Le contexte historique d'implantation du peuple des Bituriges Vivisques sur les pourtours de l'estuaire de la Garonne est relativement tardif, au lendemain de la conquête romaine, et pose de nombreuses questions quant à la réception de la culture romaine au sein d'une cité reconnue pour son identité culturelle forte. L'agglomération antique de Bordeaux, chef-lieu de la cité des Bituriges Vivisques, offre une grande diversité de décors peints fragmentaires entre le Ier siècle et le Ve siècle P.C. L'introduction de cet art et de modes ornementales typiquement italiennes dans la cité interroge alors sur le degré d'adhésion aux modèles romains. L'évolution des connaissances de la peinture murale antique et de la toichographologie permet désormais de répondre à des problématiques stylistiques, techniques et architecturales par le biais d'une approche pluridisciplinaire et de protocoles d'études raisonnés. Entre conservatisme et innovations, les décors de Burdigala traduisent une assimilation précoce du vocabulaire ornemental inspiré des schémas décoratifs italiens avec cependant quelques interprétations aboutissant parfois à des productions originales. Ce travail de synthèse régionale permet ainsi une meilleure connaissance et la classification des décors de la cité, en fonction du style, du cadre chronologique, du contexte architectural et socio-culturel. / The historical context of establishment of Bituriges Vivisques people on the circumferences of the estuary of the Garonne is relatively late, the shortly after the Roman conquest, and raises many questions as for the reception of the Roman culture within a city recognized for its strong cultural identity. The ancient agglomeration of Bordeaux, chief town of Bituriges Vivisques' city, offers a great diversity of fragmentary decorations painted between Ist century and Vth century PC. The introduction of this art and typically Italian decorative modes into city questions then on the degree of adhesion to the Roman models. The evolution of knowledge of the ancient mural and the toichographology makes it possible from now to answer architectural, stylistics and techniques problems by the means of a multi-field approach and protocol studies reasoned. Between conservatism and innovations, the decorations of Burdigala represent an early assimilation of the decorative vocabulary inspired of the Italian decorative diagrams with however some interpretations leading sometimes to original productions. This work of regional synthesis allows a better knowledge thus and the classification of the decorations within Bituriges Vivisques' city, according to the style, of chronological framework, the architectural and sociocultural context.

To extend research on Baumrind’s parenting styles, a scenario study was conducted to determine if the gender of a stimulus child and the parenting style employed by stimulus parents would relate significantly to biblical interpretation style and preferred worship style. A 2x3 independent groups factorial design was employed for analysis in two different procedures. Respondents (152 undergraduate students) were provided with one of six scenarios, each of which varied by gender of stimulus child and by one of three parenting styles employed by the stimulus parent. Respondents were then directed to complete the Scriptural Literalism Scale (Hogge & Friedman, 1967) and the Worship Style Index, which provided measures of biblical interpretation style and worship style respectively. The results suggested that parenting styles relate to how one comes to interpret the Bible and worship style and that gender also relates to worship style. The authoritarian and authoritative parenting styles related more and the permissive parenting style the least to a literal approach to biblical interpretation and to a structured worship style.

