Miroslava Mayerová Abstract Annotation Mayerová, Miroslava: Art group 12/15 and its position in the Czech art after year 1989. [Diploma thesis] Prague, 2019. Charles University in Prague, Faculty of education, Art education department. Title of the Diploma's Thesis: Art group 12/15 and its position in the Czech art after year 1989 ABSTRACT: The aim of the thesis is to describe and analyze the position of the Art Group 12/15 Better Late than never at Czech art scene after the year 1989, with an emphasis on generational changes and postmodern turn. In didactic part, the intention was to establish the awareness of the art group in the minds of students and, based on interdisciplinary ties, to repeat and broaden their knowledge of contexts. The theoretical part of the thesis is based on historical, art-historical and social science literature. To illustrate the time, atmosphere and position of Group 12/15 as precisely as possible, semi-structured and unstructured interviews with the group members themselves were used as a methodology. The diploma thesis shows that Group 12/15 and its generation are the bridge between the 2nd avant-garde, postmodern and contemporary art, maintaining the continuity of the Czech art scene. The didactic and practical part points out the importance of intergenerational discussion...

Action focused on an experiment with human physical and psychological balance. Presented work is an experiment based on a week I spent non-stop alone in abandoned factory six meters above the floor balancing on a girder.

The master thesis is devoted to the linguopragmatic description of speech behavior of one of the most authoritative TV hosts of the Russian media space - Vladimir Vladimirovich Pozner. The research is based on the concept of confrontational communication, connected with the idea of speech conflict, and the concept of cooperative communication, connected with the idea of harmonization. Two key strategies were singled out in speech behavior of V.V. Posner in the framework of the portrait interview: presentation strategy of the program's guest and self-presentation strategy of the host. A registry of basic tactics were compiled and they implement these strategies in a conflict or cooperative dialogue. Typical speech moves manifesting tactics were described. / Магистерская диссертация посвящена лингвопрагматическому описанию речевого поведения одного из самых авторитетных телеведущих российского медийного пространства – Владимира Владимировича Познера. Исследование опирается на понятие конфронтационного общения, связанное с идеей речевого конфликта, и понятие кооперативного общения, связанное с идеей гармонизации. В речевом поведении В.В. Познера в рамках портретное интервью были выделены две ключевые стратегии: стратегия презентация героя программы и стратегия самопрезентации ведущего. Составлен реестр базовых тактик, реализующих данные стратегии в рамках конфликтного или кооперативного диалога, описаны типичные речевые ходы, манифестирующие тактики.

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)

This dissertation focuses on the expulsion of learners from secondary schools in the Western Cape. Learners with behavioural and emotional problems are disruptive in class. They antagonise teachers and challenge the code of conduct of the school. Expelling learners has far reaching consequences for education and society. Although official expulsions have remained constant the number of "unofficial expulsions" appear to be increasing. Expulsion rates vary amongst schools, but those situated in middle-class areas request more expulsions than those situated in lower socio-economic areas. Substance abuse is by far the most dominant reason for expulsion followed by physical confrontation, verbal confrontation, theft, sexual assault and other behavioural problems. Whilst certain factors such as the socio-economic background, intake, catchment area and ethos of the school does influence expulsions, factors within the school i.e. the attitude of the principal towards certain policies and practices may unintentionally contribute to its increase. Finally, the dissertation provides guidelines and recommendations towards minimising expulsions. / Educational Studies / M.Ed. (Guidance and Counselling)

