Trata o presente estudo sobre pesquisa levada a efeito na área da ciência forense, onde se propõe, através da recognição dos vestígios materiais deixados pelo fato delituoso nos locais sob investigação técnico-científica em somatório a informações de interesse, um modelo para automatização e informatização dos trabalhos periciais criminais, com transmissão em tempo real e imediata incorporação a banco de dados das informações levantadas, possibilitando tratamento dos dados por rede neural, oferecendo ainda o mapeamento das regiões por tipo penal, ou seja, identificação das ocorrências delituosas por área geográfica, mas não somente como dado estatístico, este útil para a política criminal, mas também como meio investigativo, por importar o delineamento DETALHADO do modus operandi que, uma vez lançado em banco de dados adaptativo, pode realizar entrelaçamento de informações, indicando pontos comuns (espécie de padrão), muito úteis à investigação de delitos continuados. Vale registrar que tal tipo de pesquisa, nestes moldes e como utilizada, não encontra paradigma nos meios policiais técnico-científicos do Brasil Aspectos como a classificação entre os diversos modus operandi encontrados em vários locais, sua compilação e comparação, através de banco de dados gerenciado por redes inteligentes, devem ser fruto da análise tecnológica feita pelo Perito Criminal encarregado do exame, adequada ao fato em si e a sua destinação, haja vista ser seu Laudo não só o documento hábil para tais discernimentos, que darão subsídios à investigação policial, como também dá rumo ao processo penal e, por via de consequência, condão em influenciar em suas conclusões. / This present study is about a research in the area of forensic science, where it proposes, through recognition of the material traces left by the criminal fact on the technical and scientific local under investigation in sum of interest information, a model for automation and computerization of criminal expert work, broadcast on line and immediate incorporation to the database of information collected, allowing processing by neural network, and providing the mapping of regions by criminal type , in other words, identification of criminal incidents by geographic area, but not only as a statistic, this useful for criminal policy, but also as an investigative tool, to import the DETAILED outline the modus operandi that once released in adaptive data bank, can perform lathing of information, indicating commonalities ( sort of default ), very useful for the investigation of ongoing crimes. It is worth noting that this type of research, and how these molds used, has no paradigm in the technical-scientific police in Brazil. Aspects such as the classification between the various modus operandi found in lots of locations, its compilation and comparison through database managed by intelligent network, must be the result of the technological analysis taken by the Criminal Expert in charge of the examination and its destination, considering its report not only be the proper document for such insights, which will provide subsidies to the police investigation, but also gives direction to criminal proceedings and, by consequence, can influence their conclusions.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-07-27T22:28:25Z No. of bitstreams: 1 Disserta??o_FranciscoCarlosReis.pdf: 4497740 bytes, checksum: 02a565d699bb0986470a50b3f8bd5c7b (MD5) / Made available in DSpace on 2015-07-27T22:28:25Z (GMT). No. of bitstreams: 1 Disserta??o_FranciscoCarlosReis.pdf: 4497740 bytes, checksum: 02a565d699bb0986470a50b3f8bd5c7b (MD5) Previous issue date: 2014-08-20 / Geometrical Design has been for many teachers a great challenge. On one side, we have rules that contribute to the disempowerment of such expertise in the Basic Education ? Primary and Secondary Education. On the other side, an educational policy that brings back values to the Technical Professional Education, that in its turn is a major step to courses in the field of industry and infrastructure mostly, which demands proper qualification and expertise in order to expand competencies in the interpretation and development of graph sketches through Technical Design. The instructor stands in between such two edges restricted to a small number of actual professionals. In addition, due to the ever-downsizing labor area those professionals usually work as tutors in technical schools at both primary and secondary levels, since Geometrical Design is a discipline no longer mandatory in the referred school?s curriculum. On the other hand, such subject is not only present but also mandatory to schools that require some expertise in graph constructions, since it has been denied to students who have just graduated from middle school. From 2007 on, with the Professional Education implemented by the local federal government Technical Design instructors migrated to technical schools as means to qualify scholars in those institutes who had no opportunity to be previously skilled in Geometrical Design. This study main objective is to raise means to students? autonomy development from the Instituto Federal da Bahia (IFBA), Salvador Campus, in the process of geometrical constructions