Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-27T15:09:28Z No. of bitstreams: 1 mariliadejaniraberberickdealmeida.pdf: 3705922 bytes, checksum: 5643ff6b10ceb64761d5c4b53723e9ac (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-27T15:52:02Z (GMT) No. of bitstreams: 1 mariliadejaniraberberickdealmeida.pdf: 3705922 bytes, checksum: 5643ff6b10ceb64761d5c4b53723e9ac (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-27T15:52:12Z (GMT) No. of bitstreams: 1 mariliadejaniraberberickdealmeida.pdf: 3705922 bytes, checksum: 5643ff6b10ceb64761d5c4b53723e9ac (MD5) / Made available in DSpace on 2016-07-27T15:52:12Z (GMT). No. of bitstreams: 1 mariliadejaniraberberickdealmeida.pdf: 3705922 bytes, checksum: 5643ff6b10ceb64761d5c4b53723e9ac (MD5) Previous issue date: 2016-03-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa, desenvolvida no interior da Linha de Pesquisa Linguagem, Conhecimento e Formação de Professores do Programa de Pós-Graduação em Educação da Universidade Federal de Juiz de Fora, tem como foco o estudo sobre o papel da argumentação na formação inicial de professores do curso de Pedagogia da Universidade Federal de Juiz de Fora. O objetivo é investigar como acontece a argumentação, na disciplina de Fundamentos Teórico-Metodológicos em Educação Infantil I, entre aluno-professor-aluno, e se esse movimento possibilita uma formação crítica do futuro professor. Tal pesquisa está embasada pelas contribuições de autores da teoria sócio-histórico-cultural: Bakhtin (1995) e Vygotsky (2008), pois ambos auxiliam na compreensão dos diálogos tecidos entre aluno-professor-aluno, uma vez que, na relação com o outro, por meio dos diálogos, estabelecidos no cotidiano das aulas, construímos e internalizamos os nossos próprios discursos. Com enfoque na perspectiva sócio-histórico-cultural e fundamentada sob o viés da Pesquisa Crítica de Colaboração – PCCol (MAGALHÃES, 2004), esta pesquisa, devido às trocas geradas nos diálogos entre os participantes, dá ênfase à transformação pela ação. Tal perspectiva procura estabelecer, por meio da reflexão crítica, uma modificação da realidade, em que teoria e prática caminham juntas. A análise procura responder se esse movimento argumentativo possibilita uma formação crítico-reflexiva do futuro professor. A presente investigação foi realizada a partir do acompanhamento das aulas da disciplina de Fundamentos Teórico-Metodológicos em Educação Infantil I, durante o segundo semestre de 2014, no 2º período do curso de Pedagogia da Universidade Federal de Juiz de Fora, por uma sessão reflexiva com os alunos e uma entrevista dialógica com a professora da disciplina. A discussão dos dados está pautada nas categorias argumentativas, com base em Perelman e Olbrechts-Tyteca (2005), Liberali (2008, 2009) e Schapper (2010), com o levantamento dos tipos de argumentos, operadores argumentativos e dêiticos. Os resultados oriundos do movimento de análise revelaram que os sujeitos envolvidos na pesquisa puderam confrontar seus conhecimentos, que as reflexões tecidas no interior do coletivo são intrínsecas ao processo de formação de professores e que, no processo colaborativo, os envolvidos têm a oportunidade de se revisitarem. / The present research was developed within the Research Line Language, Knowledge and Teachers Training from the Post graduation Program in Education of the Federal University of Juiz de Fora. Its focus is the study about the role of argument in the initial teachers training in the Pedagogy course at the Federal University of Juiz de Fora. Based on the discipline of Theoretical-Methodological Foundations in the Early Childhood Education I, the purpose is to investigate how the argument happens between student-teacher-student and if this movement allows the future teacher has a critical training. Such research is based on the contributions of authors of socio-historicalcultural theory: Bakhtin (1995) and Vygotsky (2008). Both assist us in understanding the dialogues which are built between student-teacher-student. We build and internalize our own speech in the relationship with the other, through the dialogues which are settled in daily lessons. Focusing on the socio-cultural-historical perspective and grounded on the Critical Collaborative Research (MAGALHÃES, 2004), this research lay emphasis on the processing by the action, due to exchanges during the dialogues between the participants. Such perspective seeks to establish, by means of the critical reflection, a modification of reality, in which theory and practice go together. The analysis seeks to answer if this argumentative movement provides a critical-reflexive training of future teacher. The present research was carried out from monitoring the Theoretical-Methodological Foundations in the