L’objectif principal de cette thèse est de produire un inventaire des ressources langagières que des élèves de cours élémentaire mobilisent pour parler des couleurs, des bruits et des odeurs dans un oral qui se rapproche de l’oral conversationnel et dans des situations de type scolaire. Nous retraçons d’abord les débats qui ont eu lieu à propos des sensations entre les universalistes et les tenants d’une prise en compte des situations hétérogènes, ce qui justifie notre choix de ce domaine. Puis nous dégageons les enjeux sociaux de l’opposition entre langue scolaire et français ordinaire, ce qui nous a conduit à construire deux situations d’enquête. Nous avons procédé à 10h d’enregistrements réalisés en triades en présence des référents [échantillons d’odeurs, de couleurs et de bruits]. Le cadre était relativement informel, et les tâches n’impliquaient pas que le langage soit l’objet d’une attention particulière. Nous avons complété le premier corpus en procédant à des exercices de type scolaire en face à face avec l’enquêteur. Dans les deux cas, le protocole de recueil a permis d’aboutir à des séries relativement homogènes permettant des comparaisons entre les performances des élèves. Globalement, nos analyses permettent d’apprécier l’écart entre la petite quantité de mots actualisés dans des structures syntaxiques répétitives et les ressources de la langue « seconde » de l’école ; elles montrent aussi une série de décalages intéressants avec les axes de nominations privilégiés par les adultes. Enfin, nous avons souligné l’intérêt didactique qu’il y aurait à travailler sur la phraséologie comme interface entre langue, discours et culture. / The aim of this thesis is to identify the linguistic strategies used by the primary school pupils to talk about colors, sounds and smells through oral conversations and in “school-situations”. We adopt a context-dependent point of view, capable of handling heterogeneous situations, cultural determination and dynamic discourses. This approach emphasizes the social stakes of the opposition between ordinary French language and “school-language”. Two surveys have been taken and lead on two corpora. The first corpus consists of ten hours recordings of rather informal interactions, which do not posit language as a focus-on subject. Pupils were performing tasks based on samples of colors, smells and sounds. We added this first corpus with scholar exercises face to face the investigator. This second corpus consists of classroom tasks aiming at highlighting the difficulties that pupils may encounter in naming these sensations. We have obtained relatively homogeneous series allowing contrast the discourse performance of pupils. Globally, the study points out a gap between the small number of words used by pupils in repeated syntactic structures and the richness of lexical resources of “school-language”; it also shows a series of differences between the denominative strategies used by children and those preferred by adults. Finally, we stressed the didactic interest to study phraseology as an interface between language, discourse and culture.

För att kunna klättra i den politiska hierarkin är karriären på lokal nivå avgörande eftersom lokala erfarenheter anses vara positivt, och eftertraktat för att kunna lyckas. Sverige har ett partidominant valsystem, vilket innebär att valresultat i princip är en produkt av partiernas interna nomineringsprocess. Den senaste forskningen visar att valberedningar ger företräde åt kandidater som de själva anser att de kan likställas med. Varav denna studie har ämnat till att studera vilka formella och informella regler som kan påverka nomineringar till partiets vallistor. Vidare vad som eftertraktas av partiernas valberedningar i urvalet av kandidater och vilken betydelse kontaktkapital har för nomineringsprocessen. Undersökningen har grundat sig i en kvalitativ forskningsansats och det empiriska materialet har inhämtats genom halvstrukturerade intervjuer. Deltagarna i studien har varit tre valberedare och tre heltidspolitiker med minst ett förtroendeuppdrag. Resultatet har analyserats med utgångspunkt i teorin om kontaktkapital, homosocialitet och tidigare forskning. Studien har vidare mynnat ut i ett resultat som visar på att nomineringsprocessen inte är helt oberoende av valberedningens subjektiva premisser. Där det tydligt går att urskilja att det finns en rad egenskaper som är meriterande, och som kan hjälpa kandidater i nomineringsprocessen vid tilldelning av uppdrag och topplaceringar i vallistor. Det har visat sig vara viktigt att kandidaterna har ett nätverk, och ett förtroende för att lyckas och tilldelas uppdrag. / To be able to climb the political hierarchy, careers on a local level is crucial, because local experiences are considered positive and desired in order to succeed. Sweden has a party-dominant electoral system, which means that election results are a product of the parties' internal nomination process. The latest research shows that nomination committees give preference to candidates whom they themselves believe can be associated with. This study intends to investigate which formal and informal rules can affect nominations for the party's election lists. Furthermore, what is desired by the parties' nomination committees in the selection of candidates, and the importance of contact capital in the nomination process. The study has been based on a qualitative research approach and the empirical material has been obtained through semi-structured interviews. The participants in the study have been three electoral commissioners and three full-time politicians with at least one trust assignment. The results have been analyzed with the help of the theory of contact capital, homosociality and previous research. The study result shows that the nomination process is not completely self-sufficing of the nomination committee's subjective premises. Where it is clearly observable that there are a number of qualities that are meritorious, and that can assist candidates in the nomination process. It has proved to be important that candidates have a network, and a confidence to be able to succeed.

