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This dissertation explores the role of science and technology in democracy and the use of cost-benefit analysis (CBA) through an illustrative case on a uranium mining controversy in the US state of Virginia. Arguably, traditional STS scholarship has primarily served what we might call an unmasking function by working to expose political, cultural, gender, corporate, and other factors that get masked by the cultural authority of scientific expertise. Following the lead of other STS scholars seeking to move beyond an unmasking-only mode of scholarship, this dissertation offers a novel take on the relationship between expertise and public controversy over technoscience by suggesting that cost-benefit analysis might serve a beneficial pro-democratic ritual role. To explore this question of the role played by expertise and what we might learn and recommend from approaching CBA as a democratic ritual, I consider the case of a uranium mining and milling controversy in Virginia. This controversy surfaced in two distinct historical moments and prominently featured technical studies utilizing expert predictive methods. I analyze these texts from the perspective of the sociopolitical ritual theory developed in the dissertation and then suggest a set of recommendations regarding how we might humanize and deploy CBA within the context of enhancing rituals that serve to maintain liberal democratic political imaginaries. / Ph. D.

Individually held knowledge is one of an organization’s most valuable assets. The extent to which an organization can leverage that asset depends on its members’ not only applying knowledge in their work, but also exchanging and transferring knowledge with others in the organization. We still know very little, however, about why some knowledge workers are more or less willing to share their specialized knowledge with others. I argue that a robust explanation can be found in the risks or opportunities that knowledge sharing poses to personal identity. Specifically, knowledge workers’ willingness to share knowledge with others can be explained by the importance they place on that component of personal identity associated with expertise (i.e., their expertise identity). I systematically explore contingency factors that might influence the effect of knowledge workers’ expertise identity on their willingness to share knowledge, including other aspects of the self, dyadic social relationships, team identification, and the organizational environment. Finally, I argue that the effects of people’s knowledge sharing will be evidenced in the learning outcomes realized by those around them. I conducted a cross-sectional survey study at a national engineering firm. The final sample included 221 members of 40 continuing teams (55% response rate). In addition to self-report data, surveys captured respondents’ round-robin peer ratings of fellow team members on multiple constructs, including a measure of individuals’ willingness to share their specialized expertise with others in terms of sharing the full range of personal techniques, reasoning, and experience that form the basis of their own mastery. I conducted analyses using multilevel modeling and social relations modeling techniques. Results supported 4 of 6 hypotheses. An individual’s willingness to share knowledge with others was higher when expertise identity was high and dyadic trust, receiver expertise, and team identification were also high. Further, people with high expertise identity were less willing to share knowledge than people with low expertise identity when dyadic trust, receiver expertise, and team identification were low. Implications of these results, limitations of the study, and directions for future research are discussed. / text

À un moment de développement technologique rapide et de réforme fréquente des programmes, l'abondance de ressources pédagogiques offre aux enseignants de nouvelles opportunités mais occasionne aussi une nouvelle complexité. Cette étude a pour objectif d’explorer l’expertise des enseignants en mathématiques nécessaire pour développer et interagir de manière collective avec des ressources. L'expertise étant contextualisée, cette recherche est conçue comme une étude de cas dans deux contextes contrastés (la Chine et la France). Basée sur l’approche documentaire du didactique et la théorie de l’activité culturelle et historique, l’étude propose un modèle pour l’expertise des enseignants de mathématiques interagissant avec des ressources, nommée expertise documentaire (ED). La démarche propose deux modèles successifs: le premier modèle de l’ED est basé sur une revue de la littérature et une étude pilote, le deuxième modèle repose sur