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Dissertations / Theses on the topic 'French college'
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Nzwanga, Mazemba Anatole. "A study of French-English codeswitching in a foreign language college teaching environment." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248378598.
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Maroun, Khalil Amine. "Le Collège français Saint-Joseph des pères lazaristes d'Antoura, 1834-1943 : histoire d'un établissement scolaire au Levant, centre des enjeux religieux, culturels et politiques." Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20148.
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Les Prêtres de la Mission, ou Lazaristes, s'implantent au Liban en 1783. Ils y ont fondé, en 1834, le collège Saint-Joseph d'Antoura, premier établissement secondaire francophone au Moyen-Orient Notre ambition est de suivre l'histoire du collège depuis les années qui ont précédé sa fondation jusqu'aux années 1943. Les Lazaristes ont vu dans l'éducation de la jeunesse un moyen efficace pour relever le niveau intellectuel et social de la population. L'instruction reçue à Antoura a permis aux anciens élèves de devenir les agents de l'évolution du Levant vers le progrès à la mode européenne. On s’intéressera à la nature des relations entre les Lazaristes et le Patriarcat maronite ainsi qu'avec les autres communautés religieuses du Liban. Les Lazaristes ont par ailleurs accueilli des élèves venant d'autres communautés religieuses, y compris des juifs et des musulmans. Ce sera l'un des points majeurs de ce travail où le côté missionnaire et linguistique sera développé dans toute sa subtilité. Beyrouth est le meilleur des laboratoires pour étudier le jeu complexe d'influences et de conflits qui caractérise le Levant des années 1900 ou 1930, et le collège d'Antoura a bien évidemment joué tout son rôle surtout si l'on remarque qu'il a accueilli et formé dans ses murs, pendant plusieurs générations, les élites régionales. L'histoire du collège dépasse la seule monographie : elle permet d'aborder toute l'histoire de l'ancien Levant, celle des conflits d'influences entre les grandes puissances et celle de l'image et des moyens mêmes de la France à l'étranger : puissance catholique ou puissance laïque<br>Priests of the Mission, or Vincentians, are implanted in Lebanon in 1783. They founded in 1834, the College of Saint Joseph Antoura first French secondary school in the Middle East. Our ambition is to follow the history of the college from the years before its founding to the year 1943. Vincentians have seen in the education of youth an effective way to rise the intellectual and social development of the population. The instruction received Antoura allowed former students to become agents of change in the Levant to the P.rogress of European fashion. We will focus on the nature of the relationship between the Vincentians and the Maronite Patriarchate as well as other religious communities in Lebanon. Vincentians have also hosted students from other religious communities, including Jews and Muslims. This will be one of the major points of this work where the missionary and linguistic side will be developed in all its subtlety. Beirut is the best laboratory for studying the complex interplay of influences and conflicts that characterized the Levant 1900s or 1930s, and the College of Antoura has obviously played its role, especially if you notice that a hosted and trained within its walls, for several generations, the regional elites. The history of the college goes beyond the monograph: it can address the history of the ancient Levant, the conflicting influences between the great powers and the image and the very means of France to abroad: Catholic power or secular power
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Tarr, Arthur-Geezai. "The effects of an expentancy message on recall measures of listening comprehension in intermediate college French /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487335992903767.
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Alidib, Zuheir A. "The effects of text genre on foreign language reading comprehension of college elementary and intermediate readers of French." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101661869.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages; contains 139 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2005 Dec. 1.
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Walsh, Hunt Kelly C. "Measuring the self-efficacy beliefs of college students learning French : the development and validation of an instrument /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486546889380467.
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Pederson, Kathleen Marshall. "The effects of passage availability during adjunct questioning in computer-assisted reading practice on recall measures of reading comprehension in intermediate college French /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859494941.
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Berry, Jefferson. "The Schemes of Public Parties: William Allen, Benjamin Franklin and The College of Philadelphia, 1756." Master's thesis, Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/106604.
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History<br>M.A.<br>Chief Justice William Allen and Benjamin Franklin met hundreds of times prior to Franklin's departure to London in 1757, and yet very little has been written about Allen. For over twenty years, Franklin and Allen worked closely on a variety of municipal improvements: the library, the hospital, the school, the fire company and many other projects that were the first of their kind in America. And while Allen was Franklin's main benefactor for close to twenty-five years --it was Allen's endorsement of Franklin that got him his job as Postmaster-- Franklin mentions him only twice in his <italic>Autobiography<br>Temple University--Theses
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Graham, Elizabeth Rockwell. "A comparison of the expectations and self-evaluated progress of American college students of French in France and in the United States /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891514866.
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Amireault, Valerie. "Etude comparative des representations culturelles des etudiants de niveaux debutant, intermediaire et avance des colleges anglophones publics de Montreal envers la langue francaise et les Quebecois dont la langue d'usage est le francais." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=29492.
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This work presents the results of a study on the development of cultural representations held by students from four public English-speaking colleges (cegeps) in the Montreal area towards the French language and Quebecers whose language of use is French. Our survey instrument aimed at knowing these cultural representations and at identifying different factors likely to influence the development of these representations according to the French level in which students are registered, either beginner or intermediate and advanced.<br>Our hypothesis is that students registered in the intermediate and advanced levels hold more positive cultural representations than beginners, therefore that there exists a significant difference between participants from both groups. In order to verify this hypothesis, a questionnaire, based on procedural knowledge and the affective domain, has been administered to 449 students from four different cegeps. The analysis of data linked to procedural knowledge demonstrates that there is indeed a significant difference between both groups with regards to the different factors that are likely to influence the development of cultural representations, with the exception of the travelling frequency of members of the participants' family. Furthermore, our analysis for the affective domain partly confirmed that students enrolled in intermediate and advanced courses in French generally hold more positive cultural representations towards the French language and Quebecers whose language of use is French than beginners.
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Mahaney, Cynthia Lynn. "Diction for singers a comprehensive assessment of books and sources /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148931700.
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Tamussin, Catherine. "La didactique du français dans la Hongrie de l'entre-deux-guerres : acteurs, outils, représentations." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCF037/document.
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Le traité de paix signé en 1920 à Trianon, réduisant des deux-tiers le territoire et la population de la Hongrie vaincue, engendre une crise diplomatique franco-hongroise. Ce contentieux a-t-il eu un impact sur l’enseignement du français et sur la représentation de la culture française en Hongrie ? La réforme de l’enseignement secondaire de 1924 introduit le français, l’anglais et l’italien à côté de l’allemand obligatoire. On constate alors un essor spectaculaire du français dans les lycées. Cet essor ainsi que la création du premier lycée bilingue français-hongrois montrent l’influence de la culture française et le rôle actif des diplomates français en poste à Budapest malgré les consignes restrictives de Paris. Le Collège Eötvös, créé en 1895 sur le modèle français de l’École Normale Supérieure joue aussi un rôle déterminant dans la formation d’une élite enseignante francophone et francophile. L’approche allemande Kulturkunde, visant l’étude de l’esprit d’un peuple à travers sa littérature, pénètre dans les cercles pédagogiques hongrois. L’accueil est ouvert mais réservé quant aux dérives nationalistes possibles. L’analyse des manuels de français montre que les auteurs inscrivent cette approche dans la tradition francophile de l’élite intellectuelle hongroise en reliant la représentation de l’esprit français aux valeurs humanistes universelles véhiculées par la littérature française. L’absence d’amalgame entre culture et politique, l’attitude distanciée et humaine des enseignants hongrois, dont certains avaient même souffert personnellement de la situation politique entre la France et la Hongrie, montrent que des choix individuels peuvent transcender les contingences politiques et les dérives méthodologiques<br>The peace treaty signed at Trianon in 1920 reduced by two-thirds the territory and population of defeated Hungary, thus creating a French-Hungarian diplomatic crisis. Might this strife had an impact on French language teaching and on the way French culture was depicted in textbooks? Actually, in 1924, a secondary education reform provided the possibility to learn English, French and Italian besides compulsory German. The result is a huge rise of French language in secondary schools. This rise and also the creation of the first French bilingual school show how influent French culture was in the country and how French diplomats in Budapest supported the reform in spite of limitative instructions from Foreign Office in Paris. Eötvös College, created in 1895 on the model of French Ecole Normale Supérieure, played also a decisive role in French teachers’ training and in the growth of a French-speaking elite. The german Kulturkunde approach, aimed to study the “mind or esprit of a nation” in teaching literature, penetrates into Hungarian educational circles. Hungarian teachers welcomed this new approach but expressed reserves about possible nationalistic drifts. The analysis of French textbooks shows that the authors applied Kulturkunde by making a strict distinction between politics and culture and by associating it with the humanist and universal values conveyed by French culture, in accordance with the francophile tradition of the Hungarian intellectual elite. The balanced and kind attitude of the Hungarian teachers, some of whom had to suffer personally from the political situation between France and Hungary, shows that individual choices can transcend political contingencies and methodological drifts
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Garcia, Alain. "Education et discipline au collège." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22025.
