Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-20T19:47:55Z No. of bitstreams: 1 raquelcortesribeiro.pdf: 848650 bytes, checksum: c265dcf4ddd7f58876a7ba77e6080ba4 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-26T20:26:06Z (GMT) No. of bitstreams: 1 raquelcortesribeiro.pdf: 848650 bytes, checksum: c265dcf4ddd7f58876a7ba77e6080ba4 (MD5) / Made available in DSpace on 2016-09-26T20:26:06Z (GMT). No. of bitstreams: 1 raquelcortesribeiro.pdf: 848650 bytes, checksum: c265dcf4ddd7f58876a7ba77e6080ba4 (MD5) Previous issue date: 2010 / Este trabalho tem por objetivo investigar como uma abordagem sistemática em torno dos gêneros textuais pode contribuir para o desenvolvimento das práticas de oralidade na escola. Tal pesquisa baseia-se em alguns conceitos-chave das teorias de gêneros, seguindo o enquadre sócio-discursivo de Bakhtin e a discussão sobre a transposição didática do gênero empreendida pelo Grupo de Genebra (Dolz & Schneuwly, em particular). Recorre-se também a estudos sobre a importância dos gêneros orais públicos no processo de ensino-aprendizagem de Português. Tomando como base essas perspectivas teóricas, uma proposta pedagógica para o gênero debate foi delineada e, a partir dos dados obtidos com a aplicação da sequência didática, foi possível observar que o trabalho sistemático em sala com os gêneros orais, numa abordagem adequada, pode efetivamente trazer resultados bastante positivos. / This research aims at investigating how a systematic approach in relation to text genres can contribute to the development of orality practices at school.This study relies on some basic concepts from genre theory, such as the Bakhtin sociointeractionist perspective and the discussion about pedagogical implications as discussed by The Genebra Group (mainly Dolz & Schneuwly). We also investigated some studies on the importance of the oral public for the learning and teaching process of Portuguese. Taking as the basis these theoretical perspectives, a pedagogical proposal for the debate genre was delineated and, from acquired data after the didactics sequence application, it was possible to observe that a systematic work in the classroom with the oral genres, in a suitable approach, can effectively bring very positive results.

