating their own collaborative short films. The short film unit, including an optional show casing in the school theatre, took place over a span of 5 weeks. I collected data through a variety of forms: field notes, journal reflections, questionnaires, focus groups, and interviews. Once data were collected, I used an arts-based approach (screenplay writing) to both analyze and disseminate my findings. The research-based screenplay that I wrote is based on the data and I share this writing in the thesis along with an analysis of this artistic process which deconstructs the screenplay for the reader. I shared the screenplay with participants to seek further insights and feedback. My findings and discussions are largely based on understandings gleaned from the process of writing the screenplay.
5
Levillain, Stève. "Naissance et évolution d’une mentalité populaire urbaine au XXe siècle: paysage urbain et litterature populaire." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5802.
Повний текст джерелаАнотація:
The literatures of Immigration from North Africa to France represent one of the constitutive fields of investigation for Postcolonial Francophone studies. As such, approaches to this are often locked in a postcolonial perspective. Through my courses in 20th century literature, I discovered several aspects of literature of immigration that relate to French popular literature. In light of this, my dissertation establishes a link between these two literary genres by analyzing the evolution of urban spaces in the Parisian periphery. The primary objective of this dissertation is to translate aspects of the contemporary issues of the French banlieues from a purely postcolonial perspective to questions of institutional choices in French city planning over the course of the past hundred and fifty years. The underlying assumption is that the spatial transformation that has taken place has affected the social interactions of the inhabitants and contributed to the evolution of a working class mentality. The expectation is that in-depth understanding of this interaction will allow me to explore the socio-cultural situation in France’s suburbs today.
Beginning with the renovation of Paris, undertaken by Haussmann in the second half of the nineteenth century, each of the five chapters of my dissertation corresponds to a particular moment of this evolution. For every chapter, I analyze the characters’ relationships with their spatial surroundings, as well as the nature of their social interactions with other residents. The first novels are the only ones of my corpus set in the interior part of Paris. As more and more of the urban working class is driven outside of the city limits by the renovations and the rapidly developing industry in the periphery, the texts illustrate the increasing social isolation and loss of agency for the characters. In aligning popular literature and literature of immigration on the same axis, my focus lies primarily on the geographical space, the banlieue, and its transformation in time.
6
Jurkowitz, Lisa Amy. "Interaction, Meaning-Making, and Accuracy in Synchronous CMC Discussion: The Experiences of a University-Level Intermediate French Class." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193602.
Повний текст джерелаАнотація:
A primary goal of foreign language instruction today is to increase opportunities for authentic communication among students. One way to accomplish this is through synchronous computer-mediated classroom discussion (CMCD). While this electronic medium is highly interactive and beneficial for second language acquisition (SLA) on many levels, studies have noted that learner output in CMCD is often inaccurate. In order to heighten students' attention to features of the target language (TL), SLA research suggests integrating a focus on form (FonF) within meaning-based activities. In the CMCD literature, however, FonF has not been widely treated. The current study addresses this gap by documenting the linguistic and interactional features present in intermediate, university-level French students' synchronous discussions. Furthermore, students' perceptions of their general experience with CMCD are qualitatively examined.In this study, students participated in CMCD once a week, for 16 weeks. Discussion prompts encouraged them to use their French meaningfully to communicate with each other while paying attention to accuracy. To make form salient, students set pre-chat language goals; their transcripts were graded on both content and accuracy; they received whole-class and personalized feedback on their transcripts; and they corrected a percentage of their errors. Results show that balancing the concurrent pressures of form and content was challenging for the students. Likely determined by their proficiency level as well as the medium of CMCD itself, students produced mainly short and simple messages in the present tense; used an average range of vocabulary; and wrote with variable grammatical accuracy. As for being accountable for their language usage, students responded very well. Most importantly, focusing on form was not found to be incompatible with students' ability to engage in rich, meaningful, and enjoyable communication. While focusing on accuracy, students shared their opinions and aspects of their personal lives while remaining in the TL. Moreover, they used French for a range of social, strategic and interactional functions. Students also reported the overall experience as highly motivating and rewarding. These findings point to CMCD as a valuable means of increasing authentic classroom communication and indicate that attention to form need not be sacrificed in the process.
7
Williams, Carla Denise. "When the pen becomes a sword: Race and class consciousness in the literature of the West Indian writers Jacques Roumain, Etienne Lero, Gilbert Gratian." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/511.
Повний текст джерелаАнотація:
This thesis considers the influence of three West Indian writers who contributed to the development of Negritude as a literary, social and political phenomenon. The author shows that the racial awareness central to the Negritude movement was strongly affected by the experiences in Haiti and Martinique in particular. The thesis is comprised of three chapters and a conclusion. The first examines the awakening of racial consciousness in Paris in the 1930s and ‘40s, placing those developments in literary and historical perspective. This chapter also serves as an introduction to the milieu of West Indian and black American writers who were aggressively active in deriving a literary response to racial oppression. The second and third chapters analyze the roles of individual writers. The second chapter probes the writings of Jacques Roumain. He made an impression with his Marxist analysis of the Haitian situation, pushed for an “indigenous” Haitian literature, and developed the peasant novel. By using excerpts from essays, poems, and his novel, Gouverneurs de la Rosee, the writer details the influence of this Haitian author on Negritude writers. The third chapter considers two lesser—studied writers, the Martinicans Etienne Lero and Gilbert Gratiant. Gratiant embraced the mixed cultural heritage of Martinique, while Lero fought for an African outlook in initiating Legitime Defense, and through other contributions. An exploration of a small sampling of their work will help to clarify the context of color and caste in Martinique. The conclusion summarizes the authors’ social critique of French civilization and shows that the experiences of the West Indian authors discussed in the thesis influenced the principal leaders of Negritude--Leopold Sedar Senghor, Leon Damas and Aime Cesaire--and that this can be seen in the conceptions the Negritude movement embraced.
8
Harrison, Carol Elizabeth. "The esprit d'association and the French bourgeoisie : voluntary societies in eastern France, 1830-1870." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670277.
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9
Hart, David Mercer. "Class, slavery and the industrialist theory of history in French liberal thought, 1814-1830 : the contribution of Charles Comte and Charles Dunoyer." Thesis, University of Cambridge, 1993. https://www.repository.cam.ac.uk/handle/1810/272655.
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10
Roe, Rebecca Suzanne. "Fashioning a utopian ideal : dress and undress in the work of Pierre-Auguste Renoir /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p1426100.
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11
Baroutsaki-Tsirigoti, Sofia. "La littérature au service de l'interculturalité dans la classe de FLE en Grèce et l'apport des nouvelles technologies." Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL087.
Повний текст джерелаАнотація:
Même si la didactique des langues, en l’occurrence du FLE, les sciences pédagogiques, les recherches en didactique de la littérature et le CECRL promeuvent la littérature dans le cours de langue comme « un objet clairement repérable, clairement délimité » (Schneuwly B., 1998, p. 270 sq.), cela ne signifie pas cependant qu’elle s’y trouve entièrement intégrée. À ce titre, les textes littéraires sont envisagés comme l'un des types de documents susceptibles d'être abordés dans l'enseignement des langues et leur exploitation sert plusieurs finalités, décrites dans les descripteurs du CECRL. La place de la littérature en didactique du FLE est ambiguë et la fréquence du recours au texte littéraire en classe de langue ne paraît pas être privilégiée selon le constat des chercheurs et les réactions des enseignants grecs interrogés pour cette étude. L’exploitation des textes littéraires peut se réaliser d’une façon esthétique par contact direct avec l’œuvre, d’une façon artistique par l’éveil des sens, et d’une façon symbolique par l’analyse critique. Parmi tout cela, la dimension particulièrement délicate, mais fondamentale de l’éducation interculturelle ressurgit comme modalité de mise en relation des langues et des cultures dans la perspective d’un monde en changement. La présente recherche qui s’est réalisée dans un contexte hellénique, vise à proposer une nouvelle approche du fait littéraire en classe de FLE. En effet, la démarche prônée propose une exploitation de la littérature aux dimensions pragmatiques de la communication mettant en jeu des savoirs linguistiques, des savoir-faire et des savoir-être socioculturels. La réflexion se porte d’une part sur « l’aptitude à comprendre et à se faire comprendre dans la langue considérée » (Porcher L. et Groux D., 1998, p. 7) et d’autre part sur la libération des compétences langagières des apprenants. Sa spécificité s’édifie sur des formes complexes de médiatisation et de médiation de la séquence numérique « Victor Hugo : un homme, une histoire » agissant sur les cinq facettes de l’apprentissage : information, motivation, activités, interaction, production. Il s’agit de mailler l’enseignement-apprentissage du FLE et le déploiement d’une formation interculturelle au support de la littérature par un processus interactif dans un cadre culturel mouvant à l’ère du numérique. La faisabilité et la pertinence de l'utilisation des textes littéraires et de l’exploration du fait littéraire au moyen de ce dispositif hybride d’approche de la littérature comme « science de la vie » sont examinées. La mise en relation du cadre des références de cette étude, de la proposition didactique, de sa pratique en classe de FLE avec les résultats obtenus et leur analyse, permet d’esquisser les apports de telles pratiques à la situation hellénique de l’apprentissage du FLE qui pourraient faire avancer les réflexions didactiques plus généralement. Littérature et culture de l'information se rejoignent dans cette éducation progressive, en fonction du niveau de langue (B2-C1 du CECRL), des connaissances acquises et des objectifs fixés tout en avançant les aspects langagiers, culturels et interculturelAlthough language didactics, in this case FLE (French as a foreign language), pedagogical sciences, research in didactic literature and the Common European Framework of Reference for Languages promote literature in the language course as “a clearly identifiable, clearly delimited object” (Schneuwly B., 1998, p. 270 sq.), this does not mean that it is fully integrated. As such, literary texts are envisioned as one of the type of documents which can be used in languages teaching and their usage serves several purposes, described in the descriptors of the Common European Framework of Reference for Languages. The place of literature in didactics of French as a foreign language is ambiguous and the frequency of the use of literary text in language classes does not seem to be preferred according to the findings of the researchers and the reactions of the Greek teachers interviewed for this study. The exploitation of literary texts can be achieved in an aesthetic way by direct contact with the work, in an artistic way through the awakening of the senses, and in a symbolic way through critical analysis. Among all this, the particularly delicate but fundamental dimension of intercultural education resurfaces as a way of connecting languages and cultures in the perspective of a changing world. This research, carried out in a Greek context, aims to propose a new approach to literary teaching in FLE classroom. Indeed, the advocated approach proposes the exploitation of literature with pragmatic dimensions of communication involving linguistic knowledge, know-how and socio-cultural know-how. The discussion focuses on “the ability to understand and be understood in the language in question” (Porcher L. and Groux D., 1998, p. 7), on the release of the language skills of learners. Its specificity is built on complex forms of mediatization and mediation of the digital sequence “Victor Hugo: a man, a story” acting on the five facets of learning: information, motivation, activities, interaction, production. The aim is to combine the teaching and learning of the FLE and the deployment of intercultural training in support of literature through an interactive process in a cultural context shifting in the digital age. The feasibility and relevance of the use of literary texts and the exploration of literary fact through this hybrid approach to literature as “life science” are studied. The linking of the framework of the references of this study, the didactic proposal, its practice in the FLE classroom with the results obtained and their analysis, makes it possible to outline the contributions of such practices to the Greek situation of the learning of the FLE which could advance didactic reflections more generally. Literature and information culture come together in this progressive education, depending on the level of language (B2-C1 of the CECRL), the knowledge acquired, and the objectives set, while advancing the linguistic, cultural, and intercultural aspects
12
Areyuna-Villalobos, Héctor (published under the name Santini Adrián). "Los tres Antonios, en El sueño de la historia, de Jorge Edwards." Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25643.
