Este trabalho propõe-se a investigar e refletir, de uma perspectiva discursiva, a função da língua hebraica/segunda língua no processo de ensino-aprendizagem e os principais fatores que incidem neste processo de identificação/identidade, no atual contexto social-histórico da coletividade judaica de São Paulo, representada em sua heterogeneidade pelas escolas judaicas comunitárias: secular/laica e religiosa. A partir do discurso didático-pedagógico que permeia as escolas judaicas comunitárias sobre a língua hebraica, instituída como matéria regular obrigatória na grade escolar na atualidade, visamos a analisar, através dos recortes de falas de exalunos, professores e diretores, filiações simbólicas imaginárias que constituem seus processos de identificação com a língua hebraica em sua estreita relação com a história, a memória e a linguagem. Para tanto, em nosso gesto de análise recortamos as sequências discursivas obtidas no nosso questionário sobre identificação/identidade linguístico-cultural, a partir de posições-sujeito e da representação imaginária dos ex-alunos, professores e diretores da escola religiosa e secular/laica desdobradas em suas relações contraditórias em torno de saberes sobre língua hebraica no processo de ensino-aprendizagem. Neste recorte específico de saberes buscamos analisar a relação do sujeito com a língua do outro na sociedade e na história. Colocamos em causa nessas análises a concepção de sujeito, de identificação/identidade e o ensino-aprendizagem de segundas línguas/língua estrangeira. Por fim, propomos um olhar sobre o ensino-aprendizagem da língua hebraica, evidenciando a complexidade da relação do sujeito consigo mesmo, com a língua do outro enquanto ser/estar entre línguas. Trata-se do sujeito compreendido em sua heterogeneidade e na sua contradição inerente, como também em determinações histórico-sociais e culturais permeadas pelo inconsciente e pela ideologia que lhe são próprios. Nessa perspectiva a subjetividade contemporânea se produz como um movimento na história com seus deslocamentos e determinações entre o dentro e o fora, o mesmo e o diferente, entre o outro das línguas, espaço de necessárias (re) acomodações na impossibilidade de tudo dizer. / This study aims to investigate and reflect, from a discursive perspective, upon the role of the Hebrew language as a second language on the teaching-learning process and the main factors that influence this process of identification / identity in the current socialhistorical context of the Jewish community of Sao Paulo represented in its heterogeneity by both secular and religious Jewish Community schools. We aim, from the didactic-pedagogical discourse that permeates the Jewish community schools Hebrew language teaching, which is mandatory as a regular subject in grade school today, to analyse from interviews of former students, teachers and principals, imaginary symbolic affiliations which constitute their identification processes with the Hebrew language in its close relationship to history, memory and language. To do so, in our analysis, we study the discursive sequences obtained in our questionnaire about the linguistic - cultural identity / identification, from subjectpositions and the imaginary representation of former students, teachers and principals from secular and religious schools developed in their contradictory relations around knowledge of the Hebrew language in the teaching learning process. In this specific study of this knowledge we seek to analyze the subject\'s relationship to the language of the \"other\" in society and history. We question in these analyses the conception of subject, identification / identity and the teaching - learning of second / foreign languages. Finally, we propose to look at the teaching-learning of a second language, highlighting the complexity of the subject\'s relationship with themselves and with the other\'s language, as the act of being between languages. We view the subjects in their heterogeneity and in their inherent contradiction, as well as historical/social and cultural determinations permeated by their unconsciousness and their ideology. From this perspective, the contemporary subjectivity is produced as a movement in history with its dislocations, and determinations between the in and out, the same and the different, between the other in the languages, a space of necessary re- accommodations in the impossibility to say everything.

