No description available.

Despite a great deal of research on the international student experience, there is limited research examining internationalized classroom perspectives of domestic students. Existing studies have documented academic and personal issues that arise within the internationalized classroom such as: self-segregation, reluctance to work together, reduced interactions between domestic and international students, and limited academic engagement. This study explores experiences, perceptions and attitudes of students who are currently engaged in graduate programmes in internationalized classrooms. As shown in the data, the individual perspectives on culture, language, goals and expectations, gender and age, which are influenced by internationalization and instruction methods, help us to better understand the challenges associated with university internationalization in Canada. This study adds to the existing literature on the roles of universities in implementing specific strategies in order to provide an environment in which both international and domestic students can benefit from intercultural academic experience and help students develop intercultural competences and expand global citizenship. / Graduate / 0525 / 0727 / 0745 / jjoakes@uvic.ca

Made available in DSpace on 2016-04-27T18:47:11Z (GMT). No. of bitstreams: 1 Adriana Araujo Reis.pdf: 1332718 bytes, checksum: 60f8d878047879cf93cd2f238e88e30f (MD5) Previous issue date: 2012-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The new technologies of information and communication are of paramount importance for the development of society, especially the internet that offers its users a wide variety of attractions that are considered extremely relevant for society and fundamental to socio-cultural activities in various sectors, besides its importance in interpersonal relationships, regardless the age group. This dissertation aimed to investigate the social impact of internet use in a group of elderly people, observing changes in the social environment that occur with older people using the internet. For the study, was used a qualitative approach, held in semi-structured interviews with ten elderly people who used the internet and who were enrolled in a course at the Open University to Maturity of PUC/SP. The reflection of the data collected was based on plausible theoretical frameworks of our literature about aging, considering the theoretical categories of analysis that contributed to the discussion on the effect of the internet in everyday life of the elderly. The results indicate that internet s use has contributions in the practical day-to-day, socialization, the discovery of new knowledge and information for older people. The handling of the Internet by elderly provides them greater social participation, implying in their personal and social life / As novas tecnologias de informação e comunicação são de suma importância para o desenvolvimento da sociedade, em especial a internet que disponibiliza ao seu usuário uma grande variedade de atrativos que são considerados de extrema relevância para a sociedade, fundamentais para atividades em diversos setores socioculturais, além da importância nos relacionamentos interpessoais, independente da faixa etária da pessoa. A presente dissertação de mestrado teve como objetivo geral investigar o impacto social do uso da internet em um grupo de pessoas idosas, observando as mudanças em âmbito social que ocorrem com os idosos com o uso da internet. Para o estudo foi utilizado a abordagem qualitativa, realizou-se entrevista semiestruturada com dez idosos que faziam uso da internet e que estavam matriculados em um dos cursos da Universidade Aberta à Maturidade da PUC/SP. A reflexão dos dados colhidos foi embasada em referenciais teóricos plausíveis de nossa literatura acerca do envelhecimento, considerando as categorias teóricas de análise, que contribuíram para a discussão sobre a ação da internet na vida cotidiana dos idosos. Os resultados apontam que o uso da internet tem contribuições na praticidade do dia-a-dia, na socialização, na descoberta de novos conhecimentos e informações para as pessoas idosas. O manuseio da internet na terceira idade proporciona uma maior participação social para os idosos, implicando em sua vida pessoal e social

La thèse a pour objet d’étudier le phénomène de création festive qui traverse les communautés juives de l’Antiquité à partir du VIe siècle av. J.-C. Ces fêtes nouvelles, de par leur typologie, leur théologie, leurs rites et leurs fonctions, s’écartent du modèle biblique tout en le revendiquant. Leur multiplication à l’époque hellénistique, sensible à travers leur mention dans la littérature juive hellénisée, témoigne d’évolutions qui, même si elles peuvent procéder d’une dynamique interne au judaïsme, témoignent d’interactions avec les communautés religieuses du monde grec puis romain. D’essence essentiellement locale, elles constituent un critère de définition identitaire et sont instrumentalisées pour servir des intérêts variés, notamment en termes de légitimation de l’autorité. Leur caractère récent leur confère une souplesse qui permet une actualisation constante de leur signification au gré des conjonctures, que ce soit à l’échelle locale ou au sein de courants transversaux comme le judaïsme rabbinique. Elles fonctionnent donc comme un révélateur du degré d’intégration ou d’exclusion des communautés juives dans leur environnement politique, social, culturel et religieux. / This dissertation aims at studying festive creativity within ancient Jewish communities from the VIth century B.C. onwards. From a typological, a theological, a liturgical and a functional viewpoint, these new festivals divert from Biblical tradition even though they claim not to. Their increase during the Hellenistic period, a phenomenon made clear in Jewish Literature written in Greek, attest to an evolution which, even though it could, in some cases, proceed from an inherently Jewish dynamic, fall within the category of cultural and religious interactions with other religious communities from the Greek and Roman world. Of an essentially local provenance, they are instrumental to a community’ self-definition and are often used to legitimate their founder or their organizer’s authority. Since they only appeared recently, their meaning can be updated to reflect various situations, either regarding a specific place and time or within such movements as Rabbinic Judaism. New festivals bring light to the place of a Jewish community within its milieu, be it political, social, cultural or religious.