Québec Université Laval, Bibliothèque 2014

Bakgrund: Jämställdhet innebär att kvinnor och män ska ges samma rättigheter, skyldigheter och möjligheter inom livets samtliga områden (SCB, 2016). Sverige är världens fjärde mest jämställda land men trots detta är det endast 28,1 procent kvinnor i svenska börsbolagsstyrelser och 10 procent kvinnor i svenska valberedningar (WEF, 2016; AllBright, 2015). Detta även fast kvinnor utbildar sig i högre utsträckning än vad män gör (SCB, 2016). För att försöka lösa problemet med den ojämna könsfördelningen i svenska börsbolagsstyrelser har Regeringen flera gånger tagit fram ett förslag om kvotering, senast hösten 2016. Kvoteringsförslaget har inneburit att minst 40 procent av respektive kön ska representeras i svenska börsbolagsstyrelser men förslaget har aldrig haft tillräckligt med stöd för att röstas igenom (Regeringen, 2016).   Syfte: Uppsatsens syfte är att förklara om sammansättningen av valberedningen i bolag på Stockholmsbörsen påverkar könsfördelningen i styrelsen. Och i så fall vilka egenskaper hos individerna i valberedningen som påverkar könsfördelningen i styrelsen.   Forskningsfråga: Påverkar sammansättningen av valberedningen könsfördelningen i styrelsen? Och vilka är i så fall egenskaperna som påverkar könsfördelningen?   Metod: Uppsatsen har antagit en deduktiv forskningsansats där teorier ligger till grund för de hypoteser vi skapar och sedan testar (Bryman & Bell, 2013). De teorier som formulerat våra hypoteser är social kategoriseringsteori, homosocialitet, homosocial reproduktion, upper echelon samt institutionell teori. Hypoteserna testas i en kvantitativ metod och urvalet är samtliga bolag på Stockholmsbörsen som har en valberedning. Som forskningsstrategi har en kombination mellan tvärsnittsdesign och longitudinell design använts.   Resultat: Resultaten från testerna visar att fem av våra åtta hypoteser kan accepteras eftersom de visar ett signifikant samband. De som uppnår signifikans är andelen kvinnor i valberedningen, kritisk massa av kvinnor i valberedningen, utländska ledamöter i valberedningen, andelen med eftergymnasial utbildning, familj/sfär som kontrollägare samt institutionell kontrollägare representerade i valberedningen.     Slutsats: Svaret på vår forskningsfråga är ja, sammansättningen av valberedningen påverkar könsfördelningen i styrelsen. Och de egenskaper som påverkar är andelen kvinnor i valberedningen, kritisk massa av kvinnor i valberedningen, utländska ledamöter i valberedningen, andelen med eftergymnasial utbildning, familj/sfär som kontrollägare samt institutionell kontrollägare representerade i valberedningen. / Background: Equality means that women and men should be given the same rights, obligations and opportunities in all areas of life (SCB, 2016). Sweden is the world's fourth most equally-balanced country but despite this only 28,1 percent are women in Swedish Stock Exchange Boards and 10 percent women in Swedish Nomination Committees (WEF, 2016; AllBright, 2015). This even though women more often have a higher degree than men do (SCB, 2016). In order to try to solve the problem of the uneven gender distribution in Swedish Stock Exchange Companies, the Government has repeatedly developed a proposal for quotas, latest by autumn of 2016. The quota proposal has meant that at least 40 percent of each gender should be represented in Swedish Stock Exchange Companies, but the proposal has never had enough support so it was withdrawn (Regeringen, 2016).   Purpose: The purpose of this paper is to explain whether the composition of the Nomination Committee in companies on the Stockholm Stock Exchange affects the gender distribution of the Board. And if so, what characteristics of the individuals in the Nomination Committee that affect the gender distribution in the Board.   Research question: Does the composition of the Nomination Committee affect the gender distribution in the Board? And if so, who are the characteristics that affect the gender distribution?   