This research study focused on the coaching practices of five internal Regional Learning and Development Managers in a multimedia organisation from 2009 to 2011. Twelve written narratives were initially used to gather information from both coaches and clients about their perceptions and experiences during a coaching session. Survey questionnaires were sent to all 135 managers who had completed the Coaching Programme since its inception in 2009, to supplement the information established from the narrative stage. Three problems were identified: employed Learning and Development Managers were expected to deliver a coaching programme in the workplace for which they were ill-equipped, unqualified and inexperienced; there was a lack of tangible benchmarks to demonstrate the success of the clients’ development; and an inconsistent standard of coaching was delivered potentially compromising ethical coaching practices and behaviour. Coaching is a specialised field of people development, which can have a noticeable impact on both employee performance and on achieving business aims. ‘Internal coaching’ has evolved from a necessity to develop people within the workplace using internal resources and a limited budget. The study reflects on an example of internal coaching and discusses the successes and failures of such a practice. According to the narratives and survey it is the coach who is the key to the success of coaching and a successful coach must be trustworthy with confidential matters; objective and able to understand the culture and operations of the company; have business credibility; is independent of the person being coached and, therefore, is not their line manager. A customised blend of appropriate styles including mentoring, instruction and coaching is recommended to achieve the best results in coaching.

Cette thèse s’inscrit dans une démarche de « recherche-action » dans la mesure où la recherche a permis d’aboutir à la mise en place d’une action d’intervention auprès de collégiens démobilisés scolairement, de leurs parents et des enseignants, nommée « Temps de Réflexion sur l’Exclusion Scolaire », en partenariat avec plusieurs établissements médico-sociaux et collèges. Dans le cadre d’une perspective interactionniste (Wallon, 1959), nous nous interrogeons sur le rôle des parents dans la construction identitaire de l'adolescent considéré comme acteur de son propre développement, et dans les significations et les attitudes que celui-ci va attribuer en regard du monde scolaire. Nous avons ainsi retenu le concept d’engagement parental en référence à l’approche dimensionnelle de Deslandes et al. (2000), nous permettant ainsi de décrire les styles éducatifs parentaux et des modes de participation parentale au suivi scolaire (Cloutier, Fortin et al., 2005). Par ailleurs, les travaux de Charlot, Bautier et Rochex (1992) sur le rapport au savoir, nous ont permis d'appréhender le concept de mobilisation scolaire. Considérant l’estime de soi comme une dimension socio-affective de l’identité personnelle (Oubrayrie et al., 1994), nous l’opérationnalisons dans notre recherche comme une dimension médiatrice et explicative de l’influence de la représentation de l’engagement éducatif parental sur la mobilisation scolaire de l’adolescent. Nous faisons l’hypothèse selon laquelle la représentation de l’engagement éducatif parental par les adolescent(e)s scolarisé(e)s au collège, oriente leur estime de soi laquelle joue un rôle sur leur mobilisation scolaire. Une première étude exploratoire a été effectuée à partir d’entretiens semi-directifs en vue de construire une échelle de mobilisation scolaire donnant lieu à des analyses qualitatives (ALCESTE et N'VIVO). Une étude extensive nous a permis ensuite d’opérationnaliser les dimensions de l’étude : l’engagement éducatif parental, l’estime de soi et la mobilisation scolaire, auprès d’un échantillon de 405 adolescent(e)s, âgé(e)s de 11 à 15 ans, inscrits dans des collèges en filière générale. Une seconde étape a permis de valider toutes les échelles auprès de notre échantillon (mobilisation scolaire, estime de soi et engagement parental), en ayant recours aux analyses factorielles exploratoires, puis confirmatoires avec le modèle d’équations structurelles (LISREL). Des analyses de régression linéaire et des analyses de variance ont finalement permis de tester le sens de nos hypothèses. Les résultats confortent notre hypothèse selon laquelle l’estime de soi présente des effets médiateurs sur la relation entre l’engagement parental et la mobilisation scolaire. Ainsi, l’estime de soi socio-émotionnelle, suivi du soi scolaire médiatisent plus particulièrement la relation entre l’engagement éducatif parental (notamment la communication père-enseignants) et la mobilisation scolaire. Des vignettes cliniques permettent d’illustrer nos résultats, avec deux présentations de cas d’adolescents suivis en psychothérapie dont les problématiques identitaires, familiales et scolaires s’entrecroisent. / This thesis is a process of "action-research" in the sense that this research resulted in the establishment of an action for assistance to demobilized “college” secondary schools pupils, their parents and their teachers, called "Time for Thinking about School Exclusion, in partnership with several medical and social structures and “colleges”. Belonging to an interactionist perspective (Wallon, 1959), we question the part played by parents on the adolescent identity construction considered as an actor of his own development and on the meanings and behaviors he will assign to his school world. We have adopted the concept of parental involvement in reference to Deslandes et al. (2000) dimensional approach, allowing us to describe the parental educational styles and the different types of parental involvement in the schooling (Cloutier, Fortin et al, 2005). Moreover, Charlot, Bautier and Rochex (1992) studies on the relationship to knowledge have enabled us to define the concept of school mobilization. Considering self-esteem as a socio-emotional personal identity dimension (Oubrayrie et al., 1994), we operationalize it in our research as a dimension of explanatory and mediating influence of the representation of the educational parental involvement on the school mobilization of adolescents. We hypothesize that the representation of educational parental involvement by adolescents in “colleges” secondary schools, directs their self-esteem which plays a part on their school mobilization. A first exploratory study was carried out using semi-structured interviews to construct a scale of school mobilization leading to qualitative analysis (ALCESTE and N'VIVO). An extensive study has allowed us then to operationalize the dimensions of the study: parental involvement, self-esteem and school mobilization among a sample of 405 adolescents from 11 to 15 years old enrolled in “colleges” in general education. A second step validated all the scales from our sample (school mobilization, self-esteem and parental involvement), using exploratory factor analysis and the confirmatory structural equation model (LISREL). Linear regression analysis and ANOVA finally enabled us to test the direction of our hypotheses. The results support our hypothesis that self-esteem has mediating effects on the relationship between parental involvement and school mobilization. Thus, socio-emotional and school self-esteem specifically mediate the relationship between parental educational involvement (including communication father-teacher) and school mobilization. Clinical vignettes illustrate our results with two case reports of adolescents treated in psychotherapy whose issues of identity, family and school are mixed.

