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1
Babin, Marc. "Formation continue et initiation : étude de trois formations." Lyon 2, 1999. http://theses.univ-lyon2.fr/documents/lyon2/1999/babin_m.
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Notre recherche tente d'expliquer les raisons du développement de la formation continue, en France, ces dernières décennies. A côté de sa fonction d'apprentissage, nous avons essayé de comprendre quels besoins elle pouvait satisfaire et "quel processus latent elle mettait en place?". Pour cela, nous avons sélectionné trois instituts qui dispensent des formations dans le secteur social. Seize adultes ont été retenus pour participer à des entretiens semi-directifs sur le thème du vécu en formation. Nous avons privilégié la comparaison entre ce vécu et celui des adolescents dans l'initiation dans les sociétés sans écriture. Nous avons construit comme première hypothèse que le processus étudié était initiatique. Puis, qu'il se réalisait, quel que soit le profil des participants (deuxième hypothèse). L'activité formative a été découpée en trois phases spatio-temporelles, en référence au travail de Arnold VAN GENNEP sur les rites: séparations, marginalisation et renaissance. Vingt-huit indicateurs de ressemblance ont été repérés. Puis, nous avons remarqué, pour les deux phénomènes, l'alliance entre les exigences sociales et des aspirations individuelles, notamment avec une dimension promotionnelle et masochique. Ce parallélisme permet de confirmer notre hypothèse sur le processus d'initiation dans la formation continue. En effet, le sujet s'inflige des souffrances en vue d'un mieux-être. Cet espace médiateur de transformation, contenant, nourricier et éducatif intègre la valorisation individuelle et sociale de notre temps dans une dynamique d'insertionOur research aims at explaining the reason for the developing of training in service, in France, in the last decades. We have tried to understand what needs it was answering. This is our problematics: "What latent process does it lay down?". In our study, we selected three instituts which train people in the social field. Sixteen grown-ups were chosen to participate in semi-directiv interviews on their own experiences during their training. We pointedly selected the comparaison between, their experience and that of adolescents being initiated in primitive societies. Our first built hypothesis was that the studied process was of the initiatoey type. Then our second hypothesis, that it was true no matter what the profil of the participant may be. We split up the training activity in three spatio-temporal stages, in reference to the work of Arnold VAN GENNEP on rites: separation, marginalisation and rebirth. We noticed twenty-eight indicator of likelyness. Then, we spotted that in both phenomena, an alliance between social demands and individual yearning, and with a marked masochist and promoting dimension. This parallel allows us to confirm our hypothesis on the initiatory process in staff training. Indeed, the subject inflicts to himself sufferings so as to be better off. This mediatory space of transformation, protection, educational and nutritiv, includes an increased sense of individual and social work in our times
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Babin, Marc Avanzini Guy. "Formation continue et initiation étude de trois formations /." [S. l.] : [s. n.], 1999. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1999/babin_m.
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Marty, Isabelle. "Individualisation, formation d'adultes, formation d'enseignants." Paris 8, 1997. http://www.theses.fr/1997PA081250.
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Les etapes de mon cursus professionnel, les diverses experiences pedagogiques que j'y ai conduites m'ont amenee a m'interroger sur le concept d'individualisation en me placant dans une demarche de recherche action emancipatoire. L'individualisation etait avant tout envisagee comme une demarche au service des formateurs. Les deux approches majeures, techniciste et techno-pedagogique, trop reductrices de ce concept m'ont amene a depasser la notion du "comment individualiser?" pour me placer dans une dynamique du "pourquoi individualiser?". Une nouvelle definition de l'individualisation s'impose: c'est une demarche pedagogique centree sur l'apprenant et non sur l'enseignant, c'est a dire concue et mise en oeuvre autour du projet du forme, et prenant en compte ses competences, ses acquis, ses attentes et ses processus d'apprentissage dans une nouvelle relation forme - formateur - savoir, permettant a l'adulte d'aller vers l'autonomie. Cette nouvelle approche implique une evolution des roles du formateur comme du forme: le premier ne peut plus se contenter d'etre un simple transmetteur de savoirs, le second doit devenir un veritable acteur de sa formation. La relation enseignement - apprentissage est alors la clef de voute de cette etude. L'iufm devient ainsi un terrain ideal d'experimentation dans le cadre d'une plus grande professionnalisation de la formation des professeurs d'ecole deuxieme annee qui s'appuie sur une vision recente du couple theorie-pratique. J' en concois une strategie qualifiee de regulation reflexive dynamique, au service de l'individualisation, element moteur de toutes les formations d'adultes. Cette regulation reflexive dynamique s'est materialisee dans la conception d'outils de formation, d'analyse, d'auto-evaluation qui devraient conduire le futur enseignant a une prise en charge autonome de son present comme de son futur professionnels dans une prospective responsable et dynamiqueThe stages of my professionnal carreer,the various teaching experiments i carried out, have led me to question the very notion of individualization from a recherche action emancipation point of view. Individualization was above all considered as a teacher-serving procedure. The two major approches to this concept, the technicist one and the techno-pedagogical one, seemed to me too simplistic and led me, beyond the notion of "how to individualize?" to adopt the more dynamic point of view "why individualize?". A new definition of individualization is necessary: it's a pedagogical approach which is learner-centered and not teacher-centered, that is to say conceived and set to work around the learner's project ; it is an approach which will take into account the learner's skills, his acquired knowledge, his expectations and learning processes within a new relationship learner - teacher - knowledge, thus allowing the adult to reach autonomy. This new approach implies an evolution of the parts played both by the teacher and the learner: the former cannot any longer be satisfied with being a mere knowledge transmitter, the latter must become a true actor in his own training. The relationship between teaching and learning being the keystone of this study. The iufm thus becomes the ideal proving ground because of a more professional teaching of second year "professeurs d',6cole" based upon a recent vision of the pair theory - practice. Hence what i call "regulation reflexive dynamique" which serving individualization is the key element of any training of adults. This "regulation reflexive dynamique" has materialized in the designing of training tools, for analysis and self assessment which should enable the future teacher to take full responsability for his professional present and his professional future and have dynamic prospects
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Besanceney, Jean-Claude. "Les formations en bioethique : modeles de formation et referents sociaux." Paris, CNAM, 1993. http://www.theses.fr/1993CNAM0158.
