Les avis de consommateurs en ligne (ACL) constituent une forme spécifique de bouche-À-Oreille en ligne, regroupant l’ensemble des informations positives ou négatives, numériques (notes) et textuelles (commentaires), déposées par des consommateurs sur des plateformes Internet de type marchande ou communautaire. Dans cette thèse, nous étudions l'impact des ACL sur les décisions d'achat. Nous considérons deux types d'information (ACL numériques et textuels), deux métriques principales des ACL (la valence ou note moyenne, le volume ou nombre d'avis) et deux niveaux d'analyse (les intentions d'achat, et les décisions d'achat effectives). Quatre études empiriques sur données individuelles et agrégées montrent que: (1) les ACL jouent le rôle d'un signal de qualité permettant de réduire le risque d'achat pour des biens d'expérience, (2) le volume ainsi que la valence des ACL expliquent significativement les décisions d'achat, (3) l'effet des ACL sur les décisions d'achat peut être plus ou moins fort selon certaines circonstances que nous mettons en avant. Nous discutons dans un dernier temps des implications pour la stratégie marketing en ligne des entreprises de e-Commerce. / Online consumer reviews (OCR) are conceptualized as a specific form of online word-Of-Mouth, gathering both positive and negative information, numerical (ratings) and textual (comments) information, and which are driven by consumers for consumers on Internet plateforms. In this dissertation, we study the impact of OCR on purchase decisions. We consider two kind of information (numerical and textual OCR), two main metrics of OCR (the valence or average rating, and the volume or number of reviews) as well as two levels of analysis (purchase intentions and actual purchase decisions). The results from four empirical studies on both individual and aggregated data show that: (1) OCR may efficiently signal quality and reduce perceived risk for experience goods, (2) OCR volume and valence have a significant influence on purchase decisions, (3) the effects of OCR on purchase decisions may be lower or stronger according to different moderating factors that we take into account. Last, we discuss managerial implications about firms' online marketing strategies.

Tam, Wai Fung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Filmography: p. 133-136. / Includes bibliographical references (leaves 123-129). / Abstracts in English and Chinese. / Acknowledgements --- p.iii / Abstract --- p.iv-vi / Table of Contents --- p.vi-viii / Introduction --- p.1 / Chapter Chapter 1: --- Background´ؤMembership of the Chinese “Sixth Generation´ح Directors --- p.7-23 / Chapter -- --- The Early Stage of the “Sixth Generation´ح Cinema --- p.7 / Chapter -- --- Current Commercial Turn among the “Sixth Generation´ح Directors --- p.14 / Chapter Chapter 2: --- Discourses on Chinese “Sixth Generation´ح Cinema --- p.24-61 / Chapter -- --- Analytical Framework --- p.24 / Chapter -- --- Scholastic Discourse on “Sixth Generation´ح Cinema --- p.27 / Chapter -- --- The Differences between Western Political Interpretations and the Chinese Populist Discourse on “Sixth Generation´ح Cinema --- p.35 / Chapter -- --- The Western Discourse´ؤA Liberal Political Definition --- p.36 / Chapter -- --- Chinese Populist Discourse on “Sixth Generation´ح Cinema --- p.43 / Chapter -- --- New Bom Generation --- p.52 / Chapter -- --- Independent Filmmaking´ؤDirectors' Views on the Naming of “Sixth Generation´ح --- p.55 / Chapter Chapter 3: --- "The Interrelationship between the Filmmakers, Discourses and Social Context" --- p.62-86 / Chapter -- --- Evaluations on the Discourses of “Sixth Generation´ح --- p.62 / Chapter -- --- The Dominant Features of the “Sixth Generation´ح Cinema --- p.65 / Chapter -- --- Relationship between the “Sixth Generation´ح Cinema and Chinese Socio-political Context --- p.70 / Chapter -- --- How “Independent´ح the “Sixth Generation´ح Filmmakers are? --- p.82 / Chapter Chapter 4: --- Examining the Subversive Functions of the Naming of “Sixth Generation´ح --- p.86-114 / Chapter -- --- Political Subjectivity of the “Sixth Generation´ح Directors and its Relation with the Event --- p.86 / Chapter -- --- The Split Subject of the “Sixth Generation´ح Directors --- p.97 / Conclusion --- p.115-122 / Bibliography --- p.123-132 / Filmogarphy --- p.133-136

