In the context of post-9/11 calls for educational reform in the Arab-Muslim world, this study investigates a set of underlying claims and assumptions about the socialising capacities of English-medium education. Specifically, the study examines perceptions about the socialising effects of English-medium education from the standpoint of Arab-Muslim students at a Gulf Arab university. In assessing these perceptions, the study compares students’ perceptions on two levels: (i) on one level, it looks into students’ perceptions about the socialising effects of English-medium education in direct contrast to those of Arabic-medium education; and (ii) on another level, it contrasts the perceptions of English-medium students with those of Arabic-medium students. The research for this thesis was carried out at an international bilingual Arab university in the United Arab Emirates. Data for the study was gathered from two data collection sources, namely student questionnaires and group interview sessions. In both instances, students’ perceptions were sought on a range of contrastive issues related to a series of underlying claims and assumptions about English-medium and Arabic-medium education. Overall, 365 Arabic-speaking students from both an English-medium and Arabic-medium educational background participated in the study. Within this sample group, students were drawn from four university colleges: College of Engineering, College of Business, College of Law, and College of Shari’a and Islamic Studies. The study’s findings unveil a complex, often mixed and divided picture of students’ perceptions about the socialising roles of both English-medium and Arabic-medium education. In regard to English-medium education, it finds that though there is a general acceptance of the benefits of studying the English-language, there is also to some extent an acknowledgement of the culturally alienating effects on Arab-Muslim students. The study therefore recommends that granted the paucity of research in this area there is a need to further investigate students’ perceptions from a broader range of institutional cultures in the region.

The media play an indisputable role in human life. Thus, we come across media communication daily in today's world. Online social networks have had a significant role in such communication over the past decade. The Facebook social network presents an example of such a phenomenon, which does not have a rival in terms of its size in the Czech Republic. It has rapidly become a communication media through which millions of people around the world consume various content. In recent years, this platform has been applying and continually adjusting its algorithm to provide users with personalized content. The personalized content is provided on the basis of the algorithm which evaluates what might be appropriate or interesting for people. From this point of view, this thesis called Filter bubbles on Facebook social network is examining the existence of a so-called filter bubble phenomenon. The information bubbles present information isolation in which people lack a diversity of information which would help people to get into an opinion diversification, and therefore to have an opportunity to have a new point of view about a certain phenomenon. Through the combined qualitative method of diaries and subsequent interviews, it explores how young people consume news content on this social network and, above...

Cette thèse s'inscrit dans une démarche inductive à l'intersection de la sociolinguistique et de la didactique des langues de scolarisation. Cette recherche propose de décrire et d'analyser les enjeux politiques, sociétaux mais aussi didactiques soulevés par la nouvelle politique linguistique et éducative de la Nouvelle-Calédonie initiée par l'Accord de Nouméa (1998). En effet, si la question de l'introduction des langues à l'école n'est pas récente, elle a été renouvelée par l'Accord de Nouméa, qui pour la première fois accorde aux langues kanak le statut de langues d'enseignement et de culture. La recherche consiste dans un premier temps à interroger les choix faits en matière de glottopolitique par les décideurs politiques ainsi que les rapports que les néo-calédoniens entretiennent avec leurs langues. Des apports théoriques de la sociolinguistique, de la didactique, de la sociologie ainsi que de l'ethnométhodologie sont convoqués mais aussi réinterrogés afin de contextualiser les enquêtes menées pendant trois ans, dans six écoles du Grand Nouméa. Dans un second temps, l'analyse des données collectées permet de comprendre comment les consensus politique, sociétal et didactique, issus de l'Accord de Nouméa, s'actualisent dans l'enseignement des langues kanak et comment celles-ci trouvent une place dans les écoles néo-calédoniennes. / This thesis has an inductive approach in line with an interpretativist paradigm intersecting between the fields of sociolinguistics and didactics in a pluri- diglossical context. This study seeks to describe and analyze the political, social and didactic issues raised by the new linguistic policy of New Caledonia initiated by the “Accord de Noumea” (1998). If the first request to recognize Kanak specificities (including languages) in school goes back to the early 1970's, the “Accord de Noumea” revitalized the “language issue” by stating, for the first time, that Kanak languages are teaching and culture language with French. The research consists of clarifying the choises made by the linguistic planners on the corpus and on the status of Kanak languages – raising their status medium of education. The theoretical contributions stemming from sociolinguistics, didactics, sociology and ethnomethodology complement each other to contextualize my fieldwork – a survey in six pre-schools in the “Grand Noumea”, three years long. The qualitative analyze of the data enables the better understanding how the political, social and didactic consensus reached with the “Accord de Noumea” is realized through the implementation of teaching (in) Kanak languages.