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Le developpement rapide des connaissances et des techniques biomedicales provoque des questionnements nouveaux concernant la gestion de ces pouvoirs au benefice de chaque personne et de toute l'humanite. C'est le domaine de la bioethique ou ethique biomedicale. Pour y faire face, des formations differentes se creent, les unes pour sensibiliser l'ensemble de la population, les autres destinees aux professionnels les plus concernes, notamment medecins et infirmieres. En s'appuyant sur les discours tenus sur les representations de ces formations generales et specifiques, et sur le constat des realites correspondantes, en france, quebec et usa, la recherche porte sur l' evolution des rapports sociaux provoquee par le developpement de ces formations entre les acteurs principaux et la societe globaleThe quick development in knowledge and biomedical technology involve new questions regarding the use of those powers towards each individual and the entire humanity. This is the bioethical or biomedical ethics field. To tackle those problems, new differents trainings have been worked out, some destined to the entire population, others to the most involved personnal especially doctors and nurses. The result consist in comments of general and specific training and and the connected actualisation, in france, quebec ans usa. The research is based on the development of social relationships between the personnal involved and the general public
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SYED, ANEES. "COLLISON PREDICTION AND AVOIDANCE OF SATELLITES IN FORMATION." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1100034591.
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O'Connell, Jeffrey I. "A stratigraphic and sedimentary analysis of the Purslane Formation of western Maryland." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2266.
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Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains ix, 298 p. : ill. (some col.), maps. Includes abstract. Includes bibliographical references (p. 104-113).
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Hughes, Steven Patrick. "Formation Flying Performance Measures for Earth Pointing Missions." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/36483.
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Clusters of low-performance spacecraft flying in formation may
provide enhanced performance over single high-performance
spacecraft. This is especially true for remote sensing missions
where interferometry or stereographic imaging may provide higher
resolution data. The configurations of such formations vary
during an orbit due to orbital dynamics, and over longer time
scales due to perturbations. Selection of a configuration should
be based on overall performance of the formation. In this thesis,
performance measures are developed and evaluated based on
integration over one orbit. The measures involve the angular
separation of spacecraft, the distance between spacecraft, and an
area-based measure of the separation of the spacecraft. Numerical
techniques are employed to evaluate the performance measures to
determine optimal scenarios for two formations. Simplifying
assumptions are made to allow a closed-form analytic solution and
the results are compared to those obtained numerically. Finally,
the sensitivity of the measures to linearized propagation
techniques is investigated.Master of Science
8
Akkouche, Imen. "Téléenseignement : Formation professionnelle à distance et formation coopérante." Lyon, INSA, 1996. http://theses.insa-lyon.fr/publication/1996ISAL0145/these.pdf.
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Comment intégrer, et avec quels usages, les Nouvelles Technologies Educatives (N. T. E) au vaste problème de la formation à distance (intégrant les méthodes de pédagogie active) en milieu industriel? Il s’agit ici tout aussi bien de la coopératisation de scénarios existants, que de la généralisation de gestionnaires d’apprentissage à la dimension coopérative, ou que la conception de situations pédagogiques de groupe propices à l’apprentissage (jeux de rôle, jeux d’entreprise). Dans chaque cas, ces situations doivent prendre en compte fondamentalement des dimensions humaines (individuelles et sociales) et technologiques (informatique, multimédia et réseaux), afin d’abord de modéliser des types d’échanges et de scénarios en situation d’apprentissage coopératif, puis de définir les caractéristiques d’un système informatique d’aide à la conception. L’objectif principal de notre travail étant de développer des architectures de formation coopératives distantes répondant à des besoins industriels, plusieurs applications ou situations industrielles nous ont servi de terrains d’expérimentation : Apprentissage à la conduite d’unités de cuisson en industrie cimentière (en collaboration avec Ciments Lafarge); Apprentissage à la conduite d’amélioration des flux produits et flux d’informations dans une entreprise de production (jeu d’entreprise coopératisé pour une utilisation multimédia distante en collaboration avec la société CIPE)How to integrate and with which uses the New Educational Technology (N. E. T. ) to the huge problem of distance computer aided learning (using active pedagogical methods) in manufacturing? It means cooperating existing courseware, to generalise to the learning managers and to the group apprenticeship (role playing and manufacturing simulation games). In each case, these situations must consider the human dimension (individual and social) and the technological dimensions (Computer Science, Multimedia, Networks, for modelling different kinds of exchanges and defining characteristics of computer aided design systems. The aim of our work consists in developing cooperative distance computer aided learning architectures that respond to industrial needs. The concern of these systems is to study in a cooperative computer aided learning context, how to select scenarios characteristics, to do role casting, and how to share useful information. This approach is applied to the world broadcast Lafarge-Coppée courseware and to the CIPE game training
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Adelberger, Kurt L. Steidel Charles C. "Star formation and structure formation at redshifts 1 ." Diss., Pasadena, Calif. : California Institute of Technology, 2002. http://resolver.caltech.edu/CaltechETD:etd-09252008-090426.
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Akkouche, Imen Prévot Patrick. "Téléenseignement formation professionnelle à distance et formation coopérante /." Villeurbanne : Doc'INSA, 1999. http://docinsa.insa-lyon.fr/these/pont.php?id=akkouche.
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Asstour, Mustapha. "L'investissement formation." Strasbourg 1, 1996. http://www.theses.fr/1996STR1EC05.
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L'objet de ce travail est de rassembler les outils théoriques et méthodologiques, permettant de traiter la formation en terme d'investissement au niveau de la production dans l'entreprise. La première partie met en évidence que c'est du cote des théories de la production, et non de l'échange, qu'il faut se situer pour pouvoir fonder économiquement le concept d'investissement formation. Elle montre que seule une logique de projet dans l'entreprise permettrait d'éclairer la manière dont la formation contribue a la production et a la valorisation de la qualification, qui constitue une condition centrale de sa réussite. Elle aboutit a montrer que l'approche systémique, prenant en compte les effets d'interaction entre différents types d'investissements, peut donner une réelle signification a l'efficacité de l'investissement formation. La deuxième partie rend compte des problèmes aussi bien conceptuels que pratiques que pose le développement du concept d'investissement formation. Elle montre que si l'approche systémique, conduite dans le cadre de la logique de projet, est adéquate pour appréhender ce concept du point de vue économique, elle pose de réels problèmes au niveau comptable. L'étude conclut à une réflexion nouvelle vis-à-vis de l'outil comptable pour éclairer les décisions d'investissementThe reflection begins with a presentation of the apprehension of the mode of training in the theoretical and empirical representation and continues with an approach of training in practice through an economical and accounting approach. The first part points out the fact that it's on the production theories side, and not the exchange theories, that we have to stand in order to base economically the concept of training investment. It shows that only a logic of project in the firm could allow to clarifying in what way training contributes to production and to qualification valorizing which is a central condition of its success. It ends in showing that the systemic approach, by taking account of the interaction effects between different types of investment, can bring a real signification to the efficiency of training investment. The second part deals with conceptual and practical problems set by the extension of the concept of training investment. It shows that, though the sysmetic approach, developed in the framework of the logic of project, suits to the explanation of this concept from an economic point of view, it sets real problems on an account level. The study concludes that we have to develop new reflection
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Hoffman, Cory Lane. "Evidence for Milankovitch orbital forcing in the Cretaceous upper Glen Rose Formation of the East Texas Basin and the Fort Terrett Formation of the Central Texas platform /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
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Thesis (Ph. D.)--University of Texas at Austin, 2000.Vita. Five folded charts in pocket. Includes bibliographical references (leaves 316-324). Available also in a digital version from Dissertation Abstracts.
