International and local guidelines for designing distance education materials advise designers to use feedback from students in the redesign of their materials. This study is a response to the researcher’s failed attempt to elicit critical feedback from some of her students. It therefore sets out to devise a framework for a critical pedagogic analysis of distance learning materials designed for South African teacher education programmes. It draws on theorisations of pedagogy, principally from the work of the sociologist of education Basil Bernstein and the applied linguist Suresh Canagarajah, theorisations of mediation, originating in the work of Lev Vygotsky, and theorisations of subjectivity. It also draws on international and local conceptualisations of a knowledge base for teacher education. In the analysis of the selection and organisation of knowledge on the page, the study draws on Halliday’s systemic functional linguistics and the field of social semiotics to uncover the positions constructed for readers as students and as teachers in each multimodal design. A pedagogic analysis of distance education materials for pre-service or in-service teachers responds to a series of questions: What elements of a knowledge base for teacher education do designers foreground and background? What is the orientation of the materials to the relationship between knowledge and practice? How is knowledge mediated through in-text activities, pedagogic episodes and scaffolded readings? What roles do linguistic and visual design choices play in the mediation of knowledge? A critical pedagogic analysis interrogates the subject positions that the multimodal designs constitute for ideal readers as students and as teachers. In the study, all of these questions frame a detailed analysis of three sets of materials designed for South African teacher education programmes and, finally, a critical reflection on materials for which the researcher was the principal designer. The study concludes that a critical pedagogic analysis affords designers and evaluators the critical distance needed for evaluating the mediation of knowledge(s) and the constitution of readers’ subjectivities in teacher education materials. As an alternative (or in some circumstances, as an addition) to reader feedback it has the potential to inform redesigning for the original local context(s) of use or reversioning for use in broader regional or global contexts.

This dissertation focuses in particular on a subject matter, that is relatively new in the Czech environment. It is mediation in civil (noncriminal) matters, governed by Act 202/2012 Coll. The author classifies it as one of the several methods of alternative dispute resolution. In the second part of her work she analyzes the med-arb method. In the third part of the dissertation, the author analyzes the mediation process itself, and specifically focuses on its legal aspects. The fourth part of the dissertation includes a comparative study of selected countries, in the field of civil law (Austria, Italy, Netherlands, Germany, France, Belgium, Slovakia) and the Anglo-Saxon law (UK). The fifth part of the dissertation analyzes the Czech legislation. The author suggests adjustments de lege ferenda as well as amendments that do not require any changes of the law, but that can be addressed through the interpretation of individual provisions. The author complements her work with a selection of foreign cases, as the Czech case law has been completely missing so far. The work ends with an analysis of the Code of Conduct for Lawyers-Mediators, which will be currently published for lawyers - registered mediators.

International Dispute Settlement - selected aspects Abstract This diploma thesis deals with selected aspects of the international dispute settlement not only in current international public law but also in its history. The thesis is divided into five chapters which are also further divided into a number of subchapters depending on the complexity of each topic. The first chapter is dedicated to the definition of international dispute. Apart from that the chapter also deals with the obligation of states to settle their disputes and to settle them by peaceful means. The historical background of the international dispute settlement is described in the second chapter. Important events such as Hague Peace Conferences, founding of the League of Nations, the Briand-Kellog Pact and founding of the United Nations among others are all mentioned in this chapter because of their impact on the course of this field of international relations. The third chapter focuses on the analysis of the principle of the peaceful settlement of disputes and its link to other related principles of international law. The fourth chapter is dedicated to individual means of peaceful settlement. Every method is described individually, with a brief historical background, comparison to other methods and analysis of the application on specific...

