L’émergence de discours sur la judiciarisation et la juridicisation de la médecine atteste de la place croissante du droit, appréhendée telle une contrainte par le médecin. D’abord, si l’encadrement juridique de l’activité médicale est nécessaire, le foisonnement de règles juridiques est assimilé à une ingérence. Ensuite, si l’application du principe de responsabilité à la médecine est indiscutable, le médecin entrevoit le procès comme une épée de Damoclès. Nous avons pu établir que le recours aux modes alternatifs de règlement des conflits et l’usage de procédés pédagogiques constituent des voies possibles de guérison. Elles demeurent toutefois insuffisantes puisqu’elles ne permettent pas de se détacher définitivement d’une vision contraignante du droit. En effet, l’ignorance du médecin en cette matière ne lui permet pas d’entrevoir le droit autrement que sous un angle coercitif. Le droit ne représente qu’une portion congrue de la formation initiale et continue alors même qu’il est devenu incontournable dans l’exercice médical. Pour résoudre cette contradiction, nous nous sommes attachés à rechercher un paradigme d’alliance constructive entre droit et médecine. Nous avons défini une forme d’accès du corps médical à la connaissance juridique. Le médecin doit bénéficier d’une formation juridique adaptée à son exercice. La création d’un Pôle médecine et droit doit faciliter l’accès du médecin au droit par la mise à disposition d’outils pédagogiques. Le droit est alors envisagé comme une ressource dans l’action du médecin. / The emergence of discourses on the judicialization and legalization of medical matters is evidence of the growing importance of law, understood as a constraint by the doctor. First, though a legal framework is indeed necessary for medical activity, the proliferation of legal rules is deemed akin to downright interference. Then, though applying the principle of responsibility to medicine is indisputable, practitioners see the trial as a sword of Damocles hanging over their heads. We have established that resorting to alternative dispute resolution and the use of pedagogical methods are all possible ways of healing. And yet, these remain insufficient, because they do not make it possible to depart definitely from a constraining vision of law. In fact, doctors’ ignorance in this matter does not enable them to approach law from an angle other than coercive. Law is only a small portion of medical initial and continuing training, even though it has become essential in medical practice. To solve this contradiction, we are committed to seek a paradigm based on the constructive alliance between law and medicine. We have defined a form of access to legal knowledge by the medical community. The physician must receive training that is appropriate to his/her legal practice. Creating a Pole clustering medicine and law should facilitate doctors’ access to law, via making teaching means available to them. Henceforth, law will be regarded as one more resource supporting the physician's action.

Made available in DSpace on 2016-08-02T21:43:02Z (GMT). No. of bitstreams: 1 Sibelly Resch.pdf: 1490430 bytes, checksum: a3d7e35ba9ef7b2fc16a6193ef74c187 (MD5) Previous issue date: 2010-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Ser uma organização socialmente responsável é um discurso que tem ganhado importância no contexto atual e cada vez maior destaque na academia, na mídia, na política e nas instituições privadas, do terceiro setor e públicas. Trata-se de um movimento em contínua transformação que reflete as expectativas da sociedade em diferentes momentos. A partir do vislumbramento da sustentabilidade como novo projeto de desenvolvimento que supere a dicotomia entre crescimento e desigualdades, a Responsabilidade Social passou a ser o meio pelo qual as organizações podem contribuir com esse objetivo amplo da sociedade. Entretanto, apresenta-se no decorrer deste trabalho uma problematização sobre as práticas realizadas pelas organizações, caracterizadas como assistencialistas, que contribuem para um esvaziamento da cidadania e da luta por direitos. A perspectiva crítica apresentada por diversos autores influencia a intencionalidade dessa pesquisa que é desenvolvida a partir das seguintes questões norteadoras: O NEPSO é uma práxis de Responsabilidade Social? Quais contribuições a análise desta experiência poderá trazer para o estudo da Responsabilidade Social? O NEPSO é o uso da pesquisa de opinião como ferramenta pedagógica em escolas públicas. Essas indagações ajudaram a demarcar o objetivo geral deste trabalho: Analisar os princípios do NEPSO e seu uso a partir da experiência com a ferramenta em escolas públicas à luz da temática da Responsabilidade Social. Para o cumprimento deste, determinou-se como objetivos específicos: 1. Estudar o contexto histórico em que se insere a Responsabilidade Social. 2. Articular os conceitos de Responsabilidade Social com dados coletados a partir da experiência com a ferramenta NEPSO. A trajetória teórico-metodológica é inspirada na fenomenologia e a pesquisa caracteriza-se como qualitativa, descritiva e exploratória. A fundamentação teórica foi realizada a partir de um rastreamento bibliográfico e os dados empíricos foram coletados através de pesquisa documental, utilizando-se diversas fontes de evidência: relatórios da pesquisa Um novo direito à cidade: Políticas Públicas Integradas um estudo de caso de escolas municipais em função da experiência com a metodologia NEPSO, relatos literalizados, documentos da Ação Educativa e do Instituto Paulo Montenegro. A análise compreensiva dos dados foi realizada a partir de dois núcleos temáticos Ação e Reflexão e de quatro categorias analíticas aproximação entre gesto e fala, relação horizontalizada, engajamento e diálogo. Os resultados apontam que o NEPSO se constitui como uma experiência exemplar de práxis de Responsabilidade Social, quando seus princípios são mantidos. Como possibilidade para as organizações sugere-se a incorporação de uma perspectiva de educatividade na gestão da Responsabilidade Social. A análise apresenta uma compreensão perspectival que abre o horizonte para novos estudos. Propõe-se o aprofundamento das reflexões apresentadas neste trabalho a partir de um olhar para a estrutura organizacional.

