L’objectif de cette thèse est d’étudier les discours et les idéologies linguistiques présentes dans l’enseignement du français à l’Université de Moncton, en Acadie du Nouveau-Brunswick (Canada), région francophone minoritaire. A travers les concepts clés que sont les « idéologies », le « discours », les « normes linguistiques », l’objectif est de comprendre quels sont les discours et les idéologies qui circulent dans l’enseignement du français. Quels discours sont légitimes, dominants ? Comment et pourquoi certains deviennent hégémoniques ? Quels enjeux de pouvoir, quels intérêts, des acteurs sociaux (professeurs, étudiants, personnels) révèlent-ils ? Et de quelles idéologies sont-ils les actualisations ? Comment et pourquoi ces idéologies sont investies par ces acteurs, qui en a le bénéfice ? De manière générale, il s’agit d’interroger le rôle de l’enseignement du français dans la construction idéologique : c’est-à-dire quelles idéologies l’enseignement contribue-t-il à construire / diffuser / reproduire ? Il s’agit aussi d’interroger le rapport à la langue des personnes, en regard des changements certes linguistiques, mais aussi économiques, sociaux, politiques.Ces questions ont été investiguées au moyen d’une enquête ethnographique d’un an dans les locaux de l’Université de Moncton. Différentes méthodes de recueil de données ont été mises en place : observation participante (notamment des cours de français obligatoires, qui ont été suivis durant un semestre), entretiens avec les étudiants et les professeurs, collecte de documents et de rapports internes (pour saisir les aspects institutionnels). L’ensemble des données forment un corpus de discours analysé au moyen de l’analyse critique de discours et de l’analyse argumentative de discours. Il s’agit donc d’une démarche interprétative, la mieux à même selon moi, de proposer une vision fine de dynamiques sociolinguistiques complexes.Les analyses révèlent une volonté d’enseigner un français dit standard, forme idéalisée, supposée stable et plus ou moins universelle, ce qui lui confèrerait une importance et une utilité plus grande dans l’espace public. Or, dans le même temps, la conscience aigüe des enjeux identitaires derrière les questions linguistiques impose aux professeurs de traiter la question des vernaculaires, et notamment du chiac. Quelle place leur faire ? Comment les gérer en classe ? En d’autres termes, la présence à la fois d’une idéologie du standard très implantée et de discours liés à la diversité linguistique et à la protection des identités, crée une série de tensions et de négociations qui sont analysées dans cette thèse.Suivant l’orientation que je donne à l’étude des idéologies, ces tensions sont analysées en termes de rapports de pouvoir institutionnalisés et de processus de domination, et vues comme potentiellement créatrices de discriminations et d’inégalités. Ces dynamiques sont observées dans leur rapport avec une situation de minorisation, c’est-à-dire en ce que la minorité (au sens démographique du terme) peut être le résultat de rapports de forces, mais aussi dans sa capacité à en générer d’autres ou à en dissimuler. / The purpose of this thesis is to study the discourses and the linguistic ideologies present in the teaching of French at the Université de Moncton, in New Brunswick’s Acadia (Canada), a francophone minority region. Through the key concepts that are “ideologies”, “discourses” and “linguistic norms”, the aim is to understand what discourses and ideologies are circulating in French teaching. What discourses are legitimate, dominating? How and why do some of them become hegemonic? What stakes, interests, do the social actors reveal (professors, students, and staff)? Of what ideologies are these discourses the actualization? How and why are these ideologies invested by these actors, who benefits from them? In general, it is a matter of questioning the role of French teaching in the construction of ideologies: that is to say what ideologies teaching participates to build / spread / reproduce? Furthermore, the relation of people to language should be questioned, in regards to the changes that are indeed linguistic, but also economic, social, political.These questions have been investigated by a year-long ethnographic inquiry in the premises of the Université de Moncton. Different methods of data gathering were set up: participant observation (especially of the obligatory French courses during a whole semester), interviews with students and professors, collecting documents and internal reports (to grasp the institutional aspects). All these data form a corpus of discourses, analysed using critical discourse analysis and argumentative discourse analysis. It is, then, an interpretative approach, which is in my opinion, the best to offer an accurate view of complex sociolinguistic dynamics.These analyses reveal a willingness to teach a French called “standard”, an idealized form, supposed to be stable and more or less universal, which could grant it an importance and a greater utility in public space. But at the same time, the acute awareness of identity issues behind linguistic subjects requires teachers to address the “vernaculars” issue, especially the Chiac. What place could they have? How to handle them in class? In other words, the presence of both a very implemented standard ideology and discourses about linguistic diversity and the protection of identities, creates a series of tensions and negotiations that are analysed in this thesis.Following the orientation I give to the study of ideologies, these tensions will be analysed in terms of institutionalized power relations and domination processes, and seen as potentially generative of discriminations and inequalities. These dynamics are observed in their link to a situation of minorization. That is to say, the way minority (in its demographic meaning) can be the result of power relations, but also has a capacity to generate or dissimulate other power relations.

