A adaptação dos sistemas tradicionais de ensino presencial para o ambiente de ensino a distância introduz diversas mudanças na práxis escolar. Com a ausência do contato direto entre educador e educandos, surge a necessidade de utilização de artefatos tecnológicos que substituam a interação direta. O fórum de discussão é um desses artefatos tecnológicos. Ele possui a característica de ser um elemento catalisador da comunicação entre os envolvidos e pode ser um importante instrumento no processo educacional. Contudo, a natureza não estruturada das mensagens textuais de um fórum dificulta o seu uso como instrumento na avaliação individual do aluno. A análise e qualificação do conteúdo das mensagens armazenadas em um fórum representa um grande desafio para o instrutor. A ausência de uma estrutura formal de representação dos conceitos, crenças e idéias dos alunos poderia ser apontado como um dos elementos que contribuem para esse desafio. A proposta desta pesquisa é o desenvolvimento de um modelo que permita a estruturação e representação das mensagens de um fórum. Essa estruturação considera três aspectos da mensagem: i) os conceitos apresentados, ii) quem os apresentou e finalmente iii) quando esses conceitos foram apresentados. Para validar esse modelo, um programa de computador foi desenvolvido e testado em um fórum do ambiente virtual Moodle. O conceitos desenvolvidos para o Modelo de Estruturação e Representação das Mensagens do Fórum foram utilizados no desenvolvimento desse programa de computador. Por meio desse modelo de estruturação e representação das mensagens, um mapa ou guia é gerado. Esse mapa ou guia pode ser acessado pelo professor ou instrutor. Esse novo recurso desenvolvido, pode ser utilizado como uma ferramenta de apoio à análise ou avaliação do fórum do ambiente Moodle como um todo ou de cada participação individual do aluno. / The traditional learning practices adaptation to the distance learning introduces several changes in school practice. Since in distance learning the direct contact between educators and students does not exist, new technological artifacts become necessary in order to replace direct interaction. One of these artifacts is the discussion forum, which works as a catalyzer element of the communication between involved ones and can be an important tool in the educational process. Nevertheless, non-structured nature of text messages on a forum hampers its use as a tool in individual student assessment. Analysis and qualification of message contents stored on a forum represents an important challenge for instructors. The absence of a formal representation of concepts, ideas and beliefs from students could be designated as one of the factors that make this challenge even harder. This research proposes the development of a model that allows the messages on a forum can be structured and represented. This structuration considers three message aspects: i) presented concepts, ii) who has presented it, and iii) when concepts have been presented. As a means to validate this model, a computer program was developed and tested in a Moodle virtual environment forum. The concepts developed to the Structuration and Representation of the Forum Messages Model were used on this computer program development. Through the use of this model a map or guide is generated. This map or guide can be accessed by the professor or instructor. This new feature can be used as a support tool to analysis or evaluation of a Moodle forum environment.