Este trabalho propõe-se a investigar e refletir, de uma perspectiva discursiva, a função da língua hebraica/segunda língua no processo de ensino-aprendizagem e os principais fatores que incidem neste processo de identificação/identidade, no atual contexto social-histórico da coletividade judaica de São Paulo, representada em sua heterogeneidade pelas escolas judaicas comunitárias: secular/laica e religiosa. A partir do discurso didático-pedagógico que permeia as escolas judaicas comunitárias sobre a língua hebraica, instituída como matéria regular obrigatória na grade escolar na atualidade, visamos a analisar, através dos recortes de falas de exalunos, professores e diretores, filiações simbólicas imaginárias que constituem seus processos de identificação com a língua hebraica em sua estreita relação com a história, a memória e a linguagem. Para tanto, em nosso gesto de análise recortamos as sequências discursivas obtidas no nosso questionário sobre identificação/identidade linguístico-cultural, a partir de posições-sujeito e da representação imaginária dos ex-alunos, professores e diretores da escola religiosa e secular/laica desdobradas em suas relações contraditórias em torno de saberes sobre língua hebraica no processo de ensino-aprendizagem. Neste recorte específico de saberes buscamos analisar a relação do sujeito com a língua do outro na sociedade e na história. Colocamos em causa nessas análises a concepção de sujeito, de identificação/identidade e o ensino-aprendizagem de segundas línguas/língua estrangeira. Por fim, propomos um olhar sobre o ensino-aprendizagem da língua hebraica, evidenciando a complexidade da relação do sujeito consigo mesmo, com a língua do outro enquanto ser/estar entre línguas. Trata-se do sujeito compreendido em sua heterogeneidade e na sua contradição inerente, como também em determinações histórico-sociais e culturais permeadas pelo inconsciente e pela ideologia que lhe são próprios. Nessa perspectiva a subjetividade contemporânea se produz como um movimento na história com seus deslocamentos e determinações entre o dentro e o fora, o mesmo e o diferente, entre o outro das línguas, espaço de necessárias (re) acomodações na impossibilidade de tudo dizer. / This study aims to investigate and reflect, from a discursive perspective, upon the role of the Hebrew language as a second language on the teaching-learning process and the main factors that influence this process of identification / identity in the current socialhistorical context of the Jewish community of Sao Paulo represented in its heterogeneity by both secular and religious Jewish Community schools. We aim, from the didactic-pedagogical discourse that permeates the Jewish community schools Hebrew language teaching, which is mandatory as a regular subject in grade school today, to analyse from interviews of former students, teachers and principals, imaginary symbolic affiliations which constitute their identification processes with the Hebrew language in its close relationship to history, memory and language. To do so, in our analysis, we study the discursive sequences obtained in our questionnaire about the linguistic - cultural identity / identification, from subjectpositions and the imaginary representation of former students, teachers and principals from secular and religious schools developed in their contradictory relations around knowledge of the Hebrew language in the teaching learning process. In this specific study of this knowledge we seek to analyze the subject\'s relationship to the language of the \"other\" in society and history. We question in these analyses the conception of subject, identification / identity and the teaching - learning of second / foreign languages. Finally, we propose to look at the teaching-learning of a second language, highlighting the complexity of the subject\'s relationship with themselves and with the other\'s language, as the act of being between languages. We view the subjects in their heterogeneity and in their inherent contradiction, as well as historical/social and cultural determinations permeated by their unconsciousness and their ideology. From this perspective, the contemporary subjectivity is produced as a movement in history with its dislocations, and determinations between the in and out, the same and the different, between the other in the languages, a space of necessary re- accommodations in the impossibility to say everything.

No description available.

This thesis is an investigation into the unique rural banking system in Ghana and the role of information systems in fraud control. It presents a robust information security and internal control model to deal with fraud for the banking system. The rural banking industry has been noted for poor internal control leading to fraud. This has resulted in poor performance and even the collapse of some banks. The Focus of the study was on the processes used to deliver banking services. To design a protection system, a number of rural banks were visited. This was to understand the environment, regulatory regimes and the structure and banking processes of the industry and banks. Systemic vulnerabilities within the industry which could be exploited for fraud were found. The lack of structures like an address system and unreliable identification documents makes it difficult to use conventional identification processes. Also the lack of adequate controls, small staff numbers and the cross organisational nature of some transactions among other cultural issues reduces the ability to implement transaction controls. Twenty fraud scenarios were derived to illustrate the manifestation of these vulnerabilities. The rural banking integrity model was developed to deal with these observations. This protection model was developed using existing information security models and banking control mechanisms but incorporating the nature of the rural banking industry and culture of its environment. The fraud protection model was tested against the fraud scenarios and was shown to meet the needs of the rural banking industry in dealing with its systemic vulnerabilities. The proposed community-based identification scheme deals with identification weaknesses as an alternative to conventional identity verification mechanisms. The Transaction Authentication Code uses traditional adinkra symbols. Whilst other mechanisms like the Transaction Verification Code design v internal controls into the banking processes. This deals with various process control weaknesses and avoids human discretion in complying with controls. Object based separation of duties is also introduced as a means of controlling conflicting tasks which could lead to fraud.

abstract: The overarching goal of this dissertation was to contribute to the field’s understanding of young children’s development of ethnic-racial identification. In particular, Study 1 presented the adaptation of three measures that are developmentally appropriate for assessing young children’s ethnic-racial attitudes, ethnic-racial centrality, and ethnic-racial knowledge, and tested the psychometric properties of each measure. Findings from Study 1 provided limited initial support for the construct validity and reliability of the measures; importantly, there were many differences in the descriptives and measurement properties based on the language in which children completed the measures. In addition to measurement of ethnic-racial identification, Study 2 used the measures developed in Study 1 and tested whether Mexican-origin mothers’ adaptive cultural characteristics (i.e., ERI affirmation, ethnic-racial centrality, and involvement in Mexican culture) when children were 3 years of age predicted greater cultural socialization efforts with children at 4 years of age and, in turn, children’s ethnic-racial identification (i.e., children’s ethnic-racial attitudes, ethnic-racial centrality, ethnic-racial knowledge, and identification as Mexican) at 5 years of age. Furthermore, children’s characteristics (i.e., gender and skin tone) were tested as moderators of these processes. Findings supported expected processes from mothers’ adaptive cultural characteristics to children’s ethnic-racial identification via mothers’ cultural socialization across boys and girls, however, relations varied by children’s skin tone. Findings highlight the important role of children’s individual characteristics in cultural socialization and young children’s developing ethnic-racial identification over time. Overall, given the paucity of studies that have examined ethnic-racial identification among young children, the results from Study 1 and Study 2 have the potential to stimulate growth of knowledge in this area. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2016