abstract: Abstract   Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an attempt to overcome conflict, the researcher introduced an intervention to five grade-level teaching teams at a suburban elementary school where staff had been struggling to develop teams into PLCs. The intervention consisted of training participants in the use of collaborative norms, and then tracking the use of these norms during team meetings, as well as gathering the teachers' perceptions on how their team was being affected by the use of the norms. Seven training sessions were conducted, each devoted to an individual norm such as pausing, putting ideas on the table, or presuming the positive, and so on. A mixed-methods action research model was utilized in gathering and analyzing the data in this study. Qualitative measures included reflection journals completed by the teachers, open-ended survey questions, and written responses in which the teachers described prior to the intervention and again after the intervention how their team: 1. Is like a PLC, 2. Is not like a PLC, and 3. Is becoming like a PLC. Quantitative measures included a survey of team communication that used questions regarding efficacy, conflict, and candor/trust. Quantitative measures also included an instrument developed as part of the System for Multi-Level Observation of Groups (SYMLOG) which is used for recording evidences of values observed in team members. Results demonstrated increases in teachers' perceptions of friendliness among their colleagues, ability to deal with conflict amicably and constructively, and in teachers' perception that they were now being listened to and understood more than they had been previously. Teachers also reported that they came to think of their team as a PLC, and began to perceive that there were benefits with respect to student achievement because they were becoming a PLC. Discussion focused on lessons learned, implications for practice, and implications for research. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2011

Doctor of Philosophy / Department of Hospitality Management / Kevin R. Roberts / In 2015, 902 foodborne illness outbreaks were reported to the Centers for Disease Control and Prevention, resulting in 15,202 illnesses, 950 hospitalizations, and 15 deaths. Previous literature from both survey and observational studies have reported low conformity with the U.S. Food and Drug Administration (FDA) Food Code guidelines. To effectively reduce foodborne illnesses, foodservice managers and food handlers must perform proper food safety behaviors. Therefore, the purpose of this project is to identify and explain the unobserved cognitive processes within food safety behavioral intention. An explanatory sequential mixed methods design was utilized. First, a systematic review and meta-analyses of the existing literature were conducted to quantify statistical power better and summarize the effect sizes with conflicting studies. Then, an in-depth qualitative study was conducted to help explain the statistical results. Using existing observed cognitive variables grounded by the Theory of Planned Behavior, the key idea is that the qualitative inquiry was built on the quantitative results. Thus, the syntheses of both studies help explained the unobserved heterogeneity information. Study 1 included a total of 1,550 studies for screening with 46 records meeting the inclusion criteria for analyses. The overall random effect size (r) was 0.282 (p < 0.001) providing collective evidence that the TPB constructs predict food safety behavioral intention. Subjective norms were noted as the most influencial variable to food safety behavioral intention. Studies with employee motivational constructs tend to show the most positive effect on food safety intention relationships. However, the Theory of Planned Behavior model only explained a combined 22% of total true effect variance. Thus, a considerable amount of the variance (78%) within food safety behavioral intention is still unexplained. Study 2 used an online questionnaire to measure individual-level norms. Open-ended questions (14) helped create qualitative narrative texts for analyses and establishing a demographic profile of the participants. A total of 104 responses from foodservice and restaurant employees were documented for coding. Most participants were female, with a mean age of 36 with an average of about 11 years of foodservice industry experiences. The results indicated that employees are usually not influenced of other managers or coworker’s approval or disapproval of their behavior. Rather, their behavior is guided by an innate motivation for moral consideration and ethical reasoning. The data further indicated that participants experience injunctive (subjective) norms, but more from a retrospective formation, rather than a forward-looking expectance regarding food safety practices. Intrinsic motivation should be an important antecedent to form normative beliefs of food safety-related behaviors. The findings of the study results challenge the previous understanding of path directions regarding normative pressure. Limitations and future studies related to maximize food safety behavioral intentions were discussed.

