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This project focuses on the way that new graduate teaching assistants (GTAs) in English develop both their professional identity as teachers and their view of Composition as a field. Drawing on social theories of disciplines (Prior, 1998; Hyland, 2004; Carter, 2007), disciplinary enculturation (Hasrati, 2005; Bazerman and Prior, 2005; Thaiss and Zawacki, 2006), and legitimate peripheral participation (Lave and Wenger, 1991; Wenger 1998), this dissertation examines the transition that composition GTAs undergo during their first year of graduate school. Many of these GTAs move from little or no knowledge of Composition as a discipline to teaching their own writing courses. I focus on GTAs from MA and MFA programs at a large research university in their first year of teaching composition. Using multiple types of data, including in-depth interviews, observations of practicum and mentoring sessions, and teaching genres written by the GTAs, I construct a narrative that shows the role that teaching composition plays in the overall identity construction of graduate students as professionals. This wide data set has allowed me to see the various ways (and various genres) in which Composition is constructed in the lives of new GTAs. Teacher preparation programs offer a variety of assistance, including experience shadowing current teachers, practicum courses and individual or group mentoring. I study the ways these activities help GTAs in one first-year writing program move toward a fuller understanding of and participation in Composition, and how these experiences relate to the overall graduate student experience. Each of these experiences helps move GTAs toward participation as composition teachers. However, the degree to which these GTAs participate in Composition as a discipline has to do with their relationships with mentors and the connections they make between the multiple communities of practice that they must continually navigate. / Ph. D.

Depuis le début du vingtième siècle, les artistes chinois ont commencé à poursuivre leurs rêves artistiques en France. Cent ans plus tard, bien que l’art français ne soit plus le centre absolu du monde artistique, son histoire glorieuse en fait un symbole au statut inébranlable. La France d’autrefois, avec son orientation politique culturelle a attiré des artistes du monde entier, qui sont devenus une partie importante du patrimoine artistique et culturel des Français; en même temps, la « culture française », dans son ensemble, perpétue le mythe de capitale culturelle.Compte tenu de la structure du discours prévalent sur « la Chine et l’Occident », la place des artistes chinois en France est un peu spéciale. Pour les artistes chinois, la France est, dans une large mesure, « le monde occidental ». Ces artistes chinois intègrent leur expérience à l’étranger dans un contexte transculturel tout en restant conscients de leurs propres expériences et sentiments, ce qui mène à une innovation permanente dans leurs propres techniques de création. De même qu’il est difficile de trouver une raison collective pour la venue en France des artistes chinois, leur création ne se présente pas sous une forme de système ou d'aspiration unifiée. Comme c’est le cas pour l’imaginaire chinois de la France, nous imaginons que les artistes chinois en France suivent un parcours « uniforme ».Cette thèse commence par l’exposition biennale de Lyon en 2009, à laquelle j’ai participé et grâce à laquelle j'ai pu progresser dans ma connaissance du fond culturel, historique et social local. À partir de ce groupe particulier d’«artistes d’outre-mer» et selon les textes existants et les déclarations des artistes rencontrés, je discute tout d’abord de l’imaginaire et de la réalité de l'« étranger » en France, puis j’analyse la structure narrative des textes de l’histoire de l’art et des médias de masse sur les « artistes étrangers ». J’interprète alors certaines œuvres et pratiques des artistes, en évoquant leur compréhension de la structure narrative. Ensuite, je discute du marché de l’art et de l’expérience des artistes en son sein. Enfin, j’essaye de comparer l’expérience de l’artiste et les idées sociales et culturelles, et de réfléchir à mes propres recherches et réflexions. / Since the twentieth century, Chinese artists have voyaged to France in pursuit of their dream of art. Even though France is no longer the only art capital in the world today, it glorious history has made its status unshakeable as a symbol which attracted artists eager for opportunities for free creation and diverse forms of inspiration. These artists’ works became an important part of French culture and art, while “French culture and