Early Childhood Education I classes, during the second semester of 2014, in the second period of the Pedagogy course of the Federal University of Juiz de Fora, by a reflexive session with the students and a dialogical interview with the professor of the discipline. The discussion of the data is guided in argumentative categories, based on Perelman and Olbrechts-Tyteca (2005), Liberali (2008, 2009) and Schapper (2010), with the survey of the types of arguments, argumentative and deictics operators. The results from the movement of analysis revealed that the subjects involved in the research were able to face up to their knowledge, the reflections built inside the collective are intrinsic to the process of teachers training and, in the collaborative process, those involved have the opportunity to revisit their old.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-04T15:37:21Z No. of bitstreams: 1 marcelolopesdasilva.pdf: 2035405 bytes, checksum: f42ad3f2f4b21d576dad7666e1d3c360 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-04T16:19:02Z (GMT) No. of bitstreams: 1 marcelolopesdasilva.pdf: 2035405 bytes, checksum: f42ad3f2f4b21d576dad7666e1d3c360 (MD5) / Made available in DSpace on 2016-10-04T16:19:02Z (GMT). No. of bitstreams: 1 marcelolopesdasilva.pdf: 2035405 bytes, checksum: f42ad3f2f4b21d576dad7666e1d3c360 (MD5) Previous issue date: 2010-04-05 / Investigam-se as construções com objeto cognato (cOC) na língua portuguesa não apenas quanto às hipóteses gerativistas, mas principalmente com base nas hipóteses sociocognitivas e construcionista-unificacionistas. Verifica-se a ocorrência de tipos de cOC com os verbos intransitivo inergativo, intransitivo inacusativo e transitivo-opcional. Nas cOCs com os verbos intransitivos, ocorre um desencontro sintático-semântico que é licenciado no nível pragmático, para que eles suportem o termo cognato em posição de foco sintático: um espelhamento do padrão transitivo. Tal motivação se baseia, primariamente, na pressuposição de que seja instanciada alguma especificação como fator de identificabilidade para o nome cognato enfocado e, secundariamente, num apenas realce da noção verbal. Essas restrições contextuais para a ocorrência do objeto cognato são descritas nos níveis internos das relações sintático-semânticas, vinculando-se a elas um conjunto de efeitos estilístico-fonografêmicos e aspectualpsicológicos. Verificam-se os seguintes fatos: Que a nominalização efetua, simultaneamente, um recorte dos argumentos verbais e um livre preenchimento informacional no sintagma nominal cognato. Que a repetição do radical verbo-nome coocorre com outras licenças contextuais de repetição, por um lado, aparentando redundância, e por outro, valorizando cada informação nova como parte da cena reconstruída no discurso. Que numa cOC, a especificação, informação nova, concentrase no modificador e/ou no determinante forte e/ou nos sufixos do nome cognato. Que a variação quanto ao número de argumentos instanciados com um mesmo verbo confirma a hipótese de heranças múltiplas, referida como ‘valência emprestada’, associada às licenças pragmáticas para as cOCs serem adequadamente interpretáveis em contextos descritivos. A investigação empírica consiste na verificação de ocorrências no Google, classificadas e parcialmente anexadas no Corpus representativo das cOCs em Português; e a formalização dos dados teóricos consiste na implementação aplicativa aos modelos: Gramática das Construções (CxG), Gramática dos Enquadres Semântico-Cognitivos em Redes (FrameNet), e Gramática das Construções Baseada no Signo (SBCG). Pela investigação das cOCs é reconhecida a interferência direta do nível pragmático nos outros níveis que compõem a gramática, confirmando a maior plausibilidade de uma gramática de contexto ou uma Gramática (Sócio)Cognitiva e (Sócio)Construcionista. / The Portuguese cognate object construction (COC) research goes through generative hypothesis to find solid grounds in usage-based cognitivist and unificationalconstructionist lands. It is observed that COCs occur with optional transitive verbs, with unergative intransitive and also with unaccusative intransitive verbs. The COCs with intransive verbs instantiates a syntatic-semantic mismatch, which non-default relations are pragmatically licensed for them to support the cognate noun in a syntactic focus position: as in a transitive pattern mirrowing. This motivation is based, firstly, on the pressuposition that some specification will be structurally given to identify the cognate noun, and, secondly, it is based on the possibility of a CO to be constructed as a ‘single focus’ of that verbal scenic conceptual reconstruction. Such COCs’ contextual restrictions are explained within syntax-semantics relational levels, to which