The purpose of this study was to assess attitudes toward sexting, subjective norms toward sexting, self-esteem levels, sexting behavioral intentions, and sexting behaviors (i.e. sending, posting, or sharing/forwarding sexually suggestive messages, nude/semi-nude pictures/videos, or both) among selected undergraduate students and also to determine relationships among attitudes toward sexting, subjective norms toward sexting, self-esteem levels, sexting behavioral intentions, and sexting behaviors. Results of this study showed statistically significant differences in sexting behaviors among demographic variables gender, current relationship status, lifetime sexual partners and current sexual partners. Nearly 700 (n=697) surveys were completed from selected undergraduate students during the spring semester of 2011. According to the findings, there was statistically significant positive relationship between attitudes toward sexting, subjective norms toward sexting, sexting behavioral intentions, and sexting behaviors. Also, attitudes toward sexting, subjective norms toward sexting, and sexting behavioral intentions were found to predict lifetime sexting behaviors, with behavioral intentions as the strongest predictor sexting behaviors. For non-sexters, there was statistically significant positive relationship between attitudes toward sexting, subjective norms toward sexting, and sexting behavioral intentions. Attitudes and subjective norms toward sexting are both found to be predictors of behavioral intentions to sext for lifetime and current non-sexters, with attitudes toward sexting being the strongest predictor of sexting behavioral intentions. Future research on sexting should go even further in depth to help explain reasons for sexting as well as reasons for not sexting. Also, future research should explore the benefits of sexting among consensual adults, paying particular attention to how sexting is used for sexual communication and sexual assertiveness. Recommendations for the profession of health education and health educators focused on preventing negative consequences of underage sexting, and promoting the benefits of sexting among consenting adults in relationships with mutual respect for each other.

During the past decade, a significant change in use of force norms took place within the United Nations Security Council (UNSC). The United Nations (UN) is founded on a collective security agreement, which gives the UNSC the power to authorize the use of force to protect UN member-states. The UN Charter explicitly provides the UNSC with a mandate to keep peace between states, not within them. In 2006, however, the UNSC unanimously adopted the "Responsibility to Protect" (R2P) doctrine, which expanded what I call the UNSC's circle of protection to include "human protection." Further, in exceptional circumstances, R2P gives the UNSC the power to authorize the use of force in a country without the consent of its government. Many UNSC members initially resisted institutionalizing R2P, especially those with contested territory and a history of foreign intervention, such as China. This dissertation attempts to explain how and why this change in use of force norms developed. I argue this macro-level change was principally due to two often overlooked factors: an epistemic community pushing the Council to become more empathetic and altruistic, and Council members wanting to gain social status. In order to adequately explain the development of R2P you must explain the significant role the epistemic community played. And to adequately explain the significance of the epistemic community you must explain the significant role empathy played. Further, to sufficiently explain the UNSC's decision to adopt R2P you must explain the significance of China's acceptance. And to sufficiently explain China's acceptance you must explain the significant role status-seeking played. Explanations for the adoption of R2P that do not acknowledge the significant role of empathy and social influence are incomplete and insufficient. Although others have argued emotion and social influence are important causal variables in international relations, few offer specific mechanisms or micro-processes demonstrating how these factors work. This dissertation attempts to fill this gap. The implications are that empathy and status-seeking matter far more to international relations than many suggest.