Cette thèse a pour objet de décrire l’argumentation des élèves dans dix « cafés scientifiques » sur l’eau potable ayant eu lieu en 2011-2012 dans quatre écoles au Mexique, aux USA et en France. Il s’agit d’environnements éducatifs semi-formels (activité organisée à l’école mais extracurriculaire). Cette démarche est détaillée dans une première partie, avec la présentation des divers ancrages théoriques qui l’ont inspirée, issus de la linguistique interactionnelle, des études de l’argumentation, et de plusieurs traditions de recherches en éducation ; puis la définition des principales questions de recherche ; et enfin une présentation détaillée du corpus d’analyse.Au niveau mésoscopique, est proposée dans la partie II une analyse de la qualité des interactions lors du travail en petits groupes d’élèves, inspirée de la typologie des types de discours de Mercer (1996). Le discours d’exploration est appréhendé à partir de 5 indicateurs adaptés à la situation pédagogique, et attesté dans les trois pays. Ses frontières avec le discours d’accumulation et le discours de dispute sont précisées. Enfin, l’ensemble de la typologie est questionnée et affinée, à l’aune de cas problématiques interrogeant les unités d’analyse pertinentes et l’alternance entre les différents types de discours. La partie III analyse plutôt le travail de construction des arguments par les élèves, à l’échelle microscopique, à partir de trois grands types de ressources : savoirs, principes généraux incluant lois, normes et valeurs, et émotions. Un relevé exhaustif des éléments de savoir-croyance et des principes généraux utilisés par les élèves est réalisé. Est ensuite proposé un modèle du recours à ces principes dans l’interaction argumentative, inspiré de celui de la structure conversationnelle de l’argumentation de Muntigl et Turnbull (1998). Enfin, trois études de cas donnent à voir le fonctionnement discursif de la mobilisation des émotions à des fins argumentatives, à partir d’outils proposés par Plantin (2011). Dans la partie IV, à l’échelle macroscopique, les dix débats réalisés sur les différents terrains sont comparés. Le cadrage du débat est caractérisé sur le plan de l’orientation thématique vers des domaines de savoir et celui de la préférence pour certains modèles cognitifs de l’eau. Est également étudiée la façon dont les élèves construisent l’objet de discours « eau » et le présentent préférentiellement sous certains éclairages (Grize, 1990, 1996), phénomène analysé à l’aide d’outils textométriques. Les résultats des votes d’opinion individuels et par groupe réalisés tout au long des débats sont enfin présentés. L’ensemble de ces éléments (11-14) convergent pour décrire le travail discursif des élèves comme l’activation et le renforcement de scenarios d’affrontement entre argumentaires typiques. Ainsi, chaque sous-corpus national se caractérise par un scenario argumentatif propre, qui domine les débats, même si d’autres scenarios, minoritaires, cohabitent avec lui.Finalement, ce travail offre un modèle cohérent de l’argumentation des élèves, qui permet de caractériser à différents niveaux ces scenarios argumentatifs. / This thesis aims at describing students’ argumentation in ten « scientific cafés » about drinking water organized in 2011-2012 in Mexico, the USA and France. These events can be characterized as a semi-formal educational context (at school but an extra-curricular activity). Part I begins with a literature review of theoretical backgrounds in interactional linguistics, argumentation studies, and education research. The main research questions and the empirical data used in the study are then presented.Part II reports an analysis of the quality of students’ interactions at the mesoscopic level, while they are working in small groups, based on Mercer’s talk typology (1996). Exploratory talk is evidenced in each of the three countries, and is analyzed with 5 indicators taking into account the specificities of the pedagogical situation. The boundaries between exploratory talk, cumulative talk and disputational talk are discussed. The whole typology is refined, with the presentation of problematic atypical cases, raising the issues of the relevant unit of analysis and the alternation between different types of talk. Part III consists of an analysis of students’ work of building up their arguments at the microscopic level. To do so, they use 3 types of resources: knowledge, general principles (including laws, norms and values), and emotions. An inventory of the knowledge-belief elements and general principles used by the students is presented. An interactional model of the argumentative use of these general principles is then proposed, based on Muntigl and Turnbull’s model of the conversational structure of argumentation (1998). Finally, three case studies describe the role of emotions in students’ argumentation, using Plantin’s conceptual and methodological tools (2011).In the last chapter, Part IV, the ten debates are analyzed and compared at the macroscopic level. They are characterized by their tendency for orientation of the discourse towards disciplinary knowledge fields and their preference for certain cognitive models of water over others. There is also an analysis of how the students build « water » as a discourse object (“objet de discours”), and present it in specific lights (“éclairage”) (Grize, 1990, 1996). This analysis depends notably on the use of textometric tools. Results of individual and group opinion votes during the cafés are also presented. These three sets of results converge to give a global picture of students’ discursive work as the activation and strengthening of typical scenarios of opposing arguments. Each national sub-corpus has a specific, preferred argumentative scenario, which dominates the debates, even though there are alternative minority scenarios coexisting with the dominant scheme.In summary, this thesis offers a coherent model of students’ argumentation, and permits the characterization of such argumentative scenarios at different levels.

No description available.

Michal Zitek: The internal debates about the future direction of the KSČ(M) from 1989 to 1993 The aim of this thesis is to offer a comprehensive look at the debates that took place within the Communist Party and aimed to transform into a modern left- wing party. Work will familiarize you with some debates and opinion- platforms that arose in these discussions.