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Dans les collèges français, la question de l’éducation fait l’objet d’un traitement assez sombre : au niveau statutaire, elle marque en effet le faible prestige de certains personnels, ou de certaines matières enseignées. C’est le cas des conseillers et assistants d’éducation, ou, sur un autre plan, de l’éducation artistique, de l’éducation civique ou de l’éducation physique et sportive. La connotation négative de l’éducation apparaît aussi dans les discours quotidiens, enclins à dénoncer des carences. L’écart social entre les membres des classes moyennes cultivées et leurs élèves ne prédit pas, cependant, le niveau de tension. La construction d’un climat d’établissement joue en effet une fonction importante ; en second lieu, les situations éducatives les moins aisées obligent précisément à réfléchir en termes éducatifs. Il en ressort souvent un meilleur climat que dans des établissements peu exposés. Dans l’imaginaire des professionnels, le collège n’aurait d’autre but que d’organiser la succession de cours entre enseignants savants et apprenants captivés. Depuis les débuts de la massification, les professeurs appliquent en réalité des pédagogies « bricolées », sans rapport avec les principes idéels. Malgré ces adaptations officieuses, les collégiens sont pénalisés par la segmentation des cours, l’étouffement de l’esprit critique, la faible intégration éducative et la relégation du « sale boulot » de discipline. Dans les établissements favorisés, l’insuffisance démocratique incite plutôt à l’utilitarisme, et au développement d’une culture juvénile anti-scolaire ; dans les collèges populaires, les élèves en échec peuvent aussi opposer une violence<br>In French colleges, the issue of education is poorly treated : at the statutory level, it marks the low prestige of certain personnel, or certain subject matter being taught. This is the case with counsellors (conseillers d’éducation) and teaching assistants (assistants d’éducation) or, on another level, with arts education, civic education or physical education. Education’s negative connotation is confirmed in people’s discourse, which is inclined to report deficiencies. The social gap between members of the cultivated middle class and their students does not, however, predict the level of tension. First, the construction of a school environment indeed plays an importance role ; what’s more, the most difficult educational situations are precisely the ones that require us to think in educational terms. The result is often a better environment than in institutions with little exposure to difficulties. In the minds of professionals, French colleges have no other purpose than to organise the succession of courses between scholarly teachers and captivated learners. From the beginning of mass schooling, teachers actually apply “tinkered” pedagogies, unrelated to imaginary principles. In spite of these unofficial adaptations, students suffer from the segmentation of courses, the stifling of critical thinking, poor educational integration and the relegation of disciplinary “dirty work”. In privileged establishments, the democratic deficit rather encourages utilitarianism, and the development of an anti-school youth culture ; in lower class French colleges students who are failing may also resist through other forms of violence
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Voltani, Gisele Gasparelo. "Avaliação e certificação em francês língua estrangeira para a mobilidade internacional de estudantes da Universidade de São Paulo." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-22122015-121201/.
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Esta dissertação tem como objetivo discutir as características das avaliações de conhecimentos em língua francesa presentes nos processos seletivos para a mobilidade de estudantes de graduação da Universidade de São Paulo (USP). Com base nas pesquisas e estudos na área de avaliação (PERRENOUD, 1999; GATTI, 2003; CHUEIRI, 2008; LUCKESI, 2011) e certificação em língua francesa (PORCHER, 1995, 2004; CUQ; GRUCA, 2003; TAGLIANTE, 2005; NOEL-JOTHY; SAMSONIS, 2006; CHARDENET, 1999, 2011 HUVER; SPRINGER, 2011; RIBA; MEGRE, 2014), realizamos uma pesquisa documental referente à identificação dos requisitos exigidos em língua francesa quando da publicação dos editais que definem os critérios das seleções para a candidatura a mobilidade internacional para a França. Além disso, investigamos do ponto de vista dos responsáveis diretos e indiretos pelos processos seletivos, qual o lugar da certificação em francês língua estrangeira na política de internacionalização da USP. O corpus desta pesquisa consiste em editais publicados pela USP no período de 2008 a 2012, nos editais do programa Ciência sem Fronteiras entre 2011 e 2014 e, por último, em entrevistas com representantes institucionais implicados na seleção direta de candidatos e também nas políticas oficiais do governo francês no que se refere à certificação na língua. Para as análises, além do referencial teórico mencionado sobre avaliação, consideramos os trabalhos na área do francês para objetivos universitários (MANGIANTE; PARPETTE, 2004). Os resultados de nossas análises indicam que há uma diversidade de entendimentos sobre o nível exigido em relação à língua francesa para a seleção do estudante que integrará o sistema universitário francês, assim como o valor social atribuído ao documento que atesta os conhecimentos na língua, com o objetivo de validar a candidatura. Além disso, constatamos a ausência de uma política linguística adequada ao contexto de internacionalização da USP, que se expressa na falta de clareza de dispositivos de formação e de avaliação para a preparação dos estudantes que vão realizar estudos em meio universitário na França. Esta pesquisa nos ajudou a compreender a complexidade das relações entre formação, avaliação e certificação em contexto específico de mobilidade internacional. Nosso trabalho contribui com uma visão crítica que pode vir a colaborar no desenvolvimento de ações concretas para a reformulação de critérios de avaliação de competências linguísticas em francês língua estrangeira que sejam mais condizentes com as necessidades especificas às quais um estudante de graduação da USP será confrontado.<br>This dissertation aims to discuss the characteristics of knowledge evaluation in the French language that is current on selective processes for the mobility of undergraduate students in the University of São Paulo (USP). Based on the researches and studies in the area of evaluation (PERRENOUD, 1999; GATTI, 2003; CHUEIRI, 2008; LUCKESI, 2011) and French language certification (PORCHER, 1995, 2004; CUQ; GRUCA, 2003; TAGLIANTE, 2005; NOEL-JOTHY; SAMSONIS, 2006; CHARDENET, 1999, 2011 HUVER; SPRINGER, 2011; RIBA; MEGRE, 2014), weve performed a documentary research for the identification of the requirements of the French language when the publication of the notices the define the criteria of selection for applying for international mobility to France. Furthermore weve delved the point of view of those directly and indirectly responsible for selective processes which is the place of French certification, an international language, on the internationalization policy of USP. The corpus of this research consists on notices published by USP between 2008 and 2012, in the notices of the Science Without Frontiers between 2011 and 2014 and, at last, on interviews with institutional representatives involved on the direct selection of the candidates and also on the official policy of the French government with regard in certification in language. For the analysis, beyond the theoretical framework mentioned about evaluation, weve regarded the work in the area of French for college goals (MANGIANTE; PARPETTE, 2004). Our analysis results indicate that there is diversity of understanding about the level required in relation to French language for the selection of the students that will integrate the French college system, as well as the social value assigned to the document attesting knowledge in the language, in order to validate the candidacy. Moreover, weve noticed the lack of a linguistic policy that adequate to the context of internationalization of USP, which is expressed in the lack of clarity of training and evaluation devices for the preparation of students who will conduct studies in the French Academy. This research helped us to understand the complexity of the relations between training, assessment and certification in the specific context of international mobility. Our work contributes with a more critical vision that might cooperate with the development of concrete actions to reformulate the evaluation criteria of linguistic proficiency in French, foreign language, that are more consistent with the specific needs to which an USP undergraduate shall be confronted.
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Deguire, Lise. "L'intégration des TIC et développement d'habiletés métacognitives en enseignement de l'anglais langue seconde au collégial /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2007. http://theses.uqac.ca.
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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2005.<br>La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle pour l'obtention du grade de maîtrise en éducation. CaQCU Bibliogr.: f. [103]-112. Document électronique également accessible en format PDF. CaQCU
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Matuszewski, Samuel John. "A genealogy of the French 'Collège' : the emergence of an institution of Deleuzean control." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52276/.
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This thesis constitutes the first analysis of the development of the French education system and the emergence of the French 'collège' in relation to Gilles Deleuze’s assertion that, in the post-war period, the disciplinary societies described by Michel Foucault have entered into crisis and that a new ‘control society’ is emerging. The first chapter of the thesis establishes the theoretical framework to be applied, elucidating the connections between Foucault’s concepts of power and 'dispositif' and Deleuze’s concepts of desire and 'agencement', before considering how historical change emerges through the intensification of strategies of power. The rest of the chapter outlines the abstract traits of discipline and then control and considers how these strategies of power might be actualised in the institution of the school. The second chapter applies this framework to the development of the education system established under the Third Republic, which is found to consist of three separate disciplinary 'dispositifs' of education that actualise distinct logics of education. The third chapter traces the intensification of strategies of power responding to the logics of the three institutions identified in the previous chapter and the transformations of the education system that this provokes before showing the emergence of the 'collège' from the confluence of these intensified logics, which establishes it as an institution of control traversed by a modulation of disciplinary logics. The 'collège' is then also shown to develop governance structures that promote modulation as the local negotiation of the institution. The thesis argues that the emergence of the 'collège' marks the beginning of a shift from discipline to control in the French education system.