Cette thèse part d'une réflexion sur l'inédit hors norme mis en acte par Jeanne la Pucelle, faisant d'elle la matrice de Jeanne d'Arc. Pour saisir sa singulière spécificité paradoxale, nous postulons que les changements majeurs opérés en et par l'anomalie Jeanne la Pucelle peuvent s'expliquer par un processus adolescent à l'œuvre, un travail d'adolescence créateur. Elle est un exemple emblématique d'adolescente hors temps de l'adolescence sociale. Le langage de ses actes verbaux et comportementaux transgressifs, d'ordre narcissique phallique, laisse transparaître l'expression d'une féminité masculine, qui condense une combinatoire d'identifications et d'idéaux transmis par les figures parentales, mais remaniés. Pour ce temps pubertaire, nous postulons que la voix johannique ne signe pas l'entrée dans la psychose, mais fonctionne comme un double de soi, un interlocuteur transitionnel ouvrant à une relation de soi à soi et à l'autre ; comme un étai autorisant et stimulant une création de soi originale en son temps.Au XIXe siècle, des républicains et des nationalistes, visant à bâtir une nouvelle France fondée sur de nouvelles origines, fabriquent une position idéologique par un roman national, qui met la fonction héroïque de Jeanne d'Arc au service de l'idéalisme patriotique. Prototype du héros patriote, elle sert de support et vecteur d'identification héroïque et d'idéaux collectifs. Le nouage identification-identité-idéal à l'individuel et au collectif fait liaison pour cerner les enjeux identitaires d'un sujet en devenir et d'une nation qui se construisent, et pour répondre au besoin identitaire du sujet et à son désir de réparation de traumatisme et de préjudice. / This thesis is based on thinking around the unprecedented action of the Maid of Orléans which created the Joan of Arc matrix. In order to understand this intriguing and singular specificity, we hypothesise that the major changes operated in and by the anomaly of the Maid of Orléans can be explained by the adolescent process, the work of a creating adolescent. She is emblematic of the adolescent who finds themselves developing outside of the social framework of adolescence. The language of her transgressive verbal and behavioural actions, which can be viewed as phallic-narcissistic, express a masculine femininity in which a combination of identifications and ideals passed on by the parent figures are coalesced and reworked. In a pubescent context, we hypothesis that the voices heard by Joan of Arc are not a sign of psychosis but a sort of double of herself, a transitional intermediary, opening up the development of a relationship with herself and with others; a form of support which authorises and stimulates the creation of a self that is both original and disturbing in medieval times.In the XIXth century, Republicans and Nationalists, building a new France, on new foundations, established an ideological position through national storytelling which used Joan of Arc's heroic function to further patriotic idealism. A prototype of the patriotic hero, she was to be used as a support and vector of heroic identification and shared ideals. The identification-identity-ideal nexus is deployed in both the individual and the collective: it helps to understand the identity issues, to respond to the individual's need for identity and the desire to repair the trauma and damage inflicted.

This diploma thesis seeks to describe the basic concepts of sociological approaches to identity as well as related concepts from the sociological reflections on the Internet. First, the thesis introduces the fundamental ideas of identity theories, as they were formulated by the authors of symbolic interactionism in the first half of the 20th century. Subsequently, the key sociological concepts of individual and collective identities are described in more details and in this context there is also reminded the social construction of reality theory, that provides an explanation of the connection between the individual and collective levels of analysis. Finally, this thesis discusses concepts reflecting the relationship between individual identities and communication on the Internet, especially within so-called virtual communities, and also introduces concepts, which seeks to characterize the role of Internet in the processes of collective identities formation.

Anotation: Špidlová, Z.: Clothing as a means for self-identification and self-representation and possible didactic applications of the theme in art education. [Diploma thesis] Prague, 2013 - Charles University in Prague, Faculty of Education, Art education, 224 p. (Attachements: Diary and file documenting the art part of diploma thesis) This thesis examines the phenomenon of clothing, its semiotic function in the context of postmodern society and social aspects with emphasis on identification with a particular social group. The research brings knowledge about two groups, their clothing and social contexts. The groups are the costume culture of the Alto Minho in Portugal and the goth subculture. The results of the research are directly connected to the art part, the output of which is a clothing model combining elements of both of these groups. Didactic section presents findings on the diversity of interpretation of students from the seventh grade of basic school and the second year of middle school when dealing with the topic of identity and subculture applied on clothing. Key words: clothes, identity, self-presentation, self-identification, subculture, materials creation, postmodern society, art education