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Armin, Richard Alan. "RED CHERT-CLAST CONGLOMERATE IN THE EARP FORMATION (PENNSYLVANIAN-PERMIAN), SOUTHEASTERN ARIZONA: STRATIGRAPHY, SEDIMENTOLOGY, AND TECTONIC SIGNIFICANCE." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/187538.
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A single interval of red chert-clast conglomerate and associated strata (RCC/CRCC interval) occur within the Earp Formation (pennsylvanian-Permian) at many localities in southeastern Arizona, southwestern New Mexico, and northern Mexico, and record a middle Wolfcampian erosional event in the Pedregosa shelf and northern basin. The RCC and CRCC intervals are respective proximal and distal braidplain deposits, in contrast to the Earp Formation exclusive of the RCC/CRCC interval, which consists of interbedded carbonate and fine-grained siliciclastic strata that were deposited in mostly shallow- and marginalmarine environments. Deposition of stream channel, gravel bar, and interfluvial shale beds of the RCC/CRCC interval occurred on a broad, low-lying surface with negligible local topography. Paleocurrents were generally southward. Biostratigraphic evidence suggests that lower Wolfcampian strata below the RCC/CRCC interval were beveled northward. Much of the chert present- in the RCC/CRCC interval is probably residual material from the beveled strata, as well as from a region just north of the Pedregosa shelf. The evolution of the Pedregosa shelf and northern basin during depoSition of the Earp Formation is illuminated by identification of facies belts for three time intervals: (1) restricted shelf, inner shelf, and open-marine shelf facies belts during Virgilian through early Wolfcampian ttme, (2) proximal and distal braidplain facies belts during middle Wolfcampian time, and (3) restricted shelf, estuarine-marginal marine, and tidal-flat facies belts during middle through late(?) Wolfcampian time . The middle Wolfcampian erosional event caxnpanying the deposition of the RCC/CRCC interval was probably related to the Ouachita orogeny. Stratigraphic evidence suggests that the southern Pedregosa basin in Chihuahua, Mexico, evolved rapidly to a deep foreland basin during early or middle Wolfcarrpian tine because of downflexure under northward overthrusts during the Ouachita orogeny. Flexural subsidence of the Pedregosa foreland basin was accanpanied by peripheral forebulging, causing subaerial exposure of large parts of the Pedregosa shelf and northern basin. Deposition of the FCC/CFfX interval probably occurred on the subaerially exposed forebulge. Flexural mxlels predicting the deflection of the lithosphere under isostatic thrust and secliIrent loads agree satisfactorily with the forebulge concept for the origin of the RCC/CRCC interval.
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Sheehan, Patrick Duffy, and Patrick Duffy Sheehan. "Planet Formation In the Early Stages of Star Formation." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625877.
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Recent studies suggest that many protoplanetary disks around pre-main sequence stars with inferred ages of 1-5 Myr (known as Class II protostars) may contain insufficient mass to form giant planets. This may be because by this stage much of the material in the disk has already grown into larger bodies, hiding the material from sight. If this is the case, then these older disks may not be an accurate representation of the initial mass budget in disks for forming planets.
To test this hypothesis, I have observed a sample of protostars in the Taurus star forming regions identified as Class I in multiple independent surveys, whose young (<1 Myr old) disks are more likely to represent the initial mass budget of protoplanetary disks. For my dissertation I have used detailed radiative transfer modeling of a multi-wavelength dataset to determine the geometry of the circumstellar material and measure the mass of the disks around these protostars. I discuss how the inferred disk mass distribution for this sample compares with results for the existing 1-5 Myr old disk samples, and what these results imply for giant planet formation.
Next, I discuss the cases of three separate, individual Class I protostars discovered through my ongoing survey of Class I protostars whose disks are all of particular interest, each for its own reasons. Each of these disks may provide clues that even at the young ages of Class I protostars, planet formation may already be well underway in their disks.
Finally, large disk mass surveys of large star forming regions like the Orion Nebula Cluster may be contaminated by free-free emission from disks that are being photoevaporated by nearby massive stars. I discuss my work with the VLA to constrain the free-free emission spectra for these sources so that current and future millimeter surveys can accurately measure disk masses in the ONC.
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Chung, Michael. "Paul's understanding of spiritual formation : Christian formation and impartation." Thesis, University of Nottingham, 2009. http://eprints.nottingham.ac.uk/10971/.
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'Spiritual formation' is a popular term today, but definitions of its meaning vary. It is usually thought of from the perspective of the disciple rather than from the perspective of the mentor, who accompanies and guides the disciple in the formation process. This thesis seeks to contribute to a greater understanding of the spiritual formation process by a close examination of Paul's perspective as one forming the protégé. Chapter 1 surveys writers who have written on topics related to spiritual formation, and then formulates research questions based on the surveys. Then, current definitions of spiritual formation are compared, identifying areas of agreement and disagreement and notes that there has been only limited study of this theme in Paul's writings. Chapter 2 offers a definition of spiritual formation based on 1 Thessalonians, and explores its key features on the evidence of this letter. From 1 Thessalonians, it is stated that Paul would find the term 'spiritual formation' inadequate and suggests the term 'Christian formation' instead. Also, impartation is identified as an important element in this Christian formation process. Chapter 3 surveys the other letters generally accepted as Pauline, arguing that, while Paul’s basic understanding of Christian formation remains consistent throughout his ministry, certain developments in his understanding can also be identified. Chapter 4 analyses and compares methods of impartation from his contemporary world that may have influenced Paul. Chapter 5 studies Paul’s method of impartation. The verb in 1 Thess. 2:8, metadidōmi, sheds light on the impartational activity practiced by Paul and his associates. Three dimensions of impartation can be discerned: the cognitive, affective, and relational dimensions. The issue of Paul and power based on the postmodern perspective is also discussed. Chapter 6 draws conclusions from the study and reflects on possible implications for the practice of Christian formation today.