There is a lack of attention and understanding of how smaller hotel businesses understand and engage with social responsibility. The lack of understanding has led to a situation where the knowledge of how hotel corporations operate regarding Corporate social responsibility unproblematically is applied across scales onto Small and medium sized hotels behaviour regarding social responsibility. This thesis examines this lack of understanding by analysing discourses related to social responsibility that can be found in online reviews written by former guests of SME hotels in Tällberg, Sweden. The results of the discourse analysis show that SME hotels mainly perform social responsibility through the performance of hospitality and by acting as cultural brokers allowing socialisation to happen. They suggest that the notion most SMEs have of hospitality links into social responsibility without them realising it. However, the unreflective conflation of knowledge across scales regarding social responsibility and the term Corporate social responsibility risk disrupting this performance, as it makes SME hotel owners and managers act counterproductively to this. Thus, this thesis suggests that the very use of the term CSR when talking about SMEs in the hotel sector is problematic. Furthermore, the findings also suggest that the creation and performance of social responsibility in hotel SMEs are mainly dialogic, unlike previously assumed, as it is created in the interaction between two persons.

Consumer feedback and reviews are critical to the success of businesses because 49% of consumers trust online reviews more than other sources. The purpose of this multicase study was to explore marketing managers' strategies for using consumer reviews to improve marketing success, brand awareness, and their clients' profitability. The conceptual framework for this study was built upon organizational theory and disruptive innovation theory. The participants were recruited through local events, social media, and e-mail. Data were collected from public online records and semistructured telephone interviews using 1 marketing manager from each of 5 marketing agencies in North Texas. Thematic analysis and methodological triangulation of the data revealed themes of marketing objective, response, and reputation management. Based on the findings, the successful businesses focused on building relationships with consumers, and the business leaders prepared responses to reviews to ensure appropriateness. Other marketing managers can review the findings' relevance to create or enhance successful marketing strategies, which could help to increase profitability. The implication for social change is that jobs would be created for enhancing the local economy and residents' standards of living.

Studiens övergripande syfte är att kartlägga lärares syn på bedömningskompetens. En långsiktig intention är även att synliggöra lärares kompetensutvecklingsbehov inom bedömningsområdet. Processen vägleddes av en frågeställning gällande de kunskapsbehov som synliggörs i lärares diskussioner. Forskning har visat att elever lär sig det som de blir bedömda på vilket kan innebära att bedömningen snarare än styrdokument bestämmer vad och hur elever lär. Detta betyder att kunskap om bedömningsprocesser är viktigt och studien relaterar klassrumsbedömning till forskning samt politiskt genomförda reformer. Studien ämnar fylla det hål som Vetenskapsrådets kartläggning om svensk forskning om bedömning efterlyser; projekt i skärningspunkten mellan forskning, politik och praktik. Ansatsen är baserad på aktionsforskning som ett medel att frigöra kunskap inifrån. Studien utgick därför från ett skolutvecklingsprojekt med lärarnas autentiska frågor och deras vardagsarbete i centrum. Data som analyserades synliggjorde ett behov för lärarna av att reflektera över kunskapssyn samt olika bedömningsmetoder för att våga ge sig ut på den tunna is de beskrev som lärande. Med reflektionsprotokoll, fokusgruppsintervjuer och individuella intervjuer som grund visade resultet att lärarna ansåg sig behöva kunna: tolka och konkretisera, visa progression samt involvera eleverna. Vidare diskuteras resultatet i relation till tre olika spänningsfält som lärarna tvingades hantera för att betraktas som bedömningskompetenta. / The overall aim is to identify teachers' views of assessment skills. A long-term intention is also to draw attention to teachers' professional development needs within the assessment area. The process was guided by a question regarding the need for knowledge, which is made visible in the teachers' discussions. Research has shown that students learn what they are assessed on which may mean that the assessment rather than policy documents determines what and how students learn. This means that knowledge of assessment processes is important and the study relates classroom assessment to research and political reforms. The study intends to fill the gap the research council´s survey about Swedish research on assessment defines as; projects at the intersection between research, policy and practice. The approach is based on action research as a mean to free knowledge from within. The study therefore relates to a school development project where the teachers' authentic questions and everyday work was in focus. Data were analyzed and made visible a need for teachers to reflect on epistemological beliefs and different assessment methods in order to dare to venture out on the thin ice they described as learning. With reflection protocols, focus group interviews and individual interviews as a basis the results showed that teachers felt the need to be able to: interpret and concretize, show progression and involve students. The result is also discussed in relation to three tensions the teachers needed to manage in order to be considered as assessment literate.

