Selon l’UNESCO (2006), la démarche d’éducation inclusive consiste à chercher comment transformer les systèmes éducatifs et autres cadres d’apprentissage pour les adapter à la diversité des apprenants. Prendre en compte une telle diversité implique également de se préoccuper de la diversité des enseignants qui accompagnent les élèves. Il est dès lors nécessaire de prendre en considération leurs habitudes, leur identité et considérer que, face à toute modification de leur milieu, la question de la réflexivité comme celles des tensions existentielles ne peuvent être négligées. Dans le cadre de ce travail, nous avons proposé à 35 enseignants volontaires une formation en Process Communication leur permettant de découvrir les caractéristiques-clés de chaque type de personnalité ainsi que les canaux de communication à privilégier pour établir des relations constructives et efficaces. Au terme de cette formation et d’un accompagnement ultérieur des enseignants, nous avons mesuré l’impact de notre approche sur leurs représentations pédagogiques et l’intérêt d’une telle dynamique sur une transformation éventuelle du cadre éducatif. Il ressort de cette recherche qu’une telle formation semble faire évoluer les pratiques sur les plans relationnel et communicationnel mais que les changements au niveau pédagogique en sont encore à leurs balbutiements. Quant à l’impact au niveau du cadre éducatif, nous ne pouvons rien observer tant le manque de stabilité des équipes pédagogiques est flagrant. Nous sommes toutefois convaincu qu’il est possible de tendre vers les objectifs envisagés si un travail en co-construction avec les enseignants se poursuivait au-delà de cette recherche. A cette fin, des propositions ont été suggérées au terme de notre étude. / According to UNESCO (2006), the approach of inclusive education is about transforming educational systems and learning environments to adapt them to learner diversity. To take this diversity into account also means considering the diversity of the teachers who follow these pupils. It is thus necessary to take their habits and identity into account, and to understand that, when confronted to changes in their environment, reflexivity and existential tensions cannot be dismissed. Within the framework of this study, we offered a Process Communication training to 35 voluntary teachers to introduce them to the key features of each personality type and the preferred communication channels to build constructive and efficient relationships. After this training and after subsequent assistance to the teachers, we measured the impact of our approach on their educational representations and the relevance of such a process on the potential transformation of the learning environment. What emerges of this study is that such a training seems to bring about some change in relationship and communication practices but changes at educational level are only beginning. Concerning the impact on the learning environment, we can’t draw any conclusion given the fact that educational teams are far from stable. However, we are convinced that the considered purposes are achievable if the « coconstruction » work with teachers continues beyond this study. In this respect, we have formulated suggestions at the end of our study.

This is an analysis of how the Swedish newspapers Dagens Nyheter and Aftonbladet and the English newspapers The Independent and The Guardian reported about the sexual molestation and rape charges that were alleged against the Wikileaks founder Julian Assange in August 2010. Through a critical discourse analysis, a theme- and proposition analysis and a process analysis this paper aims to investigate how the above mentioned newspapers create reality in their articles. The purpose is to shed light upon with what means the journalists through the inherited structures of the newspaper illustrate actions and events, how they let other people get visible in the text and who is described as responsible for current events.    The results of the analysis shows that Aftonbladet uses a relatively large amount of propositions and speech cues to create an image of the reality that is almost explicitly angled. Dagens Nyheter and The Independent claims a higher degree of objectivity and through micro themes with different perspectives and few explicit statements they create a reality with plenty of room for the reader to make her own conclusions. The Guardian creates an image of the world where the Wikileaks is a great force of democracy and where actions are performed by humans as well as by objects and organizations.

When we compare the grammatical structure of texts in French and Swedish, we notice important differences. The aim of this essay is to make a contrastive analysis on a French economic text which we have translated into Swedish. We focus on what types of French constituents we can find that correspond to Swedish subordinate clauses of different types. We are also interested in examining the French subordinate clauses to see how they have been translated into Swedish.

