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Suite à l’élection d’Hugo Chávez Frías à la présidence de la République du Venezuela en 1998, une nouvelle Constitution a été adoptée démocratiquement et un processus de réformes des institutions a été mis en marche. Dans la présente thèse, nous nous intéressons aux changements survenus dans le domaine de l’éducation depuis 1998 au sein de la « République Bolivarienne du Venezuela », l’objectif étant de déterminer par une approche multidisciplinaire si, dans quelle mesure et dans quelles conditions les politiques éducatives des gouvernements dirigés par Hugo Chávez s’inscrivent dans le projet politique global de la Révolution Bolivarienne, pensée comme un processus de transformation de la société vénézuélienne. Dans un premier temps, nous analysons le contexte sociopolitique dans lequel sont réalisées les réformes éducatives. Puis, dans un second temps, nous étudions l’évolution des cadres constitutionnels, légaux et administratifs du dit système au cours des douze dernières années, après avoir effectué un bilan de sa situation en 1998. Enfin, dans un troisième chapitre, nous analysons de quelle façon les principes et les pratiques pédagogiques de l’éducation « bolivarienne » sont conçus comme des facteurs décisifs en vue de l’accomplissement du projet politique en cours / After Hugo Chávez election as president of the Republic of Venezuela in 1998, a new Constitution was democratically adopted and a reforming process of the institutions begun. In this PhD, we study the changes that overcame in the field of education in the “Bolivarian Republic of Venezuela” since 1998. The purpose is to determine through a multidisciplinarymethod if, how much and in what conditions the educational politics of the governments ruled by Hugo Chávez follow the global political project of the Bolivarian Revolution, which is thought about as a transforming process of the Venezuelan society. First, we analyze the sociopolitical context in which are realized the educational reforms. Afterward, in thesecond chapter, we study the evolution of the constitutional, legal and administrative frames of this system during the last twelve years, after reminding its situation in 1998. Then, in the third chapter, we analyze how the pedagogical principles and practices of the “bolivarian” education are seen as decisive factors in order to accomplish the ongoing political project

L'alchimie conceptuelle est une tentative méthodologique de lier deux substances conceptuelles qui paraissent distinctes au premier abord. D'un côté, l'économie participative, un système économie alternatif au capitalisme qui se fonde sur la socialisation des moyens de production et l'autogestion. De l'autre, le matérialisme hédoniste, une proposition éthique qui propose d'en finir avec l'idéal ascétique qui ronge la civilisation occidentale. L'alchimie conceptuelle prend les concepts pour des objets et tente de les transformer en les mettant en contact avec d'autres objets. On utilise ici l'éthique, le capitalisme, l'écologie sociale de Bookchin et l'existentialiste marxiste d'André Gorz. Au contraire de ce qu'on pourrait penser, il s'agit d'une tentative très concrète (mais plus ou moins réussi, on en convient) menée par un praticien qui souhaite venir à bout de certains mélanges dans le but de mieux comprendre ce qu'il fait. La conclusion témoigne de cette volonté de concevoir une praxis existentielle.

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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Social Science Education at the University Of Zululand, South Africa, 2016 / Participative management increasingly gained momentum in the management of public institutions, such as schools after the 1994 democratic elections held in South Africa. The democratic values enshrined in the Constitution of the Republic of South Africa Act 108 of 1996 seemed to be critical in the management of schools, since they created the basis for staff participation in decision making. In this study the researcher investigates participative management practices at various secondary schools in the Uthungulu district of KwaZulu-Natal province in South Africa. The objectives of the study were to: To find out conditions which make participative management appropriate in secondary school; To determine the management development needs of school managers; To examine the factors which inhibit participative management in secondary schools, and To establish models which promote participative management in secondary schools. This investigation was undertaken to find out conditions which make participative management appropriate in secondary schools, and to examine the factors that inhibit participative management in secondary schools. The mixed method approach (qualitative and quantitative) was used in this study to collect data from principals and heads of departments in the Uthungulu district. The empirical study based on the findings of questionnaires and interviews confirmed that there is a need for vigorous and ongoing management development programmes for school management teams and that participative management is not a way of life in some secondary schools in the Uthungulu district. The main recommendations of this study included the need for the Department of Education to develop and strengthen organisational cultures which favour participative management practices, and to establish clear organisational structures which allow for staff participative management practices.