This diploma thesis deals with mediation as an instrument for ethnic conflict resolution in Africa. The author determined the feasibility and effectiveness of mediation as a tool for solving the ethnic conflict in Africa as the research topic of this thesis. The aim of the diploma thesis is to provide an evaluation of the current international legal regulation of mediation, of its sufficiency and integrity. Furthermore, the author aims to provide a comprehensive and complex view of the use of mediation in ethnic conflict resolution in Africa through an interdisciplinary analysis of the academic literature, both from Czech and foreign sources. The author sees her personal contribution by writing this thesis in the fact that in the Czech Republic the issue of mediation as a tool for ethnic conflict resolution has not been systematically researched yet. This diploma thesis is divided into four chapters, which are further subdivided into subchapters. The introductory chapter of this thesis describes a theoretical introduction to the issue of ethnicity and its legal regulation. Furthermore, the author deals with the origins of ethnic conflicts. The second chapter deals with the legal framework for international settlement of conflicts. This chapter also discusses in detail the various possible ways of...

Dans les années 2000, les séries télévisées rencontrent un engouement sans précédent. Ce qui ne constituait qu’une « sous-culture » pour quelques passionnés, devient un genre de plus en plus légitime. Ce succès, attribué par les journalistes au renouveau créatif des séries américaines, est largement alimenté par la programmation des chaînes françaises. La télévision n’est cependant plus leur seul diffuseur : DVD, streaming et échange de fichiers sur Internet ont largement pris le relais. Ces médias participent désormais à la configuration des séries, incitent à de nouvelles stratégies et invitent les spectateurs à des usages diversifiés.Les chercheurs montrent eux aussi un intérêt croissant pour les séries, les considèrent comme un terrain propice à l’étude des représentations sociales (sociologie), des « objets narratifs » (narratologique) ou encore des « programmes télévisés » (sémio-pragmatique).Alors, qu’est-ce qu’une série ? Dans le but de répondre à cette question, nous avons adopté une conception élargie des séries comme objets culturels médiatiques, configurés par l’ensemble complexe des médiations socio-techniques qui leur donnent forme. C’est alors par l’étude compréhensive du point de vue et des pratiques des acteurs de leur communication (professionnels, médias, spectateurs) que nous entendons appréhender les séries et la manière dont se construit leur culture. A la croisée de différentes méthodes (analyse de discours, entretiens compréhensifs, portraits), se dessinent les contours des séries au regard de leurs médiations, se laisse découvrir la complexité de l’objet et entrevoir la nécessité d’une réflexion sur les méthodes à engager dans leur analyse. / During the 2000s, television series met with an unprecedented public infatuation. What had previously constituted but a small "subculture" was rising to become a legitimate genre in its own right. This success, that journalists attribute to a creative renewal in American series, is largely fed by French television network programming. Television, however, is no longer the sole broadcaster : DVD and streaming and sharing online are now heavily present. Henceforth, these media will now participate in the configuration of series, incite new strategies and invite audiences to diversify their usages.Researchers themselves show an increasing interest in series, considering them a rich field for the study of social representations (sociology), "narrative objects" (narratology) or also "televised programs" (semio-pragmatics).So, what is a series ? In order to answer this question we have adopted a broad conception, regarding them as being objects of media culture configured by a complex ensemble of socio-technical mediations which give them form. To understand series how they construct their culture, we implement a comprehensive study of the practices and points of view of their communication actors (professionals, media and audiences). Through the use of different methods (discourse analysis, comprehensive interviews, portraits and transversal analysis) we outline series, with regard to their mediations, allowing us to discover the complexity of the object and the necessity of reflection upon the methods to employ in their analysis.