Cette étude vise à aborder la culture des clercs séculiers en Savoie du XVIIIe siècle à 1860, date du rattachement de la Savoie à la France. Une première partie s’intéresse à la circulation des livres des ecclésiastiques. Elle décrit l’utilisation des manuels lors des études au collège chappuisien d’Annecy, puis dans les séminaires et les différentes universités, mais encore lors des conférences et des retraites ecclésiastiques. Par ailleurs, les livres sont achetés, prêtés à des collègues ou à des laïques, comme l’attestent de trop rares livres de raison retrouvés. Ce sont les testaments qui montrent que les bibliothèques, longuement constituées par héritages, achats tout au long d’une vie, sont ensuite le plus souvent transmises à des membres de la famille également hommes d’Eglise ou dispersées au profit de l’évêque, d’un vicaire ou de différentes institutions, ce qui prouve l’existence de réseaux intellectuels. Les livres relient donc le monde des morts au monde des vivants. La deuxième partie montre qu’ils sont aussi au cœur des débats intellectuels, ce qui explique que leur diffusion soit contrôlée par les autorités religieuses. Les livres sont ainsi au centre des réflexions concernant le protestantisme, le jansénisme, le mouvement des Lumières, l’épisode révolutionnaire de 1792, puis des enjeux de la modernité du XIXe siècle. La Savoie, frontière de catholicité, apparaît alors comme un relais original dans les processus de maturation et de diffusion des idées entre le royaume d’Italie, la France et l’Europe. La troisième partie propose à partir d’un corpus de bibliothèques, essentiellement du XVIIIe siècle, complété par des legs faits au XIXe siècle au grand séminaire de Chambéry, une classification des lecteurs comprenant différents types de desservants, des chanoines et des évêques. En croisant les différents centres d’intérêts en rapport avec la théologie et les sciences profanes, des identités cléricales se dessinent, des facteurs de cohésion, des signes de curiosité intellectuelle apparaissent et montrent que le clergé séculier savoyard est à la fois dépositaire et diffuseur auprès des fidèles d’une culture élargie et qu’il n’est pas à l’écart des évolutions de son époque. / The aim of the following study is to tackle the notion of knowledge and culture among Savoie’s secular clergy, from the 18th century to 1860, when Savoie was annexed by France. The first part focuses on the circulation of clergymen’s books. It depicts the way books are used by scholars at the Collège Chappuisien of Annecy, then in seminaries and different universities, as well as for lectures or ecclesiastical retreats. Besides, books are bought, passed on to colleagues and laymen, as one can learn from the very few commonplace books left. One can read in wills how libraries, whose volumes have been inherited or purchased over the years, are , most of the time, subsequently transmitted to relatives that are men of the cloth too, or scattered to the benefit of bishops, vicars or different institutions, which tends to prove the existence of intellectual networks. Books can thus be said to connect the world of the dead to that of the living. The second part shows that they are also at the very heart of intellectual debates, which explains why their circulation was controlled by religious authorities. Books are thus central points of reflection over Protestantism, Jansenism, the Enlightenment, the 1792 revolutionary episode and eventually what is at stake in 19th century modernity. Savoie, as a catholic boarder, appears as some original basis in the maturing process of ideas as well as their circulation between the kingdom of Italy, France and Europe. The third part, based on a corpus of 18th century libraries mostly and 19th century legacies to Chambéry’s Grand Séminaire, offers a classification of readers, among whom various types of parish priests, canons and bishops. By confronting the different centers of interest related to theology and profane science, some clerical identities are taking shape, factors of cohesion and signs of intellectual curiosity appear, showing that to the believers, Savoie’s secular clergy both keeps and spreads a broader culture and that its members are in no way cut off from the evolutions of their time.

The aim of this study was to analyze the salience of issue dimensions in the Swedish parliament debates by the established parties during the rise of the Sweden Democrats Party (SD). Structural topic modeling was used to construct a measurement of the salience of issues, examining the full body of speeches in the Swedish parliament between September 2006 and December 2019. Trend analysis revealed a realignment from a focus on socio-economic to socio-cultural issues in Swedish politics. Cross-correlation analyses had conflicting results, indicating a weak positive relationship between the salience of issues and the support of SD – but low predictive ability; it also showed that changes in the support of SD did lead (precede) changes in the salience of issues in the parliament. The ramifications of socio-cultural issues being the most salient are that so-called radical right-wing populist parties (RRPs), or neo-nationalist parties, has a greater opportunity to gain support. It can make voters more inclined to base their voting decision on socio-cultural issues, which favors parties who fight for and are trustworthy in those issues – giving them more valence in the eyes of the voters.