from a logo study based upon a gap filling status in order to make Primary and Second Education less and less distant concerning the information upon Geometrical Design and Technical Design. Therefore, it was possible to identify the rank both Geometrical Design and Technical Design actually stand in the curriculum proposed by IFBA and analyze aspects related to expansion of competencies in Geometrical Design having a specific teaching strategy applied as a starting point. / O ensino do Desenho Geom?trico tem sido, para muitos docentes, um grande desafio. De um lado encontram-se as leis que colaboraram para o empobrecimento deste conhecimento na Educa??o B?sica e, do outro, uma pol?tica educacional voltada para a valoriza??o da Educa??o T?cnica Profissional, com a preval?ncia da oferta de cursos da ?rea industrial e de infraestrutura, ?reas de forma??o nas quais o conhecimento em Desenho Geom?trico ? fundamental para o desenvolvimento de compet?ncias, notadamente na interpreta??o e elabora??o de projetos gr?ficos atrav?s do Desenho T?cnico. Entre esses polos antag?nicos est? o docente qualificado para o ensino do Desenho, que assistiu ? gradativa e cont?nua redu??o da sua ?rea de atua??o, especialmente nas ?ltimas duas d?cadas, ocasionada pela desobriga??o do componente curricular Desenho Geom?trico nas Matrizes das escolas de Ensino Fundamental e M?dio. Com o implemento da Educa??o Profissional, a partir de 2007, este docente migrou para as escolas t?cnicas e passou a ministrar aulas de Desenho T?cnico para alunos que, egressos do Ensino Fundamental, em maioria, n?o tiveram acesso ao Desenho Geom?trico em virtude das altera??es suscitadas pela legisla??o atual, comprometendo, deste modo, a melhor compreens?o e aplica??o dos conte?dos estudados na forma??o t?cnica. No intuito de minimizar a lacuna existente entre o Ensino Fundamental e a Educa??o Profissional T?cnica de N?vel M?dio, no que diz respeito ao conhecimento relativo ao Desenho Geom?trico a ser aplicado ao Desenho T?cnico, este trabalho prop?e contribuir na cria??o de condi??es para o desenvolvimento da autonomia dos estudantes do Instituto Federal da Bahia (IFBA), Campus Salvador, no processo de constru??es geom?tricas a partir do estudo de logomarcas. Como consequ?ncia desta pesquisa, foi poss?vel identificar o lugar ocupado pelo Desenho Geom?trico na Matriz Curricular do IFBA ? Campus Salvador, e analisar aspectos que propiciam o desenvolvimento de compet?ncias em Desenho Geom?trico, a partir da estrat?gia de ensino aplicada.

L’insertion par l’activité économique (IAE) regroupe des associations et des entreprises quimettent au travail des chômeurs « en difficulté » afin de faciliter leur accès ultérieur à l’emploi.Cette thèse se penche sur l’action des fédérations de structures d’insertion. Positionnées àl’interface entre les responsables politiques et administratifs et les professionnels des structuresd’insertion, ces fédérations tentent de réguler les tensions et les controverses au sein de l’espacede l’IAE. À partir d’une enquête ethnographique reposant sur des observations participantes etdes entretiens avec des acteurs de l‘IAE, cette recherche met d’abord l’accent sur les stratégiesd’alliance et d’opposition entre fédérations. La thèse interroge ensuite la participation de cesdernières aux réformes de l’IAE. Si les fédérations se présentent comme les représentantes desintérêts des acteurs de l’IAE, elles se posent également en relais des injonctions de l’État enmatière de « performance » et de « bonne gestion ». Enfin, la recherche montre l’avènementd’une nouvelle génération d’experts de l’insertion, aux trajectoires sociales et aux aspirationsindividuelles ajustées aux attentes de ces fédérations. À la croisée d’une sociologie du travailassociatif et des politiques d’insertion et d’emploi, cette thèse entend apporter un éclairage à laquestion des transformations des politiques sociales mises en oeuvre par les associations. / Integration via economic activity (IEA) gathers different structures (associations andcompanies) that set to work unemployed in difficulty so that they may have a subsequent accessto employment. This thesis studies the action of federations of agencies for integration.Positioned at the interface between political and administrative officials and experts ofstructures for integration, these federations try to regulate tension and controverses within theIAE area. From an ethnographic survey based on participant observations and interviews withstakeholders of the IAE, this research first emphasizes strategic alliances and resistancebetween federations. The thesis then questions the involvment of the federations in the reformsof the IAE. If they claim to represent the interests of the IAE stakeholders, they also set themselves as representatives of government demands as far as «performance» and «goodmanagement» are concerned. Finally, this research shows the arrival of a new generation ofexperts in job integration, whose social trajectories and individual ambitions are ajusted to theneeds and expectations of these federations. This thesis is at the crossroads of a communitywork sociology and of policies in the field of employment and integration, and it also intendsto shed light on the problem of the social policies transformations implemented by theassociations.