Cette thèse s’intéresse à la possible contribution de l’étude des questions socioscientifiques (QSSs) à une Éducation Citoyenne (EC). L'EC est affichée comme l’enjeu éducatif des QSSs par la recherche en éducation aux sciences ainsi que par le curriculum du secondaire Français à travers l’enseignement des thèmes de convergence communs à plusieurs disciplines. Or le concept de citoyenneté est un concept dynamique et mouvant. En effet, le citoyen se présente dans une pluralité de profils au regard de la recherche en socio-politique et la visée d’EC n’est pas consensuelle dans le champ de recherche sur les QSSs quant au citoyen à construire. Notre travail de recherche pose alors la question de quel citoyen nous (au sens de société) voulons construire et quelle EC serait alors à privilégier. Si le projet est de construire un citoyen qui participe aux discussions et aux prises de décision en matière d’enjeux technoscientifiques dans le cadre d’une participation démocratique, orientation promue par certaines recherches sur les QSSs, alors il nous faut privilégier une EC émancipatrice et critique. C’est pourquoi, l’étude d’une QSS par le débat dans le cadre de la demande institutionnelle d’enseignement des thèmes de convergence nous a semblé une voie propice pour répondre à ce questionnement de possible contribution des QSSs à une EC critique. Nous positionnant dans cette orientation d’EC critique pour laquelle nous avons élaboré un modèle, nous avons construit une séquence pédagogique étayée par ce modèle et par le modèle de scolarisation des controverses de Albe (2007) dans une approche méthodologique des recherches « design-based ». Cette séquence est construite comme une conférence de citoyen pour des jeunes élèves de 11 à 12 ans. Ils ont alors été invités à s’exercer à une citoyenneté critique autour de recherches documentaires, d’un débat finalisé par une décision et d’ activités de formation à l’expertise documentaire, sur une question réelle d’installation de l’Internet dans leur établissement par le système Wi-Fi ou le système filaire. L’analyse des différentes données écrites ou orales a été effectuée dans le cadre analytique de notre modèle d’EC critique. Nous avons eu recours à la dimension épistémologique du modèle de Albe (2007) pour déterminer quels sont les savoirs que les élèves mobilisent lors de ce dispositif de débat. Pour déterminer comment les élèves expertisent l’information, nous avons eu recours aux travaux de Kolstø (2001) et de Klosterman et Sadler (2008). L’argumentation des élèves a été analysée suivant l’interaction argumentative développée par Plantin (1995, 2000). L’analyse de la prise de décision a été conduite en référence aux travaux de Ratcliffe (1999). Nous avons établi à travers nos analyses que les élèves mobilisent de façon importante des savoirs scolaires relatifs à la question des ondes Wi-Fi, qu’ils ont des argumentations construites, qu’ils évaluent peu les sources des documents mais qu’ils évaluent leur contenu. L’analyse de la prise de décision a montré différents niveaux de complexité dans le choix des critères. Par ailleurs, des modalités de prise de décision ont été construites et proposées par les élèves dans lesquelles les enjeux sanitaires et économiques liés à la question des ondes Wi-Fi ont été pris en compte. Notre étude montre que l’étude d’une QSS peut engager des jeunes élèves dans l’exercice d’une EC critique qui vise à construire un citoyen capable de participer aux discussions et aux prises de décisions en matière de QSSs. / This thesis focuses on a potential contribution of the study of socioscientific issues (SSIs) in school context to a Citizenship Education (CE). The CE is the declared aim of the SSI research movement. It is also the one of the French middle school curriculum, promoted through “convergence topics” teaching which are common to several academic subjects. But the concept of citizenship is a dynamic and moving concept. The socio-political research field highlights a plurality of citizen profiles. Also, regarding the citizen building, the SSI research movement is not consensual about the meaning of CE. Our research raises the question of what kind of citizen, we (according to society) want to build and what EC should be promoted. If the project is to build a citizen who participates in debate and decision-making about technoscientific issues through democratic participation, view also promoted by some researchers, then we need to focus on an emancipatory and critical CE. Therefore, the SSI study using debate through “convergence topics” teaching seems to be a good way to explore this potential contribution of the SSIs studies to a critical CE. Promoting a critical CE, for which a model has been build, we have developed a educative design, supported by this model and Albe’s model (2007) in the methodological approach of the design-based research. This design has been built such as a citizen conference for 11-12 years old students. They were asked to practice a critical citizenship through literature search, a debate finalized by a decision and an activity around the evaluation of the selected information in the web. They have to work on a real situation: the installation of an Internet connection in their school by the wireless system using waves or by the wire line system using cables. The various written or oral data were analysed in the framework of our model of critical CE. The epistemological dimension of Albe’s model (2007) was used to determine what knowledge were mobilized by the young students during the debate. To examine how students have evaluated the selected information, analytical tools were developed from Kolstø (2001) and Klosterman and Sadler (2008) researches. The student argumentation was analysed according to the argumentative interaction theory (Plantin, 1995, 2000). The decision-making analysis was conducted in reference to Ratcliffe (1999) studies. The different analyses show that students have mobilized a lot of academic knowledge related to the waves and built their argumentation. The sources of the different documents haven’t been evaluated while their content has. The decision-making analysis has shown different levels of complexity in the criteria choice. In addition, several decision-making processes have been proposed and developed by the students. The health and economical aspects related to the waves issues were considered. Our study shows that a QSS study can engage young students to express a critical EC in practice, which aims to enable citizens to participate in discussions and decisions regarding the QSSs.

Orientador: Alessandro Jocelito Beccari / Resumo: Esta pesquisa reflete sobre a importância do trabalho com a interface entre a fala e a escrita nas aulas de Língua Portuguesa. No que diz respeito à metodologia, uma turma de alunos foi dividida em grupos de sete participantes, em que cada grupo organizou e apresentou um debate sobre temas do cotidiano escolar escolhidos pelos próprios alunos. No que tange ao quadro teórico, foi utilizada, informalmente, a Análise da Conversação, realizando gravação de debate, transcrição da gravação, e a Linguística Textual, para a retextualização, que foi crucial para as transcrições, com o intuito de ajudar o aluno a compreender melhor as diferenças e semelhanças entre fala e escrita para posteriormente produzir um artigo de opinião. Além disso, realizou-se uma revisão e reescrita coletivas de um dos artigos de opinião produzido. Essa pesquisa buscou, na reflexão sobre a fala e a escrita, uma tentativa de ampliar a competência escritora dos alunos e alunas, utilizando, principalmente, Koch (2016), Marcuschi e Dionísio (2007), Marcuschi (2010), Castilho (2002), Pécora (1999) e, no que diz respeito à Análise da Conversação, Orecchioni (2006). Com a realização do trabalho, pôde-se perceber que iniciar uma atividade de produção de texto com uma produção oral, como o debate, para depois realizar a produção escrita (artigo de opinião) é uma forma de valorizar essas duas variedades linguísticas, sem contrapor graus de superioridade ou de inferioridade. Pôde-se perceber também que a transcrição do... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

