Le thème de cette thèse se situe à l'intersection de plusieurs disciplines relevant des sciences de l'éducation : la pédagogie, la didactique, la psychologie, la sociologie afin d'éclairer ce qui relève de « la relation éducative scolaire ». Notre objet de recherche se centre sur les facteurs d'efficacité, ou supposés tels, des enseignements-apprentissages dans des classes de CMl. Plus précisément, cette recherche porte sur les organisateurs qui structurent et déterminent les pratiques de classe des enseignants du Burkina Faso. Ces classes ont été les lieux de collecte de nos données en 2013. Une enquête exploratoire nous a permis de tirer leçon et de restreindre nos ambitions initiales en focalisant nos analyses sur les interactions entre l'enseignant et ses élèves au cours d'une séance pédagogique, en l'occurrence de grammaire. Puis nous avons constitué un corpus composé d'entretiens et d'observations pour un public de 12 enseignants et 36 élèves. Ainsi nous nous sommes évertués à rechercher les dimensions de trois organisateurs qui présentent les fréquences les plus élevées en comparaison des déclarations des élèves et des enseignants. La méthode retenue est déductive. Les résultats de cette recherche tendent à montrer que le domaine de l' « organisation pédagogique » domine dans les interactions en classe, suivi du « climat relationnel » puis, de façon ténue, de la « gestion didactique » peu présente dans les classes observées. Notre ambition est de mieux comprendre les pratiques d'enseignement dans le but de suggérer des actions et des modes d'intervention en faveur de l'amélioration de la qualité de l'éducation. / The topic of this Thesis is at the crossroad between many topics of education sciences: pedagogy, didactics, psychology and small group sociology in order to illuminate what concerns « educational relationship in schools ». It focuses on the effectiveness of teaching-learning in fourth grade classes. This Research paper focuses especially on organizers who structure and determine teachers' class activities in Burkina Faso. Classrooms were the places where we collected our data in 2013. An exploratory survey led us to narrow our goal, limiting it to the classroom-interactions between the teacher and his pupils during an educational session, namely grammar class. Secondly, we created a body of data including interviews and comments through films the a sample of 12 teachers and 36 pupils. Then, we tried to find the dimensions of the three areas compared with pupils' and teachers' declarations. The method is the deductive one. The results tend to illustrate that the "educational organization" dominates, followed by "relationship atmosphere" and lastly the "didactic management". Our goal is to better understand teachers' practices in order to suggest actions to be conducted towards improving the quality of education.

This study investigates the Involvement Load Hypothesis proposed by Laufer and Hulstijn (2001). The involvement load hypothesis posits that vocabulary learning is determined by involvement load or mental effort. Involvement load has three components, need, search, and evaluation and each component is scored for three levels: index 2 for the strongest, index 1 for a moderate degree, and index 0 for none. Each participant learned six words with graphic organizers at the high involvement load (need index 1, search index 1, evaluation index 2, total index 4) and six at the low involvement load (need index 1, search index 1, and evaluation index 0, total index 2). Immediately and one week after completing the graphic organizer task, vocabulary knowledge was measured using three vocabulary tests that tested different levels of vocabulary knowledge: a translation test, a difficult multiple-choice test, and an easy multiple-choice test. Quantitative analyses of data from 291 university and college students in Japan were conducted, and audio-recordings from five pairs were analyzed to examine learning processes. Repeated measures MANOVA and ANOVAs revealed significant differences between the conditions of the two involvement loads in the translation test and the easy multiple-choice test, but not in the difficult multiple-choice test. The effects of Task and Time were statistically significant, but there was no interaction. There were significant differences between the immediate test and delayed test observed in the translation test and the easy multiple-choice test, but not with the difficult multiple-choice test. The current study supports the involvement load hypothesis, but caution is advised. Even though the high involvement load graphic organizers yielded more vocabulary retention than those with less involvement load in two out of the three vocabulary tests, the differences in mean scores were small and extensive differences were not observed in the participants' discussions. Additional statistical analysis indicated that the three vocabulary tests measured three levels of vocabulary knowledge. Determining the effectiveness of graphic organizers for vocabulary learning was only mildly successful as forcing greater involvement load proved to be challenging. / CITE/Language Arts