une analyse de deux cas contrastés.Trois questions sont explorées: Comment définir l’ED ? Comment se développe l’ED dans le travail collectif ? Que peut-on apprendre du développement de l’ED à travers les deux cas? L'étude est basée sur la méthodologie d'investigation réflexive et adapte des outils d'entretiens, d'observation et d'analyse vidéo.Quelques résultats majeurs: (1) L’ED est définie par (i) une dimension statique à partir de la structure du système de ressources : l’ED se développe en maintenant vivant ce système, en reliant la conception des ressources à des considérations sur la didactique, le curriculum et les étudiants; (ii) une dimension dynamique à partir des schèmes de maintenance des systèmes de ressources et du travail documentaire : l’ED se développe en intégrant les ressources avec une perspective large en matière de recherche, une attitude critique lors de la sélection, une manière flexible d'adapter et une habitude à accumuler automatiquement. (2) Le travail collectif profite au développement de l’ED, en particulier au cours des phases collectives de conception des leçons, où les ressources et les schèmes d'utilisation sont questionnés pour des situations spécifiques. (3) Des conséquences sont tirées concernant la construction institutionnelle du travail collectif des enseignants (cas chinois) et des ressources en ligne de qualité (cas français). / In a time of fast technology development and frequent curriculum reform, the abundance of instructional resources brings teachers both chances and new complexity. This study aims at exploring mathematics teachers’ expertise required for, and developed in, interacting collectively with resources. Since expertise is contextualized, this research is designed as case study in two contrasting contexts (China and France). Based on Documentational Approach to Didactics and Cultural-historical Activity Theory, the study proposes a framework of mathematics teachers’ expertise interacting with resources, which is named as Documentation Expertise (DE). Efforts are made in two steps: a first DE framework based on literature review and pilot study, a refined framework after two contrasting cases analysis. Three questions are explored: How to define DE? How is DE developed through collective work? What can be learnt for developing DE through the two cases? The study is based on a methodology of reflective investigation, and adapts tools of interviews, observation and video analysis.It proposes some main results: (1) DE is evidenced from (i) a static dimension on resource system’s structure and components, DE develops in deliberately keeping the resource system lived by bridging resource design with considerations on didactics, curriculum and students; (ii) a dynamic dimension on schemes in resource system maintenance and documentation work, DE develops in integrating the resources with a broad view in searching, critical attitude in selecting, flexible way in adapting, and automatically habit in accumulating. (2) Collective work benefits DE development, especially collective lesson design, where resources and the schemes of usage are discussed concerning specific situations. (3) Implications are drawn concerning institutional construction of teacher collective work (Chinese case), and high-quality online-resources (French case). / 在科技迅速发展，课程改革频仍的时代，教学资源的极大丰富为教师的课程设计同时带来机遇和挑战。本研究围绕数学教师在文献纪录工作中的专长，旨在探索此种专长的成分构成及其集体工作环境下的发展路径。鉴于教师专长的情境性，本研究选择案例研究的方式对中法两组案例进行探索。基于教学的文献纪录法和文化历史活动两个理论框架，本研究提出了数学教师文献纪录专长的概念，意为数学教师在调用资源时所需要和发展而来的专长。研究工作分两步进行：通过文献梳理和预研究提出初步的文献纪录专长框架，再通过中法案例对初步框架进行修正补充，最终提出改进版的文献纪录专长框架。研究问题有三：何为文献纪录专长？文献纪录专长怎样在集体工作中得到发展？通过中法案例研究，在该专长的获得与发展方面可以为我们带来哪些启发？本研究采用反思性调查法，具体研究工具包括访谈法，自然观察法和视频分析法。研究结果如下：（1） 文献纪录专长可从静态和动态两个维度进行调查和表征：静态维度指资源系统的结构和成分，该专长主要体现在教师在教学资源的有意设计、组织、整理和积累中综合考量数学学科、教学法、课程和学生等要素；动态维度包括资源系统的管理维护，资源工作过程中对资源的开放式搜索、批判性选择、灵活修改与应用，以及自动化的资源归纳与积累习惯。（2） 集体工作有助于文献纪录专长的发展，尤其在集体备课活动中，针对具体情境下所需资源和应用图式的头脑风暴式讨论对参与教师获益均甚。（3） 中法案例对照下，也有一些针对制度环境的启发，例如中国案例中的教师集体工作制度系统，以及法国案例中的高质量网络资源建设。

Using a human capital perspective, this study investigates the relationship between the specific human capital of the top management teams of venture capital firms (VCFs) and the firms’ investment performance. The results of this study demonstrate that, in the early-stage information technology and communication (ICT) industry, VCFs’ technological expertise strongly predict better venture capital firm performance in the form of greater portfolio exit ratio. While financial expertise shows a positive but not significant effect. This study finds that although venture capital investing is a financial activity, technological expertise is the human capital characteristic that is more appropriate for this sub-environment. Future research is suggested.