Actif de ca. 1420 à ca. 1450-1460, le Maître de la « Légende dorée » de Munich est, comme le Maître de Dunois, une personnalité issue de l'atelier de Bedford. Miniaturiste ayant surtout exercé à Paris, son œuvre témoigne aussi d'ancrages provinciaux, normands et ligériens notamment. Ce travail s'appuie sur un catalogue de 48 manuscrits, dont 41 livres d'heures. L'étude vise à dégager des spécificités iconographiques et stylistiques du Maître. Parmi les premières se notent l'intérêt marqué pour l'ornementation et le souci du détail, ainsi des auréoles ouvragées, voûtes aux nervures festonnées, livres et meubles. Trait iconographique saillant de l'œuvre tant par sa fréquence que par sa nouveauté, les épis de blé aux crèches font l'objet d'une étude attentive, du fait du sens dont ils sont porteurs et du possible lien entre ce motif et la spiritualité contemporaine, notamment la Dévotion Moderne. Stylistiquement, le Maître de la « Légende dorée » de Munich se caractérise par des lèvres aux commissures tombantes, des arcades sourcilières marquées au trait, dont il use aussi abondamment pour souligner carnations et contours d'objets, et par une palette riche et contrastée. Calendriers et décors marginaux ont également servi à des rapprochements pour aboutir à des regroupements chronologiques au sein du corpus. Inspiré, directement ou via des modèles puisés au sein de l'atelier Bedford, par les Limbourg, le Maître d'Egerton et la peinture septentrionale, le Maître de la « Légende dorée » de Munich a collaboré, comme maître d’œuvre ou peintre de quelques miniatures, avec d'autres artistes, documentés ou non. Il a pu travailler pour des commanditaires aussi bien anglais que français. / As the Dunois Master, the Munich « Golden Legend » Master, fl. from ca. 1420 to ca. 1450-1460, is one artistic figure originating from the Bedford workshop. This miniaturist was active mostly in Paris, but his work also shows connections with provinces like Normandy and the Loire valley. This paper is based on a 48-manuscript catalogue, among which are 41 books of hours. The study aims at bringing out the iconographic and stylistic Master's salient features. Among the first, one notes a deep interest in details and ornaments, which is to be found in finely wrought haloes, vaults with festooned ribs, books and furniture. Within the corpus, ears of wheat in cribs are noteworthy due to both their frequency and novelty. They are subject to deep insight due to the meaning they bear, and to the possible relationship between this motif and the contemporary spirituality, especially the Modern Devotion. Stylistically, typical of the Munich « Golden Legend » Master are falling lip-corners, eyebrow arches marked with line, which he also largely uses to underline flesh tones and object outlines. His range of colours is varied and full of contrasts. Calendars and marginal decoration have also been used to compare manuscripts, in order to build chronological groupings within the corpus. The Munich « Golden Legend » Master has been, either directly or via models available inside the Bedford workshop, influenced by the Limbourgs, the Egerton Master and northern painting. He cooperated, being the chief illuminator or simply helping by painting a few miniatures, with other artists, whether documented or not, and may have worked for both English and French patrons.