nÃo hà / Os Hospitais de Ensino tÃm papel fundamental e estratÃgico para o Sistema Ãnico de SaÃde, para cumprirem sua missÃo na assistÃncia, ensino e pesquisa contribuindo para o desenvolvimento deste sistema, como referencia em alta complexidade e pÃlo formador de recursos humanos em saÃde, necessitam de alternativas que possibilitem o fortalecimento e sustentabilidade dessas unidades acadÃmicas. Este estudo traz como objetivo investigar a gestÃo e as prÃticas de ensino em saÃde na visÃo dos gestores e professores no Hospital UniversitÃrio Walter CantÃdio (HUWC) da Universidade Federal do Cearà (UFC). A metodologia utilizada no estudo apresenta caracterÃsticas de uma pesquisa com mÃtodos mÃltiplos. Foi aplicado um questionÃrio aos gestores e professores totalizando 57 pesquisados, sendo 40 gestores e 17 professores. O estudo identificou e analisou um conjunto de 36 determinantes com potencialidades para influenciar positivamente uma gestÃo sustentÃvel e boas prÃticas de ensino no HUWC. Os determinantes estÃo relacionados com os principais atores do processo que sÃo o MinistÃrio de EducaÃÃo, o HUWC, UFC, o Sistema Ãnico de SaÃde e o MinistÃrio da SaÃde e as prÃticas de ensino.Em 27 determinantes houve convergÃncia na visÃo dos gestores e professores, e 09 divergÃncias. Os maiores graus de convergÃncias foram a falta de concurso pÃblico para reposiÃÃo das aposentadorias e a consequente contrataÃÃo de serviÃos prestados, que traz como conseqÃÃncia grande repercussÃo financeira comprometendo a sustentabilidade da gestÃo. Outro percentual relevante de concordÃncia foi que, apesar da crise financeira em todas as dimensÃes, o ensino no HUWC ainda garante boa formaÃÃo de profissionais de saÃde. A defasagem da tabela do SUS, que contribui para a falta de sustentabilidade da gestÃo e reduÃÃo da qualidade do ensino tambÃm obteve alto percentual de concordÃncia dos professores e gestores respectivamente. Os resultados mostram 25% do total de divergÃncia, ficando os maiores percentuais com as questÃes relacionadas com a polÃtica de RH estabelecida pelo MEC que contempla recursos para treinamento e capacitaÃÃo. Para o grupo de professores e gestores a divergÃncia relacionada com o comprometimento dos servidores tÃcnico-administrativos com o HUWC tambÃm obteve alto percentual. Outra divergÃncia relevante entre professores e gestores foi que o HUWC contempla boas prÃticas de ensino de acordo com as diretrizes curriculares para os cursos de graduaÃÃo. Dentre outras conclusÃes, esta pesquisa revelou necessidade de um novo modelo de gestÃo, complementaÃÃo do quadro funcional, conhecimento de gestÃo e programas de capacitaÃÃo e formaÃÃo para gestores e professores, reconhecimento da importÃncia do HUWC pelo gestor local do SUS, acompanhamento permanente dos residentes pelos preceptores e fortalecimento de pesquisas clÃnicas sÃo encaminhamentos para soluÃÃo de alguns problemas relacionados com a gestÃo sustentÃvel e boas prÃticas de ensino. / Teaching hospitals have a key and strategic role for the National Health System to fulfill its mission of giving assistance, teaching and developing research to contribute to the development of the system. To serve as reference to the high complexity and the forming base for the human resources in health care it is necessary to find alternatives to fortify and sustain those academic units. The goal of this study is to investigate the management and teaching tools from the point of view of managers and professors in the Hospital UniversitÃrio Walter CantÃdio (HUWC) from the Universidade Federal do Cearà (UFC). The methodology used in this study presents characteristics of research with multiple methods. A questionnaire was sent to all the managers and professors (57 subjects responded). Out of those 57, 40 were managers and 17 professors. The study identified and analyzed a group of 36 determinants with potential to positively influence sustainable management and good teaching tools in the HUWC. The determinants are related to the main entities which are the Department of Education, HUWC, UFC, National Health System and Department of health and teaching tools. In 27 of the determinants there were convergences in the opinion of the mangers and professors, and 09 divergences. The biggest convergences were the lack of an entrance exam to replace people that got retired and as a consequence they ended up contracting services rendered and as a consequence the high costs compromise the sustainability of the management. Another relevant topic which was agreed upon is