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Obozna, V. P., and O. S. Hnatenko. "Formation of Laser Radiation Pulses for Encoding in Formation." Thesis, Sumy State University, 2018. http://openarchive.nure.ua/handle/document/6804.
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The main purpose of this work is to study the characteristics of the sequence of output pulses and the distances between the peaks of the pulses of the output radiation of a ring fiber femtosecond laser with nonlinear evolution of mode polarization for encoding information on the phase of pulses. An example of coding information for the phase of pulses is figure 1, which shows the pulse sequence corresponding to the number 101010010100 in the binary system, which is 2708 in the decimal system.
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Lemoine, Jean-Marie. "Marathon et formation : contribution à l'approche formative des expériences sportives limites." Tours, 1996. http://www.theses.fr/1996TOUR2005.
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L'appropriation de son processus de formation offre à la recherche un champ récent d'exploration. Elle prend des formes variées et elle se réalise par divers moyens, entre autres la pratique sportive et dans celle-ci, la pratique du marathon qui s'est particulièrement développée ces dernières années. Des milliers de marathoniens du monde entier - affrontés à la réalisation d'une épreuve aux dimensions mythiques - se trouvent au cœur d'une démarche limite ou voisinent l'attraction d'une mode sociale de pratique d'épreuves extrêmes, l'appel d'un dépassement personnel qui prend naissance souvent au centre d'une crise existentielle de questionnements sur soi et sur le monde, la solitude du coureur de fond sur une distance de 42 km 195 et la participation solidaire à un rite socio-convivial de passage quasi initiatique. Comment ? A quel niveau ? Avec quelle intensité cette pratique sportive et ludique est-elle pour certains (tous ?) un moyen de formation globalisante ? La recherche a tenté de répondre à cette hypothèse à l'aide du modèle tripolaire de la formation de Jean-Jacques Rousseau dans la perspective éducative du Baron Pierre de Coubertin relançant les Jeux Olympiques modernes à la fin du 19eme siècle et en reconstruisant la démarche initiatique qu'une épreuve de longue durée peut reproduire. L’épreuve du marathon ne serait-elle pas un raccourci de la vie de l'homme ? A l'aide du modèle méthodologique de l'ethnométhodologie de Garkinkel, le corpus constitué par onze récits de marathoniens d'âges, de performances et de sexes differentsThe appropriation of its training provides researches with a recent field for investigation. It can take various forms and is achieved through several means, among which is the sport and more precisely through the marathon practising which particularly developed the last years. Thousands of marathon runners throughout the world, facing a test commensurate with its mythical importance, find themselves in the very heart of an extreme process in which we can find the extreme test practising social fashion, the call to a personal surpassing of oneself, which usually comes from an existential crisis leading to questions on oneself and the world, the loneliness of a long distance runner on 42,195km, and the solidarity of the participation to the socio-relational rite an almost initiatory passage. How? At what level? Is this athletic activity and amusing, a keen means of global existential training for some people (all of us)? Researchers have tried to answer this hypothesis thanks to Jean-Jacques Rousseau's triple training model in the educational prospect of baron De Coubertin, who relaunched the modern olympic games at the end of the 19th century and who rebuilt the initiatory process that a long test can reproduce. Wouldn’t the marathon be a short cut of the human life?
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Hattenberger, Gautier. "Vol en formation sans formation : contrôle et planification pour le vol en formation des avions sans pilote." Phd thesis, Université Paul Sabatier - Toulouse III, 2008. http://tel.archives-ouvertes.fr/tel-00353676.
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L'objet de cette thèse est l'étude et la mise en oeuvre d'un système de gestion automatique de la configuration d'une formation d'avions sans pilote, ou drones. Les objectifs sont, d'une part, d'améliorer la sécurité et l'efficacité d'un groupe de drones de combat, et, d'autre part, de faire le lien entre les niveaux de planification de missions et les niveaux fonctionnels de contrôle de la formation. Le vol en formation est particulièrement bien adapté pour des applications militaires en milieux hostiles, qui requièrent des synchronisations pour l'arrivée sur les cibles ou du support mutuel pour le brouillage. L'une des difficultés soulevées est le choix autonome de la configuration. Notre approche est de mettre en oeuvre, entre les niveaux décisionnels et les niveaux fonctionnels, une couche intermédiaire dédiée à la formation et à la gestion autonome de sa configuration. La configuration ainsi déterminée doit être affectée aux avions de la formation en tenant compte des contraintes tactiques et des ressources de chacun. Enfin, la sécurité du vol est un élément primordial. Il faut donc pouvoir planifier des manoeuvres de reconfiguration pour passer d'une configuration à une autre, en respectant les distances minimales entres avions. Des solutions ont été développées à partir de l'algorithme Branch & Bound pour résoudre les problèmes d'allocations, et de l'algorithme A* pour la planification de trajectoires dans la formation. De plus, un contrôle de vol de la formation a été implémenté. Ceci a permis de valider notre approche par des simulations et des expérimentations réelles.
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Mitchell, Peter Daniel. "Star formation and stellar mass assembly in galaxy formation models." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11125/.
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We use the semi-analytic galaxy formation model, GALFORM, to explore the implications of results from multi-wavelength galaxy surveys within the context of the hierarchical structure formation paradigm. Specific topics which we investigate include (i): the biases that can be introduced by using spectral energy distribution fitting to infer stellar masses from broad-band photometry, (ii) the reasons why galaxy formation models struggle to reproduce the exponential drop with time in star formation rates of star-forming galaxies inferred from a wide range of observations, (iii) the physical processes that control the evolution in the median relationship between stellar mass and halo mass predicted by galaxy formation models. We show that stellar masses of compact dusty star-forming galaxies could be underestimated by SED fitting as a result of assuming a uniform foreground dust screen geometry. We explain how the standard implementation of supernova feedback and gas reincorporation within galaxy formation models results in flat predicted star formation histories for star forming galaxies. We show that this is inconsistent with observational data which imply that these star formation histories should instead be peaked at intermediate redshift. We also show how the supernova feedback and gas reincorporation implementations within standard galaxy formation models result in a baryon conversion efficiency within haloes that is roughly independent of cosmic time at fixed halo mass. Consequently, the median stellar mass versus halo mass relationship is predicted by these models to not evolve significantly.
