Recently, task-based research motivated by a Vygotskian theoretical perspective has led to studies that demonstrate how the task-as-workplan is interpreted and reshaped by learners in actual performance (Coughlan and Duff, 1994). The ability of learners to set their own ‘tasks’ suggests that researchers need to investigate how individual students react to the tasks they have been asked to perform (Ellis, 2003). To date, there have been very few systematic studies on learner and teacher perceptions in this particular field. Four studies conducted by Kumaravadivelu (1989, 1991), Slimani (1989, 1992), Block (1994, 1996), and Barkhuizhen (1998) have shed light on the learner and teacher perception of classroom events. This study has continued the investigation into how individual students react to the tasks they have been asked to perform. In particular, it has focussed on four potential mismatches between teacher intention and learners’ interpretation of task, previously identified in a study by Kumaravadivelu (2003): instructional, pedagogic, procedural and strategic. The study aimed to look at teacher and learners’ perceptions and therefore a qualitative approach was used to gather information. The study was triangulated on two levels, using a variety of data (data triangulation) and different methods (questionnaires and interviews) to collect the data (methodological triangulation). Sixteen students studying for a Certificate in English at the School of Languages and Social Sciences at Auckland University of Technology were asked to perform a task and then complete a questionnaire which was designed to elicit information regarding the four potential mismatches, between teacher intention and learner interpretation, referred to above. Four pairs of students participated in each of the two tasks. Four students, one from each pair was then interviewed in order to elicit more in-depth information regarding the four mismatches referred to above. The teacher was also interviewed after the task had been completed. The student answers from the questionnaires were compared with the data gathered from the student and teacher interviews. The findings seem to show that two mismatches between teacher intention and learners’ interpretation were evident, namely instructional and pedagogic. There was no clear evidence of a strategic or procedural mismatch. Despite the small sample size, the study seems to show that mismatches are identifiable. Given the importance of perceptual mismatches and the fact that they are part of the practice of everyday teaching, it is important that we try to identify as many mismatches as possible in future research. It is reasonable to assume that the narrower the gap between teacher intention and learner interpretation, the greater the chances of achieving learning and teaching objectives (Kumaravadivelu, 2003).

Univ., Diss.--Paris., 2002.

Zugl.: Freiburg (Breisgau), Univ., Diss., 2008

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Dr. Alfred Mele, Florida State University, College of Arts and Sciences, Dept. of Philosophy. Title and description from dissertation home page (viewed Sept. 15, 2005). Document formatted into pages; contains vi, 174 pages. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 2006. / Advisor: Gary R. Heald, Florida State University, College of Communication, Dept. of Communication. Title and description from dissertation home page (viewed Sept. 15, 2006). Document formatted into pages; contains vii, 118 pages. Includes bibliographical references.

Cette thèse tente d'expliquer la formation de l'intention entrepreneuriale des étudiantes en gestion suivant des programmes ou des formations en entrepreneuriat. Nous nous intéressons à comprendre dans quelle mesure des programmes ou des formations en entrepreneuriat, parmi des variables personnelles et contextuelles, agissent sur l'intention entrepreneuriale des étudiantes. L'objectif principal de notre thèse est de décrire, de prédire et de comprendre, dans un contexte de l'enseignement de l'entrepreneuriat, une phase majeure du processus entrepreneurial amont : l'intention entrepreneuriale. Dans une perspective processuelle, cette dernière prédit l'acte entrepreneurial susceptible de se concrétiser. Pour ce faire, une analyse théorique des principaux concepts dans le domaine de l'entrepreneuriat, permettra de mettre en évidence un cadre conceptuel adapté à l'étude de l'intention entrepreneuriale. En nous fondant sur le modèle de Shapero et Sokol (1982) repris par Krueger (1993), nous élaborons un modèle. La validation du modèle s'appuie sur nos visites dans les universités du Liban intéressés par l'entrepreneuriat afin d'y interroger les animateurs des formations et actions s'y rapportant et sur une étude quantitative, conduite dans sept universités, auprès de 300 étudiantes de filière « sciences de gestion » et de 100 étudiantes de filière « sciences ». Nos principaux résultats envisagent que la formation de l'intention entrepreneuriale est contingente à la filière d'étude dans le cas des étudiantes libanaises, filière « Management » et filière « Sciences ». En d'autres termes, la désirabilité et la faisabilité perçues sont deux éléments indispensables à la formation d'une intention entrepreneuriale pour les étudiantes filière « Management ». Pour les étudiantes filière « Sciences », la désirabilité contribue seule à la détermination de l'intention entrepreneuriale. Dans le même sens, les déterminants de la désirabilité et faisabilité perçues envers l'entrepreneuriat change selon la filière. Par contre, l'enseignement de l'entrepreneuriat au Liban n'a pas d'impact suffisant sur l'intention entrepreneuriale pour les deux échantillons. Notre recherche permettra de faire des recommandations pour l'amélioration des formations universitaires afin qu'elles aient un impact fort sur les étudiantes et fassent naître en elles, une intention entrepreneuriale forte. / This thesis attempts to explain the formation of entrepreneurial intention of students following management programs or courses in entrepreneurship. We are interested in understanding how the programs or courses in entrepreneurship, including personal and contextual variables, affect the entrepreneurial intention of students. The main purpose of our thesis is to describe, predict and understand, in a context of entrepreneurship education, a major phase of the entrepreneurial process: entrepreneurial intention. To do this, a theoretical analysis of the key concepts in the field of entrepreneurship, will highlight a conceptual framework suited to the study of entrepreneurial intention. Based on the model of Shapero and Sokol (1982) taken over by Krueger (1993), we develop a model. The thesis presents its problematic and methodological project, through interviews and questionnaires conducted in seven universities, with 400 students. Our main results considering that the formation of entrepreneurial intentions is contingent on the study course. In other words, the perceived desirability and feasibility are two indispensable elements for the formation of an entrepreneurial intention for students following management programs. For students following science programs, the desirability contributes to determine the entrepreneurial intention. Thus, the determinants of perceived desirability and feasibility of entrepreneurship varies according to the major. Our research will make recommendations for improving university education so that they have a strong impact on students.