Over the last decade, the inclusion of students with disabilities (SWD) in the general education classroom has increased. Currently, 60% of SWD spend 80% or more of their school day in the general education classroom (U.S. Department of Education, 2013). This includes students with autism spectrum disorders (ASD), a developmental disability characterized by impairments in behavior, language, and social skills (American Psychological Association, 2013). Many of these SWD struggle with mathematics in the elementary grades; fewer than 20% of SWD are proficient in mathematics when they begin middle school, compared to 45% of their peers without disabilities. Furthermore, 83% of SWD are performing at the basic or below basic level in mathematics in the fourth grade (U.S. Department of Education, 2013). As the rate of ASD continues to increase (Centers for Disease Control, 2013), the number of students with this disability who are included in the general education classroom also continues to rise. These SWD and students with ASD are expected to meet the same rigorous mathematics standards as their peers without disabilities. This study was an attempt to address the unique needs of SWD and students with ASD by combining practices rooted in the literature, strategy instruction and video modeling. The purpose of this study was to determine the effects of an intervention on the ability of students with and without disabilities in inclusive fourth and fifth grade classrooms to solve word problems in mathematics. The intervention package was comprised of a graphic organizer, the K-N-W-S, video models of the researcher teaching the strategy to a student avatar from a virtual simulated classroom, TeachLivE, and daily word problems for students to practice the strategy. The researcher used a quasi-experimental group design with a treatment and a control group to determine the impact of the intervention. Students were assessed on their performance via a pretest and posttest. Analyses of data were conducted on individual test items to assess patterns in performance by mathematical word problem type. The effects of the intervention on SWD, students with ASD, and students without disabilities varied widely between groups as well as amongst individual students, indicating a need for further studies on the effects of mathematics strategy instruction on students with varying needs and abilities.

Denna studie syftar till att undersöka hur evenemangsarrangörer arbetar med krishantering och krisförberedelser. Studien grundar sig i teorier inom risk- och krishantering. Studien har använt i huvudsak två teoretiska modeller “Issue and crisis management relational model” och “strategiska krishanteringsmodellen”. Dessa modeller har setts som kompletterande till varandra och en egen modell har skapats med dessa som utgångspunkt. Materialet som har analyserats samlades in genom sju semistrukturerade intervjuer med evenemangsarrangörer, bland annat inom områdena teater, festivaler, arenor och musik, i Halland och Bohuslän i Sverige. Studiens modell har sedan använts som ett verktyg för att analysera resultatet. Resultatet visar att evenemangsarrangörer arbetar med krishantering och krisförberedelse. Denna studie lyfter att krishantering har blivit en mer central del i evenemangsarrangörers arbetsprocesser till följd av covid-19 pandemin. Kommunikation internt och externt har visat sig vara en viktig del av krishanteringen. Denna studie är skriven på svenska. / This study aims to investigate how event organizers work with crisis management and crisis preparation. This study is based on theories in risk and crisis management. The study has mainly used two theoretical models, "Issue and crisis management relational model" and the “strategic crisis management model”. These models have been set as complementary to each other and a separate model has been created with these as a base. The data that has been analyzed was collected through seven semi-structured interviews with event organizers, within the fields of theatre, festivals, arenas and music, in Halland county and Bohuslän county, Sweden. The study's model has then been used as a tool to analyze the results. The result shows that event organizers work with crisis management and crisis preparation. This study highlights that crisis management has become a more central part of event organizers' work processes as a result of the covid-19 pandemic. Internal and external communication has proven to be an important part of crisis management. This study is written in Swedish.

No description available.

The purpose of the study was to identify the key descriptors of a definition of technology and curricular organizers for use in the study of technology. Seven panels were used for the three round Delphi to identify the key descriptors and curricular organizers. The panels included: (1) technology educators, (2) philosophers of education, (3) philosophers of technology, (4) historians of technology, (5) anthropologists of technology, (6) futurists, (7) industrialists/business leaders. A Thurstone and Chave Method of Equal Appearing Intervals was used to assign scale and Q values to each item ranked in the Q sort. An 80th centile was used for an item to achieve a consensus. The results of both research questions were rank ordered based on scale value from highest to lowest. Fourteen key descriptors of a definition of technology obtained a consensus. These are innovation; invention; creative; extends human capabilities (physical, social ,and intellectual); a process (change, individual, corporate, design, creative, and systematic); extension of human potential; problem solving; purposeful human manipulation of the material world; closely linked to science but not simply applied science, body of knowledge; used to solve problems and create opportunities; played an important role in the emergence of Homo sapiens; a system of tools, knowledge, and behaviors associated with the exploitation of environments; and has social, economic, political, and environmental impacts. Seven curricular organizers achieved a consensus. These are problem solving; process organizers (creativity, enterprise, systems, inventions, and problem solving); the process of technology; design and innovation; research and development; and awareness of implications and potential of technology (health, food, communication, production, and control). / Ed. D.