is bound a set of stylistic-fonographical and aspectual-psychological effects. These following facts are observed: Firstly, that nominalization, simultaneously, pruns verbal arguments and enables free informational filling-up in a cognate noun phrase. Secondly, that nounverbal root repetition occurs among other licenced repetitions, on the one hand, apparently just redundant stuffs, on the other hand, it valorizes each specific new information that, in COs, concentrates on a modifier and/or on a strong determiner and/or even on a cognate noun suffix. Thirdly, that the variation in number of instantiated arguments of a same verb confirms the ‘multiple inheritance’ hypothesis, referred to as ‘borrowed valence’, locally unified to pragmatic licences for adequate interpretability of COCs in descriptive contexts. The empirical approach amounts Google occurrences, partially annexed and classified in a ‘Representative Portuguese COCs Corpus’; and the formalization of theoretical data consists in an applied implementation to the following models: Construction Grammar (CxG), Semantic Frames Grammar (FrameNet), and Sign-Based Construction Grammar (SBCG). By the COCs inquiry, it is recognized a direct pragmatically leveled interference into the other grammatical levels, a sufficient condition to prove the plausibility of a contextual grammar or a (Socio)Cognitive and (Socio)Constructionist Grammar.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-07-26T11:53:31Z No. of bitstreams: 1 rogeriataroccodossantos.pdf: 2125003 bytes, checksum: 7a863de42d7c4e833f0f2b5f2f710d20 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-07-26T13:53:35Z (GMT) No. of bitstreams: 1 rogeriataroccodossantos.pdf: 2125003 bytes, checksum: 7a863de42d7c4e833f0f2b5f2f710d20 (MD5) / Made available in DSpace on 2018-07-26T13:53:35Z (GMT). No. of bitstreams: 1 rogeriataroccodossantos.pdf: 2125003 bytes, checksum: 7a863de42d7c4e833f0f2b5f2f710d20 (MD5) Previous issue date: 2018-04-18 / O presente trabalho tem como objetivo de pesquisa investigar o uso de ameaças em contexto de conflito, mais especificamente, em audiências de conciliação do PROCON. Essas audiências são caracterizadas pela tentativa de formulação de um acordo entre consumidor (reclamante) e fornecedor de bens ou serviços (reclamado) e são mediadas por um representante do órgão (conciliador). Nesta situação institucional, o fato de o reclamante e o reclamado possuírem posições diferentes acerca da reclamação gera um embate de ideias no qual cada participante busca sustentar seu ponto de vista por meio de argumentos. Para análise, selecionamos cinco audiências intituladas: Ok veículos, Rui Pedreiro, Banco Previdência, Banco Sul e Brasimac, estas foram gravadas em áudio e transcritas de acordo com as convenções da Análise da Conversa. Todas as audiências pertencem ao acervo do projeto ―O papel da avaliação na argumentação em situações de conflito‖, coordenado pela Profª. Drª. Amitza Torres Vieira na Universidade Federal de Juiz de Fora. Com base nos estudos clássicos da Argumentação (ARISTÓTELES, 1978; TOULMIN, 1958; PERELMAN & OLBRECHTS-TYTECA, 1996 [1958] e GARCIA, 1978) e também em estudos interacionais (SCHIFFRIN, 1987; GILLE, 2000; VIEIRA, 2003; 2007 e BARLETTA, 2014), este estudo buscou investigar o uso de ameaças para fins argumentativos em contextos institucionais. Para analisar as ameaças, utilizamos como aporte teórico as postulações de Salgueiro (2010) e Gales (2015). A análise do presente estudo é de natureza qualitativa e interpretativa (DENZIN e LINCOLN, 2006), com base em dados reais de fala, transcritos segundo as convenções do modelo Jefferson. Os resultados mostram que quando cada parte sustenta seu ponto de vista e não se mostra disposta à formulação do acordo, a ameaça pode ser utilizada como recurso argumentativo a fim de estabelecer a resolução do conflito. Embora as ameaças sejam produzidas com a intenção de persuadir, só são aceitas quando o interlocutor avalia seu conteúdo como prejudicial. Além disso, o tipo de ameaça produzido também interfere na aceitação destas. / The purpose of this paper is to investigate the use of threats in the conflict context, more specifically, in conciliation hearings of PROCON. These hearings are characterized by the attempt to formulate an agreement between consumer (complainant) and supplier of goods or services (defendant) and are mediated by a representative of the institution (conciliator). In this institutional situation, the fact that the complainant and the defendant have different positions on the complaint generates a clash of ideas in which each participant tries to support his point of view by means of arguments. For analysis, we selected five audiences entitled: Ok vehicles, Rui Pedreiro, Banco