Cette th??se se consacre ?? l???analyse de l???image de la prison dans la litt??rature fran??aise et qu??b??coise du 20e si??cle et du d??but du 21e si??cle. Elle examine un corpus vaste et vari?? constitu?? d???ouvrages de fiction et de t??moignage traitant de la prison et de l???exp??rience carc??rale ??crits entre 1910 et 2010. L???objectif de cette th??se est de d??finir la conceptualisation et les repr??sentations litt??raires de la prison et de l???enfermement dans la p??riode analys??e. Elle essaie de montrer que l???exp??rience carc??rale suscite un type particulier de r??flexion qui s???exprime par l???interm??diaire d???un genre litt??raire mixte, o?? l???autobiographie et la fiction s???entrecroisent. L???analyse se situe dans la perspective des ??tudes litt??raires et culturelles. La m??thodologie r??unit plusieurs approches : les th??ories sur le genre litt??raire des ouvrages carc??raux (Andrew Sobanet), les th??ories sur le t??moignage et sur la m??moire (Paul Ric??ur et Gis??le Mathieu-Castellani), les th??ories sur l???espace et le temps (Gaston Bachelard, Maurice Blanchot, Georges Mator?? et Pierre Bourdieu), et l???approche historique et sociologique (Michel Foucault, Gilles Chantraine, Marion Vacheret et Guy Lemire, Jacques Laplante). L???originalit?? de cette th??se r??side dans l???image d???ensemble qu???elle cherche ?? fournir de la repr??sentation de la prison de 1910 ?? 2010. La sp??cificit?? des ??crits de prison sera cern??e ?? partir d???un corpus complexe et d???une s??rie de questions bien d??limit??es : la mani??re dont les r??formes du syst??me p??nitentiaire sont refl??t??es dans la litt??rature carc??rale, la sp??cificit?? du t??moignage comme genre litt??raire issu de cette exp??rience d???enfermement dans les prisons fran??aises et canadiennes du 20e si??cle et les strat??gies fictionnelles de la litt??rature sur la prison.

Made available in DSpace on 2015-02-24T19:35:54Z (GMT). No. of bitstreams: 1 AlberyLS_DISSERT.pdf: 248256 bytes, checksum: ac5e3a0839df2e36cbaad666d13a1d4b (MD5) Previous issue date: 2010-07-02 / Ce travail a comme objectif analyser la structure et l'efficacit? d'un syst?me symbolique, qui est configur? ? travers qui le philosophe Dufour (2000), ? partir du linguiste Benveniste (1995) et du philosophe Lyotard (1998), dans la manutention et la sustentation des r?cits et d'histoires, appelle de trinit? naturel des la langue. C'est sous cet appareil, inscrit ? travers des pronomes ? moi ?, ? toi ? et ? lui ? qui nous ?tudierons les suivantes questions: 1. comme s'il ?tablit, synchronement, la mise ? jour du mythe religieux Santa Menina pr?sente dans la ville de Flor?nia, g?n? dans le coeur broussard du Rio Grande do Norte? 2. qui mani?re, diachronement, les r?cits sur mentionn? mythe s?il r?cup?re? Le culte religieux ? la Santa Menina est marqu? discoursivement ? travers d?un univers ? facettes multiples qui se soutient ? travers les voix de floranienses sur l'histoire d'une fille, dont le corps est trouv? intact et qui, sacralit?e par la population, est connu comme la Santa Menina. Une histoire qui, notamment, avait/a r?percussion et r?sonance, en participant, efficacement, des la r?alit? culturelle des la population. Th?oriquement, notre travail est nourri par des savoirs arriv?s, des la Linguistique, et des ?tudes sur la M?moire et l'Histoire Verbale / Este trabalho tem como objetivo analisar a estrutura e a efic?cia de um sistema simb?lico, que ? configurado atrav?s do que o fil?sofo Dufour (2000), a partir do linguista Benveniste (1995) e do fil?sofo Lyotard (1998), na manuten??o e sustenta??o de narrativas e relatos denominados de trindade natural da l?ngua. ? sob esse aparelho, inscrito atrav?s dos pronomes eu , tu e ele que estudaremos as seguintes quest?es: 1. como se estabelece, sincronicamente, a atualiza??o do mito religioso Santa Menina presente na cidade de Flor?nia, encravada no cora??o sertanejo do Rio Grande do Norte? 2. de que modo, diacronicamente, as narrativas sobre o referido mito se re-atualiza? O culto religioso ? Santa Menina ? marcado discursivamente atrav?s de um universo multifacetado que se sustenta atrav?s das vozes dos floranienses sobre a hist?ria de uma menina, cujo corpo fora encontrado intacto e que, sacralizada pela popula??o, ? conhecida como a Santa Menina. Uma hist?ria que, notadamente, teve/tem repercuss?o e resson?ncia, participando, efetivamente, da realidade cultural da popula??o. Teoricamente, nosso trabalho est? alimentado por saberes advindos, da Lingu?stica, e de estudos sobre a Mem?ria e a Hist?ria Oral