Forensics, or competitive speech and debate, has a history stretching back to the ancient Greeks. Although practitioners, students, and coaches have long sung its praises, limited research has been done to demonstrate the long-term value of forensics competition for students. This study used narrative interviews to discover the perceived value of forensics competition to individuals who were at least ten years removed from competition and had not remained active in forensics. After interviewing 34 individuals, this study used grounded theory (Glaser, 1965; 2002; Glaser & Strauss, 1967) to analyze the results. Analysis revealed that individuals followed a similar pattern of becoming involved in forensics and remaining as participants. Additionally, they believed they learned academic skills, social skills, and had more opportunities because of their participation in forensics, despite having to overcome some negative effects of participation. Participants noted that they used many of the skills they developed in forensics every day. Participants also demonstrated that forensics was a part of their identity and many remained connected to former teammates, former competitors, and their alma mater. Analysis led to the development of the Narrative of the Professional, which is the story of the forensics competitor.

In chapter one the question is asked: Is something like the bodily resurrection of Jesus Christ really non-negotiable? To come to an informed understanding of this question, hermeneutical, epistemological and exegetical approaches, underlying the resurrection debate, is analysed in five scholars with divergent interpretations. They are William L. Craig (1); Gary R. Habermas (1), Gerd Lüdemann (2), A.J.M. (Sandy) Wedderburn (3) and N.T. (Tom) Wright (1). In chapter two, their views on the resurrection are briefly stated. Then their hermeneutical presuppositions are discussed, which indicate that group (1) believes God can intervene in nature, and number (2)&(3) deny it. Group (1) believes that the Bible is a divine book giving credible witness to the resurrection, while numbers (2)&(3) see it as a purely human book with highly contradictive resurrection evidence. In chapter three crucial texts in 1 Cor. 15, which give the earliest New Testament evidence, are analysed. The texts and interpretations are: Verse 4 - kai oti etafh (he was buried) - For group (1) this phrase refers to Jesus’ empty tomb. For number (3) this phrase only allows for that possibility, but rejects it eventually. For (2) this phrase excludes an empty tomb. Verse 6 - pantakosioi~ adelfoi`~ ([he appeared also to] 500 brethren) – For group (1) this phrase is historical. For (2)&(3), this phrase is a redactional addition. Verses 8-11 - Paul the escaton (last) to see Jesus - For group (1) Paul saw Jesus in bodily form. For number (2) Paul had a hallucination and number (3) affirms that possibility. Verse 44 - swma pneumatikon (supernatural body) - For group (1), this phrase indicates that Christians will arise from the dead with a tangible glorified body. For numbers (2)&(3) it indicates no bodily resurrection. Verse 50 - sarx kai aima (flesh and blood [cannot inherit the kingdom of God]) – For group (1) this phrase refers to a typical Semitic expression. This means the resurrected body will be without sin and glorified. For numbers (2) &(3) this phrase indicates no bodily resurrection. In chapter four a summary of their exegetical results is given. Furthermore their hermeneutical presuppositions and epistemologies are critiqued. In the case of group (1) critical realism is shown to be a helpful tool, but with reservations. Forthwith, number (3) is discussed and indicated that his “reverent agnosticism” is the result of (a) 19th century liberal theology and (b) his “historical Jesus”. He then expresses faith through (c) existentialism combined with (d) mysticism. At this stage number (2) is discussed. He concurs with number (3): (a)&(b)&(c). He then utilizes Wilhelm Herrmann’s version of (c). Eventually however, he renounces Christianity all together. Numbers (2)&(3) are then discussed together to indicate the similarities. Furthermore it is argued that (a)&(b)&(c) represent a deviation from the foundational meta-narratives of the Christian faith. It is then stated that the bodily resurrection of Jesus Christ is a foundational Christian meta-narrative which is indispensable. In the conclusion it is argued that Christian churches should have the courage to confess unashamedly the bodily resurrection of Jesus Christ, particularly now, in the 21st century. / Dissertation (MTh (New Testament Studies))--University of Pretoria, 2006. / New Testament Studies / MTh / unrestricted

