Magistrinio darbo objektas – manipuliacijos metodai. Darbo tikslas – identifikuoti ir aprašyti manipuliacijos metodų naudojimą televizijos debatuose, skirtuose 2009 metų Lietuvos Respublikos prezidento rinkimams. Darbo uždaviniai: • išanalizuoti, susisteminti ir aprašyti įvairių autorių išskirtus manipuliacijos metodus, suformuluoti jų apibrėžimus, išskirti indikacijas ir pateikti pavyzdžius; • identifikuoti manipuliacijos metodus, kuriuos panaudojo kandidatai į prezidentus, Lietuvos Respublikos prezidento rinkimams 2009 skirtose televizijos debatų laidose, apibendrinti ir pateikti jų naudojimo tendencijas. Išanalizavus įvairių autorių apibrėžimus apie manipuliaciją, galima teigti, kad manipuliacija naudojama kaip psichologinio poveikio priemonė, siekiant atimti iš žmogaus galimybę savarankiškai priimti sprendimą. Išnagrinėjus įvairių autorių pateiktus aprašymus apie manipuliacijos metodus, naudojant lyginamąjį metodą, pagal panašius bruožus buvo atrinkti ir sugrupuoti skirtingų autorių aprašymai apie tą patį metodą. Taikant dedukcijos metodą, buvo išskirti kiekvienos manipuliacijos metodų grupės esminiai požymiai ir suformuluoti jų apibrėžimai bei išskirtos indikacijos. Apžvelgus įvairių autorių mintis apie politinę komunikaciją, pateikiamos išvados, kad politinėje komunikacijoje labai svarbią vietą užima rinkimai. Kiekvieni rinkimai tampa nauju politikų ir rinkėjų tarpusavio aiškinimosi aktu, o manipuliacija yra pagrindinė priemonė, naudojama rinkiminėje kovoje. Mūsų... [toliau žr. visą tekstą] / The object of the MA paper is manipulation methods. The aim is to identify and describe the use of manipulation methods in the TV debates on the Lithuanian presidential election held in 2009. The goals are: • To analyze, systemize and describe manipulation methods distinguished by various authors, give the definitions, distinguish indications and give examples; • To identify and summarize the use of the manipulation methods in the TV debates on the Lithuanian presidential election in 2009 and adduce the tendencies of the methods used. Having analyzed the definitions of manipulation given by various authors, it can be claimed that manipulation is used as a measure of psychological impact in order to preclude a person from an independent decision making. Having studied the descriptions of manipulation methods by various authors using the comparative method, the descriptions of the same methods by various authors have been selected and grouped under similar features. Using the deductive method the key features of every manipulation method group have been pointed out, their descriptions have been formulated and indications have been distinguished. Having reviewed various authors’ ideas about political communication, the conclusions that election plays an important role in the political communication have been made. Every election becomes a feud between politicians and electors and manipulation is the main measure used in the election fight. Our opinions, attitudes and beliefs are... [to full text]

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

This diploma thesis on the "Non-Parliamentary Political Parties in Media Communication Process. Communication Behaviour of Non-Parliamentary Parties in the Czech Republic prior to the Parliamentary Elections of 2006" suggests that political parties wishing to succeed in the dynamically changing media environment today need to present themselves through the refection of contemporary trends in the development of political communication. Based on the hypothesis that the non-parliamentary (i.e. small) political parties fail to master these principles of media and political communication, which is one (but not the single) reason why they fail to reach spectacular results in elections, this diploma thesis investigates four Czech non-parliamentary political parties participating in the parliamentary elections of 2006. The theoretical part of this diploma thesis introduces the current phenomena of political communication, including the mediatisation and personalisation of politics and the concept of politics as entertainment, with a focus on the examples of professionalization of political communication, political marketing and the importance of public opinion. In the practical part of this diploma thesis, the fundamental definitions are used and the method of semiotic analysis applied to the media...