No description available.

La présente étude explore les relations maritimes établies pour des raisons commerciales entre le monde méditerranéen, l’Inde du Sud et Sri Lanka, entre le IIIe siècle av. n.è. et le VIIe siècle de n.è. Il s’agit dans un premier temps d’élaborer une synthèse quantifiée des imports issus du monde gréco-romain d’après les vestiges archéologiques découverts en Asie du Sud, en les confrontant aux autres types de sources. Cette synthèse nous conduit à nous pencher sur les contacts culturels que les liens commerciaux ont favorisé dans leur sillage : transferts, métissages, imitations et appropriations. Dans un dernier temps, ce sont les flux inverses qui ont fait l’objet de notre attention, décelables à travers les objets exportés par l’Inde et Sri Lanka vers les côtes de l’Arabie, de l’Afrique, du golfe Persique et de la mer Rouge. Il apparaît que les témoignages du commerce n’impliquent pas de très grandes quantités échangées mais n’ont pas été dénués malgré tout d’un impact certain sur les sociétés. Ainsi se tissent des réseaux complexes qui impliquent tous les acteurs de cette zone géographique, dont les extrémités est et ouest que sont l’Asie et la Méditerranée constituent une des facettes. / This dissertation deals with the maritime connections that took place between South Asia (South India and Sri Lanka) and the Mediterranean world between the 3rd c. BCE and the 7th c. CE. It first establishes a global account of the archaeological remains found in South Asia that show the importation of Mediterranean products into this area, by comparison with other types of sources (texts, inscriptions, coins). The study then proceeds towards the social and cultural impact that these imported goods may have had on local populations, with regard to their proper way of appropriating foreign sources of inspiration depending on the regional context. Lastly, attention has been drawn on the return flow of goods from East to West, through archaeological vestiges located on the coasts of Egypt, Africa, Arabia and in the Persian Gulf. This leads to a reassessment of the global quantity of commercial goods crossing this large area, which may have been inferior to what was previously considered, whereas the social and cultural impact is not to be denied. The full picture of these interactions gives an image of a very intricate and complex network, involving lots of intermediaries, middlemen and local networks, which would have created a strong background for the direct long-distance links.

Longtemps, l’indianisation a été considérée comme un phénomène historique de transfert d’éléments artistiques, politiques et religieux de l’Inde vers l’Asie du Sud-Est. Or, de plus en plus, la protohistoire de l’Asie du Sud-Est apparaît comme une période clef du processus d’acculturation. C’est ce que suggère l’interprétation sociale des transferts techno-morpho-stylistiques d’origine indienne identifiés au sein de l’assemblage céramique de Khao Sam Kaeo. En effet, elle conduit à penser que le passage de traits culturels indiens a résulté d’une assimilation sélective de la part des autochtones. Elle suggère également que ces traits étaient réinterprétés afin d’être mis au service de représentations locales : à Khao Sam Kaeo, les formes de la transculturation, non fondées sur des rapports de domination, pourraient s’être exercées comme une appropriation identitaire des traits de culture indienne. Si notre travail semble montrer que les élites ont été les vecteurs majeurs des emprunts faits à l’Inde, il témoignerait également du rôle primordial joué par les artisans, dont certains, d’origine indienne, auraient travaillé sous le patronat d’élites locales. Le travail sur place d’artisans exogènes implique une réponse importante de l’Inde dans les échanges, ce qui contrecarre la vision unilatérale de ces derniers, laquelle ne tient pas compte de l’impact des sociétés sud-est asiatiques sur celles du sous-continent indien. Au cours de la protohistoire, les réseaux tournés vers le Golfe du Bengale se sont entremêlés avec ceux de la mer de Chine Méridionale. L’étude des céramiques de Khao Sam Kaeo suggère que ces échanges ont induit le déplacement de certains groupes sociaux (migrants, marchands, artisans) : l’analyse de la distribution interne des différentes traditions céramiques montre que les acteurs étrangers étaient cantonnés à certaines zones du site et témoigne du rôle résolument actif des populations locales, qui se sont adaptées à la présence d’étrangers en structurant l’espace proto-urbain / For a long time, indianisation was considered as a historical phenomenon involving the transfer of artistic, political, and religious elements from India to Southeast Asia. But increasingly, Southeast Asian protohistory appears to be a key period in the acculturation process. This is suggested by the social interpretation of techno-morpho-stylistic transfers of Indian origin that have been identified at the heart of the ceramic assemblage of Khao Sam Kaeo. Indeed, it shows that the transfer of Indian cultural traits may result from selective assimilation by the indigenous peoples. It also reveals that these cultural traits were probably reinterpreted in order to be placed at the service of local representations: at Khao Sam Kaeo, the forms of transculturation were not based on relations of domination. If this study shows that the elites were probably the major vectors of cultural borrowings from India, it also suggests the primordial role played by craftsmen, some of whom were probably Indian and would have worked under the patronage of local elites. The work of exogenous potters at Khao Sam Kaeo indicates that India played an important role in trade, a contention that challenges the unilateral view of trade, which ignores the impact of Southeast Asian societies on those of the Indian subcontinent. During the protohistory, trade networks oriented towards the Bay of Bengal intermingled with those of the South China Sea. The study of Khao Sam Kaeo’s ceramics seems to show that these exchanges induced the movement of certain social groups (migrants, merchants, craftsmen): analysis of the internal distribution of different ceramic traditions shows that foreign people were confined to certain areas of the site and may testifies to the resolutely active role of the local populations, which structured the proto-urban space adapting to the presence of foreigners in trans-Asiatic exchanges