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-30T19:13:42Z No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) / Made available in DSpace on 2015-03-30T19:13:43Z (GMT). No. of bitstreams: 1 Priscylla K. M. C. S. de God¿i.pdf: 1159062 bytes, checksum: 23bac41fc4410cef46bec09a2b13c9e6 (MD5) Previous issue date: 2013-12-18 / Universidade Católica de Santos - Católica de Santos / The main aim of this work is to understand the teaching expertise of Brazilian High School Philosophy teachers, with regard to training requirements and teaching practices. Based on the philosophical ideas developed in the Brazilian historical educational context by Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) and Palma Filho (2011), and an analysis of official documents (BRASIL, 1998, 1999, 2002 and 2006; SÃO PAULO, 2008, 2011), this work discuss the current status of Philosophy as a subject in official documents and in the curriculum of São Paulo schools. It also has its foundations in theoretical references such as Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) and Gallo (2012), in respect to teaching and the Philosophy teacher, in addition to those authors who deal with teacher training, knowledge and practice, such as Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) and, above all, Gimeno Sacristán (1995), regarding the established practice system. The research follows a methodological approach of a qualitative nature, using a questionnaire to interview 25 Philosophy teachers from private and public schools in São Paulo State. All collected data was analyzed using the content analysis technique (BARDIN, 2011), and regrouped into six thematic axes: academic training, knowledge of the documents which form the basis of the teacher¿s work; the perception of teaching, the perception of the teaching reality; techniques and practice and continued professional training. The results show: 1st, knowledge related to professional training (for those who do not have a specific graduation in Philosophy); subject expertise, which relates theory and practice and is the fundamental basis for pedagogical action, curriculum knowledge which reveals the importance of actions inside and outside the classroom; and experiential knowledge, which forms the basis of and accompanies the process of teacher training, experience and performance; 2nd, knowledge acquired during training and educational practice, which constitutes a professional identity for this teacher; and 3rd, the need to reflect on how to overcome difficulties regarding school structure, work conditions, investment in continued training and the use and improvement of new technology. / Este trabalho tem como objetivo geral compreender quais saberes docentes estão presentes na percepção dos professores de Filosofia de Ensino Médio, de acordo com as necessidades de formação e a prática de seu ensino. Fundamentando-se nas ideias filosóficas desenvolvidas no contexto histórico educacional brasileiro, referendadas por Cartolano (1985), Alves (2002, 2009a, 2009b), Horn (2009), Gonçalves (2011) e Palma Filho (2011), assim como na análise de documentos oficiais (BRASIL, 1998, 1999, 2002 e 2006; SÃO PAULO, 2008, 2011), este estudo discute a presença curricular do ensino de Filosofia na Proposta e no Currículo do Estado de São Paulo. Também, baseia-se em referenciais teóricos como Lorieri (2002), Aspis (2004), Saviani (2004), Ghedin (2008), Cerletti (2009), Severino (2011) e Gallo (2012), no que diz respeito ao ensino e ao professor de Filosofia; além daqueles que tratam da formação de professores, dos saberes e práticas docentes, tais como Cunha (1997), Abdalla (2006), Rios (2010a, 2010b), Tardif (2012) e, em especial, Gimeno Sacristán (1995), ao abordar o sistema de práticas aninhadas. A pesquisa adota uma abordagem metodológica de caráter qualitativo, utilizando-se de um questionário aplicado a vinte e cinco professores de Filosofia da rede pública e privada do Estado de São Paulo. Os dados coletados foram analisados, também, por meio da técnica da análise de conteúdo (BARDIN, 2011), e redimensionados em seis eixos temáticos, abrangendo: a trajetória de formação; o conhecimento sobre os documentos que amparam o trabalho do professor; a percepção da docência; a percepção da realidade docente; as ações de sua prática; e a formação continuada. Os resultados indicam: 1º saberes relacionados à formação profissional (para os que não possuem graduação específica em Filosofia); saberes disciplinares, que relacionam a teoria com a prática, sendo determinantes para a atuação pedagógica; saberes curriculares, que revelam a importância de ações intra e extraclasses; e saberes experienciais, que fundamentam e acompanham o processo de formação, experiência e atuação docente; 2º saberes impressos na formação e na prática educativa, que constituem uma identidade profissional para esse professor; e 3º a necessidade de refletir sobre a superação das dificuldades quanto à estrutura das escolas, às condições de trabalho, aos investimentos da formação continuada; e ao uso e aprimoramento das novas tecnologias.