Повний текст джерелаАнотація:
This text focuses on three historical characters: "The three Antonios", with emphasis on the third character, who was born in Chile and whose name is Jose Antonio de Rojas. The three characters come from the novel The Dream of History (2000), by Jorge Edwards. Two ofthem were French and the third one was Chilean. The thing that they had in common was that they were influenced by the French Enlightenment. They lived in Chile during Spanish Colonialism at the end of the 18th century and at the beginning of the 19th century. This historical period was full of political, social and military conflicts, which led to the establishment of aRepublic in Chile. However, this process of liberation was not unique for this country but took place in the whole American Continent. The text is characterized by a very parodic language and this parody has a specific function, i.e., to highlight identity related factors such as nation, language, class, gender and ethnicity. This is achieved by questioning and making illegitimate (invalid) the CUlTent discourse ofhistoriography.
13
Haugeard, Philippe. "Du "Roman de Thèbes" à "Renaut de Montauban" : une genèse sociale des représentations familiales /." Paris : Presses universitaires de France, 2002. http://catalogue.bnf.fr/ark:/12148/cb38925785s.
Повний текст джерелаАнотація:
Texte remanié de: Th. doct.--Études médiévales--Paris 4, 2001. Titre de soutenance : Héritage, relations fraternelles et imaginaire familial dans la littérature narrative du XIIe siècle.Bibliogr. p. 291-299. Index.
14
Rosa, Pollyana Ferreira. "A comédia satânica de Honoré Daumier: a caricatura política na aurora da comunicação de massas." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-22092015-111638/.
Повний текст джерелаАнотація:
Destacaremos nessa pesquisa alguns aspectos da obra de Honoré Daumier na França no período da Monarquia de Julho (1830-1848) e da Segunda República (1848-1851). Mais especificamente: como o artista analisou e representou o período de 1830-35 e seus principais personagens e acontecimentos, momento de luta política aberta graças à liberdade de imprensa e caricatura; aspectos da \"estética antiburguesa\" de Daumier diante da forte censura, de 1835 a 1848, nos casos do personagem Robert Macaire e de cenas de contraposição trabalhador x burguês; e, o personagem Ratapoil, alegoria da ideologia bonapartista, durante o curto espaço da República, 1848-1851. Dado que esse período é marcado pelo processo de formação da consciência de classe dos trabalhadores franceses, bem como pela difusão da litografia como meio de reprodução imagens - a partir de então aptas a comentar o cotidiano como a imprensa escrita -, sugerimos que a caricatura, cuja função seria mostrar \"o outro lado\" do que retrata, tenha se tornado uma das armas políticas em condições de influenciar não apenas os debates, mas a mobilização política. Pois, durante tal processo, Daumier não apenas tomou parte ao lado dos movimentos trabalhadores e republicanos de maneira coerente. Mais que isso, desenvolveu uma estética caricatural realista ao extremo - sem fundar-se na representação mimética. Uma caricatura realista no sentido de calcada nos acontecimentos históricos e na introdução, nas imagens, de elementos reais que remetem a tais fatos ou personagens recentes, e apresenta-se em imagens alegóricas de fácil leitura. Tal desenvolvimento da caricatura ter-se-ia dado no intuito de comunicar ideias e análises políticas de modo claro e preciso e, assim, tentar inverter as versões e discursos \"oficiais\", ou ainda, \"contra-comunicar\".This dissertation highlights aspect of the work of Honoré Daumier in France during the July Monarchy (1830-1848) and the Second Republic (1848-1851). Particular emphasis was placed on: how the artist analyzed and represented the period from 1830 to 1835, the main characters and events of these years, a time of open political struggle thanks to freedom of press and thanks to the use of caricature; aspects of the \"anti-bourgeois aesthetic\" of Daumier and its strong opposition to censorship from 1835 to 1848, with the character Robert Macaire and scenes of conflict between the bourgeoisie and the proletariat; and aspects of the character Ratapoil, an allegory of the Bonapartist ideology, during the short period of the Republic, 1848-1851. Considering the fact that this period is marked by the formation of class consciousness of the French workers as well as by the spread of lithography as a means of image reproduction -- henceforth fit to comment on daily life as the written press was - it is suggested that caricature, which has the function of showing \"the other side\" of what it portrays, became one of the political weapons able to influence not only the political debates, but the political mobilizations. That is so because during such process Daumier not only took part alongside the workers movement and the Republicans, but he also developed a extremely realistic cartoon aesthetic -- not based in mimetic representational forms. His caricature was realistic in the sense that it was grounded in historical events and the use of real elements that made reference to events or characters of the time, and is presented in allegorical pictures of easy reading. This could be the result of the artist\'s intention to communicate ideas and political analyzes in a clear and precise manner, and thus invert \"official\" discourses and versions, or even \"counter-communicate\".
15
Dengate, Jacob. "Lighting the torch of liberty : the French Revolution and Chartist political culture, 1838-1852." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/eee3b4b8-ba1e-48bd-848e-26391b96af26.
Повний текст джерелаАнотація:
From 1838 until the end of the European Revolutions in 1852, the French Revolution provided Chartists with a repertoire of symbolism that Chartists would deploy in their activism, histories, and literature to foster a sense of collective consciousness, define a democratic world-view, and encourage internationalist sentiment. Challenging conservative notions of the revolution as a bloody and anarchic affair, Chartists constructed histories of 1789 that posed the era as a romantic struggle for freedom and nationhood analogous to their own, and one that was deeply entwined with British history and national identity. During the 1830s, Chartist opposition to the New Poor Law drew from the gothic repertoire of the Bastille to frame inequality in Britain. The workhouse 'bastile' was not viewed simply as an illegitimate imposition upon Britain, but came to symbolise the character of class rule. Meanwhile, Chartist newspapers also printed fictions based on the French Revolution, inserting Chartist concerns into the narratives, and their histories of 1789 stressed the similarity between France on the eve of revolution and Britain on the eve of the Charter. During the 1840s Chartist internationalism was contextualised by a framework of thinking about international politics constructed around the Revolutions of 1789 and 1830, while the convulsions of Continental Europe during 1848 were interpreted as both a confirmation of Chartist historical discourse and as the opening of a new era of international struggle. In the Democratic Review (1849-1850), the Red Republican (1850), and The Friend of the People (1850-1852), Chartists like George Julian Harney, Helen Macfarlane, William James Linton, and Gerald Massey, along with leading figures of the radical émigrés of 1848, characterised 'democracy' as a spirit of action and a system of belief. For them, the democratic heritage was populated by a diverse array of figures, including the Apostles of Jesus, Martin Luther, the romantic poets, and the Jacobins of 1793. The 'Red Republicanism' that flourished during 1848-1852 was sustained by the historical viewpoints arrived at during the Chartist period generally. Attempts to define a 'science' of socialism was as much about correcting the misadventures of past ages as it was a means to realise the promise announced by the 'Springtime of the Peoples'.
16
Saint-Roman, Julien. "Le geste et la révolution : Pratiques sociales et modernité politique des ouvriers de l’arsenal de Toulon (vers 1760 - vers 1815)." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3053.
Повний текст джерелаАнотація:
Ce travail porte sur les pratiques sociales et la politisation des ouvriers de l'arsenal de Toulon à la fin de l'époque moderne et durant la Révolution française, pour comprendre, par « en bas », comment naît un collectif nouveau : la classe sociale. Cette étude s'appuie sur des archives peu ou pas utilisées en histoire navale. Les sources médicales, judiciaires et notariées, sans négliger les correspondances officielles et les registres matriculaires ou cadastraux, permettent de découvrir toutes les dimensions, individuelles et collectives, des comportements quotidiens des travailleurs toulonnais. À partir des années 1760, les nouveaux rapports d'autorité dus à l'apparition du contremaître et de l'ingénieur, et la mise en oeuvre du libéralisme économique obligent les ouvriers à reformuler les contours de leur identité laborieuse basée sur les routines des chantiers et les expériences en mer. En revanche, la forte proportion de Méridionaux, la puissante reproduction sociale et la ségrégation socio-spatiale à l'intérieur de la ville perpétuent la dimension communautaire des ouvriers de l'arsenal. C'est dans le champ politique, au cours de la Révolution, que leurs pratiques et leurs représentations sont le plus profondément bouleversées. Ils participent alors à l'organisation du port, s'approprient les sections urbaines pour tenir leurs assemblées et accentuent une implication citoyenne par des modes de participation spécifiques qui transforment leur recherche d'économie morale en économie populaire politique. Notre thèse montre donc que la Révolution française a permis la constitution d'un collectif prolétaire et son insertion dans le monde contemporain des luttes socialesThis work focuses on social practices and politicization of workers in the arsenal of Toulon at the end of the modern era and during the French Revolution in order to understand, from below, how comes a new group: the class. This study is based on few or no archives used in naval history. By analysing medical sources, judicial and notarized without neglecting official correspondence and matriculaires or land registers, we can discover all aspects of the daily behavior of workers in the dockyard of Toulon. From the 1760s, workers must reformulate the contours of their identity based on their laborious routines on docks and their experiences at sea because of the appearance of the foreman and engineer which enforces new authority reports, and of the implementation of economic liberalism. In contrast, the proportion of Southerners, the powerful social reproduction and socio-spatial segregation within the city perpetuate the community dimension of the workers of the arsenal. In fact, their practices and representations are most profoundly affected in the political field, during the Revolution. They participate in the organization of the port, the urban sections are used to hold their meetings and their citizen involvement is amplified by specific modes of participation that are transforming their search for moral economy in popular political economy. Therefore thesis shows that the French Revolution led to the establishment of a proletarian class and its inclusion in the contemporary world of social struggles
17
Grant, Sarah. "Representations of the princesse de Lamballe (1749-1792) : the portraiture, patronage and politics of a royal favourite at the court of Marie-Antoinette." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:1797d7c6-5c22-44a9-8ab3-adfcddfd43fc.
