Anxiety has been identified as a plausible factor affecting second language (L2) acquisition. However, more research is needed on how anxiety may influence Spanish-speaking adult English as a Second Language (ESL) populations. Determining precisely what causes anxiety in Spanish-speaking adult ESL populations should be of interest not only to L2 researchers but also to ESL instructors who may have adult Spanish-speaking English language learners (ELLs) in their classes. This study researched L2 anxiety in Spanish-speaking adult ESL learners. Specifically, it considered possible causes and cultural influences of L2 anxiety in 10 Spanish-speaking adult ESL students at a university English language institute (ELI). Participants were given a choice of completing an English or Spanish version of the Foreign Language Classroom Anxiety Scale (FLCAS) and then participated in follow-up interviews. Results were documented and evaluated. A total of 14 causes of L2 anxiety were identified, including incompatible goals, using English in professional contexts, the native country, and the need for error correction. Finally, contrary to the literature, collaborative group work was found to cause L2 anxiety in Spanish-speaking adult ESL students enrolled at a language institute.

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S’inscrivant dans le paradigme de la recherche qualitative, cette étude fait état d’une investigation des ressources mobilisées par cinq enseignantes québécoises et cinq enseignantes roumaines pour le développement de la résilience éducationnelle devant la violence scolaire, évaluée comme facteur de risque. L’analyse des données révèle le rôle des compétences professionnelles dans le développement de la résilience éducationnelle, en tant que ressources, chez les enseignantes rencontrées. En tant que recherche exploratoire comparative, cette étude s’intéresse à l’influence des différences culturelles sur la perception et l’impact des expériences de violence vécues, à la mise en pratique des compétences professionnelles, aux sentiments d’efficacité et de satisfaction professionnelle, au développement et au fonctionnement du processus de résilience éducationnelle chez les enseignantes de deux groupes nationaux. L’approche écosystémique met en lumière le caractère de processus dynamique de la résilience éducationnelle qui exige des ressources et repose sur des facteurs dont l’interaction assure son fonctionnement. / Falling into the qualitative research category, this study reports an investigation on which resources are mobilized by five Quebecer teachers and five Romanian teachers for the development of educational resilience in the face of violence occurring in schools, evaluated as a risk factor. The data analysis reveals the competences' function as resources met in the teachers mentioned above. Acting as an exploratory comparative research, this study points out the influence of different cultures, in terms of perception and impact of the experience of violence, acting upon professional competences, feelings of efficiency as well as development and operation of educational resiliency's process of teachers from both national groups. This ”ecosystemic” approach allows the enlightenment of educational resiliency's dynamic process which itself requires resources and relies on factors that secure its operation.