ABSTRACT The main purpose of this study was to investigate whether conducting a short-term online review of college algebra prerequisite skills at the start of a college algebra course concurrently with the normal course instruction and assignments would have a significant influence on student success. When failure rates in an entry-level college course such as college algebra can range from 20% to 60% or higher, it could present problems for the student and the institution (Burd & Boser, 2009). Research indicates that students who cannot pass entry-level college math courses have decreased chances of obtaining a college degree and it can limit the students' course of study (Adelman, 1999; Thiel, Peterman, & Brown, 2008). While several factors have been found to influence college algebra success, such as instructional practices, students' attitudes toward mathematics, and level of math anxiety, a secondary purpose of this study investigated whether students' gender and number of prior attempts at taking a college algebra course were factors that might interact with student performance. A quantitative study was conducted in the researcher's college algebra class at the University of South Florida in the fall semester 2010. The design included a treatment group and control group; participants in both were given a pretest and posttest before and after the 4-week treatment period, and all participants took the required departmental final exam. Of the original 187 participants in the study, the final statistical analyses were computed using data from the 165 students who completed the pretest, posttest, and final exam. Participants who were randomly assigned to the treatment group received an online review of college algebra prerequisite skills using the program, MyMathTest (Pearson Education, n.d.b), which included interactive instruction and practice with a minimum requirement of 3 hours per week for the 4-week treatment period; participants who were randomly assigned to the control group received an alternative assignment based upon their college algebra coursework using the online program, MyLabsPlus (Pearson Education, n.d.a) that accompanied the class textbook, with a comparable weekly time requirement. After the four-week treatment period, the remaining 11 weeks consisted of the normal course of study and concluded with a comprehensive departmental final exam not prepared by the course instructor. No significant differences in achievement on the final exam were found between the two groups. Also, there were no interaction effects and no main effects for gender and performance on the final exam. Number of prior attempts at college algebra similarly had no impact upon final exam. However, student achievement in the researcher's class was observed to be higher than that found in the other college algebra classes in the department (i.e. the researcher's students performed higher on the departmental final exam and had a lower failure rate than the overall departmental failure rate). The fact the researcher's college algebra students had greater success when compared to the other college algebra students would suggest other possibilities for future regard. For example, studies comparing use of alternative instructional strategies and/or grading practices may reveal factors that influence college algebra performance. Investigations comparing alternative placement procedures and/or advising strategies might also contribute findings helpful to promoting student success in college algebra.

