Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.

Alors que le nombre de personnes sans-domicile n’a cessé d’augmenter depuis les années 1980, la « question SDF » a fait l’objet d’une réponse sociopolitique de plus en plus spécialisée. Afin d’analyser cette réponse, la thèse étudie la professionnalisation de la prise en charge des personnes sans-domicile en France. Elle s’appuie sur une enquête ethnographique et par entretiens (n=77) réalisée dans divers dispositifs d’accompagnement et de soins : accueil de jour, centre de santé, dispositifs de veille sociale et sanitaire, hébergements médicalisés ou non, réunions et commissions partenariales. Des analyses statistiques et archivistiques complètent l’analyse. L’étude restitue d’abord le rôle déterminant des professionnels de santé dans la formation d’un espace pluridisciplinaire et spécialisé de prise en charge. Elle se focalise ensuite sur le quotidien du travail d’accompagnement et de soin : à travers une division du travail originale, travailleurs sociaux et professionnels de santé sont engagés dans des relations de coopération et de concurrence pour répondre aux problèmes qu’ils ont à traiter. L’analyse se concentre finalement sur les modalités de régulation et d’harmonisation des pratiques et des représentations professionnelles. La formation d’une culture professionnelle commune facilite les échanges et les passages de relais entre professionnels, tout en réaffirmant les domaines de compétences de chacun. Inscrite au croisement de la sociologie des groupes professionnels et de la sociologie des politiques sociales, la thèse montre la multiplicité des mécanismes et des processus à l’œuvre dans la professionnalisation de la prise en charge des sans-domicile. Celle-ci forme une juridiction partagée entre les professionnels du travail social et de la santé qui luttent, coopèrent et se coordonnent selon des modalités et des temporalités diverses pour prendre en charge la question SDF. / While the number of homeless people keeps rising, homelessness has been tackled as a specific issue since the 1980’s. In order to study the political response that has been drawn to solve it, this dissertation analyses the professionalization of health and social care to the homeless in France. It relies on an ethnographical inquiry within various medical and social institutions, which is completed with statistical and archival materials as well as interviews (n=77). The dissertation first details the making of a multidisciplinary field addressing the issue of homelessness. It highlights the specific role of health professionals in the making and development of such a field. The study then focuses on the day-to-day medical and social work that takes place within dedicated institutions. Through a specific division of labor, medical and social workers are involved in relations of both cooperation and competition in order to solve the problems that they face. Eventually, the study addresses the issue of regulation and harmonization of professional practices and representations. Such processes depend on the making and diffusion of a common professional culture which both facilitates the exchanges between professionals and reminds them of the limits of their own expertise. Drawing on the sociology of professional groups and the sociology of social policies, this dissertation highlights the various mechanisms and processes that participate in the professionalization of health and social care to the homeless. Homelessness forms a shared jurisdiction within which social and medical workers cooperate, coordinate and compete through various ways and temporalities.

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Driving is a complex task that is highly reliant on attention. Research states that distractions cause performance errors thus it is important to find ways to reduce driver distraction or assist drivers with ways to improve their cognitive resources if distraction is unavoidable. Moreover, research indicates that action video game players outperform non-players on labbased tests of visual and cognitive abilities. However, research also exists that is contrary to these findings. Some researchers suggest that methodological deficiencies could be the cause of the significant findings in the literature. With such fervor of debate on the subject, the question remains of whether players acquire skills through playing action video games and if so can these games be used as research or training tools to enhance performance on realistic tasks. To answer this question, 45 male participants were tested using psychometric measures of spatial ability (Spatial orientation and visualization) and failures of attention (Cognitive Failures Questionnaire), and then all participants drove four 10-minute drives in a driving simulator. The first drive was a practice, followed by a control drive. Participants were then distracted using a hands free phone conversation. Following that, participants completed a final control drive. Both overall video game experience and action video game experience was positively related to higher spatial ability scores. Additionally, participants with higher action game experience exhibited fewer lane deviations during driving overall, but not during the distraction condition. On the other hand, participants with higher spatial ability scores exhibited fewer lane deviations during the distraction condition, but not during the control drives. Furthermore, action video game experience was not significant on the Cognitive Failures Questionnaire. Therefore, it was concluded that individuals who have higher action game experience do not show improvements on any iv abilities of attention tested in this study. However, higher experience action video game players may perform better in simulated environments than those with less experience.

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While perhaps the most recognizable hallmark of David Hume's moral philosophy is his commitment to an anti-rationalist theory of ethics, I argue that Hume came to reject this position found the Treatise of Human Nature (1739) in his later Enquiry Concerning the Principles of Morals (1751). In the Treatise, Hume endorses the view that reason is wholly inactive and cannot be the source of our sense of morals. According to the Treatise, our human reasoning does not give rise to the feelings of pleasure that we associate with an action being right. Instead, the determination we make that an action is right arises from feelings of approval that are rooted solely in natural sympathy and fellow-feeling, and these feelings never arise from reason. Yet, I argue that in the Second Enquiry, Hume abandons these anti-rationalist commitments and allows rational judgments of utility to give rise to the sentiments that ultimately approve our actions. In this paper, I argue for two claims about the role of reason in Hume's moral philosophy. First, I argue that in the Treatise, Hume is committed to a strong form of anti-rationalism where reason has no role in the process in which we approve/disapprove actions that are right or wrong. Second, I argue Hume moves away from these strong anti-rationalist commitments in the Treatise to a version of his moral theory where reason plays a role in making determinations of morality by allowing rational judgments of utility to give rise to the sentiments that approve actions. Finally, I argue that Hume makes these changes in the Second Enquiry to rule out an egoistic interpretation of his theory, and by accepting a rationalistic sentimentalism, Hume can defend his moral theory from an egoistic interpretation and prevent his system from collapsing into egoism. / Master of Arts / In the Treatise of Human Nature (1739) and the Enquiry Concerning the Principles of Morals (1751), the Scottish philosopher David Hume argued for a moral theory where the rightness or wrongness of any action could be determined by our feelings of pleasure or pain that we feel when we have an idea of that action. While contemporary historians of philosophy agree that in the earlier Treatise version of his theory Hume did not allow these feelings associated with moral rightness to arise from reason, I argue that Hume fundamentally changed his theory in the later Second Enquiry to do just that. In particular, I argue that in the Treatise, Hume did not believe that our feelings about rightness or wrongness could arise from rational judgments. Nevertheless, in the Second Enquiry, Hume changed is theory to allow rational judgments about what is useful to give rise to those moral feelings. I then conclude that Hume made these changes to his theory to prevent his moral philosophy from reducing to a theory where only those actions that are in my self-interest could be considered morally right.