This dissertation contains two essays focusing on how Self and Competitor Expertise influence valuation both during and post-auction. The first essay, "Competitor Expertise: Influences on bidding behavior and post-auction values in ascending auctions," considers how a bidder's perception of competitors' expertise types and levels influences valuation both during (bid level), after (WTP/WTA), and over time (∆WTP/∆WTA). Generally, I find that despite normative predictions regarding bidding behavior in a competitive auction environment, bidders tend to bid higher and maintain higher post-auction valuations when competing against experts in the product domain, although not amateurs or experts in other domains (e.g., auction bidding strategies). Post-auction valuation patterns further depended on Auction Outcome. The second essay, "Assessed Self-Expertise: Influences on Bidding Behavior and Post-Auction Values Against Competitors of Varying Expertise Levels," extends our investigation to consider how a bidder's perception of their own expertise type and level also influences valuation both during and post-auction. Broadly, I find additional support that bidders post higher valuations both during and post-auction when competing against Experts vs. Amateurs, but that this behavior is primarily driven by bidders who assess themselves as Experts and further depends on Auction Outcome. / Doctor of Philosophy / This dissertation contains two essays that consider the influence of how one's own type and level of expertise (Self-Expertise) as well as one's perception of their competitors' expertise (Competitor Expertise) influence bidding behavior and post-auction product valuation. In the first essay, "Competitor Expertise: Influences on bidding behavior and post-auction values in ascending auctions," the issue of how bidders perceive Competitor Expertise levels is considered. Generally, bidders tend to bid higher and maintain higher post-auction valuations when competing against experts with expertise in the product category. Post-auction valuations and their durability further depend on whether bidders win or lose the auction. In the second essay, "Assessed Self-Expertise: Influences on Bidding Behavior and Post-Auction Values Against Competitors of Varying Expertise Levels," the issue of how one's self-assessment of their own type and level of expertise is further considered. Broadly, bidders tend to post higher valuations when they assess themselves as experts in the product category. Interestingly, this effect is largely driven by experts competing against other experts, although this also further depends on whether bidders won or lost.