Method: This paper has assumed a deductive research where already existing theories was used to develop hypotheses which then was tested (Bryman & Bell, 2013). The theories that created our hypotheses are social categorization theory, homosociality, homosocial reproduction, upper echelon and institutional theory. Hypotheses are tested in a quantitative method and the selection is all companies on the Stockholm Stock Exchange which have a nomination committee. As a research strategy, a combination of cross-sectional design and longitudinal design has been used.   Results: The results from the tests show that five of our eight hypotheses can be accepted because they show a significant relationship. Those who achieve significance are the proportion of women in the Nomination Committee, the critical mass of women in the Nomination Committee, foreign members of the Nomination Committee, the proportion of post-secondary education, family/sphere as control owners and institutional control owners when represented in the Nomination Committee.   Conclusions: The answer to our research question is yes, the composition of the Nomination Committee affects the gender distribution in the Board. And the characteristics that affect are the proportion of women in the Nomination Committee, the critical mass of women in the Nomination Committee, foreign members of the Nomination Committee, the proportion of post-secondary education, family/sphere as control owners and institutional control owners when represented in the Nomination Committee.

A obra de Roy Wagner trata de um problema candente para a antropologia: a relação com a diferença. A partir do regime de leitura desenvolvido por Jacques Derrida, pretendo seguir os movimentos do texto de Wagner com o objetivo de compreender sua proposta de antropologia e articulá-la ao universo epistemológico mais amplo da disciplina. O texto wagneriano será, assim, articulado ao texto-contexto da antropologia, considerado como um conjunto de linhas de força em tensão e distensão. Na análise da obra de Wagner será privilegiada a relação entre proposta teórica e análise empírica por ser este um aspecto central para a antropologia e também um ponto de ruptura frequente nos textos da disciplina. De modo a estabelecer a mediação entre esses dois níveis, relacionarei em um primeiro momento a ideia de diálogo, no plano de interação em campo, ao conceito de dialética, no plano teórico. Em seguida, acompanharei o movimento de desconstrução e reposição conceitual realizado pelo autor para os conceitos de grupo e cultura com o objetivo de pensar o estatuto da nomeação em seus textos e relacioná-lo à concepção da diferença como alteridade em antropologia. / The work of Roy Wagner deals with a core issue in anthropology, that of the relation to difference. Based on the regime of reading developed by Jacques Derrida, I intend to follow the moves of Wagners text with the purpose of understanding his proposal for anthropology and articulating it to the disciplines broader epistemological universe. Wagners text will thus be articulated to the text-context of anthropology, considered as a set of lines of strength in tension and distension. In the analysis of Wagners work, the relationship between theoretical stance and empirical analysis will be privileged because this is a central aspect to anthropology and frequently the point at which the disciplines texts break. In order to mediate between these two levels, I will first relate the idea of dialogue at the level of field interaction to the concept of dialectic at the theoretical level. I will then follow the movement of conceptual deconstruction and reestablishment carried out by the author for the concepts of group and culture with the purpose of considering the status of nomination in his texts and relating it to anthropologys conception of difference as alterity.