It is claimed that action discourse provides us with a criterion of adequacy for a theory of action; that with action discourse we have a family of concepts which a theory of action must accommodate. After an exegesis of Davidson's essay "Agency", it is argued that his semantics of action is incompatible with our concepts of motivation and responsibility for action and of attributions of action and agency, and must, therefore, be rejected. A theory of rational agency is presented within which are to be found accounts of intention, coming to intend, intentional action, and an alternative semantics of action which connects the action essentially to agency. The theory of rational agency is then used to illuminate the concepts of trying, compulsion, autonomy and involuntariness, mistake, accident, and the so-called active-passive distinction. / Arts, Faculty of / Philosophy, Department of / Graduate

As the human population grows, so too does the need to understand human behavior. One particularly important aspect of human behavior is how it changes within conglomerations of people, i.e. crowds. In this thesis, a method for modeling crowd behavior is proposed. This method draws inspiration from the concept of behavioral intention and the related forces of attitudes, influences, and social norms. These topics are first defined and detailed, followed by a survey of related research. Next, the model is presented and adapted to three common crowd dynamics, each stressing a different component of behavioral intention. Observations are made about these models, and extensions to the models and directions for future research are considered.

La relative discrétion dont s'entoure la commune intention en droit public provient sans doute de ce qu'elle est habituellement réduite à un simple instrument d'interprétation des contrats de droit privé, alors même qu'elle est omniprésente dans la jurisprudence administrative relative aux contrats. Déclinaison de l'autonomie de la volonté, elle montre que le juge administratif est attaché à la protection des volontés réciproques des parties et à une conception du contrat commune au droit public et au droit privé. Ce faisant, elle maintient les parties au contrat administratif dans le respect de leurs obligations, dans la lignée de la jurisprudence « Commune de Béziers ». Pour autant, le rôle de la commune intention en droit public ne saurait se limiter à une interprétation qui fige la volonté des contractants. La nécessaire prise en compte de l'intérêt général par chacune des parties suppose un travail constant d'adaptation par le juge administratif dont le point de départ reste toujours la commune intention. Elle a fourni la matrice originelle, et quelque peu oubliée, de la mutabilité, du pouvoir de modification unilatérale, des sujétions imprévues et de l'imprévision. Elle a permis l'évolution récente du régime des biens de retour. De sorte que la commune intention semble promise à un bel avenir dans un contrat administratif centrée sur la loyauté contractuelle. Le contrat administratif, comme accord de volontés concourant à l'intérêt général, se trouve redécouvert, au stade de son interprétation, grâce à la valeur heuristique de la commune intention / The relative discretion surrounding the common intention in public law is undoubtedly due to the fact that it is usually reduced to a mere instrument of interpretation of private contracts, even though it is omnipresent in the administrative jurisprudence related to contracts. In relation with the contractual autonomy, it shows that the administrative judge is concerned with the protection of the parties' mutual willingness and with a conception of the contract that can be found in both public and private law. In doing so, it maintains the parties' compliance to the public contract and within their own obligations, and in line with the jurisprudence « Commune de Béziers ». However, the role of the common intention in public law could not be limited to an interpretation that freezes the willingness of the contractors. The necessary consideration of the general interest by each of the parties implies a constant work of adaptation by the administrative judge whose starting point always remains the common intention. It has provided the original matrix, and somehow forgotten, the mutability, the unilateral right to change the terms, some unexpected contraints, and hardship. It has allowed the recent evolution of the return property regime. And in a way that the common intention seems promised to a bright future in a public contract focused on contractual loyalty. The public contract, as a contractual agreement contributing to the general interest, is rediscovered, at the stage of its interpretation, thanks to the heuristic value of the common intention

Culpability in Criminal Law The diploma thesis deals with the topic of culpability in criminal law, which is an obligatory attribute of the subjective aspect of the criminal offence. It characterizes the offender's psyche in relation to the criminal offence. In Czech criminal law, the principle of liability for fault (nullum crimen sine culpa), according to which there is no crime without fault, applies. The diploma thesis is divided into five chapters. The first chapter is focused on the general introduction; in which the crime and its merits are discussed. The largest part is left to the interpretation of the subjective aspect of the criminal offence and its obligatory and facultative characteristics. The chapter concludes with a treatise on the concept of guilt in criminal law. The second chapter deals with the historical development of the institute of culpability in the criminal codes, which used to be applicable in our territory, from the period defined by the applicability of the Act on Crimes, Offenses and Misdemeanours to the Criminal Code of 1961, which was replaced in 2010 by the current Criminal Code. The third chapter deals with the current regulation of culpability in criminal law, the most part is left to the general characteristics of the regulation of culpability in the applicable...