Determinants of Graduate Unemployment in Tunisia

According to the report of the Central Bank of Tunisia (2009), the unemployment rate had reached 13.3% in 2009. This rate had steadily increased from 12.5% in 2006. This is one of the major challenges of the Tunisian economy and many countries of the MENA region. Furthermore, with more than 500 000 job seekers, the unemployment rate in Tunisia remains one of the highest in the MENA region. A feature of unemployment in Tunisia is the unemployment of graduates. The unemployment rate for this category of young people has recently grown dramatically from 16.9% in 2006 to 21.9% in 2009. This rate is expected to rise in coming years despite all the arrangements made for young graduates to insert them into the labour market. To understand the determinants of this type of unemployment, the paper is based on the diagnosis of the situation through a synthesis of the key findings of surveys conducted in 2005 and 2007 on the promotion of graduates in 2004. This diagnosis was supported by an econometric model linking the unemployment indicator to the key indicators of qualification. The massification of the higher education and the lack of creation of adequate jobs are the main causes of the exponential rise of the unemployment rate for graduates. This situation has forced many students to continue their studies, thus paradoxically minimizing their chances of being recruited because of their over qualification. With the exception of a few specialties such as medicine, computing, telecommunications and architecture, where opportunities are available, especially abroad, other types of graduates meet more or less difficulty on the labour market. The solutions to overcome this crisis of unemployment are rather difficult, requiring enormous resources over several years. These solutions would affect several areas; such as the higher education, the vocational training, the investment and the regional integration.

A corpus-based investigation of VSO-SVO usage in simultaneous interpreting

One of the major challenges in English>Arabic simultaneous interpreting (SI) is the handling of structural asymmetry between subject-verb-object (SVO) English and the verb-subject-object (VSO) structure in Modern Standard Arabic (henceforth Arabic). In Arabic, a VSO word order is dominant although a nominal clause with several variations is also available, including a marked SVO structure with a preverbal subject followed by a verbal predicate (VPr.) functioning as its khabar (rheme/comment). This paper reports on an empirical study of the handling of structural asymmetry between English SVO and Arabic VSO structures in English>Arabic SI. The study usesa parallel corpus consisting of the transcription of 10 multiple Arabic SI versions of three political English speeches. We hypothesize that the Arabic simultaneous interpreters are more likely to use the English-mimicking SVO structure since it is easier to process and requires less cognitive load on their memory. The results of our corpus-based analysis indicate that the markedSVO structure was used more frequently than the unmarkedVSO structure. These results lead to the conclusion that the use of the SVO clause is a feature of English>Arabic SI. We also conclude that the Arabic simultaneous interpreters were effectively engaged in «form-based processing» by opting for the structure that has the closest match to English SVO structures as a tactic to cope with syntactic asymmetry. Our conclusions lend support to the «language-pair specificity» hypothesis since the lack of need for restructuring is only available in SI between language pairs with similar or flexible structures.Uno de los principales retos de la interpretación simultánea (IS) inglés>árabe es el manejo de la asimetría estructural entre el sujeto-verbo-objeto (SVO) inglés y la estructura verbo-sujeto-objeto (VSO) del árabe moderno estándar (en adelante, árabe). En árabe predomina el orden sintáctico VSO, aunque también existe una cláusula nominal con diversas variantes, incluida una estructura SVO marcada con un sujeto preverbal seguido de un predicado verbal que funciona como su khabar (rema/comentario). Este trabajo aborda un estudio empírico del manejo de la asimetría estructural entre las estructuras SVO inglesas y VSO árabes en interpretación simultánea (IS) inglés>árabe. El estudio utiliza un corpus paralelo que consiste en la transcripción de 10 versiones múltiples de SI en árabe de tres discursos políticos en inglés. Nuestra hipótesis es que los intérpretes simultáneos de árabe son más propensos a utilizar la estructura SVO que imita el inglés, ya que es más fácil de procesar y requiere menos carga cognitiva en su memoria. Los resultados de nuestro análisis basado en el corpus indican que la estructura SVO marcada se utilizó con más frecuencia que la estructura VSO no marcada. Estos resultados llevan a la conclusión de que el uso de la cláusula SVO es una característica de la IS inglés>árabe. También concluimos que los intérpretes simultáneos de árabe realizaban efectivamente un «procesamiento basado en la forma» al optar por la estructura que más se aproxima a las estructuras SVO del inglés como táctica para hacer frente a la asimetría sintáctica. Nuestras conclusiones apoyan la hipótesis de la «especificidad del par de lenguas», ya que la falta de necesidad de reestructuración sólo se da en las IS entre pares de lenguas con estructuras similares o flexibles

Ensino de inglês e as Redes Sociais

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014Este trabalho tem como objetivo fazer uma ligação entre as redes sociais e o processo de aprendizagem de uma língua estrangeira, neste caso o Inglês. Levando em conta que a maioria dos alunos possui acesso diário às redes sociais, buscaremos inicialmente entender porque os alunos possuem grande facilidade com o uso da língua inglesa nas redes sociais, mas apresentam tanta dificuldade para com a mesma quando trabalhada em sala de aul

O ensino/aprendizagem de leitura em língua inglesa através dos Contos De Fadas

Anais do II Seminário Seminário Estadual PIBID do Paraná: tecendo saberes / organizado por Dulcyene Maria Ribeiro e Catarina Costa Fernandes — Foz do Iguaçu: Unioeste; Unila, 2014Este estudo que está sendo desenvolvido como parte das atividades do Programa de Bolsa de Iniciação à Docência – PIBID de Inglês da Universidade Estadual de Ponta Grossa e tem como objetivo abordar uma reflexão sobre a importância da leitura de contos de fadas no ensino de Língua Inglesa. Além disso, o presente trabalho visa analisar o gênero tendo como conteúdo estruturante o discurso como prática social e o que ele pode propiciar aos estudantes na formação de cidadãos pensantes, críticos e donos de seus próprios caminho

Allocation et tarification des accès réseaux

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Menu-driven Manufacturing System Simulator

A new software has been created in this project: a MenuDriven Manufacturing System Simulator {MDMSS). The software is designed so that even if the user does not know much about simulation, he(she) is still able to simulate systems. The users are anticipated to be related to manufacturing as well as the systems to be simulated. The software has been tested. Some of the examples are included in this thesis. This first version of MDMSS is found to satisfy all the objectives of this project.Industrial Engineerin

Extracting student patterns from log file Moodle course: A case study

This paper introduces a set of extracted factors from Moodle log file of the selected course as a case study that aims to capture student Engagement (E), Behavior (B), Personality (Pers) and Performance (P). The factors are applied to identify students’ EBPersP with different course activities. The data set used in this paper was selected from the "Introduction to Computer Science" online course that captures 273,906 records as a log file for 29 students, delivered in Spring 2020. The paper also tries to show whether there is a relationship between student engagement, behavior and personality and their performance. Results show different patterns of students’ interactions with course contents, activities, and assessments. Specifically, our findings highlight that students' EBPersP could be extracted from Moodle log files. In addition, the extracted factors could assist instructors on how to focus more on students with low and average performance, giving them more attention to enhancing their performance.