that, despite the financial crises in all dimensions, the teaching in HUWC is still able to form health professionals of good quality. The discrepancy in the chart of the National Health System which contributed to the lack of sustainability of the management and lowering the quality of teaching tools was also agreed upon by a high percentage of professors and managers. The results show 25% of divergences, most of them were related to the politics of Human Resources which are determined by the Ministry of Education. Most of these policies are related to the purpose of capacity building and training. For the group of professors and managers the divergence related to the commitment of the administrative workforce with the HUWC also obtained a high percentage. Other important divergence for professors and managers was that the HUWC contemplates good teaching practices according to curricular guidelines to graduate courses. The research showed the necessity of a new management model, complementing the workforce, the development of management and programs for capacity building and forming new managers and professor. The research also shows how important the HUWC is for its local management and the importance and necessity of monitoring the residents and fortifying clinical researches. These were some of the ways found to solve some of the problem related to a sustainable management and good teaching tools.

GOMES, Regina Celia. A visão de gestores e professores sobre as práticas de ensino e gestão no Hospital Universitário Walter Cantídio da Universidade Federal do Ceará. 2010. 168 f. Dissertação (Mestrado em Políticas Públicas e Gestão da Educação Superior) – Universidade Federal do Ceará, Programa de Pós-Graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza-CE, 2010. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-06-22T13:35:06Z No. of bitstreams: 1 2010_dis_RCGomes.pdf: 1612716 bytes, checksum: d559367257da9b5569f5afb926b9893a (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-06-25T11:26:44Z (GMT) No. of bitstreams: 1 2010_dis_RCGomes.pdf: 1612716 bytes, checksum: d559367257da9b5569f5afb926b9893a (MD5) / Made available in DSpace on 2012-06-25T11:26:44Z (GMT). No. of bitstreams: 1 2010_dis_RCGomes.pdf: 1612716 bytes, checksum: d559367257da9b5569f5afb926b9893a (MD5) Previous issue date: 2010 / Teaching hospitals have a key and strategic role for the National Health System to fulfill its mission of giving assistance, teaching and developing research to contribute to the development of the system. To serve as reference to the high complexity and the forming base for the human resources in health care it is necessary to find alternatives to fortify and sustain those academic units. The goal of this study is to investigate the management and teaching tools from the point of view of managers and professors in the Hospital Universitário Walter Cantídio (HUWC) from the Universidade Federal do Ceará (UFC). The methodology used in this study presents characteristics of research with multiple methods. A questionnaire was sent to all the managers and professors (57 subjects responded). Out of those 57, 40 were managers and 17 professors. The study identified and analyzed a group of 36 determinants with potential to positively influence sustainable management and good teaching tools in the HUWC. The determinants are related to the main entities which are the Department of Education, HUWC, UFC, National Health System and Department of health and teaching tools. In 27 of the determinants there were convergences in the opinion of the mangers and professors, and 09 divergences. The biggest convergences were the lack of an entrance exam to replace people that got retired and as a consequence they ended up contracting services rendered and as a consequence the high costs compromise the sustainability of the management. Another relevant topic which was agreed upon is that, despite the financial crises in all dimensions, the teaching in HUWC is still able to form health professionals of good quality. The discrepancy in the chart of the National Health System which contributed to the lack of sustainability of the management and lowering the quality of teaching tools was also agreed upon by a high percentage of professors and managers. The results show 25% of divergences, most of them were related to the politics of Human Resources which are determined by the Ministry of Education. Most of these policies are related to the purpose of capacity building and training. For the group of professors and