O presente trabalho teve como objetivo realizar uma avaliação quanto à possibilidade de serem explorados bens públicos intangíveis no Direito brasileiro. O tema foi abordado especificamente quanto à atribuição de nome, como modo de exploração de bens públicos. Na experiência estrangeira, verifica-se a existência dos naming rights. A atribuição de nome é um instituto que pode ser desenvolvido no Brasil, inspirado nos naming rights, mas observadas as peculiaridades do ordenamento jurídico brasileiro. A atribuição de nome pode ser usada tanto no âmbito privado quanto no aspecto público. Para delinear o instituto é necessário distinguir a atribuição de nome de outros institutos que possam demonstrar aparente aproximação. A atribuição de nome não se confunde com nomeação honorífica, doação com encargo, contratos para conservação de bens públicos ou locação. A atribuição de nome demonstra ser um meio viável para exploração de bens públicos, mas para o seu sucesso faz-se necessário estabelecer limites a esse instituto, evitando-se repetir erros que já foram verificados na experiência estrangeira. A cessão da atribuição de nome deve ser pautada pela análise de critérios de conveniência e pelo estabelecimento de marcos legais em conformidade com o ordenamento jurídico brasileiro. / Cette étude a pour but lévaluation concernant la possibilité dexploitation de biens publics intangibles du Droit brésilien. Le thème fut particulièrement envisagé par rapport à lattribution de nom comme une manière dexploiter les biens publics. A létranger, il y a les naming rights. Lattribution de nom est un ensemble de règles juridiques qui peut être développée au Brésil, inspirée des naming rights, à condition que les particularités de lordonnancement juridique brésilien soient respectées. Lattribution de nom peut être utilisée dans le domaine privé ou public. Pour définir lensemble de règles juridiques, il faut distinguer lattribution de nom dautres ensembles qui puissent indiquer une apparente approximation. Lattribution de nom ne peut pas être confondue avec la nomination honorable, la donation avec charge, les contrats pour le maintien de biens publics ou la location. Lattribution de nom paraît un moyen viable pour lexploitation de biens publics. Toutefois, pour sa réussite, il faut établir de limites afin que des erreurs commises à létranger ne se passent pas au Brésil. La cession de lattribution de nom doit être basée sur lanalyse de critères dintérêt général et sur létablissement de repères de la loi suivant lordonnancement juridique brésilien.

Made available in DSpace on 2016-04-28T20:37:52Z (GMT). No. of bitstreams: 1 Bruna Francinetti Menezes Castro dos Santos.pdf: 486716 bytes, checksum: a2d8cd231579f80945f35c897e8f33fc (MD5) Previous issue date: 2011-10-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to understand the repetition of the given name within a family considering two concepts: Family Loyalty, by Boszormenyi-Nagy and Differentiation of Self, by Bowen. We became interested in this issue when we realized that the given name repetition within families is perceived to be something present in all regions of Brazil, regardless of social, economic and cultural strata. In addition to this there is a scarcity of studies that relate the repetition of the first name with the Family Loyalty and Differentiation of Self. This study was done through a qualitative research design of case study and was conducted in the city of Macapá - Amapá, with two people from the same family who have family roots in the city of Cametá, state of Pará. The participants were the father and the son who have the first name in common, belonging to a family in which seven people have the same first name over five generations. The semi-structured interview was used in the data collection with one participant and secondly, the construction of the Family Genogram was done with the participant who was in the previous step and his son. The results showed that in the history of the participants lives both Family Loyalty and Differentiation of Self are present, however it was noticed there is a loyalty to himself and to the Accredited Family that in many instances, is more pronounced than the loyalty to his origin family / Este trabalho teve como objetivo compreender a repetição de nome próprio em uma mesma família a partir de dois conceitos: Lealdade Familiar, de Boszormenyi-Nagy, e Diferenciação de Bowen. Ficamos interessados nessa questão ao percebermos que a repetição de nome próprio em uma mesma família é algo presente em todas as regiões do Brasil, independentemente da classe