Previdência, Banco Sul and Brasimac, these were recorded in audio and transcribed according to the conventions of the Conversation Analysis. All the hearings belong to the data of the project "The role of the evaluation in the argumentation in conflict situations", coordinated by Drª. Amitza Torres Vieira at the Federal University of Juiz de Fora. Based on the classical studies of Argumentation (Aristotle, 1978, Toulmin, 1958, Perelman & Olbrechts-Tyteca, 1996 [1958] and GARCIA, 1978) and also in inter-disciplinary studies (SCHIFFRIN, 1987; GILLE, 2000; VIEIRA, 2003; BARLETTA, 2014), this study sought to investigate the use of threats for argumentative purposes in institutional contexts. In order to analyze the threats, we use as a theoretical contribution the claims of Salgueiro (2010) and Wales (2015). The analysis of the present study is qualitative and interpretive (DENZIN and LINCOLN, 2006), based on real speech data, transcribed according to the conventions of the Jefferson‘s model. The results show that when each part sustains its point of view and does not have willingness to formulate the agreement, the threat can be used as an argumentative resource in order to resolve the conflict. Although threats are produced with the intention of persuading, they are only accepted when the interlocutor evaluates its content as harmful. Moreover, the type of threat produced also interferes in its acceptance.

Submitted by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T18:26:21Z No. of bitstreams: 1 TESE DOUTORADO completa ( PDF )- EDITADA - Copia Ajustada.pdf: 5370270 bytes, checksum: 682f0a59f065c79a6b9131589dfc3600 (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-03-29T19:06:03Z (GMT) No. of bitstreams: 1 TESE DOUTORADO completa ( PDF )- EDITADA - Copia Ajustada.pdf: 5370270 bytes, checksum: 682f0a59f065c79a6b9131589dfc3600 (MD5) / Made available in DSpace on 2017-03-29T19:06:03Z (GMT). No. of bitstreams: 1 TESE DOUTORADO completa ( PDF )- EDITADA - Copia Ajustada.pdf: 5370270 bytes, checksum: 682f0a59f065c79a6b9131589dfc3600 (MD5) / A pesquisa propõe-se a estudar as estratégias argumentativas, como os modalizadores, os índices polifônicos, os pressupostos e os subentendidos, com o objetivo de descortinar a ideologia presente em 12 textos de abertura, ou lides, dos capítulos do livro didático do 9º ano, do Ensino Fundamental, Português linguagens de William Roberto Cereja e Thereza Cochar Magalhães. O exame dos temas e projeções dos enunciadores revela-se importante, nesse sentido, para se avaliar a construção dos sentidos nos lides – que funcionam como motivação para os textos dos capítulos – e a sua pertinência com relação ao PNLD (Programa Nacional do Livro Didático). A análise linguística fundamenta-se na articulação entre a sintaxe do texto, postulados funcionalistas e a semântica linguística. As análises textuais revelaram uma variedade temática no corpus, em consonância com os objetivos do PNLD, e a presença de estratégias argumentativas com o intuito de se conseguir a adesão do aluno-leitor. A dissimulação do locutor, responsável pelo enunciado, em relação a algumas chamadas, por exemplo, consistiu em um mecanismo de persuasão fundamental, cujo efeito foi provocar a sedução do jovem leitor. Nesse sentido, também revelou uma visão estigmatizada do locutor a respeito do interesse dos adolescentes por temas ligados à leitura e a assuntos da atualidade. / This research aims to study the argumentative strategies such as modalisers, polyphonic indices, assumptions and implicits, in order to unfold the ideology within 12 introductory texts (so called leads), in the chapters of the textbook for the ninthgrade of Elementary School Português linguagens by William Roberto Cereja and Thereza Cochar Magalhães. The examination of the themes and projections of speakers are important in this sense, to evaluate the construction of the senses in the leads – which play a motivational role for the text of each chapter – and their relevance in the PNLD (Programa Nacional do Livro Didático). The present linguistic analysis is based on the relationship between the text syntax, functionalist postulates and linguistic semantics. The textual analysis proved to be a thematic variety in the corpus, aligned with the objectives of PNLD, and the presence of argumentative strategies in order to achieve the accession of the student-reader. The concealment of the speaker, responsible for the statement, in some titles of introductory texts, for example, consisted of a fundamental persuasion mechanism, the effect of which was causing the seduction of the young reader. Accordingly, it also brought out a stigmatized view of the speaker about the interest of adolescents by issues related to reading and current affairs.

