Made available in DSpace on 2015-05-14T12:52:32Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5198556 bytes, checksum: 6d1ce9850a3e9a6941ae4205635278d9 (MD5) Previous issue date: 2013-08-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation proposes an interpretative and formal analyses of Ernst Mahle‟s Quarteto 1995 for double-basses , with the purpose to learn better ways to perform this piece. We did a bibliografic study in which we elucidate part of Mahle‟s trajectory as an educator, some of his theoretical handouts as well as his key compositions for double bass in order to lead performers to a better understanding of the thematic, formal, motivic and modal aspects present in the Quarteto 1995 . / A presente dissertação de mestrado propõe uma análise formal e interpretativa da peça Quarteto 1995 para Contrabaixos, de Ernst Mahle, no intuito de refletir sobre os caminhos para a sua performance, partindo de um estudo bibliográfico no qual mostramos um pouco da trajetória de Mahle como educador, algumas de suas apostilas teóricas e peças para contrabaixo, para auxiliar o interprete no entendimento dos aspectos temáticos, formais, motívicos e modais presentes no Quarteto 1995.

The thesis "Media Regulation and its Representation in Czech Newspapers from 1991 until 2011" concerns in its theoretical part with legal regulation of media in the Czech Republic, in particular with regulation of three basic media sectors - press, radio and television broadcasting and internet. It defines basic statutes in the scope of media law and analyzes the most important legal provisions, including the activity of regulatory bodies. Furthermore, the thesis compares the Czech regulation of media with regulation in selected foreign countries. Their selection and categorization is based on three media systems as defined in the book of Daniel C. Hallin and Paolo Mancini "Comparing Media Systems". In the second part, the thesis concerns with practical analysis of media content of two Czech dailies MF Dnes and Právo in the period from 1991 until 2011. The analysis deals with articles which are somehow connected to the issue of broadcasting and press media regulation. It tries to deduce how the dailies present media regulation and if emphasizing of particular topics could influence legislative acts regulating media. In particular the thesis concentrates on the press bill and the broadcasting bill which were extensively criticised in the analyzed dailies. One of the main results of the...

Cette recherche a pour objectif la mise en application d’approches théoriques et méthodologiques en vue de l’interprétation des séquences [N1N2] N en français, avec une étude contrastive des séquences similaires en persan. La thèse se divise en deux grandes parties. La première partie apporte une vue d’ensemble historique et linguistique sur les mots composés en présentant les théories anciennes et modernes. Elle aborde l’histoire de la composition dans les langues sanscrite, grecque et latine, puis les différentes approches de la langue française, syntaxiques et morphologiques, jusqu’aux approches les plus récentes de la linguistique. À la fin de cette partie, on propose un aperçu des études sur la composition en persan. Cette première partie nous permet d’avoir une vision claire de la problématique des noms composés. Elle sert de base à une réflexion sur les critères d’analyse pertinents pour l’étude de nos données, en nous permettant d’élaborer une approche multidimensionnelle à la frontière entre la syntaxe, la morphologie et la sémantique. La deuxième partie présente deux approches principales pour l’analyse et l’interprétation des séquences nominales N1N2 en français (corpus dictionnairique et non dictionnairique) et des séquences similaires en persan. La première approche, celle d’Arnaud & Renner, est une classification morpho-sémantique et référentielle des séquences N1N2, en deux catégories principales appelées subordinative et coordinative. La seconde approche, proposée par Noailly, consiste à analyser les N1N2 dans le cadre de quatre classes interprétatives dont la qualification, la complémentation, la coordination, et l’identification. Elle permet d’interpréter les séquences en voie de lexicalisation et les séquences non-dictionnairiques.Cette étude nous permet d’analyser les suites binominales d’un point de vue multifonctionnel, de comprendre les mécanismes de l’irrégularité interprétative et de montrer qu’un certain nombre de séquences sont aptes à produire deux ou plusieurs interprétations potentielles. / This research has for objective the application of theoretical and methodological approaches to the interpretation of [N1N2] N sequences in French, with a contrastive study of the similar sequences in Persian.The thesis divides in two major parts. The first part provides a historic and linguistic overview of binominal compounds alongside the old and modern theories in this field. It deals with the history of composition in Sanskrit, Greek and Latin as well as different syntactic and morphological aspects of the French language, until the most recent approaches in the modern linguistics. At the end of this part, the studies on the composition in Persian have been reviewed. This historical vision of the subject can be used as a basis for discussing the relevant criteria of analysis for the study of our data, by allowing us to develop a multidimensional and inter-modular approach to the syntax, morphology and semantics. The second part presents two main approaches to the analysis and interpretation of nominal N1N2 sequences in French (dictionary based and non-dictionary based corpora) and the similar sequences in Persian. The first approach of Arnaud & Renner is a morpho-semantic and referential classification of N1N2 sequences in two main categories.of subordinative and coordinative compounds. The second approach, proposed by Noailly, consists in analysis of the N1N2 combinations within the framework of four interpretative classes including qualification, complementation, coordination, and identification. These two models also make the interpretation of the sequences that are in the process of lexicalization as well as those that are not entered the dictionnaries yet possible.This study allows us to analyze binominal sequences from a multifunctional point of view, to understand the mechanisms of the interpretative irregularity, and to show that a number of sequences are capable of producing two and more potential interpretations.