The broad theme of this thesis is engineering decision-making. The various factors that shape technological development are investigated using the development of Sydney's sewerage system as a case study. The thesis focuses on various key decisions, past and present, including the choice of water-carriage technology for sewage collection, the selection of sewage treatment technologies, and on-going preference of engineers and bureaucrats for ocean disposal. Also covered are the legislative and regulatory mechanisms, the policies of the Sydney Water Board with regard to industrial waste disposal and the relationship between the Board and the public. A study was made of historical documents, engineering reports and papers, parliamentary debates, annual reports, minutes, newspaper reports and secondary sources and personal interviews were conducted. Various bodies of literature were referred to and used, including the books and articles on the history and sociology of engineers, the politics of expertise and public participation and the emerging discipline of science and technology studies. It is concluded that the development of Sydney's sewerage system has been shaped by social, political and economic factors and that engineers have played a pivotal role in the decisions made through their deliberate shaping of knowledge and the performance of predictions they have made for various options. The decisions made in this way have been defended against public opinion and public participation in the decision-making process has been kept to a minimum. This thesis supports the argument that technology is socially constructed, that the technical cannot be separated from the social, and that an interactive model of technological development is more appropriate than a linear, causal one. It shows that the role of power in the shaping of technology is crucial, and in particular the alliance of state and professional power that occurs in the shaping of public sector technology.

L'intégration des expertises métiers constitue un enjeu primordial des nouvelles générations des systèmes de gestion globale du cycle de vie du produit. La maîtrise d'ouvrage de telles intégrations est rendue difficile par la complexité de la gestion de la connaissance proportionnelle à celle croissante du produit, la diversité des acteurs de tels projets et le manque de retour au cours ou à l'issue de déploiements de tels projets passés et présents. Ces travaux de thèse ont été menés en parallèle d'un cas d'étude sur le projet USIQUICK, visant à l'automatisation de la génération de gamme d'usinage. Cette expérience a également été confrontée à des projets dans d'autres secteurs de l'industrie ou des services. La contribution de cette thèse propose un ensemble d'outils conceptuels utilisables en préparation ou au cours d'un projet d'intégration d'expertise. En phase amont cet ensemble d'outils peut être utilisé pour consolider les expériences précédentes et constituer des grilles d'analyses pour la prise de décision des méthodologies à déployer. Au cours du projet, cette base méthodologique d'outils donne à la maîtrise d'ouvrage des critères d'analyse pour évaluer la dynamique de projet. Elle permet de faire émerger les problèmes liés à la modélisation de l'expertise, de préparer les phases de programmation et de faire ressortir dans ces deux cas des lieux de représentations propices à l'émergence d'indicateurs de performance relatifs à la spécificité du projet étudié. L'apport méthodologique pour la maîtrise d'ouvrage est constitué de la proposition et de l'analyse des quatre « piliers » de ressources à la modélisation et à l'intégration d'expertise (réseaux de concepts, listes de spécifications, corpus de document, outils de gestion). Ces piliers permettent de justifier une série de phases décrivant les enjeux de la modélisation (phases d'identification, d'extraction, de structuration et de formalisation) et de l'intégration (phases de raffinement, de spécification des développements, de diffusion et de maintenance). Grâce à une analyse des niveaux de maturité de la gestion initiale et attendue de l'expertise, ces « piliers » et ces phases permettent de cadrer le contexte d'un retour d'expérience ou d'un projet à déployer. En parallèle, trois couples de concepts, syntaxe / sémantique, infrastructure / architecture, domaine / projet, permettent un questionnement pour identifier les zones potentielles de problèmes dans les représentations et envisager des axes de résolution. Il est ainsi permis de contribuer au rapprochement du systématisme épistémologique de la gestion des connaissances avec la pratique empirique et pragmatique contenue dans les savoirs. La consolidation des liens entre ces aspects de l'expertise permet un pilotage de projet par des éléments réels de connaissances et d'expertise.