Notre travail de recherche essaie de répondre à la problématique suivante : « En quoi une approche sociodidactique peut-elle éclairer les interactions verbales en classe de langue, dans une tâche collaborative ? ». Il veut souligner l’importance de mettre en valeur des pratiques langagières sociales des apprenants dans une situation didactique. Pour cette approche typiquement sociodidactique et à travers un corpus complexe composé d’interactions verbales enregistrées dans la société et la classe algérienne, nous mettons en comparaison des tâches collaboratives sociales, des interactions-cours ordinaires et des tâches collaboratives scolaires réalisées par des apprenants de français de 4ème année moyenne en Algérie, du point de vue des actes de langage, des interactions, des rôles discursifs assumés par les acteurs. Notre étude voudrait montrer que des habitudes linguistiques et culturelles manifestées par les apprenants durant une activité qui relève de la pédagogie participative sont ancrées dans leurs pratiques sociales et populaires. Ces habitus seraient les indices d’une compétence acquise hors de la classe dans leur vie sociale et formeraient ainsi des moyens importants pour développer des compétences linguistiques et communicatives en langue cible. / Through our research, we have tried to answer the following question : "How can a sociodidactic approach enlighten verbal interactions, in a collaborative task, during the class of language ? ". It wants to emphasize the importance of highlighting the social language practices of learners in a didactic situation. Our complex corpus, composed of verbal interactions recorded in the Algerian society and in Algerian classrooms, has been analyzed through a typically sociodidactic approach : we compare social collaborative tasks, ordinary interactions and collaborative school tasks, carried out by 4th AM French learners in Algeria, from the point of view of speech acts, interactions, discursive roles.Our study should have shown that language and cultural habits, exhibited by learners during a participative pedagogy activity, are rooted in their social and popular practices. These habitus which are competences acquired out of the class, in their social life, should thus form important means to develop linguistic and communicative skills in the target language.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Student Number : 0392307 PhD thesis Faculty of Science / In this study I explore concepts of relevant science, curriculum and development through participation and engagement with two schools and their community in the rural area of Chibini in Kwa-Zulu Natal. During a three-year involvement a research team, students, teachers, parents and farmers, supported by traditional leaders and NGO1s, developed a communitybased science curriculum. Amongst urgent concerns for health care, employment, traditional values – even survival, profound lessons in understandings of appropriate science, practical skills-development and ubuntu emerged. Western conventions of frameworks, protocols, goals, identity, even ways of researching are challenged through engaged transformation. Relevant science has parallels with relevant research in its purposes and processes of contributing to both knowledge and community well-being. The research drew upon interdisciplinary pedagogy as well as interdisciplinary methodological paradigms, moving from learner-centred education to communitycentred education and from the research paradigm of mindful inquiry to ubuntu. Rural communities can benefit from community-centred, project-based learning which contributes to immediate needs, draws on community strengths and is centred in ubuntu. Rural communities, in turn, have valuable contributions to make to science education transformation. This study formed part of a collaborative project: ‘Human Rights, Democracy, and Social Justice: Science and Mathematics Literacy in Disadvantaged Communities’ led from the Centre for Educational Research, Evaluation and Policy, University of Kwa-Zulu Natal, Durban, South Africa.

In recent years, the progress of medical care has increased the longevity much. Hence, the aged people hold a growing proportion of total population in developed countries. Besides, people in Taiwan have more spare time because the authority regulates workers in Taiwan own two holidays per week. And under such trend, people put sports recreation and health care at a premium. Among a lot of sports that aged people engage in, Tai Chi Chuan is considered to benefit our health. At this moment, over 100 countries have established Tai Chi Chuan associations and some activities of them call more than 10 thousand people to participate in. However, most of present researches just focus on the advantages that Tai Chi Chuan do for physical and mental functions. But there is still in lack of research about their participative motives. Hence, this research is making efforts to find out the primary motives that influence the silver-haired people to participate in Tai Chi Chuan, and then separate the aged people into different groups by their motives. And the promoters will be able to work out their marketing strategy toward these aged participants. About the research methods, this research adopts in-depth interview first. By abundant experience of Tai Chi Chuan masters, the participative motives of their students and the features of Tai Chi Chuan are found out. Later, through a focus group interview, the motives of Tai Chi Chuan participants are also discussed. Then, these found motives are used to make the questionnaire. Because of lack of member book of the participants the questionnaires are distributed on a convenient basis. In the research, 380 questionnaires are distributed to silver-haired participants who are over 50 years old. 280 questionnaires are received and the valid samples attain to 259. After factor analysis, five factors are extracted, including ¡§Extrinsic behavior and identity¡¨, ¡§Improving physical and mental health¡¨, ¡§Pursuit of Tai Chi Chuan philosophy and skills¡¨, ¡§Recreation, escape from pressure, and making friends¡¨, ¡§Longevity and soul inspiration¡¨, and ¡§Body shaping¡¨. And then according to cluster analysis, three groups are separated on the basis of the five factors. Each of them is named ¡§Pursuit of extrinsic identity¡¨, ¡§Pursuit of soul inspiration and mental health¡¨, and ¡§Pursuit of balanced physical and mental health¡¨. Finally, by Chi-square test and ANOVA analysis, this research discovers that the average years of practice is significant related to ¡§Extrinsic behavior and identity¡¨, ¡§Improving physical and mental health¡¨, ¡§Longevity and soul inspiration¡¨. Therefore, promoters can find the needs of the silver-haired Tai Chi Chuan participants by these chief motives and design unique activities for each segment to make their promotion more effective.