Uppsatsen behandlar konstruktionsmönster vid de bitransitiva verben sända och giva i äldre forn­svenska, yngre fornsvenska och äldre nysvenska. I uppsatsen undersöks dels för­del­ningen mellan de fyra konstruktionsalternativen DAT-ACK, ACK-DAT, PP-ACK och ACK-PP för sända respektive giva under var och en av de undersökta perioderna, dels vilka se­mantiska och informationsstrukturella faktorer som ligger bakom valet av en viss kon­struk­tions­va­riant vid ett visst verb under en viss tidsperiod. Resultaten visar att för verbet sända fö­re­lig­g­er inga sig­nifikanta skillnader i för­delningen av konstruktionsalternativ mellan de tre tids­pe­ri­oderna. Verbet konstrueras med ACK-PP i över hälften av fallen under alla tidsperioderna, me­dan DAT-ACK genomgående står för ungefär en tredjedel av beläggen. Verbet giva upp­vi­s­ar däremot en signifikant minskad användning av ACK-DAT mellan yngre fornsvenska och äl­d­re nysvenska, medan bruket av ACK-PP ökar under samma period. Mellan äldre forn­sven­ska och yngre fornsvenska ökar bruket av DAT-ACK, medan ACK-PP blir ovanligare. Båda des­sa tendenser beror dock på en specifik användning av ACK-PP i Fornsvenska legendariet, och speg­lar förmodligen inte utvecklingen i språket som helhet. Vad gäller de informationsstruktu­r­ella fak­torerna påverkar dessa valet av konstruktionstyp i stort sett som väntat, i så måtto att kor­t­a­re, pronominella och definita led (dvs. informationsstrukturellt tematiska led) ofta pla­ce­ras fö­re längre, icke-pronominella och indefinita led (informationsstrukturellt rematiska). Ana­lysen av de semantiska variablerna visade att DAT-ACK vid båda verben gynnas av ani­ma­ta m/m-ar­gument (mottagare/mål) och abstrakta p/t-argument (patient/tema), medan ACK-PP å andra si­dan gynnas av inanimata m/m-argument och konkreta p/t-argument. Vid verbet sän­da kon­stru­eras DAT-ACK enbart med animata m/m-argument, medan verbet giva i äldre och yngre forn­svenska endast konstrueras med ACK-PP om m/m-argumentet är inanimat. En se­mantisk ut­vidgning av ACK-PP vid verbet giva uppstår emellertid i äldre nysvenska, där kon­struk­tions­varianten blir kompatibel även med animata m/m-argument. ACK-DAT är vid verbet gi­va vanligare när p/t-argumentet betecknar någonting konkret, vilket indikerar en se­man­tisk upp­delning inte bara mellan dubbelobjektsvariant och prepositionsvariant utan även mel­lan de bå­da dubbelobjektsvarianterna DAT-ACK och ACK-DAT.