Orientador: Jorge Muniz Junior / Resumo: O objetivo desta tese é propor um modelo para avaliar competências de estudantes de engenharia em fóruns de discussão on-line. O modelo inclui um instrumento de pontuação (rubrica) baseado na Taxonomia de Bloom para avaliação de Competências em disciplinas da engenharia. A revisão da literatura indicou oportunidades de pesquisa atendidas pelo modelo proposto, tais como, comparação de diferentes rubricas, aplicação da Taxonomia de Bloom em atividades colaborativas, bem como validade e confiabilidade de rubricas em diferentes contextos educacionais. O modelo de avaliação utiliza rubrica analítica, a qual fornece feedback específico para cada uma das competências avaliadas, de acordo com os níveis da Taxonomia de Bloom: lembrar, entender, aplicar, analisar, avaliar e criar. As competências avaliadas estão alinhadas com a Accreditation Board of Engineering and Techonology (ABET), World Economic Forum de 2015 e National Academy of Engineering, de forma a comtemplar complexidade e desafios do profissional do século XXI. A validação do modelo foi feita por meio de sua aplicação em instituições públicas de ensino superior (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), o que envolveu 118 docentes especialistas de ensino a distância e 106 estudantes. Evidenciaram a validade e confiabilidade do modelo por meio dos coeficientes: Indice de Validade de Conteúdo (90%), Alfa de Cronbach (0,73), Porcentagem Abs... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this thesis is proposing a model to evaluate Engineering students’ competencies in on-line discussion forums. The model includes a grading tool (rubric), based on Bloom’s Taxonomy, for the evaluation of competencies in Engineering courses which stimulate logical thinking and decision making. The literature review revealed research possibilities about the proposed model use, such as the comparison of different rubrics, the application of Bloom’s Taxonomy in collaborative activities, and rubric validity and reliability in different educational contexts. The evaluation Model uses an analytic rubric, which provides a specific feedback for each of the evaluated competencies, according to the levels of Bloom’s Taxonomy: remembering, understanding, applying, analyzing, evaluating and creating. The evaluated competencies are relevant for the Accreditation Board of Engineering and Technology, 2015 World Economic Forum, and National Academy of Engineering, keeping in view the complexity and challenges of the 21st century professional.Validation of the model was done through its application in public universities (Escola de Engenharia de São Carlos (EESC), Instituto Federal de São Paulo (IFSP) e Universidade Federal de São Carlos (UFSCar)), with the collaboration of 118 distance education specialist teachers and 106 students. Validity and reliability of the Model was proved by the following coefficients: Content Validity Index (90%), Cronbach’s Alpha (0.73), Absolute Pe... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2016-04-28T19:34:21Z (GMT). No. of bitstreams: 1 Rosangela Licca Marques.pdf: 896019 bytes, checksum: 91f4da286deef88c90e29c85fc7b1c84 (MD5) Previous issue date: 2008-03-24 / Secretaria da Educação do Estado de São Paulo / In this work, we have as objective to analyze the forum genre on the learning environment Distance Education that favors quarrels and knowledge sharing between the participants. We had analyzed the forum of a semipresential discipline of the Letras course of the Pontifícia Universidade Católica de São Paulo. On the analysis of the forum was observed the linguistic marks that characterizes courtesy/politeness, the usage of an adapted language to the interlocutors that has participated in the forum and the interaction between them. With specific objectives, on this research we propose: to identify linguistic aspects that are characterized as courtesy and politeness present on the educational forum; to verify what kind of positive politeness are used by the interlocutors and how the face preservation occurs; to verify what kind of strategies to the negative politeness are used by the interlocutors and what occur when there isn t a use of face preservation strategies. The theoretician framework of this research is anchored, basically, on the Grice s (1975), Brown & Levinson s (1987), Rosa s (1992), Marcuschi s (2003) studies and in studies about the usage of emoticons that aims the categories analysis: face preservation strategies by the conversational markers and attenuation in special, positive politeness strategies and emoticons. On the analyzed categories we can detach