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Mahon, Susan Alexandra. "Distribution of Freshwater Amphipoda in the Lake Matoaka/College Woods Area, Williamsburg, Virginia." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626095.
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Salazar, Clarisse. "Llevo Resilencia en la Frente: The Influence of Community on the Thriving of Latinas in College." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1122.
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Latinas in college are systematically disadvantaged and face many unique stressors and adversities such as race-related discrimination and family stress; however, perceived availability of social support has been shown to have positive effects on students, such as positively influencing adjustment and academic persistence. In an effort to determine what factors help Latinas thrive in college, an experimental study with a 2x2 factorial design is proposed to investigate if in the face of adversity, does peer support/community preserve the thriving of Latinas in college. Community is defined by sense of membership and validation, and both will be manipulated in the in-lab community experience through a confederate (race of the confederate x support offered). The results are expected to show that main effects in the influence of validation on thriving and main effects in the influence of sense of membership on thriving. Furthermore, an interaction is predicted such that the effect of being validated depends on whether or not the confederate is Latina. It is also predicted that participants will feel a higher sense of communality with Latina students than Latinx students. The proposed study works to add to the small body of literature that highlights ways to help underrepresented students in higher education, rather than simply investigating factors that work to their detriment. The implications of the research are to work to legitimize community as a form of self-care and support, so that institutions help foster and support Latina communities on college campuses.
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Milosevic, Miona. "Three essays on the performance determinants of venture capital industry : public policy lessons from the french case." Thesis, Paris 1, 2016. http://www.theses.fr/2016PA01E076.
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L’importance du capital-risque pour le développement des entreprises innovantes a été largement documentée. L’industrie française du capital-risque figure parmi les plus importantes en Europe. Toutefois, les investisseurs en capital-risque en France sous-performent à la fois leurs homologues américains et européens. Depuis la crise financière de 2008 et les changements règlementaires, notamment Bâle III et Solvabilité II, les principaux investisseurs historiques, à savoir les banques et les compagnies d’assurance, ont délaissé le capital-risque. Les fonds publics et les dispositifs d'incitation fiscale à l'investissement privé ont permis de combler le retrait des investisseurs institutionnels. Par ailleurs, au sein des pays développés, l’environnement économique français se singularise par des relations étroites entre l’État et les entreprises et un système d’éducation élitiste favorisant de puissants réseaux. Notre objectif était d’étudier la sous-performance de l’industrie du capital-risque en France à travers une approche holistique puis de tester quantitativement l’impact des différents éléments du capital humain et social sur les indicateurs de performance, telles que les sorties des entreprises des portefeuilles, la levée de fonds et la syndication. Nous montrons comment les spécificités du marché français du capital-risque, à savoir la prépondérance des profils de banquiers et de financiers et l’importance des fonds publics ainsi que des fonds levés à travers des dispositifs d’incitation fiscale, sont un frein au développement de l’expertise des investisseurs. Nous avons mis en lumière que les compétences en innovation et en investissement des capital-risqueurs contribuent positivement aux levées de fonds, à la création de valeur et aux sorties des entreprises de leur portefeuille, et cela même dans des marchés caractérisés par de forts réseaux. Cependant, nous démontrons par la suite que dans un marché dominé par l’intervention publique et de puissants réseaux, les caractéristiques du capital humain qui déterminent la performance de sortie ne sont pas associées à une levée de fonds plus importante. Au contraire, notre recherche montre l’importance du capital social pour l’activité de levée de fonds, ce qui conduit au favoritisme et à une allocation du capital inefficace<br>Venture capital is crucial for funding and development of young innovative ventures. The French venture capital industry figures among the most important in Europe, however, its performance remains negative, underperforming both the US and the average European market. Since the 2008 financial crisis, banks and insurance companies, which used to be principal investors, have abandoned venture capital industry, mainly due to unfavorable regulatory changes (Basel III and Solvency II). To fill this gap, the government has increased its intervention, and direct funds and tax incentives have now become the principal sources of funding in the venture capital industry. Besides, French business environment also represents an exception compared to other developed economies due to tight relations between the State and the business sector, concentration of the public and corporate power in the hands of actors mainly educated in highly elitist education institutions, which are also well known for their powerful networks. Our aim was, first, to study the underperformance of the venture capital industry though a holistic lens, and then test quantitatively how different elements of human and social capital relate to performance measures, such as portfolio exits, fundraising and syndication. We find specificities of the French venture capital market, the dominance of banking and finance professionals and prevailing government funding and incentives, to hamper the process of expertise acquisition. We further show how task-specific innovation and investment human capital contribute positively to value adding, by raising funds from syndicate partners in follow-on rounds, and exiting, even in an environment characterized by dominant networks. However, we also provide evidence that in a market with strong government intervention and networks, human capital characteristics determining the exit performance are not associated with higher capital commitments. Instead, our research points out to the importance of social networks for fundraising activity, where connections and favoritism lead to inefficiencies in capital allocation
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Le, Levier Hélène. "Mise en œuvre et perception de l'orthographe française chez des élèves de collège et des étudiants de sections de technicien supérieur." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAL008/document.
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L’omniprésence de la communication écrite et le développement des technologies numériques renforcent aujourd’hui la demande sociale en matière de compétence orthographique dans la francophonie. Or diverses études ont fait le constat d’une baisse du niveau, en particulier en orthographe grammaticale, chez les élèves français. On constate donc un décalage entre la demande sociale de production d’écrits orthographiquement normés et les compétences des élèves français en fin de scolarité. Dans le cadre de cette thèse, nous nous interrogeons sur les compétences orthographiques de ces élèves en termes de performance, de raisonnement et de perception du statut social de l’orthographe. À la lumière des études déjà publiées, nous faisons les hypothèses suivantes : 1/ les difficultés les plus aigües se concentrent sur la morphographie du verbe et de l’adjectif ; 2/ les procédures mises en œuvre par les élèves ne sont pas systématiquement adaptées au fonctionnement morphosyntaxique du français écrit ; 3/ les élèves ayant grandi en France, leur perception du statut social de l’orthographe est conforme à ce qui est observé dans le reste de la société.