Abstract This dissertation studies emotional displays in talk-in-interaction, especially focusing on conversational argument, storytelling and teasing. The aim is to understand how verbal expressions, prosodic cues, and embodied actions interact with each other in emotional expression. The main analytic approach and methodology is conversation analysis and multimodal interaction analysis, applied to interactional sequences from everyday conversations. The research data comes from three different video recordings and their transcripts. First, the dissertation reveals two broad types of frustration in conversational argument. The findings suggest that combined verbal and nonverbal expression of frustration involves a complex interplay of prosodic cues and embodied actions. Nonverbal expression of frustration is displayed by embodied actions alone. Second, the dissertation shows how shared joy is conveyed between storytellers and recipients in storytelling. They can achieve shared joy because the recipients express willing participation and active recipiency in two main ways: they display verbal appreciation of the story, or they join in the storytelling through laughter, smiles, head nods, and gaze exchanges. The recipients may also offer summaries or interpretations of events in the story by comparing their own experiences to events in the story. Third, the dissertation analyzes playful teasing activity, showing how teasing activity can bring about a shared experience of amusement for both teasers and their “targets.” The study argues that recipients of teasing are active contributors in the social interaction. The transient embarrassment felt by the teased participants does not prevent the exchange from reaching a shared experience of amusement. / Tiivistelmä Väitöskirja tutkii tunteiden osoittamista arkisissa keskustelutilanteissa ja erityisesti väittelyn, tarinankerronnan ja kiusoittelun kuluessa. Tutkimusmetodi on pääasiassa keskustelunanalyysi, jonka avulla tutkitaan, miten kielelliset ilmaukset, prosodiset vihjeet sekä keholliset toiminnot yhdessä tuottavat tunneilmauksia. Tutkimusaineiston muodostaa kolme videoitua keskustelua ja niiden litteraatiot. Tutkimus osoittaa arkikeskusteluissa esiintyvissä väittelyissä ilmenevän kahtalaista turhautumisen tyyppiä. Ensimmäisessä puhujat tuottavat rinnan kielellisiä ja ei-kielellisiä turhautumisen ilmauksia, toisessa turhautumista osoitetaan vain ei-kielellisin keinoin. Tuloksien mukaan edellisessä tyypissä prosodia ja keholliset toiminnot ovat monimutkaisessa vuorovaikutuksessa keskenään. Jälkimmäisessä tyypissä turhautumista ilmaistaan pelkästään keholla. Toiseksi väitöskirja osoittaa, miten jaettu ilon tunne syntyy puhujien ja vastaanottajien välisenä toimintana. Tarinankerronnassa saavutetaan ilon hetkiä, koska vastaanottajat ovat halukkaasti mukana kerronnassa ja osoittavat aktiivista vastaanottoa kahdella tavalla: he osoittavat arvostusta kertomusta kohtaan verbaalisin keinoin, tai he liittyvät kerrontaan mukaan nauramalla, hymyilemällä, nyökkäilemällä, vaihtamalla katseita keskenään, referoimalla ja tulkitsemalla kertojan aiempaa puhetta formulaatioillaan ja vertailemalla omia kokemuksiaan tarinan tilanteeseen. Kolmanneksi tutkimus analysoi leikkisää kiusoittelua, joka saadaan aikaan liioittelevilla kielellisillä ilmauksilla sekä liioittelevilla prosodisilla vihjeillä ja eleillä. Tutkimus näyttää, että kiusoittelun kohteet aktiivisesti myötävaikuttavat kiusoittelutoimintaan. He voivat olla siinä mukana liioittelevilla vastausvuoroilla, nauramalla tai toimimalla mukana pelkästään eleiden avulla. Empiirinen analyysi näyttää, että kiusoittelutoiminta tuottaa yhteisen huvittuneisuuden kokemuksen keskustelun kuluessa. Kiusoittelijan ja kiusoittelun kohteen kokema ohimenevä nolous tai kiusaantuneisuus ei estä tämän yhteisen huvittuneisuuden kokemuksen saavuttamista.