art” as a whole perpetuates the myth of cultural capital.Given the structure of the prevalent discourse concerning « China and the West », the place of Chinese artists in France is somewhat special. These Chinese artists integrate their experience abroad in a transcultural context while remaining conscious of their own experience and feelings; in terms of their own creative techniques they innovate permanently. It is difficult to find a collective reason for Chinese artists’ coming to France; similarly, their work does not constitute a unitary system or ambition. As is the case of the Chinese imaginary concerning France, it is imagined that Chinese artists in France follow a uniform trajectory.This thesis starts with the Lyon biennale exhibition of 2009 which I attended and thanks to which I was able to expand my acquaintance with local social, cultural and historical contexts. Based on this particular group of “overseas artists” and referring to the existing texts and statements of the artists encountered, the imagined experience and the lived experience of the “foreigner” in France are discussed, and then narrative structure of history of art and mass media texts about “foreign artists” are analyzed. Evoking their understanding of this narrative structure, certain artists’ works and practices are then interpreted. There follows a discussion of the art market and the experience of artists within it. Finally there is an attempt to compare the artist’s experience with socio-cultural ideas, and a reflection on the findings of this thesis.

Constitué d'un ensemble d'épreuves de marches, de courses, de sauts et/ou de lancers, l'athlétisme vise la réalisation de performances maximales, mesurées selon une échelle de temps ou d'espace et s'exprimant dans un contexte compétitif réglementé. Que reste-t-il de toutes ces caractéristiques dès lors qu'elles passent au tamis de l'école ? En quoi et comment se transforment-elles sous l'effet des contraintes institutionnelles, pédagogiques et didactiques inhérentes à celle-ci ? Sur la base de ces questionnements, l'objectif de cette recherche s'inscrit dans la détermination des processus sous-jacents et des enjeux relatifs à l'implantation et à la diffusion de l'athlétisme dans l'école. Entre 1941 et 1967, les acteurs du monde scolaire, fédéral, politique et culturel s'accordent pour rendre l'activité conforme à l'orthodoxie scolaire. En ce sens, l'athlétisme de l'école n'est jamais qu'un support éducatif particulier, à la fois singulier et pluriel, révélant davantage la culture de l'institution à laquelle il appartient que celle du milieu associatif civil. Il sert un double projet : celui d'une enculturation sportive de la jeunesse et celui d'une mise en conformité du sport à l'école. Tandis que le premier répond à un modèle essentiellement compétitif et sélectif, revendiqué par les acteurs fédéraux, le second consolide la reconnaissance et l'intégration institutionnelle de l'éducation physique, chères aux enseignants. En conséquence, nous émettons l'hypothèse que c'est par l'intermédiaire d'un appui privilégié sur l'athlétisme que l'école du second degré prend les chemins du stade et tend à diffuser auprès des élèves, une image de la pratique sportive à la fois singulière et paradoxale, relevant de cinq grands enjeux : des enjeux idéologiques, institutionnels, disciplinaires, docimologiques et culturels.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-14T18:16:09Z No. of bitstreams: 1 Francisco de Moura e Silva Júnior.pdf: 2207893 bytes, checksum: 9867dc6cb05594c336065195fcc199b9 (MD5) / Made available in DSpace on 2016-09-14T18:16:09Z (GMT). No. of bitstreams: 1 Francisco de Moura e Silva Júnior.pdf: 2207893 bytes, checksum: 9867dc6cb05594c336065195fcc199b9 (MD5) Previous issue date: 2016-03-31 / Secretaria de Estado da Educação do Estado de São Paulo / In this work we present a qualitative research guided by the objective of investigating evidence of a enculturador curriculum evidenced by the prescribed curriculum, the curriculum presented and curriculum molded the state public network in the treatment of aspects related to algebraic thinking and investigate relations and not relations evidenced between enculturador curriculum and algebraic thinking in curriculum levels analyzed. Note that we do not consider that the drafters of these materials known or considered the enculturador curriculum in the writing of these materials, but we seek to identify the aspects of this type of curriculum that emerge in the treatment of aspects of algebraic thinking. For this purpose we conducted a content analysis, according to Bardin (2014), the prescribed curriculum and the curriculum presented to the state public network, and