Thèse (M.Sc.) - Université du Québec à Trois-Rivières, 2006. / Essai présenté à l'Université du Québec à Trois-Rivières comme exigence partielle du programme de maîtrise en sciences infirmières. CaQQUQ Comprend des réf. bibliogr. (f. [44]-46).

M.Phil. (Labour Law and Employment Relations) / Please refer to full text to view abstract

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No abstract available / Dissertation (MA (Development Communication))--University of Pretoria, 2008. / Information Science / unrestricted

La thèse interroge conjointement les effets de situations d’échanges sur des forums et des blogs sur la formation de jeunes lecteurs de textes littéraires et les conditions qui favorisent ou limitent ces effets. Cette problématique générale possède deux versants complémentaires :- un questionnement portant sur les compétences de lecture manifestées dans les pratiques sociales d’échanges entre lecteurs mais ordinairement ignorées par L’École ;- une interrogation sur l’entretien d’une réflexion sur les lectures et les textes par des enseignements associant le travail en ligne et en face-à-face.Pour répondre à ces questions, nous étudions un forum non scolaire d’adolescents lecteurs ainsi que différents dispositifs d’enseignement hybrides, conçus et mis en œuvre par 10 professeurs du secondaire exerçant en Île-de-France dans des établissements sociologiquement variés.La thèse poursuit trois objectifs solidaires, selon une approche ethnométhodologique attentive au contexte social et didactique propre à chaque cas étudié. Il s’agit de préciser les processus par lesquels le lecteur conduit une lecture imaginairement et émotionnellement impliquée, de distinguer les spécificités des différents usages de forums et de blogs de lecteur et de comprendre ce qui, dans ces situations, entretient ou inhibe le travail interprétatif.Nous proposons en premier lieu un modèle théorique d’intelligibilité des productions recueillies En deuxième lieu, nous analysons les échanges du forum des adolescents lecteurs pour en distinguer les spécificités et mieux comprendre la transposition scolaire des pratiques sociales. En troisième lieu, nous évaluons les effets des divers usages scolaires de forums et de blogs de lecteurs sur le travail interprétatif.Trois hypothèses ont été examinées. La première conjecture l’expression de compétences de lecture interprétative inconnues ou inaperçues en contexte scolaire sur le forum non scolaire d’adolescents lecteurs. La deuxième hypothèse attend l’entretien d’un travail de lecture impliquée et critique sur les espaces numériques. La troisième hypothèse prévoit des relances réflexives lors des retours en face-à-face sur des écrits asynchrones. Les atouts et les limites des situations étudiées conduisent à avancer des propositions pour l’enseignement et pour la formation des professeurs. / The dissertation investigates both the effects of the idea and knowledge sharing forums and blogs, which foster the formation process of young readers’ literary competence, and the conditions which favor or limit these effects. This general problem has two complementary sides:- the existence of questioning about the reading skills manifested in social practices of the idea exchanging among readers but usually ignored to be implemented;- a question on skill maintenance through the reflection of the read texts by combining online work and face-to-face.To be able to form a sound opinion around these questions, we are examining a non-academic forum of teenagers as well as various hybrid teaching devices, designed and implemented by 10 high school teachers based in Île-de-France in socially varied institutions.The dissertation, taking into account the ethnomethodological approach that carefully examines the social and didactic contexts specific to each studied case, pursues three interdependent objectives. It is a question of specifying the processes by which the reader conducts an imaginarily and emotionally involved reading to distinguish the specifications of the different uses of the forums and reader blogs and to find out what maintains or inhibits the interpretative work under certain circumstances.We first propose a theoretical model of intelligibility of the output collected. Secondly, we analyze teenage readers’ idea exchanging forum to distinguish the specifications of this field and thus contributes to a better understanding of the transposition of social practices at school. Thirdly, we evaluate the effects of various school uses of forums and reader blogs on interpretive work.Three hypotheses were examined in the dissertation. On the non-academic forum of adolescent readers, we conjectured the expression of interpretative reading skills unknown or unnoticed in school context. Concerning hybrid teaching practices, on one hand we have been waiting for the maintenance of the involved and critical reading work in the digital spaces and on the other hand, in face-to-face feedbacks and on asynchronous writings. The strengths and limitations of the studied situations lead to recomendations for the implementation of hybrid approach and hereby for the training of teachers.