<p>This paper emphasizes the nature of trade relations in the EasternMediterranean in general and from a Levantine inland perspective inparticular. The ‘maritime’ trade relation of the ancient city of Hazor, located in the interior of LB Canaan is a case study investigating the Mycenaean and Cypriot pottery on the site. The influx of these vessels peaked during LB IIA. The distribution and types of this pottery at Hazorpoint to four interested groups that wanted it. These were the royal andreligious elites; the people in Area F; the religious functionaries of theLower City; and the craftsmen of Area C. The abundance of imports inArea F, among other evidence, indicates that this area might havecontained a trading quarter from where the imports were distributed toother interested groups.A model of ‘interregional interaction networks’, which is a modified world systems approach, is used to describe the organization of trade connections between the Levant, Cyprus and the Aegean and even beyond. The contents of the Ulu Burun and Cape Gelidonya ships, wrecked on the coast of south Turkey, show that luxury items were traded from afar through Canaan via the coastal cities overseas to the Aegean.Such long-distance trade with luxury goods requires professional traders familiar with the risks and security measures along the routes and with the knowledge of value systems and languages of diverse societies. These traders established networks along main trade routes and settled in trading quarters in particular node cities. The paper suggests that Hazor, as one of the largest cities in Canaan, located along the main trade routes, possessed such a node position. In this trade the Levantine coastal cities of Sarepta, Abu Hawam,Akko and possibly Tel Nami seem to have played important roles. These main ports of southern Syria and northern Palestine were all accessible to Hazor, although some of them in different periods of LB.</p>

This paper emphasizes the nature of trade relations in the EasternMediterranean in general and from a Levantine inland perspective inparticular. The ‘maritime’ trade relation of the ancient city of Hazor, located in the interior of LB Canaan is a case study investigating the Mycenaean and Cypriot pottery on the site. The influx of these vessels peaked during LB IIA. The distribution and types of this pottery at Hazorpoint to four interested groups that wanted it. These were the royal andreligious elites; the people in Area F; the religious functionaries of theLower City; and the craftsmen of Area C. The abundance of imports inArea F, among other evidence, indicates that this area might havecontained a trading quarter from where the imports were distributed toother interested groups.A model of ‘interregional interaction networks’, which is a modified world systems approach, is used to describe the organization of trade connections between the Levant, Cyprus and the Aegean and even beyond. The contents of the Ulu Burun and Cape Gelidonya ships, wrecked on the coast of south Turkey, show that luxury items were traded from afar through Canaan via the coastal cities overseas to the Aegean.Such long-distance trade with luxury goods requires professional traders familiar with the risks and security measures along the routes and with the knowledge of value systems and languages of diverse societies. These traders established networks along main trade routes and settled in trading quarters in particular node cities. The paper suggests that Hazor, as one of the largest cities in Canaan, located along the main trade routes, possessed such a node position. In this trade the Levantine coastal cities of Sarepta, Abu Hawam,Akko and possibly Tel Nami seem to have played important roles. These main ports of southern Syria and northern Palestine were all accessible to Hazor, although some of them in different periods of LB.