Le moyen sérieux et l’appréciation manifeste sont des notions bien connues des processualistes qui suscitent toujours la défiance et la circonspection. Elles connaissent pourtant un succès législatif spectaculaire et interviennent dans l’application d’un grand nombre de textes dont l’importance pratique et juridique n’est plus à démontrer. Encore considérées comme la clé la plus insaisissable des dispositifs dans lesquelles elles sont intégrées, ces notions appellent une étude synthétique. Faisant le lien entre des analyses doctrinales éparses qui ne s’intéressent à ces notions qu’au sein d’une procédure identifiée, la thèse tente d’en dégager une définition généralement et globalement opérante. Un examen attentif de la jurisprudence conduit à rejeter la définition classique fondée sur l’évidence et à lui substituer une définition fondée sur le concept plus large de certitude.La réflexion glisse alors imperceptiblement vers la théorie du droit et se tourne vers la question de la vérité en droit. Une connaissance objective des règles de droit est-elle possible ?A la recherche d’une définition succède naturellement une recherche des fonctions des notions. Véritables facteurs de rationalisation du droit processuel, elles y occupent une place essentielle. En dégageant les fonctions pratiques et juridiques des notions, la thèse est amenée à sortir des hypothèses consacrées et à rechercher si les conditions du recours à ces notions ne sont pas déjà réunies dans des dispositifs où il n’y est pourtant pas expressément fait référence. Elle quitte même le terrain du droit positif pour interroger la rationalité des mécanismes dont la mise en œuvre dépend des notions étudiées / An increasing number of statutes relies on the concepts of serious argument and obvious evaluation for their application. Yet no satisfying definition of these concepts has still been found. For if it is usually assumed that these concepts depend on the obviousness of the Law and of the disputed facts, a careful examination of the case law shows well enough that this view is false : one often judges an evaluation obvious only after having demonstrated its truth through a complex argumentation and a long reasoning.Thus, the thesis argues that the concepts refer not to the obviousness of the Law and the disputed events but to the certainty of these. Here the Law refers to a question of jurisprudence : is the case easy or hard ? This new definition leads to the discussion of skepticism regarding the Law. Once a definition that fits the case law has been built, it is necessary to identify the reasons, both legal and pratical, for the use of the concepts in procedural law.From this it becomes possible to a build critical look on the statutes that use the concepts of serious argument and obvious evaluation for their application : is this use justified or should the statutes be changed ? It will also be possible to consider that the appplication of statutes that do not refer to these concepts actually depends on them, or at least should depend on them

Dans cette thèse, nous nous intéressons aux relations qui peuvent exister entre des prédicats verbaux(ex : to regulate) et des prédicats nominaux (ex : regulation) dont les structures argumentales mettent enjeu des informations communes. Nous nous livrons à une formalisation des conditions dans lesquelles se réalisent des relations d’équivalence entre les constructions verbales et nominales. La mise en évidence de l’équivalence des structures argumentales de ces deux types de constructions est fondamentale pour pouvoir réaliser, par exemple, des systèmes d’extraction automatique d’informations très performants. En se basant sur les données du lexique The Specialist Lexicon, nous proposons une prédiction raisonnable du comportement syntaxique des arguments nominaux, de différents groupes nominaux prédicatifs(GNpréd), lorsqu’ils sont en position de postmodifieur. Cette étude nous a conduit à concevoir un ensemble d’algorithmes et à développer une plate-forme, Predicate DB, qui nous a permis de produire un lexique de nominalisations. Pour chaque entrée appartenant à ce lexique, nous avons caractérisé ses structures argumentales et ses réalisations dans des GNpréd dont les arguments sont marqués par des prépositions spécifiques. / In this thesis, we focus on the relation that may exist between verbal predicates (e.g., regulate)and nominal predicates (e.g., regulation) whose argument structures involve common information.We make a formalization of the conditions in which equivalent relations between verbal and nominalconstructions are carried out. Bringing out the equivalence of argument structures between these twotypes of constructions is fundamental for achieving, for example, very efficient Information Extractionsystems. Based on data from the Specialist Lexicon, we propose a reasonable prediction of the syntacticbehavior of nominal arguments, which belong to different predicate noun phrases (PNPs), when theyare in postmodifier position. This study has led us to design a set of algorithms and develop a platform,PredicateDB, to produce a lexicon of nominalizations. For each entry belonging to this lexicon, we havedefined its argument structures and achievements in PNPs whose arguments are marked by specificprepositions.