managers the divergence related to the commitment of the administrative workforce with the HUWC also obtained a high percentage. Other important divergence for professors and managers was that the HUWC contemplates good teaching practices according to curricular guidelines to graduate courses. The research showed the necessity of a new management model, complementing the workforce, the development of management and programs for capacity building and forming new managers and professor. The research also shows how important the HUWC is for its local management and the importance and necessity of monitoring the residents and fortifying clinical researches. These were some of the ways found to solve some of the problem related to a sustainable management and good teaching tools. / Os Hospitais de Ensino têm papel fundamental e estratégico para o Sistema Único de Saúde, para cumprirem sua missão na assistência, ensino e pesquisa contribuindo para o desenvolvimento deste sistema, como referencia em alta complexidade e pólo formador de recursos humanos em saúde, necessitam de alternativas que possibilitem o fortalecimento e sustentabilidade dessas unidades acadêmicas. Este estudo traz como objetivo investigar a gestão e as práticas de ensino em saúde na visão dos gestores e professores no Hospital Universitário Walter Cantídio (HUWC) da Universidade Federal do Ceará (UFC). A metodologia utilizada no estudo apresenta características de uma pesquisa com métodos múltiplos. Foi aplicado um questionário aos gestores e professores totalizando 57 pesquisados, sendo 40 gestores e 17 professores. O estudo identificou e analisou um conjunto de 36 determinantes com potencialidades para influenciar positivamente uma gestão sustentável e boas práticas de ensino no HUWC. Os determinantes estão relacionados com os principais atores do processo que são o Ministério de Educação, o HUWC, UFC, o Sistema Único de Saúde e o Ministério da Saúde e as práticas de ensino.Em 27 determinantes houve convergência na visão dos gestores e professores, e 09 divergências. Os maiores graus de convergências foram a falta de concurso público para reposição das aposentadorias e a consequente contratação de serviços prestados, que traz como conseqüência grande repercussão financeira comprometendo a sustentabilidade da gestão. Outro percentual relevante de concordância foi que, apesar da crise financeira em todas as dimensões, o ensino no HUWC ainda garante boa formação de profissionais de saúde. A defasagem da tabela do SUS, que contribui para a falta de sustentabilidade da gestão e redução da qualidade do ensino também obteve alto percentual de concordância dos professores e gestores respectivamente. Os resultados mostram 25% do total de divergência, ficando os maiores percentuais com as questões relacionadas com a política de RH estabelecida pelo MEC que contempla recursos para treinamento e capacitação. Para o grupo de professores e gestores a divergência relacionada com o comprometimento dos servidores técnico-administrativos com o HUWC também obteve alto percentual. Outra divergência relevante entre professores e gestores foi que o HUWC contempla boas práticas de ensino de acordo com as diretrizes curriculares para os cursos de graduação. Dentre outras conclusões, esta pesquisa revelou necessidade de um novo modelo de gestão, complementação do quadro funcional, conhecimento de gestão e programas de capacitação e formação para gestores e professores, reconhecimento da importância do HUWC pelo gestor local do SUS, acompanhamento permanente dos residentes pelos preceptores e fortalecimento de pesquisas clínicas são encaminhamentos para solução de alguns problemas relacionados com a gestão sustentável e boas práticas de ensino.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-12T14:42:22Z No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) / Made available in DSpace on 2016-01-12T14:42:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main goal of this research is to investigate the role that tools play in the professional genre that is typical of the activity of beginning teachers as represented during the discursive activity fostered by the Instruction to the Double. This discussion aims at understanding the development of these teachers regarding the representations about the tools which are specific to teaching work. This study finds its theoretical support in the Sociodiscursive Interactionism proposals (BRONCKART, 1999; 2008a) – area that assigns to language a fundamental role in the constitution and the