Made available in DSpace on 2016-04-04T18:32:45Z (GMT). No. of bitstreams: 1 Wanda Maria Braga Barros.pdf: 1002973 bytes, checksum: e7da1386e4dac56454015f5faa17b4f2 (MD5) Previous issue date: 2008-06-13 / The research s objective is to analyse the pedagogical work in medium level public schools and the conditions this work is developed regarding handicapped students and with poor hearing conditions, who are allocated to regular classrooms, in two public shools in the Campinas metropolitan region. In this work, we consider as inclusion the access, permanency and learning performance of these students. The foundation of the research lies on a qualitative approach and the data will be analysed from a theoretical and historical-critical reference whose grounds are the history of education and educational policies. As methodological procedure, open-ended questionnaires were applied to thirteen preceptors and afterwards interviews were carried out involving four teachers, two pedagogical coordinators and four handicapped students, who reported their experiences in the school routines. The research s aim is to ponder on the pedagogical work of these students, as well as of the rest of the other medium level students. The results revealed that, although many advances have occurred regarding the access to the medium level education, it can be considered selective because the evasion rates are high and students are leaving school without the expected consistency of knowledge to face the struggles of daily life and demands of work. The teachers and students reports revealed: 1) Adverse conditions of teachers work 2) Insufficient development of teachers to work with all regular students in the classroom.3) Lack of interest of students as they cannot see the relationship between the content presented at school and their daily lives and future perspectives. 4) The handicapped students depend on the support of their families or colleagues to afford the necessary conditions to education. / O objetivo desta pesquisa ? analisar o trabalho pedag?gico no ensino m?dio e em que condi??es ele ? desenvolvido, com os alunos com defici?ncia f?sica e auditiva que est?o em classe comum, em duas escolas da rede estadual, na Regi?o Metropolitana de Campinas. Considera-se neste trabalho, como inclus?o, o acesso, a perman?ncia e a garantia de bom desempenho escolar desses educandos. A pesquisa fundamenta-se num referencial te?rico hist?rico-cr?tico, onde a hist?ria da educa??o e as pol?ticas educacionais embasam o estudo. Como procedimento metodol?gico, foram aplicados question?rios com perguntas abertas a treze educadores e, posteriormente, foram feitas entrevistas com quatro professores, dois coordenadores pedag?gicos e quatro alunos com defici?ncia que relataram suas viv?ncias sobre o cotidiano escolar. A pesquisa pretende trazer reflex?es sobre o trabalho pedag?gico com os alunos com defici?ncia, bem como os demais alunos do ensino m?dio. Os resultados revelaram que embora tenham ocorrido avan?os no acesso dos alunos ao ensino m?dio, esse n?vel de ensino, em fun??o das taxas de evas?o, ? seletivo, al?m disso, os alunos est?o concluindo-o sem o conhecimento necess?rio para enfrentar o trabalho e a vida. Os relatos dos professores e alunos revelaram: 1) As condi??es adversas de trabalho do professor; 2) A forma??o insuficiente dos professores para o trabalho com todos os alunos em classe comum; 3) Os educandos est?o desinteressados pela escola, porque n?o v?em rela??o entre os conte?dos ministrados nas aulas e a vida, o futuro; 4) Os alunos com defici?ncia dependem do apoio da fam?lia e ou colegas da escola para terem condi??es necess?rias ? educa??o escolar.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-02T17:40:18Z No. of bitstreams: 1 CELIA ALVES DE LELES.pdf: 1521803 bytes, checksum: cd3e757bb2130fa009ac8627748b5353 (MD5) / Made available in DSpace on 2016-09-02T17:40:18Z (GMT). No. of bitstreams: 1 CELIA ALVES DE LELES.pdf: 1521803 bytes, checksum: cd3e757bb2130fa009ac8627748b5353 (MD5) Previous issue date: 2015-12-10 / The study aims to investigate questions that hinder the growth of small HEIs (Higher Education Institutions). Through field research and institutional evaluation, we sought to compare the results obtained in an evaluation process in the academic community and local, interpreting the reality of small IES-private, located in the interior of Goiás, FAIT (Alliance School), there are 07 (seven) years operates in the field of higher education, as PMIES, with an approximate capacity of 300 students enrolled. This paper compares the standards and guidelines of the National Assessment of Higher Education Institutions System - SINAES / CONAES, from the data collected and analysis by research conducted by ABMES, between the years 2013-2014, and by analysis of research authors like Ristoff and Sobrinho. The analysis began with the lifting of qualitative comparative profile, matching the CPA's (committee for