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Mérini, Corinne. "De la formation en partenariat à la formation au partenariat." Paris 8, 1994. http://www.theses.fr/1994PA080904.
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Le partenariat apparait comme un nouveau (?) type d'intervention sur les probemes qui se posent a des acteurs, appartena nt a des organisations differentes et n'ayant pas vocation a produire d'effts communs. Notre travail s'inscrit dans le c hamp de l'education et plus particulierement celui de la formation d'enseignants du 1er degre. Nous nous appuyons sur la sociologie des organisations et l'analyse strategique, pour construire une modelisation de l'action qui entre dans le chanp des systemes complexes. C'est de sociologie comprehensive dont il est question. Notre demarche praxeologique est fondee sur le reperage et l'analyse des representations que les acteurs ont de l'action partenariale en formation. Notre these s'organise autour de trois axes majeurs : 1) nous montrons comment la notion de reseau permet de territorial iser l'action de formation et lui apporte la temporalite necessaire a la construction de l'identite professionnelle 2) l'analyse du processus nous a permis d'identifier le contrat de collaboration et la maniere dont s'organisent les ser ies de negociations dans une dynamique interculturelle - 3) la modelisation d'un systeme complexe et ses modes d'evaluat ion comme moyen de former au partenariatPartnership looks like a new type of intervention on situations which presents problems, for actors of differents organizations who have not vocation to produce commun effects. Our study come within the scope of education and we quest ion the notion of partnership especialy in the school teachers' training. We utilize the sociology of organizations and the analysis of actor's strategies to conceptualize the action. We are in a comprehensive sociology founded on the m odelization of complex system. Our thesis is organized around three majors axis : 1) we show how the notion of network is enable to territoriate the training action and to give it the necessary temporality to built a professional identity 2) through the analysis of the process, we identify collaboration contract, the way by which the negociations get organi zed in a inter-cultural dynamic, and the effects produced on the professional norms and values, which are in cause 3) at last we describe how the system's modelization can be seen as a partnership's training
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Sala, Luigi. "Formation, dé-formation et accomplissement véritable : Goethe, Houellebecq et Tondelli." Thesis, Tours, 2016. http://www.theses.fr/2016TOUR2021/document.
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Analysant le fonctionnement général du capitalisme, ainsi que son rapport structurel avec les transformations paradigmatiques de la science, notre thèse démontre le rôle fondamental de la formation dans l’imposition, au niveau systémique, du capitalisme lui-même. La première partie, dédiée spécifiquement à l’analyse du roman de formation Les années d’apprentissage de Wilhelm Meister de Goethe, met en évidence de quelle façon le capitalisme mystifie sa propre essence : l’inaccomplissement. Celui-ci n’apparaît donc pas comme un moment immédiat et intrinsèque du capitalisme, mais plutôt par l’intermédiaire de la formation : promettant l’accomplissement du sujet en apprentissage, la formation révèle en fait, à la fin du parcours formatif, l’inaccomplissement du sujet formé. Le capitalisme confirme ainsi interminablement, par la formation, sa propre essenceAnalysing the general functioning of capitalism, as well as its structural relationship with the paradigmatic transformations of science, our thesis shows the deep role of formation in imposing, on a systemic plan, the capitalism itself. The first part particularly focused on the Bildungsroman Wilhelm Meister's Apprenticeship, shows how capitalism mystify its own essence: the non-fulfilment. This one, it isn’t an immediate and intrinsic moment of capitalism, but rather as an intermediary of formation: promising the subject’s accomplishment in a learning process, the formation discovers actually, at the end of the formative process, the non-fulfilment of the forming subject. Capitalism confirms, through formation, its own essence
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Rader, Dennis Lawrence 1959. "The depositional environment of the Permian Scherrer Formation in southeastern Arizona." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/558045.
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Retter, Matthias. "Subsurface flow formation." Bern : [s.n.], 2007. http://www.zb.unibe.ch/download/eldiss/07retter_m.pdf.
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Boquien, Médéric. "Formation stellaire intergalactique." Phd thesis, Université Paris-Diderot - Paris VII, 2007. http://tel.archives-ouvertes.fr/tel-00198707.
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Les travaux présentés portent sur la formation d'étoiles dans l'environnement inhabituel des débris de collision, étudiée pour la première fois en tant que telle. Ces régions particulières ont un milieu interstellaire, en particulier une métallicité, similaire à celui des régions de formation d'étoiles dans les disques galactiques tout en ne subissant pas certains effets d'environnement comme les ondes densité des bras spiraux par exemple.Cette étude a été menée sur une sélection de systèmes exceptionnels ayant en commun d'avoir éjecté de grandes quantités de gaz dans le milieu intergalactique et présentant des régions intergalactiques de formation d'étoiles. Des observations multi-longueurs d'onde, tant PI que provenant d'archives, en spectroscopie et en imagerie allant de l'ultraviolet lointain à l'infrarouge moyen ont été utilisées. En outre un modèle a été construit permettant de reproduire les distributions spectrales d'énergie des régions intergalactiques de formation d'étoiles afin de contraindre leur histoire de formation d'étoiles, leur extinction et leur fraction d'étoiles provenant du disque des galaxies parents. Des comparaisons ont aussi été menées sur les estimations des taux de formation d'étoiles en infrarouge, Halpha ainsi qu'en ultraviolet.
Cette thèse a permis d'apporter les résultats nouveaux principaux suivants :
- certaines régions semblent dépourvues de toute population d'étoiles âgées, ce sont des laboratoires idéaux pour l'étude de la formation d'étoiles ;
- l'estimateur du taux de formation d'étoiles à partir de l'infrarouge moyen est aussi fiable qu'il l'est pour les galaxies spirales ;
- la dispersion des estimations de taux de formation d'étoiles dans différentes bandes est similaire à celle observée dans les galaxies spirales et elle est principalement due à des effets d'âge ;
- la combinaison de la raie Halpha non corrigée de l'extinction et de l'émission en infrarouge moyen produit une bonne estimation du taux de formation d'étoiles réel ;
- une fraction importante de la formation d'étoiles, pouvant atteindre 85%, se produit dans le milieu intergalactique montrant que pour un univers jeune où ce type de système est beaucoup plus répandu que dans l'univers proche, la formation d'étoiles dans les débris de collision pourrait être un facteur important d'enrichissement du milieu intergalactique.