Cette thèse s’intéresse à une construction peu étudiée, mais fort productive, à savoir la construction [Xed out], exemplifiée par I’m all coffeed out. À partir de 1505 occurrences, nous analysons sa productivité, son fonctionnement et les interprétations tant sémantiques que pragmatiques qu’elle permet. La recherche prend comme point de départ deux constats exprimés dans la littérature : sa productivité, qui serait illimitée, et un sémantisme « plat », donné d’avance. L’hypothèse centrale que nous défendons est que la diversité matérielle des éléments qui instancient la construction ne peut que conduire, au contraire, à une grande complexité, sur les plans formel et sémantique. Notre recherche, qui s’inscrit dans le cadre des approches constructionnelles, se fonde sur des corpus de blogs et de forums, mais elle fait aussi appel à Google et aux locuteurs natifs. Dans le premier volet, nous nous attachons à mettre au jour les propriétés linguistiques de la construction et à expliquer les raisons de sa productivité. Les analyses effectuées révèlent un paysage plus varié et complexe que ce que laissent entendre les études à son sujet. Dans le second volet, la construction est étudiée en discours. Il s’agit de déterminer comment le locuteur répond à la complexité – sémantique et morphologique – qui s’offre à lui. Il apparaît, à travers des études de cas, que le locuteur est soumis à des contraintes linguistiques et non linguistiques, mais qu’il a aussi souvent la possibilité de les contourner, sous certaines conditions, ou de les transgresser, au prix d’effets plus ou moins heureux. Ce travail jette donc un éclairage neuf sur une construction très spécifique de l’anglais. Il donne également lieu à une réflexion méthodologique sur des phénomènes ténus, et sur le rôle des facteurs contextuels. Il se veut également une contribution à une réflexion sur la créativité linguistique, dont l’étude, si elle veut être complète, convoque des domaines aussi variés que la morphologie, la sémantique, la pragmatique, mais aussi la diachronie et l’analyse du discours. / This thesis focuses on a construction that, although highly productive, has received little academic attention, namely the [Xed out] construction found in I'm all coffeed out. Based on 1505 occurrences, this work will analyse the construction's productivity as well the way it operates, and the semantic and pragmatic interpretations that it allows. The study takes as its point of departure the following two assessments of the phenomenon, found in the literature: that its productivity is remarkable (and potentially limitless), and that its semantics is straightforward. The central hypothesis defended in this work is that, contrary to what is found in the literature, the diversity of elements that can provoke the construction must lead instead to a great deal of formal and semantic complexity. This research, which adopts a constructional approach, is based on corpora of blogs and forums, and also makes use of Google and the judgements of native speakers of English. Firstly, an up-to-date analysis of the linguistic properties of the construction is provided, in order to explain its productivity. The analyses undertaken paint a more varied and complex picture of the phenomenon than existing studies would lead us to understand. The second axis of study examines the construction in discourse, in order to determine how the speaker responds to semantic and morphological complexity. Based on case studies, it seems that the speaker is subject to linguistic and non-linguistic constraints, but that he/she is often able to circumvent them, under certain conditions, or to violate them, with felicitous or infelicitous consequences. This work therefore sheds new light on a very specific English construction. It also allows for extensive methodological discussion on how to address fine-grained phenomena, and on the role of contextual factors. The study also aims to contribute to a discussion concerning linguistic creativity which requires to bring together fields as varied as morphology, semantics and pragmatics, as well as the study of diachronic variation and discourse analysis.

This qualitative interpretive research study of students participating in online discussion forums explores how the socio-constructivist nature of online discussion forums fosters the development of historical thinking. The study also focuses attention on the development of the historical understandings of students as they participant in online discussion forums in particular significance, empathy and agency. Set within the context of discussion forums and framed by socio-constructivism and historical thinking, the study uncovered what it means for students to “do history” and how students construct their own historical narratives as they interact with their peers online. Data collection included transcripts of online discussion forums, interviews with participants and the collection of other related artifacts. Findings suggest that the online discussion forums facilitate socio-constructivism in the classroom by providing students with extended opportunities to engage with their peers ideas and assumptions. Additionally, the findings also conclude that students understanding of significance, empathy and agency are related to their interactions with both the official and unofficial curriculums and the temporal and physical proximity of examples to students lived experiences. / text

Cybersecurity has become one of the most pressing issues facing society today. In particular, cybercriminals often congregate within online communities to exchange knowledge and assets. As a result, there has been a strong interest in recent years in developing a deeper understanding on cybercriminal behaviors, the global cybercriminal supply chain, emerging threats, and various other cybersecurity-related activities. However, few works in recent years have focused on identifying, collecting, and analyzing cybercriminal contents. Despite the high societal impact of cybercriminal community research, only a few studies have leveraged these rich data sources in their totality, and those that do often resort to manual data collection and analysis techniques. In this dissertation, I address two broad research questions: 1) In what ways can I advance cybersecurity as a science by scrutinizing the contents of online cybercriminal communities? and 2) How can I make use of computational methodologies to identify, collect, and analyze cybercriminal communities in an automated and scalable manner? To these ends, the dissertation comprises four essays. The first essay introduces a set of computational methodologies and research guidelines for conducting cybercriminal community research. To this point, there has been no literature establishing a clear route for non-technical and non-security researchers to begin studying such communities. The second essay examines possible motives for prolonged participation by individuals within cybercriminal communities. The third essay develops new neural network language model (NNLM) capabilities and applies them to cybercriminal community data in order to understand hacker-specific language evolution and to identify emerging threats. The last essay focuses on developing a NNLM-based framework for identifying information dissemination among varying international cybercriminal populations by examining multilingual cybercriminal forums. These essays help further establish cybersecurity as a science.

Question and answer (Q&A) forums, as a way for seeking expertise on the Internet, have seen rapid growth in popularity in recent years. The expertise available on most such forums is voluntary, provided by individuals willing to invest their resources for no monetary remuneration. While these forums provide easy access to expertise, the expertise available is often lacking in quality and depth. Two major reasons for this are, the time investment required to participate in such forums, and the lack of a mechanism for identifying experts for specialized questions. We believe a Q&A recommender engine can ameliorate this problem significantly. The two primary contributions of this work are: a) a hierarchical Bayesian model based Q&A recommender, and b) a discussion of metrics to measure the performance of such a Q&A recommender. Two new metrics, responder load and questioner satisfaction, are suggested based on this discussion. These metrics are used to evaluate the performance of the recommender system on datasets harvested from the Yahoo! Answers website. / text

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