L'utilisation des artefacts numériques pour la réalisation d'activités d'apprentissage reste le plus souvent individuelle, faute de disposer d'environnements adaptés, tant du point de vue du matériel que des applications et des pratiques pédagogiques. Cette recherche rend compte de l'expérience d'usages de différents artefacts dans une activité collaborative d'élaboration de cartes mentales et conceptuelles proposée en cours d'histoire de seconde. L'objectif principal est l'étude du rôle de l'espace de travail privé pour l'édition collective de cartes mentales et conceptuelles. Plus précisément, l'objectif est d'évaluer si le recours aux artefacts numériques lors de l'édition collective de cartes mentales et conceptuelles favorise les processus de confrontation cognitive constitutifs de la collaboration. Pour répondre à cet objectif, deux itérations (expérimentation pilote et expérimentation) ont été réalisées avec deux prototypes de dispositif numérique de collaboration qui permettent aux élèves de différencier leur espace de travail individuel de l'espace collectif. La première expérimentation pilote a été réalisée en 2015 avec un prototype de cartes mentales existant avant l'étude. Elle a consisté à valider le protocole expérimental de la recherche et à préciser les questions de recherche et les hypothèses. La deuxième expérimentation, quant à elle, a été réalisée au cours de l'année 2016 via un prototype de cartes conceptuelles conçu et développé dans le cadre de cette recherche. Cette expérimentation a eu pour but d'éprouver les trois hypothèses formulées, qui s'inscrivent dans la théorie de l'apprentissage social de Bandura (1980) et portent à la fois sur des déterminants environnementaux, cognitifs et comportementaux. La première hypothèse (déterminants environnementaux) suppose tout d'abord que la médiation instrumentale d'une activité d'apprentissage collaborative a une influence sur la participation des élèves. La deuxième hypothèse (déterminants cognitifs) quant à elle, soutient que l'adjonction d'un espace de travail personnel de l'élève à un espace d'interaction collectif favorise des processus cognitifs présents dans la collaboration : le conflit sociocognitif (Doise et Mugny, 1997; Perret-Clermont, 1979), l'étayage (Bruner, 1997) et la vicariance (Bandura, 1980; Pentland, 2015). Enfin, la troisième hypothèse (déterminants comportementaux) suggère que la participation individuelle des élèves sur l'élaboration d'une carte conceptuelle collective est influencée par la culture affective du groupe. Afin de vérifier ces 3 hypothèses, un plan expérimental multifactoriel croisé a été mis en place, ce qui a permis de tester les variables indépendantes simultanément auprès de 7 groupes de lycéens de seconde en classe d'histoire. L'analyse de données effectuée est centrée sur la nature des interactions orales et numériques des élèves, ainsi que sur leurs productions écrites et leurs réponses aux entretiens collectifs et aux questionnaires individuels. Les résultats montrent la tendance du dispositif numérique de collaboration (artefacts, organisation de l'activité, scénario pédagogique) à favoriser le processus d'étayage et vicariance suite aux échanges nécessaires à la coordination des tâches techniques d'édition de la carte conceptuelle. Les résultats indiquent qu'après l'utilisation d'un espace privé numérique, les élèves ont des conflits sociocognitifs significatifs lors du travail en groupe, les entraînant à accepter les réponses les plus ouvertes afin d'éviter la confrontation. / The use of digital artifacts for learning activities usually remains individual, as there are no suitable environments, from the point of view of materials, applications and teaching practices. This research reports on the experience of using different artefacts in a collaborative activity to elaborate mental and conceptual maps proposed in a history class in the eleventh grade. The aim is to study the role of a private workspace for the collective edition of mental and conceptual maps. More specifically, the goal is to assess whether the use of digital artifacts in the collective edition of mental and conceptual maps promotes the processes of cognitive confrontation that constitutes collaboration. To meet this objective, two iterations (pilot experimentation and experimentation) were carried out with two digital collaborative prototypes that allow students to differentiate their individual workspace from the collective space. The first pilot experiment was conducted in 2015 with a prototype of mental maps existing prior to the study. It consisted of validating the experimental protocol of the research and clarifying research questions and hypotheses. The second experiment, meanwhile, was carried out in 2016 via a prototype of concept maps designed and developed as part of this research. The purpose of this experiment was to test the three hypotheses formulated, which fit into Bandura's (1980) theory of social learning and address environmental, cognitive and behavioral determinants. The first hypothesis (environmental