Dans le contexte d'intégration du numérique à l'École au moyen de l'équipement personnel des élèves, la présente recherche vise à savoir de quelle manière la disponibilité permanente des équipements numériques personnels (tablette, ordinateur portable, téléphone portable ou mobile) modifie la représentation que les élèves se construisent de la forme scolaire. Deux cas sont étudiés par le biais d'une démarche empirique : les collégiens participant au projet TED dans le département de Saône-et-Loire et les lycéens participant au projet Living Cloud au Lycée pilote innovant international (LPII) de Jaunay-Marigny. Afin de construire un cadre d'analyse des dimensions de la forme scolaire, cette étude a déterminé dans un premier temps 4 dimensions d'analyse à partir des propositions théoriques disponibles. Dans un deuxième temps, l'étude analyse la modification de la représentation dans les 4 dimensions du rapport à l'École : le savoir, l'autorité, l'espace-temps et l'évaluation. Pour finir, la recherche s'appuie sur la médiation instrumentale et les interactions culturelles afin de savoir quelles catégories des interactions sont mobilisées dans l'instrumentation que les élèves font des équipements numériques à l'École. Pour réaliser cette recherche, les élèves ont été interrogés de deux manières : via un questionnaire en ligne et des entretiens collectifs d'explicitation. Les résultats issus du questionnaire en ligne ont, tout d'abord, permis de repérer la représentation que les élèves ont des deux espaces-temps : école et maison. Ensuite, ces résultats ont été analysés en termes de corrélations (tau de Kendall) et d'indépendance des variables (Khi-deux). Grâce à une analyse en composantes principales (ACP), les résultats ont permis de déterminer 8 profils d'élèves relativement à la forme scolaire et d'associer un profil à chaque élève. Suite à une analyse factorielle de correspondances multiples (AFCM), ces profils ont été associés au positionnement que les élèves ont par rapport à l'usage des équipements numériques et aux dimensions de la forme scolaire. Les résultats obtenus grâce aux entretiens collectifs ont été analysés à l'aide de catégories thématiques et conceptualisantes. Enfin, l'ensemble des résultats a été analysé en termes d'incidence de la médiation instrumentale sur les interactions culturelles. Les principaux résultats de cette recherche montrent l'impact de la scolarisation du numérique et les différences entre la vision que les adultes ont des représentations de l'École par les élèves et les propres représentations des élèves concernant l'École. Par ailleurs, l'étude signale la modification de la représentation du rapport à l'espace-temps surtout quant à la présence et à l'attention des élèves à l'école. Contrairement à certaines idées reçues, la figure de l'enseignant comme dépositaire du savoir légitime et de l'autorité reste stable dans la représentation des élèves, de même que l'importance de l'évaluation dans la représentation de l'École. Cependant, la représentation de la disponibilité de l'information et de l'accès à celle-ci est modifiée. L'horizontalité, dans la relation enseignant-élève, souvent attribuée à l'utilisation du numérique, est contestée par la présente analyse. De même, les résultats soulignent l'importance des composantes affectives et relationnelles dans l'intégration du numérique à l'institution scolaire et le rôle qu'y jouent l'origine sociale des élèves et leurs pratiques culturelles. Enfin, l'étude analyse les tensions entre les actuels lignes directrices des projets d'intégration du numérique à l'École et la forme scolaire traditionnelle. / This research is situated in the context of educational institution projects that equip students with personal digital devices. It aims to explain how the permanent availability of personal digital devices (tablet, personal computer, mobile) changes the social representation students have of school as an institution, or the so-called “schooling form”. Two case studies at secondary-level education are analysed with an empirical approach: students participating in the TED project in Saône-et-Loire and students of the Living Cloud project at the Lycée Pilote Innovant International (LPII) in Jaunay-Marigny. In order to build the theoretical framework to analyse the schooling form concept, this study first determines 4 dimensions based on the literature available. Subsequently, it analyses the representation changes within these 4 dimensions of the relationship to the schooling form: knowledge, authority, space-time and evaluation. Finally, the present dissertation draws on the concept of instrumental mediation and cultural interactions in order to identify the interaction categories that are mobilized in the instrumentation performed by students during the use of personal digital devices at school. Students were questioned by two means: an online survey and collective interviews. The online survey results allowed us to identify the representation students have about two space-time frameworks: school and house. Results were analysed in terms of correlations (Kendall's Tau) and by the test of independence (Chi-square). Through the use of the Principal Component Analysis (PCA), the survey results allowed to determine 8 students' profiles regarding schooling and to associate them to each student. Using