L’approche des capabilités a été caractérisée par un développement fulgurant au cours des vingt-cinq dernières années. Bien que formulée à l’origine par Amartya Sen, détenteur du Prix Nobel en économie, Martha Nussbaum reprit cette approche dans le but de s’en servir comme fondation pour une théorie éthico-politique intégrale du bien. Cependant, la version de Nussbaum s’avéra particulièrement vulnérable à plusieurs critiques importantes, mettant sérieusement en doute son efficacité globale. À la lumière de ces faits, cette thèse vise à évaluer la pertinence théorique et pratique de l’approche des capabilités de Nussbaum, en examinant trois groupes de critiques particulièrement percutantes formulées à son encontre. / The capabilities approach has seen significant development over the past quarter century, branching out into a variety of fields and directions. Originally developed by Nobel Prize Laureate Amartya Sen, Martha Nussbaum has sought to extend this approach beyond its mainly instrumental role into a tangible foundation for a full-fledged ethical-political theory of the good. However, this move has attracted a great number of criticisms levelled against Nussbaum’s specific version of the capabilities approach. In this thesis, I identify three main groups of observations under which said criticisms can be classified, and assess their respective strength and tenability.

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The aim of this study was to, from a special educational approach, describe and analyse nine teachers and headmasters experiences and perceptions of the use of laptos, ”1-1”, as a tool for working with 13-16 year old pupils born outside of Sweden and with special educational needs (SEN). Interviews were used for data collection. The interview material was analysed with the phenomenografic analysis method and with meaning condensation method. The result was analysed through three perspectives on special education and the concept of inclusion as the study’s frame of reference. The major result showed that teachers perceived 1-1 facilitated adaption of instruction to multicultural instruction groups. 1-1 also enabled a more individualised and inclusive instruction when pupils could get indvidualised tasks and study material and a lot of technical support in their computers. Cooperation with schoolmates and with families was not facilitated with 1-1, rather were many difficulties exposed in this area.

Twitter är en av de populäraste mikrobloggarna, som används för att uttryckatankar och åsikter om olika ämnen. Ett område som har dragit till sig mycketintresse under de senaste åren är twittersentimentanalys. Twittersentimentanalyshandlar om att bedöma vad för sentiment ett inlägg på Twitter uttrycker, om detuttrycker någonting positivt eller negativt. Olika metoder kan användas för attutföra twittersentimentanalys, där vissa lämpar sig bättre än andra. De vanligastemetoderna för twittersentimentanalys använder maskininlärning.Syftet med denna studie är att utvärdera tre stycken klassificeringsalgoritmerinom maskininlärning och hur märkningen av en datamängd påverkar en klassifi-ceringsmodells förmåga att märka ett twitterinlägg korrekt för twittersentimenta-nalys. Naive Bayes, Support Vector Machine och Convolutional Neural Network ärklassificeringsalgoritmerna som har utvärderats. För varje klassificeringsalgoritmhar två klassificeringsmodeller tagits fram, som har tränats och testats på två se-parata datamängder: Stanford Twitter Sentiment och SemEval. Det som skiljer detvå datamängderna åt, utöver innehållet i twitterinläggen, är märkningsmetodenoch mängden twitterinlägg. Utvärderingen har gjorts utefter vilken prestanda deframtagna klassificeringmodellerna uppnår på respektive datamängd, hur lång tidde tar att träna och hur invecklade de var att implementera.Resultaten av studien visar att samtliga modeller som tränades och testades påSemEval uppnådde en högre prestanda än de som tränades och testades på Stan-ford Twitter Sentiment. Klassificeringsmodellerna som var framtagna med Convo-lutional Neural Network uppnådde bäst resultat över båda datamängderna. Dockär ett Convolutional Neural Network mer invecklad att implementera och tränings-tiden är betydligt längre än Naive Bayes och Support Vector Machine. / Twitter is one of the most popular microblogs, which is used to express thoughtsand opinions on different topics. An area that has attracted much interest in recentyears is Twitter sentiment analysis. Twitter sentiment analysis is about assessingwhat sentiment a Twitter post expresses, whether it expresses something positiveor negative. Different methods can be used to perform Twitter sentiment analysis.The most common methods of Twitter sentiment analysis use machine learning.The purpose of this study is to evaluate three classification algorithms in ma-chine learning and how the labeling of a data set affects classification models abilityto classify a Twitter post correctly for Twitter sentiment analysis. Naive Bayes,Support Vector Machine and Convolutional Neural Network are the classificationalgorithms that have been evaluated. For each classification algorithm, two classi-fication models have been trained and tested on two separate data sets: StanfordTwitter Sentiment and SemEval. What separates the two data sets, in addition tothe content of the twitter posts, is the labeling method and the amount of twitterposts. The evaluation has been done according to the performance of the classifi-cation models on the respective data sets, training time and how complicated theywere to implement.The results show that all models trained and tested on SemEval achieved ahigher performance than those trained and tested on Stanford Twitter Sentiment.The Convolutional Neural Network models achieved the best results over both datasets. However, a Convolutional Neural Network is more complicated to implementand the training time is significantly longer than Naive Bayes and Support VectorMachine.