determinants) assumes that the instrumental mediation of a collaborative learning activity has an influence on the student participation. The second hypothesis (cognitive determinants), for its part, argues that the addition of a personal workspace of the student to a collective interaction space favors cognitive processes present in collaboration: sociocognitive conflict (Doise and Mugny Perret-Clermont, 1979), supporting (Bruner, 1997) and vicariance (Bandura, 1980, Pentland, 2015). Finally, the third hypothesis (behavioral determinants) suggests that the individual participation of pupils in the elaboration of a collective concept map is influenced by the affective culture of the group. In order to verify these 3 hypotheses, a crossed multifactorial experimental plan was put in place, which made it possible to test the independent variables simultaneously with 7 groups of high school students in history class. The data analysis carried out focuses on the nature of students' oral and digital interactions, as well as their written outputs and their responses to group interviews and individual questionnaires. The results show the trend of the digital collaboration device (artifacts, organization of the activity, pedagogical scenario) to favor the supporting and vicariance process as an explanation of the exchanges needed to coordinate the technical tasks of editing the concept map. The results indicate that after using a digital private space, pupils have significant sociocognitive conflicts during group work, leading them to accept the most open responses in order to avoid confrontation. / El uso de artefactos digitales para la realización de actividades de aprendizaje sigue siendo principalmente individual, por falta de entornos adecuados, desde el punto de vista del material, de las aplicaciones y de las prácticas pedagógicas. Esta investigación cuenta la experiencia de uso de diferentes artefactos en una actividad colaborativa de elaboración de mapas mentales y conceptuales propuestos en el transcurso de una clase de historia de cuarto de educación secundaria. El objetivo principal es el estudio del rol del espacio de trabajo privado para la edición colectiva de mapas mentales y conceptuales. Más específicamente, el objetivo es evaluar si el uso de artefactos digitales en la edición colectiva de mapas mentales y conceptuales promueve los procesos de confrontación cognitiva que constituyen la colaboración. Para cumplir este objetivo, se realizaron dos iteraciones (experimentación piloto y experimentación) con dos prototipos de dispositivos digitales colaborativos que permiten a los estudiantes diferenciar su espacio de trabajo individual del espacio colectivo. El primer experimento piloto se llevó a cabo en 2015 con un prototipo de mapas mentales existente antes del estudio. Consistió en validar el protocolo experimental de la investigación y aclarar preguntas e hipótesis de investigación. El segundo experimento, mientras tanto, se llevó a cabo en 2016 a través de un prototipo de mapas conceptuales diseñados y desarrollados como parte de esta investigación. Este experimento fue diseñado para verificar las tres hipótesis formuladas, que se ajustan a la teoría del aprendizaje social de Bandura (1980) y abordan los determinantes ambientales, cognitivos y conductuales. La primera hipótesis (determinantes ambientales) supone que la mediación instrumental de una actividad de aprendizaje colaborativo influye en la participación del alumno. La segunda hipótesis (determinantes cognitivos), por su parte, sostiene que la adición de un espacio de trabajo personal del alumno a un espacio de interacción colectivo promueve procesos cognitivos presentes en la colaboración: el conflicto socio-cognitivo (Doise y Mugny Perret-Clermont, 1979), el apoyo (Bruner, 1997) y la vicarianza (Bandura, 1980, Pentland, 2015). Finalmente, la tercera hipótesis (determinantes conductuales) sugiere que la participación individual de los alumnos en la elaboración de un mapa conceptual colectivo está influenciada por la cultura afectiva del grupo. Para verificar estas 3 hipótesis, se puso en marcha un plan experimental multifactorial cruzado, que permitió probar las variables independientes simultáneamente con 7 grupos de estudiantes de cuarto de secundaria en la clase de historia. El análisis de datos realizado se centra en la naturaleza de las interacciones orales y digitales de los estudiantes, así como en sus resultados escritos y sus respuestas a entrevistas grupales y cuestionarios individuales. Los resultados muestran la tendencia de los dispositivos digitales de colaboración (artefactos, la organización de la actividad, escenario pedagógico) a promover el proceso de apoyo y vicariedad tras las conversaciones necesarias para coordinar las acciones técnicas para publicar en el mapa conceptual. Los resultados indican que después de usar un espacio privado digital, los estudiantes tienen conflictos sociocognitivos significativos durante el trabajo en grupo, lo que los lleva a aceptar las respuestas más abiertas para evitar el enfrentamiento.

