This research study looks at digital academic space, which is defined here as web-based digitally mediated artifacts produced by universities and their members. Open source software projects and the Open Access movement play large roles within digital academic space, not only because of their strong historical academic roots, but also because these projects are growing in prevalence in many universities. Framed by theories from the field of higher education and media studies, this research study is an analysis of the dynamics and effects of one open source software project that produces Open Access electronic journals. The software system, called the Open Journal Systems (OJS), originally developed by an education professor from a Canadian university, has been adopted by thousands of universities world- wide to publish electronic peer reviewed academic journals. OJS users distributed at universities throughout the world have contributed software code back to the system, by for example, creating translation modules enabling users to publish journals in a range of languages thus adding an interesting global dimension to the project. Based on interviews with the OJS software developers, administrators, and users, as well as a range of material culled from online, this situational analysis of the OJS sketches out the conditions, dynamics, discourses and professional identities that form the basis of an emerging phenomenon within universities that is named here the digitally mediated open research project (DMORP

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie Hancock / With the inception of No Child Left Behind, educators are required to ensure proficiency for all students in reading and math, but provide no incentive for developing the talents of gifted students (Gentry, 2006b). Implementing differentiation into the classroom can assist educators in providing appropriate instruction for all students and maximizing the potential of gifted learners. Differentiation modifies curriculum and instruction to meet the diverse needs of students in the classroom (Tomlinson, 1999, 2001, 2003). The purpose of this study was to document how differentiation influenced the gifted readers’ ability to think more critically and the fifth grade teacher’s perceptions of differentiation as it was implemented into the reading curriculum for all readers in her classroom. This qualitative research study was conducted in a fifth grade classroom in a rural mid-western community from October 24, 2008 to February 4, 2009. Data collection included response journals of the gifted readers, audio recordings of literature circle discussions, observations/field notes, digital voice recording of interviews with the gifted readers and the classroom teacher, teacher reflective journal, and weekly meetings. Data analysis revealed three levels of critical thinking within ten categories as outlined in the Written Response Hierarchy of Journal Critical Thinking. Advanced Level Critical Thinking included the categories of Synthesis, Character Affinity, Character Scrutiny, and Evaluative Inquiry. Intermediate Level Critical Thinking was evidenced by the categories of Inference, Image Construction, Author’s Writing Technique, and Prediction. Basic Level Critical Thinking was represented by responses in the Ambiguity and Engagement categories. The Oral Response Hierarchy of Literature Circle Critical Thinking revealed four critical thinking levels of oral response. Analytical and Probe represented Advanced Level Critical Thinking, Conjecture demonstrated Intermediate Level Critical Thinking, and Engagement provided evidence of Basic Level Critical Thinking. Advanced Level Critical Thinking was evidenced in both written and oral responses across the three stages of the study. Data analysis further revealed the teacher’s perceptions of differentiated instruction. Benefits included increase in students’ motivation, active involvement and leadership, exceeding expectations, quality of literature circle discussions, confidence in implementing differentiation with continuous support of a mentor, flexibility, and empowerment to solve problems.

<p>Vi har i detta arbete undersökt och analyserat hur den stereotypiske läraren representeras i de fyra svenska filmerna: <em>Hets</em> (1944), <em>Ole dole doff</em>, (1968), <em>Lust och fägring stor</em> (1995) och <em>Vikarien</em> (2006). Senare har vi genomfört en jämförande analys med hur den stereotypiske läraren representeras i tre fackliga tidskrifter ifrån samma tid: <em>Svensk Lärartidning</em>, <em>Svensk</em> <em>Skoltidning</em> och <em>Skolvärlden</em>. I vår jämförande analys fann vi stora likheter, exempelvis mellan diskursen om bristande resurser i skolan samt elevdemokrati. Vidare fann vi också skillnader, exempelvis presenterade en av filmerna en karaktär som tidsenligt inte stämde överens med hur den svenska skolan under den aktuella tiden såg på lärande, samt hur en lärare skall vara. Vår önskan är att lärare och lärarstudenter skall kunna använda denna analys för att ifrågasätta samt fundera kring sin egen lärarroll, och se likheter och skillnader i hur den idealiska läraren representeras dels inom filmens värld samt inom de fackliga tidskrifter som existerar inom skolvärlden.</p> / <p>We have in this study examined and analyzed how the stereotypical teacher is represented in the four Swedish movies: <em>Torment </em>(1944)<em>, Ole dole doff </em>(1968), <em>All Things Fair </em>(1995) and <em>The Substitute </em>(2006). Then a comparative analysis was made, of how the stereotypical teacher is presented in three union trade journals from the same period of time: <em>Svensk Lärartidning</em>, <em>Svensk Skoltidning </em>and <em>Skolvärlden</em>. We found large similarities in our comparative analysis. For example, the discussion regarding the lack of resources in school, and also student democracy was analyzed. We also found differences, for example one of the movies presented a character not contemporary with the Swedish school regarding the concept of learning and how a teacher should be like. Our aim with this study is that teachers and student teachers will use this analysis to question and pounder upon their own roles as teachers’, and to se similarities and differences in how the ideal teacher is represented in movies and in union trade journals connected to the school world.</p>