the linguistic marks, the usage of the adapted language to all interlocutors that participates in the forum and the reciprocity between them. The gotten results points to the usage of the politeness by the interlocutors on a collaborative context and of interaction that favors the face preservation on the educational forums / Neste trabalho, temos por objetivo analisar o gênero fórum em ambiente de aprendizagem EAD - que favorece discussões e troca de conhecimento entre os participantes. Analisamos fóruns de uma disciplina semipresencial do curso de Letras da Pontifícia Universidade Católica de São Paulo. Na análise dos fóruns observou-se as marcas lingüísticas que caracterizam cortesia/polidez, o emprego de uma linguagem adaptada aos interlocutores que participaram dos fóruns e a interação entre eles. Como objetivos específicos, nesta pesquisa, propusemos: identificar aspectos lingüísticos que se caracterizam como cortesia e polidez presentes nos fóruns educacionais; verificar que estratégias para polidez positiva são utilizadas pelos interlocutores e como ocorre a preservação das faces. O arcabouço teórico da nossa pesquisa está ancorado, basicamente, nos estudos de Grice (1975), Brown & Levinson (1987), Rosa (1992), Marcuschi (2003) e em estudos sobre o uso dos emoticons que visam a análise das categorias: estratégias de preservação das faces por meio dos marcadores conversacionais e em especial atenuação, estratégias de polidez positiva e emoticons. Nas categorias analisadas destacamos as marcas lingüísticas, o emprego da linguagem adaptada a todos os interlocutores que participam dos fóruns e a reciprocidade entre eles. Os resultados obtidos apontam o emprego da polidez pelos interlocutores num contexto colaborativo e de interação que favorece a preservação das faces nos fóruns educacionais

Made available in DSpace on 2016-04-27T18:12:10Z (GMT). No. of bitstreams: 1 Daniela Silva Santos.pdf: 525487 bytes, checksum: 3db533524ac1ac8d345cd7d266e207d1 (MD5) Previous issue date: 2006-03-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of the present study was to analyze, through the possible voters' appreciation, the expressiveness of candidates to mayor of the city of Salvador (BAHIA) in a situation of television debate. Images of three political candidates that led the opinion researches were recorded in DVD. Later, two answers of each candidate were chosen and edited, from the beginning and from the end of the debate, without selecting the content of the answer. The images were judged by 127 possible voters, of both sexes and of different age groups, professions and socioeconomic and education levels, aiming at to evaluate their preferences and justifications in relation to the three candidates, as well as to analyze the expressiveness of the contestants. As for expressiveness, the possible voters had the task of judging the candidates' speech regarding the motivation; the tone, pleasant or unpleasant; the fact of engrossing or not the attention; causing emotion; transmitting credibility or insecurity; the quality of the voice and the use of gestures and facial and corporal expressions. The possible voters selected C2 as the most expressive candidate. In second place, it was C3 and, in third, C1. The same happened as for the order of preference for candidates. Relationship was not verified between the preference and the possible voters' education and/or socioeconomic level. The results pointed that C1, for being the least expressive candidate, differed significantly from C2 and C3 in all of the items of expressiveness. The conclusion was that C2 was the favorite candidate, because he/she spoke pausingly, in a clear and objective way, with good vocal quality, use of balanced gestures, contributing for his/her way of expressing to be considered by the possible voters as pleasant, motivating, capable to engross the attention and to transmit credibility. This being so, those aspects were valued by the possible voters, being decisive for the choice of political candidates in this research choice / O objetivo do presente estudo foi analisar, por meio do julgamento de possíveis eleitores, a expressividade de candidatos a prefeito da cidade de Salvador (BA) em situação de debate televisivo. Foram gravadas em DVD imagens de três candidatos políticos que lideravam as pesquisas de opinião. Posteriormente, foram escolhidas e editadas duas respostas de cada candidato, do início e do fim do debate, sem selecionar o conteúdo da resposta. As imagens foram julgadas por 127 possíveis eleitores, de ambos os sexos e de diferentes faixas etárias, profissões e níveis sócioeconômico e educacional, tendo em vista