Em nossa tese estudamos as chamadas leituras graduadas (LGs), especificamente reformulações de obras clássicas da literatura espanhola voltadas para o ensino/aprendizagem de espanhol como língua estrangeira. Procuramos problematizar as relações que se estabelecem na intertextualidade entre o discurso literário e o discurso didático. Adorno (1985), García Canclini (2015) e Jameson (1991) possibilitaram ver as reformulações dentro da lógica da indústria cultural, que responde, oportunamente, a discursos recentes de difusão do espanhol como língua transnacionalizada e supostamente com valor econômico a ser explorado (ARNOUX, 2008). O diálogo entre Compagnon (2012) e o conceito de literatura pósautônoma de Ludmer (2007, 2010, 2012) favoreceu uma abordagem que relativizou o lugar dos textos literários na relação com as LGs. Consideramos estas produções como uma forma de reescrita do texto literário que o transforma em outra coisa, buscamos regularidades discursivas, interdiscursivas e intertextuais nessa nova situação de enunciação que pudessem funcionar como vetores do estilo das LGs. Os estudos bakhtinianos sobre gêneros discursivos, as reflexões de Brait (2005) e os fundamentos de Atorresi e Zamudio (2000) permitiram reconhecer e identificar, em diferentes níveis da organização das leituras graduadas, procedimentos na sua construção que respondem a uma enunciação predominantemente explicativa. Esta presença dominante é uma das responsáveis por desestabilizar na reformulação a intenção de reproduzir o efeito de ficção e a concentração estésica do texto-fonte que afeta a percepção do sensível. As consequências da tentativa de intersecção do discurso didático e do discurso literário configuram um gênero que tem como princípio a mistura, gerando forças em tensão entre o viés sensível e o inteligível. O diálogo polêmico entre o discurso literário e o discurso didático estimulou a problematização a partir dos conceitos como cena englobante, cena genérica e cenografia, de Maingueneau (2008); reformulação parafrástica, (FUCHS, 1985); reformulação explicativa e imitativa (FUCHS, 1994), além de contribuições da historiografia em Chartier (2002, 2014, 2015), para discutir como as reformulações literárias negociam discursivamente com os textos-fonte e que enunciatário projetam. Na reformulação, agem forças involuntárias à didatização e na predominância da enunciação explicativa habita, também, o viés sensível que produz efeitos de sentido que não recuperam aqueles do texto-fonte, não somente porque a enunciação é sempre nova cada vez que se enuncia, mas também porque a LG está submetida a coerções que podemos reconhecer a partir de uma interpretação genérica discursiva e glotopolítica. As categorias de análise da semiótica, com Greimas e Courtés (2012), Discini (2015), Fontanille (1999), Merleau- Ponty (1991) e Zilberberg (2011), contribuem para identificar como se desestabiliza a estesia na transposição do texto literário e que percepções e efeitos de sentido provocam quando cotejados textos-fonte e suas respectivas reformulações. A comparação entre as cenas genéricas do texto-fonte e texto reformulado evidencia continuidades entre as textualidades, não apenas nos recorrentes recursos de imitação, mas também na presença da estesia, inerente a qualquer arranjo da linguagem, que se apresenta de forma concentrada na obra literária e tende a diluirse em diferentes graus de intensidade na retomada da palavra literária nas LGs. / In our thesis we studied the so called leituras graduadas (LG), specifically reformulations of classic Spanish literary works aimed at the teaching and learning of Spanish as a foreign language. We attempted to discuss the relationships estalblished between literary and pedagogical discourses. Adorno (1985), GarcÌa Canclini (2015), Jameson (1991) made it possible to see the LGs inside the logical of the cultural industry which responds, opportunely, to recent discourses of dissemination of the Spanish language as a transnational language, and supposedly with an economic value to be explored. (ARNOUX, 2008). The dialogue between Compagnon (2012) and the idea of post-autonomy by Ludmer (2007, 2010, 2012) allowed us to flexibilize the place of literary works in their relationship with the LGs. We considered the LG as a kind of re-written literary work that became another thing, we looked for discursive, interdiscursive and intertextual regularities within that new utterance situation that could work as vectors for LGs style. Bakhtinian studies about discursives genres, resumed by reflections by Brait (2005) and principles by Atorresi and Zamudio (2000) allowed to recognize and to identify in diferent levels of organization of the LGs, procedures for the construction of the text which respond to a predominantly explanatory utterance.That dominant presence is one of the responsible factors for destabilizing, in the reformulation, the intention of reproducing the ficction effect and the esthesic concentration of the source text which affects the perception of the sensitive. The consequences of the didactic discourse and literary discourse intersection attempt set up a genre which has the mixture as principle, generating tensing forces between the the sense and sensitive biases. The controversial dialogue between literary discorse and didactic discorse stimulated the problematization from the concepts of ìencompassing sceneî, ìgenre sceneî e ìsceneryî, by Maingueneau (2008); ìparaphrastic reformulationî, (FUCHS, 1985); ìimitative and explanatory reformulationî (FUCHS, 1994), and also the contributions about historiography by Chartier (2002, 2014, 2015) to discuss how reformulation works negotiate discursively with source-texts and which enunciatee they assume of. In the reformulation process, involuntary forces to didactization take place, and in the predominance of the explanatory utterances also inhabits the sensitive bias which produces meaning effects apart from those of the source text, not only because the utterance is always new every time it is uttered, but also because the LG is submitted to coertions which can recognized by one generic, discursive and glotopolytic interpretation. The semiotic analysis categories, by Greimas and CourtÈs (2012), Discini (2015), Fontanille (1999), Merleau-Ponty (1991) and Zilberberg (2011) contribute to identify how esthesia is destabilized in the transposition of the literary text and which perceptions and effects of meaning it provokes when confronted with the source-text and its respective reformulations. The comparison between generic scenes from the source text and the reformulated one shows continuities between textualities. Not only in the recurrent imitative resources, but also within the presence of the esthesia, inherent to any language arrangement, which shows itself in a concentrated way in the literary work and has the tendence to attenuate itself in different degrees of intensity during the recapture moment of the literary word in the LGs.

Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiques. / This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction.

The main objective of this thesis is to evaluate the explanatory power of the balance sheet based on French accouting regulation. The first part deals with the general theory of accounting and financial reporting regulation, factors influencing national regulation, form and objectives of financial reporting, with focus on the balance sheet. The second part deals with the French legislative sources for accounting and financial reporting. The third part introduces the definition, structure and method of valuation of assets and liabilities based on French regulation. The fourth and fifth parts are devoted to the profit and loss account and the notes to the financial statements in accordance with French law. The last section contains an analysis of financial statements of a real company, and on this basis explanatory power of balance sheet is evaluated.

The thesis is devoted to organometallic chemistry teaching problematics at Czech secondary schools. In this thesis it is analyzed what space in the schooling is given this theme by educational programs. Furthermore, the thesis are in terms of the theme of organometallic compounds analyzed secondary school textbooks commonly used chemical education, and there is estimated interest of teachers for the newly prepared materials on this topic as well. As a reaction to the conclusions of the analyzes was prepared explanatory text on the topic of organometallic compounds intended for teachers who can use it for their own learning and to prepare their lessons as well. The second main output of this work is a set of test tasks relating to the created explanatory text of organometallic compounds. These questions are not only intended for testing mastering the topic of organometallic compounds by pupils, but also serves as an mastery-level proposal of the topic that students especially in grammar schools and secondary vocational schools should achieve. Explanatory text and a set of test tasks were verified by teachers teaching chemistry through direct interview method and then there were incorporated comments emerged in the interviews into them. Powered by TCPDF (www.tcpdf.org)

The main goal of my thesis is to characterize the conception of "Health in the framework of social discourse" by the means of data analysis and analysis of supporting documentation of explanatory reports of governmental bills regulating the fields of hygiene, preventive measures and health protection within Czech republic, focused mainly on the field of public healthcare system. Theoretical part attempts to picture the above stated matter in a social context of modern society, to point out the ideological connection of how well-being of an individual is perceived in a social system in terms of its function. The main subject of the analysis will be explanatory report regarding a historical First republic law No. 332/1920 Coll., explanatory notes from the communist era - Law. No. 4/1952 Coll. on hygienic and anti-epidemic care and law no. 20/1966 Coll., on public healthcare. The last analyzed era will be the era after year 1989, which will be represented by explanatory notes regarding law no. 258/2000 Coll., on protection of public health and law no. 372/2011 Coll., on healthcare services. The text analysis is based on Analysing discourse method combined with content quantitative method. Text of this thesis is divided to theoretical part, description of the methodology, historical overview of...

The U.S. National Library of Medicine brought the intensifying interest in open science to national attention when it joined enthusiastic scientists to introduce and host an Amazon-like rating forum on PubMed—the world's largest database of indexed biomedical and life sciences literature. The result was PubMed Commons. In June 2013, the commenting forum was introduced for open discussion about published scientific literature as part of a three-pronged approach to improve research rigor, reproducibility, and transparency. In Feb. 2018, the forum was unexpectedly discontinued. This retrospective explanatory case study research asked the question, "What happened on the way to the forum?" Answers came from a variety of resources using multiple methodologies for data collection and analysis. Historical data from PubMed Commons' 7,629 comments and 1,551 commenters; key informant interviews with PubMed Commons editors; and a systematized search for published articles, gray literature; and social media content about PubMed Commons were analyzed using computer-mediated discourse analysis and a social network analysis. Results from the quantitative content analysis described a forum with little participation, and the qualitative content analysis demonstrated that active forum members were focused primarily on providing links to other information resources and discussing aspects of post-publication peer review. The social network analysis revealed a disconnected network, which was supported by a sociogram showing a community of independents with only seven small clusters. Findings pointed to 11 factors that affected the forum's adoption and use. Rogers' diffusion of innovation theory scaffolds a forum innovation agility model developed from this work to offer a better understanding of organizational processes and to aid organizations interested in introducing and managing a similar forum. PubMed Commons was a missed opportunity. No comparable alternative is available to promote open science and serve as a tool for the expected paradigm shift in the way we do scholarly communication in science.