著電子期刊發展日益成熟，圖書館引進電子期刊館藏蔚為風尚，對圖書館紙本期刊的發展與學術傳播都帶來了巨大的影響。圖書館期刊館藏的改變，也連帶對於使用者的期刊使用造成影響。本研究旨在了解傳播學門教師電子期刊的使用行為，並從使用者的角度探討電子期刊對圖書館館藏發展之影響進而研訂以使用者角度為導向的電子期刊館藏發展政策，以做為未來圖書館館藏發展之參考。 本研究利用問卷調查與深度訪談以了解政大傳播學院教師的資訊行為與電子期刊的使用情形，以及政大傳傳播學院圖書館館藏發展現況、所面臨的問題與困難與對未來館藏發展之看法。最後獲致研究結論如下：(1)傳播學院教師平時的主要任務以教學與研究為主，而資訊需求也多因教學與研究而產生；(2)學術期刊是教師教學與研究的最重要資源；(3)傳播學院教師使用電子期刊甚於紙本期刊；(4)教師對傳播學院圖書分館期刊館藏與服務感到滿意；(5)傳播學院圖書分館重視發展學術期刊館藏，並以西文期刊為館藏重要特色；(6)傳播學院圖書分館期刊館藏發展以電子期刊與紙本期刊並重；(7)傳播學院圖書期刊選購由教師決定，主要考慮期刊內容學術性與教師需求；(8)獲得政大傳播學院圖書分館電子期刊館藏發展要件與程序；(9)傳播學院圖書分館經費有限與典藏空間不足促使電子期刊館藏發展的需求；(10)獲得政大傳播學院圖書館紙本期刊刪訂決策因素；(11)政大傳播學院圖書分館缺乏館藏發展政策訂定；(12)多數教師同意政大傳播學院圖書分館有發展電子期刊之需求；(13)多數教師對於全面發展電子期刊的看法仍有疑慮。 本研究最後針對圖書館電子期刊館藏發展與服務提出以下建議：(1)依據教師使用行為加強電子期刊館藏服務；(2)傳播學院三系所建立期刊選購合作機制；(3)訂定傳播學院圖書分館電子期刊館藏發展政策；(4)加強使用者電子期刊使用教育訓練；(5)強化傳播學院圖書分館館員的功能與價值。 / With the great developments of electronic journals, it becomes a trend for academic libraries to purchase a large amount of electronic resources. Electronic journals bring a lot of impacts on the academic libraries and scholarly communication. The changes on library serials collection also affect the way that faculty use scholarly journals. This research investigated the use of electronic journals among the faculty of Communication at the Cheng-Chi University, and tried to use user-oriented approach to formulate the serials collection development policy. The research conducted at the Cheng-Chi University in 2008 by questionnaire and interviews to exam the use of electronic journals by the faculty of Communication, investigate the status of serials collection in Communication Library, and obtain the faculty and librarians’ viewpoints about the future of serials collection development. The research findings are as follow: (1) The information needs of faculty of communication most came from research and teaching. (2) Scholarly journals are essential resources in the field of communication. (3) Faculty of communication rely on electronic journals than print journals. (4) Faculty are satisfied with the serials collection and services provided by communication library. (5) Communication library set great store by developing academic journals collections and foreign languages journals are features of communication library. (6) Emphasizing electronic journals and print journals equally is the main collection development strategy of communication library. (7) The purchases of journals are decided by faculty, and the technicality and needs of teachers are the two major factors that have great impact on serials selection. (8) Formulate procedures and components of serials collection development for communication library. (9) Shortage of budget and shelving space made communication library has need to develop electronic serials collection. (10) Formulate factors of serials cancellation for communication library. (11) Communication library need to establish collection development policy. (12) A majority of faculty agree that communication library need to develop electronic serials collection. (13) The mostly concerned issue when the library develops the whole electronic journal collection is the electronic archiving. Based on the final results of this research, several suggestions are proposed for improving communication library serials collection development and services are as follow：(1) Strengthen electronic journals collection services based on patterns of journal use by faculty. (2) The college of communication should build cooperation mechanisms for purchasing journals. (3) Communication library should establish electronic serials collection development policy. (4) Enhance training in e-resource use to faculty and students. (5) Strengthen the function and value of librarians in communication library to become the intermedium between main library and faculty.