avaliar suas preferências e justificativas em relação aos três candidatos, bem como analisar a expressividade dos concorrentes. No protocolo de expressividade, os possíveis eleitores tiveram a tarefa de julgar a fala dos candidatos relativamente à motivação; ao tom agradável ou desagradável; ao fato de prender ou não a atenção; a causar emoção; a transmitir credibilidade ou insegurança; à qualidade da voz; e ao uso de gestos e expressões faciais e corporais. Os possíveis eleitores selecionaram C2 como o candidato mais expressivo. Em segundo lugar, ficou C3 e, em terceiro, C1. O mesmo aconteceu com a ordem de preferência pelos candidatos. Não se verificou relação entre a preferência e o nível educacional e/ou sócio-econômico dos possíveis eleitores. Os resultados apontaram que C1, por ser o candidato menos expressivo, se diferenciou significativamente de C2 e C3 em todos os itens de expressividade. Conclui-se que C2 foi o candidato preferido, porque falou pausadamente, de maneira clara, objetiva, com boa qualidade vocal, uso de gestos equilibrados, contribuindo para que seu modo de expressão fosse considerado pelos possíveis eleitores como agradável, motivante, capaz de prender a atenção e transmitir credibilidade. Assim sendo, esses aspectos foram valorizados pelos possíveis eleitores, sendo determinantes na escolha dos candidatos políticos desta pesquisa

Orientador: Prof. Dr. Marcelo Zanotello / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2015. / Esta pesquisa tem como temática central o uso de Textos de Divulgação Científica (TDC) como ferramenta mobilizadora para a promoção de debates de opinião controversa em sala de aula. Trata-se de um estudo empírico, com os dados coletados pelo próprio professor em ambiente natural e pressupostos teóricos de caráter interpretativo. O objetivo consiste em analisar como estudantes do ensino médio constroem sentidos sobre a Física Contemporânea a partir da leitura de TDC e da realização de debates em sala de aula. Para isso, foi elaborada uma unidade de ensino contendo 10 aulas, nas quais 53 adolescentes desenvolveram as seguintes atividades: a leitura de textos escolhidos por eles a partir de uma lista pré-selecionada pelo pesquisador; a resposta por escrito a questionários sobre esses textos; a apresentação de seminários sobre as temáticas polêmicas relacionadas ao texto; a realização de debates com as temáticas de maior interesse. Além do registro escrito de todas as produções dos alunos a pesquisa contou com a gravação em vídeo de 25 seminários e dois debates orais. A escola onde as atividades foram realizadas é particular e localiza-se na Zona Norte da cidade de São Paulo. Tomando como base os referenciais teóricos da Análise de Discurso Francesa e da Lógica Informal, analisou-se a apropriação do debate realizada pelos estudantes ao longo do desenvolvimento da unidade didática. Os dados apontam que os estudantes apresentaram posicionamentos críticos a respeito da produção científica e conseguiram compreender diversos aspectos acerca dos conteúdos de física, ilustrando o potencial desta estratégia pedagógica. / This research has as its central theme the use of Texts of Science Communication (TDC) as a mobilizing tool to promote controversial opinion of debates in the classroom. This is an empirical study, with data collected by the teacher himself from the wild and theoretical assumptions of interpretative character. The aim is to analyze how high school students make meaning of the Contemporary Physics from the reading of TDC and debates in the classroom. For this, a teaching unit containing 10 lessons was drawn up, in which 53 teenagers have developed the following activities: reading texts chosen by them from a pre-selected by the researcher list; the written answers to questionnaires about these texts; seminar presentation on issues related to the controversial text; conducting discussions with the themes of interest. In addition to the written record of all the productions of the students research had the video recording of 25 seminars and two oral debates. The school where the activities took place is private and is located in the north of the city of São Paulo. Based on the theoretical frameworks of the Discourse Analysis and Informal Logic, analyzed the appropriation of the debate held by the students during the development of the teaching unit. The data indicate that students had critical positions regarding the scientific production and managed to understand many aspects about the physics content, illustrating the potential of this pedagogical strategy