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Kriek, Andre. "RoboCup formation modeling." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2810.
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Thesis (MSc (Mathematical Sciences. Computer Science))--University of Stellenbosch, 2009.Since the late 1990s, the Robot Soccer World Cup has been used as a testing ground for new technology in the eld of robotic design and arti cial intelligence. This research initiative pits two teams of robots against each other in a game of soccer. It is hoped that the technology gained will enable the construction of a fully autonomous team of robot players to play a normal soccer game against a human team by the year 2050. In robot soccer matches, as in real soccer matches, inferring an opponent's strategy can give a team a major advantage. One important aspect of a team's strategy is the formation the team uses. Knowing the formations that an opposing team tends to take, enables a team to prepare appropriate countermeasures. This thesis will investigate methods to extract formation information from a completed soccer game. The results show that these methods can be used to infer a classical team formation, as well as other distinguishing characteristics of the players, such as which areas on the eld the players tend to occupy, or the players' movement patterns - both valuable items of information for a future opposition team.
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Dienes, Zoltan Paul. "Implicit concept formation." Thesis, University of Oxford, 1990. http://ora.ox.ac.uk/objects/uuid:35440667-6e5d-4d85-8ce1-7a14fbed453b.
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This thesis provides a conceptual and empirical analysis of implicit concept formation. A review of concept formation studies highlights the need for improving existing methodology in establish- ing the claim for implicit concept formation. Eight experiments are reported that address this aim. A review of theoretical issues highlights the need for computational modelling to elucidate the nature of implicit learning. Two chapters address the feasibility of different exemplar and Connectionist models in accounting for how subjects perform on tasks typically employed in the implicit learn- ing literature. The first five experiments use a concept formation task that involves classifying "computer people" as belonging to a particular town or income category. A number of manipulations are made of the underlying rule to be learned and of the cover task given subjects. In all cases, the knowledge underlying classification performance can be elicited both by free recall and by forced choice tasks. The final three experiments employ Reber's (e.g., 1989) grammar learning paradigm. More rigorous methods for eliciting the knowledge underlying classification performance are employed than have been used previously by Reber. The knowledge underlying clas- sification performance is not elicited by free recall, but is elicited by a forced-choice measure. The robustness of the learning in this paradigm is investigated by using a secondary task methodol- ogy. Concurrent random number generation interferes with all knowledge measures. A number of parameter-free Connectionist and exemplar models of artificial grammar learning are tested against the experimental data. The importance of different assumptions regarding the coding of features and the learning rule used is investigated by determin- ing the performance of the model with and without each assumption. Only one class of Connectionist model passes all the tests. Fur- ther, this class of model can simulate subject performance in a different task domain. The relevance of these empirical and theoretical results for understanding implicit learning is discussed, and suggestions are made for future research.
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Kraus, Adam L. Brown Michael E. Hillenbrand Lynne A. "Multiple star formation." Diss., Pasadena, Calif. : California Institute of Technology, 2010. http://resolver.caltech.edu/CaltechETD:etd-08252009-233632.
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Brettkelly, Devan K. "The V Formation." Scholarship @ Claremont, 2016. https://scholarship.claremont.edu/scripps_theses/841.
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The V Formation is a novelette which explores second-person narration, complex familial relationships, and grief. It questions what standards society sets for families, parents in particular, and what happens when your kin does not conform to these standards. As you grow older, how are you limited or how do you have authority in creating your family?
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Varloot, Rémi. "Dynamic network formation." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEE048/document.
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Cette thèse porte sur la rapidité du temps de mélange de chaînes de Markov sur des graphes. La contribution principale concerne les graphes avec des dynamiques locales sur les arêtes, la topologie du graphe évoluant au fur et à mesure que les arêtes glissent les unes le long des autres. Nous proposons une classification des différents modèles existants de graphes dynamiques, tout en illustrant l’importance des transitions le long d’une structure mouvante pour améliorer la vitesse de convergence. Cette étude est complétée par la preuve, pour l’une de ces dynamiques, d’un temps de mélange rapide. Nous définissons notamment l’expansion partielle d’un graphe. Celle-ci permet de suivre l’avancement de la dynamique, partant d’un état de faible expansion, jusqu’à obtention d’une bonne expansion à l’équilibre. La fin de cette thèse porte sur une amélioration de l’algorithme de simulation parfaite de Propp et Wilson. Nous introduisant un oracle pour les transitions, inspiré de l’échantillonnage préférentiel, qui permet de réduire la complexité de l’algorithme. Nous fournissons une preuve de correction, ainsi qu’une étude de l’impact de cette méthode sur la vitesse d’échantillonnage d’ensembles indépendants pour certains graphesThis thesis focuses on the rapid mixing of graph-related Markov chains. The main contribution concerns graphs with local edge dynamics, in which the topology of a graph evolves as edges slide along one another. We propose a classification of existing models of dynamic graphs, and illustrate how evolving along a changing structure improves the convergence rate. This is complemented by a proof of the rapid mixing time for one such dynamic. As part of this proof, we introduce the partial expansion of a graph. This notion allows us to track the progression of the dynamic, from a state with poor expansion to good expansion at equilibrium. The end of the thesis proposes an improvement of the Propp and Wilson perfect sampling technique. We introduce oracle sampling, a method inspired by importance sampling that reduces the overall complexity of the Propp and Wilson algorithm. We provide a proof of correctness, and study the performance of this method when sampling independent sets from certain graphs
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Williams, Ross Peter. "Optimising Geopolymer Formation." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2359.
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Geopolymers are versatile materials, often made with ash from coal Power Stations. Applications include low green-house-gas emission cement, fireproof barriers and many more. This thesis furthered the understanding of geopolymer formulation by: • Demonstrating novel methods for mixture design and determining the degree of reaction during and after curing. • Analysing the role of formulation on cost and green-house-gas emission. • Developing a new material that can be used for structural neutron shielding.
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Kaczmarek, Véronique. "L'accompagnement en formation : Tensions-Émergences-Postures : Le cas de trois formations de cadres." Thesis, Lille 1, 2012. http://www.theses.fr/2012LIL12019/document.