social, econômica e cultural. Soma-se a isso a escassez de pesquisas que relacione a repetição de nome próprio com a Lealdade Familiar e a Diferenciação. O estudo se deu por meio de uma pesquisa qualitativa com delineamento de estudo de caso e foi realizado na cidade de Macapá Amapá, com duas pessoas de uma mesma família que possuem raízes familiares no município de Cametá, no estado do Pará. Os participantes foram pai e filho que possuem o prenome em comum, sendo que pertencem a uma família na qual sete pessoas têm esse mesmo prenome ao longo de cinco gerações. Na coleta de dados foi utilizada a entrevista semiestruturada com um participante e em um segundo momento, ocorreu à construção do Genograma da família, com o participante que estava na etapa anterior e seu filho. Os resultados mostraram que na história de vida dos participantes tanto a Lealdade familiar como a Diferenciação são presentes. Contudo, observou-se a existência da lealdade a si próprio e a Família Credenciada que em muitos momentos é mais acentuada do que à lealdade com a sua Família de Origem

Le concept de subjectivation a guidé l’avancée de cette thèse, pour saisir les remaniements des processus de la construction subjective chez l’enfant, pris dans les discours dominants de notre postmodernité. La création d’un espace psychique différencié inhérent aux processus de subjectivation, pose d’emblée le lien à l’Autre et aux autres, au sein de l’institution, familiale et sociale, dans laquelle évolue l’enfant. Les incidences sur le déroulement de la construction subjective ont été explorées à partir du champ de l’école, dans la triangulation père–mère-enfant et sa répétition parents–enfant–école. Une approche historique de l’institution scolaire a permis de dégager cinq basculements cliniques, témoignant de l’évolution des places assignées aux différents acteurs de l’école et aux idéaux respectifs, entraînant des retombées sur les enjeux subjectifs et intersubjectifs.C’est en suivant l’articulation filiation/affiliation, développée à partir des enjeux de nominations et d’identifications que le rapport au père va se poser. Il s’agira d’interroger la fonction du père imaginaire, empêchée par l’ombre portée de l’Autre maternel. Cet empêchement, adossé aux discours dominants de l’immédiateté effaçant la différence générationnelle, semble s’ériger comme un point de butée sur lequel achoppe le déploiement imaginaire de la fonction phallique au temps de l’enfance. L’empêchement de cet "à venir" porté par la promesse oedipienne, semble mettre en exergue le rapport fraternel, l’autre semblable du temps du complexe d’intrusion. L’Autre social est appelé en suppléance de plus en plus tôt dans le parcours de la subjectivation au temps de l’enfance, parcours qui ne peut se penser sans l’Autre, pour aller de l’UN à l’autre. / The concept of subjectivization guided the progress of this thesis, to understand the reorganizations in the processes of the subjective self-construction of the child, caught in the dominant discourses of our postmodern time.The creation of a differentiated psychic space inherent to the processes of subjectivization, poses at the outset the link to the Other and the link to the others within the family and social institution in which the child evolves. The impact on the subjective construction processes was explored from the angle of the school, according to the father-mother-child triangulation and its repetition in the school-parents-child triangulation. An historical approach of the academic institution has enabled to extricate five clinical changeovers, showing an evolution in the places assigned to the different school partners and the respective idealized roles, affecting the subjective and intersubjective issues.The relationship with the father will arise from the filiation / affiliation articulation, developed from the concepts and issues of naming and identification. The function of the imaginary father (paternal imago) will be examined and seems hindered by the shadow cast by the maternal Other. This impediment, leaning on the dominant discourses of immediacy erasing the generation difference, seems to put up a stumbling block on the imaginary phallic function deployment at the time of childhood. The impediment of this "future to come”, carried by the oedipal promise, seems to highlight the fraternal term, built at the time of the intrusion complex.The social Other is called in substitution, always earlier in the process of subjectivization at the time of the childhood. This process cannot be conceived without the Other, in order to find the path the One to the other.