Повний текст джерелаАнотація:
This thesis examines the portraiture and patronage of Marie Thérèse Louise de Savoie-Carignan, the princesse de Lamballe (1749-1792). It is the first comprehensive and detailed study to be undertaken of the princess's activities as patron. Lamballe was Marie-Antoinette's longest-serving confidante and Superintendent of the Queen's Household. Through close formal analysis of the portraits combined with careful consideration of the sitter's personal circumstances and the wider cultural and historical context, the thesis challenges scholarly assumptions that the princess had only negligible influence as a sitter and patron. As a case study of an independent, professionally ambitious and childless widow, it identifies a wider range of motives and cultural meanings than has previously been ascribed to female court patronage of this period. The first chapter demonstrates that the early depictions of Lamballe as a docile and grieving princess were largely dictated by her father-in-law, an identity the princess subsequently discarded when she assumed a professional role at court. Chapter two examines portraits executed during the princess's rise to political and social prominence and shows that her attachment to the queen and the length of time she spent in her company and service, together with her publicly visible roles as freemason and salonnière, made her a figure of considerable renown and influence and thereby a highly significant patron at the French court. This was enhanced by the princess's international reputation as a talented amateur artist in her own right and by her financial and social support of aspiring artists and art institutions. The princess's engagement with the cult of sentiment and advocacy of women artists is allied to the sorority encouraged by Marie-Antoinette within the women of her select circle. Complementary chapters on the princess's previously unknown anglophile inclinations (discussed in Chapter three) and her private collections, library, and musical and literary patronage (considered in Chapter four) further reveal that Lamballe was an informed and cultivated female patron who operated at the very centre of Marie-Antoinette's circle.
18
Bouzar, Fadhila. "L'enseignement du Français Langue de scolarisation auprès d'enfants du premier degré : cas d'une école maternelle au Caire." Thesis, Paris 4, 2015. http://www.theses.fr/2015PA040224.
Повний текст джерелаАнотація:
Cette étude s’intéresse aux pratiques d’enseignement destinées aux jeunes enfants non francophones scolarisés en français à l’étranger où l'école représente la seule source d'exposition à la langue française. L’objectif de ce travail est de mener une réflexion sur l’enseignement/apprentissage de notre langue dans une école maternelle, tout en se focalisant sur les pratiques des enseignants et les compétences langagières des apprenants face aux exigences des programmes du MENF . L’absence de dispositifs d’accompagnement des enseignants interroge sur l’enseignement dispensé dans ces établissements, non soumis à des critères de recrutement spécifiques, et sur la formation à mettre en place. Cette étude vise principalement à mettre concrètement en évidence des pistes pédagogiques et orientations à considérer pour l'enseignement du et en français à l’étranger, tant en termes de stratégies que d'objectifs linguistiques à atteindre, de façon à aboutir à un cadre didactique pouvant servir de point de départ à l'enseignement du français à l’étrangerThis study deals with teaching practices for non-French speakers following a French curriculum while living outside this country. In this case, school is the only place where they are exposed to the French language. The aim of this research is to look at both teaching and learning French in a nursery school, focusing more specifically on teaching practices and language skills of the learners within the framework of the MEN (French Education Ministry). Our aim is not to describe the existing situation but rather to indicate possible orientations to be taken into consideration for teaching both French and in French. This will take the form of strategies and language targets so as to build a didactic framework useable as a starting point for teaching in French, abroad. To this effect, we will offer strategies and pedagogical accommodation that could be instigated in these schools where the aim is to teach French, a language which is not familiar to the learners but is nevertheless the support of their whole schooling
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Corzo, Zavaleta Janet Ivonne. "Les difficultés des étudiants internationaux dans le système universitaire français : en quoi le Français sur Objectifs Universitaire (FOU) peut-il les aider à réussir leurs études ?" Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0071.
Повний текст джерелаАнотація:
Ce travail s’inscrit dans le cadre de la didactique du Français sur Objectifs Universitaire. Il porte sur l’accueil des étudiants de nationalité étrangère en mobilité en France et les difficultés qu’ils rencontrent pour leur intégration dans le système universitaire français. L’objectif de ce travail est d’analyser les difficultés ressenties par d'étudiants en mobilité en France dans le cadre de leur parcours universitaire. Ces difficultés peuvent être liées aux dimensions linguistiques, culturelles et à l’organisation du système universitaire. Par ailleurs, ce travail cherche à donner des pistes et des alternatives pour améliorer l’intégration d'étudiants de nationalité étrangère en France ; donc nous avons essayé de proposer les bases pour l'élaboration d’un programme de Français sur Objectifs Universitaires (FOU) visant à préparer d'étudiants à l’acquisition de compétences langagières, disciplinaires et méthodologiques de la vie universitaire à partir de l’analyse de leurs besoins spécifiquesThis work is part of the pedagogy of “French as Foreign Language”, and more specifically French for university purpose. It focuses on the reception of foreign students who moved to France and are having difficulties relating to their integration into the French university system.The objective of this work was to analyze the difficulties felt by international students studying in France as part of their university career. The most difficulties were related to linguistic, cultural and organizational aspects of the university system..This work gives leads and alternatives to improve the integration of foreign students in French universities. There fore we propose basis for the development of a program for French university purpose aimed at preparing students to acquire linguistic, disciplinary and methodological skills for university life due to an analysis of their specific needs
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Muradian, Marina Bicudo de Almeida. "A oferta de marketing das empresas de serviços frente à ascenção da classe média brasileira: a criação de novas marcas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-23112016-113631/.
Повний текст джерелаАнотація:
A classe média brasileira emergente, quebrando paradigmas e impulsionando a economia brasileira nas últimas décadas por meio do aumento do poder de compra e consequente consumo de produtos e serviços a que antes só eram acessíveis a classes sociais mais abastadas se tornou alvo de várias empresas que reviram suas estratégias de modo a criar uma oferta voltada ao interesse desse público. O presente estudo tem como objetivo identificar e analisar as diferenças e semelhanças nas atividades de marketing de serviços de empresas que criaram e adaptaram sua oferta por meio de novas marcas para atender à ascensão do poder de compra da classe média brasileira em relação às suas marcas já existentes. Com o aumento do poder de compra da classe média brasileira, esse segmento da população se tornou alvo do interesse de empresas que buscaram passar a atender esse segmento por meio, principalmente, da criação de novas marcas, tanto de bens como de serviços, direcionados a este público. Para cumprir com o objetivo proposto, primeiramente buscou definir-se quem é a classe média brasileira tratada pelo presente estudo, à luz dos diversos critérios de classificação disponíveis e suas características. A partir dessa definição, a revisão teórica abordou temas de marketing de serviços: segmentação, posicionamento, as diferenças entre bens e serviços, o composto de marketing aplicado a serviços, noções sobre o desenvolvimento de uma marca para um nível mais baixo e a aplicação do marketing de serviços à classe média brasileira, finalizando com os efeitos da crise econômica nas estratégias das empresas que desenvolveram novas marcas para atender esse público. O método utilizado para a pesquisa de campo foi o estudo de caso e as unidades de análise escolhidas foram o Grupo Fleury, com as marcas Fleury Medicina e Saúde e a+ Medicina Diagnóstica, o Grupo Bio Ritmo, com as marcas Bio Ritmo e Smart Fit e o Grupo Porto Seguro, com a Porto Seguro e a Azul Seguros. A análise dos casos foi feita, primeiramente, de forma individual, fazendo uma comparação com o observado na pesquisa de campo com o a revisão teórica e em seguida, os casos foram comparados entre si. Com a pesquisa, foi possível concluir que as marcas desenvolvidas para a classe média tem como principal segmento alvo a classe C, posicionadas como serviço econômico, eficiente e de boa relação custo-benefício. Além disso, a decisão de passar a atender o público da classe média, de renda inferior ao público já atendido pelas empresas por meio de novas marcas e não extensões de marca foi motivado, principalmente para preservar a reputação, credibilidade e posicionamento premium das marcas originais. A adaptação da oferta das empresas que criaram novas marcas para atender a classe média em ascensão econômica se deu, principalmente, na diferenciação da quantidade, variedade e sofisticação dos serviços suplementares oferecidos para a marca mais econômica serem inferiores em relação à marca original premium. A estrutura de custos das marcas voltada para a classe média se mostrou inferior à das marcas premium, resultando num preço consideravelmente mais baixo. Os efeitos da crise econômica percebidos pelas empresas que criaram marcas para a classe média envolvem a migração de clientes da marca premium para a marca mais econômica, principalmente motivados pela boa relação custo-benefício conseguida por meio da um nível semelhante de qualidade técnica do serviço principal e uma oferta mais simples de serviço total, minimizando a estrutura de custos necessária e, por isso, possibilitando a prática de um nível de preços baixo, muito atrativo em períodos de crise.The emerging Brazilian middle class, breaking paradigms and boosting the Brazilian economy in recent decades through increased purchasing power and consequent consumption of goods and services that were previously only accessible to more affluent social classes became the target of several companies reviewed their strategies in order to create a directed offer to the interest of this audience. This study aims to identify and analyze the differences and similarities in the marketing activities of the services of companies that created and adapted their offer through new brands to meet the rising purchasing power of the Brazilian middle class in relation to their brands already existing. With increasing purchasing power of the Brazilian middle class, this segment of the population became the target of interest from companies that sought to move to serve this segment through mainly the creation of new brands, both goods and services, aimed at this audience. To meet the proposed objective, first sought to define who is the Brazilian middle class treated in this study, in the light of the vari-ous classification criteria available and their characteristics. From this definition, the theoreti-cal review addressed marketing issues services: segmentation, positioning, differences be-tween goods and services, the marketing mix applied to services, notions about the develop-ment of a brand to a lower level and the application of services to the Brazilian middle class marketing, ending with the effects of the economic crisis in the strategies of companies that have developed new brands to meet the public. The method used for field research was the case study and the studied units were Fleury, a+, Bio Ritmo, Smart Fit, Porto Seguro and Azul Seguros.The case analysis were made, first, individually, making a comparison with data from the field research with the theoretical review and then the cases were compared. Through research, it was concluded that the brands developed for the middle class\'s main tar-get segment the C class, positioned as economic, efficient and cost-effective. Moreover, the decision to serve the public of the middle class, lower public income already served by com-panies through new brands and not brand extensions was motivated mainly to preserve the reputation, credibility and premium positioning of original brands. The adaptation of the offer of companies that created new brands to meet the middle class in economic rise was mainly in the differentiation of the amount, variety and sophistication of additional services for the most economical brand being lower in relation to the original premium brand. The marks of the cost structure facing the middle class was inferior to the premium brands, resulting in a considerably lower price. The effects of the economic crisis perceived by companies that created brands for the middle class involve the migration of premium brand customers to the most cost brand, mainly motivated by cost-benefit achieved through a similar level of technical quality of the main service and a simpler offer full service, minimizing the cost structure required and, therefore, allowing the practice of a low price level, very attractive in times of crisis.