Peut-on, au jour d'aujourd'hui, enseigner une langue en ligne avec la même efficacité et en obtenant le même taux de réussite que dans le cadre d'un enseignement dit "conventionnel" ? Quelles méthodologies didactiques se prêtent le mieux à cette typologie d'enseignement ? Y en a-t-il une seule ou plusieurs ? Voici autant des questions -et bien d'autres - auxquelles nous avons tenté de répondre à travers les recherches menées. Dans une perspective analytico-descriptive, nous avons examiné les outils ainsi que les supports technologiques sur lesquels se fonde l'enseignement en ligne, et qui rendent possible la transmission d'une langue étrangère tant dans sa dimension réceptive que productive, parfois même avec plus de succès que dans le cadre d'un enseignement traditionnel en présence. Pour en témoigner, nous avons analysé un cours en ligne d'italien pour grands débutants francophones, réalisé en milieu universitaire. / Is on-line teaching as efficient and successful as conventional teaching when about teaching a foreign language today? what are the best methodologies for this teaching typology ? Are there many or is there only one? Such are the issues - and even more - on trial in this research work and we have attempted ton find answers. We have examined the training aids as well as the technological supports of on-line teaching with a descriptive and analytic view, that make it possible to convey a foreign language in its fullest dimension - receptive and productive - in a much more successful way at times than in a traditional teaching.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

The thesis focuses on the conceptual area of sleeping (including waking, dreaming etc.) based on the theories and methods of the cognitive-cultural approach to language. The first chapter deals with the human experience of sleeping. The conceptual area is interpreted both in relation to physical experience and as a part of the Central European cultural code. The second chapter concentrates on the concept and the approach of the linguistic picture of the world (e.g. Bartmiński, 2012), the detection and verification of the semantic connotations method (Bartmiński, Panasiuk, 2001), the conceptual metaphor theory (Lakoff, Johnson, 1980/2002), the cognitive conception of metonymy (cf. ibid), and the interaction between metaphor and metonymy (i.e. metaphtonymy, Goosens, 1990, 2002). The third chapter is based on the linguistic data excerpted from various Czech dictionaries and describes the conceptual area. First are introduced derivational nests, then relevant semantic relations and etymology of the selected terms (spát, bdít etc.). The chapter also analyses polysemy of the selected terms in detail, as well as polysemy of their derivatives. This part of the thesis presents the formulation of conceptual transmissions which are manifested in the given linguistic meanings. The fourth chapter is a...

This work analyses the American family in context of society and its demands. It focuses on the cannonical works of the Modern American drama, namely plays of Tennessee Williams, Arthur Miller, Edward Albee, Sam Shepard and David Mamet. The playwrights are analysed in two distinctive groups according to similar themes they share. Tennessee Williams and Arthur Miller depict the family under increasing pressure from the outside as well from the inside. The unit disintegrates, members of the family escape and thus the unit loses its funtions. The pressure is imposed by the tenets of the American mythology that governs the society, which, in turn, influences the family. The common theme of the first group of playwrights is the feeling of loss. This comprises of two dimensions - spatial and tempoval. The second group of playwrights share the same theme of loss with its spatial and temporal implications. They are characteristic by their distinctive use of language that depicts the prevalent sense of doom, apocalypse, futility and sterility. The search for identity is also implied by the restlessness of characters. The detrimental effect of harsh business environment on the family is explored with regards to masculinity. The work shows the family in the context of the 1950s, an era when the family was elevated to...