Introduction: This work responds to the need of developing digital skills in teachers, who can take advantage of the different potentialities of technological resources in order to achieve better learning in their students. Objective: To determine the differences between the dimensions of the digital competence of teachers of the School of Health Sciences of a private university in Lima, Peru, according to sociodemographic variables. Methods: A comparative descriptive design was used. It should also be noted that a total population composed of 40 teachers was considered, of which 34 agreed to collaborate in the research. The instrument used to collect information was an adaptation of the Teaching Digital Competence Questionnaire, prepared by Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas and Victoria Íñigo in 2018. In addition, a sociodemographic record was addressed to teachers. Subsequently, statistical analysis was performed using the SPSS 25 software. Results: It was found that there were no significant differences between the dimensions of digital competence, according to the sociodemographic variables of sex, age, maximum level of study reached, and years of teaching experience. Even so, the differences evidenced in some of these variables could be subject of future studies. Conclusions: The dimension in which teachers have the greatest problems is security, while the one in which they have the least difficulties is problem solving. / Revisión por pares

Bakgrund: Vintern 2019 vårdades en gosse på ett barnsjukhus i Sverige där språksvårigheter och viss kulturell kontextuell diskrepans försvårade kommunikationen. Missförstånd och okunskap ledde till att gossen avled. Eftersom personalen inte hade tillräcklig kunskap och tillräckliga redskap för att kommunicera med patienter från olika kulturer och med hjälp av tolk äventyrades patientsäkerheten med katastrofala följder. Att ta del av patienterfarenheter innan och under nya förbättringsarbeten bör ses som självklart för att vården ska utformas för barnet i centrum och avsågs införas på barnsjukhuset med fokus på tolkanvändning. Syfte: Det övergripande syftet för förbättringsarbetet är att utifrån verksamhetens mål införa samskapande förbättringsteam med interkulturellt perspektiv på H.K.H Kronprinsessan Victorias barn och ungdomssjukhus för ökad patient delaktighet och ökad patientsäkerhet. Förbättringsteamet avser förbättra tolkanvändningen på BAVA och Barnakuten. Studiens syfte var att beskriva avgörande händelser enligt medlemmar i ett samskapande förbättringsteam med fokus på interkulturellt perspektiv samt hur utveckling sker i teamet över tid. Metod: Ett samskapande förbättringsteam med interkulturellt perspektiv sattes samman och genomförde ett förbättringsarbete med metod inspirerad av Tänk om i 4 steg. Studiens genomförs inspirerat av Critical incident metoden (CIT) genom fokusgruppsintervjuer.Resultat: Med enkla medel så ökade antalet tolksamtal efter införandet av förenklad bokningsmetodoch tolkarnas utvärdering av tolksamtalen påvisade att samtalen hade god kvalitet. Medarbetarna har efter utbildning och med nytt bokningssystem tillfogat sig förbättrade kunskaper om tolkanvändning. I studien identifieras flera avgörande händelser som fick informanterna att formulera och utvecklas som team. Susan Wheelans utvecklingsmodell användes som förklaring till utvecklingen av teamet över tid. Slutsats:Målet för förbättringsarbetet gick att nå med hjälp av de förbättringsidéer som testades. Studien visade att ett interkulturellt sammansatt förbättringsteam snabbt kunde ta sig vidare i utvecklingsstegen genom att vara ett effektivt team och snabbare kom till beslut.