Supprimées en 1791 comme parties du système corporatif, les Chambres de Commerce sont rétablies en 1802 et une Chambre est créée à Paris en 1803. Son statut n'en fait ni une association spontanée, ni un véritable organe administratif. Ses membres s'opposent à tout rétablissement des corporations et des règlements. Souvent banquiers, également présents au Tribunal de Commerce, au Conseil Municipal, à la direction de la Banque de France, ils créent de nouvelles pratiques institutionnelles en réponse aux nombreuses demandes de conseil et d'information du gouvernement. De façon en général discrète, la Chambre de Commerce de Paris intervient sur les questions douanières ou de transports, mais aussi sur la gestion de la Bourse ou la création d'un nouveau droit commercial. Sur ces questions, il lui arrive de s'opposer aux politiques économiques de l'Empire ou de la Restauration, mais elle reste toujours consultée, comme seule source possible sur certains problèmes. Les banquiers libéraux qui l'avaient dirigée la quittent après 1830 et surtout 1840, laissant la place à des négociants puis des fabricants d'articles de luxe, plus intéressés par la fourniture de services aux commerçants, mais qui restent liés au monde de l'économie politique. Ces hommes se trouvent confrontés à de nouvelles questions sociales et ont à décider s'ils sont les représentants des « patrons » et non plus de l'économie en général. Ils ont longtemps prétendu défendre l'intérêt général du commerce parisien, voire national, mais après 1848, la plupart se disent représentants d'une branche particulière. A ce moment, l'électorat de la Chambre est élargi, et les « chambres syndicales » qui ont repris certaines fonctions des corporations commencent à y jouer un rôle important. Enfin, la Chambre acquiert quant à elle une nouvelle légitimité grâce à une enquête statistique sur l'industrie parisienne, que le gouvernement n'avait jamais pu réaliser lui-même.<br />L'histoire de la Chambre est avant tout celle d'un corps intermédiaire – dans un pays et une période où cette notion est loin d'aller de soi. L'étude de cette véritable reconstruction d'une architecture institutionnelle, après la Révolution française et au fil des changements de régimes politiques, est avant tout centrée sur les pratiques de l'institution (modes de recherche d'information, interactions entre membres dans la préparation des rapports, émergence de fonctions de service pour la Chambre...), sans négliger les débats idéologiques concernant l'organisation et la représentation du monde économique (rétablissement des corporations en particulier). L'étude à été menée partir des riches archives de la Chambre (procès verbaux et dossiers thématiques), de recherches concernant ses membres, principalement en termes de carrière institutionnelle et de cumuls de mandats, et de nombreuses sources imprimées touchant aux dossiers traités par la Chambre.<br />Dans un premier temps, une étude, en partie quantitative, du travail de l'institution et des carrières de ses membres permet de définir une chronologie propre à la Chambre et de poser des hypothèses concernant les motivations de ceux que l'institution intéresse (membres, mais aussi interlocuteurs dans l'administration et dans le monde économique). Une présentation chronologique s'attache ensuite notamment à l'analyse fine de périodes de changement (1828-1832, 1848-1852). Dans ces moments, les membres de l'institution apparaissent acteurs de leur histoire, avec une certaine autonomie pour redéfinir leurs règles de fonctionnement ; mais ils sont aussi soumis à la concurrence d'autres institutions et à des chocs extérieurs (émergence de chambres syndicales, révolutions politiques, actualité nouvelle de la question sociale...). Au fil des travaux de la Chambre émergent enfin certains dossiers d'histoire économique (régulation des transactions boursières, contrôle a posteriori des sociétés anonymes, modes d'encouragement des exportations...) et d'histoire des statistiques sur lesquels l'étude de l'institution ouvre des pistes nouvelles.

