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Amidst growing concerns about the decline in the quality of political discussions in the United States, this dissertation introduces the concept of the “political discussion environment,” which is defined as the condition of a society’s discursive arena for political discussions, encompassing the associated social norms and practices. The dissertation argues that individuals assess this environment, both consciously and unconsciously, forming their own perceptions thereof. In order to empirically measure individuals’ perceptions of the political discussion environment, this dissertation develops a survey instrument based on Habermas’ communicative action theory, namely the Perceived Political Discussion Environment Scale. A communicative political discussion environment should facilitate clear and truthful communication, promote shared norms, allow genuine expression, and provide equal opportunities for participation, thereby creating a discursive space where individuals can freely and respectfully engage in dialogue. Accordingly, the Perceived Political Discussion Environment Scale incorporates 23 items to represent these aspects. Utilizing the Perceived Political Discussion Environment Scale, this dissertation surveys 600 voting-age American residents, offering insights into their perceptions of the current political discussion environment in the United States, the individual-level factors associated with these perceptions, and the relationship between their perceptions and discursive participation in politics. The survey results reveal that older populations, individuals identifying as females or third genders, and those with lower socioeconomic status tend to harbor more negative perceptions of the political discussion environment, unveiling another dimension of inequality within American society. Frequently consuming news media and possessing a strong comfort level with conflict are associated with maintaining more positive perceptions of the political discussion environment. This dissertation also discovers that individuals, when perceiving the political discussion environment as communicative, tend to exhibit higher levels of discursive participation in politics. Perceptions of a communicative political discussion environment also amplify the positive correlation between news media use and discursive participation in politics. When individuals perceive the political discussion environment as more communicative, the positive correlation between news media use and discursive participation becomes stronger. These findings suggest that fostering a communicative political discussion environment may promote active citizenship and strengthen the news media’s role within a democratic system by drawing more individuals to contribute to political discourse. / Media & Communication

published_or_final_version / abstract / Business / Doctoral / Doctor of Philosophy

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

In this discussion paper, we argue that the literature on tree algorithms is very fragmented. We identify possible causes and discuss good and bad sides of this situation. Among the latter is the lack of free open-source implementations for many algorithms. We argue that if the community adopts a standard of creating and sharing free open-source implementations for their developed algorithms and creates easy access to these programs the bad sides of the fragmentation will be actively combated and will benefit the whole scientific community. (authors' abstract)

Thesis advisor: Katherine L. McNeill / Reform movements in science education have repeatedly called for more dialogic and student-centered discussions during science lessons. The approach secondary science teachers take towards talk during whole-class discussions continues to be predominantly teacher-centered even when curriculum materials are designed to support a shift in discourse. This dissertation explores what factors may be influencing the approach that both teachers and students take towards whole-class discussions in order to understand why the type of talk that occurs in high school science lessons is not changing. In order to achieve a more comprehensive understanding of this issue, this dissertation made use of mixed methodology. To explore secondary science teachers' beliefs in general, responses to a statewide survey of science teachers (N=185) were analyzed statistically to investigate factors that were related to their efficacy beliefs about whole-class discussions, as well as their beliefs about the effectiveness of dialogic and authoritative approaches to bring about learning in students. Acknowledging that discursive interactions are context dependent, a case study of a high school chemistry teacher and her students (N=45) was also included which examined both the teacher's and her students' beliefs as well as how those beliefs manifested themselves during instruction. Findings suggest that although teachers believe that a dialogic approach to whole-class discussions is more important for student learning than an authoritative approach, lower self-efficacy for engaging in dialogic talk is related to limited opportunities teachers have to learn and recognize alternative strategies that can be used to shift talk during whole-class discussions. Furthermore, school and student characteristics may play a role in teachers' beliefs about the effectiveness of dialogic talk as an approach to learning science. The teachers' role is only one part of the interaction, however. This dissertation also shows that secondary students have beliefs and expectations about whole-class discussions that also influence the type of discourse that can occur. Changing the type of talk that occurs in high school science classes will require not only professional development about talk strategies for teachers, but also a shift in how students frame their role in discussions and the purpose of talk in learning science. / Thesis (PhD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Numerous studies have focused on gender differences in communication in various learning settings and have found that men and women typically communicate in different ways; however, no studies have directly investigated undergraduate psychology major students. Based on symbolic convergence theory, a survey design was in this quantitative study to examine gender differences in online discussion strategies among undergraduate psychology student majors at online universities. Focusing on 4 asynchronous online discussion strategies, the research questions addressed gender differences in discussion strategies while controlling for students' previous experience with online learning and level of study in their current program. A convenience sample of 117 online undergraduate psychology majors completed the Discussions Strategies Scale-Asynchronous. Using independent t-tests and an analysis of covariance, the results revealed no significant gender difference in 2 of the 4 discussion strategies of undergraduate psychology majors when controlling for level in program and previous experience with online learning programs. The discussion strategies of Elaboration and Interaction had a significant gender difference. After further analysis, it was determined the covariate of level in program was the significant factor contributing to these results. Understanding how this specific group of students communicates within discussions can lead to positive social change by allowing instructional designers to create more effective online discussions, and such understanding can assist instructors in approaching students in more engaging ways. Students who have better experiences in classroom can become more knowledgeable practitioners.