Many culturally and linguistically diverse (CLD) students with specific learning disabilities (SLD) struggle with the writing process. Particularly, they have difficulties developing and expanding ideas, organizing and elaborating sentences, and revising and editing their compositions (Graham, Harris, & Larsen, 2001; Myles, 2002). Computer graphic organizers offer a possible solution to assist them in their writing. This study investigated the effects of a computer graphic organizer on the persuasive writing compositions of Hispanic middle school students with SLD. A multiple baseline design across subjects was used to examine its effects on six dependent variables: number of arguments and supporting details, number and percentage of transferred arguments and supporting details, planning time, writing fluency, syntactical maturity (measured by T-units, the shortest grammatical sentence without fragments), and overall organization. Data were collected and analyzed throughout baseline and intervention. Participants were taught persuasive writing and the writing process prior to baseline. During baseline, participants were given a prompt and asked to use paper and pencil to plan their compositions. A computer was used for typing and editing. Intervention required participants to use a computer graphic organizer for planning and then a computer for typing and editing. The planning sheets and written composition were printed and analyzed daily along with the time each participant spent on planning. The use of computer graphic organizers had a positive effect on the planning and persuasive writing compositions. Increases were noted in the number of supporting details planned, percentage of supporting details transferred, planning time, writing fluency, syntactical maturity in number of T-units, and overall organization of the composition. Minimal to negligible increases were noted in the mean number of arguments planned and written. Varying effects were noted in the percent of transferred arguments and there was a decrease in the T-unit mean length. This study extends the limited literature on the effects of computer graphic organizers as a prewriting strategy for Hispanic students with SLD. In order to fully gauge the potential of this intervention, future research should investigate the use of different features of computer graphic organizer programs, its effects with other writing genres, and different populations.