Peu d’études ayant une posture sociologique se sont intéressées aux émissions jeunesse québécoises ciblant les enfants de cinq ans et moins. Ce mémoire présente les résultats d’une enquête de terrain portant sur l’émission jeunesse télévisée québécoise à vocation éducative : Passe-partout. Avant tout, le programme est mis en place pour permettre aux petits poussinots et poussinettes issus de milieux défavorisés d’équilibrer leur niveau de connaissances avant leur entrée en maternelle dans les années 1970-1980. Il faudra attendre en 2019 pour qu’une nouvelle mouture soit diffusée sur les ondes de Télé-Québec. Ce mémoire a été réalisé afin d’explorer les effets structurants de Passe-partout dans la socialisation des enfants, quant à la représentation ethnoculturelle et racisée de la société québécoise dans laquelle ils évoluent à travers le regard des parents. J’ai tout d’abord documenté les différentes modalités de la télévision et ensuite, de repérer son usage et la perception des parents sur la représentation de la diversité pluriculturelle dans Passe-partout. Pour répondre à mes objectifs de recherche, j’ai employé une méthodologie qualitative opérationnalisée par la méthode des entretiens semi-dirigés. Cette enquête interprète les témoignages de huit parents. Les résultats démontrent que la télévision occupe une place significative au sein des foyers familiaux et intervient dans l’expérience sociale des enfants. Autant celle-ci peut être utilisée à titre de toile de fond, relationnelle privilégiant les interactions et pédagogique. L’émission de Passe-partout joue un rôle en tant que vecteur éducatif, principalement par le biais de la socialisation. La représentativité de la diversité ethnoculturelle et racisée présentée dans l’émission exerce une influence dans la construction sociale des individus et groupes d’individus. Les résultats démontrent une opinion mitigée quant à cette représentation. Certains témoignages auront pour dire que la diversité est bien représentée et reflète le Québec d’aujourd’hui. D’autres vont souligner une présence superficielle de la diversité. / There are few studies with a sociological approach focusing on youth television series addressed to the children aged under 5 years old. This Master Thesis presents the results of a field work study concerning the Quebecois educational serie Passe-partout. The program, established in the years 1970-1980, was mainly aimed to help the small children coming from a disadvantaged section of the population to improve their level of knowledge before their admission to the nursery school. Only in 2019 a new version of the program will be broadcasted on Télé-Québec channel. This Master Thesis was carried out to investigate the socializing effect of Passe-Partout and its role concerning the linguistic and cultural transmission through the perception of parents with children listening the program. My initial objective was to gather information about the functioning of the television, and further find out its use and the perception of parents about the representation of multicultural diversity in Passe-partout. To meet my research objectives, I used a qualitative exploratory study proceeding with semi-structured interviews. This research interprets the testimonies of eights parents regarding their perception on the uses of Passe-partout. The results demonstrate that television takes up a significative place in the families and plays a role in the social experience of the children. It can also be used as a background for the relational and educational interactions. The Passe-partout program plays a role as a educative vector, mainly through socialization. The representativeness of the ethnocultural and racialized diversity offered by the program influences the social construction of individuals and groups. The results indicate mixed feelings regarding this representation. Some testimonies indicate that the diversity is well represented and reflects the Québec nowadays. Others emphasize a superficial presence of the diversity.

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This study investigated the relationship between student ratings of teaching and the mindfulness attributes of teaching assistants in freshmen courses consisting mostly of discussion. Regression analyses were run to determine whether teaching assistant data (n = 19), related to their teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns, were predictive of student ratings of teaching assistants' combined scores on three concatenated Likert-scale evaluation items--the teaching assistant is kind and respectful of me, is patient with my questions, and is receptive to my questions. As modeled, there was no significant relationship between these teaching assistant characteristics and the components that were examined. A subset of the population (n = 6), participated in follow-up interviews. A comparative and interpretative analysis of the interview data followed, which examined the teaching assistant narratives using the following variables as filters--teaching efficacy, trait mindfulness, mindfulness practices, self-compassion, and teacher concerns--in addition to the metacognitive constructs of Knowledge of Cognition and Regulation of Cognition. Overall, the interview component of the study found that teaching assistants who could better articulate their teaching processes and instructional goals reported purposefully engaging in the internal and external dialogic processes of instruction. Moreover, interview analysis suggests that teaching assistant evaluations were a poor means of assessing instructional skills, aptitude, or performance. In addition, while the tools used in this study, the Five Facet Mindfulness Questionnaire, the Mindfulness Process Questionnaire, the Self-Compassion, Scale, the Teacher's Sense of Efficacy, and the Teacher's Concerns Checklist, might reliably assess attributes of good instructors, they do not appear to capture the whole essence of one's instructional narrative. Whether it is through interviews, or intricate scenarios, instructional evaluation, especially when its purpose is to improve instruction, should have a qualitative and reflective component. / text

