Esta pesquisa tem por objetivo problematizar a formação dos campos da engenharia e da arquitetura, na cidade de São Paulo, a partir da perspectiva e da intensa atuação dos construtores não diplomados. Principais agentes da construção civil e doméstica da cidade, na passagem do século XIX para o XX, os chamados não diplomados não só continuaram atuando após a regulamentação da profissão em 1933, como tiveram importante participação na constituição do mercado de trabalho, no prestígio profissional e nos mecanismos de consagração de duas das mais importantes profissões da sociedade contemporânea. No entanto, por conta de sua paulatina exclusão profissional e de seu esquecimento historiográfico, ainda são interpretados como \"menores\" na história da arquitetura e do urbanismo. Não obstante, pela quantidade e pela qualidade do que produziram, suas trajetórias trazem à baila uma cidade produzida por centenas de sujeitos de múltiplas nacionalidades e práticas construtivas distintas. Portanto, não se trata apenas de narrar como e por que o movimento corporativo de engenheiros e arquitetos diplomados paulatinamente excluiu os profissionais sem diploma, mas perceber a historicidade da formação dos campos profissionais a partir de uma estreita relação entre os \"licenciados\" e os diplomados, evidenciando assim um círculo de distinção que não dependeu apenas da lógica do diploma. / This research aims to problematize the formation of the fields of engineering and architecture, in the city of São Paulo, from the perspective and the intense performance of the non - qualified constructors. The main agents of the city\'s civil and domestic construction, from the nineteenth century to the twentieth century, the so-called non-graduates not only continued to act after the regulation of the profession in 1933, but also had important participation in the labor market, professional prestige and In the mechanisms of consecration of two of the most important professions of contemporary society. However, because of their gradual professional exclusion and their historiographical oblivion, they are still interpreted as \"minor\" in the history of architecture and urbanism. Nevertheless, because of the quantity and quality of what they produced, their trajectories bring to light a city produced by hundreds of subjects from multiple nationalities and different constructive practices. Therefore, it is not only a matter of narrating how and why the corporate movement of graduated engineers and architects has gradually excluded professionals without a diploma, but rather of perceiving the historicity of the formation of professional fields from a close relationship between \"graduates\" and graduates , Thus evidencing a circle of distinction that did not depend solely on the logic of the diploma.

Esta pesquisa tem por objetivo problematizar a formação dos campos da engenharia e da arquitetura, na cidade de São Paulo, a partir da perspectiva e da intensa atuação dos construtores não diplomados. Principais agentes da construção civil e doméstica da cidade, na passagem do século XIX para o XX, os chamados não diplomados não só continuaram atuando após a regulamentação da profissão em 1933, como tiveram importante participação na constituição do mercado de trabalho, no prestígio profissional e nos mecanismos de consagração de duas das mais importantes profissões da sociedade contemporânea. No entanto, por conta de sua paulatina exclusão profissional e de seu esquecimento historiográfico, ainda são interpretados como \"menores\" na história da arquitetura e do urbanismo. Não obstante, pela quantidade e pela qualidade do que produziram, suas trajetórias trazem à baila uma cidade produzida por centenas de sujeitos de múltiplas nacionalidades e práticas construtivas distintas. Portanto, não se trata apenas de narrar como e por que o movimento corporativo de engenheiros e arquitetos diplomados paulatinamente excluiu os profissionais sem diploma, mas perceber a historicidade da formação dos campos profissionais a partir de uma estreita relação entre os \"licenciados\" e os diplomados, evidenciando assim um círculo de distinção que não dependeu apenas da lógica do diploma. / This research aims to problematize the formation of the fields of engineering and architecture, in the city of São Paulo, from the perspective and the intense performance of the non - qualified constructors. The main agents of the city\'s civil and domestic construction, from the nineteenth century to the twentieth century, the so-called non-graduates not only continued to act after the regulation of the profession in 1933, but also had important participation in the labor market, professional prestige and In the mechanisms of consecration of two of the most important professions of contemporary society. However, because of their gradual professional exclusion and their historiographical oblivion, they are still interpreted as \"minor\" in the history of architecture and urbanism. Nevertheless, because of the quantity and quality of what they produced, their trajectories bring to light a city produced by hundreds of subjects from multiple nationalities and different constructive practices. Therefore, it is not only a matter of narrating how and why the corporate movement of graduated engineers and architects has gradually excluded professionals without a diploma, but rather of perceiving the historicity of the formation of professional fields from a close relationship between \"graduates\" and graduates , Thus evidencing a circle of distinction that did not depend solely on the logic of the diploma.

<p>The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir‟s (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination.</p> <p>A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the<br /> test, and the interview.</p> <p>Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students / (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good / (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.</p>

<p>The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir‟s (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination.</p> <p>A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the<br /> test, and the interview.</p> <p>Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students / (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good / (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards.</p>

Magister Educationis - MEd / The test context is of paramount importance in language testing as it provides an understanding of the kind of tasks to be included in the test, how these tasks are executed by the test takers and how they can be efficiently administered. The objective of this study was to investigate the extent to which the context of the DR Congo English state examination (ESE) is valid and to come out with some useful suggestions that are likely to improve its validity. Two basic theories, the modern validity theory and the schema theory, informed this study. Weir's (2005) socio-cognitive framework was used to build the validity argument for the evaluation of the English state examination. A mixed method was used where the research design consisted of the combination of both qualitative and quantitative data during the collection and analysis stages. The content document analysis method was used to examine the content of the different state examination papers so as to identify the main features of the test, and the statistic (descriptive) method was used to quantify observations identified in the state examination papers and to evaluate the context validity of the ESE. Three techniques were used to collect the research data: the questionnaire, the test, and the interview. Three main findings of this study were reported: (1) the conditions under which the ESE tasks are performed and the relevance of these tasks to the test domain and characteristics are still far to contribute to the quality of evaluation of high school finalist students; (2) the extent to which the ESE includes tasks that take into consideration the nature of information in the text as well as the knowledge required for completing the task is globally good; (3) the conditions under which the test takes place are poor and these conditions affect the validity of test scores. The study recommends the test developers to approximate test tasks to those students have been exposed to in classroom situations and those they are likely to encounter in real life. It also recommends all the people involved in the administration of the test to adhere to high ethical standards. / South Africa

Young adult literature is enjoyed by both adolescents and adults. This genre of literature is often contemporary and tends to deal with real life issues, for example cultural and social aspects of young people’s lives. Such social issues can be, for example discrimination and racism, topics highly relevant to discuss in the Swedish upper secondary English classroom. This essay performs a didactic literary analysis of All American Boys, a young adult novel dealing with racism and police brutality in the USA. The primary focus in this essay is arguing for how literature, specifically, All American Boys, can be used to promote students’ critical thinking and intercultural awareness in the Swedish upper secondary school English classroom. The literary analysis of All American Boys found that the novel’s dual narrative offers a powerful and complex insight to social issues, making it suitable a suitable material to use in the Swedish upper secondary English classroom. The dual narrative in the novel can help students develop, not only reading comprehension in English, but also intercultural competence, as well as an opportunity to practice their critical thinking skills, specifically through working with comprehension constructors.