À leur arrivée au lycée, les élèves sont censés maitriser l’orthographe du français qui n’apparait plus dans les programmes d’enseignement que de façon très périphérique. Notre double enquête s’intéresse donc à deux groupes d’élèves : d’une part des élèves de troisième sur le point de commencer leur scolarité au lycée ; d’autre part des élèves de STS déjà bacheliers et engagés dans un cycle d’études supérieures courtes. Afin d’évaluer leur performance orthographique et d’établir quels points d’orthographe grammaticale les mettent le plus en difficulté, nous avons recueilli 735 dictées en troisième et 178 dictées en STS. Nous avons complété nos données par 131 entretiens en troisième et 65 en STS qui poursuivent deux buts : établir à quelles procédures les élèves ont recours pour gérer les problèmes orthographiques qui se posent à eux et explorer leur rapport à l’orthographe.Nos résultats confirment nos hypothèses et permettent de les affiner. La maitrise du fonctionnement morphosyntaxique de la langue des élèves enquêtés n’est souvent pas suffisante pour résoudre l’ensemble des difficultés que pose le français, en particulier lorsque la syntaxe s’écarte du modèle le plus simple ou dans des cas particulièrement complexes tels que l’accord du participe passé. L’analyse des procédures utilisées par les élèves pour résoudre ces difficultés révèle qui plus est un défaut d’appropriation du vocabulaire grammatical scolaire qui suggère d’interroger l’efficacité des modalités d’enseignement actuelles. Ces difficultés à appliquer la norme orthographique sont cependant associées à une forte adhésion à la valeur sociale de l’orthographe. Une partie des enquêtés témoigne d’un attachement très fort à l’orthographe et dit y faire toujours attention. La majorité déclare cependant plutôt adapter leur attention au contexte. Ceux qui disent ne jamais s’en préoccuper sont très peu nombreux. L’immense majorité reconnait donc la nécessité de produire des textes orthographiquement normés dans des aspects de la vie sociale qui varient avec l’âge. Pour autant, les valeurs associées à l’orthographe par les deux groupes interrogés sont assez diversifiées. Si une partie d’entre eux reproduit des positions très conservatrices, la majorité se montre à des degrés divers ouverte à une réflexion sur la langue qui n’exclut pas une possible réforme<br>Nowadays, the omnipresence of written communication and digital development increase social needs for spelling skills in French-speaking countries. Several studies showed a level decrease, especially in grammatical morphology. Then we note a discrepancy between social needs for written production and French pupils’ skills. In our thesis, we investigate secondary school pupils’ spelling skills, with respect to performance, reasoning and perception of spelling social status. Given published studies, we make the following hypotheses : 1/ the most acute difficulties are concentrated in verbs and adjectives morphology ; 2/ pupils’ graphical procedures aren’t always compatible with written French morphosyntactic system ; 3/ given that the pupils grew up in France, their perception of spelling social status is consistent with observations in the rest of the population.French pupils are supposed to master French spelling at the beginning of senior secondary school. In practice, spelling isn’t actually taught after the fourth grade of secondary school in France. Therefore, our double investigation focus on two groups of pupils : from fourth grade of secondary school and from advanced technicien sections (STS) in short superior studies. We aimed to estimate their spelling performance and to establish which morphographic problems are the most difficult for them. For this purpose, we gathered 735 dictations from secondary school pupils and 178 from STS students. We completed this data with 135 interviews from secondary school pupils and 65 from STS students. These interviews fulfill two different goals : to establish which graphical procedures pupils use to solve their spelling problems and to investigate their perception of spelling.Our results confirm our hypotheses and enable us to refine them. Interviewed pupils’ knowledge of morphosyntaxic aspects in French is often insufficient to solve French difficulties, especially when syntax strays from the simplest pattern or in particularly complex cases like the past participle agreement. The analysis of the procedures used by the pupils in order to solve the difficulties shows that pupils don’t assimilate a part of the academic grammatical vocabulary. This suggests an investigation about the efficiency of current teaching methods. However, these difficulties to implement spelling standard are connected to a strong support of spelling social value. Some interviewed pupils say that they attach great importance to correct spelling and make every effort to respect it. However most of them declare that they adapt their degree of attention to the context. Very few assure never to worry about correct spelling. Therefore, almost all of them admit the necessity of writing according to spelling standard in some social contexts, which vary depending on their age. Nethertheless, spelling is linked with rather different values in their perception. Some of them reproduce very conservative positions but a greater part is open to a reflexion about language which doesn’t exclude spelling reform
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Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
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Depuis le début des années 1990, le français langue de scolarisation (FLSco) s’est peu à peu constitué en objet d’étude dans différents contextes où le français est langue d’enseignement pour des élèves allophones. La situation des enfants migrants scolarisés en France a ainsi été progressivement prise en compte dans les recherches en didactique comme dans les directives institutionnelles. Celles-ci soulignent notamment que la réussite de leur inclusion scolaire nécessite de s’intéresser à la dimension langagière dans les différentes disciplines où le français est « langue instrumentale » ; mais les solutions didactiques et pédagogiques peinent à émerger pour répondre à cette injonction. Un rapprochement méthodologique entre le français sur objectifs spécifiques (FOS) et le FLSco permet d’ouvrir des perspectives dans la définition des besoins prioritaires de ces élèves en partant d’une analyse effective des situations scolaires auxquelles ils sont confrontés dès leur arrivée à l’école. Cette recherche vise ainsi à transposer les démarches d'ingénierie du français professionnel en contexte scolaire afin de contribuer à la définition de ces besoins d’apprentissage et de permettre l’élaboration d’une formation adaptée en FLSco. Plus largement, elle ambitionne d’apporter des solutions méthodologiques et didactiques aux acteurs concernés par la scolarisation de ce public à besoins éducatifs particuliers.Nous avons établi un cadre méthodologique qui s’articule autour des grandes étapes mobilisées en FOS : l’analyse des besoins, la collecte et l’analyse de données orales et écrites dans les situations scolaires et la phase d’élaboration didactique à partir des besoins identifiés. Nous avons expérimenté cette démarche dans trois disciplines du collège : l’histoire-géographie, les Sciences de la Vie et de la Terre et les mathématiques dans des classes de sixième. Cette étude a nécessité la constitution d’un corpus multimodal composé de séances de classe filmées et de données écrites issues des manuels, des cahiers d’élèves et du tableau blanc de l’enseignant. Les besoins identifiés sont à la fois de nature langagière, culturelle, cognitive et méthodologique. Cette analyse des situations scolaires révèle également l’omniprésence de différentes représentations sémiotiques dans toutes les disciplines observées ainsi que la part grandissante de la dimension praxéologique en raison, notamment du développement des outils numériques en classe<br>The teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
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Tidman, Gemma. "Ce qui s'enseigne : the Querelle des collèges and the emergence of littérature, 1750-1789." Thesis, University of Oxford, 2017. http://ora.ox.ac.uk/objects/uuid:f2be0fba-5a34-4f83-bbed-65f9c5f70d4e.
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This study examines an important eighteenth-century French querelle about literary education which has so far gone unacknowledged by scholars as a querelle and which, I argue, helped redefine contemporary notions of littérature. This querelle is the series of disputes about how to reform literary education in the collèges, which gathered momentum in the early 1760s, following the expulsion of the Jesuits and the publication of Rousseau's Émile (1762). I propose that we call this querelle the Querelle des collèges. Using a combination of close reading, sociological methodologies, and scholarly approaches to the study of early modern querelles, I examine how a diverse corpus of texts debated how to reform collège literary teaching practices. By resituating Émile in this context, I show that it was one among many interventions in the Querelle des collèges. My study of this Querelle demonstrates that querelleurs increasingly reached a consensus that practices associated with the disciplines of rhétorique and belles-lettres should be replaced by new practices of littérature, which were intended to turn boys into French 'grands hommes'. This Querelle was not only constituted by texts, but also by pedagogical practices, as evidenced by the results of my original archival research into the literary teaching practices of the École royale militaire, founded in 1751. Finally, my analysis situates the Querelle des collèges in the context of broader eighteenth-century debates about education, which I argue should be understood as the Querelle de l'éducation, and I provide the first corpus of this Querelle. This thesis challenges scholarly claims that littérature is a nineteenth-century invention. It argues, instead, that modern notions of littérature as 'an aesthetically pleasing, valued text', and 'a national canon', which began to appear in the late seventeenth century, were stabilised and legitimised by being written into the school discipline of littérature, which emerged between 1750 and the Revolution, in the context of the Querelle des collèges.
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Moreira, Danna Mota. "Analise por microscopia de polarização e microscopia eletronica de varredura da estrutura dentinaria de dentes bovinos frente a diferentes substancias quimicas auxiliares de uso endodontico." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/289846.