L’objet de ce travail de recherche est de définir la relation de Samuel Beckett au classicisme français du dix-septième siècle. L’analyse préliminaire de différents manuscrits permet d’identifier les sources primaires et secondaires de ce dernier sur Pascal et Racine, et de mettre en avant, dans un second temps, les différentes correspondances, esthétiques et littéraires, entre l’œuvre de l’écrivain irlandais et Port-Royal. L’arrière-plan philosophique se définit par la conjonction de la logique, de l’éloquence et de la passion au cœur de l’œuvre racinienne, que l’on retrouve dans la rhétorique des Pensées, et l’analyse du langage dans la Logique ou l’art de Penser (1662) d’Arnauld et de Nicole. Les différents aspects de cette filiation intellectuelle sont établis à partir de l’analyse comparée des propos de Beckett dans ses séminaires sur la ‘modernité’ de Racine à Trinity College, Dublin, et des écrits théoriques de contemporains français parmi les plus illustres autour du ‘classicisme moderne’ et de ‘l’antirhétorique’. L’étude de l’essai sur Proust, écrit en 1931, suivra ce bilan historiographique afin démontrer que l’œuvre de Beckett se situe dans le prolongement de l’augustinisme littéraire français,qu’il connaissait au moins à partir des écrits et en particulier du roman de Sainte-Beuve, Volupté. En outre, les thèmes augustiniens parcourent l’œuvre plus tardive, notamment la trilogie de romans français, Molloy, Malone Meurt, et L’Innommable comme les textes courts tels que Le Dépeupleur et Sans. L’intertextualité entre les écrits de Pascal et ceux de Beckett, doublée d’une analyse stylistique, démontrera que la syntaxe appauvrie de l’œuvre beckettienne est profondément inspirée du pessimisme augustinien vis-à-vis du langage. En effet, Beckett, adoptant le français comme principale langue d’expression, choisit le style des Pensées comme l’un de ses modèles les plus fondamentaux. / This thesis examines Samuel Beckett’s understanding of seventeenth century French classicism. Thepreliminary analysis of genetic material, that allows the identification of Beckett’s primary andsecondary sources on Pascal and Racine, leads to a discussion of literary and aesthetic connectionsbetween the works of Beckett and the writers of Port-Royal. The philosophical backdrop of thatinfluence derives from the unique fusion of logic, eloquence, and passion manifested in the works of Racine, together with the conception of language in the Pensées and Arnauld and Nicole’s1662 Logique ou l’art de Penser. Literary theories on style and ‘modern literature’ that are contemporary to Beckett’s Trinity College lectures and early critical writings are examined here in the aim to define the different aspects of that intellectual filiation. A close reading of Beckett’s 1931 monograph on Proust’s A la recherche du temps perdu follows the initial historiographical study, so as to show that the presence of French literary Augustinianism, manifested in the works of Sainte-Beuve, particularly his only novel Volupté, also underlies some of Beckett’s later prose. This includes the trilogy of French novels, Molloy, Malone Dies, and The Unnamable, and pieces belonging to the later period, particularly Le Dépeupleur/The Lost Ones, and Sans/Lessness. Beckett’s ‘syntax of weakness’, based on reduction and impoverishment, is inspired by the Augustinian pessimism towards language at work in the Logique. As such, the anthropological vision of Port-Royal anticipated Beckett’s definition of being as chaos, so much so that Pascal’s style crucially defined his use of the French language itself.

The purpose of this study was to determine if male and female communicators utilize different styles of persuasion with an attractive versus an unattractive female target. Forty undergraduate students were asked to persuade a female confederate in either an attractive condition or an unattractive condition to eat M&M's. Perceptions of attractiveness and personality assessments were checked by a post-experimental questionnaire. Influence attempts were rated and categorized by the use of the Social Interaction Scoring System. Individual responses were then factor analyzed to identify profiles of persuasive communication. These behavioral profiles were then statistically compared across experimental conditions by analyses of variance. No significant differences were found for sex or experimental condition. The subjects did, however, perceive the confederate as significantly more attractive when in the attractive condition than when in the unattractive condition. Further, while the confederate was perceived as more curious and perceptive when in the attractive condition, she was perceived as more indifferent and insensitive when in the unattractive condition. From the results of this study, it -was concluded that people do not necessarily alter their persuasive technique according to the attractiveness of the target person. Possible explanations for these findings are discussed, and suggestions for further research are given.

<p>Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.</p>

Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.