functioning of human psychic functions – and the Work Sciences, particularly the Clinic of Activity (CLOT, 2007; 2010) – which contributes to the understanding of teaching activity as work. The notion of development is built based on the works of Vygotsky (1997c; 2007; 2009), as complemented by Bronckart (2008c; 2013). Likewise, the definition of teaching tools goes through the analysis of Rabardel’s (1995) proposal concerning the Instrumental Theory and it proposes a functional perspective that considers action as the founder element. The data generation process of this interpretative and participant research was carried out through the device called Instruction to the Double, conducted with three beginning teachers – Taylor, Lina and Celestin – during their first year of activity as Foreign Language teachers. These teachers participated, during one academic year, in 19 sessions performed between the researcher/double and the beginning teacher/instructor, all of them complemented by comments written by the teachers as a response to the face to face interaction. Data analysis took into consideration the notion of textual architecture, as stated by Bronckart (2008c), focusing on the identification of Action Figures (BULEA, 2010) and tools functions in the activity represented by teachers. Main results point to the identification of tools that are typical to the work of these beginning teachers and to the (re)significations attributed to them during the process of activity analysis promoted by the Instruction to the Double. These outcomes lead to the perception of linguistic and textual aspects that may be identified as evidence of development. Thereby, experience building is characterized, following these discussions, as a movement that may be identified in the texts and that is based on singular experiences permeated by conflicts originated from subjective and collective aspects. / Esta pesquisa tem como principal objetivo investigar o papel das ferramentas no gênero profissional característico da atividade docente de professores iniciantes a partir das representações que eles constroem durante a atividade linguageira gerada pela Instrução ao Sósia. A proposição desta discussão visa compreender o desenvolvimento desses professores a partir das representações sobre as ferramentas típicas do trabalho docente. Este estudo encontra seu embasamento teórico nas propostas do Interacionismo Sociodiscursivo (BRONCKART, 1999; 2008a) – área que atribui à linguagem papel fundamental na constituição e no funcionamento posterior das funções psíquicas humanas – e das Ciências do Trabalho, particularmente da Clínica da Atividade (CLOT, 2007; 2010) – que contribui para a compreensão da atividade docente como trabalho. A noção de desenvolvimento é construída a partir dos trabalhos de Vygotsky (1997c; 2007; 2009), complementados por Bronckart (2008c; 2013). Da mesma maneira, a definição do conceito de ferramentas docentes passa pela análise da proposta de Rabardel (1995) a respeito da Teoria Instrumental e propõe uma perspectiva funcional que adote a ação como elemento fundador. A geração dos dados desta pesquisa interpretativa e participante foi realizada por meio do dispositivo de Instrução ao Sósia, conduzido com três professores iniciantes – Taylor, Lina e Celestin – durante seu primeiro ano de atuação profissional como docentes de Línguas Estrangeiras. Esses professores participaram, durante um ano letivo, de um total de 19 sessões realizadas entre a pesquisadora/sósia e o professor iniciante/instrutor, todas seguidas de comentários escritos pelos professores como resposta à interação face a face. A análise dos dados foi conduzida a partir da noção de arquitetura textual formulada por Bronckart (2008c), privilegiando a identificação das Figuras de Ação (BULEA, 2010) e da função das ferramentas na atividade representada pelos professores. Os principais resultados apontam para a identificação das ferramentas características do trabalho desses professores iniciantes e as (res)significações que são a elas atribuídas durante o processo de análise da atividade promovido pela Instrução ao Sósia. Essas evidências conduzem à percepção de aspectos linguístico-textuais dos textos desses professores que podem ser identificados como indícios de desenvolvimento. Desse modo, a construção da experiência é caracterizada, a partir da discussão desses resultados, como um movimento que pode ser textualmente identificado e que é formado a partir de vivências singulares permeadas por conflitos de ordem subjetiva e coletiva.