黃彩鳳. / "2005年7月". / 論文(哲學碩士)--香港中文大學, 2005. / 參考文獻(leaves x-xvii). / 附光碟規格: VCD. / "2005 nian 7 yue". / Abstracts in Chinese and English. / Huang Caifeng. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves x-xvii). / Fu guang die gui ge: VCD. / 撮要 --- p.ii / 鳴謝 --- p.iii / 目錄 --- p.iv&v / 附表： / 附表一： ̐ơج 卵子體慾̐ơخ放映紀錄2003-05 --- p.vi / Chapter 第一章 --- 導言 --- p.1-13 / Chapter 1.1 --- 《卵子體慾》簡介 / Chapter 1.2 --- 題目定義 / Chapter 1.3 --- 硏究方向 / Chapter 1.4 --- 研究過程中的矛盾 / Chapter 1.5 --- 論文章節簡介 / Chapter 第二章 --- 尋找理論：“我…´ح的錄像/學術/性/別運動？ --- p.14-43 / Chapter 2.1 --- 性/別運動？ / Chapter 2.1.1 --- 性/別運動的定義 / Chapter 2-1.2 --- 性/別運動與《卵子體慾》 / Chapter 2.2 --- “錄像´ح的性/別運動？ / Chapter 2.2.1 --- 電影理論 / Chapter 2.2.1.1 --- 男性凝視理論 / Chapter 2.2.1.2 --- 多元觀影/閱讀角度 / Chapter 2.2.1.3 --- 女性觀影理論 / Chapter 2.2.2 --- 陰性書寫 / Chapter 2.2.3 --- 性/別錄像運動與《卵子體慾》 / Chapter 2.3 --- 學術的性/別運動？ / Chapter 第三章 --- 混亂的開始：拍攝者的´ح我´ح /被拍攝者的´ح我´ح --- p.44-53 / Chapter 第四章 --- 經驗放映：放映者的´ح我´ح /觀影者的´ح我´ح --- p.54-89 / Chapter 4.1 --- 第一次放映的掙扎 / Chapter 4.2 --- 不同的放映形式與性/別討論平台的關係 / Chapter 4.3 --- 放映過程中情緒不斷的反覆 / Chapter 4.4 --- 經過多次放映之後…… / Chapter 4.4.1 --- 媒介與身體經驗的關係 / Chapter 4.4.2 --- 女人不同性慾/母體抉擇/社會環境之間的關係 / Chapter 4.4.3 --- 想要生孩子的慾望 / Chapter 4.4.4 --- 反思男性角色與懷孕的關係 / Chapter 4.4.5 --- 反思多元關係和不同的性愛模式的可能性 / Chapter 4.4.6 --- 對錄像自我書寫的反思 / Chapter 4.4.7 --- 關於觀影者背景的性/別反思 / Chapter 第五章 --- 徘迴在性/別運動與不同理論之間：性/別運動者的´ح我´ح /性/別硏究者的´ح我´ح --- p.90-99 / Chapter 5.1 --- “我/我/我/我/我/我…´ح的性/別運動？ / Chapter 5.2 --- “我´ح的錄像(學術)性/別運動？ / 附件： / 附件一 ：錄像´ؤ´ؤ《卵子體慾》片長：32分鐘 / 附件二 ：東亞區錄像及攝影計劃：女性身體故事 --- p.vii-viii / 附件三：派發給觀眾的網上討論資料和聯絡方法 --- p.viiii / 參考書目 --- p.x-xvii