The thesis aims at establishing what teachers of programme specific subjects state is the foundation for their assessment at the Hotel and Restaurant Programme (HR-programme). The theoretical framework of the thesis is based on social constructionism. The respondents were practising teachers of programme specific subjects at HR-programme. The empirical data based on interviews and video interviews was analyzed with: types of knowledge, key qualifications, specific vocational knowledge and skill and levels of expertise. Seven key qualifications have been discerned: independence, planning skills, problem solving skills, co-operation, customer contact, communication and power of initiative. These can be divided in three dimensions: personal, cognitive, and social/interactive. For the student, the most important to focus on for getting a higher grade is independence. Five categories of programme specific subjects have been identified: understanding the vocational area, skills in working techniques and methods, hygiene and handling work tools, as well the ability to see the whole and to act simultaneously. Differences in qualifications between levels of expertise can be identified in skills, speed and comprehensive thinking which appear to be valued more by the respondents. Key qualifications include all types of knowledge, theoretical knowledge, practical mastery and appropriate action but also a keen mind for reflection over ones actions. Appropriate action in general is assessed on the level of overall focus, the highest level of expertise, and theoretical knowledge the lowest level of expertise. There’s concordance between respondents on assessment of knowledge and skills. Students have to have a great part of specific vocational knowledge and skills to achieve the degree of Pass. The respondents’ descriptions and appraisements of what is assessed reflect their vocational culture where experience has a master role which could be the main reason why an inexperienced student cannot achieve higher grade levels.

L'objectif de cette thèse était d'appréhender les effets de la croissance et de l'expertise sur les propriétés biomécaniques des membres inférieurs de l'Homme. Pour ce faire, une série d'expérimentations se basant sur un modèle "masse-ressort" associé à des tâches de sauts verticaux ont été menées dans des conditions de terrain. Nous avons démontré dans un premier temps qu'un système accélérométrique transportable et autonome pourrait être utilisé, in situ, d'une manière fiable et valide afin d'estimer l'ensemble des paramètres mécaniques et indices neuromusculaires étudiés au cours de ce travail de recherche. Ensuite, au cours d'une étude croisée, nous avons identifié un âge d'or pour la maturation des paramètres neuromusculaires des membres inférieurs qui se situe autour de 15-16 ans, âge de début de différenciation fille/garçon et d'évolution des propriétés neuromusculaires du cycle étirement-renvoi vers l'âge adulte. Enfin, nous avons étudié l'effet de l'expertise sur les qualités physiques du sportif. Les résultats montrent clairement que le comportement neuromécanique des membres inférieurs évolue avec l'expertise sportive, d'une façon spécifique à l'activité.

American political culture has virtually precluded public discussion about the fundamental weaknesses of capitalism, forcing media reformers to argue defensively that commercial broadcasting is a special case of market failure. This investigation questions the historical inevitability of commercialized mass media structure by examining how the ideology of media professionalism is deployed in public debate over noncommercial uses of mass media resources. The work of John Dewey and Walter Lippmann frame a theoretical understanding of how professional autonomy works in opposition to community, and thus how professionalization works in opposition to a shared democratic sphere. Relying on the fundamental concepts of discursive formations studied in depth by Michel Foucault, three case studies analyze historic moments (the invention of listener support by Lewis Hill, the rise of news reporting by community television volunteers, and the introduction of media literacy in K-12 public education) that offer evidence of discursive breaks within the constructions of professionalism that support commercialization, and what those breaks suggest about the re-instantiation of the historical inevitability of the commercial regime. The conclusion discusses how conditions have led us to a point of deprofessionalization, a state in which media consumers disarm the notion of professionalism before it can be deployed as a governing relation, and how deproduction of authoritative texts effectively contains the power of professionalized norms. INDEX WORDS: Professionalism, Professionalization, Media reform, Commercialization, Noncommercial media, Dewey-Lippmann debate, Lewis Hill, Community television, Media literacy, Deproduction, Deprofessionalization