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Orientador: Alexandre Augusto Zaia<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Odontologia de Piracicaba<br>Made available in DSpace on 2018-08-08T12:23:42Z (GMT). No. of bitstreams: 1
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Previous issue date: 2007<br>Resumo: O objetivo desse trabalho foi avaliar a ocorrência de alterações na estrutura e organização do colágeno presente na matriz orgânica da parede dentinária do canal radicular de incisivos bovinos bem como, avaliar a topografia da matriz inorgânica desta estrutura após irrigação com hipoclorito de sódio 5,25%, EDTA 17% e clorexidina gel 2%. Foram utilizados 60 dentes bovinos divididos aleatoriamente em seis grupos com 10 dentes cada: G1 - Hipoclorito de sódio (NaOCl) 5,25% e EDTA 17%; G2 - Clorexidina gel 2%; G3 - NaOCl 5,25%; G4 - EDTA 17%; G5 - Clorexidina gel 2% e EDTA 17%; G6 - Solução de cloreto de sódio 0,9% (Controle). Uma análise paralela foi realizada em 10 dentes onde nenhum tipo de procedimento foi realizado, sendo possível a obtenção dos parâmetros da birrefringência característica de incisivos bovinos sem instrumentação. As amostras experimentais foram submetidas à instrumentação e irrigação com as diferentes substâncias químicas auxiliares e em seguida, segmentadas em dois fragmentos. Um fragmento foi processado histologicamente utilizando o corante pricrosirius e em seguida, seu retardo óptico foi mensurado por meio de microscopia de polarização. O outro segmento foi preparado e avaliado por meio de microscopia eletrônica de varredura. Os resultados das mensurações dos retardos ópticos foram submetidos à análise estatística por meio do teste de Dunnet. Os resultados demonstraram que os grupos tratados com a clorexidina gel 2% e EDTA 17%, associados ou não, não obtiveram diferença estatisticamente significante em relação ao grupo controle. Nos grupos tratados com NaOCl 5,25%, associado ou não ao EDTA 17%, as médias dos retardos ópticos foram estatisticamente diferentes ao grupo controle. Concluindo que o NaOCl 5,25% provoca alterações na organização macromolecular do colágeno presente na matriz orgânica da dentina radicular de dentes bovinos. A análise realizada por meio da MEV demonstrou alterações estruturais na matriz inorgânica em todos os grupos em que o EDTA 17% foi utilizado<br>Abstract: The aim of this study was to evaluate the change in collagen structure and organization present in the organic matrix of the dentine wall of the root canals of bovine inferior incisors as well as the topography of the inorganic matrix after irrigation with 5.25% sodium hypochlorite, 17% EDTA and 2% chlorexidine gel. Sixty bovine incisors were randomly divided into six groups of 10: G1 - 5.25% Sodium Hypochlorite (NaOCl) and 17% EDTA; G2 - 2% Chlorexidine gel; G3 - 5.25% NaOCl; G4 - 17% EDTA; G5 - 2% Chlorexidine gel and 17% EDTA; G6 (Control) - 0.9% Sodium chloride. A parallel analysis was performed with 10 teeth which had not been submitted to any treatment. Hence, it was possible to obtain parameters for the birefringence characteristic of non-instrumented inferior bovine incisors. Experimental samples were submitted to instrumentation and irrigation with different auxiliary chemical substances and then segmented in two. One fragment was histologically processed using picrosirius pigment. Its optical retardations were measured through polarization microscopy. The second fragment was prepared to be evaluated through scanning electron microscopy. The optic retardation measurement data were submitted to statistical analysis using Dunnet?s test. Results revealed that the groups that associated or not 2% chlorexidine gel and 17% EDTA were not statistically different in relation to the control group. For the groups which 5.25% NaOCl was used, associated or not to 17% EDTA, the average optic retardations were statistically different to the control group. Therefore, 5.25% sodium hypochlorite proved to cause alterations to the molecular organization of collagen present in the organic matrix of root dentine of bovine teeth. Scanning electron microscopy showed structural alterations of the inorganic matrix of all groups tested with 17% EDTA<br>Mestrado<br>Endodontia<br>Mestre em Clínica Odontológica
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Fohlen, Audrey. "Optimisation des stratégies thérapeutiques en radiologie interventionnelle : application en embolisation et en oncologie Transhepatic forceps biopsy combined with biliary drainage in obstructive jaundice: safety and accuracy ransarterial chemoembolization (TACE) in the management of hepatocellular carcinoma: Results of a French national survey on current practices." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC424.
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La radiologie interventionnelle (RI) présente des avantages indéniables. Grâce aux techniques d’embolisation, les patients présentant des hémorragies pouvant engager le pronostic vital, peuvent être traités. Les agents liquides collants peuvent être utilisés or, leur technique d’utilisation reste très empirique. Les complications des embolisations à la colle peuvent être gravissimes. Leur maniabilité peut être appréhendée. Dans la 1ère partie de ce travail nous avons étudié in vitro les caractéristiques de plusieurs colles et notamment les dernières mises sur le marché (Glubran 2 et Purefill, par rapport à l’Histoacryl), en fonction de leur préparation (température, ratio du mélange avec le lipiodol). Nous avons également étudié les temps caractéristiques de ces 3 colles. La 2ème partie de ce travail a porté sur la RI appliquée à l’oncologie. Elle est scindée en plusieurs travaux ayant comme objectif commun l’optimisation des techniques de RI en hépato-biliaire. Une étude clinique a porté sur l’intérêt et la sécurité des biopsies endobiliaires. Une étude a consisté en la réalisation d’une enquête de pratiques en chimio-embolisation artérielle (TACE) du carcinome hépato-cellulaire en France. Deux études ont porté sur la recherche in vitro du ou des meilleurs agents cytotoxiques sur des lignées cellulaires (mélanomes de l’uvée murines µ2 et µ2F et humaines mel 270 et OMM 1.3 et de cancer colo-rectal HT29, SW 48, SW 480, SW 620, HCT116, CaCo2) en condition de temps d’exposition court (30 minutes) pour imiter les conditions de TACE. L’objectif final était de pouvoir trouver le ou les agents cytotoxiques les plus efficaces pour optimiser les traitements par TACE des métastases hépatiques de ces 2 origines. Pour les mélanomes de l’uvée, il est apparu que le paclitaxel était significativement le meilleur agent parmi ceux testés. Pour les cellules de CRC, l’idarubicine était le meilleur agent cytotoxique, suivi par la gemcitabine Un dernier travail a été réalisé pour appréhender in vitro la partie embolisation de la TACE. L’embolisation a été assimilée à une hypoxie. Nous avons ainsi pu évaluer l’effet de l’hypoxie à 2 niveaux (1 % et 0.2 %) sur la viabilité cellulaire, après que celles-ci aient été mises en contact (30 minutes) avec de la chimiothérapie. Une hypoxie sévère entraine une chimiorésistance dans ces conditions d’évaluation. Ces travaux doivent amener à des études sur modèle animal ainsi qu’à la mise en place d’essais cliniques<br>Interventional radiology (IR) has undeniable advantages. With embolization techniques, patients with potentially life-threatening haemorrhage can be treated. Glue can be used but, their technique of use remains very empirical. The complications of glue embolization can be very serious. Their maneuverability can be apprehended. In the first part of this work we studied in vitro the characteristics of several glues and in particular the latest releases on the market (Glubran 2 and Purefill, compared to Histoacryl), according to their preparation (temperature, mixing ratio with lipiodol). We also studied the characteristic times of these 3 glues. The second part of this work focused on the RI applied to oncology. It is divided into several works with the common objective of optimizing the RI techniques in hepatobiliary. A clinical study focused on the interest and safety of endobiliary biopsies. A study consisted in the realization of a survey of practices in arterial chemo-embolization (TACE) of hepatocellular carcinoma in France. Two studies focused on in vitro research of the best cytotoxic agent (s) on cell lines (uveal melanoma murine u2 and μ2F and human mel 270 and OMM 1.3 and colorectal cancer HT29, SW 48, SW 480, SW 620, HCT116, CaCo2) under short exposure time (30 min) to mimic TACE conditions. For uveal melanomas, it was found that paclitaxel was significantly the best agent among those tested. For CRC cells, idarubicin was the best cytotoxic agent, followed by gemcitabine. The ultimate goal was to find the most effective cytotoxic agent (s) to optimize the TACE treatment of liver metastases from these 2 origins. A final work was done to apprehend in vitro the embolization part of the TACE. Embolization has been equated with hypoxia. We were able to evaluate the effect of 2-level hypoxia (1% and 0.2%) on cell viability after they were exposed (30 minutes) with chemotherapy. Severe hypoxia leads to chemoresistance under these conditions of evaluation. This work should lead to studies on animal models as well as the establishment of clinical trials
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Silva, Claudio Luiz de Souza. "Gestão universitária frente à sociedade do conhecimento: um estudo de caso." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/1241.
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Previous issue date: 2007-10-08<br>The technological evolution extended connections, made a big quantity of information available and revolutionalized knowledge, creating new possibilities for storage, management and transmission. The drawbacks concerning adaptability of the organizational traditional structures related to College Education institutions to the new challenges, are leading the organizations to break up with traditional patterns of management and structure, which are still attached to the industrial society of development pattern. The quest is for the lessening of the gap between the technological transformation speed and the changes in the organization, in a new society coined as the knowledge society.
This article, besides being a circumstantial description, aims at accurately analyzing an experience related to exploiting and constructing a new methodology of management. It looks forward to bringing light on a tension generated among the new social environment - caused by higher density of knowledge in productive processes-, and transformation difficulties in universities. This study was put forward through documental analysis, questionnaires and interviews with professors, coordinators and the board of directors of the Universidade Federal de São Paulo, Santos campus. Conclusions point to the possibility of reasoning the proposal to a new pattern of management, according to an aspect shown by the study, as peculiar to Unifesp Santos proposal, as follows: flexible organizations work better in the knowledge society, since decisions can be made at the end or at any point of the net.
Hierarchical organizations work better during periods of constant and stable markets, despite being totally inadequate during periods of flow, like the one that identifies the society of knowledge.
Its managerial procedures are way too rigid to adapt to quick changes under market conditions<br>A evolução das tecnologias ampliou as conexões, tornou disponível uma grande quantidade de informações e revolucionou o conhecimento, com novas possibilidades para sua estocagem, gestão e transmissão. As dificuldades de adaptação das estruturas tradicionais de organização das Instituições de Ensino Superior aos novos desafios estão levando as organizações a romper com os tradicionais modelos de gestão e estrutura, que ainda atendem ao modelo de desenvolvimento da sociedade industrial. A busca é pela diminuição crescente no vão entre a velocidade da transformação tecnológica e das mudanças na organização, numa nova sociedade cunhada como sociedade do conhecimento.