The present work has the purpose of analyzing texwork propositions in 5 classrooms of the first grade in five different town government supported elementary schools in the city of Maceio, Alagoas State. In order to accomplish the study it were considered proposed themes suggested in five portuguese language textbooks officially adopted by the institutions and other didatical materials used by the teachers. The procedure and methods used for the data gathering, concerning the quality approach, consisted in the observation of language teaching classrooms, remarking in the researcher´s diary, and the collection and digitallyzing of manuscripts found in the student´s notebooks. We realized that the teachers do very little use of the adopted texbooks, and it wasn´t found any texwork propositions which has had reference to the didatical materials. We could also observe that this default reveals itself not only in the teachers but also the school cordinators, they either don´t know about or don´t regard in their practice the educational policies(federal and local) about classrooms textworks concerns . Which means, the two identified propositions of textworks don´t remind, at the least, the writing process and it´s interaction appeal, in comunication and social concerns. Besides, there weren´t any planning by the teachers, that, in proposing to the students those themes, they seemed to do it just for time class fulfillment. By the end, this study comes to realize that almost there weren´t textwork propositions in those classes ; which indicates a deep disconcern amongst those suggested textwork propositions found in the adopted Portuguese language textbooks that, besides their differences, are developed according to oficially estabilshed criteria and the ones brought by the teachers to the classroom. / Este trabalho teve como objetivo analisar as propostas de produção de textos em cinco salas de aula de 1ª série do Ensino Fundamental de cinco escolas da Rede Municipal de Ensino de Maceió, estado de Alagoas. Para a efetivação dessa análise foram consideradas as propostas de produção sugeridas por cinco livros didáticos de português adotados oficialmente pela instituição e outros materiais didáticos usados pelos professores. O procedimento metodológico utilizado para a coleta dos dados consistiu na abordagem qualitativa, mediante a observação de aulas de ensino de língua, fazendo-se o registro em diário de campo, e o recolhimento e digitalização dos manuscritos escolares encontrados nos cadernos dos alunos. Pudemos constatar que os docentes fazem muito pouco uso do livro didático adotado, e não foi encontrada nenhuma proposta de produção de texto que tenha tido como referência didática as orientações desse material. Também se observou que essa ausência revela que, tanto as professoras quanto as coordenadoras pedagógicas, desconhecem ou não consideram em sua prática as diretrizes curriculares (federal e municipal) sobre o trabalho com produção de texto em sala de aula, ou seja, as duas propostas de produção textual identificadas não respeitaram, minimamente, o processo de escritura e sua dinâmica interacional, comunicativa e social. Além disso, não houve qualquer tipo de planejamento por parte das professoras, que, ao proporem aos alunos aquelas produções, usaram-nas como forma de preenchimento do tempo didático do aluno. Por fim, esse estudo concluiu que praticamente não foram realizadas propostas de produção de texto nessas séries; fator que indicia um hiato profundo entre aquelas propostas de produção sugeridas pelos livros didáticos de português adotados que, apesar de suas diferenças, são elaborados segundo critérios estabelecidos oficialmente e o que o professor faz em sala de aula.