semi-structured interviews, second described by Ludke and Andre (2005), with thirteen teachers of the same school system, considering how theoretical framework for this analysis the aspects of algebraic thinking, described by Ponte, Branco e Matos (2009) and aspects of a curriculum aimed at a mathematical enculturation second Bishop (1999). Justify the importance of a curriculum targeting a mathematical enculturation, because working with the proposed aspects of this approach can help mitigate the problems detected in the way the math curriculum is being conducted, for example, linearity, accumulation, the practice of lettering, the curriculum directed to the development of techniques and impersonal learning. By analysis of the three indicators mentioned found that the item of hillside represent called read, understand and operate with symbols, using the usual algebraic conventions, and the item deduct of hillside reason, were predominant. Intercultural activities counting and measure were the most glimpsed. With regard to values we note that the objetismo, openness and progress, were the most highlighted. The principles of accessibility, conception wide and elementary and representativeness prevailed in the analyzed indicators. It is also worth mentioning that two principles of a enculturador curriculum were not treated with due attention, namely, the explanatory power and formalism. The item generalize, which is part of the reason shed, It was observed only in response to one of the teachers and in one of the volumes of the Teacher's Notebook prepared by the State Department of Education and considered in this thesis as the curriculum presented to teachers. We found in the analyzed indicators, the surface presence of intercultural activities to explain and play / Neste trabalho apresentamos uma pesquisa qualitativa orientada pelo objetivo de investigar indícios de um currículo enculturador evidenciados no currículo prescrito, no currículo apresentado e no currículo moldado da rede estadual paulista de ensino, no tratamento de aspectos relacionados ao pensamento algébrico, bem como investigar as relações e não relações evidenciadas entre o currículo enculturador e o pensamento algébrico nos níveis de currículo analisados. Vale ressaltar que não estamos considerando que os elaboradores desses materiais conhecem ou consideraram o currículo enculturador na redação desses materiais, mas buscamos identificar os aspectos desse tipo de currículo que emergem no tratamento das vertentes do pensamento algébrico. Para tal intento realizamos uma análise de conteúdo, segundo Bardin (2014), no currículo prescrito e no currículo apresentado para a rede estadual paulista, e entrevistas semiestruturadas, segundo descrito por Lüdke e André (2005), com treze professores dessa mesma rede de ensino, considerando como referencial teórico para essa análise as vertentes do pensamento algébrico, descritas por Ponte, Branco e Matos (2009) e os aspectos de um currículo visando uma enculturação matemática, segundo Bishop (1999). Justificamos a importância de um currículo visando a uma enculturação matemática, pois o trabalho com os aspectos propostos nessa abordagem pode contribuir para amenizar os problemas detectados na maneira como o currículo de Matemática vem sendo conduzido, como por exemplo, a linearidade, a acumulação, a prática da rotulação, o currículo dirigido ao desenvolvimento de técnicas e a aprendizagem impessoal. Pela análise dos três indicadores mencionados constatamos que o item da vertente representar denominado ler, compreender e operar com símbolos, usando as convenções algébricas usuais, e o item deduzir, da vertente raciocinar, foram predominantes. As atividades interculturais de contar e medir foram as mais vislumbradas. Com relação aos valores notamos que o objetismo, a abertura e o progresso, foram os mais realçados. Os princípios da acessibilidade, da concepção ampla e elementar e da representatividade predominaram nos indicadores analisados. Vale ressaltar também que dois princípios de um currículo enculturador não foram tratados com a devida atenção, sendo eles, o poder explicativo e o formalismo. O item generalizar, que faz parte da vertente raciocinar, foi observado apenas na resposta de um dos professores e em um dos volumes do Caderno do Professor elaborado pela Secretaria Estadual de Educação e considerado nesta tese como o currículo apresentado aos professores. Constatamos, nos indicadores analisados, a presença superficial das atividades interculturais de explicar e jogar