Using a method of regional probing, the diploma work seeks to map the evolution of relations between the Czech majority and the German minority that resided in the former political district of Policka. The analysis concentrates on the period of 1897-1946, with a concentration focusing on the culture of "remembering" and the ways in which both ethnic groups came to divergent interpretations of their mutually-shared history. The author strives to identify the factors that influneced the actions and positions of the local populace during the key political events of 1918, 1938 and 1945. He concentrates not only on the everday interactions between both ethnic groups, but also on the conditions that both groups found themelves in during the so-called "National Confrontation."

Inicialmente buscou-se traçar o arcabouço teórico sobre o qual seria analisado o objeto do trabalho, os reflexos da carência econômica sobre as potencialidades de acesso à justiça. Este alicerce consistiu em pontuar a linha evolutiva do caráter da função jurisdicional desde os lindes do Estado Liberal, passando ao Estado do Bem-Estar Social e culminando no Estado Pós-Social, com o principal enfoque no caráter que a garantia de acesso à justiça recebeu em cada um destes contextos. Foram tratados temas paralelos, como a questão do conhecimento acerca dos direitos, bem como a eliminação de custas, solução bastante alvitrada por alguns, intensamente rechaçada por outros. Depois passou-se à averiguação dos reflexos que a disparidade de condição econômica das partes causa sobre a igualdade destas no processo, e o instrumental conferido ao juiz para a correção das distorções, seguindo-se com o enquadramento da assistência jurídica no quadro de garantias processuais que constitui o que se denomina na doutrina processo justo e équo. Foram realizadas as distinções básicas ente assistência jurídica; assistência judiciária e justiça gratuita. Fez-se ainda uma breve análise de direito comparado, com alguns elementos históricos, concluindo-se com a indicação de pontos que poderiam ser eficazmente aplicados ao sistema brasileiro. Entra-se então pela segunda parte do trabalho, voltada para a práxis, e que se prende primordialmente na análise do direito positivo brasileiro naquilo que concerne à assistência ao carente no exercício da garantia constitucional de acesso à justiça. Ao final são apresentadas de forma pontuada as conclusões gerais. / Initially we tried to trace the theoretical framework on which the object of the work would be analyzed, the effects of poverty over the possibilities of access to justice. This foundation was to point the evolution of the character of judicial function from the Liberal State, to the Welfare State and ending in Pos Welfare State, focusing most on the character of access to justice guarantee in each context. Parallel subjects were explored, like the question of knowledge about rights, as also the elimination of judicial fees, solution indeed defended by some, and intensely rejected by others. Following we searched the effects of economic disparity of the parts over the equality of them in lawsuit, and the instruments given to the judge to correct this distortions, concluding with the contextualization of legal aid in face of procedural guarantees that form what doctrine calls fair and equal trial. There were made the basic distinctions between legal aid in consulting; providing counselors and gratuity from fees. There is a small analysis of comparative law, including some historical elements, concluding with the pointing out of some suggestions that could be profitable in Brazilian system. We enter the second half of the work, facing the praxis, specially analyzing Brazilian law system concerning legal aid in exercising the constitutional right of access to justice. At the end, the general conclusions are presented in topics.

Depuis le début des années 2000, l’enseignement de la Shoah est perçu en France comme une question socialement vive susceptible de déréguler les pratiques de classe. Cette thèse en sciences de l’éducation étudie l’expérience de l’enseignement de la Shoah des profes-seurs du secondaire en France. En s’appuyant sur 30 entretiens semi-directifs, la recherche montre, de l’intérieur, comment les professeurs interrogés perçoivent cet enseignement, ses difficultés et s’intéresse aux réponses déployées par les interrogés. Les résultats montrent les difficultés provenant du côté des élèves : saturation présumée, antisémitisme, concur-rence des mémoires, mais aussi concurrence entre les savoirs sociaux et le savoir scolaire. Du côté des enseignants, apparaît également la vivacité de la question, divisant davantage qu’elle ne fédère les membres de l’équipe éducative. De plus, l’impact émotionnel sur l’enseignant que la confrontation entre savoir scolaire et savoir social véhiculé par les élèves peut engendrer, accentue les difficultés rencontrées. Les professeurs qui montrent une assu-rance dans cet enseignement révèlent au travers des récits de vie de classe, qu’ils investis-sent pleinement le pôle didactique et le pôle pédagogique de la fonction de professeur. Aller à la rencontre de ce savoir social avec bienveillance et exigence, faire dire mais ne pas lais-ser dire amènent ces professeurs à répondre dans le cadre d’un savoir historique, précis et rigoureux qui refuse la dérive relativiste ou normative (Legardez, 2006). L’énoncé de repères éthiques et citoyens, une vigilance quant à la gestion de l’émotion dans la classe y compris de celle de l’enseignant, participent aussi au cadre construit par les professeurs. Ainsi ces derniers alternent entre le pôle didactique le pôle pédagogique, ce qui leur permet de rentrer dans « le fonctionnement improvisationnel de l’enseignant expert » (Tochon, 1993). L’enseignement de la Shoah dans certaines situations sensibles est assimilé à un combat. Une typologie inspirée des travaux de Jacques Pain (1992) sur la régulation de la violence délinquante par les arts martiaux émerge : combattant stratège, combattant intrépide, com-battant émotif, ou témoin distancié sont les différentes figures enseignantes qui se dégagent de cette recherche. / Since the beginning of the 2000’s, teaching Shoah has been perceived as a deep social is-sue in France which may well change the rules of classroom practices. This thesis studies the experience of teaching the Shoah from the point of view of secondary school teachers. Drawing from 30 semi-directive interviews, this research in education shows from the inside how the teachers questioned perceive this teaching and its difficulties. This thesis shows how teachers deal with this issue from an educational point of view and the answers they provide. The results underline difficulties stemming from “the pupils’ point of view”: presumed satura-tion, anti-Semitism, competition between memoirs, but also competition between social backgrounds and school knowledge. “From the teachers’ point of view” the intensity of the issue is also present, dividing more than federating the members of the educational team. Moreover, the emotional impact on the teacher concerning the confrontation between school knowledge and social background conveyed by pupils can create and increase the difficulties encountered. The teachers who show confidence in this teaching have disclosed through classroom stories that they fully invest the didactic pole and the educational pole of their po-sition. In doing so, they hail, welcome and accept the social background with the necessary benevolence and unstructured consciousness that this entails. Helping pupils express them-selves but not letting them talk without knowing helps the teacher answer questions in a precise and rigorous historical framework and is against relativistic or normative drifting as defined by Legardez (2006). The framework of ethical and citizen indicators as far as the management of emotions in the classroom is concerned (including the teacher's emotions) also part of the framework built by the teacher. Thus, these latter alternate between the di-dactic pole and educational pole and enable them to bring in and adopt the improvisational operation mode of the expert instructor as defined by Tochon (1993). In some sensitive situa-tions, the teaching of the Shoah is compared to a fight. A typology inspired by Jacques Pain's thoughts concerning the regulation of delinquent violence through martial arts has emerged: the strategist fighter, the dauntless fighter, the emotional fighter or the aloof witnesses are the various teaching figures that have emerged from this research.