This research report aims at analyzing which ontological trends are subjacent to the pedagogical theories and propositions of School Physical Education. The dialectic historical materialism is our basis, as we understand that the immanent categorical complex to these philosophy and theory of knowledge allows us to radically comprehend our case study. Our empirical source was the scientific knowledge production (theses, dissertations, articles and books) related to LEPEL Network, as we depart from the assumption that this knowledge production gives us the necessary theoretical elements to carry out the ontological criticism of the pedagogical theories and propositions of Physical Education. Considering the ―noticed absence‖ of Physical education studies based on the Marxian-Lukacsian ontology, it is necessary to contribute to the debate which has as the underlying core the onto-historical criticism of the individuality formation due to the capitalist sociability, which is strongly based on the exploration of men by men, resulting foremost on the overrating of the surplus value. We have raised the hypothesis that, predominantly, the pedagogical theories and propositions of School Physical Education do not propose ways to appropriation of generic objectivism which may go beyond the immediatism of the student. Thus, the pedagogical praxis is emptied of its essential function, which is to mediate the development of superior psychological functions of the student, taking him/her to the dialectic comprehension of his/her concrete reality. Probably, this is the result of the work with the School Physical Education knowledge, which is structured upon idealistic ontological principles impermeable to the social-historical determinations. Through the analysis of empirical sources, mediated by the philosophical-scientific instruments present on the works of Marx and Lukacs, we reinforce our hypothesis as well as point out to the historical need for the pedagogical theories and proposition to depart from ontological principles aiming at guiding the pedagogical praxis of Physical Education teachers by the way of the perspective of formation of the thing-in-itself individuality. This research report has as teleological horizon the historical socialist project due to the ongoing process of fetishization of human individuality and generality as well as ―schizophrenization of the real‖, mediated by the capitalist sociability. / O presente relatório de pesquisa tem como finalidade analisar que tendências ontológicas subjazem às teorias e proposições pedagógicas da Educação Física Escolar. O materialismo histórico dialético é a nossa base explicativa por entendermos que o complexo categorial imanente a esta filosofia e teoria do conhecimento nos permite apreender radicalmente o nosso objeto de estudo. As nossas fontes empíricas foram as produções de conhecimento científico (dissertações, teses, artigos e livros) engendradas pela Rede LEPEL, pois partimos do pressuposto que essas produções de conhecimento nos fornece elementos teóricos necessários para realizarmos a crítica ontológica das teorias e proposições pedagógicas da Educação Física. Tendo em vista a ―ausência sentida‖ de estudos na Educação Física balizada pela ontologia marxiana-lukacsiana, faz-se necessário contribuir para o debate que tem como pano de fundo a crítica onto-histórica da formação da individualidade mediada pela sociabilidade capitalista, que tem como pedra angular a exploração do homem pelo homem, cuja expressão resultante é a superexploração da mais-valia. Levantamos a hipótese que, predominantemente, as teorias e proposições pedagógicas da Educação Física Escolar não propõem formas de apropriações das objetivações genéricas que possam ir além da imediaticidade do aluno. Sendo assim, a práxis pedagógica é esvaziada de sua função precípua que é mediar o desenvolvimento das funções psicológicas superiores do educando, levando-o à compreensão dialética da realidade concreta em que se encontra. Provavelmente, isto é resultado do trato com o conhecimento escolar da Educação Física que é estruturado a partir de princípios ontológicos idealistas impermeáveis às determinações sócio-históricas do ser social. Através da análise das fontes empíricas, mediada pelo instrumental filosófico-científico presente nas obras marxianas e lukacsianas, reiteramos nossa hipótese, mas também, apontamos para a necessidade histórica das teorias e proposições pedagógicas partirem de princípios ontológicos mediadores na direção de orientar a práxis pedagógica dos professores de Educação Física por dentro da perspectiva da formação da individualidade para-si. Este relatório de pesquisa tem como horizonte teleológico o projeto histórico socialista devido ao processo em curso de fetichização da individualidade e genericidade humana, bem como da ―esquisofrenização do real‖, mediada pela sociabilidade capitalista.