La maladie de Parkinson (PD) et la démence à corps de Lewy (DLB) sont les deuxième et troisième maladies neurodégénératives les plus communes et font partie d’une classe de maladies appelées synucléinopathies. Les synucléinopathies sont associées à une pathologie liée à l’α-synucléine (α-syn) laquelle se caractérise par une accumulation de cette protéine dans les neurones, formant ainsi les corps de Lewy. L’α-syn pathologique se retrouve aussi sous forme d’oligomères et de fibrilles, qui sont toxiques pour les neurones et leurs synapses. L’une des premières anomalies observables chez les patients atteints de synucléinopathies est la dysfonction synaptique, souvent combinée à une perte de synapses. Il a été rapporté que les oligomères d’α-syn retrouvés au niveau des synapses précèdent la formation de corps de Lewy dans les neurones et leur transmission semble être associée à la progression des symptômes. Pourtant, les mécanismes moléculaires sous-jacents la dysfonction synaptique causée par l’α-syn restent inconnus. D’autre part, le fonctionnement normal des synapses est fortement régulé par une famille de protéines appelées organisateurs synaptiques. Les organisateurs synaptiques, incluant la protéine neurexine, sont des molécules d’adhésion cellulaire qui régulent la synaptogenèse, la plasticité, la libération des neurotransmetteurs et les fonctions cognitives. De plus, nous avons préliminairement montré que l’α-syn interagit avec l’isoforme β des neurexines (NRXs) (β-NRXs). Mon projet avait donc pour but de caractériser l’interaction α-syn/β-NRX et d’évaluer comment celle-ci contribue à la pathologie liée à l’α-syn. Nous avons émis l’hypothèse que cette interaction affecte la fonction synaptogénique liée aux NRXs et son trafic. Dans un premier temps, pour tester notre hypothèse, l’interaction α-syn/β-NRX a été évaluée grâce à des analyses de liaison à la surface cellulaire. Il a été constaté que les oligomères d’α-syn se lient fortement à NRX1,2β de manière dépendante du domaine riche en histidine (HRD), caractéristique de l’isoforme β, et cela sans perturber sa liaison à ses ligands endogènes postsynaptiques, neuroligine 1 (NLG1) et « leucine rich repeat transmembrane neuronal 2 » (LRRTM2). De plus, à travers des essais d’internalisation, nous avons observé que les oligomères d’α-syn altèrent le trafic de NRX1β en augmentant son internalisation de façon dépendante au HRD et altèrent également la différenciation NRX-dépendante de la synapse en synapse inhibitrice. Par conséquent, nous suggérons que cette internalisation accrue pourrait affecter la fonction synaptogénique associée aux NRXs. Ce travail contribue à une meilleure compréhension sur la façon dont l’α-syn provoque un dysfonctionnement synaptique, fournissant de nouvelles perspectives moléculaires et pharmacologiques sur les synucléinopathies. / Parkinson’s disease (PD) and dementia with Lewy bodies (DLB) are the second and the third most common neurodegenerative disorders and are part of a class of diseases called synucleinopathies. Synucleinopathies are associated with an α-synuclein (α-syn) pathology which shows an accumulation of α-syn in neurons, forming Lewy bodies. This pathological α-syn can form oligomers and fibrils, which are toxic for neurons and their synapses. One of the first changes to occur in patients’ brain with synucleinopathies is synaptic dysfunction often combined with synapse loss. Synaptic α-syn oligomers were revealed to precede the formation of Lewy bodies, and their transmission to other neurons to correlate with the progression of the symptoms. Yet, the molecular mechanisms underlying how α-syn leads to synaptic dysfunction are unknown. Synaptic function is highly regulated by a protein family called synaptic organizers. Synaptic organizers are cell adhesion molecules that regulate synaptogenesis, plasticity, neurotransmitter release, synaptic plasticity and cognitive functions. Of this family, we have found that α-syn interacts with the β-isoforms of the neurexins (NRXs) family members (β-NRXs). My project aimed to characterize α-syn/β-NRX interaction and to evaluate how this interaction contributes to α-syn pathology. We hypothesized that this interaction affects NRX trafficking and its synaptic function. Firstly, to test our hypothesis, the α-syn/β-NRX interaction was characterized by performing cell surface binding assays. I found that α-syn oligomers strongly bind to NRX1,2β in a histidine rich domain (HRD)-dependent manner, without disrupting NRX binding to its postsynaptic binding partners, neuroligin 1 (NLG1) and leucine rich repeat transmembrane neuronal 2 (LRRTM2). Moreover, using internalization assays, we discovered that α-syn oligomers impair NRX trafficking by increasing NRX1β internalization in an HRD-dependent manner and impair NRX-dependent inhibitory presynaptic differentiation. Thereby, we suggest that this increased internalization affects the inhibitory synaptogenic function of NRX-based synaptic organizing complexes. This work contributes to a better understanding of how α-syn causes synaptic dysfunction, providing promising new molecular mechanisms and pharmacological insights into synucleinopathies.