Este trabalho é uma descrição circunstanciada e uma análise apurada sobre uma experiência de exploração e construção de uma nova metodologia de gestão. O objetivo é trazer esclarecimentos para a tensão gerada entre o novo ambiente social, em função da maior densidade do conhecimento nos processos produtivos, e as dificuldades de transformação das universidades. Este estudo foi realizado por meio de análise documental, questionário e entrevistas junto a professores, coordenadores e direção do campus de Santos da Universidade Federal de São Paulo. As conclusões indicam que é possível fundamentar a proposta de um novo modelo de gestão no seguinte aspecto, apontado pelo estudo como característico da proposta da Unifesp Santos: na sociedade do conhecimento funcionam melhor as organizações flexíveis, em que a decisão pode ser tomada na ponta ou em qualquer ponto da rede. As organizações hierárquicas funcionam melhor em períodos de mercados constantes e estáveis, mas são totalmente inadequadas em períodos de fluxos, como o que caracteriza a sociedade do conhecimento. Seus procedimentos administrativos são rígidos demais para se ajustar às rápidas mudanças nas condições de mercado
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Hennig, Manzuoli Cristina. "Percepción de los profesores frente a su rol en entornos digitales de aprendizaje en lalgunas Instituciones en Bogotá, Colombia." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/286069.
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Es importante que se realicen investigaciones que permitan identificar y analizar las condiciones de formación, actitudes, experiencia y demás aspectos relacionados con la mediación que ejerce el profesor en entornos digitales para la educación virtual, especialmente en contextos como el colombiano en donde esta modalidad de educación se viene desarrollando recientemente y teniendo en cuenta que se tiene la expectativa de incrementar el acceso a la educación superior implementando programas de pregrado bajo esta modalidad, el nuevo conocimiento que se derive de procesos de investigación como la presente tesis doctoral, permitirá tomar elementos para trabajar en beneficio de la calidad en esta modalidad de educación emergente en Colombia y América Latina. De acuerdo con lo expuesto anteriormente se plantea realizar un estudio sobre las percepciones del profesor frente a su rol en proceso de aprendizaje bajo la modalidad virtual, que contribuya a identificar las actitudes de los mismos hacia el uso de las tecnologías de la información y la comunicación.
Por tanto esta tesis doctoral tiene como propósito analizar las percepciones del profesor frente a su rol en entornos digitales de enseñanza y aprendizaje, principalmente en programas de educación virtual en algunas instituciones en Bogotá, Colombia. El interés fundamental es caracterizar las actitudes de los profesores frente su rol en esta modalidad de educación. Se parte de identificar aquellos elementos característicos del papel del profesor en estos espacios de aprendizaje, por lo tanto se revisan en primera medida las posturas de diferentes autores frente a los aspectos que cobran relevancia cuando se realizan procesos de educación a través de ambientes virtuales, que favorezcan el proceso de aprendizaje de los estudiantes, así como los pros y contras de cada planteamiento teórico. Finalmente, se plantea la metodología a utilizar, el análisis de resultados y su discusión y las referencias bibliográficas.<br>It is important that research to identify and analyze the training conditions, attitudes, experience and other aspects of mediation exercised by the teacher in digital environments for virtual education, especially in contexts such as Colombia are made where this form of education has been recently developed and given that the expectation is to increase access to higher education by implementing undergraduate programs under this system, the new knowledge derived from research processes as this thesis will allow taking elements to work benefit of quality in this type of emerging education in Colombia and Latin America. According to the above it is proposed to conduct a study on the perceptions of the teacher in front of his role in the learning process in the virtual mode, which helps to identify the attitudes of these towards the use of information technology and communication.
Therefore this thesis aims to analyze the perceptions of the teacher in front of his role in digital environments for teaching and learning, especially in virtual education programs in some institutions in Bogotá, Colombia. The main interest is to characterize the attitudes of teachers in their role in this form of education. It starts with identifying those characteristic elements of the role of teachers in these learning spaces thus are reviewed in a first step the positions of different authors address the issues that become relevant when education processes are performed through virtual environments, promote the learning process of students, as well as the pros and cons of each theoretical approach. Finally, the methodology used, analysis of results and discussion and references arises.
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Silveira, Elcia Maria Varize. "Mecanismos envolvidos na resposta imune e inflamatória frente à implantação de membrana de cortical óssea bovina no tecido subcutâneo de camundongos: caracterização histomorfométrica, imunoenzimática e molecular." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/25/25149/tde-05112012-195013/.
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Os avanços relacionados à ciência dos biomateriais e engenharia tecidual buscam esclarecer os mecanismos envolvidos na resposta biológica associada ao uso desses dispositivos e sua interação com o sistema imune. Neste estudo, avaliou-se a resposta imune e inflamatória desenvolvida em camundongos frente à implantação de membrana de cortical óssea bovina no tecido subcutâneo, em implantação única e sequencial de duas membranas, assim como os possíveis mecanismos envolvidos no processo de reconhecimento e reabsorção desse biomaterial, de acordo com análise histomorfométrica, enzimática e molecular. Após a implantação da membrana, sinais de reabsorção que antes eram notados em pontos isolados, aos poucos se unem até sua completa degradação, observada somente após 15 dias. Todo o processo de reabsorção da membrana é acompanhado por uma reação inflamatória de magnitude moderada, seguida pelo declínio do número de leucócitos, surgimento de células gigantes multinucleadas e formação de uma cápsula de tecido conjuntivo fibroso. A cinética de TNF- e MMP-2, MMP-8, MMP-9 e MMP-13 apresentou um padrão de produção decrescente, entretanto os níveis dos inibidores de metaloproteinases (TIMPs) e TGF- parecem atuar de forma inversa. A velocidade de reabsorção após duas implantações consecutivas da membrana foi maior quando comparada ao grupo de animais que sofreu apenas uma implantação, porém os resultados do teste de hipersensibilidade do tipo tardia (DTH) demonstraram que a membrana é biocompatível, pois não elicitou resposta imunológica exacerbada após uma segunda implantação, confirmando então a natureza não imunogênica desse biomaterial. Finalmente, os animais CD14KO e MyD88KO apresentaram uma reabsorção mais lenta da membrana implantada, quando comparados aos animais C57Bl/6 (WT), demonstrando que as moléculas CD14 e MyD88 estão envolvidas no reconhecimento do biomaterial e desempenham importante papel no processo de reabsorção da membrana de cortical óssea bovina, indicando a participação de PAMPs e/ou DAMPs na resposta biológica gerada por esse biomaterial.<br>Advances related to the biomaterials science and tissue engineering seek to clarify the mechanisms involved in the biological response associated with the use of those devices and their interaction with the immune system. This study evaluated the inflammatory and immune response developed in mice after implantation bovine bone cortical membrane in subcutaneous tissue, in both, unique and sequential implantation of 2 membranes, as the mechanisms involved in this biomaterial recognition and resorption process, on regards to histomorphometric, enzymatic and molecular analysis. After membrane implantation, previously observed signs of resorption in isolated spots, gradually unite until their complete degradation after 15 days. The whole membrane resorption process is accompanied by a moderate inflammatory reaction, followed by a decline in the leukocytes number, appearance of multinucleated giant cells and formation of a capsule of fibrous connective tissue. The kinetics of TNF-, MMP-2, MMP-8, MMP-9 e MMP-13 showed a pattern of decreasing production, however, levels of metalloproteinases inhibitors (TIMPs) and TGF- seem to act in reverse way. The resorption rate after two successive membrane implantations was higher when compared to the group which suffered only one implantation, however, the results of delayed test hypersensity (DTH) demonstrated that the membrane is biocompatible, that is, it does not elicited too high immune response after a second position, confirming the non immunogenic nature of this biomaterial. Eventually, CD14KO and MyD88KO strains showed a slower membrane resorption when compared to animals C57Bl/6, demonstrating that the CD14 and MyD88 molecules are involved in biomaterial recognition and play an important role in bovine cortical bone membrane resorption process, indicating that PAMPs and/or DAMPs are involved in biological response generated by this biomaterial.
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Pereda, Ana Sofia Aparicio. "Avaliação das atitudes no curso de estatística: contextos universitários latino-americanos." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12052015-135238/.