This thesis investigates stress and coping in high performance squash coaching from the perspectives of both the coach and the player. An introduction to the thesis (chapter 1), a discussion of key concepts and theories from the general stress and coping literature (chapter 2), and a systematic review of the stress and coping in sport literature (chapter 3) are presented. The empirical work is reported in two phases. Phase one (chapters 4, 5 & 6) documents an in-depth study of 18 high performance squash coaches. Retrospective interviews were used to collect both qualitative and quantitative data. Inductive content analysis (Patton, 1980) revealed 223 raw data themes for stress, which collapsed into 12 general dimensions, and 415 raw data themes for coping, from which 13 general dimensions emerged. Descriptive statistics on stress source characteristics revealed a number of interesting trends that required further investigation. Further, general ('multi-purpose') and specific coping strategies were identified. Coping effectiveness and frequency data detailed the analysis. Phase two (chapters 7, 8 & 9) investigates stress and coping experiences of elite squash players during coaching activities via two studies. In study one, data were collected through telephone interviews, and analysed using inductive content analysis (QSR NUDIST), revealing 227 raw data themes for stress and coping from which 9 stress and 8 coping general dimensions emerged. These results were used to develop a postal questionnaire (study two) administered to 84 elite squash players on the England Squash World Class Performance Programme (Jan. 1999). A response rate of 60% was obtained, data was input into SPSS, and various statistical tests revealed significant contributions to 5 major investigative themes detennined at the outset. An overall picture of the landscape in stress and coping in high performance squash coaching is offered, and conclusions and future directions are presented (chapter 10).

Made available in DSpace on 2016-08-03T16:15:48Z (GMT). No. of bitstreams: 1 IsabelRodrigues.pdf: 954445 bytes, checksum: f86336eb363f9e2724e21ef82d3b2220 (MD5) Previous issue date: 2015-03-25 / This dissertation - Between numbers and words: differences collide in school failure - looking first observe the curriculum guidelines and evaluation systems, with emphasis on the Official Curriculum, established in 2008, and the School Performance Evaluation System (SARESP) the State of São Paulo, to then seek to understand the relationships established when observed by the speech of teachers, which in the classroom are the point of contact between the curriculum and the students. For both, beyond the analysis of curriculum documents and official evaluation systems, countersign us on theoretical assumptions related to curriculum field, the main bias the concepts of cultural capital and habitus developed by Pierre Bourdieu. From these discussions and concepts are organized interviews with Portuguese teachers of 9th grade of elementary education in public schools of São Paulo, in which we seek to problematize the Official Curriculum, targets and performance results established by SARESP, the power relations and ideology present in the curriculum guidelines at the meeting with the religious cult Capital of students. So, this study observed a wide range of practices that mobilize the educational, with reflections on the school run, as well as teachers and students; and then questions the establishment of curriculum guidelines, the establishment of official curricula and its uniqueness, the results from systemic reviews, power relations and ideologies that cross the official documents and their influence on the schooling of students. / Esta dissertação - Entre números e palavras: diferenças que colidem no fracasso escolar - procura observar, inicialmente, as diretrizes curriculares e os sistemas avaliativos, com ênfase sobre o Currículo Oficial, instituído em 2008, e o Sistema de Avaliação do Rendimento Escolar (SARESP) do Estado de São Paulo, para, posteriormente, buscar compreender as relações que se estabelecem quando observados pelo discurso dos professores, que em sala de aula são o ponto de contato entre o currículo e os alunos. Para tanto, além da análise dos documentos curriculares e dos sistemas de avaliação oficiais, referendamo-nos em pressupostos teóricos relacionados ao campo curricular, tendo como principal viés os conceitos de Capital Cultural e Habitus desenvolvidos por Pierre Bourdieu. A partir destas discussões e conceitos se organizam as entrevistas realizadas com professores de Língua Portuguesa do 9º ano do ensino fundamental da rede pública do Estado de São Paulo, em que buscamos problematizar o Currículo Oficial, as metas e resultados de desempenho estabelecidos pelo SARESP, as relações de poder e ideologia presentes nas diretrizes curriculares no encontro com o Capital Cultual dos alunos. Deste modo, este estudo observa um amplo conjunto de práticas que mobilizam as ações educativas, com reflexos sobre o funcionamento da escola, bem como sobre os professores e os alunos; bem como, problematiza a constituição de diretrizes curriculares, o estabelecimento de currículos oficiais e sua unicidade, os resultados advindos das avaliações sistêmicas, as relações de poder e ideologias que atravessam os documentos oficiais e sua influência sobre a formação escolar dos alunos.