La présente recherche s'inscrit dans le contexte de l'enseignement-apprentissage de l'écriture à l'entrée au collège. Il s'agit d'observer comment se construit la fiction dans des textes narratifs à visée littéraire quand le tout nouveau collégien est d'abord seul face à la commande d'écriture et au texte qui s'élabore, puis accompagné de l'enseignant qui engage un dialogue avec lui à la lecture du texte produit. L'analyse conjugue trois perspectives : celle de la didactique, en interrogeant le concept de médiation (médiation discursive et médiation pédagogique) et celui de dialogisme, en référence aux travaux de L.-S. Vygotski et de M. Bakhtine ; celle de l'étude littéraire, en liant la fiction à l'interprétation, selon la théorie esthétique d'U. Eco ; et enfin, celle de la linguistique, en empruntant à la génétique textuelle ses méthodes pour lire les productions des collégiens comme des textes d'écrivains. Les investigations menées permettent de porter un regard nouveau sur ce qui constitue la fiction dans les écrits des jeunes scripteurs (un imaginaire médiatisé, mêlé à une subjectivité d'auteur, qui traduit l'expression de soi) et d'enrichir la réflexion sur le rôle joué par le professeur, auteur de consigne et accompagnateur, dans la maîtrise progressive des procédés d'écriture par les élèves / The presented research has been written in the context of teaching-learning how to write when entering secondary education. It is about observing how fiction is built in literary narrative texts when a new pupil first approaches the topic and deals with the essay he is writing alone, and then when accompanied by the teacher who engages in a dialogue after having read the produced essay. The analysis uses three perspectives: didactic touching upon concepts of mediation (discursive mediation and pedagogic mediation) and dialogism with reference to the works of L.S. Vygotski and M. Bakhtine; literary study linking fiction and interpretation according to the aesthetic theory of U. Eco; and linguistic borrowing to textual genetic and its methods to read pupils? essays like a writer?s text. The investigations carried out led to a fresh look at what constitutes fiction in the writings of young scripter?s (a mediatised imaginary, linked to subjectivity which translates self expression) and to enriched reflection on the role played by the teacher, author of the essay topic and assistant in the progressive mastering of the writing process by pupils

[pt] Esta dissertação olha para o telejornal local RJTV primeira edição, da TV Globo, analisando, em alguns de seus segmentos, espaços em que ele desempenha um papel de mediador entre o telespectador e o espaço onde ele vive. A hipótese defendida por este trabalho é a de que o telejornal observado, para concretizar uma intenção de se aproximar cada vez mais de seu público, adota inovações em termos de formato e de conteúdo. O objetivo aqui é estudar a mensagem telejornalística em sua articulação entre texto, som e imagem em movimento e também atentar para outra relação: a do receptor com o produtor, que constitui a comunicação como um processo. / [en] This dissertation looks at TV Globo`s local news program RJTV primeira edição, analising, in some of its segments, spaces where it plays a mediator part between the TV spectator and the space where he lives. The main hypothesis of this work is that the program observed adopts format and content innovations, attempting to achieve a closer relation with its audience. Our objective is to study the television message considering that it is constituted by a combination of text, sound and motion image. We intend also to pay attention to other relation: the one that is established between the receptor and the producer, which constitutes the comunication as a process.