Cette recherche porte sur la régulation de l’activité des masseurs-kinésithérapeutes, en situation tutorale.Nous nous proposons d’analyser les feedback de régulation privilégiés par les tuteurs à partir d’entretiens de régulation filmés post situation professionnelle. Nous étudions en parallèle la présence de marqueurs de régulation de la conception de l’activité dans le discours du stagiaire. Les thématiques abordées lors des interactions ainsi que les dilemmes/problématiques (Clot, 2014, 2000) exprimés par chacun des acteurs sont explorés, par l’usage de la méthodologie des entretiens d’autoconfrontation et de l’analyse de contenu (Bardin, 2007), dans une approche compréhensive du processus de régulation. Le cadre théorique prend appui sur l’apprentissage professionnel accompagné (Jorro et al, 2016) et la régulation des apprentissages (Allal, 2007), empruntés au champ de la formation des adultes. Les résultats obtenus, relatifs à l’analyse de l’activité de huit dyades associant tuteur et stagiaire, sont l’identification des feedback privilégiés par les tuteurs et des différentes modalités de régulation tutorale favorisant l’expression de la régulation de la conception l’activité par le stagiaire, ainsi que la mise au jour de marqueurs de régulation dans le discours de celui-ci et des éléments de contexte influençant le processus de régulation. Nous proposons une typologie des régulations de l’activité, celles réalisées par le régulateur (le tuteur) et celles exprimées par le régulé (le stagiaire ou le tutoré). / This research focuses on the regulation of the activity of physiotherapists in a mentoring context. To carry out our survey, we implemented video regulation interviews with eight dyads in the context of mentor regulation and exchanges between tutor and tutee, following a clinical learning situation. We opted for a discursive approach to analyse the types of regulation feedback favoured by mentors. We also examined regulation signs which correspond to regulation intents in tutee’s discourses. The content analysis methodology (Bardin, 2007) allowed us to highlight the topics most often discussed during the interactions which sustain the regulation interviews, in relation to professional representations. The self-confrontation interviews method enabled us to understand the regulation process: it allows to probe into the tutor and tutee dilemma inherent to regulation interviews, along with Clot (2014, 2000). The theoretical references come mainly from the field of adult training, for instance “accompanied professional learning” (Jorro et al, 2016) and the regulation of learning (Allal, 2007). Our results are manyfold: informative feedback is more used by the tutor than reflexive feedback or evaluation feedback. The tutees express their intentions to change their practices for improvement in varying proportions during both the regulation and the self-confrontation interviews. We could identify the mentoring feedback which best favours the student’s mental process of regulation practice. We also singled out the words used by the tutee, which are evidence of the regulation process at stake during the activity conception. We finally suggest a classification of the various activity regulations.