BEZERRA, Benedito Gomes. A distribuição das informações em resenhas acadêmicas. 2001. 141f. Dissertação (Mestrado em Linguistica) – Universidade Federal do Ceará, Departamento de Letras Vernaculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2001. / Submitted by nazareno mesquita (nazagon36@yahoo.com.br) on 2012-06-28T15:16:45Z No. of bitstreams: 1 2001_diss_BGBEZERRA.pdf: 900071 bytes, checksum: 7bf01f37c3acabb20f66eb540caf1e7c (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-08-01T16:12:02Z (GMT) No. of bitstreams: 1 2001_diss_BGBEZERRA.pdf: 900071 bytes, checksum: 7bf01f37c3acabb20f66eb540caf1e7c (MD5) / Made available in DSpace on 2012-08-01T16:12:02Z (GMT). No. of bitstreams: 1 2001_diss_BGBEZERRA.pdf: 900071 bytes, checksum: 7bf01f37c3acabb20f66eb540caf1e7c (MD5) Previous issue date: 2001 / Nesta pesquisa, apresentamos os traços descritivos da organização retórica de resenhas acadêmicas e dos elementos formais que sinalizam essa organização no nível léxico-gramatical, com base nos pressupostos teóricos da Lingüística de Texto e da Análise de Gêneros. Para o exame da organização retórica das informações em resenhas, utilizamos como referencial o modelo desenvolvido por Swales (1990), conforme adaptações propostas por Motta-Roth (1995) e Araújo (1996) em análise de resenhas em língua inglesa. A descrição dos aspectos léxico-gramaticais baseia-se na caracterização das expressões que operam como rótulos discursivos (Francis, 1994) e leva em consideração ainda o conceito de marcadores metadiscursivos (Crismore, 1989). Para a investigação, selecionamos um corpus de 60 resenhas em língua portuguesa, divididas em dois grupos: trinta resenhas produzidas por escritores proficientes e trinta por alunos de graduação. Ambos os grupos de resenhas foram submetidos a exercícios de segmentação e a uma análise qualitativa e quantitativa para a descrição de sua organização retórica. Os elementos léxico-gramaticais foram tratados como potenciais sinalizadores da articulação entre unidades e subunidades de informação, bem como do caráter mais ou menos avaliativo de cada texto. Os resultados da análise dos dados revelam um padrão de organização retórica caracterizado por um certo afastamento dos dois modelos existentes, possibilitando a apresentação de uma nova proposta, subdividida em duas modalidades, uma para atender à distribuição das informações em resenhas de escritores proficientes e outra para as resenhas de alunos. Comparativamente, os resultados mostram certas similaridades na construção discursiva dos dois grupos de resenhas, mas também apontam para dissimilaridades bastante relevantes. Conclui-se que a aplicação de uma análise baseada no modelo CARS (Swales, 1990), ao lado da investigação do papel dos rótulos discursivos na sinalização lexical da organização retórica das unidades e subunidades de uma resenha acadêmica, apresenta-se como uma abordagem bastante produtiva ao estudo desse gênero ainda pouco explorado.

The theme of the diploma thesis is the image of Czech film and its criticism in the post- revolutionary period. The view of Czech cinematography in the 1990s is showed by professional reflection in the magazine Film a doba, traditional periodical published since 1955. The analysis reflects the form of critical pieces and the state of Czech film under the influence of new possibilities and production conditions in 1990-1999. The development of Czech cinematography is illustrated in the theoretical part with the help of literature, essays and critics. The paper also finds an answer to the question of how domestic cinematography and its criticism used an opportunity for development and whether it was successful. The research also includes external influences such as the gradual development of multiplexis, the privatization of film studios and the interest in films by Czech viewers under the influence of foreign titles.