OLIVEIRA, Flavia Cristina Candido de. Sequência narrativa: narrativa ou script? um estudo da infraestrutura em produções textuais de 6º ano. 2010, 215 p.Dissertação (Mestrado em Linguística) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2010. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-08-06T15:50:37Z No. of bitstreams: 1 2010_diss_FCCdeOliveira.pdf: 19104463 bytes, checksum: 6c6a573146a2e4d37c8e0327deb66e2b (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2013-09-23T23:27:44Z (GMT) No. of bitstreams: 1 2010_diss_FCCdeOliveira.pdf: 19104463 bytes, checksum: 6c6a573146a2e4d37c8e0327deb66e2b (MD5) / Made available in DSpace on 2013-09-23T23:27:44Z (GMT). No. of bitstreams: 1 2010_diss_FCCdeOliveira.pdf: 19104463 bytes, checksum: 6c6a573146a2e4d37c8e0327deb66e2b (MD5) Previous issue date: 2010 / This work aims at analyzing the text productions of the II level fundamental sixth grade, concerned to the genre of popular narratives. The approach given to the theme is based on Text Linguistics, emphasizing Adam’s (1992; 2008) narrative prototype and Bronckart’s (2007) sociodiscursive interactionism, particularly about the type of narrative discourse. The objective is to analyze the infrastructure of these texts, verifying the presence of the narrative sequence or of the script, as well as of the constructions with the following categories: verb tenses, temporal organizers and pronouns. This is a theoretical-practical research, which can be described as an almost experimental one, whose corpus is formed by forty-two (42) text productions, divided into initial production and final production. These text productions, which were done by workshops in the light of Schneuwly and Dolz’s (2004) didactic sequences, were collected in a period of three weeks, containing activities with the categories previously cited. We observed that a lot of productions were structured according to Adam’s (1992; 2008) narrative sequences. However, other texts presented only the script, according to Bronckart (2007), what can jeopardize the text infrastructure of narrative genres as we proposed to construct with these students of the sixth grade. We noticed that the students have the narrative structure internalized, but they can not distinguish the plot process from the script, producing texts which only enumerate actions. When they build them, they use the mentioned categories, prioritizing narrative verb tenses, although some of these situations appear to be wrong. The temporal organizers, which are the second category analyzed, have the function of an auxiliary of the verb tenses with the most frequent adverbial locutions. Referring to the pronouns, the constructions present anaphors which show the use of a language mechanism that avoids the repetition of text elements. This results in the constitution of a writing development process and an idea structure process by the students. We believe that this research consists in a theoretical reflection about the construction of narrative texts by students of the sixth grade. We hope to contribute to the importance of differing a narrative text from a script. The relevance of this research is defined by the comprehension of these categories to the text infrastructure, which help the students to product narrative genres, and the teachers to comprehend this process, valuing and helping the students in the narrative text production. / Esta pesquisa está centrada no estudo de produções textuais de alunos de 6º ano do ensino fundamental II, cujo gênero pertence ao conto popular. A abordagem dada ao tema teve como base pressupostos da Linguística Textual, com ênfase no protótipo narrativo de Adam (1992; 2008) e no ISD de Bronckart (2007), especificamente, no tipo de discurso narração. O objetivo é analisar a infraestrutura desses textos, verificando a presença da sequência narrativa ou do script, além da construção do texto com as categorias: tempos verbais, organizadores temporais e pronomes. A pesquisa apresenta um caráter teórico-prático e é delineada em quase-experimental com um corpus que se compõe de quarenta e duas (42) produções textuais divididas em produção inicial (PI) e produção final (PF). Essas produções textuais foram recolhidas durante um período de três semanas com atividades, que tratavam das categorias citadas anteriormente, em forma de oficinas à luz das sequências didáticas de Schneuwly; Dolz (2004). A análise levou-nos a observar que muitas das produções foram estruturadas segundo a sequência narrativa de Adam (1992; 2008), outras, porém, apresentaram somente o script, conforme Bronckart (2007), comprometendo a infraestrutura textual de gêneros do narrar como o que nos propomos a construir com os alunos do 6º ano. Apreendemos que os alunos possuem a estrutura narrativa internalizada, porém não sabem distinguir entre o processo de intriga e o script, produzindo textos que apenas enumeram ações. Ao construí-los utilizam-se das categorias elencadas, priorizando os tempos verbais do narrar, apesar de em algumas situações essas construções parecerem equivocadas. Os organizadores temporais, segunda categoria analisada, funcionam nesses textos como um elemento que auxilia os tempos verbais com as locuções adverbiais que se apresentam com maior incidência. Na categoria pronomes, as construções apresentam anáforas que demonstram o uso de um mecanismo da língua, evitando repetição de elementos no texto, o que constitui para um aluno em processo de desenvolvimento da escrita uma estruturação de ideias. Acreditamos que a pesquisa constitui-se em uma reflexão teórica sobre a construção do texto narrativo de alunos de 6º ano. Esperamos ter contribuído para compreensão da importância da diferenciação entre um texto narrativo e um script. A relevância dessa pesquisa está na compreensão dessas categorias na infraestrutura do texto que auxiliam o aluno a produzir gêneros do narrar e ao professor compreender esse processo, valorizando e auxiliando o aluno na construção da produção textual narrativa.

This thesis focuses on the projects and experiences of social justice organizers who place an emphasis on working to address heteropatriarchy and its impacts, work that I call men’s work. In particular, these are organizers who take an intersectional, social justice approach to this work. In order to recognize who organizers are and the kinds of projects they engage in, I describe four major project themes within men’s work and briefly explore their potentials and pitfalls according to those who are involved in them. I then analyze a number of the various considerations, tensions, and difficulties that arise for these organizers, particularly the personal and interpersonal components. In order to support organizers to be resilient and successful when faced with these issues, I conclude by sharing a variety of ways they may choose to navigate the various complexities they encounter in their organizing and in their communities. / Graduate