[pt] Esta dissertação traça o perfil sócio-econômico das crianças que participaram da pesquisa O que penso da tevê? realizada pelo Grupo de Pesquisa em Educação e Mídia, e analisa, descritivamente, o consumo cultural dessas crianças, o tempo dedicado por elas à tevê, modos de interação com o veículo e níveis e formas de atuação da escola e da família como fatores intervenientes dessa relação. Os dados que sustentam o estudo foram construídos a partir de um questionário auto-administrável, respondido por 718 crianças, com idades entre 8 e 12 anos, estudantes de oito escolas públicas e três particulares dos estados do Rio de Janeiro e de Minas Gerais e foram feitas análises de fatores e análises bivariadas. As variáveis que foram objeto destas análises são: impacto da televisão na vida das crianças - correlacionada ao tempo dedicado à prática de ver tevê e às atividades que as crianças deixam de fazer em função disso; padrão de consumo cultural das crianças; diálogo familiar; expertise ou telefilia, relacionada ao conhecimento que as crianças têm sobre a televisão; relação escola/televisão e família/televisão; nível econômico delas. Como referências teórico- metodológicas foram utilizadas pesquisas de audiência infantil realizadas na Inglaterra por Livingstone; na Espanha, por Bailén e Aguaded; em Portugal, por Matos; os estudos de Ortigão e Aguiar sobre os conceitos de Coleman de capital econômico e social orientaram a análise e a descrição do perfil econômico das crianças, de seu consumo cultural e de seu diálogo familiar; a Teoria das Multimediações, desenvolvida por Guillermo Orozco-Gomez, orientou a análise dos dados relativos à atuação da família e da escola na relação das crianças com a tevê. Os resultados indicam que: 1) essas crianças têm um consumo de televisão muito intenso no que diz respeito ao tempo - mais de três horas diárias, todos os dias da semana - e ao conhecimento adquirido acerca do veículo e de sua linguagem - são experts no assunto; 2) têm clara preferência por narrativas de ficção (telenovelas, filmes e seriados) e sentem imenso prazer em se relacionar com elas; 3) vêem seus programas prediletos quase sempre acompanhadas por adultos, o que sugere presença da família como importante fonte de mediação; 4) a escola tem participação significativa na relação das crianças com o conteúdo televisivo. / [en] This dissertation defines the socio-economic profile of the children who participated in the poll What do I think about TV? carried out by the Education and Media Research Group (Grupo de Pesquisa em Educação e Mídia) and analyses on a descriptive manner, the cultural consumption of these children, the time they dedicate to watching TV, the ways they interact with the vehicle and levels and ways schools and families act as intervening factors. The data supporting this research were built based on factorial and bivariate analysis of the responses 718 children with ages varying between 8 as 12, students of eight public schools and three private schools in the states of Rio de Janeiro and Minas Gerais, gave answering a self administered questionnaire. The variables which were analyzed are the following: impact of TV in the children´s lives - related to the time they dedicate to watching TV and the activities they end up not doing as a result of that; the children´s standard of cultural consumption; their family dialogue; their knowledge about TV; the school/television and family/television relationships; and their economic standards. As theoretical methodological references, infantile audience researches carries out in the UK by Livingstone; in Spain by Bailén and Aguaded and in Portugal by Matos were used. The studies of Ortigão and Aguiar about Coleman´s concepts of economic and social capital oriented the analysis and description of the children´s economic profile, cultural consumption and family dialogue. The Theory of Multimediations developed by Guillermo Orozco-Gómez, oriented the analysis of data related to the roles of family and school in the children´s relationship with TV. The results indicate that: 1) these children have very intense television consumption time wise - more than three hours per day every day of the week - and with respect to the knowledge about TV and its languages - they are experts in the area; 2) they have a clear preference for fictional programs (soap operas, movies and series) and have immense pleasure in watching these programs;; 3) they almost always watch their preferred TV shows with adults, what suggests that the presence of the family is an important mediation source; 4) the school has an significant role in the children´s relationship with television.