Os mapas conceituais (MCs) são úteis para representar o conhecimento e promover a aprendizagem significativa, porém recentes trabalhos na literatura apontam que não estão sendo plenamente explorados, pois raramente são utilizados para representar o conhecimento diversificando as proposições. As proposições são unidades fundamentais de conhecimento nos mapas conceituais (MCs). Diferentes mapeadores podem responder a mesma pergunta focal realizando diferentes conexões e relacionando os conceitos de formas diferentes para representar o conhecimento. A proposta do trabalho consiste na elaboração de uma análise de proposições (n=1455) presentes em MCs (n= 104) coletados na disciplina Ciências da Natureza (EACH-USP/Leste) em 2009, durante o período da primeira (MC5) e terceira avaliação (MC15). A análise proposicional proposta utilizou-se de um esquema taxonômico para classificação de proposições estáticas e dinâmicas em seis categorias. As proposições estáticas representam o conhecimento com definições e classificações, enquanto que as proposições dinâmicas expressam relações de ação, influência, dependência, interdependência funcional, proporcionalidade e causa e efeito entre os conceitos. O número de proposições por categoria passou por métodos de estatística descritiva, para mostrar os parâmetros estatísticos como, média, mediana, quartil inferior, quartil superior, mínimo da amostra, e máximo da amostra para descrever cada uma das seis variáveis consideradas na análise proposicional proposta neste trabalho. A comparação dos valores médios de cada categoria para análise proposicional das avaliações MC5 com os valores médios de cada categoria das avaliações MC15 foi feita utilizando-se o teste-t. O método de estatística exploratória multivariada foi empregado para realizar análise hierárquica de agrupamentos (HCA) a fim de observar possíveis tendências entre os alunos e/ou categorias. A HCA agrupou as seis categorias de proposições propostas por este trabalho, sendo que em MC15 houve uma maior distribuição dos tipos de proposições entre as categorias dinâmicas. A HCA formou três agrupamentos para ambas as avaliações e, ainda que tendências dos agrupamentos tenham se mantido, houve um aumento do número total de proposições, sendo que mais de 60% dos alunos optaram pelas proposições dinâmicas, comprovando a eficácia dos estímulos fornecidos nas avaliações. Os resultados apontam para a necessidade da utilização da análise proposicional no mapeamento conceitual para diversificar formas de representação do conhecimento, ou seja, que não sejam somente com o objetivo de descrever, definir e classificar conceitos, mas que sejam utilizadas para incentivar relações conceituais de ação, influência, dependência, proporcionalidade, interdependência funcional e causa e efeito. / The concept maps (CMs) are useful for representing knowledge and promote meaningful learning, but recent studies in the literature indicate that they are not being fully exploited because they are rarely used to represent knowledge by diversifying the propositions. The propositions are fundamental units of knowledge in concept maps (CMs). Different authors may answer the same question different focal performing connections and related concepts in different ways to represent knowledge. Our purpose is to prepare an analysis of propositions (n = 1455) present in MCs (n = 104) collected in the course of Nature Sciences (EACH-USP/Leste) in 2009, during the first (MC5) and third assessment (MC15). The analysis used the propositional proposed a scheme for taxonomic classification of static and dynamic propositions in six categories. The proposals represent the static knowledge with definitions and classifications, while the dynamic propositions expressing relations of action, influence, dependence, and proportionality between cause and effect concepts. The number of propositions in each category went through descriptive statistical methods, to show the statistical parameters as mean, median, lower quartile, upper quartile, the sample minimum and maximum sample to describe each of the six variables considered in the analysis proposed propositional this work. A comparison of mean values for each category analysis of propositional evaluations MC05 to mean values for each category of MC15 evaluation was made using t-test. The exploratory multivariate statistical method was used to perform hierarchical cluster analysis (HCA) to observe possible trends among students and / or categories. HCA grouped the categories and in MC15 was a greater distribution of the types of propositions between the dynamic categories. The HCA was formed three groups for both assessments and, although trends of groupings have been kept, there was an increase in the total number of propositions, and more than 60% of students opted for dynamic propositions, proving the effectiveness of the stimuli provided in the evaluations . The results point to the necessity of using propositional analysis of the conceptual mapping to diversify forms of knowledge representation, they are not solely for the purpose of describing, defining and classifying concepts, but are used to encourage conceptual relations action, influence, dependence, proportionality and cause and effect.

Cette thèse porte sur la définition d'une approche flexible pour interroger des graphes RDF à la fois classiques et flous. Cette approche, basée sur la théorie des ensembles flous, permet d'étendre SPARQL qui est le langage de requête standardisé W3C pour RDF, de manière à pouvoir exprimer i) des préférences utilisateur floues sur les données (par exemple, l'année de publication d'un album est récente) et sur la structure du graphe (par exemple, le chemin entre deux amis doit être court) et ii) des préférences utilisateur plus complexes, prenant la forme de propositions quantifiées floues (par exemple, la plupart des albums qui sont recommandés par un artiste, sont très bien notés et ont été créés par un jeune ami de cet artiste). Nous avons effectué des expérimentations afin d'étudier les performances de cette approche. L'objectif principal de ces expérimentations était de montrer que le coût supplémentaire dû à l'introduction du flou reste limité/acceptable. Nous avons également étudié, dans un cadre plus général, celui de bases de données graphe, la question de l'intégration du même type de propositions quantifiées floues dans une extension floue de Cypher qui est un langage déclaratif pour l'interrogation des bases de données graphe classiques. Les résultats expérimentaux obtenus montrent que le coût supplémentaire induit par la présence de conditions quantifiées floues dans les requêtes reste également très limité dans ce cas. / This thesis concerns the definition of a flexible approach for querying both crisp and fuzzy RDF graphs. This approach, based on the theory of fuzzy sets, makes it possible to extend SPARQL which is the W3C-standardised query language for RDF, so as to be able to express i) fuzzy user preferences on data (e.g., the release year of an album is recent) and on the structure of the data graph (e.g., the path between two friends is required to be short) and ii) more complex user preferences, namely, fuzzy quantified statements (e.g., most of the albums that are recommended by an artist, are highly rated and have been created by a young friend of this artist). We performed some experiments in order to study the performances of this approach. The main objective of these experiments was to show that the extra cost due to the introduction of fuzziness remains limited/acceptable. We also investigated, in a more general framework, namely graph databases, the issue of integrating the same type of fuzzy quantified statements in a fuzzy extension of Cypher which is a declarative language for querying (crisp) graph databases. Some experimental results are reported and show that the extra cost induced by the fuzzy quantified nature of the queries also remains very limited.