Ability of human listeners to understand altered speech is argued as evidence of uniquely human processing abilities, but early auditory experience also may contribute to this capability. I tested the ability of Panzee, a language-trained chimpanzee (Pan troglodytes), reared and spoken to from infancy by humans, to recognize synthesized words. Training and testing was conducted with different sets of English words in natural, “harmonics-only” (resynthesized using only voiced components), or “noise-vocoded” (based on amplitude-modulated noise bands) forms, with Panzee choosing from “lexigram” symbols that represented words. In Experiment 1 performance was equivalent with words in natural and harmonics-only form. In Experiment 2 performance with noise-vocoded words was significantly higher than chance but lower than with natural words. Results suggest specialized processing mechanisms are not necessary to speech perception in the absence of traditional acoustic cues, with the more important factor for speech-processing abilities being early immersion in a speech-rich environment.

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The aim of this thesis is to develop knowledge about what students actually learn in lower secondary school science, regardless of intentions and policies. This is conceptualized as a study of the lived curriculum. During the last decades, new ways of organizing classroom work have evolved in Sweden. Students are to an increasing extent expected to take responsibility for what, when, and how they study. The aim of this thesis is therefore delimited to the study of which lived curriculum is constituted in such an individually organized science classroom practice. The theoretical foundation is a cultural-historical activity-theoretical perspective on human learning and development. The point of departure is that what we learn must be understood as an aspect of the activities we engage in. The research approach is ethnographic; field studies were conducted in two science classes, grades six and seven (ages 12 to 14 years old), in a Swedish midsized compulsory school during one school-year. The first result is that two different practices are discerned in the studied science classroom. One classroom practice is a criteria-based practice, where students work individually with local school criteria determining what students must be able to do in order to get a pass or a pass with distinction in the natural science subjects. The other classroom practice is a laboratory practice, where students do laboratory experiments and write laboratory reports. The second result is that students, in both practices, participate in different actions; either production and reproduction of correct answers or development of conceptual relations. These actions correspond in varying degrees to different motives; as a consequence, different scientific formation is made possible in the two different actions. A third result is that classroom practice supports student participation in the action of reproducing correct answers; while participation in the development of conceptual relations is a more risky and uncertain endeavour. However, there is evidence that students’ ways of participating can change, to a more qualified, as conditions for work change. A conclusion is that work in science classroom practice cannot, as suggested in previous research, be comprehended in terms of cultural border-crossings, between a culture of science and student cultures. Rather, work in science classroom practice must be conceptualized in terms of schooling.

Leisure as a Cultural Phenomenon Věra Patočková: Obecná teorie a dějiny umění a kultury - kulturologie PhD Thesis Abstract The main aim of the PhD. thesis is to provide the complex view of leisure from the culture studies perspective. It is expected that leisure behaviour takes always place within the framework of the specific sociocultural system. In accordance with Kelly (1987) an attempt is made to prove that leisure is always in and of its particular culture. The thesis focuses on three main topics. After introductory explanation of the main terms "culture" and "leisure" attention is focused on discussion about their relation. This discussion is based on theoretical analysis of studies that concern of leisure and approach it from the perspective of cultural studies, sociology or anthropology. Value system is an important part of all cultures. Also leisure can be seen as a part of the value system of specific society. After brief introduction to approaches of leisure and work in historical perspective, attention is focused on the explanation of the position of leisure in the value system of the Czech society and its changes. The third part is devoted to leisure in the Czech society, while the Czech society is seen as a specific sociocultural system and attempt is made to explore leisure in a complex way...