The purpose of this study was to evaluate change in APPE student knowledge and measure student perceptions of an online, multi-institutional debate curriculum as an alternative to a journal club to improve critical thinking skills related to diabetes medications. All APPE students assigned to four faculty (n=37) at three different colleges during the 2020-2021 academic year received instruction on diabetes medication classes and their cardiovascular outcome trials (CVOTs). Students debated via the Lincoln-Douglas format whether glucagon-like peptide-1 receptor agonists (GLP-1 RAs) or sodium-glucose cotransporter-2 inhibitors (SGLT2i) classes are the preferred second-line therapies in patients with type 2 diabetes mellitus (T2DM). Matched pre and post-knowledge scores were measured using a 7-item assessment tool. A postdebate 22-item survey measured student perceptions of the activity. Pre- and post-knowledge scores were compared in thirty-two students yielding an 86% match rate. Knowledge scores improved 32% (59% pre vs. 87% post). Thirty-three students completed the survey yielding an 89% response rate. Students reported the debate activity was beneficial (100%) and rated it more effective than a journal club at improving critical thinking skills and knowledge retention. Preliminary results suggest the incorporation of an online, multi-institutional debate as an alternative to journal clubs during APPE rotations was well received. Further research is warranted on the impact of the multi-institutional debate and how to best deliver it during the APPEs of a pharmacy curriculum.

This essay has sought out to study the ideological debate in the Swedish press using the Spanish civil war. To complete this task three newspapers editorial pages were studied during the period 13/07-14/10 -1936. The three newspapers that were studied were Dagens Nyheter (liberal), Norrskensflamman (communist) and Svenska Dagbladet (moderat). This essay used qualitative methods to reach the answers it set out to achieve. The method consisted of thoroughly reading through the editorial pages of the chosen newspapers to highlight how each newspaper framed certain aspects of the conflict. Since this essay was on a small scale the results can only be seen as an indication of how the debate looked and was framed. If the same study was conducted but with more newspapers and a longer time period the results could have been broader. The results show that the different newspapers differentiated on who was to blame, why the civil war had broken out and who they wanted to win. The results also show that the different newspapers framed certain aspects of the war differently. / <p>Slutgiltigt godkännandedatum: 2023-06-02</p>

There’s a growing number of trans-related bills in the US and states are divided amongst themselves with some taking a strong pro-trans stance and others a strong anti-trans stance. This study analyses the arguments of six different political debates on the US state-level. These debates all concern either pro-trans or anti-trans bills. The purpose of this study is to provide an understanding of the trans-debate and its ideological underpinnings. Our study shows that how one views the trans identity is fundamental to the trans debate. The study also shows a clear ideological divide in the arguments used by both sides with many republican arguments aligning with conservatism and conversely many democratic arguments aligning with liberalism. The republican arguments revolve around the themes of parental right, the value of the family and the need to protect children from the dangers of gender affirming care. The democrat's argumentation has its basis in their view of trans people as a persecuted minority with many arguments revolving around the suffering this community endures. They argue that the anti-trans bills are dangerous for trans people as many trans people already suffer from depression and suicidal thoughts. Some democrats go as far as accusing the republicans of having near genocidal intensions for the trans community. The democrats instead argue that trans people should be free to express themself and that they deserve to feel safe, respected and affirmed. Contrary to the republicans the democrats see gender affirming care as a lifesaving solution to trans peoples suffering.

Studying what eugenics was and other subjects that could be tied to this is nothing new. However, there are still gaps in the research field that need to be filled. One of these concerns critical debates, for example using person-based names on lecture-halls and buildings. The purpose of this study was to investigate what themes and lines of conflict could be identified in the debate around the historical heritage after Anders and Gustaf Retzius, two previous researchers. The study analyzed the overall society’s debate within the Swedish daily press. The study used argument analysis as its method and included a total of 15 articles. The theoretical framework of this study included descriptions of how memory can be used in various ways such as organizing one’s history and what part it could play in for example debates concerning changes like removing memorials. The results of the present study for example showed that one theme and line of conflict in the debate concerned how involved Anders and Gustaf Retzius were in the Swedish eugenics, since this according to various parts of the chosen works could be viewed in different ways. The study concludes that the debate is multi-layered and could be viewed from many different perspectives.

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