Mécène est plus connu pour son rôle de « politique culturelle » sous Auguste que pour son action purement politique. Celle-ci couvrit pourtant des domaines variés : fiscalité, diplomatie, sécurité intérieure, vraisemblablement levée de certaines troupes. Le travail ici présenté peut-être défini comme une explicitation complète et une réévaluation des sources relues sous un angle essentiellement politique. L’étude minutieuse de sa famille et de son entourage permet, en effet, de mettre en évidence sa part dans l’élaboration de l’idéologie impériale et la postérité de ses traits. L’explicitation des éléments de sa carrière et leur intégration dans l’histoire politique générale de la fin de la République et du début de l’Empire permettent également de définir sa place dans le modèle de transition institutionnelle où le non-dit joua un rôle immense. Ses fonctions doivent ainsi être envisagées sous un triple rapport : en regard des institutions républicaines permettant ainsi d’évaluer la part de vérité ou de réalité de la res publica restituta proclamée par Auguste ; en regard du contexte immédiat, permettant d’évaluer la portée des circonstances ou du caractère planifié des réformes d’Octavien/Auguste ; enfin en regard des institutions impériales dont il pourra être considéré comme le « laboratoire ». La fixation de la chronologie de cette carrière permet d’éclairer le champ politique depuis l’année 44 : la nature de ses pouvoirs et sa manière d’occuper ses fonctions permettent de déterminer la coloration politique du régime naissant en constante évolution. Enfin, il est bien clair que Mécène trouve sa spécificité dans ses origines étrusques qu’il revendiquait fermement, quitte à s’opposer aux modèles de restauration morale et « nationale » développés par Auguste de manière contemporaine. Toléré et parfois courtisé parce qu’il portait avec lui le soutien de l’Étrurie et de l’Italie, et qu’il contribuait ainsi à faire entrer ces dernières dans le jeu politique romain, Mécène nous permet de définir avec plus de précision la place occupée par les Italiens dans la politique augustéenne et dans la construction d’identités locales en Italie / C. Maecenas is best known for his role in culture at the beginning of Augustus’ principate than for his political role. He acted however in various fields: taxation, diplomacy, home security and probably levied troops. This work aims at presenting a thorough explanation and reevaluating the sources from a political point of view. The close examination of his family and acquaintances enables me to show the part he played in the elaboration of the imperial ideology and the posterity of his own characteristics as they were depicted. Explaining his carrier and integrating it into the general history of politics at the end of the Republic and the beginning of the Empire, also allows a definition of his position in the institutional transition in Rome. His role must be considered from a triple point of view: in comparison with the republican institutions so as to estimate how true or real was the res publica restituta proclaimed by Augustus; in view of the current context so as to assess the importance of circumstances or the possible planning of Octavian/Augustus’ reforms; finally, in view of the imperial institutions of which he was a sort of laboratory or test bed. Fixing the chronology of his carrier makes it possible to shed light on the Roman political world from 44 b.C. onwards: the nature of his powers, the way of holding his offices makes it possible to determine the real nature of the new regime in constant evolution. Finally, it is very clear that C. Maecenas owes his specificity to his Etruscan origins that he proudly claimed, even if it meant being against the Augustan moral and “national” restoration program. C. Maecenas was tolerated for bringing the support of Etruria and Italy to Augustus: he made them enter the Roman political system and he makes it possible to estimate their positions in Augustan politics and the degree of elaboration of local identities in Italy

Made available in DSpace on 2016-04-25T16:44:34Z (GMT). No. of bitstreams: 1 Ana Lucia Moura Novais.pdf: 1994366 bytes, checksum: 707c3919d6da09df41fa9a012905ad62 (MD5) Previous issue date: 2013-06-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research work adopts as reference the article by Brouthers awarded as the best of the decade by Journal of International Business Studies (JIBS). One of the aspects to be outlined in such text is the way Brouthers articulate a debate on institutional, cultural and transaction costs on entry mode choice by firms aiming the best performance in market. This thesis aims to investigate the actual research art involving the relationship among institutional, cultural and transaction costs aspects in international business. The discussion proposed here is justified as relevant in both academic and business environments, due to the way different authors have approached transaction costs subjects along the time. As methodological procedures, the articles were obtained in electronic databases, such as, ISI Web of Science and UMI-ProQuest. The key words were transaction cost , entry mode , cultural aspects , institutional . The selected articles were published in the period from 2002 to 2012. Articles structured in meta-analysis procedures were also selected in the referred database. All selected articles are quantitative approach, since it is an essential condition to adopt in the future meta-analytical procedures / Esta pesquisa tem por referência o artigo de Brouthers que recebeu em 2012 o prêmio de melhor da década pelo periódico Journal of International Business Studies (JIBS). Um dos motivos que chama a atenção neste texto premiado de Brouthers é a articulação de influências institucionais, culturais e de custos de transação no processo de escolha do modo de entrada e meios para obter o melhor desempenho das empresas. Estabelece-se como objetivo geral desta dissertação investigar o estado atual da pesquisa acadêmica envolvendo a relação entre aspectos institucionais, culturais e custos de transação no modo de entrada em negócios internacionais. Como justificativa para a relevância da discussão do tema em meios acadêmicos e empresariais, pode-se destacar a ênfase que diferentes autores têm atribuído à teoria de custos de transação no decorrer do tempo. Como procedimento metodológico, obteve-se a seleção de artigos pela consulta às bases eletrônicas do ISI Web of Science e UMI-ProQuest. Escolheram-se as palavras-chave em inglês transaction cost , entry mode , cultural aspects , institutional . Optou-se por artigos publicados no período de 2002 a 2012. A partir daí, selecionaram-se alguns artigos já estruturados na metodologia de meta-análise com temas relacionados à teoria de custos de transação. Procedimento semelhante foi adotado com os demais artigos, com o intuito de averiguar como são analisados aspectos institucionais, culturais e/ou de custos de transação na escolha do modo de entrada em negócios internacionais. Os estudos selecionados constituem abordagens quantitativas sobre os assuntos propostos, condição essencial para se adotar futuramente a metodologia de meta-análise