Le sujet de cette thèse est l’analyse comparative des débats parlementaires portugais, brésiliens et roumains, dans l’optique de l’organisation interactionnelle et de l’usage des formes d’adresse (Carreira 1997). Du point de vue théorique, notre étude s’appuie sur la linguistique interactionnelle (Kerbrat-Orecchioni 1990), sur l’analyse du discours politique (Charaudeau 2005) et du discours parlementaire (Ilie 2006; Marques 2000). Après un préambule juridico-politique, qui présente le fonctionnement des parlements dans les trois pays choisis (Portugal, Brésil, Roumanie), nous analysons, dans la première partie de la thèse, les transcriptions officielles des réunions parlementaires en tant que corpus pour l’étude linguistique. Ensuite, nous nous concentrons sur les particularités de la structure séquentielle des débats – ouverture, corps, clôture –, la négociation du tour de parole et les stratégies d’éviter les réponses aux questions. La deuxième partie de la thèse se penche sur les usages de formes d’adresse dans la construction des auto-images et hétéro-images et dans la configuration de la distance interlocutive. Cette approche nous a permis de dégager quelques particularités de chaque sous-corpus: les débats portugais sont plus proches du protocole parlementaire (structure micro-séquentielle plus rigide, usage quasi exclusif des formes nominales d’adresse institutionnelles), alors que dans les débats brésiliens et roumains il y a plus de flexibilité dans la construction micro-séquentielle (les actes rituels sont plus fréquents) aussi bien que dans l’usage des formes d’adresse plus variées (relationnelles, académiques, professionnelles, génériques). / The subject of this thesis is the comparative analysis of Portuguese, Brazilian and Romanian parliamentary debates, from the point of view of interactional organization and address terms uses (Carreira 1997). Our theoretical framework is interactional linguistics (Kerbrat-Orecchioni 1990), political discourse analysis (Charaudeau 2005) and parliamentary discourse analysis (Ilie 2006; Marques 2000). After a legal and political preamble that presents how parliaments in the three selected countries (Portugal, Brazil, Romania) work, we analyse, in the first part of the thesis, the official transcripts of parliamentary sittings as a corpus for linguistic studies. Then we focus on the characteristics of the sequential structure of the debates – opening, body, closing –, negotiation of turn taking and evasion strategies in answering questions. The second part of the thesis focuses on the uses of address terms in constructing images of the self and of the others and the configuration of interlocutive distance. This approach has allowed us to identify a few characteristics of each sub-corpus: Portuguese debates are closer to the parliamentary protocol (the micro-sequential structure is more rigid, nominal institutional address forms are used almost exclusively), while in Brazilian and Romanian debates there is more flexibility both in the micro-sequential construction (ritual acts are more frequent) and in the wider range of address forms used (relational, academic, professional, generic).

Policy makers in education and international development have lately gravitated toward the randomized controlled trial (RCT)—an evaluation design that randomly assigns a sample of people or households into an intervention group and a control group in order to measure the differential effect of the intervention—as a means to determine program impact. As part of federal regulations, the U.S. Department of Education and the U.S. Agency for International development explicitly declared a preference for the RCT. When advocating for adopting the RCT model as the preferred evaluation tool, policy makers point to the success story of medical trials and how they revolutionized medicine from Medieval charlatanry to a modern life-saving discipline. By presenting a more nuanced account of the role of the RCT in medical history, however, this study finds that landmark RCTs were accompanied with challenges, Evidence-Based Medicine had rightful critics, and opportunistic biases in drug trials apply equally to education policy and international development. This study also examines the recent privileged role of the RCT in education and international development, concluding that its initial promise was not entirely born out when put into practice, as the national Reading First Initiative exemplifies. From a comparative perspective, the RCT movements also encountered major RCT critics, whose voices were not initially heard. These voices, however, seem to have contributed to a swing of the pendulum away from RCT primacy back towards greater methodological pluralism. A major conclusion of this study is that policy makers should exercise great caution when using RCTs as a policy evaluation tool. This conclusion is arrived at via considering RCT biases, challenges, and limited generalizability; understanding its interpretive-qualitative components; and broadening the overall methodological repertoire to better enable evaluations of macro-policy interventions. / text