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L’accompagnement s’impose en formation d’adultes. En nous inscrivant dans une approche complexe de l’accompagnement, nous cherchons à comprendre en quoi des modes d’intervention favorisent l’émergence d’une posture professionnelle de cadre. Dans un souci de cohérence, nous mettons en oeuvre une démarche de recherche qualitative et compréhensive fondée sur des principes de la démarche clinique. Auprès de trois formations de cadres dans les domaines de la santé, de l’entreprise et du travail social, nous interrogeons les tensions, ruptures et continuités vécues lors du parcours « formation-travail ». Les résultats de la recherche montrent que l’accompagnement peut être conçu comme une création de contextes d’émergence, au niveau du dispositif et de la relation. Il s’agit de penser ces contextes mais également de les créer en situationSupport proves to be essential in adult training. In a complex approach of support, we try to understand how ways of acting can promote the emergence of a professional executive position. For consistency, we choose an approach of qualitative and comprehensive research based on some principles of the clinical approach. In three populations of executives dealing with health, companies and social work, we question the tensions, disruptions and continuities experienced by people through the run of training and work. The results of the research show that support can be conceived as a creation of emerging situations both in the programme and the relationship. We must analyze these situations as well as create them when appropriate
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Sumpter, Lawrence Thomas 1957. "Stratigraphy and sedimentology of the Willow Canyon Formation, southeastern Arizona." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/558050.
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Flores, Herrera Mario Andres de Jesus. "Galaxy formation: from primordial fluctuations to structure formation in the Universe." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2017. http://amslaurea.unibo.it/14761/.
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Durante questa tesi studieremo principalmente i modelli di formazione di struttura nel universo di Press & Schechter(1974) e di White & Rees (1978), che spiegano la formazione galattica con un modello gerarchico di formazione di tutte le strutture cosmiche, dalla crescita delle piccole perturbazioni primordiali fino alla formazione della materia, e come essa si evolve per formare stelle e poi sistemi stellari, cioè, galassie.
Una parte importante di questa tesi sarà dedicata a studiare la formazione di aloni di materia oscura, che sono vere e proprie buche di potenziale, in cui la materia barionica caderà per formare la galassia.
Finalmente, studieremo la formazione di strutture luminose, come sono le stelle, al interno degli aloni di materia oscura ed a cos'è dovuto le diverse morfologie che vediamo in diverse galassie.
Confronteremo i risultati più importanti dei modelli teorici studiati con dati osservativi ed esperimentali moderni.
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Demol, Jean-Noël. "Décision et vécu de formation : le cas d'adultes en formation alternée." Tours, 1991. http://www.theses.fr/1991TOUR2008.
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La decision releve d'elaboration de processus. Par leur intermediaire, un systeme complexe en interaction avec un milieu actif actualise ses projets finalises. Cette actualisation produit des actions observables issues de parcours decisionnels indetermines a priori et construits dans un systeme interface actif. Par le pilotage de leurs decisions, les acteurs rendent compte de la facon dont ils gerent les tensions generees par leur interdependance avec leur milieu. Les strategies deployees visent a accroitre l'autonomie des acteurs. Celle-ci varie selon les periodes et son existence est remise en cause par les fluctuations de la complexite et de la fermete des systemes interactifs et ouverts. Aussi, les relations antagonistes homogeneisation-heterogeneisation et potentialisation-actualisation sontelles permanentes. Leur equilibration produit des processus en continu et la re-organisation du systeme complexe. En quete d'autonomie et en vue d'echapper a une trivialisation percue comme imminente ou probable, les acteurs elaborent des processus de decisions. En les construisant de facon singuliere, les acteurs personnalisent leur decision de formation. Ce faisant, ils gagnent en complexite et en fermete. Ils developpent leur autonomie avant meme que l'acton de formation soit engagee. L'elaboration de la decision constitue un acte d'auto-formationTaking a decision is the result of the elaboration of processes by means of which a complex system, interacting with an active environment, transforms its finalised plans into reality. This actualisation gives rise to observable actions resulting from decision making proceeses which are a priori undetermined and consetructed in an active interface system. By making their own decisions, the actors become aware of the way in which they come to terms with the tensions generated by their interdependence with their environment. The aim of the strategies brought into play is to increase the actor's degree of autonomy. This latter varies according to the moment and its very existence is called into question by the fluctuations in complexity and lack of flexibility of the interacting and open-ended systems. Thus the antagonistic relationships homogenisation-heterogenisation and idealisation-actualisation are constantlyn brought into play. The counterbalancing of these relationships gives to continuous processes and to the reorganisation of the complex system. In search of autonomy and with to escaping from what appears to be imminent trivialisation, the actors elaborate decisions concerning their own training. Thus they increase their own complexity and determination. Their autonomy is increased even before the act of traning is embarked upon. Making the decision is in itself an act of self training
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Haramboure, Françoise. "Formation initiale, formation continue en anglais : projet de formation : le cas des étudiants dans les filières technologiques de l'enseignement supérieur." Bordeaux 3, 1994. http://www.theses.fr/1994BOR30002.
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Le but de cette these est d'etudier les facteurs susceptibles d'ameliorer les performances en anglais des etudiants en formation initiale dans les filieres technologiques de l'enseignement superieur ainsi qu'en formation continue. La premiere partie a pour objet de definir les competences linguistique requises dans un environnement professionnel. L'etude de la fonction de la competence linguistique et l'analyse theorique des caracteristiques des discours produits et interpretes dans ce cadre permettent d'en determiner les composantes essentielles : la competence de communication en anglais et la competence a l'autoevaluation. Les besoins specifiques d'apprentissage des etudiants concernes sont examines dans la deuxieme partie a la lumiere des principales theories de la didactique des langues etrangeres et de l'experience de terrain. Les objectifs et le contenu du projet de formation presente dans la troisieme partie s'articulent sur les analyses effectuees dans les deux parties precedentes. Enfin, leurs effets sur les performances linguistiques du public concerne sont evaluesThe aim of this thesis is to determine the factors promoting performance in english for students studying science and technology at university level and within the framework of continuing education. In the first part, the investigation of the function of second-language competence and of the characteristics of scientific and technical discourse used in a professional environment contributes to the analysis of the main components of this competence : communicative competence and self-evaluation. Then, the specific language learning needs of the students are axplored following a learner-centred approach in the light of second-language learning theories and our teaching experience. The objectives and the content of the language course presented in the third part bear on the analyses carried out in the first two parts. Finally the effects of this project on the students' performance are evaluated
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Ferreira, Carolina Gribel de Vasconcelos. "Connecting the cosmic star formation rate with the local star formation rate." Instituto Nacional de Pesquisas Espaciais (INPE), 2018. http://urlib.net/sid.inpe.br/mtc-m21b/2018/02.05.17.02.