Serendipity innebär ett överraskande, lyckligt utfall som introducerar en ny upptäckt av värde för användaren. Till skillnad från dagens algoritmer, som ofta enbart ger rekommendationer baserat på relevans, innefattar design för serendipity fler komponenter för att göra innehåll på sociala medier intressant för användaren. Serendipity beskrivs därför i flera studier som ett lovande sätt för att öka chansen att användare tar del av innehållet. I dagens sociala medier introduceras allt kraftfullare algoritmer för att personalisera innehåll. Detta kan medföra att användaren inte ser tillräckligt varierad information, och riskerar att få en dålig förståelse om varierande åsikter. För att förebygga detta ämnar studien undersöka hur design för serendipity kan användas för att öka användares bredd av exponering av innehåll, även kallat exponeringsvariation. Baserat på den identifierade litteraturen gällande serendipity formulerades tre designförslag, vilka sedan designades in i en prototyp. Designförslagen berör behovet av ett varierat innehåll genom användningen av existerande sociala kontaktnät som kan användas för att uppnå detta, behovet av ett upplevt värde för användaren och användarens behov av kontroll. Då tidigare studier gällande serendipity har identifierat en brist på utvärderingar med användare skapades en prototyp över ett alternativt informationsflöde på Facebook. Informationsflödet har konstruerats i syfte att exponera användarna för nytt och oväntat innehåll och skapa förutsättningarna för att serendipity ska uppstå. Informationsflödet har sedan utvärderats med användare och visar att de upplevt variationen som positiv samt en känsla av kontroll kopplat till större valfrihet. Användningen av designförslagen har således visat hur de kan främja användares exponeringsvariation och även möjliggör för serendipity att inträffa. / Serendipity means a surprising, happy outcome that introduces a new discovery of value for the user. Unlike today's algorithms, which often only provide recommendations based on relevance, serendipity design includes more components to make social media content interesting to the user. Serendipity is therefore described in several studies as a promising way to increase the chance that users take part in the content. Today's social media introduces increasingly powerful algorithms for personalizing content. This can result in users not seeing sufficiently diverse information, and a risk of gaining a poor understanding of varying opinions. To prevent this, we intend to investigate how design for serendipity can be used to increase users' breadth of content exposure, also called diversity exposure. Based on the identified literature regarding serendipity, three design proposals were formulated, which were then designed into a prototype. The design proposals concern the need for a diverse content through the use of the users existing social networking contacts that can be used to achieve this, the need for a perceived value for the user and the user's need for control. As previous studies regarding serendipity have identified a lack of evaluations with users, a prototype was created of an alternative information feed on Facebook. The feed has been designed with the aim of exposing users to novel and unexpected content and creating the conditions for serendipity to arise. The information feed has since been evaluated with users and shows that they have experienced the variation as positive and a sense of control linked to greater freedom of choice. The use of the design proposals has thus shown how they can promote users' diversity exposure and also enable serendipity to occur.

Smart homes are based on connecting different parts and components of the household through sensors and the use of the internet. The interconnection of the household enables control and remote control of the home. The factors behind consumer adoption of the smart home have been studied but there are still questions regarding the value propositions of smart homes. This study presents material that can provide insights into what value propositions young adults demand in smart home products. The methods used to produce the study results were, a survey and a questionnaire. The results from the survey showed that smart voice assistants were appreciated by the participants. However, all the participants believed the functional value of the smart voice assistants was limited. After participating in the survey, they felt no real need for the smart voice assistant in their home. The results from the questionnaire’s 112 answers showed that a large majority of the respondents did not own a smart voice assistant. Many did however, express a positive opinion towards voice assistants and were open to the purchase of a smart voice assistant in the future. The small number of respondents that did own a smart voice assistant were all satisfied with their purchase of a smart voice assistant

Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.