In most epidemiological studies, one in every five children and adolescents are said to display Emotional and Behavioural Difficulties (EDB), with greater risk of school and wider social exclusion (Brauner & Stephens 2006; Costello, Egger & Angold 2005). Although no formal statistics are currently available with regards EBD in Brunei, there was a formal report stating that quite a number of young people are now being referred to professionals for assistance and support for EBD. There is currently no assessment tool for EBD in Brunei and no ‘Brunei Malay’ translation for most of the Western design measures. Although some of these measures have Malay translations, it was formally back-to-back translated among professionals from Malaysia, who are known to speak slightly different standard Malay language than those Malays who reside in Brunei. Despite the differences in some technical language, Malays in Brunei and Malaysia share a very similar culture and geography. The aim of this study was twofold, to explore the responses of parents, teachers and adolescents in Brunei using the translation of the Western designed assessment tool for EBD as well as to determine how useful the original subscales of those measures are in reporting problems associated with EBD in Brunei Darussalam, a Malay speaking country based in the South East Asian region. A single phase cross sectional survey of 11-16 year-old adolescents attending mainstream public (i.e. government) schools in Brunei was carried out. Responses of parents and teachers were measured using the Strength and Difficulties Questionnaires (SDQ) and a subsample of the participants received a second copy of Child Behaviour Checklist (CBCL) and Teacher Report Form (TRF) of Achenbach measures. Responses from adolescents were measured using the Youth Self Report (YSR) of Achenbach measure. In total, responses were obtained from 396 parent version SDQ and 92 parent version of CBCL; 329 teacher version of SDQ and 71 teacher version of TRF; and 282 adolescent Youth Self Report (YSR) were obtained for analyses. Results indicated that there are some differences in the three different groups of respondents in Brunei in relation to the identification of EBD and that this differed somewhat from Western population studies. It is suggested that this may be due to differences in interpreting behavioural norms and that this might be linked to cultural differences. It was found that the YSR did not produce factor structure like that of the original study and this might indicate necessary refinement to ensure better fit as revealed by the psychometric analyses. Teachers’ responses to the SDQ items were more similar to those of teachers in other evaluation of the SDQ, whilst parents differed more in their responses when compared to those of Western respondents. Despite the clear differences in their responses when describing EBD using these Western measures, exploration of other statistical tests offered some possible reasons for continuing using the measures to report the prevalence of the problems. Previous studies have also highlighted some critical insights into the use of the measures in other cultures, which are discussed in the finding of this study. Some age and gender differences also appeared in responses, and there were a tendency for parents and adolescents in Brunei to report higher Total Difficulties Score (TDS) among girls than boys. The cut-off scores that were adjusted based on the criteria advocated by the founder of these measures indicated slight differences in the level of point describing the clinical range. This again served to highlight the possible cultural behavioural expectation that varies from one country to another. This exploratory study suggests that reporting a prevalence rate of a given culture using a measure that was designed elsewhere might pose risk of wrongly describing problems of a particular nature without investigating the way in which it has been understood by the respondent. The study stresses that it is important to understand cultural determinants of respondents when reporting EBD of adolescents and points out the necessity of planning and networking across social context to meet young people mental health needs.

Jus cogens is a mysterious body of international law. It comprises legal standards which are thought to be superior to those in ordinary international law, namely, international treaties, customary international law, and general principles of law. The title of this study 'Conflicts with Jus Cogens in International Lawa' condenses its main aims. The study examines conflict-situations between jus cogens rules and rules of ordinary international law. The study is divided into four Parts. Part I clarifies what jus cogens status means and how jus cogens rules are made. Part II analyses some of the different ways in which legal rules come into conflict with each other. I seek to push the boundaries of our understanding of legal conflict, and I also construct a typology of legal conflict. In Part III, I apply the analysis of conflict in Part II to the jus cogens context by identifying and classifying situations where rules of ordinary international conflict with jus cogens rules. Finally, Part IV explores the consequences of the conflicts with jus cogens which were identified in Part III. What we see is that the consequences of these conflicts are varied. Most strikingly, however, we find that in some cases jus cogens rules are being defeated by rules of ordinary international law. This challenges the orthodox thinking that jus cogens rules are straightforwardly superior to ordinary international law, in the sense that they always prevail in conflict-situations. But while the conclusion of the study may seem radical, it is informed by theoretical writing about law and about how rules conflict. Ultimately, the study seeks to improve our understanding of jus cogens rules in international law, as well as the more general problem of how legal rules conflict with each other.

[pt] Este trabalho tem como objetivo valorizar o paratexto como espaço de visibilidade do tradutor. Baseia-se na abordagem teórica dos estudos descritivos da tradução, com especial ênfase no conceito de normas tradutórias elaborado por Gideon Toury. A partir do estudo das normas, pode-se compreender e explicar o comportamento do tradutor e as diretrizes que regeram sua tarefa, o que torna especialmente visível o processo de mediação e o agente mediador. Segundo Toury, as normas tradutórias podem ser depreendidas a partir de duas fontes: a tradução em si e as formulações semiteóricas de tradutores, editores ou críticos. Para este estudo, selecionou-se um corpus constituído de prefácios, posfácios, introduções e notas do tradutor, que se insere nesse segundo tipo de fonte. Ao analisar o discurso do tradutor, procurando explicitar as normas que regeram seu trabalho, esta pesquisa contrapõe-se à defesa feita pelo teórico norte-americano Lawrence Venuti da estratégia estrangeirizadora que implica uma escrita de resistência ao texto fluente como forma de promover a visibilidade do tradutor. Levando-se em conta que, no Brasil de hoje, a fluência é a marca por excelência de uma boa tradução, constituindo não somente uma expectativa por parte dos leitores como um requisito por parte das editoras, propõe-se que o tradutor se torne visível no paratexto e, não, por meio de intervenções explícitas no texto traduzido, destacando que ambientes culturais diferentes requerem abordagens diferentes, e que teorias desenvolvidas em um dado sistema não devem ser aplicadas em outros sistemas sem os devidos ajustes aos respectivos contextos. / [en] The purpose of this dissertation is to stress the role of the paratext as a space of visibility for the translator. The study is based on the theoretical approach of Descriptive Translation Studies, emphasizing the concept of translation norms developed by Gideon Toury. From the study of norms, it is possible to understand and explain the translators’ behavior and the guidelines that govern their tasks, which makes the process of mediation as well as the agent of this mediation especially visible. According to Toury, translation norms may be reconstructed from two major sources: the translated texts themselves and the semi-theoretical and critical formulations made by translators, editors and publishers. From the second of these sources, a corpus comprised of translators’ prefaces, introductions and notes was selected. The analysis of the translators’ discourses aims at reconstructing the norms that govern their tasks. Lawrence Venuti has argued that the translator disappears behind a fluent text that erases the foreignness of the original text. Accordingly, he proposes an approach to translation that resists fluency, stylistic and idiomatic norms as a way of promoting the translators’ visibility. In contrast, the present study argues that it is in the paratext, rather than in the translated text itself, that the translator may become visible in society. This study seeks also to show that different cultures require different approaches and that theories developed in a particular system should not be applied to other systems without the proper adjustments to their specific contexts.