assessment) internal and external of the same HEI (2013), as well as bibliographic data and documentaries, which provided the mapping references and the reality of small private institution in the city of Itaberaí. Then made up his own field research HEIs (Higher Education Institutions) in 2014, through a detailed, organized that provided the search suggestions, projects as alternative to improve the competitiveness of private small IES and midsize, research object. And, based on field research, completed the CPA (internal) in March and April 2013, analyzed the reality of small HEIs (Higher Education Institutions) and the observation of its influence in the IDH (Índice de Desenvolvimento Humano) (Index Human Development) site. The field research addressed together: the questionnaire, application of complementary interviews by CATI methodology (by telephone) and individually, the representatives of the local community, students and alumni of FAIT (Alliance College); already Institutional Evaluation was carried out by the online system through Web Survey, students and employees FAIT (Alliance College). At first, we tried to understand the reality and the assessment of the scenario of Brazilian higher education in relation to research and the actual phase is the establishment of the small college, in the city and region, higher education institution located in the Central region west Goiano. The results achieved in small IES-FAIT, when comparing to research presented by ABMEIS (2013) suggest greater care and support the permanence of small private HEIs in the municipalities, which are installed in view of the importance of these in the IDH (Índice de Desenvolvimento Humano) (Index Human development), despite the financial difficulties they face. For it is clear the influence of PMIES (Small and Medium Higher Education Institution) to local and regional development, with a tendency to increase per capita income and economic of each region, where they are installed. / O estudo tem como propósito investigar quesitos que dificultam o crescimento das pequenas IES (Instituições de Ensino Superior). Através de uma pesquisa de campo e avaliação institucional, buscamos comparar os resultados apurados em um processo avaliativo junto à comunidade acadêmica e local, interpretando a realidade da pequena IES-privada, situada no interior de Goiás, FAIT (Faculdade Aliança), que há 07 (sete) anos atua no ramo do Ensino Superior, como PMIES, com capacidade aproximada para 300 alunos matriculados. O presente trabalho compara as normas e diretrizes do Sistema Nacional de Avaliação das Instituições de Ensino Superior – SINAES/CONAES, a partir dos dados e análises levantados, por pesquisa realizada pela ABMES, entre os anos de 2013-2014, e mediante análise das pesquisas de autores como Ristoff e Sobrinho. A análise iniciou com o levantamento do perfil comparativo qualitativa, combinando com a CPA´s (Comissão Própria de Avaliação) interna e externa da mesma IES (2013), assim como de dados bibliográficos e documentários, que proporcionaram o mapeamento e referências da realidade da pequena IES privada, no município de Itaberaí. Em seguida fez-se a pesquisa de campo da própria IES (Instituições de Ensino Superior), em 2014, através de uma análise detalhada, organizada que proporcionou a busca de sugestões, projetos como alternativos para a melhoria da competitividade da IES privada de pequeno e médio porte, objeto de pesquisa. E, com base na pesquisa de campo, completada com a CPA (interna), em março e abril de 2013, analisou-se a realidade da pequena IES (Instituições de Ensino Superior), bem como a observação de sua influência no IDH (Índice de Desenvolvimento Humano) local. A pesquisa de campo abordou em conjunto: à aplicação de questionário, aplicação de entrevistas complementares por meio da metodologia CATI (por telefone) e individualmente, a representantes da comunidade local, alunos e ex-alunos da FAIT (Faculdade Aliança); já a Avaliação Institucional foi realizada pelo sistema on-line, através de Web Survey, aos alunos e funcionários da FAIT (Faculdade Aliança). A princípio, buscou-se compreender a realidade e o cenário da avaliação da Educação Superior brasileira no que se refere à pesquisa e a real fase que constitui o estabelecimento da pequena Faculdade, no município e região, instituição de ensino superior localizada na região do Centro Oeste-Goiano. Os resultados realizados na pequena IES-FAIT, ao comparar com a pesquisa apresentada pela ABMEIS (2013) sugerem maior cuidado e apoio a permanência das pequenas IES privadas, nos municípios, que estão instaladas, tendo em vista a importância dessas no IDH (Índice de Desenvolvimento Humano), mesmo diante das dificuldades financeiras que enfrentam. Pois, é nítida a influência das PMIES (Pequena e Média Instituição de Ensino Superior) ao desenvolvimento local e regional, com tendência a aumentar a renda per capita e econômica de cada região, a onde estão instaladas.