Global ETD Search

21	Who Owns This Jungle? : Changes, Landownership and Traditional Authority in the Tropical Forests of Western Ghana Laursen, Josephine January 2019 (has links) At present, in Adansi and Daboase, two rural communities in Western Ghana, changes are both internally and externally driven. Combined with ongoing negotiations of authority, landownership, history, tradition and culture, the interconnectedness of these areas shapes the realities of these communities. This thesis investigates these land-related conflicts and authority negotiations from a hermeneutic phenomenological approach. Inspired by action-oriented research, the lives of local residents are investigated and attempted to be understood through their own explanations. Four months of internship with an oil palm and rubber plantation company, focus groups and semi-structured interviews in two local communities to the plantation, lay the foundation of this thesis. It shows an intimate connection between landownership and resource rights, and history, heritage and traditional authority.Land is key to power or a secured future for one’s family, which makes it an inflamed topic. Landownership and the underlying negotiations are crucial to the understanding of what occupies many local residents in a setting of globalised markets. The thesis points to gaps of understanding and varying interests in-between government, external actors, chieftaincy and community members. Thorough consultation process procedures prior to projects in rural communities are proposed. The project adds to a larger discussion on sustainability, corporate social responsibility, local knowledge and experiences on land conflicts, and post-colonial settings in Ghana. Action-oriented research Change Chieftaincy Ghana Hermeneutic phenomenology Land-ownership Landscape history Local communities Negotiations Oral history Traditional au-thority Western Ghana Humanities and the Arts Humaniora och konst Social Sciences Samhällsvetenskap Social Sciences Samhällsvetenskap
22	Enhancing students' personal resources through narrative Rapmund, Valerie Joan 08 1900 (has links) Text in English / The Student Self-Empowerment and Enrichment Programme (SSEEP), formed a resourceful context for this study, which was action-oriented and experience-based. The aim of the SSEEP was to disseminate knowledge, and to create a domain for dialogue that facilitated connection with others and created spaces for the telling and sharing of stories. The philosophy which informed this study was that individuals interpret their experiences and make sense thereof through narratives or stories, which are socially constructed through language. Qualitative research methods were used to interpret the data. Facilitators' and students' experiences in the SSEEP were recorded in field notes, and photographs and 'memory boxes', which were analysed using a hermeneutic method. Personal interviews with four students were analysed using narrative analysis. The purpose of this study was to identify the processes, themes and meanings that contribute to the enhancement of students' personal resources. Facilitators and/ or students co-constructed alternative stories to ones that thwarted their growth, or subjugated them, which led to the creation of new realities that individuals could 'perform', and to recreating themselves in new ways. They could not but be changed by the encounter, and moved from the anonymity of silence to the healing of affirmation through narrative. The promotion of healing, the provision of support or education, and improvement of self-understanding and personal efficacy, were goals that seemed to have been attained. It was also hoped that personal growth would bring life-enhancing contributions to other contexts as well, such as the students' personal, family and community contexts. The guidelines proposed in this study could be of value to those who wish to become involved at grassroots level in designing and implementing their own programmes in the tertiary-education context. They are particularly relevant within present day South Africa taking the diversity of the population into account. / Psychology / D. Litt. et Phil. (Psychology) Action-oriented and experience-based Domain for dialogue Narrative/stories Qualitative research methods Processes Themes and meanings 'Performing' new realities Facilitators Tertiary-education Diverse population South African context 616.8914 Empowerment Narrative therapy Qualitative research. Reality -- Psychological aspects Universities and colleges Dialogue -- Psychological aspects
23	Les enjeux de l’intégration de l’eTandem en didactique des langues-cultures étrangères : interactions entre apprenants et dynamique institutionnelle dans un dispositif universitaire sino-francophone / Integrating eTandem in foreign language-culture education : interaction between learners and institutional dynamic in a sino-french university online course Wang-Szilas, Jue 21 September 2016 (has links) A partir d’un dispositif eTandem chinois-français initié et développé par l’Université de Genève (Suisse) et l’Université du Hubei (Chine) sur cinq années, cette thèse aborde deux problématiques : l’ingénierie pédagogique du dispositif et la co-construction des compétences via la réalisation des rôles d’expert et d’apprenant entre les locuteurs natifs et non natifs. D’une part, nous montrons que la conception du dispositif doit prendre en compte l’influence des exigences institutionnelles, des pédagogies et des cultures éducatives sur la motivation, les stratégies et les performances des apprenants. D’autre part, nous analysons de manière fine des interactions au sein de binômes dont les styles d’organisation