Les questions de santé sont l'un des sujets de recherche les plus populaires sur Internet. La quête d'information sur la perte de poids est un thème privilégié des internautes, alors que le surpoids est aujourd'hui un problème de santé publique au sein des populations occidentales. De nombreuses personnes voient donc le web et les forums de discussion comme un lieu privilégié où trouver des réponses à leurs questions, en plus d'offrir une forme de soutien face à leur problématique de poids. Dans le cadre de cette recherche exploratoire, nous nous sommes intéressées à un forum sur les médicaments amaigrissants et, plus spécifiquement, aux fils de discussion portant sur le médicament Xénical. Nous avons analysé les interactions ayant lieu entre les usagers lors des moments de débat, qui surviennent lorsqu'une norme est brisée. Nous avons utilisé la perspective de l'interactionnisme symbolique qui situe les interactions au cœur du processus de construction du rapport aux objets, à soi et aux autres, en mobilisant les travaux de Goffman (1974) portant sur les rites d'interaction. Nous avons privilégié une approche qualitative et utilisé une méthode principale, l'analyse de contenu, après avoir procédé à une période d'observation. Nous avons effectué une analyse de contenu des fils de discussion, en catégorisant les thématiques, les modes de contribution des usagers, leurs statuts, ainsi que les nonnes enfreintes lors des moments de débat, créant ainsi une typologie des moments de débat. Nos résultats montrent que le forum Médicaments amaigrissants est un espace de discussion civilisé et peu rancunier, où les moments de débat sont peu nombreux et très courts. Les principales normes en place sont la norme d'usage du forum, la norme de courtoisie, la norme statutaire ainsi que la norme d'information de qualité, qui se retrouvent dans l'ensemble des fils de discussion. Certaines normes ne s'appliquent toutefois pas à tous les fils de discussion, révélant des représentations contradictoires au sein du forum. Ce dernier, constitué d'un ensemble de fils de discussion, ne serait donc pas un espace unique, homogène, où les mêmes normes prennent place, mais plutôt un ensemble d'espaces liés par un sujet d'intérêt commun pour les usagers : les médicaments amaigrissants. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Internet, forum, médicaments amaigrissants, interactions, Goffman.

La période du post-partum constitue un moment de changements majeurs influençant la vie sexuelle et relationnelle des parents. Face à ces préoccupations, peu discutées dans l'espace public et par les intervenants en santé à cause des tabous entourant cette phase, les nouveaux parents se tournent vers de nouvelles sources de référence parmi lesquelles Internet prend une place importante. En quête d'informations et de soutien auprès d'un groupe de pairs avec qui partager leurs préoccupations, les nouveaux parents peuvent se tourner vers les fora de discussion virtuels. Afin de mieux saisir les enjeux de cette thématique et la dynamique des échanges sur le sujet, ainsi que d'illustrer le processus de constitution de communautés virtuelles post-natale, une analyse des communications menées sur les fora abordant la sexualité post-partum de « Doctissimo.fr »a été effectuée. Un logiciel d'assistance sémantique à la catégorisation et à l'exploration des données textuelles, Sémato, a été utilisé pour dégager les problématiques principales qui ont ensuite codifiées plus précisément pour mettre en relief les modalités des échanges, leur contenu (type de savoirs et de savoir-faire transmis), leurs objectifs (informations, témoignages, conseils, support, etc.) et les stratégies de constitution d'une communauté virtuelle. Composée de deux articles principaux, cette recherche permet de mieux comprendre et de documenter à la fois les enjeux sexuels et les nouveaux modes de socialisation sexuelle des nouveaux parents consultant les fora de Doctissimo sur la sexualité post-partum. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Internet, Forum de discussion, Sexualité, Post-partum, Socialisation, Communauté virtuelle.