In this study, the goal is to optimize the process and to reduce the clogging tendency during the continuous casting process. The focus is on clogging when the refractory base material (RBM) in the SEN is in contact with the liquid steel. It is difficult or impossible to avoid non-metallic inclusions in the liquid steel, but by a selection of a good RBM in the SEN clogging can be reduced.   Different process steps were evaluated during the casting process in order to reduce the clogging tendency. First, the preheating of the SEN was studied. The results showed that the SEN can be decarburized during the preheating process. In addition, decarburization of SEN causes a larger risk for clogging. Two types of plasma coatings were implemented to protect the RBM, to prevent reactions with the RBM, and to reduce the clogging tendency. Calcium titanate (CaTiO3) mixed with yttria stabilized zirconia (YSZ) plasma coatings were tested in laboratory and pilot plant trials, for casting of aluminium-killed low-carbon steels. For casting of cerium alloyed stainless steels, YSZ plasma coatings were tested in laboratory, pilot plant and industrial trials. The results showed that the clogging tendency was reduced when implementing both coating materials.   It is also of importance to produce clean steel in order to reduce clogging. Therefore, the steel cleanliness in the tundish was studied experimentally. The result showed that inclusions originated from the slag, deoxidation products and tundish refractory and that they were present in the tundish as well as in the final steel product. / VINNOVA

Foundation provisioning has a long history in South Africa, and is central to the transformation agenda, particularly the broadening of successful participation in higher education (HE). As access initiatives underpinned by various conceptualisations, foundation programmes evolved from peripheral, to semi-integrated and finally fully integrated curricular models in the form of current Extended Studies Programmes (ESPs). Underpinning the provision of Extended Studies is the acknowledgment that students who enter institutions are essentially ill equipped to cope with the demands of higher education studies, “leaving institutions themselves free of the responsibility of student failure” (Akoojee & Nkomo, 2007:391). This under-preparedness has been attributed to the ‘articulation gap’ between secondary and higher education, which in turn contributes to low retention and graduation rates (CHE, 2013:17). Situated within an overarching commitment to access and success, the Extended Studies Programme attempts to systematically address the ‘articulation gap’. This study evaluated the extent to which the Rhodes University Humanities Extended Studies Programme is achieving its objectives from a transformation perspective, specifically the broadening of successful participation in higher education. The majority of previous works on the evaluation of foundation programmes focused on measurable dimensions of student access and success – that is retention and graduation rates. This thesis considered both the measurable outcomes of the programme as well as the actual teaching and learning process. Given the shifts that have taken place in foundation provisioning, the evaluation of the current model of foundation provisioning necessitated their location in history. Therefore, the evaluation of the Rhodes University Humanities Extended Studies Programme was undertaken in view of the shifts, achievements, challenges and critics of its predecessor programmes. Specifically, the following dimensions were considered in the evaluation of the programme: i) assumptions underpinning the design and purpose of the programme, ii) teaching and learning practices in the programme, iii) student and staff perceptions of the programme, iv) students’ experiences of the programme, v) the validity of the programme in the broader institution, and vi) the measurable outcomes of the programme − that is retention and graduation rates of students enrolled in the programme. The triangulation of qualitative data collection techniques provided access into the different layers of institutional relations, processes and structures, which not only affect teaching and learning in the programme, but also determine students’ engagement with different academic and social aspects of the broader university. The theoretical insights of Pierre Bourdieu and Amartya Sen were integrated in order to provide analytical tools for both understanding the causes of inequalities in higher education, and evaluating institutional processes and structures that perpetuate or transform inequalities. Whilst Bourdieu’s social reproduction thesis exposed the ways in which social structures shape educational processes and outcomes, Sen’s capability approach provided tools for evaluating both institutional arrangements and individual capabilities – that is, the freedom to achieve desired educational outcomes (Sen, 1992:48).