With growing hostilities towards the Ummah (Muslim global community and Diaspora) in Western countries and the fear of Sharia laws, the socialization of international human rights norms within religious institutions, makes for a timely case study. Specifically, this dissertation project aims to capture the process of norm transformation at the grassroots level by investigating the religious, cultural, and social encounter between Islam and the West by interviewing Shia women at a local mosque in Florida. Critical constructivism, post-colonial feminism, and qualitative interpretive methods, are used to address the following: how practicing Shia women are navigating between competing liberal gender equality and traditional Islamic gender complementarity norms in regards to women’s rights and status in society? How are they self-identifying themselves and consciously picking and choosing what gender norms to follow and practice and teach the next generation? Finally, as “norm entrepreneurs,” how are these Shia women creating an alternative path which is neither purely liberal nor Islamic? It is argued that Islam is not a homogeneous religion and that Shia women are actively researching, self-reflecting, questioning, and proposing a new approach to Islamic gender norms. This dissertation seeks to show that these empowered Shia women are willfully paving a new path for more progressive Islamic gender norms centered on gender justice rather than gender equality which is still closely in line with the spirit of CEDAW, the Convention on the Elimination of All Forms Discrimination against women. To improve the power dynamics of the global system which is bias in favor Western liberal norms, more focus should be put on why countries and people may oppose or challenge such norms. As such, progressive Muslims need to have their voices heard within international human rights discourses.

The use of private military and security companies (PMSC) by state governments has raised many questions regarding the role of the private security industry (PSI) in conflict. This use of PMSCs by states has resulted in much debate in the public and academic spheres (Avant 2005, Dunigan 2011, Kinsey 2006, Leander 2005, Singer 2008). The PSI and PMSCs are altering the international system of norms and redefining what it means to be secure and make war. States are no longer the only entity in the international system with security needs. Intergovernmental organizations (IGOs), non-governmental organizations (NGOs) and multinational corporations (MNCs) also purchase security services provided by PMSCs. With the ever-growing presence of PMSCs in conflicts, peacekeeping, and humanitarianism, the legitimization of PMSCs is vital for their missions to succeed. Furthermore, companies that operate at the international level as well as their clients have vested interests in changing their image from ‘mercenaries’ and ‘dogs of war’ to ‘private warriors’ and ‘legitimate soldiers’. This dissertation addresses why and how PMSCs seek legitimacy in the international system. I argue that PMSCs desire and need legitimacy to justify their existence and support the claim that their actions are desirable, proper, lawful, and just because they follow a socially constructed system of norms. My dissertation builds on private security literature by drawing on constructivist approaches to norms and legitimacy and employing discourse analysis. Through my analysis, I identify rebranding and self-regulation as measures taken by PMSCs and the PSI to build and solidify the perception of legitimate security providers. PMSCs and the PSI developed their own discourse through the creation and implementation of the Montreux Document, International Code of Conduct for Private Security Service Providers (ICoC), and the ICoC Association to counter the negative perceptions created by media coverage and controversial incidents involving PMSC personnel. The rebranding and self-regulation efforts of PMSCs and the PSI supports the argument that they need and desire legitimacy. Without legitimacy and a shift in perception, the actions of PMSCs and their contractors will always be questioned and full integration into the state and international security apparatus will remain out of reach.