As part of a comprehensive, multi-tiered system of support for students’ emotional, academic, and behavioral success, effective universal screenings are essential to identify students who may benefit from early intervention and targeted prevention services (Strein, Kuhn-McKearin, & Finney, 2014). Although many screening procedures and methods have been developed and evaluated for general education populations, more research is needed on screening procedures designed for one traditionally underserved population in school-based mental health services—students in accelerated curricula (namely, students in Advanced Placement classes or in the International Baccalaureate program; AP/IB). When teachers are involved in universal screening procedures, regardless of student population served, training strategies to improve teacher accuracy in identifying students at-risk have resulted in gains in teacher knowledge of mental health disorders, but not improvements in accuracy (Deacon, 2015; Moor et al., 2007; Veira et al., 2014). This study examined prevalence of academic and emotional risk among 352 9th grade AP/IB students (enrolled in AP Human Geography or IB Inquiry Skills) in seven schools. Within a subgroup of 245 students (from five schools) who also participated in a teacher nomination procedure, this study also examined the accuracy of teachers (N = 6) in identifying the students who demonstrate signs of risk academically (defined by low grade in class or overall GPA) or emotionally (defined by high levels of perceived stress and low school satisfaction). Almost one in four students (24.17%) were designated as at-risk academically for either low course grades or GPA, and almost one in three students in the sample (28.88%) met at-risk criteria for emotional risk for either low school satisfaction or high perceived stress. In terms of teacher accuracy, teachers were found to have a high sensitivity and specificity identifying students with academic risk (90% sensitivity and 90.32% specificity across all 6 teachers). Mirroring previous research, teacher accuracy identifying students at-risk emotionally was lower (42.42% sensitivity and 76.14% specificity across all 6 teachers). The study also explored patterns in at-risk students missed by teachers, based on student characteristics such as gender, race, socio-economic status, risk severity, and risk type. Due to a low sample size of teachers, analyses were unable to detect differences in the rate of students missed across different student variables. Finally, the study advanced and evaluated the effects of a brief teacher training and feedback intervention intended to increase accuracy in identifying students at-risk. Low sample sizes again precluded identification of meaningful statistical differences. Although statistical findings were limited, quantitative and qualitative acceptability measures indicated high participant acceptability and feasibility for the new intervention. Conclusions from the study may be used within a population-based framework of student mental health services, to best inform early identification methods of students in accelerated curricula at-risk for diminished academic and emotional success, and working with teachers in screening efforts. Further, future research points to continued need to evaluate the brief teacher intervention with larger sample sizes to evaluate any possible intervention effects.

Schools need accurate and efficient ways to identify youth with mental health problems, in part to provide services to such students whose mental health concerns pose barriers to learning. The present study involved an investigation of the accuracy of one method--relying on educators (teachers, a team of school-based mental health professionals, and a school nurse) to identify early adolescents who self-report elevated levels of anxiety or depression. With respect to teachers as screening agents, the possible variability in rates of accurate identification as a function of number of teachers involved in the process (i.e., pooling nominations from multiple subject area teachers for a single student rather than from a single subject area teacher) was examined. The present study also included an examination of the demographic and psychological features of students who are more likely to be missed (i.e., self-report elevated symptoms but are not detected) or misidentified (i.e., self-reported symptoms in the typical range but were incorrectly identified as symptomatic) by educators. Participants included 233 middle school students in grades 7 to 8, 19 teachers, and 6 school-based mental health professionals. Approximately 15.5% and 12% of student participants twice-reported at-risk levels of anxiety and depression, respectively. At-risk was defined as T-scores more than one standard deviation from the norm group mean on psychometrically sound narrowband measures of anxiety and depression. Teachers correctly identified 58.33% of these anxious students and 32.14% of the students with elevated depression, but misidentified 34.52% of non-symptomatic students for anxiety and 23.41% for depression. The school-based mental health staff was largely less accurate than the teachers. The team of school-based mental health professionals accurately identified 12.50% of students for anxiety and 26.32% for depression, and falsely identified 10.31% for anxiety and 25.49% for depression. The school nurse correctly identified 14.81% of students for anxiety and 14.29% for depression, and misidentified 16.26% for anxiety and 17.83% for depression. Taken together, the use of educator nominations in identification of internalizing middle school students appears most defensible when relying on teacher judgments to identify youth with elevated anxiety. The combined group of core subject area teachers (language arts, math, and social studies) was more accurate than teachers from a single subject area, suggesting that teacher nominations should be elicited from multiple groups of core subject area teachers, particularly math and language arts. Rather than nominating students themselves, school-based mental health professionals may be better situated to deliver professional development to teachers regarding the identification of anxiety and depression. Additionally, although several demographic (i.e., gender, race/ethnicity, socioeconomic status) and psychological features (i.e., symptom severity, symptom type; also socially desirable responding and life satisfaction) were examined for students who were missed and misidentified, few differences emerged between the pairs of groups with similar self-reported levels of symptoms. Exceptions included that students who were misidentified reported higher levels of depressive symptoms (albeit still in the typical range) and less satisfaction with their lives than students who were not nominated by teachers. Thus, teachers may detect some mild mood or quality of life differences among students that do not align with students' self-report of symptoms. The practical implications of all study findings, as well as directions for future research, are discussed