Afin de ne pas prêter le flanc aux railleries et aux critiques, l’Église fait preuve d’une grande prudence à l’égard des déclarations de « guérison miraculeuse ». C’est dans cette perspective qu’elle s’attache à départager l’"authentique" et l’"inauthentique" parmi les manifestations de la vie religieuse et qu’elle considère que « les faux miracles doivent être discernés des vrais ». Ces distinctions ne vont pas de soi. Elles nécessitent des procédures d’enquêtes dont le fonctionnement reste largement inexploré par les sciences humaines. Si, depuis le XIe siècle, le magistère catholique exerce un droit de regard, allant s’élargissant, sur les miracles déclarés par les fidèles, c’est sans doute à la suite des événements de Lourdes (« apparitions » et « guérisons » à partir de 1858) que cette volonté de contrôle s’exprime sous une forme nouvelle. À une époque qui exalte les vertus de la rationalité scientifique, au moment précis où la médecine parisienne atteint le sommet de sa notoriété pour ses travaux sur l’hystérie, redoutant les controverses provoquées par « l’épidémie de guérison » qui suit les visions de Bernadette Soubirous, de nombreux membres de la hiérarchie catholique française souhaitent donner des formes plus respectables à ce que l’on peut considérer comme une « explosion de dévotion populaire » non orthodoxe et difficilement contrôlable. C’est dans le cadre de cette stratégie d’encadrement des événements que s’inscrit, en 1883, au sein même du sanctuaire de Lourdes, la création d’une instance médicale chargée de contrôler les revendications de guérisons miraculeuses. En s’attachant à analyser cette procédure de contrôle, spécifique au sanctuaire de Lourdes, cette thèse voudrait permettre de mieux comprendre la manière dont sont produits les miracles à Lourdes. Notre travail souhaite montrer qu’il est, au contraire, produit collectivement par un ensemble d’acteurs (témoins, médecins, ecclésiastiques…) engagés dans une activité concertée d’enquête complexe au résultat incertain / Not to invite the critics, the Church shows a big caution towards the declarations of "supernatural cure". It’s in this perspective that she attempts to decide between the "authentic" and between the "not authentic" among the demonstrations of the religious life and that she considers that " the false miracles must be discerned by the truths ". These distinctions are not obvious. They require investigation procedures the functioning of which remains widely unexplored by the human sciences. If, for the XIth century, the catholic magistery exercises a right to inspect, going widening, the miracles declared by the believers, it is doubtless following the events of Lourdes ("appearances" and "cures" from 1858) that this will of control expresses himself under a new shape. In a time which excites the virtues of the scientific rationality, at the precise moment when the Parisian medicine reaches the summit of its fame for its works on the hysteria, dreading the caused controversies by " the epidemic of cure " which follows the visions of Bernadette Soubirous, numerous members of the French catholic hierarchy wish to give more respectable forms to what we can consider as a explosion of popular worship not orthodox and with difficulty controllable. It is within the framework of this strategy of frame of the events that joins, in 1883, within the sanctuary of Lourdes, the creation of a medical authority asked to control the claiming of supernatural cures. By attempting to analyze this control procedure, this thesis would like to allow to understand better the way are produced the miracles in Lourdes. Our work wishes to show that it is produced, on the contrary, collectively by a set of actors (witnesses, doctors, clerics) committed in a joint activity of complex investigation to the uncertain result