peuvent varier. Le « projet didactique » sous-jacent à leurs échanges, grâce notamment à son caractère institutionnalisé, mobilise des ressources technologiques et interculturelles en lien avec le processus d’apprentissage. Nous montrons en particulier comment les stratégies de résolution de problèmes (négociation du sens et de la forme) sont prolongées et enrichies par les outils informatiques. / Based on a Chinese-French eTandem course initiated and developed by the University of Geneva (Switzerland) and the University of Hubei (China) over five years, this thesis tackles two issues: instructional design of the course and co-construction of competences through the realization of the roles of expert (native speaker) and learner (non-native speaker). On the one hand, our research shows that the course design should take into account the influence of the institutional requirements, teaching methods and the educational cultures on students’ motivation, strategies, and performance. On the other hand, we analyse interactions between learners, which present varying organisational styles. Thanks to the institutionalisation of the eTandem course, the « didactical characteristics » identified in their interaction mobilizes technological and intercultural resources related to the learning process. We show particularly how problem-solving strategies (negotiation of meaning and form) are extended and enriched by new technologies. ETandem Tandem institutionalisé Ingénierie pédagogique Interaction didactique Interculturel Actionnel Stratégies de résolution de problèmes Négociation du sens Négociation de la forme ETandem Institutionalized tandem Instructional design Didactical interaction Intercultural Action-Oriented Problem-Solving strategies Negotiation of meaning Negotiation of form
24	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 ? / The difficulties of international students in the French university system : how can the French for university purpose help them to succeed in their studies? Corzo Zavaleta, Janet Ivonne 02 March 2018 (has links) 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 spécifiques. / This 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. Français sur Objectifs Spécifiques Français sur Objectifs universitaires Didactique du FLES Didactique du FOS/FOU Approche communicative Approche actionnelle French for Specific Purposes Didactic of FSP/ FUP Conversational approach Action-Oriented approach
25	Vie spirituelle à l'école : les Services d'animation à la vie spirituelle et à l'engagement communautaire dans les écoles secondaires de la banlieue montréalaise Bélanger, Liette 07 1900 (has links) No description available. Vie spirituelle Engagement communautaire Approche centrée sur l’action Animation de groupe Valorisation Dimension relationnelle Système préventif Don Bosco Éducation au Québec Spiritual life Community engagement Action-oriented approach Group animation Relational dimension Preventive system Education in Quebec Theology / Théologie (UMI : 0469)
26	Le dispositif intégré DNL en français/cours de FOS et de FOU dans les FUF bi-plurilingues pour la réussite des étudiants allophones / A framework integrating non-linguistic subject(s) (DNL) in French and French for Specific Purposes (FSP)/French for Academic Purposes (FAP) courses in bi-multilingual French-language University Courses for success of allophone students Bordo, Widiane 27 June 2016 (has links) La mondialisation économique et l'internationalisation des échanges ont engendré l'ouverture des frontières et la mobilité professionnelle. Par conséquent, de nouveaux besoins communicatifs émergent. En effet, les institutions, les organismes, les administrations et les entreprises recrutent, aujourd'hui, des professionnels capables de communiquer en plusieurs langues lors de leurs activités professionnelles. Pour répondre à cette demande, des établissements scolaires et universitaires ont mis en œuvre des dispositifs d'enseignement bi-plurilingue. La présente thèse s'intéresse aux Filières Universitaires Francophones (FUF) bi-plurilingues, et a pour objectif d'analyser le dispositif Discipline(s) Non Linguistique(s) (DNL)/cours de français, censé garantir la réussite universitaire et professionnelle des étudiants allophones. Ainsi, nous avons mené une enquête de terrain au sein d'une FUF d'économie en Egypte pour y étudier les pratiques linguistiques et didactiques. Notre recherche montre que l'intégration d'un cours de Français sur Objectif Universitaire (FOU) et de Français sur Objectif Spécifique (FOS) dans le programme de formation des FUF vise la réussite des étudiants. Par ailleurs, les résultats de notre investigation nous ont conduite à élaborer différents outils permettant aux enseignants de français d'élaborer plus facilement des cours de FOS/FOU. Il s'agit précisément de la conception d'un référentiel de compétences langagières, d'un programme de formation de FOS/FOU et d'activités pédagogiques. / The economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities. FUF Bi-plurilingue Enseignement bi-plurilingue DNL en français Étudiants allophones FOU FOS Démarche FOS Besoins Difficultés Attentes Analyse de discours Discours spécialisé Dérives du FOS Contraintes Référentiel de compétences Programme de formation Exploitation pédagogique Tâche Approche actionnelle French-language University Courses Bi-multilingual Bi-multilingual teaching Non-linguistic subjects in French Allophone students FAP FSP FSP approach Needs Difficulties Expectations Discourse analysis Specialized discourse FSP drifts Constraints Competency framework Training program Educational use Task Action-oriented approach

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