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線上學習（又稱「遠距教學」）在各領域的應用近年來不斷成長，學校教育當中也有越來越多的課程使用線上學習來實施教學工作。因為線上學習有別於一般傳統教學，具有資訊科技的介入，因此線上學習能帶來那些有別於傳統面授的效益是研究者所關心的，希望能經由滿意因素比較研究，了解線上學習的效益。 本研究是採用關鍵事例法(CIT)所做的質性研究，研究對象是國立政治大學線上學習的使用者（包含學生、助教和老師），用電話訪談或面談的方式來蒐集使用滿意╱不滿意的事件。研究將線上學習課程分成「同步」、「面授錄影」、「面授與非同步」及「線上非同步」四種類型，並配合課程結構問卷，對學生學習滿意進行分析，接著再比較助教、老師的滿意因素，找出三者個別的滿意原因，再經由整合比較找出整體的滿意╱不滿意因素。研究發現： （一）影響學生線上學習滿意╱不滿意的因素，共有「教學熱誠和技巧」、「情感互動」、「回饋互動」、「知識互動」、「資訊傳輸」、「教學系統軟硬體使用」、「課程設計」與「非電腦類教室設備」八類。 （二）影響助教線上學習滿意╱不滿意的因素，共有「動機需求」和「資訊科技介入對工作績效影響」二大原因。其中，動機需求含有「工作報酬」、「成就」、「社會需求（對老師）」、「社會需求（對學生）」四類；資訊科技介入有「系統使用流暢性」、「系統功能對教學效果影響」與「教學支援」三類。 （三）影響老師線上學習滿意╱不滿意的因素，共有「正面效益」和「負面效益」二大原因。正面效益的方面有「科技效益認知(樂觀)」、「創新求變」二類，負面效益則有「功能存疑」、「適應不良」與「技術和人力支援」三類。 （四）科技介入對於學生助教和老師的滿意都會有影響，但影響不同。 關鍵詞：線上學習、關鍵事例法、學習滿意 / Distance- Learning (also called “E- Learning”) keeps in growing as it applies to each field in recent years, as well as more and more courses uses Distance- learning for teaching in school education. Distance- Learning differs toward Traditional Learning because of the infusion from information technology; therefore the efficiency that Distance- Learning brings which differentiates from Traditional Learning is concerned by researcher through comparing satisfaction factors in this study to understand the benefit of Distance- Learning. This study adapt Critical Incident Technique (CIT) as qualitative research, research subject is Distance- Learning users (contains student, teaching assistant and lecturer) from National Chengchi University, which uses telephone surveys or face- to- face interview to collect usage satisfaction/dissatisfaction incident. This study categories Distance- Learning into “Synchronous”、“Personal Instruction and Video Recording”、 “Personal Instruction and Asynchronous” and “Distance Asynchronous” by incorporating course structure questionnaire to proceed student satisfaction analysis, followed by comparing satisfaction factors from teaching assistant and lecturer to find out individual satisfaction factors. Through integration and comparison of overall satisfaction/dissatisfaction factors, study result shows: (1) Factors influence Distance- Learning students’ satisfaction/dissatisfactions are “Teaching Enthusiasm and Skill”、“Emotional Interaction”、“Feedback Interaction”、“Knowledge Interaction”、“Information Transmission”、“Distance- Learning System Hardware/Software Usage”、“Curriculum Design” and “Non- computerized class facility”. (2) Factors influence Distance- Learning teaching assistants’ satisfaction /dissatisfactions are “Motivational Needs” and “Influences of Information Technology infusion toward Work Performance”. There are “Working Salary”、“Achievement”、“Social Needs (to lecturer)”、“Social Needs (to student)” within “Motivational Needs”; while “Information Technology Infusion” has “Fluent usage of System”、“Influences of System Function toward Teaching Effect” and “Teaching Support”. (3) Factors influence Distance- Learning lecturers’ satisfaction/dissatisfactions are “Positive Efficiency” and “Negative Efficiency”. “Positive Efficiency” has “Recognition of Technology Efficiency (optimism)” and “Innovativeness”, while “Negative Efficiency” has “Insecurity”、“Discomfort”、“Technical and Human Support”. (4)Technology infusion influences students’、teaching assistants’ and lecturers’ satisfaction, but with different influence. Keywords: Distance- Learning, Critical Incident Technique (CIT), Learning Satisfaction

Although a specific program called the Crisis Intervention Team (CIT) has been generally recognized as the best-practice model that addresses the needs of the police officers in responding to mental health calls, many jurisdictions across the country have not only adopted the full CIT model but also have taken the liberty of adding new components and/or removing components of the original model in order to create a unique program that fits the needs of their individual community. The issue of differentiated adaptations of the original CIT model has created a controversy around best practice in the area of police response to individuals with mental health issues who are in crisis. Using an on-line survey and interview methods, this study examined a relationship between the degree of variation within specialized policing response models and their corresponding community characteristics. Previous research shows that the components of the original CIT model have positive influence on officers’ confidence in interacting with people with mental illness. Therefore, this study also hypothesized that a rating of an SPR police officers’ job satisfaction was likely to correlate with the degree to which an SPR program adhered to the original CIT model. The study found that mental health resources, extent of presence of special populations in a community, existence of SPR policies in law enforcement, mental health, and dispatch departments, and how much law enforcement and mental health administrators supported the program, all predicted the degree of total deviation of a program from the original CIT model. Population density, related to a distinction between rural and non-rural communities, did not predict the degree of deviation from the original CIT model. The study also found that the degree of deviation of a program from the original CIT model did not strongly predict the rating of SPR officers’ job satisfaction. The study discusses the possible reasons for the results as well as implications for stakeholders who are considering implementation of a Specialized Policing Response model in their communities. Limitations of the current study’s research design are also discussed.