Indiana University-Purdue University Indianapolis (IUPUI) / In 1901, three German American candidates ran for the office of mayor in Fort Wayne, Indiana. The winner, Henry Berghoff, had emigrated from Germany as a teenager. This thesis examines the election discourse in the partisan press for signs of ethnic tension. The first chapter places Fort Wayne in historical context of German immigration and Indiana history. The second and third chapters investigate the editorial pages for evidence of ethnic tension. I also reference a few articles of an editorial nature outside of the editorial pages. The second chapter provides background information about the election and examines indications of the candidates’ ethnicity and references to the German language papers. The third chapter considers the editorial comment about Germany, the intertwining of ethnicity and the issues, and ethnic name-calling. In order to identify underlying bias for or against Germany and to better understand the context of the references to German ethnicity, the fourth chapter explores the portrayal of Germany in the Fort Wayne papers.

BARREIRA, Sofia de Evaristo Menescal. Formação docente para a educação superior: nas trilhas de uma política institucional. 2009. 260 f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-26T12:28:12Z No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-09-24T00:08:59Z (GMT) No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) / Made available in DSpace on 2013-09-24T00:08:59Z (GMT). No. of bitstreams: 1 2009_TESE_SEMBARREIRA.pdf: 723327 bytes, checksum: 4ba45697f23a724d2d1f0e254cc35173 (MD5) Previous issue date: 2009 / The thematic of this thesis concerns to the importance of the teaching formation for the superior education face to the challenge disposed by the society of information and knowledge to the accomplished professionalization on this teaching level. The Federal University of Ceará – UFC was chosen for the achievement of this field research as it historically represents the main former institution of active professionals in the teaching of superior education in Ceará. It was the first university created in the State and continues being one of the greatest referential for the others Superior Teaching Institutions by the importance of its debates, partnerships established and the meaningful contribution in the professional formation for the world of the work. This study was developed through a qualitative research, that is a case study using semistructured interviews and documental analysis. The subjects of the research are represented by 43 active managers from the period 1997 to 2006 – rectors, pro-rectors, directors of centers or faculties, chiefs of departments, coordinators of courses, managers of human resources, syndicate representative, auditor among others. The categories of Entrance, Evaluation and Formation were defined to guide the priorities pertaining specially to field research. The information and reflections resultant just show the necessity to implement an institutional policy of teaching formation to the teachers of the University, conceived in the scope of references of professional development. So, to have this effectuated, it is urgent to establish ruptures in order to face the evident problems and assume innovated attitudes in the face of explicit possibilities / A temática desta tese refere-se à importância da formação docente para a educação superior diante dos desafios postos pela sociedade da informação e do conhecimento à profissionalização efetivada nesse nível de ensino, mais especificamente à ação do professor no cotidiano da sua profissão. A Universidade Federal do Ceará – UFC foi escolhida para a realização da pesquisa de campo pelo fato de representar, historicamente, a principal instituição formadora de profissionais atuantes na docência da educação superior do Ceará. Primeira universidade a ser criada no Estado, continua sendo um dos maiores referenciais para as demais Instituições de Educação Superior - IES pela importância dos debates que promove, das parcerias que estabelece e da significativa contribuição de formação profissional para o mundo do trabalho. O estudo desenvolveu-se mediante uma pesquisa qualitativa, do tipo estudo de caso, utilizando entrevistas semiestruturadas e análise documental. Os sujeitos da pesquisa estão representados por 43 gestores, atuantes no período de 1997 a 2006 – reitores, pró-reitores, diretores de centro ou faculdade, chefes de departamentos, coordenadores de cursos, gestores de recursos humanos, representante sindical, ouvidor, dentre outros. As categorias Ingresso, Avaliação e Formação foram definidas para orientar as prioridades pertinentes à pesquisa de campo, em especial. As informações e reflexões decorrentes sinalizam a necessidade de implementar uma política institucional de formação docente para os professores da Universidade, concebida no âmbito de referenciais de desenvolvimento profissional. Para que se efetive, é imprescindível estabelecer rupturas para o enfrentamento dos problemas evidenciados e assumir posturas inovadoras diante das possibilidades explicitadas