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is a doctorate s thesis and was performed in the research line 1 formation. Knowledges and profisional development, from Education Post Graduation Program of Federal University of Santa Maria (UFSM), Southern Brazil. This study arises from debates of in CNPq Reseach Group trajectories of Formation GTFORMA, concerned with formative way (personals and professionals) experienced by high level teachers. The general aim of this study was to analyse how specific knowledges repercute in teacher s formative processes. Paradigm of complexity under a case study research and following a qualitative methodology was used to give direction to this study, in which the investigations instruments were official documents (education laws and Licenciate Pedagogical Projects) and narrative interviewing carried out with teachers of UFSM Licenciate courses. Theoretical elements inrolled in this study were aligned to types of knowledges and competencies to be developed by teachers inicial courses, in order to promote a reflexion on veral reality aspects of these courses at UFSM context. Complex interpretative Analysis concept is presented as way of results analysis oriented by complexity principles and Morin s tetragram. It was possible to get to a complex comprehension about formative processes in licenciate courses based on referred analysis. A conceptual term, Teacher Formative Complex Tissue, was coined for getting to this understanding, evidencing that teacher formation needs to be conceived in its complexity at licenciate domains. Tissue is network intertwined by tree complex nets (Specific area net, Teacher s formative net, and Operative-formative net). In this study, interpretation presented has got involved through inter relacional dynamics among tree nets, rebuilded in each interaction. Complexity based on systemic thinking redirect the look to the analyzed reality for making possible the proposition of a new signification and to highlight the importance of rethinking this reality in a more integrated mode. Therephore, the Teacher Formative Complex Tissue is characterized by the incoherence between how teacher formation would be ideally and how efectivelly it is revealed by the study. So, comprehending two important dimensions of this process (official documents and teacher s discourse) in this study, allowed to show the way how the teacher formative process was understood from studied reality. / Este trabalho de tese de doutorado em Educação foi desenvolvido na Linha de Pesquisa 1 Formação, Saberes e Desenvolvimento Profissional, do Programa de Pós-graduação em Educação, da Universidade Federal de Santa Maria. Este estudo emerge a partir das discussões no grupo de pesquisa do CNPq Trajetórias de Formação GTFORMA, que tem suas preocupações voltadas para as trajetórias formativas (pessoais e profissionais) percorridas por docentes do nível superior. A pesquisa teve o objetivo geral de analisar como os conhecimentos específicos das áreas repercutem nos processos formativos nas licenciaturas. A metodologia utilizada esteve pautada no paradigma da complexidade sob uma abordagem qualitativa, de tipo estudo de caso em que os instrumentos da investigação foram documentos oficiais (legislação e Projetos Pedagógicos de Curso) e entrevistas narrativas realizadas com docentes dos cursos de licenciatura da UFSM. Os elementos teóricos envolvidos nesse trabalho dizem respeito aos conhecimentos, saberes e competências a serem desenvolvidos pelos cursos de formação inicial de professores, a fim de refletir sobre aspectos da realidade desses cursos, no contexto da UFSM. Apresenta-se como forma de análise dos resultados desse estudo o conceito de Análise Interpretativa Complexa que está pautada nos princípios descritores da Complexidade e no Tetragrama Organizacional. Com base nas análises realizadas, foi possível alcançar uma compreensão complexa acerca dos processos formativos nos cursos de licenciatura. Para essa compreensão, foi cunhado o termo Tecido Complexo Formativo Docente, evidenciando que a formação docente no campo das licenciaturas precisa ser compreendida em sua complexidade. O Tecido é entretecido por três Redes Complexas (Rede específica da área, Rede formativa docente e Rede operativa formativa). A interpretação apresentada nesse trabalho envolveu a dinâmica inter-relacional entre as três Redes, reconstruídas a cada interação. A complexidade fundamentada no pensamento sistêmico, direcionou o olhar para a realidade analisada, tornando possível propor novos significados e destacar a importância de repensá-la de modo mais integrado. O Tecido Complexo Formativo Docente caracteriza-se, portanto, por incoerências entre o modo como a formação docente deveria ser, idealmente, e como efetivamente é revelada na pesquisa. Desse modo, abarcar duas dimensões importantes desse processo de formação (documentos e discursos docentes), permitiu evidenciar o modo como o processo formativo docente foi entendido na realidade estudada.