Cette thèse est composée de deux parties qui sont relativement indépendantes l’un de l’autre. Dans la première partie,une autre théorie de la gravitation que l’on appelle la gravité de f(R), est étudiée. Une première analyse mathématique est discutée sur cette théorie, y compris la formulation mathématique du problème de Cauchy, la discussion sur le choix du couplage, et la formulation mathématique des équations différentielles. Ce système des équations différentielles est de quatrième ordre et très impliqué. Pour pouvoir établir l’existence locale, une série de transformations et reformulation et introduites. Elles nous amènent à une formulation que l’on l’appelle la formulation conforme augmenté. Avec cette formulation, l’existence locale est établie. La deuxième partie est consacrée à l’analyse d’un type de système non-linéaire composé des équations d’onde et équations de Klein-Gordon. Ce type de système apparaît naturellement dans de nombreux modèles physiques: le plus important, l’équation d’Einstein couplé avec un champ scalaire réel du massif et le système de la formulation conforme augmentée de la théorie de f(R). La difficulté principale est le manque de la symétrie: un des champs de vecteur de Killing conforme de l’opérateur d’onde, le champ de vecteur de scaling S := t∂ t +r∂ r, n’est pas un champ de vecteur de Killing conforme de l’opérateur de Klein Gordon. Pour franchir cette difficulté, un nouveau cadre, appelé la méthode de feuilletage hyperboloïdal, est introduit. Avec ce cadre, nous pouvons encadrer les équations d’onde et les équations de Klein-Gordon dans le même cadre. Cela nous permet d’établir un résultat d’existence globale pour les données initiales petites et localisées dans un compact. / This these is composed by two parts which are relatively independent to each other. In the first part an alternative theory of the gravitation, the so-called f(R) gravity, is studied. A first mathematical analysis is discussed on this theory, including the mathematical formulation of the Cauchy problem, the discussion on the choice of coupling, the mathematical formulation of the differential system. This system is four-order and highly involved. To establish the local well-posedness result, a series of transformations ans re-formulations is introduced and we finally arrived at a formulation, called the augmented conformal formulation with which we have managed to establish the local well-poseness theory.The second part is devoted to the analysis of a type of coupled wave and Klein-Gordon system. This kind of system arises naturally in many physical model, especially in the Einstein equation coupled with a real massive scalar field and the augmented conformal formulation of the f(R) gravity. The main difficulty to treat this type of system is the lack of symmetry: one of the conformal Killing vector filed of the linear wave operator, the scaling vector field S := t∂t+r∂r is not a conformal Killing vector field of the linear Klein-Gordon operator. To overpass this difficult, a new framework, called the hyperboloidal foliation method is introduced. With this framework we can encompass the wave equations and the Klein-Gordon equations in the same framework. This allowed us to establish a global well-posedness result for compactly supported, small amplitude initial data.

This paper concerns the issue of ignorance about values, and how to best deal with it.I try to find out what we ought to do when we are ignorant of what it is valuable topromote. The proposed solution is an indirect system of “provisional values”, builtaround three goals that are likely to increase our chances of achieving real value,should such a thing be possible.These three provisional goals the system gives us are as follows: knowledge,optionality, and diversity.Knowledge is the traditional way of trying to relieve our ignorance and has beenthe focus of most philosophizing about value.Optionality means having options, or the power to act differently. This is likelyto become important should we ever discover what it is actually valuable to do.Finally, diversity is simply the idea that, not knowing what truly is valuable, weshould do as much as possible of everything in the hope that some of it may bevaluable. / Denna uppsats handlar om problemet med vår brist på kunskap om värde och hur manbäst hanterar det. Jag försöker ta reda på vad vi borde göra i situationer där vi ärokunniga om vilka mål som är värdefulla att uppnå. Den lösning som föreslås är ettindirekt system av ”provisoriskt värde”. Detta system är uppbyggt kring tre mål somsannolikt kommer att öka våra chanser att uppnå direkta eller verkliga värden, om ensådan sak skulle vara möjlig. Dessa tre provisoriska mål som systemet ger oss ärföljande: kunskap, optionalitet och mångfald.Kunskap är det traditionella sättet att försöka lindra vår okunnighet, och harvarit fokus för det mesta filosoferandet om värde.Optionalitet innebär att ha alternativ eller makten att agera annorlunda. Dettakommer sannolikt att bli viktigt om vi någonsin upptäcker vad det är värdefullt attgöra.Slutligen är mångfald helt enkelt tanken att om vi inte vet vad som verkligen ärvärdefullt så bör vi göra så mycket som möjligt av allt i hopp om att något av det kanvisa sig värdefullt.