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free problem solving software. Sixty-three fourth grade students participated in four instructional sessions using a software package called Moptown Hotel. Students completed separate posttests that measured (1) performance on problems of the same kind as those used in instruction, and (2) transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicate that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences. There was no significant difference between scores when averaged over all four weekly occasions. However, for the final session alone, students who wrote thinking journals scored higher on tests of problem solving transfer than students who did not (p < .01). The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries, and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores (p < .05). It was also noted that the significant relationship between reflectivity and scores of problem solving ability was only observed in male students. It was concluded that under the right conditions, and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. The study also raises the question of whether there are differences between the ways that male and female students apply metacognitive awareness gained through journal writing experiences.

L’empire colonial français se désagrège à partir des années 1950. Après la perte des colonies fondées au Maroc et en Indochine, la France doit faire face à la sécession de sa plus importante colonie, l’Algérie. La population française accepte difficilement cette sécession puisqu’il ne s’agit pas uniquement de la chute de l’empire colonial mais aussi de la destruction d’idéaux qui lui étaient chers. Plus que la peur de ne plus être un empire colonial, les Français redoutent la perte de leur statut de puissance mondiale et de leur vision de pays possédant une mission civilisatrice. Pour comprendre l’évolution de la perception de l’Algérie en France après la décolonisation algérienne à travers plusieurs courants de pensée, ce mémoire se penche sur les éditoriaux publiés dans trois journaux français (Le Figaro, L’Humanité et Le Monde) entre 1962 et 1971 qui traitent d’événements qui se sont déroulés en Algérie. Il se penche plus particulièrement sur le terrorisme de l’OAS au moment de l’indépendance algérienne, le conflit au sein du Front de Libération Nationale (FLN) pour décider qui détiendra le pouvoir, le conflit avec le Front des Forces Socialistes (FFS), la guerre avec le Maroc, le coup d’état de Boumedienne et la nationalisation du pétrole algérien. / The collapse of the French colonial empire begins in the 1950s. After losing its colonies in Morocco and Indochina, France was faced with the secession of its most important colony, Algeria. The French had difficulty accepting the separation as it not only represented the fall of the colonial empire, but the destruction of cherished dreams. More than fearing losing their status as a colonial power, the French fear they will also lose their world great power status and their vision of being a country with a mission civilisatrice. To understand the evolution in the perception the French had of Algeria after the Algerian decolonization through various schools of thought, this thesis looks at editorials published in three French newspapers (Le Figaro, L’Humanité and Le Monde) between 1962 and 1971, which covered events taking place in Algeria. More specifically, this thesis examines OAS terrorist action in the period between the Évian Accords and the Algerian referendum, the conflict within the National Liberation Front (FLN) to decide who would be in power, the conflict with the Socialist Forces Front (SFF), the war with Morocco, the Boumedienne coup d’état and the nationalization of Algerian oil.

1 SUMMARY The present thesis deals with cultural and cultural-political journals published between May 1945 and February 1948, as well as polemics that went on during that period. The thesis consists of two interconnected parts - the journals' profiles and the literary-historical introduction that analyzes certain important issues and problems in regard to the journals and selected personalities, placing them in the contemporary social context.