S’inscrivant dans le paradigme de la recherche qualitative, cette étude fait état d’une investigation des ressources mobilisées par cinq enseignantes québécoises et cinq enseignantes roumaines pour le développement de la résilience éducationnelle devant la violence scolaire, évaluée comme facteur de risque. L’analyse des données révèle le rôle des compétences professionnelles dans le développement de la résilience éducationnelle, en tant que ressources, chez les enseignantes rencontrées. En tant que recherche exploratoire comparative, cette étude s’intéresse à l’influence des différences culturelles sur la perception et l’impact des expériences de violence vécues, à la mise en pratique des compétences professionnelles, aux sentiments d’efficacité et de satisfaction professionnelle, au développement et au fonctionnement du processus de résilience éducationnelle chez les enseignantes de deux groupes nationaux. L’approche écosystémique met en lumière le caractère de processus dynamique de la résilience éducationnelle qui exige des ressources et repose sur des facteurs dont l’interaction assure son fonctionnement. / Falling into the qualitative research category, this study reports an investigation on which resources are mobilized by five Quebecer teachers and five Romanian teachers for the development of educational resilience in the face of violence occurring in schools, evaluated as a risk factor. The data analysis reveals the competences' function as resources met in the teachers mentioned above. Acting as an exploratory comparative research, this study points out the influence of different cultures, in terms of perception and impact of the experience of violence, acting upon professional competences, feelings of efficiency as well as development and operation of educational resiliency's process of teachers from both national groups. This ”ecosystemic” approach allows the enlightenment of educational resiliency's dynamic process which itself requires resources and relies on factors that secure its operation.

The general view of educators at all levels of education as well as trainers in industry, that learners do not have the ability to use their knowledge inter-curricular and holistically in their lives prompted the study. A very superficial study that was done in 2000, regarding the same problem, acted as the starting point for this study. The main purpose of the study was to determine the reasons for the general perception by educators that learners do not use their embedded knowledge in an inter-curricular manner. It also aimed to determine the most effective facilitating styles and methods that would help the learners to develop the skills to learn with the main aim to achieve learning that lasts and not just learning to pass. The use of deconstruction as a learning activity forms the biggest part of this qualitative action research project which was based on the main principles of the hermeneutic approach namely, communication followed by interpretation in order to reach understanding. The principles of narrative therapy were also used in the project. The hermeneutic approach followed in this study also allows the reader to walk the road with the participants as a narrative, first person reporting style provides rich background information regarding all the participants of the study as well as the contexts in which the actions took place. The reader will also be able to feel the closeness that existed between the educator and the learners who were part of this study. / Educational Studies / M.Ed. (Didactics)

The general view of educators at all levels of education as well as trainers in industry, that learners do not have the ability to use their knowledge inter-curricular and holistically in their lives prompted the study. A very superficial study that was done in 2000, regarding the same problem, acted as the starting point for this study. The main purpose of the study was to determine the reasons for the general perception by educators that learners do not use their embedded knowledge in an inter-curricular manner. It also aimed to determine the most effective facilitating styles and methods that would help the learners to develop the skills to learn with the main aim to achieve learning that lasts and not just learning to pass. The use of deconstruction as a learning activity forms the biggest part of this qualitative action research project which was based on the main principles of the hermeneutic approach namely, communication followed by interpretation in order to reach understanding. The principles of narrative therapy were also used in the project. The hermeneutic approach followed in this study also allows the reader to walk the road with the participants as a narrative, first person reporting style provides rich background information regarding all the participants of the study as well as the contexts in which the actions took place. The reader will also be able to feel the closeness that existed between the educator and the learners who were part of this study. / Educational Studies / M.Ed. (Didactics)