Det problem som denna studie fokuserar på är den påverkan Open AI:s nya version av chattboten ChatGPT har på högskoleutbildningen. ChatGPT har fått en enorm spridning bland inte minst universitets- och högskolestudenter och snabbt skapat osäkerhet bland landets utbildningsanordnare. Samtidigt som verktyget ökar möjligheter för inlärning och motivation i studielivet, bidrar det till att minska tröskeln för fusk och plagiarism. Detta ställer krav på lärare att för att ta tillvara möjligheter och minimera risker se över sina undervisnings- och examinationsmetoder. Frågeställningen som valts är: “Hur påverkar ChatGPT den svenska universitets- och högskoleutbildningen sett från lärares perspektiv?”. Metoderna som tillämpades är kvalitativ strategi i form av fenomenologi, som till sin natur är djup och detaljerad. Semistrukturerade intervjuer genomfördes med videokonferensteknik och analyserades med hjälp av en tematisk analys. En utforskande urvalsstrategi användes där åtta kursansvariga högskolelärare från sju svenska lärosäten valdes ut slumpmässigt. Resultatet visar att samtliga lärare tycker sig se samt förutspå en påverkan på universitets-och högskoleutbildningen orsakad av ChatGPT. Synen på hur ChatGPT:s påverkan ser ut samt hur möjligheter tas tillvara och hur risker minimeras varierar väldigt mycket. Lärarna uttrycker oroskänslor kopplade till bristande information kring ämnet och önskar tydligare vägledning från skolledningen. Slutsatsen är att ChatGPT:s existens redan har och kommer att påverka den svenska universitets- och högskoleutbildningen på flera vis. Studien visar att det behövs åtgärder på institutionerna för att vidareutbilda lärarna, implementera ChatGPT i undervisningen, lära studenterna använda ChatGPT på rätt sätt samt ändra examinationsrutiner för att förhindra fusk. Möjligheter som användandet av ChatGPT kommer leda till är ökad jämlikhet, effektivare drift samt kvalitetshöjningar av utbildningar. Riskerna består av att studenternas kritiska tänkande och problemlösningsförmåga kan minska och att bekvämligheten med ChatGPT riskerar att göra studenterna lata samt att fusket kan öka. Lärarnas och skolledningarnas kompetens och förmåga att anpassa sin undervisning kommer att avgöra om generativ AI som ChatGPT kommer att höja eller sänka kvaliteten i högre utbildning. / The problem this study focuses on is the impact Open AI's new version of the chatbot ChatGPT has on higher education. ChatGPT has gained enormous popularity among not least university and college students and quickly created uncertainty among the country's education providers. While the tool increases opportunities for learning and motivation in student life, it helps to reduce the threshold for cheating and plagiarism. This places demands on teachers to review their teaching and examination methods in order to take advantage of opportunities and minimize risks. The chosen question is “How does ChatGPT affect Swedish university and college education from a teacher's perspective?. The methods applied are qualitative strategy in the form of phenomenology, which by its nature is deep and detailed. Semi-structured interviews were conducted using video conferencing technology and analyzed using a thematic analysis. An exploratory selection strategy was used, where eight course-responsible college teachers from seven Swedish universities were randomly selected. The result shows that all teachers think they see and predict an impact on university and college education caused by ChatGPT. The view of how ChatGPT's impact looks like and how opportunities are taken advantage of and how risks are minimized vary greatly. The teachers express concerns linked to a lack of information about the subject and wish for clearer guidance from the school management. The conclusion is that ChatGPT's existence has already and will affect Swedish university and college education in several ways. The study shows that measures are needed at the institutions to further train the teachers, implement ChatGPT in teaching, teach students to use ChatGPT correctly and change examination routines to prevent cheating. Possibilities that the use of ChatGPT will lead to are increased equality, more efficient operation and quality increases in education. The risks are that students' critical thinking and problem-solving skills may decrease and that the convenience of ChatGPT risks making students lazy and that cheating may increase. The competence and ability of teachers and school leaders to adapt their teaching will determine whether generative AI such as ChatGPT will raise or lower quality in higher education.

The intention of this study is to examine how music influences the secondlanguage acquisition for secondary student, as well as unfolding how songs asteaching tools can be applied to English as a foreign language (EFL) education.Research indicates that songs help generate motivational and linguistic benefitsto students as it prompts development in all four language skills if songs areapplied accurately. English songs can likewise provide students with an insightin social and cultural aspects appearing in countries where English is spoken.This might be some of many reasons to why the English syllabus for year 7-9 inSweden list songs in education as a developing mean that needs to be addressed.However, the implementation of songs in English education does not comewithout friction as teachers witness the hardship that might occur when usingmusic as teaching tools. The issues derive from teachers not knowing how toselect songs that serve an educational purpose, the overall image where music isseen as s fun activity rather than an educational activity, and that songs are notconsidered to help students reach teaching goals. These components all promptfor a demotivation amongst students to participate in song-centred lectures,creating a negative impact on students’ language development.