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SANTOS, GLAUCO FERNANDO SILVA. "FRACASSO ESCOLAR: AS ATITUDES DOS FAMILIARES FRENTE A ESTE FENÔMENO." Universidade Metodista de Sao Paulo, 2016. http://tede.metodista.br/jspui/handle/tede/1592.
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This research craved investigate the ideological mechanisms present in the attitudes of family members of students and alumni who have experienced school failure, seeking to capture the strategies of school apparatus to spread the dominant ideology, especially in students from the popular classes. Taking into account the problems of the educational weight family's cultural capital and socially selective nature of the school system, the work was based on the theoretical Louis Althusser; Boudieu Pierre & Jean-Claude Passeron; and Christian Baudelot & Roger Establet, scholars of the sociology of education and critical of the education system, to understand the mechanisms and identify the exclusion agents present in schools. In this perspective, it is possible to characterize the school's social function in class society: this acts as an ideological apparatus, responsible for inculcating the dominant ideology and select and rank the students who enter the school. Seeking to prove the existence of a selective and classificatory process at school, research has established a dialogue with the families of students who have not fully complied with the school trajectory (elementary and high school).
Esta pesquisa almejou investigar os mecanismos ideológicos presentes nas atitudes dos familiares de alunos e ex-alunos que vivenciaram o fracasso escolar, buscando captar as estratégias do aparelho escolar para disseminar a ideologia dominante, principalmente nos alunos oriundos das camadas populares. Levando em conta a problemática do peso educacional do capital cultural da família e o caráter socialmente seletivo do sistema escolar, o trabalho fundamentou-se nos teóricos Louis Althusser; Pierre Bourdieu & Jean Claude Passeron; e Christian Baudelot & Roger Establet, estudiosos da sociologia da educação e críticos do sistema capitalista de ensino, para compreender os mecanismos e identificar os agentes de exclusão cultural presentes nas instituições escolares. Nesta perspectiva, é possível caracterizar a função social da escola na sociedade de classes: esta atua como um aparelho ideológico, responsável por inculcar ideologia dominante e selecionar e classificar os alunos que adentram no espaço escolar. Buscando comprovar a existência de um processo seletivo e classificatório na escola, a pesquisa estabeleceu um diálogo com os familiares de alunos que não cumpriram integralmente a trajetória escolar (ensino fundamental e médio).
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Santos, Genielli Farias dos. "A teoria das inteligências múltiplas e o ensino de língua francesa." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/6467.
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This work has as its object of study the multiple intelligences (MIs) in the classroom of the French Language. We propose to investigate how the theory of MIs is worked in the classroom of the French Language. We aim to check the students' position concerning their learning on the foreign language (FL), starting from the research question "adopting MIs in classes students would have a better performance at school, would then be more motivated to the learning of the French Language?" Thus, this interpretive research is qualitative and descriptive in nature. We rely on classroom observation, interview, questionnaire and inventory. We have as our corpus a class of graduate students in French-language, attending the course of French Intermediate II, at the Federal University of Paraíba (UFPB), the class has seven students and a teacher. This work is divided into four chapters. In the first chapter, we discuss the concept of intelligence, we expose the theory of multiple intelligences, according to its author (Thomas Armstrong,1994 and Antunes 1998, 2011, 2012), and main exhibitor, the teacher and psychologist Howard Gardner (1983, 1995, 1998, 2000). In the second chapter, we discuss about some relevant aspects concerning the teachers training in foreign language and we discuss some considerations about the area of French as a Foreign Language French as a Foreign Language (FFL), then we discuss the importance of the theory of MIs in the educational scenario, considering it as one more way to apropriate the motivation in the classroom of FFL. For this, these authors Abreu-e-Lima (2006), Kleiman (2001, 2007) Germain (1993), Alves (2010) Machado (2007), (Coracini, 2003), Puren (1988, 2009), Chianca (1999, 2001, 2007, 2013), (Bortoni-Ricardo, 2008), and others, were also essential to the development of our research.We also highlight the role of the teacher in this perspective. In the third chapter, we describe the methodological steps taken in our research, we verify the position of the students and the teacher related to the theory. Thus, this chapter comprises the methodological construction, nature and context of the research, and the participants involved. Furthermore, we treat the techniques of registry to collect and analyze data, and discuss the results. In the fourth chapter, we bring the strategies proposed by the theory of MIs, we also discuss the concept of the teaching-learning process, we expose the conception of textbook, and explore the book Écho 3, describing or engendering didactic and pedagogical suggestions from its activities. At the end, we weave the final considerations. We found that according to this work, the theory of MIs was not explicitly addressed in the classroom of the French language and evidenced that students would enjoy lessons in which the teacher privileged the individuality of learners by observing the MIs of each student.
Este trabalho tem como objeto de estudo as inteligências múltiplas (IMs) em sala de aula de língua francesa. Nós nos propomos a investigar como a teoria das IMs é contemplada na sala de aula de língua francesa. Temos como objetivo analisar a posição de alunos quanto à sua aprendizagem relativa à língua estrangeira (LE), partindo da pergunta de pesquisa adotando as IMs em aulas os alunos teriam um melhor rendimento escolar, seriam mais motivados à aprendizagem da língua francesa? Dito isso, partimos da hipótese de que o processo de ensino-aprendizagem das LEs centrado nas individualidades ou potencialidades dos aprendentes, priorizando as IMs, favorece maior participação dos aprendentes em sala de aula e propicia assim a efetiva aprendizagem da LE. Dessa forma, no intuito de verificar nossa hipótese e objetivos, essa pesquisa de caráter interpretativista e de natureza qualitativa e descritiva, apoia-se nos seguintes instrumentos de coleta de dados: observação de sala de aula, entrevista, questionário e inventário. Temos como corpus uma turma de alunos da graduação de Letras-Língua Francesa, cursando a disciplina Francês Intermediário II, da Universidade Federal da Paraíba (UFPB), a turma apresenta sete alunos e uma professora. Nossa pesquisa se organiza de modo a mostrar, em suas seções, a origem de nosso posicionamento, as definições ou concepções de termos, como a teoria das IMs; implicações da teoria sobre a área educacional; formação de professores de LE; âmbito do FLE; perspectivas de ensino; processo de ensino-aprendizagem; livro didático e estratégias de ensino de acordo com as IMs. Desse modo, esse trabalho se desdobra precisamente em quatro capítulos. Em nossa fundamentação teórica, partimos dos pressupostos teóricos de Gardner (1983, 1995, 1998, 2000), Thomas Armstrong (1994) e Antunes (1998, 2011, 2012), estes aportes serviram-nos de base para o encaminhamento de nossa pesquisa. Estes e outros autores como Abreu-e-Lima (2006), Kleiman (2001, 2007) Germain (1993), Alves (2010) Machado (2007), (Coracini, 2003), Puren (1988, 2009), Chianca (1999, 2001, 2007, 2013), (Bortoni-Ricardo, 2008), entre outros, também nos foram essenciais para os desdobramentos teóricos dessa pesquisa. Assim verificamos de acordo com os dados obtidos por esse trabalho, que a teoria das IMs não era explícitamente contemplada na sala de aula de língua francesa e evidenciamos que os alunos apreciariam aulas em que o professor privilegiasse a individualidade dos aprendentes, observando as IMs de cada aluno.
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Randell, Elizabeth. "'Le vrai recueil des Sarcelles' of Nicolas Jouin : an edition with a linguistic study of the depicted sociolect and its Parisian connections." Thesis, University of St Andrews, 2008. http://hdl.handle.net/10023/545.
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This thesis aims to explore an aspect of the history of vernacular speech through analysis of some eighteenth century verse texts. These satirical anti-Jesuit pamphlets by Nicolas Jouin, known as the 'Sarcelades', were collected posthumously in 'Le Vrai Recueil des Sarcelles' of 1764. The texts purport to be in the patois of the peasants of Sarcelles and show features which may be paralleled in the vernacular speech of Paris and elsewhere, and even correspond with features of contemporary colloquial French. The study may appeal to French historical sociolinguists interested in reconstructing spoken language of the past, and particularly in the history of vernacular speech of Paris since the Middle Ages through to the eighteenth century, in the context of the development of urban dialects. In order to set the scene for a linguistic description of Jouin’s work the limited biographical information available was collated. Then a period of bibliographical research led to acquisition of copies of the texts which were to be studied in order to identify and examine their non-standard linguistic features. Firstly the process of growth of urban dialects was discussed, and then the development of the Paris vernacular in particular. Then attention was turned to direct written evidence in the form of commentary and to a number of texts from the sixteenth to eighteenth centuries containing features of the Paris vernacular. These had already been analysed by certain historical linguists, although the texts in the 'Sarcelades' had hitherto only been briefly mentioned. However, here they are considered to be of sufficient interest to be examined more closely, although it had to be established whether Jouin’s texts containing a selection of non-standard features could be regarded as an accurate depiction of the Paris vernacular at the period. The non-standard phonetic, morphological, syntactic, and lexical features in the texts were therefore compared with findings in other texts by previous commentators. Following these analyses it was noted to what extent the relative frequency of the variables correlates with the salience of certain features in popular speech in Paris at the period, as already observed in other texts by previous commentators, and it was concluded that in general established characteristics of the 'patois de Paris' at the period are to be found in the 'Sarcelades', even though there do remain certain features which do not appear to be generally attested elsewhere. Nevertheless, despite reservations concerning the authenticity of some of the non-standard features employed by Jouin, by bringing attention to this little-known series of texts this study may help to claim a place for the Sarcelades amongst the corpus of texts which reflect aspects of the lower-class sociolect, the 'patois de Paris', at the period.
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Zheng, Wen. "L'image de la Chine et la question de l'altérité dans un corpus d’œuvres françaises du XXe siècle : enjeux interculturels et propositions méthodologiques en didactique de la littérature, pour la classe de FLE en Chine." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA097/document.