The present study investigated the cognitive styles of Indian, Metis, Inuit and non-native adults and adolescents of northern Canada and Alaska. The study identified three relational and two analytical cognitive styles. The styles differed significantly from each other in relation to cultural background, language facility, level of post-secondary education, sex and age of the respondents. Cultural background was found to be the most significant discriminator of those under investigation.<p> Procedure of the study involved the collection of verbalized responses to five open-ended questions concerning education from one hundred northern residents. A total of 528 minutes 32 seconds of taperecorded responses was available from twenty treaty and status Indians, twenty Metis, twenty Inuit and forty non-natives. Subjects included parents, university students, high school students, teacher trainees, teachers, education administrators, native politicians and general community members. The data were submitted to content analysis procedures with items coded according to the Data Analysis of Cognitive Style (DACS) Scale which had been adapted for use in the present study from the work of E. S. Schneidman (1966). Scale item frequencies for each respondent were tabulated and submitted for statistical analyses to the SPSS program discriminant analysis. This analysis identified significantly different functions which translated into patterns of thinking or cognitive styles. In addition this analysis identified the relative importance of functions as discriminators among groups and computed predictability scores which showed the percentage of respondents who were correctly classified according to cognitive styles. and demographic variables.<p>Findings of this study must be considered in relation to the following limitations: the size and nature of the stratified random sample; the reliability of the coders; the use of the unvalidated DACS scale; the ability of the analytical procedures to correctly discriminate among the study groups.<p> The study found that the groups which tended to think in relational styles were: Natives (Indian, Metis, Inuit), people with no university education or with less than one year at university; bilinguals (English and a native language); males; people under twenty years and over forty years of age. The terms Conflict-relational, Moral-relational and Inexactrelational were used to more precisely identify differing cognitive behaviors within the overall relational category. The groups which were found to exhibit analytical cognitive style behaviors included: the nonnative group; those respondents with two to four years of university education; and respondents between thirty and forty years of age. Subcategories within analytical styles were Conflict-analytical and Inexactanalytical.<p>When the Indian, Metis and Inuit respondents were combined into a "native" cultural group they strongly identified with the Moral-relational cognitive style (people-oriented, subjective, holistic, concerned with morals and ethics). The non-native group showed a strong negative relationship to this style. However, when each cultural group was analyzed separately, it was found that the Indian and Inuit subjects were somewhat more analytical (objective, linear, field-independent) than the Metis but less so than the non-natives. On the analysis of four groups, the nonnatives were found to relate to both relational and analytical styles of thinking, indicating a wide range of differences within the group.<p>It was concluded that significant differences existed in the cognitive styles preferred by respondents of different cultural, language, education, sex and age groups in this study. Cultural background was found to be the strongest discriminator in relation to cognitive style differences. It was further concluded that according to extrapolation of findings to the theoretical model it may be possible and desirable to modify curricula content and teaching techniques to achieve a closer match between teaching styles and cognitive and learning styles of. students of indigenous cultural backgrounds.

This project examines the how camera movement as a stylistic element is used as a storytelling device in the films of select international filmmakers. The main intention of the study is to trace the changing function of the mobile frame to see how a specific stylistic element develops across different narrative paradigms, national industries and between “early” and contemporary periods of filmmakers. My primary assertion is that the norms guiding the development of the tracking camera expand gradually from normative functions toward figurative uses. In order to be able to differentiate between normative and figurative uses of the tracking camera with conceptual clarity, this project adapts Roland Barthes’s typology about the narrative function of distinctive textual/stylistic units. Barthes’ conceptual framework becomes functional by assigning specific codes (hermeneutic, the semic, the proairetic, the symbolic and the cultural codes) to the interactions of the elements of narration. When transforming and changing the function of stylistic elements across their films, artists respond to a wide range of industrial, technological, aesthetic, cultural factors, from which this study focuses on socio-cultural trends. The underlying assumption of this project holds that the mentioned trends can be detected in the stylistic choices of artists. This study takes a bottom-up route: starting with an analytical interpretation of a specific aesthetic device, it moves towards an explanation that connects camera movement to larger, dynamic signifying systems. The arch of my project traces the relation between normative and figurative textual codes through the prism of camera movement.