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O objetivo deste estudo é fornecer uma visão geral e atualizada da pesquisa empírica e transcultural das atitudes dos estudantes universitários em relação à Estatística. A nossa enfases é a avaliação a nivel pessoal, especialmente o estudo do aspecto afetivo através das atitudes frente à Estatística para o qual fazemos uma revisão das escalas propostas assim como propomos uma escala originalmente desenvolvida para professores de escola e adaptada neste estudo. Considerando os resultados, fazemos um longo estudo das caracteristicas psicométricas desta escala em populaçoes de estudantes universitarios de diferentes especialidades e caracteristicas do Perú, Colombia, Chile e Brasil. Antes de fazer a parte avaliativa e comparativa entre os países, fazemos uma proposta metodológica das práticas de avaliação do processo de ensino-aprendizagem em cursos de Estatística para uma instituição superior considerando uma adaptação da proposta do Enfoque Ontosemiotico da cognição e Instrução Matemática (EOS) de Godino et al, 2008. Também fazemos uma aproximação na avaliação institucional dos cursos de graduação e pós graduação em Estatística desenvolvidos pelo governo federal no Brasil e as políticas de avaliação no Peru, Colômbia e Chile. Todos os capítulos são trabalhos a maneira de artigos trabalhados durante o período do doutorado.<br>The objective of this study is to provide a comprehensive and updated overview of empirical research and cross-cultural attitudes of college students towards Statistics . Our emphasis is on the personal level evaluation, especially through study of the affective aspect of attitudes toward statistics for which we review the proposed scales well as propose a scale originally developed for school teachers and adapted in this study. Considering the results, we made a long study of the psychometric characteristics of this scale in populations of college students from different specialties and characteristics of Peru, Colombia, Chile and Brazil. Before doing the part evaluative and comparative between the countries, do a methodological proposal of the practices of evaluation of the process of educationlearning in courses of Statistics for an upper institution considering An adaptation of the proposal of the Approach Ontosemiotico of the cognition and Mathematical Instruction (EOS) of Godino et al, 2008. Also we make an approach to institutional assessment of undergraduate and graduate programs in Statistics developed by the federal government in Brazil and assessment policies in Peru, Colombia and Chile. All the chapters are works the way of articles worked during the period of the doctored.
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Hussain-Carnus, Patrick. "La maîtrise de la langue française dans et par les disciplines scolaires : les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive : approche comparative." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0054.
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Cette recherche a pour objet l'étude de la contribution des disciplines à l'évolution des collégiens dans leur maîtrise de la langue française. La position de la France dans les évaluations PISA et les nouvelles préoccupations de l'Union Européenne en matière d'égalité des chances amènent notre système scolaire à reconsidérer la place du langage dans les enseignements. Par ailleurs, l'omniprésence du terme « langage » dans la nouvelle version du socle et la place que lui accordent les nouveaux programmes du collège depuis la rentrée 2016, confirment cette tendance. Mais tous les élèves ne développent pas les mêmes capacités ni le même rythme d’apprentissage : certains rencontrent des difficultés scolaires, d'autres, des difficultés linguistiques. Qu'entend-t-on par « maîtrise de la langue » au collège ? Quelle est la nature des obstacles rencontrés par certains collégiens ? La relation didactique qui s'établit entre élèves et enseignants dans le cadre d'activités langagières visant la maîtrise de la langue est-elle strictement spécifique à une discipline et un type de classe ou bien tisse-t-elle des formes d'ordre générique qui relèveraient du didactique ordinaire ? Nous avons analysé et comparé les interactions verbales d'un corpus de dix sept séances afin d'observer les difficultés des élèves, en situation de classe. Nous pensons que l'enseignement de la maîtrise de la langue française exige de l'élève une compréhension, à la fois, de la langue de scolarisation et du langage des disciplines. Nous pensons, par ailleurs, que l'élève doit être considéré de manière spécifique et non générique de manière à ce que les pistes proposées soient adaptées à tous<br>This research deals with the way learning different school subjects is likely to help middle-school students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time.But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties, others will deal with language-related problems.What is meant by “Language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach?We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students. We argue that teaching French language proficiency requires the students to understand both a schooling language and a subject language. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them
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Bartolain-Tolède, Marlène. "Le double éclairage français et allemand de Gustave Oelsner-Monmerqué (1814-1854) sur la société coloniale à Bourbon." Thesis, La Réunion, 2012. http://www.theses.fr/2012LARE0024.
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L'oeuvre de Gustave Oelsner-Monmerqué que notre thèse permet de découvrir offre une vision double, française et allemande, sur la société coloniale à Bourbon au début des années1840. Après une reconstitution détaillée de la biographie d'Oelsner-Monmerqué, l'étude met l'accent sur son pragmatisme abolitionniste dans l'exercice de ses fonctions de rédacteur en chef de la Feuille hebdomadaire de l'île Bourbon et de professeur de philosophie et de proviseur du Collège royal de Bourbon. En Allemagne, il poursuit son militantisme abolitionniste activement par voie littéraire à travers un roman, des articles de presse, des communications et une conférence. En publiant Schwarze und Weiße. Skizzen aus Bourbon (Noirs et Blancs. Esquisses de Bourbon) dans un pays qui ne possède pas d'esclaves, l'écrivain tente de contribuer à une émancipation plus rapide et complète. Son éclairage sur les conditions de la traite clandestine et sur la vie des esclaves dans la société bourbonnaise se distingue par son réalisme qui doit son expressivité au genre littéraire novateur de l'esquisse. Au-delà des frontières, cet ouvrage peut être considéré comme le premier roman abolitionniste bourbonnais<br>Gustave Oelsner-Monmerqué's work unearthed by us and presented in our doctoral thesis offers a double – French and German – vision of colonial society in Bourbon (now Reunion) Island in the early 1840s. This study begins with a detailed reconstitution of Oelsner-Monmerqué's life, then focuses on his abolitionist stance and actions as editor of the Feuille hebdomadaire de l'Ile Bourbon [Bourbon Island Weekly] and philosophy teacher at and principal of the Collège royal de Bourbon high school. Oelsner-Monmerqué pursued his abolitionist activism in Germany through literary channels: a novel, press articles andconferences. By publishing Schwarze und Weiße. Skizzen aus Bourbon [Blacks and Whites. Sketches of Bourbon] in a country which had no slaves, the author meant to contribute to their quicker and more complete emancipation. His descriptions of illegal slave trade and slave life in Bourbon Island's society have a realistic, expressive touch made possible by the use of an innovative literary genre, the sketch. A cross-boundary testimony, this work can be regardedas Bourbon Island's first abolitionist novel
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Kim, Iliya John. "Étude du dispositif de formation initiale des enseignants de français dans les collèges d'éducation au Nigeria." Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1031/document.
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La formation des enseignants de français dans les collèges d’éducation connaît un véritable dysfonctionnement qui est très préoccupant. Pour qu’une formation de qualité puisse être mise en place, la nécessité de trouver les causes de ce dysfonctionnement s’impose. Notre recherche nous permet d’identifier plusieurs causes notamment : l’incohérence du curriculum qui est basé essentiellement sur l’enseignement des contenus sans aucun niveau de compétence visé, le manque de formation pédagogique adéquate des formateurs, l’enseignement par matière, l’absence du tutorat dans les stages pratiques, etc.Une mise en place des formations pédagogiques au Nigeria et en France ainsi que la révision du curriculum s’imposent, si l’on doit aboutir à une formation de qualité dans collèges d’éducation. Il y va de la responsabilité du ministère fédéral de l’éducation, du « Nigerian Council for Collèges of Education" et de l’association des professeurs de français INTERCAFT d’œuvrer ensemble pour mettre en pratique les recommandations qui sont faites dans nos travaux<br>The study of the initial training of French teachers in colleges of education in NigeriaThe training of French teachers in colleges of education carry a real malfunction which is very worrying. For a quality education to be implemented, the need to find the cause of this malfunction is necessary. Our research allows us to identify severalcauses including: the incoherence of the curriculum which is essentially based onteaching content without any level of skill acquisition, the lack of adequate teacher training for trainers, teaching by subject, the lack of mentoring , etc.Implementation of Teacher Training Programs and revision of the curriculum is a gross need which cannot be over- emphasized as a means to achieving quality education in colleges of education. It is the responsibility of the Federal Ministry of Education, the "Nigerian Council for Colleges of Education" and the Association of Teachers of French INTERCAFT to work together to implement the recommendations made in our work
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Ferradou, Mathieu. ""Aux États-Unis de France et d'Irlande" : circulations révolutionnaires entre France et Irlande à l'époque de la République atlantique." Thesis, Paris 1, 2019. https://ecm.univ-paris1.fr/nuxeo/site/esupversions/7d22394b-42e4-413a-b621-060974c5ca6f.