Esta pesquisa trata da formação continuada de Educadores Mediadores Culturais em ambientes informacionais educativos. A definição do objeto de pesquisa considerou a experiência de formação dos quadros de profissionais para o trabalho no dispositivo Estação do Conhecimento Einstein em Paraisópolis, na cidade de São Paulo. A partir dos referenciais da Infoeducação, abordagem de natureza histórico-cultural das relações entre Informação e Educação, a pesquisa objetiva identificar e sistematizar elementos teóricos e metodológicos para a formulação de um conceito de formação continuada, tendo em vista processos e práticas de mediação cultural pautados por princípios de apropriação e protagonismo cultural. Pesquisa de natureza qualitativa, toma como corpus de análise a documentação produzida nos programas e ações realizadas com grupos de educadores para a implantação do referido dispositivo informacional educativo, bem como coleta de depoimentos, por meio de entrevistas semiestruturadas e grupos focais com os educadores. Como resultado, foi possível identificar três eixos em razão da mútua articulação exercida na formação dos Educadores Mediadores Culturais: a experiência, condição para abordar a complexidade da questão, a formação do profissional reflexivo considerado nas dimensões social e política e o ambiente da ECE como uma modalidade de dispositivo formativo que redimensiona os saberes e fazeres educativo-culturais dos educadores. Ao considerar a complexidade social e política frente ao campo da formação continuada de Educadores Mediadores Culturais, a pesquisa mostra, assim, os limites de concepções que entendem a formação como instância de padronização de práticas e avança no sentido de evidenciar o espaço formativo como locus de encontro entre saberes teóricos e os da ação - Universidade e terreno. É pela ruptura com um paradigma difusionista que se pode afirmar que a formação com o dispositivo ECE traz implicado em seu projeto educativo-cultural ações para o desconfinamento de sujeitos ao se apresentar como uma plataforma que projeta-os para a cidadania cultural. / This research deals with the continuing education of Cultural Mediators Educators in educational informational environments. The definition of the research object considered the education experience of professional staff to work on the device Einstein Knowledge Station (EKE) in Paraisópolis, in the city of São Paulo. Based on Infoeducation frameworks, an historical-cultural approach of the relationship between Information and Education, the research aims to identify and systematize theoretical and methodological elements for the formulation of a concept of continuing education, focused on the processes and practices of cultural mediation guided by principles of appropriation and cultural protagonism. Research of a qualitative nature, takes as corpus of analysis the documentation produced in the programs and actions carried out with groups of educators from educational informational device, as well as collection of testimonies, through semi-structured interviews and focus groups with educators. As a result, it was possible to identify three axes due to the mutual articulation exercised at the education of Cultural Mediators Educators: the experience, condition to address the complexity of the question, the education of the reflective professional considered in the social and political dimensions and the environment da EKE as a modality of formative device that resizes the educational-cultural knowledge and actions of educators. When considering a social and political complexity in the field of continuing education of Cultural Mediators Educators, the research thus shows the limits of conceptions that understand education as an instance of standardization of practices and advances in the sense of evidencing the formative space as locus of dialogue between theoretical knowledge and active - University and terrain. It is through the rupture with a diffusionist paradigm that it is possible to affirm that the education with EKE device brings implied in its educationalcultural project actions for the deconfining of subjects when revealing itself as a platform that projects them for cultural citizenship.

Esta pesquisa aborda a aprendizagem da linguagem cartográfica mediada pelo processo de desenvolvimento de recursos didáticos táteis, com as contribuições da perspectiva sócio histórica. O recorte teórico sobre linguagem e cartografia escolar e tátil buscou embasar as discussões sobre o ensino de geografia a partir da dialogia na mediação pedagógica e ressaltar a importância do domínio da linguagem cartográfica. O processo de desenvolvimento de materiais táteis como mediação na aprendizagem foi analisado a partir da realização de duas oficinas em cartografia tátil e entrevistas. Objetivando-se valorizar a pesquisa educacional qualitativa e as reflexões do professor sobre sua prática, a metodologia da pesquisa-ação serviu à coleta de dados, como elementos colaborativos e narrativos enquanto aspectos fundamentais. Discutiu-se com professores o processo cartográfico como mediador da aprendizagem da linguagem cartográfica frente aos desafios encontrados para o ensino de geografia e para um uso social da linguagem cartográfica, verificando-se possibilidades e mudanças no discurso e nas práticas pedagógicas. Acreditase que os professores possam ser atores educacionais e produtores de seu instrumental de trabalho, com subsídios teóricos e metodológicos para o planejamento de atividades, e que seja também um processo significativo o ato de mapear o seu trabalho docente. / This research addresses the learning of the cartographic language mediated by the process of tactile didactic resources development, with the contributions of socio-historic perspective. The theoretical framework of language and tactile school cartographic sought to base discussions on the teaching of geography from the dialogues within the pedagogical mediation, enhancing the importance of cartographic language and its knowledge. The process of tactile materials development as mediation in learning was analyzed in view of two workshops offered about tactile maps to teachers and the interviews with them. Aiming to enhance the qualitative educational research and teachers reflections on their practice, the methodology based on action -research was used to collect data, such as collaborative and narrative elements as fundamental aspects. The mapping process was discussed with teachers as a mediator of learning the cartographic language, facing the challenges found in geography teaching. Also having in mind a social use of the cartographic language and considering the possibilities and changes in discourse as well the pedagogical practices. The author argues that teachers can be educational actors and producers of their work and resources, with theoretical and methodological basis for the activities planning, and having the act of mapping as significant process.