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D’une signification équivalente à la « civilisation » vers une conscience de la « culturalité » en mouvement, l’évolution des notions de culture et d’interculturel nous amène aujourd’hui dans une réflexion plus dynamique sur l’identité de la personne qui porte la culture et sur sa relation avec les autres. Ce dynamisme s’illustre notamment dans la perspective didactique du Français Langue Étrangère, en particulier dans l’enseignement de la littérature française en classe de FLE. Le texte littéraire, auparavant simple support pour la traduction, nous semble aujourd’hui un répertoire interculturel où prévalent les rencontres identitaires et culturelles entre l’auteur francophone et le lecteur étranger. Cette thèse tente d’éclaircir, sous l’angle d’une vision interdisciplinaire, l’appréhension de la culture et de l’interculturel dans l’enseignement du français et de la littérature française en classe de FLE, choisissant pour cadre d’étude le milieu universitaire chinois. En prenant appui sur des observations en classe et des entretiens auprès des enseignants chinois observés, nous avons effectué des réflexions relatives aux enjeux interculturels en didactique de la littérature française dans le contexte universitaire chinois. Cette recherche sur le terrain nous a permis de proposer des activités pédagogiques destinées aux apprenants chinois s’appuyant sur un corpus littéraire d’œuvres françaises du XXe siècle et qui permettent de faire émerger en classe de littérature de FLE, les réflexions sur le lien stéréotype et identité, sur la diversité des images, ainsi que sur l’altérité dans la relation avec les autresFrom a signification of “civilization” to a consciousness of “culturality” with movement, the evolution of notions of culture and the intercultural leads us today to a more dynamic reflection concerning the culture bearer's identity and his relationship with others. This dynamism is notably apparent in the teaching of French as a foreign language, particularly when it is taught through the study of French literature. The literary text, once considered as simply material for translation, appears to us today to be an intercultural repertoire filled with identity and cultural contacts between the francophone author and the foreign reader. This thesis attempts to clarify, using an interdisciplinary approach, understanding of culture and the intercultural in French language and French literary teaching, choosing the Chinese university milieu as our object of study. Supported by observations in class and interviews with Chinese teachers, we have reflected on intercultural issues in French literary teaching in the Chinese university context. This research on the ground allows us to propose pedagogical activities for Chinese students, making use of a French literary corpus of the twentieth century, that encourage reflection about the link between stereotype and identity, image diversity, as well as alterity in relationships with others
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Prewitt, Melvin J. "From biculturalism to culture clash: French language and Manitoba public education to 1916." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2261.
Повний текст джерелаАнотація:
The Manitoba School Question is representative of a larger problem of possible tyranny by the majority. Mob rule is often less recognized when seemingly legitimized by legislative action. This long term event shows the danger resulting from assumptions that constitutional provisions provide adequate protection for a minority. When legislation is enacted which removes Constitutional rights, and there is no violent opposition, are assumed to be accepted by all. Once opposition develops decades later, it comes as an apparent surprise, even to individuals in prominent political positions.
Language is clearly a major issue in the Manitoba School Question but all elements of culture including religion and ethnicity play important roles in the controversy. While other North American communities like Prairie du Chien and St. Louis have retained little to mark a distinctive French culture, aside from street names, in Manitoba, the language and other cultural elements continue in theater, literature, and education. Even as the minority language continues, there is virtually no one who claims French as their native language who is not fluent in English. As other locations in North America debate the question and propriety of imposing an official language, much could be learned from the experience of Manitoba.
The primary sources utilized in this study were mainly documents generated by the Manitoba and Canadian governments and by the Manitoba Department of Education. Much information was also gleaned from the correspondence of Catholic missionaries and Archbishop Taché as well as from leadership in the Protestant school systems. Few of most important participants in this pageant lived to witness the Constitutional crisis resulting from the quick and easy legislative responses to popular sentiments.
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Sosso-Alaoui, Hasna. "La Litterature beure en classe de fle pour les enfants de troisieme culture." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13809.
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Miliuvienė, Viktorija. "La chanson en classe de français." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_165817-65280.
Повний текст джерелаАнотація:
Dans ce mémoire on réfléchit sur la place et le rôle des chansons dans la vie et à l’école, quelles chansons on peut proposer aux élèves, quels sont les objectifs poursuivis et les résultats obtenus.Šiame darbe aprašoma dainų svarba gyvenime ir mokykloje, jų taikymas prancūzų kalbos pamokose, dainų funkcijos, tikslai, rezultatai, pavyzdžiai.
The objective of this memory is to reflect on the place and the role of the songs in the life and at the school, to reflect which songs one can propose to the pupils, which are the aims in view and the results obtained.
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Callahan, Kelsey. "La Prostitution dans la Culture Française du Dix-Neuvième Siècle: Classe, Sexe, et Contagion." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/honors_theses/52.
Повний текст джерелаАнотація:
The creation of the French Penal Code of 1791, which failed to address the legality of prostitution, and the social climate of nineteenth-century France led to the rapid development of sexual commerce. The spread of syphilitic diseases soon became a serious crisis, and the fault of the spread of syphilis and disease was quickly ascribed to purchasable women. Other social crises of the time, such as problems with sewage and the spread of disease and decay also came to be associated with prostitution. My thesis will examine ways in which male artists of the time used literature and painting to suppress the contagious, transgressive sexual female, and the ways in which the representation of this female illustrates deeper anxieties and fears of the French bourgeois society about class and gender.
I have constructed my argument in the context of two literary/artistic prostitute figures: the “heart of gold” and the “man-eater.” The “heart of gold” is characterized as a prostitute with qualities of goodness and integrity, who must ultimately die as the only way to reconcile her deviant behavior. The “man-eater,” by contrast, is a woman who destroys the men who seek her, driving them to financial, emotional, and even physical devastation.
In order to complete my thesis, I have used a selection of primary sources (the works of Balzac, Dumas fils, Maupassant, Flaubert, and Manet), analyses of nineteenth-century French literature, and several historical sources, as well as the memoirs of Céleste Mogador, a courtesan in nineteenth-century France. The goal of my thesis is to examine the two literary figures mentioned above in the context of gender relations and power, the spread of disease, and decay and degeneration.
29
Erasmus, Mianda Elizabeth. "Classe inversee et competence interculturelle : retours d'apprenants debutants dans un context universitaire en Afrique du Sud." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20021.
Повний текст джерела
30
Cognard, Etienne. "Economie politique des employeurs et néo-corporatisme : financer la formation professionnelle continue en Europe." Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO22012/document.
Повний текст джерелаАнотація:
Notre travail se penche sur le financement de la formation professionnelle continue tel qu'il a été négocié par les partenaires sociaux dans les pays européens post-fordistes. A travers une approche des associations patronales centrée sur la distribution inégale des ressources entre grandes firmes et PME, nous montrons que l'émergence d'une gestion corporatiste (les fonds de mutualisation) peut s'interpréter comme le résultat d'alliances inter-classes entre les syndicats, les associations patronales et les PME, contre les grandes entreprises. Bien que nous mobilisions un corpus centré sur les employeurs à l’image de ce que fait l'approche en termes de Variétés du Capitalisme (VoC – Hall et Soskice, 2001), la thèse soutenue est plus proche de l’institutionnalisme historique de l'Ecole française de la Régulation. En effet, l'attention accordée à l'hétérogénéité des firmes et au rôle du politique est difficilement compatible avec l’institutionnalisme rationnel de la VoC et sa conception des associations patronales comme simples outils de coordination des firmesOur work tackles the issue of the financing of the continuous vocational training as it has been negotiated by social partners in the post-fordist European countries. The reflection is centered on the unequal distribution of resources among the large and small firms affiliated to employer associations. It is shown that the emergence of a corporatist governance (the training funds) can be interpreted as the result of cross-class coalitions between trade unions, employer association and SMEs, against big companies. Although we mobilize a theoretical corpus centered on employers as the ‘Varieties of Capitalism’ approach does (VoC – Hall and Soskice, 2001), our dissertation is closer to the historical institutionalism of the French Régulation School. Indeed, the attention granted to the firms’ heterogeneity and to the role of politics is hardly compatible with the VoC rational institutionalism and its conception of employer organizations as mere employer coordination instruments
31
Botha, Mia-Louise. "L'ordinateur versus le portable en classe de FLE pour travailer l'oral de la mouvelle generation." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20637.
Повний текст джерелаАнотація:
The aim of our study is to expose in the first place the possibility to develop oral skills using a cellphone in teaching French as a foreign language, and then discovering whether a specific audience, the new generation, prefer working on computers or cell phones when it comes to their oral skills. To achieve this objective, we created a series of activites using a cellphone application and a specific computer program. These activities were presented to the students of the North-West University (NWU) on the Potchefstroom campus. We administered questionnaires both before and after the activites to discover students' preferences in working on the two different platforms. From the results we came to the conclusion that students, or more specifically, the new generation, prefer working on their cellphones. Furthermore, we presented recommendations to those who wish to continue research or create and implement activities using a cellphone in language learning.
32
Cuyubamba, Oscar R., William Pryor, Barbara S. Shane, and Giuseppe Squadrito. "¿Nos encontramos frente a una nueva clase de mutagenos?" Revista de Química, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/100645.
Повний текст джерелаАнотація:
El 1 ,3-dinitronaftaleno, previamente identificado en polvo ambiental, forma aductos covalentes con nucleótidos del DNA a temperatura ambiente fácilmente. La potencia mutagénica de un hidrocarburo aromático policíclico dinitrado (HAPDN), el 1, 3-dinitrofluoranteno, es prácticamente independiente de la cepa de Salmonella Typhimurium (TA98, TA98NR y TA98/1, 8DNP6) empleada en el Test de Ames. Este comportamiento poco usual sugiere que este HAPDN no requeriría de la activación metabólica vía la "nitroreductasa clásica" y/o de la acetilasa El hecho de que el 1, 3- dinitronaftaleno forma aductos covalentes con nucleótidos del DNA rápidamente está de acuerdo con que HAPDN meta disubstituídos podrían prescindir de las rutas usuales de activación metabólica.1,3-Dinitronaphthalene, previous1y identified in particulate organic matter, easily forms covalent adducts with DNA nucleotides at room temperature. The mutagenic potency of a related dinitropolycyclic aromatic hydrocarbon (dinitroPAH) with meta disubstitution, namely 1,3-dinitrofluoranthene, is rather independent of the Salmonella Typhimurium tester strain (TA98, TA98NR and TA98/l, 8DNP6) when assayed according to the Ames Test. This unusual behavior suggests that it does not require metabolic activation via the "classical nitroreductase" and/or the acetylase. The fact that 1,3--dinitronaphthalene readily forms covalent adducts with DNA nucleotides further suggests that dinitroPAH with meta nitro-groups may not require the usual metabolic activation pathways.
33
Roswag, Izabela. "Paris capitale spirituelle des polonais : Exploration d'une représentation litteraire et artistique polonaise dans une classe de Francais Langue Etrangere." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA002/document.