香港教育在課程和評估等方面均十分重視學生口語或書面論辯的能力，不論是學習階段內的全港性系統評估，還是學生完成中學課程後所參加的中學會考 (2012年之前) 或文憑考試 (2012年後)，均要求學生參與小組討論，訓練並考核學生評價觀點的強弱、適當回應組員的觀點的能力。香港教師能夠引導學生綜合書面論辯篇章的組織，並指導學生提出理由支持自己的觀點，但少於培養學生如何理解乃至評價他人觀點的根據，以及回應並發展反駁的能力。學生能夠評價書面篇章內容，也能在教師指導下辨識作者觀點的理據，但在小組討論中建立相反觀點以說服持不同意見的其他成員，表現仍見不足。 本研究旨在發展理論架構與分析程序，以分析中學生在中文小組討論中的論辯。為此，本研究探討了中文小組討論的論辯話語的特徵、學生表達觀點與理據所運用的策略、批判地回應對手的方式，特別是發展反駁、評價對手觀點與理據，以及表達與有衝突的觀點。 十八名來自九所中學的中學畢業學生按學校與性別的分層隨機分配到三組六人組別中，參與時限為廿五分鐘的中文小組討論。他們須討論一項禁止學校小賣部售賣垃圾食物，並禁止學生?帶垃圾食物回校的措施是否合理。學生的討論經謄錄後，在質性分析軟體 (NVivo) 的輔助下，運用話語分析和非形式邏輯中的論辯理論分析，以發現學生在討論中建構論辯的模式，包括：意念、言語行為、論辯圖式、討論的四個中文小組論辯討論的四個層次、廿五項讓學生得以建構論辯並參與討論的言語行為、六種論辯圖式及發展反駁的相關批判問題、討論的五階段，特別是學生傾向於把相互矛盾的論點統合為沒有衝突的討論發展方向。 本研究提出了理論架構與分析程序，把學生在中文小組討論的論辯歸類，以分析論辯的特徵。本論文所提供的研究程序、理論架構、分析程序，以及學生在中文小組論辯討論的表現，有助中國語文課程及其他課程中論辯教育的課程發展、教學設計與評估。最後，本論文探索了研究設計的優點與不足，並提出了日後繼續發展本研究的可能方向。 The ability of Hong Kong students to frame arguments in written and spoken exchanges in Chinese is afforded high priority in Hong Kong secondary schools and is strongly emphasised in the Hong Kong Curriculum. The ability to attend to points made in a discussion, to identify strengths and weaknesses in assertions and content and to make appropriate counter responses has been formally examined in the matriculation examination since 2007. Teachers are comfortable about developing students‘ competence in identifying micro- and macro-structures in text content, and in using these to support opinions expressed in writing. They are less assured about teaching students how to perceive the grounds for counter-arguments and making measured responses and rebuttals of what others in a group have said. Students are able to critically examine text content, to appreciate points advanced and to assemble these in written responses, but, partly due to the Confucian endorsement of avoiding confrontation and disharmony, senior secondary students are apprehensive about public discussions in which they are asked to formulate opposing points of view and persuasive arguments to peers who hold conflicting standpoints. The study set out to assist teachers by establishing a theoretical framework and procedure for analyzing students‘ contributions in group discussion in Chinese. To achieve this, it was necessary to investigate characteristics of discourse; to identify the strategies students employ in presenting reasoned points of view; to critically analyse the contributions of others, especially those presenting counter-arguments; to weigh the merits of opposing opinions; and to present propositions against those expressed by fellow group members. Eighteen final year secondary school students from nine schools were selected, randomly placed into stratified groups of six and asked to participate in twenty-five minute long group discussions of the merits of a school policy prohibiting the sale of junk food in the school canteen and bringing junk food into school. The students‘ utterances were transcribed and points of argument examined using conversational discourse analyses, the logic of the arguments advanced being analysed with the assistance of research software (NVivo). Patterns of argument formulations by the students in the discussions were found. Levels of idea units, speech acts, argumentative scheme and discussion were identified and twenty-five types of spoken exchanges enabling students to construct arguments during the group discussions were identified. Six types of argument shemes were found; and types of critical questions for stimulating justifications and rebuttals of what participants said in the discussions were noted. A five-stage process of presenting arguments in the discussions emerged, together with a tendency for the students to attempt to integrate disparate and heterogeneous points of view into homogeneous standpoints. The research proposes procedures for analyzing and categorising the arguments students raise in group discussion in Chinese, and a framework for developing teaching students how to formulate and sustain telling arguments as part of the Chinese Language Curriculum. The strengths and weaknesses of the research are set out and the implications for further research and current practice are discussed. / published_or_final_version / Education / Doctoral / Doctor of Philosophy