Diploma thesis "Kant's Categorical Imperative and Its Critique by Nineteenth Century Philosophers" deals with a question of Kant's fundamental principle known as the Categorical Imperative or Moral Law. The aim of this work is at first to discuss two other moral principles because of their great impact on Kant seeking the moral principle. These are Hume's moral code called Moral sense and Rousseau' moral views relating to the freedom of individuals. Secondly, to find out how both moral theories did inspire Immanuel Kant. It is necessary to explain strengths of Kant's Formula of the Categorical Imperative especially to emphasise its objectivity and universality. Then the purpose is to show Kant's influence on moral thinking in the nineteenth century. It is necessary to mention philosophers such as Johan Gottlieb Fichte and Bernard Bolzano who focused on critique of the Categorical Imperative.

Made available in DSpace on 2016-04-27T14:30:54Z (GMT). No. of bitstreams: 1 Girlene Feitosa da Silva.pdf: 2820882 bytes, checksum: 57d438bbbe97877651c32d9ad556122b (MD5) Previous issue date: 2012-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to study the integration of information and communication technologies in teaching practice, aiming to investigate the profile of the teacher computer lab coordinator through the use of educational technology in public schools in Juazeiro, Bahia. The methodological procedure includes the exploratory study and has qualitative and quantitative approach. Data collection involves all head teachers in the laboratories of crowded public schools and the urban center of the country in 2010. The data collection instruments were used: document analysis and questionnaire available on Google docs and interview. The result revealed the evolution of technology and growing presence in public schools, and the desire in the voice of the survey, to innovate their practices. Their answers show that the practice can bring significant contributions and continuing education of teachers is a relevant factor, and could possibly promote the continuous change in doing teaching that necessarily must be shared among members and agent learning from the reflections that emerge collectively integration of practice and experiences in their teaching context and technology / A presente pesquisa se propõe a estudar a integração das tecnologias de informação e comunicação na prática pedagógica, tendo como objetivo investigar o perfil do professor coordenador de laboratório de informática, mediante uso pedagógico das tecnologias nas escolas públicas municipais de Juazeiro, Bahia. O procedimento metodológico contempla o estudo exploratório e possui abordagem qualitativa e quantitativa. A coleta de dados envolve todos os professores coordenadores lotados nos laboratórios das escolas públicas municipais do centro urbano e do interior, no ano de 2010. Os instrumentos de coleta utilizados foram: análise documental e questionário disponível no Google docs e entrevista. Como resultado revelou-se a evolução crescente e presença das tecnologias na rede municipal, bem como o desejo na voz dos entrevistados da pesquisa, de inovar suas práticas. Suas respostas revelam que a prática poderá trazer contribuições significativas e a formação continuada de professores é fator relevante e possivelmente poderá promover a mudança contínua no fazer pedagógico que, necessariamente, deverá ser compartilhado entre membros e agente de aprendizagem. A partir de reflexões que emergem coletivamente da integração da prática e das experiências vivenciadas em seu contexto pedagógico e tecnológico

The present study attempted to measure library literacy levels of open or flexible learners at the Canberra Institute of Technology (CIT) during the 1995 academic year, and to investigate to what extent the information skills component of TAFE open learning modules influence adult learners' library literacy levels. To address these issues, a quasi-experimental research methodology was used to measure library literacy levels at the beginning and, again, on or near course completion to ascertain whether any change had occurred, through the administration of a questionnaire. A number of participants were then interviewed to further validate the responses fiom the questionnaires. The study attempted to show that though courses claim to address key competencies in a vocational education and training environment, one component of the key competencies, the ability to collect, analyse and organise information, was not being met. That one component was the ability to locate (or collect) information. No strong correlations resulted fiom the library literacy levels measured and the degree to which the key competency was addressed within course modules. No statistical measures were possible due to the small sample population that eventuated, though it was almost half the original targeted population. No real gain was achieved in library literacy levels between the pretest and posttest stages of the research for either the Experimental or Control groups. Though a highly suitable research methodology, the quasi-experimental research design did have some limitations in this piece of research. The CIT flexible learning environment at the time of the study contributed to the limitations of the study. However, a number of recommendations were made on the basis of the research results, advocating some strategies that might be implemented to improve the library literacy levels of learners undertaking open or flexible delivery courses within CIT, and suggestions to change the research environment to avoid many of the problems experienced. The CIT pilot study was the first known formally documented study of library literacy levels in an Australian TAFE environment of its kind. The study reflects the literature published at the time of the study. At that time, the research in this field was minimal. Many publications and research have emerged since 1995 when this study was conducted, indicating this is an area of great interest.