Повний текст джерелаАнотація:
Paris a fourni à des écrivains et à des peintres polonais de multiples motifs textuels et iconiques. Il a été transformé, voire déformé, représenté sans cesse par des générations de créateurs slaves qui ont contribué à la naissance du mythe d’un Paris polonais. Si tout mythe apparaît comme irrationnel, s’il ne se préoccupe pas de la vérité historique, il n’en a pas moins un lien nécessaire avec l’Histoire et une fonction sociale. Leur connaissance reste fondamentale pour le déchiffrage du symbole, de l’allégorie et de la métaphore du Paris polonais qui revêt plusieurs significations. Il témoigne du fait que la nation polonaise s’y est créée au XIXe siècle sa « capitale » - le lieu de refuge et de rassemblement des exilés voulant reconquérir l’indépendance de la Pologne dès la fin du XVIIIe et tout au long du XIXe siècle. Plus tard, Paris devient une patrie spirituelle pour des paysans venus en France pour des raisons économiques ou politiques. Mais Paris en lui-même a également exercé sur les Polonais une influence profonde. Si le Paris cosmopolite a éduqué les Sarmates du XVIIe au XVIIIe siècle, il s’est imposé en tant que foyer de culture universelle et d’innovation dans tous les domaines de la création dans les années 1890-1939. Certes, le Paris des Polonais a une place légitime parmi les représentations nationales slaves. Toutefois, son exploitation dans une classe de Français Langue Etrangère permet l’étude des relations franco-polonaises sous le double signe de la fascination et de la désillusion. Tandis que l’Esprit français reste synonyme d’élégance et que le langage parisien témoigne d’un art de vivre, Maria Walewska demeure l’emblème de la relation affective franco-polonaise. A son tour, la représentation de l’émigré polonais rappelle l’exil, et Paris occupé par les nazis, le combat pour « notre liberté et la vôtre ». Quant aux artistes slaves de l’Ecole de Paris, ont-ils réussi à réinventer le Paris polonais ?Paris has provided writers and Polish painters, multiple textual and iconic motifs. It has been transformed or deformed, constantly represented by generations of Slavic artists who contributed to the birth of the myth of a Polish Paris.If every myth appears as irrational, if it is not concerned with historical truth, than there is not a necessary link with history and a social function neither. Their knowledge remains fundamental to deciphering the symbol, allegory and metaphor of the Polish Paris that has several meanings.It reflects the fact that the Polish nation has created in the XIXe century his “capital” - the place of refuge and ingathering of the exiles wanting to regain the independence of Poland abroad since the late XVIIIe and all throughout the XIXe century. Later, Paris becomes the spiritual capital of peasants polish who came in France for economic and political reasons. But Paris had also a profound influence over Poles. If the Paris cosmopolitan has educated the Sarmatians of the XVIIe and XVIIIe centuries, it has established itself as a universal center of culture and innovation in all areas of creation in the years 1890-1939.Certainly, the Polish Paris has a rightful place among the Slavic national representations. However, his use in a class of French as a foreign language allows the study of Franco- Polish relations under the double sign of the fascination and disillusionment. While the French Spirit remains synonymous with elegance and the Parisian language reflects a lifestyle, Maria Walewska remains the emblem of the Franco-Polish emotional relationship. In turn, the representation of the brave Polish immigrant reminds the exile and the occupied Paris - the struggle for “our freedom and yours”. As for the Slavic artists of the Ecole de Paris, did they manage to reinvent the Polish Paris?
34
Pambianchi, Gabriella. "Modélisation des démarches pédagogiques dans les pratiques de classe de français langue seconde chez les immigrants /." Thèse, Montréal : Université du Québec à Montréal, 2003. http://theses.uqac.ca.
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35
Amaro, Rafael. "Le contentieux privé des pratiques anticoncurrentielles : Étude des contentieux privés autonome et complémentaire devant les juridictions judiciaires." Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05D014.
Повний текст джерелаАнотація:
L’actualisation des données sur le contentieux privé des pratiques anticoncurrentielles fait naître laconviction que l’état de sous-développement souvent pointé est aujourd’hui dépassé. Les statistiquessont nettes : des dizaines d’affaires sont plaidées chaque année. Toutefois, ce contentieux s’esquissesous des traits qui ne sont pas exactement ceux du contentieux indemnitaire de masse faisant suite àla commission d’ententes internationales. C’est un fait majeur qui doit être noté car l’essentiel desprojets de réforme furent bâtis sur cet idéal type. Trois des caractères les plus saillants de la réalitéjudiciaire témoignent de cette fracture entre droit positif et droit prospectif. D’abord, le contentieuxprivé est majoritairement un contentieux contractuel entre professionnels aux forces déséquilibrées. Ensuite, c’estun contentieux national – voire local – plus qu’un contentieux international. Enfin, c’est plutôt uncontentieux autonome se déployant devant les juridictions judiciaires sans procédure préalable oupostérieure des autorités de concurrence (stand alone). Paradoxalement, les actions complémentaires(follow-on), pourtant réputées d’une mise en oeuvre aisée, sont plus rares. Ces observations invitentalors à réviser l’ordre des priorités de toute réflexion prospective. Ainsi, la lutte contre l’asymétried’informations et de moyens entre litigants, l’essor de sanctions contractuelles efficaces, larecomposition du rôle des autorités juridictionnelles et administratives dans le procès civil ou encorele développement des procédures de référé s’imposent avec urgence. Mais s’il paraît légitime desoutenir ce contentieux autonome déjà existant, il n’en reste pas moins utile de participer à laréflexion déjà amorcée pour développer le contentieux indemnitaire de masse tant attendu et dont onne peut négliger les atouts. De lege ferenda, le contentieux privé de demain présenterait donc uncaractère bicéphale ; il serait à la fois autonome et complémentaire. Il faut alors tenter de concevoir unrégime efficace pour ces deux moutures du contentieux privé en tenant compte de leurs exigencesrespectives. Or l’analyse positive et prospective de leurs fonctions révèlent que contentieuxautonome et contentieux complémentaire s’illustrent autant par les fonctions qu’ils partagent que parcelles qui les distinguent. Il serait donc excessif de vouloir en tous points leur faire application derègles particulières ou, à l’inverse, de règles identiques. C’est donc vers l’élaboration d’un régime commun complété par un régime particulier à chacun d’eux que s’orientera la présente recherche.PREMIÈRE PARTIE. Le régime commun aux contentieux privés autonome et complémentaireSECONDE PARTIE. Le régime particulier à chacun des contentieux privés autonome et complémentairePas de résumé en anglais
36
Kamendoriūtė, Asta. "L’expression orale en classe de français." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2007. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20070816_165216-17607.
Повний текст джерелаАнотація:
L’importance prise par la communication a entraîné une augmentation pour le développement des compétences en expression orale. La compétence linguistique n’est pas seule en cause, il faut aussi développer les compétences sociolinguistique, discursive, stratégique, socioculturelle et sociale. Les activités d’expression orale ont pour but de donner confiance aux apprenants, de leur faire acquérir la volonté et la capacité d’utiliser la langue non seulement correctement, mais aussi de façon efficace en vue de communication.Komunikacijos svarba prisidėjo prie žodinės raiškos plėtojimo besimokant užsienio kalbų. Be lingvistinės kompetencijos didžiulė reikšmė teikiama tokioms kompetencijoms kaip sociolingvistinė, diskursinė, strateginė, sociokultūrinė bei socialinė. Žodinės raiškos plėtojimo pratimai suteikia pasitikėjimo savimi besimokantiems užsienio kalbų, padrąsina ne tik taisyklingai bendrauti užsienio kalba, bei skatina mokinių pasitikėjimą mokantis užsienio kalbos, konkrečiu atveju prancūzų kalbos.
The importance taken by the communication involved an increase for the development of competences in oral expression. The linguistic ability is not alone causes some, it is also necessary to develop competences sociolinguistic, discursive, strategic, sociocultural and social. The purpose of the activities of oral expression are to give confidence to learning, to make them acquire the will and the capacity to also use the language not only correctly, but in an effective way for communication.
37
Mazgo, Natalija. "Activités en classe de français à l’école élémentaire." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_181207-85936.
Повний текст джерелаАнотація:
Le travail aborde une analyse des compétences des enfants âgés de 8-10 ans à l’apprentissage d’une langue étrangère. Il propose quelques différentes attitudes des chercheurs sur cette étude et plusieurs activités ludiques qui peuvent être utilisées en classe d’une langue étrangère à l’école élémentaire.Darbe kalbama apie vaikų galimybes mokytis užsienio kalbos pradinėje mokykloje. Pateikiama kelėta įvairių tyrinėtojų požiūrių į šį klausimą. Siūloma daugybę vaikų žaidimų kurie gali būti naudojami užsienio kalbos pamokoje pradinėje mokykloje.
Job approaches an analysis of competences of the 8-10-year-old children in the study of a foreign language. He offers some different attitudes of the researchers on this study and several play activities which can be used in class of a foreign language in the primary school.
38
Ngaliema, Pierre. "Les obstacles qui inhibent la prise de parole en classe de FLE : le cas des cours de francais dispenses a l'universite du Cap (UCT)." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/13930.
Повний текст джерелаАнотація:
The aim of our study is to expose the obstacles that impede oral expression in the French as a foreign language classroom in the context of the courses taught at the University of Cape Town (UCT). To achieve this aim, we questioned the first year students of French who constituted the main thrust of our research. After carrying out some investigations, we realised that there are four main obstacles hindering oral expression at UCT: pedagogical obstacles, linguistic, psychological and sociocultural ones. From these results, we tried to make suggestions and to formulate recommendations. In the formulation of these recommendations, we have tried to adhere as closely as possible to the students’s suggestions.
39
Karlsson, Anna. "Étude sur l'évaluation de l'expression orale dans la classe de français langue étrangère." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1066.
Повний текст джерелаАнотація:
Denna studie fokuserar på bedömningen av muntlig kommunikation, steg tre i franska. Syftet är att analysera två lärares bedömning av muntlig produktion och jämföra resultatet med Skolverkets riktlinjer, som kommer till uttryck genom ett modelltest för nationella prov i muntlig språkfärdighet. Enligt dessa riktlinjer skall man vid betygsättning väga in både språklig korrekthet och förmåga till interaktion.
Analysen av Skolverkets panel visar två saker :
• Bedömningen berör i huvudsak två områden: interaktion och språklig korrekthet.
• Skolverkets panel har, naturligt nog, aktualiserat kursplanens kriterier och lagt störst vikt vid förmågan till interaktion.
Denna analys av paneldiskussionen har sedan använts för att kategorisera mitt empiriska material enligt samma kategorier. Mina frågeställningar är följande:
1. Vilka bedömningskriterier är de viktigaste för lärarna ?
2. Förekommer det några skillnader mellan lärarnas sätt att resonera eller mellan direktiven och lärarnas bedömning?
Studien visar att de aktiva lärarna, tvärtemot Skolverkets riktlinjer, lade störst vikt vid språklig korrekthet.