El presente estudio tiene como objetivo determinar si las variables satisfacción e inseguridad laboral explican la intención de renunciar al trabajo en jóvenes. Se evaluó a 150 jóvenes de edades entre 20 a 35 años que trabajan en una empresa del rubro de telecomunicaciones. Se aplicó la Escala de Intenciones de Renunciar al Trabajo, Escala de Inseguridad Laboral y, por último, el Índice Breve de Satisfacción Laboral Afectiva, los cuales fueron validados en el contexto peruano. Finalmente, se obtuvo como resultado, mediante el Modelo Explicativo Latente, que la Satisfacción Laboral y la Inseguridad Laboral explican en un 90% y un 100%, respectivamente, la Intención de Renunciar al Trabajo. Estos resultados contribuirán a que se puedan formular estrategias para la retención del personal y reducción de las tasas de rotación en las organizaciones, así también, las escalas validadas podrán ser usadas en futuras investigaciones. / The objective of this study is to determine if the variables job satisfaction and insecurity explain the intent to quit job in young people. 150 young people between 20 and 35 years old who work in a telecommunications company. The Intentions to Quit Work Scale, the Job Insecurity Scale and, finally, the Brief Index of Affective Job Satisfaction were applied, which were validated in the Peruvian context. Finally, it was obtained as a result, through the Latent Explanatory Model, that Job Satisfaction and Job Insecurity explain by 90% and 100%, respectively, the Intention to Quit Work. These results will contribute to the formulation of strategies for staff retention and reduction of turnover rates in organizations, as well as, the validated scales can be used in future. / Tesis

This thesis examined why an actor in the labor market, namely Volvo Cars, promotes parental leave. Previous research has shown that workplace-related factors are important for parents' use of parental leave. The purpose of this thesis was thus to highlight how actors in the labor market have the ability to influence the use of parental leave and, by extension, the development of gender equality. This thesis utilized an explanatory analysis of two policy documents and an information film about the Family Bond and three interviews with employees at Volvo Cars. The results showed that one of the reasons why Volvo Cars introduced the "Family Bond" is the company's desire to create equal opportunities for all. "Family Bond" is thus also part of Volvo Cars' inclusive approach in the sense that the company recognizes that parenting and family constellations can look different. A second reason for the implementation is Volvo Cars' aim to contribute to equal parenting. In addition, Volvo Cars believes that paid parental leave, by enabling the company to recruit and retain more women in the company, leads to more diversified perspectives which in turn drives innovation, creativity, improves productivity and the company's operations. A fourth reason for the introduction of the "Family Bond", which is also the most prominent, is that this parental leave policy is part of the entire Volvo Cars corporate culture, which is centered around the human being and the family.

Background: Health technology assessment (HTA) is a form of policy analysis to inform recommendations for decision-makers. An equity-focused HTA recommendation consists of one that explicitly addresses the impact of health technologies on individuals disadvantaged in society because of their social conditions. However, there is a need for more evidence on the relationships between patient engagement and the development of equity-focused HTA recommendations. Objectives: The objectives of this dissertation were to examine the association between patient engagement and equity-focused HTA recommendations and identify implementation considerations for patient engagement in HTA. Methods: I used explanatory sequential mixed methods to analyze 60 HTA reports and 11 interviews with patients and analysts from Canadian organizations: the Canadian Agency for Drugs and Technologies in Health (CADTH) and Health Quality Ontario (HQO). Results: Quantitative analysis of the HTA reports showed that patient engagement significantly predicts equity-focused HTA recommendations (OR: 0.26; 95% CI: [0.16 – 0.41]). HTA reviews where HTA analysts directly interviewed patients (OR: 3.85; 95% CI: [2.40 – 6.20]) and where an advisory committee used consensus were more likely to contain equity-focused recommendations (OR: 2.27; 95% CI: [1.35 – 3.84]). Qualitative analysis of the interviews identified strategies for engaging diverse patients in HTA. Conclusion: The findings of this dissertation can inform the designing of patient engagement in HTA.

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