a Factorial Analysis of Multiple Correspondences (FAMC), these profiles were associated to students' positioning regarding the use of personal digital equipment and the 4 schooling form dimensions. Results obtained by means of collective interviews were analysed by thematic and conceptualising categories. Finally, the data corpus was studied in terms of the instrumental mediation incidence on cultural interactions. The main results of this investigation show the impact of digital schooling and the differences between how adults perceive the students' schooling form and the students' own representation of it. Furthermore, this study points to the changes in the student's representation of space-time, mainly in what regards the student's presence and attention in school. Contrary to previous research findings, this study shows that the teacher as a figure of legitiate knowledge and authority remains stable in students' representations, as well as the importance of evaluation in the schooling form representation. However, the representation of the availability of information and the access to information are transformed. Horizontality in the teacher-student relationship, often attributed to the use of digital devices, is questioned by the present study. Moreover, results underline the importance of considering the affective and relational components in the process of digital integration at school as well as the role of students' social origins and cultural practices. Finally, this study analyses the tensions between the main guidelines in digital integration projects and the traditional schooling form. / La presente investigación se enmarca en el contexto de la integración de las tecnologías digitales en la Escuela, a través del equipamiento personal de los alumnos. Ésta tiene como objetivo conocer cómo la disponibilidad permanente de tabletas, computadores portátiles y teléfonos celulares, modifica la representación de los alumnos acerca de la forma escolar. Para ello, se analizaron empíricamente dos casos: los estudiantes de los colegios participantes del proyecto TED en Saône-et-Loire y los alumnos de liceo que forman parte del proyecto Living Cloud del Lycée pilote innovant international (LPII) de Jaunay-Marigny. En un primer momento, con base en la revisión de la literatura, se determinaron cuatro dimensiones de la relación a la forma escolar: saber, autoridad, espacio-tiempo y evaluación. Estas dimensiones constituyen el marco de análisis de las modificaciones a la representación de la forma escolar de los estudiantes. Finalmente, el estudio se apoya en las teorías de la mediación instrumental y de las interacciones culturales con el objetivo de identificar las categorías movilizadas en la instrumentación que los alumnos hacen de los equipos digitales en la Escuela. Para la realización de esta investigación, los alumnos fueron interrogados de dos maneras: un cuestionario en línea y entrevistas colectivas de explicitación. Los resultados obtenidos del cuestionario permitieron identificar la representación que tienen los alumnos de dos espacios-tiempo: escuela y casa. Estos resultados fueron analizados a través de correlaciones (tau de Kendall) y el test de independencia de variables (chi-cuadrada). Mediante un análisis de componentes principales (ACP), los resultados determinaron ocho perfiles de alumnos en relación a la forma escolar. Estos perfiles fueron atribuidos a cada uno de los alumnos estudiados. De igual forma, a través de un análisis factorial de correspondencias múltiples (AFCM), los perfiles fueron asociados al posicionamiento de los alumnos en relación al uso de equipos digital y las cuatro dimensiones de la forma escolar. Los resultados obtenidos en las entrevistas colectivas fueron analizados usando categorías temáticas y “conceptualizantes”. Finalmente, la totalidad de los resultados fueron estudiados en términos de la incidencia de la mediación instrumental sobre las interacciones culturales. Los resultados principales de este estudio muestran el impacto de someter el equipamiento digital al proceso de escolarización. Se observan las diferencias de percepción que tienen los adultos de la representación de los alumnos sobre la Escuela y la representación que tienen los propios alumnos sobre ella. Se muestra también la modificación de la representación de la relación al espacio-tiempo, sobre todo en lo que se refiere a la presencia y la atención de los alumnos en la Escuela. Contrariamente a las ideas generalizadas, el maestro como figura del saber legítimo y de autoridad, permanece estable en la representación de los alumnos, al igual que la importancia de la evaluación en la representación de la Escuela. Sin embargo, se observa una transformación en la representación de la disponibilidad y el acceso a la información. La horizontalidad de la relación maestro-alumno, frecuentemente atribuida a la utilización del equipamiento digital, es cuestionada por el presente análisis. También se plantea la importancia de los componentes afectivos y relacionales, así como el rol del origen social de los alumnos y sus prácticas culturales en la integración de lo digital en la Escuela. Para finalizar, esta investigación analiza las tensiones entre los actuales lineamientos de los proyectos de integración digital en la institución escolar y la forma escolar tradicional.