40
Secrist, Richard Garrik. "Food Availability and Utilization for Cultured Hard Clams." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539617932.
Повний текст джерелаАнотація:
Aquaculture of the hard clam Mercenaria mercenaria is a valuable industry on the east coast. At high planting densities, cultured bivalves can become limited by food availability, resulting in reduced growth. Centric diatoms are considered the dominant food source to cultured bivalves. Alternative sources may also be important, including resuspended benthic microalgae (pennate diatoms) and detritus from macroalgae growing on predator exclusion nets. This study measured (1) the availability of different food sources in clam beds at Cherrystone Inlet in Chesapeake Bay, including the effects of macroalgae on food availability, and (2) the clearance rates and absorption efficiencies by cultured clams on individual and mixed food treatments in laboratory feeding experiments. Abundances of benthic microalgae (pennate diatoms) were similar to or greater than centric diatoms. Detritus availability under nets was related significantly to macroalgal abundance. Mass-specific clearance rates and absorption efficiencies were similar among food sources, but differences in the percentage of clams feeding on each treatment suggest macroalgal detritus was less utilized by clams than either phytoplankton or benthic microalgae. Both phytoplankton and benthic microalgae appeared to be valuable food sources to clams, both in terms of in situ abundance and relative food value indices calculated from feeding studies. Though food value was lower for macroalgal detritus, the high availability of this source to clams during blooms suggests it may be important seasonally. Lower diatom concentrations under nets compared to above during a macroalgal bloom suggest dense blooms may limit diatom availability to clams. Future modeling of cultured bivalve carrying capacity should consider the importance of multiple food sources in aquaculture environments.
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Coitinho, Rita Matos. "A classe trabalhadora frente às mudanças no perfil do assalariamento no Brasil." reponame:Repositório Institucional da UnB, 2007. http://repositorio.unb.br/handle/10482/8318.
Повний текст джерелаАнотація:
Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Sociais, Departamento de Sociologia, 2007.Submitted by Raquel Viana (tempestade_b@hotmail.com) on 2011-06-08T19:01:21Z No. of bitstreams: 1 2007_Dissert_RitaMatosCoitinho.pdf: 1402797 bytes, checksum: 621c342b3b224c9254278f45b0ab163a (MD5)
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O presente trabalho discute a atualidade e a aplicabilidade do conceito de classes sociais para a análise da sociedade brasileira contemporânea e procura demonstrar quem são os componentes da classe trabalhadora na atualidade. Em um primeiro momento, a partir da discussão de textos sociológicos clássicos e contemporâneos, procuramos encontrar um modelo adequado ao estudo das classes sociais no Brasil. Nosso entendimento foi de que as classes sociais definem-se pelas relações de produção, ou, mais precisamente, pela posição ocupada na divisão social do trabalho. Em relação à classe trabalhadora, consideramos a necessidade de se pensar o conceito de forma ampliada, de modo a abarcar a totalidade dos indivíduos cuja sobrevivência depende exclusivamente da venda de sua força de trabalho e seus familiares, aí incluindo-se também o contingente de pessoas desempregadas. Em um segundo momento mostramos como, historicamente, o Brasil tornou-se um país plenamente capitalista, podendo por isso ser estudado a partir do instrumental sociológico construído para a análise desta formação social, particularmente, o entendimento de que são duas as classes mais importantes nas sociedades capitalistas: a classe dos capitalistas e a classe dos trabalhadores. Com o objetivo de chegar a uma delimitação mais aproximada da classe trabalhadora brasileira, elegemos o assalariamento como principal objeto de análise. Na análise de duas décadas (1980 e 2000), feita com base nos dados dos censos do IBGE, observamos que o assalariamento é o principal meio de inserção dos brasileiros no mundo do trabalho e que o emprego industrial vem perdendo espaço para o setor terciário. Por conta disto ganha relevância o entendimento de que o conceito de classe trabalhadora transborda os limites do trabalho fabril, abarcando todas as formas de trabalho assalariado, da mesma maneira como o capital se expande para os mais diversos tipos de atividade econômica. Nossa conclusão aponta para a permanência da centralidade do trabalho assalariado no Brasil contemporâneo e mostra que as mudanças ocorridas nas últimas décadas tornaram mais complexa a análise da classe trabalhadora, uma vez que esta se encontra mais fragmentada. _________________________________________________________________________________ ABSTRACT
The present work discusses the social class concept applicability and its contemporaneousness for the analysis of the Brazilian society and intends to demonstrate who are the components of the working class nowadays. In a first moment, starting from the discussion of classical and modern sociological texts, we meant to ascertain an adequate model for analyzing the social classes in Brazil. Our understanding was that the social classes are defined by production relationships, or, being more precise, by the position occupied by the selected individual in the social division of labor. Regarding the working class, we considered the necessity of stretching out this concept, in order to engross all individuals and respective families that survive exclusively from the selling of their labor, together with the unemployed mass. Secondly, we show how, historically, Brazil has become an utterly capitalist country, enabling us to apply sociological tools used for the study of such social formation, in particular, the understanding that two are the most important classes in a capitalist society: the capitalists and the workers. So as to arise into a more precise definition of the Brazilian working class, we choose wages as the main focus of our analysis. From the data of 1980 and 2000 Brazilian economic census, we observed waging as being the main entry point for the Brazilians in the working world and that industrial jobs have been loosing space due to an increase on outsourcing of services. As for that, it becomes more relevant the idea that the concept of working class is not limited to a unique job specialty but extensive to all forms of paid work, the same as with the capital, which expands itself to the most diverse types of economical activities. Our conclusion points out the remaining of waged work as the core element in the Brazilian social organization and evidences the complexity of analyzing the contemporaneous Brazilian working class due to changes in its structure (in special its fragmentation), which has been happening over the last decades.
42
Sundberg, Ann-Kari. "Le poids de la tradition : La gestion professorale de l'altérité linguistique et culturelle en classe de FLE." Doctoral thesis, Växjö universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5108.
Повний текст джерелаАнотація:
The overall aim of the present study is to investigate how teachers deal with linguistic and cultural otherness in the French foreign language classroom at upper secondary school level in Sweden. The foreign language classroom is seen as a cultural meeting place where images of otherness are natural elements. In this respect, otherness should be regarded as one cultural aspect among others implying human as well as language phenomena. Analyzing the way in which the teachers in the study mediate this otherness to their students is expected to contribute to the pedagogical debate on intercultural understanding in language teaching and learning. The study is based on empirical data consisting of video recorded observations in three different classrooms. One class (class A) is treated as primary data where two activities are especially focused, namely working with texts and working with grammar. The verbal interaction from these activities has been transcribed and analyzed qualitatively. The first step of analysis concerns the learning aims which are transmitted to the students in the teacher’s introduction to the two activities. The second step deals with the teacher’s procedures to involve the students in the construction of knowledge which focuses on linguistic and cultural otherness. Finally, a comparative perspective is adopted. On the one hand, the two different activities are compared with each other, while on the other hand, the findings from class A are compared with class B and C. From a dialogical point of view, the way in which the classroom setting and the teachers’ acting can favour intercultural understanding is discussed. The results of the analyses highlight the fact that teachers seem to pay more attention to linguistic otherness than to cultural otherness. Furthermore, the study shows that the foreign language classroom has a dialogical potential when it comes to human relations and discourse. More attention could be paid to these aspects of teaching in order to pave the way for better intercultural understanding. The teachers in the present study seem to favour dialogical relationships in the classroom and neglect discursive issues in the situation. Our conclusion is that the way in which teachers deal with otherness is tradition-bound. Texts, for instance, even those with an obvious intercultural content, are treated as pre-texts for studying linguistic phenomena. Cultural phenomena, when dealt with, are limited to a product paradigm and are transmitted without reflection and with no apparent awareness of any intercultural understanding.
43
Olsson, Ramona. "LE VOCABULAIRE EN CLASSE DE FLE : PRÉSENTATION,APPRENTISSAGE ET ÉVALUATION." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5194.
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44
Nys, Lauren N. "Factors Influencing Year-Class Strength and Growth of Young-of-The-Year Summer Flounder (Paralichthyidae: Paralichthys dentatus)." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539617945.
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45
Li, Tong. "Lipid Class Composition of Oysters, Crassostrea virginica, Exposed to Sediment-Associated PAHs." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539617705.
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Stoltz, Joakim. "L'alternance codique dans l'enseignement du FLE : Étude quantitative et qualitative de la production orale d'interlocuteurs suédophones en classe de lycée." Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11480.
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The aim of the present study is, firstly, to investigate the amount of Swedish and French that is produced by teachers and students in the foreign language classroom and, secondly, to examine in which situations the interlocutors code-switch and for what purposes the two languages are used. The study is based on empirical data consisting of audio recordings of interactions taking place in two different classrooms in Sweden. The study is carried out within an interactionist perspective on language teaching and learning, stressing that learning is situated in learners’ social and interactional practices. The empirical material has been categorized into five different groups according to the participation structure of each interaction and then analysed in two different parts, one quantitative and one qualitative. The quantitative analysis of the corpus established that the Swedish language is present in each of the categories. The results of the count of every turn and word pronounced in each language in the corpus show that many turns expressed by both teachers and students consist of a mixture of Swedish and French. This switching between different codes is the main object of the qualitative analysis of the corpus. The results of the qualitative analysis indicate that the participation structure and the choice of activity types and how these are organised in the classroom are decisive for teachers’ and students’ code-switching. Furthermore, the teachers’ actions concerning the choice of language for the interaction as well as their strategies to deal with the presence of both languages are conclusive for the students’ oral production of French in class. The analysis also reveals that the more the teachers use the target language in a consistent way, the more the students try to express themselves in French even if they often code-switch. The study points out the complexity of speaking French in a classroom context, where the teachers have to deal with the fact that the Swedish language is almost always present and used by the learners for different purposes.IPACLE
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Shawky-Milcent, Bénédicte. "L'appropriation des oeuvres littéraires en classe de seconde." Thesis, Grenoble, 2014. http://www.theses.fr/2014GRENL026.