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Avec l’entrée en république de la France à l’été 1792, soudainement le potentiel révolutionnaire initié par le bouleversement de 1789 se déploie pour l’Irlande. Dans un contexte d’agitation populaire menée par les Irlandais Unis et les Defenders en Irlande, les exilés irlandais à Paris entrent, eux aussi, en république, d’abord à l’échelle micro-locale lors de la « République au Collège », prise de contrôle éphémère par les étudiants du Collège irlandais de Paris, puis à travers le « festin patriotique », un rassemblement festif de toute la galaxie révolutionnaire atlantique, et particulièrement des « citoyens » des Trois Royaumes. Ces deux événements initient un processus d’engagement personnel de chacun des protagonistes et une dynamique révolutionnaire transnationale à travers le projet d’avènement de la « République des États-Unis d’Irlande et de France », elle-même inscrite dans la perspective plus large de la « République atlantique ». Cet engagement et cette dynamique se déploient d’abord dans le cadre des activités à la fois publiques et couvertes de la société des Anglais, Ecossais et Irlandais de Paris ou Société des Amis des Droits de l’Homme (SADH). Elles contribuent, par le rapprochement entre la France et la SADH, à déclencher la guerre entre l’Angleterre et la France. La dialectique entre dynamique républicaine et contre-républicaine dans le cadre des French Wars conduit les protagonistes de la Républiques des États-Unis de France et d’Irlande à poursuivre et approfondir leur projet, dans une remarquable continuité entre 1792 et 1798. Tout en reconfigurant ses modalités, en variant les répertoires de l’action révolutionnaire en fonction des évolutions du contexte politique et géopolitique, ce projet républicain transnational atteint son apogée avec les expéditions franco-irlandaises de 1796 et 1798. En suivant les parcours de vingt-huit Irlandais patriotes et républicains, en reconstituant leurs réseaux de sociabilité et de circulations, il s’agit d’interroger les raisons et les modalités de l’engagement, dans une perspective d’histoire sociale des idées politiques, c’est-à-dire en étudiant le passage des mots à la pratique, en fonction des circonstances et du cadre social. Dans la dialectique entre Révolution et Contre-Révolution, cet engagement aboutit à un processus de « radicalisation ». Ce faisant, cette thèse interroge l’historiographie existante sur la décennie 1790 en Irlande en cherchant à la replacer dans un contexte de synergies révolutionnaires et en explorant le concept de République atlantique, proposant un regard neuf sur le processus de politisation populaire en Irlande<br>With the advent of the republic in France in the summer of 1792, the revolutionary potential initiated by the upheaval of 1789 suddenly exploded in Ireland. In a context of rising popular discontent led by the United Irishmen and the Defenders in Ireland, the Irish exiles in Paris also embraced the republic, first at the micro-local scale of the Irish College in Paris of which the students took control in a fleeting but highly significant moment, the ‘République au Collège’, then at the ‘festin patriotique’, a gathering of all the Atlantic revolutionary galaxy, but most notably of the ‘citizens’ of the Three Kingdoms. These two events initiated a process of personal engagement for each of the protagonists and a transnational revolutionary dynamic through the project of establishing the ‘Republic of the United States of France and Ireland’. This commitment and this dynamic were extant throughout the activities, both public and covert, of the Society of the English, Scottish and Irish at Paris or Société des Amis des Droits de l’Homme (SADH). They contributed, because of the collaboration between France and the SADH, to spark the war between England and France. The dialectic between the republican and counter-republican dynamics in the context of the French Wars led the protagonists of the Republic of the United States of France and Ireland to pursue and further define their project in an astonishing continuity between 1792 and 1798. While this republic project varied in its forms and modalities due to the changing political and geopolitical context, it reached its apex with the Franco-Irish expeditions of 1796 and 1798. Following the paths of twenty eight Irish republican patriots, and examining their networks of sociability and circulations, enable to question the motivations and forms of political engagement, in the perspective of a social history of political ideas, i.e. by studying the transition from words to acts, which depends on the circumstances and on the social environment. In the dialectic between Counter-Revolution and Revolution, this engagement leads to a process of ‘radicalisation’. By doing so, this dissertation aims at questioning the prevailing historiography of the 1790s in Ireland, by replacing it in its context of revolutionary synergies and by exploring the concept of the Atlantic Republic, thereby offering a new take on the process of popular politicisation in Ireland
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BENEDETTI, MARTA. "I classici attraverso l'Atlantico: la ricezione dei Padri Fondatori e Thomas Jefferson." Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/10784.
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La tesi si occupa di verificare l’influenza che i classici greci e latini hanno esercitato su i padri fondatori americani e più in particolare su Thomas Jefferson. La prima sezione tratteggia il contesto universitario e lo studio delle lingue classiche tra seicento e settecento, comprendendo non solo le università inglesi (Oxford e Cambridge) e scozzesi, ma anche i nuovi college nati nelle colonie americane. Tale analisi dei modelli e delle pratiche educative ha permesso, in effetti, di comprendere meglio l’influenza dei classici sui rivoluzionari americani. Nello specifico viene scandagliata a fondo l’educazione ricevuta da Jefferson. Tra i numerosi spunti di studio aperti da codesto argomento, il lavoro si concentra sulle modalità con cui i classici gli furono insegnati, sul suo Commonplace Book (una raccolta di brani tratti in parte da autori antichi letti in giovinezza) e su documentazione epistolare. Quest’ultima è oggetto particolare di studio, allo scopo di scoprire quali opere antiche Jefferson, in età adulta e durante la vecchiaia, lesse e apprezzò. Essendo un collezionista di libri, comprò moltissimi testi classici come dimostrano alcuni suoi manoscritti.
Nonostante manchino dati precisi a riguardo, risulta inoltre che Jefferson, benché facesse largo uso di traduzioni, preferiva leggere in originale e che probabilmente abbia letto la maggior parte di questi libri durante il ritiro dalla vita politica.
La seconda parte della tesi si concentra, invece, a indagare quanto la sua educazione classica abbia contributo alla formazione della sua personalità e delle sue idee, nonché alla forma stessa del suo pensiero in merito ad alcune tematiche. Lo studio è di conseguenza dedicato all’esperienza umana di Jefferson, in particolare alla sua riflessione sulla morte e sull’eternità, temi fortemente legati alla sua ricezione di idee epicuree e stoiche. Epicureismo e Stoicismo rappresentano, in definitiva, i due sistemi filosofici antichi che hanno maggiormente influenzato la sua personalità e il suo pensiero.<br>The aim of the present work is to evaluate the impact of the ancient classics on the American Founding Fathers, with a particular focus on Thomas Jefferson.
The first section gives a wide portrait of the academic context in which the Founders were educated, comprising not only of Oxford, Cambridge, and the Scottish universities, but also the colonial colleges. The evaluation of the educational practices in use at the time makes it possible to understand better the classical impact on revolutionary Americans. In particular, this analysis studies in depth Jefferson's education. Of the many possible perspectives and approaches to this topic, the present work focuses on the way ancient classics were taught to him, his Commonplace Book, which reports part of the ancient classics he read during his youth, and his correspondence. The latter has been studied especially to understand which other ancient writers he read, valued, and esteemed in his adulthood and old age.
As book collector, Jefferson bought an incredible number of ancient classics, as attested by a few manuscripts of his book lists. Despite the dearth of sure evidence, it is very likely that he read the ancient works largely during his retirement. He loved reading them in the original, though he made great use of translations.
The second part of this work is dedicated to investigating how Jefferson's classical education contributed to the building of his personality and ideas, as well as how he elaborated specific classical themes in his own life. The study is thus focused on Jefferson's personal human experience, specifically on his reflection on human mortality and the afterlife. These themes, indeed, are strictly linked to his reception of Epicurean and Stoic tenets, the two ancient philosophical systems which had the greatest and most profound impact on Jefferson's personality and thought.
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Bouchard, Éric. "La Bibliothèque du Collège pontifical canadien à Rome (1888-1974) : une bibliothèque québécoise outre-mer." Thèse, 2012. http://hdl.handle.net/1866/8683.
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Ce mémoire cherche à dresser l’historique de la bibliothèque du Collège pontifical canadien de 1888 à 1974, soit au moment où le Collège occupait le bâtiment sis au 117 rue des Quatre-Fontaines à Rome. Par cette recherche, nous tenterons de déterminer si cette bibliothèque, de par son origine, son intégration dans le monde catholique, son administration, son fonctionnement, sa fréquentation, et la nature de sa collection, peut être considérée comme une bibliothèque québécoise d’outre-mer, c’est-à-dire une bibliothèque faisant partie intégrante du réseau des bibliothèques canadiennes-françaises de l’époque. De plus, nous verrons dans quelle mesure cette bibliothèque a été l’objet de relations franco-québécoises à l’étranger.<br>This thesis seeks to establish the history of the library of the Pontifical Canadian College from 1888 to 1974, when the College occupied the building at via Quatro Fontane 117 in Rome. Through this research, we will attempt to determine whether this library, in its origin, its integration in the Catholic world, its directors, its operation, attendance, and the nature of his collection can be viewed as an oversea library of Quebec, that is to say a library an integral part of the French-Canadians libraries at this time. The same way we try to prove if that library was the subject of relations between France and Quebec abroad.