Pour respecter les droits d'auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal. / Cette recherche propose de se questionner sur la présence — ou l'absence — du cinéma dans les écoles secondaires québécoises en 2011. Ce mémoire s'amorce par un bref historique de l'éducation cinématographique au Québec, qui permet de démontrer la récurrence des recommandations émises en faveur de l'éducation cinématographique depuis les années 60 au Québec, et qui met en contexte la situation actuelle de l'éducation cinématographique. Il s'attarde ensuite à la notion de culture, telle qu'entendue dans la réforme du programme de formation de l'école québécoise, survenue au début des années 2000 au Québec, et ce afin de souligner l'incongruité de l'absence du cinéma dans le parcours scolaire des étudiants. Il tente également de démontrer l'urgence d'inclure le cinéma au corpus étudiant afin de former les élèves à l’analyse critique et informée des images, urgence qui découle en partie de l'omniprésence des images en société. Ce mémoire analyse également les différents outils pédagogiques liés au cinéma qui sont offerts aux enseignants des écoles secondaires québécoises par l'Office national du film du Canada et par l'Association des cinémas parallèles du Québec, pour ensuite les mettre en parallèle avec le projet cinématographique développé par Alain Bergala en France. / This thesis proposes to question the presence — or absence — of cinema in secondary schools of the province of Quebec in 2011. It begins with a brief history of film education in Quebec, which demonstrates the recurrence of recommendations for film education since the 60s in the province, and puts into context the current situation of education film. It then focuses on the concept of culture, as described in the recent reform of the Quebec's educational program, which occurred in the early 2000s, in order to emphasize the incongruity of the absence of cinema in the program. It also demonstrates the urgency of including the cinema to the educational program to train students in critical analysis of images, urgency stems in part from the pervasiveness of images in society. This thesis then analyzes the various educational tools related to cinema that are available to high school teachers in Quebec, mostly offered by the National Film Board of Canada and the Association des cinémas parallèles du Québec, and compares them with the educational project linked to cinema developed by Alain Bergala in France.

Cette recherche propose de se questionner sur la présence — ou l'absence — du cinéma dans les écoles secondaires québécoises en 2011. Ce mémoire s'amorce par un bref historique de l'éducation cinématographique au Québec, qui permet de démontrer la récurrence des recommandations émises en faveur de l'éducation cinématographique depuis les années 60 au Québec, et qui met en contexte la situation actuelle de l'éducation cinématographique. Il s'attarde ensuite à la notion de culture, telle qu'entendue dans la réforme du programme de formation de l'école québécoise, survenue au début des années 2000 au Québec, et ce afin de souligner l'incongruité de l'absence du cinéma dans le parcours scolaire des étudiants. Il tente également de démontrer l'urgence d'inclure le cinéma au corpus étudiant afin de former les élèves à l’analyse critique et informée des images, urgence qui découle en partie de l'omniprésence des images en société. Ce mémoire analyse également les différents outils pédagogiques liés au cinéma qui sont offerts aux enseignants des écoles secondaires québécoises par l'Office national du film du Canada et par l'Association des cinémas parallèles du Québec, pour ensuite les mettre en parallèle avec le projet cinématographique développé par Alain Bergala en France. / This thesis proposes to question the presence — or absence — of cinema in secondary schools of the province of Quebec in 2011. It begins with a brief history of film education in Quebec, which demonstrates the recurrence of recommendations for film education since the 60s in the province, and puts into context the current situation of education film. It then focuses on the concept of culture, as described in the recent reform of the Quebec's educational program, which occurred in the early 2000s, in order to emphasize the incongruity of the absence of cinema in the program. It also demonstrates the urgency of including the cinema to the educational program to train students in critical analysis of images, urgency stems in part from the pervasiveness of images in society. This thesis then analyzes the various educational tools related to cinema that are available to high school teachers in Quebec, mostly offered by the National Film Board of Canada and the Association des cinémas parallèles du Québec, and compares them with the educational project linked to cinema developed by Alain Bergala in France. / Pour respecter les droits d'auteur, la version électronique de ce mémoire a été dépouillée de ses documents visuels. La version intégrale du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal.

This graduate research thesis describes how to use interactive whiteboards during physics classes in primary school. The thesis focuses on the method and way how to integrate this equipment into classes. Furthermore, there are evaluations of educational applications for this equipment on the Internet and examples of how teachers have incorporated this application into their classes. In addition, this work is supported by research undertaken at selected middle schools in the South Bohemia. The whole work includes videos of this technology being used during physic lectures and own digital learning materials.