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L’appropriation peut être considérée comme l’aboutissement de la lecture et le point de fuite de toute réflexion sur la réception et les enjeux de la littérature. L’appropriation personnelle des œuvres littéraires par les élèves est implicitement à l’horizon de tous les programmes d’enseignement du français et des recherches en didactique de la littérature. Peut-on lui laisser une place plus grande qu’elle n’en possède actuellement dans le système scolaire français, et en particulier en classe de seconde ? C’est la thèse que nous défendons, en inscrivant notre réflexion dans le sillage des recherches sur le sujet lecteur. Nous interrogeons tout d’abord la notion d’appropriation à la lumière de l’herméneutique contemporaine et des théories de la réception, mais aussi en regard des attentes de l’Institution scolaire, et nous définissons les espaces discursifs dans lesquels l’appropriation des œuvres littéraires peut s’observer. Nous analysons ensuite les résultats d’une recherche exploratoire réalisée dans différentes classes de seconde : nous avons mené auprès de nos élèves cinq expériences placées sur une ligne du temps, leur conférant une place de sujets lecteurs, inscrits dans l’histoire d’une relation singulière à la littérature. Nous mettons en lumière les résultats observés sur deux plans : Laisser en classe une place pour la rencontre personnelle des élèves avec les œuvres littéraires permet de répondre très nettement à certaines difficultés actuelles rencontrées par la transmission de la littérature. Par ailleurs, nous formulons plusieurs hypothèses sur le processus d’appropriation dans le cadre scolaire, en particulier sur le lien entre impressions subjectives, lecture objectivante, et construction de la posture lettrée attendue par l’école, mais aussi sur la construction d’une posture éthique, et sur l’ancrage des œuvres dans la mémoire. Nous analyserons les modifications qu’une telle démarche entraîne au plan pédagogique dans l’accueil de la parole de l’élève, dans le rapport au temps, dans les postures requises de la part de l’enseignant et dans les démarches d’apprentissage mobilisées auprès des élèvesAppropriating literary works for year 11 / 10th grade french students Here, appropriation metaphorically refers to the process by which readers make a literary work their own. The expression also refers to the result of this process: the inscription and expansion of the work within each individual memory. The active participation of each reader is required throughout the hermeneutical process, from the open mindset needed to absorb a new reading until the point when it becomes registered in one’s “interior library”. Appropriation can be regarded as the final step of the reading process and the vanishing point of any analysis on the way literature is perceived and received. Personal appropriation of literary works by students is at the backdrop of any curriculum for teaching French and all research in didactics of literature. Maybe it should be granted more emphasis than it is in the French school system today, particularly in year 11 / 10th grade. This is my thesis statement, in the light of modern research on the reader as a subject. I shall first consider the notion of appropriation from the point of view of modern hermeneutics and reception theories, in compliance with the French official educational standards, and define the discursive spaces where appropriation of literary works occurs. I shall then analyze the findings of an exploratory research carried out in a number of year 11 / 10th grade classes: students were submitted to five successive experiments which placed them in the position of subject readers, within the story of a specific and individual relationship to literature. The findings are interpreted in two main axes. First, leaving room for a personal encounter between students and literary works during lessons permits to successfully address a number of current issues on the transmission of literature. Then, I consider several hypotheses concerning the appropriation process in class, more particularly, the link between subjective impressions, more objective readings and the acquisition of the expected academic standards, but also the acquisition of an ethical posture and the inscription of the works in students’ memories. I shall finally examine the pedagogical changes implied by such an approach in the management of class participation, of timing; in the positioning of the teacher and the learning strategies developed by students
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Celestrin, Yannel. "Re-Imagining the Victorian Classics: Postcolonial Feminist Rewritings of Emily Brontë." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3665.
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ABSTRACT OF THE THESIS
RE-IMAGINING THE VICTORIAN CLASSICS: POSTCOLONIAL FEMINIST REWRITINGS OF EMILY BRONTË
by
Yannel M. Celestrin
Florida International University, 2018
Miami, Florida
Professor Martha Schoolman, Major Professor
Through a post-structural lens, I will focus on the Caribbean, specifically Cuba, Guadeloupe, Marie-Galante, and Roseau, and how the history of colonialism impacted these islands. As the primary text of my thesis begins during the Cuban War of Independence of the 1890s, I will use this timeframe as the starting point of my analysis. In my thesis, I will compare Emily Brontë’s Wuthering Heightsand Maryse Condé’s Windward Heights. Specifically, I will examine Condé’s processes of reimagining and rewriting Brontë’s narrative by deconstructing the notions of history, race, gender, and class. I will also explore ways in which Condé disrupts the hegemonic and linear notions of narrative temporality in an attempt to unsilence the voices of colonized subjects. I argue that Condé’s work is a significant contribution to the practice of rewriting as well as to the canon of Caribbean literary history. I argue that the very process of rewriting is a powerful mode of resistance against colonizing powers and hegemonic discourse.
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Cunha, Marcelo Garcia da. "Homologa??o de decis?es proferidas em class actions norte-americanas : possibilidades e limites frente ao sistema processual nacional." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7413.
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The internationalization and homogenization of legal relations, a phenomenon that is inexorably reflected in the framework of contemporary civil process, especially in its collective perspective, converge to the problematization of the theme concerning the recognition of foreign judgments, a procedural means that traditionally makes possible the extraterritorial circulation of judicial acts. The foreign judgment, as a rule, takes effect in Brazil after prior approval by the Superior Court of Justice, through a specific procedure in which predominantly formal requirements will be assessed, which condition the full or partial effectiveness of the sentence in the national territory. However, the jurisprudence on the subject is based on the individual demands. There is no systematic positioning regarding the request for homologation of a collective foreign judgment. The same can be said in relation to legal regulation and doctrine, since they do not present specific topical approach. The study proposal here involves class actions coming from the United States jurisdiction. In this sense, it is proposed to problematize the national jurisdictional action against a request for homologation of a sentence pronounced in the context of class action, covering theoretical and practical aspects that singles out this theme and that present difficulties in solving questions that may emerge in concrete cases. It is considered as a fundamental premise of work that the foreign collective ruling, including that resulting from the american class action, as a general rule, does not find obstacles to homologation in Brazil, since, although there is no specific rule on the matter, admissibility derives from the national process system itself, which welcomes, on a large scale, collective actions, giving them wide functionality in solving big controversy that emerge in today's society. The symmetry between the collective process systems studied (brazilian and american), overlaps with the distinctions, notably due to the characteristic concern of both to grant guarantees to the collective rights under discussion, without this implying any mitigation of the impartiality of the judicial body. This finalistic trait is projected in the homologation process resulting from class action, aiding in the equation of theoretical-practical problems that emerge from matter.
A internacionaliza??o e a homogeneiza??o das rela??es jur?dicas, fen?meno que se reflete de modo inexor?vel nos marcos do processo civil contempor?neo, notadamente na sua vertente coletiva, convergem para a problematiza??o do tema referente ao reconhecimento de senten?as estrangeiras, meio processual que tradicionalmente viabiliza a circula??o extraterritorial dos atos jurisdicionais. A senten?a estrangeira, em regra, produz efeitos no Brasil ap?s pr?via homologa??o pelo Superior Tribunal de Justi?a, mediante procedimento espec?fico no qual ser?o aferidos requisitos predominantemente formais, que condicionam a plena ou a parcial efic?cia do ato sentencial no territ?rio nacional. No entanto, a jurisprud?ncia sobre o assunto est? pautada nas demandas individuais. N?o h? um posicionamento sistem?tico a respeito de pedido de homologa??o de senten?a coletiva estrangeira. O mesmo se pode afirmar em rela??o ao regramento legal e ? doutrina, visto que n?o apresentam abordagem t?pica espec?fica. A proposta de estudo, aqui, envolve as a??es de classe provenientes da jurisdi??o norte-americana. Nesse sentido, prop?e-se problematizar a atua??o jurisdicional nacional frente a pedido de homologa??o de senten?a proferida no ?mbito de class action, abarcando aspectos te?ricos e pr?ticos que singularizam esse tema e que oferecem dificuldades na solu??o de quest?es que poder?o emergir em casos concretos. Considera-se como premissa fundamental de trabalho que a senten?a coletiva estrangeira, incluindo a resultante de a??o de classe norte-americana, como regra geral, n?o encontra ?bice ? homologa??o no Brasil, visto que, embora inexista norma espec?fica acerca da mat?ria, a admissibilidade decorre do pr?prio sistema processual nacional, que acolhe, em larga escala, as a??es coletivas, conferindo-lhes ampla funcionalidade na resolu??o de macrolides que emergem na sociedade atual. As simetrias entre os sistemas processuais coletivos estudados (brasileiro e estadunidense) se sobrep?em ?s distin??es, notadamente pela caracter?stica preocupa??o de ambos de conferir garantias aos direitos coletivos em discuss?o, sem que isso implique qualquer mitiga??o da imparcialidade do ?rg?o julgador. Esse tra?o final?stico se projeta no processo de homologa??o de decis?o resultante da class action, auxiliando no equacionamento de problemas te?rico-pr?ticos que emergem da mat?ria.
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Weiner, Danilo. "Os desafios de comunicação da empresa com posicionamento mais premium frente a classe média emergente." reponame:Repositório Institucional do FGV, 2013. http://hdl.handle.net/10438/10891.
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Sob o acrônimo BOP (Bottom of Pyramid), muito se tem discutido sobre as vantagens empresariais de atender a uma classe emergente de aproximadamente 4 bilhões de pessoas ao redor do mundo (Prahalad 2005), como uma das formas de se defender da estagnação do consumo nos países mais desenvolvidos. Se hoje a discussão já está mais bem delineada, é muito em função de artigos de estudiosos como Prahalad, Hammond e Yunus que colocaram a base da pirâmide no centro do debate. Há empresas referência mundial nessa transição de atendimento para o BOP, como a GE na China ou a Unilever na Índia. Mas para o caso brasileiro, parece ainda não haver igual expressão, sendo a emergência do BOP mais recente. Algumas dessas empresas orientadas para as classes emergentes têm mudado seu modelo de negócios. Outras criam submarcas voltadas às classes emergentes e sofrem os impactos dessas decisões sobre a arquitetura de marcas. E, finalmente, há empresas que utilizam um conjunto de signos e códigos de comunicação na oferta de seus produtos e serviços que acreditam ser bem aceitos transversalmente nas classes sociais. O objetivo geral da dissertação foi avaliar quais códigos e signos de comunicação as empresas com posicionamento premium devem utilizar numa comunicação com essa classe emergente, sem correr o risco de afastar seu público-alvo original (das classes AB). O método inclui a ferramenta denominada Value Reframing (Reenquadramento de Valor), para a busca de novos valores para um produto ou serviço em um novo contexto de mercado. Tal ferramenta não prevê teste de rejeição dentro do público original. Então foram coletados: 1) os valores mais bem aceitos pela nova classe média; 2) os valores avaliados e não rejeitados por consumidores da classe AB. Em conclusão, é possível utilizar signos e códigos com aceitação nas duas classes (como uso do humor nas mensagens ou a sensação de que a mensagem foi direcionada para a pessoa). A adoção desses elementos podem ser mais bem sucedidos se acompanhados de uma discussão sobre o modelo de negócios vigente, para atender melhor a nova classe média.