The present study investigated the cognitive styles of Indian, Metis, Inuit and non-native adults and adolescents of northern Canada and Alaska. The study identified three relational and two analytical cognitive styles. The styles differed significantly from each other in relation to cultural background, language facility, level of post-secondary education, sex and age of the respondents. Cultural background was found to be the most significant discriminator of those under investigation.<p> Procedure of the study involved the collection of verbalized responses to five open-ended questions concerning education from one hundred northern residents. A total of 528 minutes 32 seconds of taperecorded responses was available from twenty treaty and status Indians, twenty Metis, twenty Inuit and forty non-natives. Subjects included parents, university students, high school students, teacher trainees, teachers, education administrators, native politicians and general community members. The data were submitted to content analysis procedures with items coded according to the Data Analysis of Cognitive Style (DACS) Scale which had been adapted for use in the present study from the work of E. S. Schneidman (1966). Scale item frequencies for each respondent were tabulated and submitted for statistical analyses to the SPSS program discriminant analysis. This analysis identified significantly different functions which translated into patterns of thinking or cognitive styles. In addition this analysis identified the relative importance of functions as discriminators among groups and computed predictability scores which showed the percentage of respondents who were correctly classified according to cognitive styles. and demographic variables.<p>Findings of this study must be considered in relation to the following limitations: the size and nature of the stratified random sample; the reliability of the coders; the use of the unvalidated DACS scale; the ability of the analytical procedures to correctly discriminate among the study groups.<p> The study found that the groups which tended to think in relational styles were: Natives (Indian, Metis, Inuit), people with no university education or with less than one year at university; bilinguals (English and a native language); males; people under twenty years and over forty years of age. The terms Conflict-relational, Moral-relational and Inexactrelational were used to more precisely identify differing cognitive behaviors within the overall relational category. The groups which were found to exhibit analytical cognitive style behaviors included: the nonnative group; those respondents with two to four years of university education; and respondents between thirty and forty years of age. Subcategories within analytical styles were Conflict-analytical and Inexactanalytical.<p>When the Indian, Metis and Inuit respondents were combined into a "native" cultural group they strongly identified with the Moral-relational cognitive style (people-oriented, subjective, holistic, concerned with morals and ethics). The non-native group showed a strong negative relationship to this style. However, when each cultural group was analyzed separately, it was found that the Indian and Inuit subjects were somewhat more analytical (objective, linear, field-independent) than the Metis but less so than the non-natives. On the analysis of four groups, the nonnatives were found to relate to both relational and analytical styles of thinking, indicating a wide range of differences within the group.<p>It was concluded that significant differences existed in the cognitive styles preferred by respondents of different cultural, language, education, sex and age groups in this study. Cultural background was found to be the strongest discriminator in relation to cognitive style differences. It was further concluded that according to extrapolation of findings to the theoretical model it may be possible and desirable to modify curricula content and teaching techniques to achieve a closer match between teaching styles and cognitive and learning styles of. students of indigenous cultural backgrounds.

"Inspector" in accordance with the literal interpretation may be called to oversee and inspect. In the police system in the Taiwan region, "duty inspector" is the terminology of the police; mainland China public security organs at or obove the county level, there are "Police Inspector" are prepared. Police services are fighting as the army. Therefore, only to maintain discipline and protect the rights of the police, the people can feel happy and social security will be stable. However, how to exercise the inspectors¡¦ powers¡H These are thesis research motivation. Through the research and analysis of the five major frameworks, this research found that applied "structural stress theory" by sociologists Merton, and found out the inspector¡¦s powers to control the five types of objects. Administrative organization of soundness (for example, the inspectors¡¦ class of the municipal government police station of Taiwan province is too low, or add to inspectors¡¦ allowance), use of limitation of administrative power (for example, as far as possible trying "inspector guidance" instead of " inspector punishment"), the exercise of administrative relief (for example, mainland China should incorporate administrative internal management affairs into the "Administrative Procedure Law of the People¡¦s Republic of China"), perfection of administrative supervision (for example, refer to the practice university evaluation system, or set up Foundation bodies evaluation of the police internal control supervision) for the proposed suggestions. Last but not least, the role of inspectors is very clear. Generally everyone think that inspectors are "managing the police of the police". In fact, in addition to "management-style inspectorate", "operation-style inspectorate" should be the best method.