Si, en littérature, le début scelle l’entrée dans un univers, la fin, lexicalement, porte toujours en elle à la fois la clôture et l’intention. Nous nous intéressons ici aux œuvres conclusives, aux textes qui ferment l'œuvre des auteurs. La narration y met en marche un mécanisme d’achèvement, de récapitulation – voire de déconstruction – de l’œuvre. Nous avons choisi d'étudier cinq auteurs (Reinaldo Arenas, Julio Cortázar, Juan Carlos Onetti, Augusto Roa Bastos et Ernesto Sábato) comme autant de voies différentes de tirer leur révérence littéraire. On examinera les différents chemins et modalités possibles de cette écriture finale. Dans ce travail, nous avons tenté de clarifier la notion d’« écriture testamentaire », souvent trop floue. Les propositions théoriques d’Edward Said autour du « style tardif » ont représenté une orientation importante à la délimitation de la notion. Le « tardif », par ses positionnements parfois radicaux, est ainsi venu secouer et questionner les caractéristiques plus vagues du « testamentaire » pour en dessiner, à travers des constantes et des variantes, une notion voisine et complémentaire. / Beginnings and ends are always decisive in literature as they represent the entrance to a universe and its closing. We chose here to study the last works of five important Latin American authors of the 20th century (Reinaldo Arenas, Julio Cortázar, Juan Carlos Onetti, Augusto Roa Bastos and Ernesto Sábato) as different ways to close their own work, using various modalities of final writing. The main focus of our attention will be on those various closing modalities. To illustrate the complexity of the notion, we will have to categorize it, from mechanism of fulfillment, completion, recapitulation – or even demolition - of the work. Edward W. Said’s theory on “late style” will help us to define and clarify the notion through its permanent features and variations.

Suicidal behavior, including suicide attempt, may result from maladaptive explanatory patterns for past negative life events, in which a person attributes the causes of stressors to internal, stable and global factors. Conversely, an optimistic explanatory style involves perceiving negative life events as external, transient and specific, and may be related to reduced suicide risk. We examined the association between attributional style and lifetime suicide attempts in 135 college students, covarying age, race and ethnicity. Participants provided informed consent and completed an online survey. An optimistic explanatory style was associated with reduced risk of suicide attempt; this effect persisted in a model controlling for hopelessness and depressive symptoms. The manner in which an individual interprets negative life events may buffer against suicidal behavior. Therapeutic strategies to promote an optimistic explanatory style may be successful in the prevention of suicide.

<p>The aim of this study was to find out how features that have been found to be typical of women’s language, such as hedges, tag questions and a high level of talkativeness etc., are represented in a popular TV series. Five cross-sex conversations from one episode of the sitcom <em>The New Adventures of Old Christine </em>were analyzed, and the results show that many of the features of interest, as for instance tag questions, minimal responses and indirect style, are unexpectedly used more frequently by men in this small investigation. In fact, the only feature that was used more frequently by the female main character was hedges. Several factors affect the results of the study, as for instance the fact that the conversations are fictional. The special characteristics of the speakers also affect the results, as well as the tone and the topic of the chosen conversations. Many of the features of interest were used to a very small extent, which is probably a result of the fact that the language in a sitcom is to be entertaining and rather quick, which leaves little or no room for the features studied.</p>

The aim of this study was to find out how features that have been found to be typical of women’s language, such as hedges, tag questions and a high level of talkativeness etc., are represented in a popular TV series. Five cross-sex conversations from one episode of the sitcom The New Adventures of Old Christine were analyzed, and the results show that many of the features of interest, as for instance tag questions, minimal responses and indirect style, are unexpectedly used more frequently by men in this small investigation. In fact, the only feature that was used more frequently by the female main character was hedges. Several factors affect the results of the study, as for instance the fact that the conversations are fictional. The special characteristics of the speakers also affect the results, as well as the tone and the topic of the chosen conversations. Many of the features of interest were used to a very small extent, which is probably a result of the fact that the language in a sitcom is to be entertaining and rather quick, which leaves little or no room for the features studied.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

This study investigates four women’s use of typically male linguistic features in casual same-sex conversation. The aim of the study is to see whether and how this group of women use the linguistic features; swearing, interrupting, disagreeing and ignoring, questions and monologues (‘playing the expert’) which are all more common in male conversation and often part of a competitive communication style. I will also attempt to answer if these women’s linguistic behavior is typically female or male. The four women were tape recorded during a planned conversation in a casual setting and the recording was transcribed. The transcription was analyzed by using definitions of the linguistic features above made by, for example, Jennifer Coates (2004). The results show that these four women were neither typically female nor male, but a mix of the two; a hybrid.