The diploma thesis observes the phenomenon of Czech journal attachements of luxury character in particular supplements ZEN, City Life, Esprit and Proč ne?! These are published together with daily press E15, MF Dnes, Lidové Noviny a Hospodářské noviny. In the theoretical part is first outlined the development of lifestyle magazines and classical daily attachments, because examined supplements are kind of combination of both these media products. The next chapter deals with the media content from the political as well as economical communication, which covertly affects media by means of advertising and public relations and thus shape public opinion according to their own interests. In the end the theoretical part focuses also on definition of advertisement and public relations. The goal of the practical part is to research using the semiotic analysis how the ideology of success is presented to readers, which is in general an attribute of political as well as economical elites. These elites secretly control media products following political economy of communication. Powered by TCPDF (www.tcpdf.org)

Diploma thesis Fenomén labužnictví a časopisy věnující se gastronomii na území České republiky v letech 2004-2012 is devoted to the questions of publishing gastronomical magazines in Czech republic in the years 2004-2012 and describes the culinary trend which is frequent issue of the Czech media discourse in the year 2012. The first parts of the thesis deal with the sociological perspectives on food, its role within society is explained as well as its ability to produce the meanings and symbols and to express social differentition. The attitude of Czech population towards food and lifestyle is characterized. The following chapter focuses on the culinary trend in various kinds of masmedia content, it reveals the context of the trend, its impact and the way it is represented in Czech republic. The last two chapters of the thesis deal with the gastronomical magazines, which are divided into two main categories according to their content. The current situation on the Czech market with magazines is explained. The final chapter focuses on selected gastronomical magazines F.O.O.D. Apetit and Gurmet which are analyzed from the point of their sections arrangment, graphic design, advertisement and language. Short semiotic analysis of selected articles is presented.

Les écrivains d’avant-garde des années 1970 (P. Guyotat, D. Roche, P. Sollers, C. Prigent...), souvent qualifiés d’illisibles, présentent de nombreux points communs tant dans leur pratique stylistique que dans leurs conceptions du langage. Si le « textualisme » de la seconde moitié des années 1960 ainsi que le « post-modernisme » du début des années 1980 sont bien connus, les expérimentations verbales de 1965-1985 sont peu étudiées dans leur spécificité et leur cohérence. Ce travail, qui s’appuie sur un corpus d’auteurs gravitant autour de trois revues (Tel Quel, Change et TXT) et de textes aussi bien théoriques que littéraires, entend donc prouver la consistance d’une langue littéraire propre à l’avant-garde d’une période que l’on pourrait qualifier de « post-structuraliste », héritant du structuralisme mais le déplaçant vers des enjeux plus littéraires. Cette langue littéraire ne saurait être envisagée sans être mise en relation avec l’imaginaire linguistique de l’époque – une pensée de la langue – dont les principales caractéristiques sont d’une part la conscience du caractère réducteur de la langue nationale et d’autre part la remise en question de la linguistique saussurienne. L’obscurité des textes, la déconstruction de la syntaxe et du lexique, la multiplication des néologismes ou des jeux de mots qui, en apparence, portent atteinte à la langue française, illustrent en réalité une volonté de panser la langue, de l’enrichir par la mise en valeur du signifiant, par l’emprunt aux langues étrangères ou encore par le rythme. L’œuvre de Guyotat, en particulier, condense ces enjeux, articulant un imaginaire de la langue et un travail langagier tout à fait singuliers. / The Francophone avant-garde writers from the 1970s (P. Guyotat, D. Roche, P. Sollers, C. Prigent...), often said to be unreadable, are quite similar both in their stylistical praxis and in their conception of language. If the “textualism” from the late 1960s and the “post-modernism” of the early 1980s are rather well-known, the verbal experimentations of the 1965-1985 period have not been much studied as a specific and coherent whole. This work, based on a corpus of authors linked to three journals (Tel Quel, Change and TXT) and on literary as well as theoretical texts, wishes to prove the consistency of the specific literary language shared by the avant-garde of a time that could be labelled “post-structuralist”, i.e. inheriting from structuralism but focusing more on literary issues. This literary language cannot be analyzed without taking into account the linguistic imaginary of the time, i.e. how language was thought. That linguistic imaginary is mainly characterized by a consciousness of how reductive the national language is and by questioning Saussure's linguistics. The obscure texts, the deconstructed syntax and lexicon, the multiple neologisms and puns, which seem to violate the French language, actually illustrate a desire to improve the language (and not only to think it), to enrich it by emphasizing the signifier through borrowed foreign words or rhythms. The work of Guyotat particularly condenses these issues as it articulates most singular linguistic imaginary and work on language.