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We present a model that unifies the cosmic star formation rate (CSFR), obtained through the hierarchical structure formation scenario, with the (Galactic) local star formation rate (SFR). It is possible to use the SFR to generate a CSFR mapping through the density probability distribution functions (PDFs) commonly used to study the role of turbulence in the star-forming regions of the Galaxy. We obtain a consistent mapping from redshift z 20 up to the present (z = 0). Our results show that the turbulence exhibits a dual character, providing high values for the star formation efficiency (h"i 0.32) in the redshift interval z 3.5−20 and reducing its value to h"i = 0.021 at z = 0. The value of the Mach number (Mcrit), from which h"i rapidly decreases, is dependent on both the polytropic index () and the minimum density contrast of the gas. We also derive Larsons first law associated with the velocity dispersion (hVrmsi) in the local star formation regions. Our model shows good agreement with Larsons law in the 0.1 − 30pc range (when our model is compared to the observational data), providing typical temperatures T0 2−50K for the gas associated with star formation. As a consequence, dark matter halos of great mass could contain a number of halos of much smaller mass, and be able to form structures similar to globular clusters. Thus, Larsons law emerges as a result of the very formation of large-scale structures, which in turn would allow the formation of galactic systems, including our Galaxy.Apresentamos um modelo que unifica a Taxa Cósmica de Formação Estelar (CSFR em inglês), obtida atravez do cenário de formação de estruturas, com a taxa de formação estelar local (Galáctica) (SFR em inglês). É possível utilizar a SFR para gerar um mapa da CSFR através da função de distribuição de probabilidade (PDFs) da densidade comumente utilizada no estudo do papel da turbulência nas regiões de formação estelar na Galáxia. Obtemos um mapa consistente a partir de redshift z 20 até o presente (z = 0). Nossos resultados mostram que a turbulência exibe um caráter dual, resultando em altos valores para a eficiência de formação estelar (h"i 0.32) no intervalo de redshift z 3.5 − 20 e reduzindo seu valor para h"i = 0.021 em z = 0. O valor do número de Mach (Mcrit), para o qual h"i decresce rapidamente, é dependente em ambos do índice politrópico () e do contraste de densidade do gás (scrit). Derivamos a primeira Lei de Larson associada a disperção de velocidade (hVrmsi) nas regiões de formação de estelar local. Nosso modelo mostra boa concordância com a Lei de Larson no intervalo 0.1 − 30pc (quando nosso modelo é comparado com dados observacionais), com temperaturas típicas T0 2 − 50K para o gás associado a formação estelar. Como consequência, os halos de matéria escura com maior massa poderiam conter halos de menor massa, formando estruturas semelhantes aos aglomerados globulares. Sendo assim, a Lei de Larson emerge como um resultado da formação estelar cosmológica e vinculada com a formação das estruturas em grande escala do universo, da qual possibilitaria a formação de sistemas galacticos, incluindo a nossa Galáxia.
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Akkari, Fathi. "Etude comparative entre la formation d'ecole et la formation sur le tas." Paris 3, 1987. http://www.theses.fr/1987PA030150.
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Cette recherche demontre que la formation theatrale etait historiquement extraite de son foyer naturel: la production. La definition des parametres differenciateurs (apparents) de la formation institutionnelle et celle exercee par les "professionnels" du theatre tunisien (1956-1986), nous sert d'a priori pour notre etude comparative des pedagogies appliquees dans chaque espace de formation. Les pedagogies du transfert et de l'accumulation (centre d'art dramatique) et celles de la maitrise et de la negation (troupes), confrontees aux productions-demonstrations publiques, nous facilitent la fixation du profil des corps resultants. Chacun des corps produits, qu'il soit "corps litteraire", "corps fragmente", ou "non-corps" est qualifie de "corps theatral" et se trouve mis en relation comparative avec le "corps social" du tunisien de la periode post-coloniale. Cette analyse nous autorise a tenter l'elaboration d'une image de l'acteur a former, en adequation avec les horizons de l'imaginaire social tunisien dont l'expression reste a liberer. La rhetorique de la contrainte, la quete du code et le plaisir constituent les points cardinaux d'un itineraire formateur, amorce par le "non-jeu", relaye par le "re-jeu" et le "jeu" et boucle par le "sur-jeu" (ou jeu pur). Ce processus pedagogique nous semble le plus efficace pour atteindre notre premiere cible: un comedien a former en produisant un theatre et non du theatre. Une seconde cible concomitante, les formateurs, vient s'y adjoindre. Notre recherche est, en ce sens, preventive, sensibilisatrice et se veut outil pedagogique pour une didactique de la formation d'ecole sur le tas, structure ideale pour un comedien "kamikaze", dont l'enjeu est la vie et non la carriere, c'est-a-dire un acteur de la radicalisation de la conversion reversible du binome: vie theatreThis research examines the artificial cleavage of a dramatic play and the extraction of training from its original setting i. E production. By defining the parameters that (apparently) differenciate institutional training from that practised by professionals in tunisian theater , we will be able to compare the various pedagogical method used in all areas of training. The methodology (pedagogy) of transfer accumulation (in dramatic art centers) mastering and negation companies that perform to the public, make it easy for us to visualize the profile of the resulting bodies (forces). Everyone of these outcomes, be it litterary, split up body, or non-body, is coined as a dramatic body, and finds itself in a comparative relation ship with the social fabric of post colonial tunisia. This analysis allows us to undertake the elaboration of an image of the player to create in conformity with the tunisian social fancy, the expression of wich is to be released. The rhetoric of compulsion, the search for a code, the search for delight are the main conditions in a formative itinerary initiated with no-play, relieved by re-play and play and ending with over-play (or pure-play). This methodology seems to us the most efficient way to reach our first target: the making of a player for a specific kind of drama and not for any drama. We must add to this target, another concomitant one : the instructors. Thuss our search is preventive , sensitive, and aims to be a pedagogical tool for didacties of training on stage: an ideal structure for a "kamikase" player whose stake is life and not career, that is to say a player of radicalisation, of revertible conversion of the pair: life theater
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HERMANN, NICOLE. "La place de la formation pedagogique dans un systeme de formation d'enseignants." Grenoble 2, 1987. http://www.theses.fr/1987GRE29060.
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Une action de formation pedagogique aupres d'etudiants de licences de disciplines scientifiques, futurs enseignants du second degre, est presentee selon une approche descriptive, de sa mise en place (1974) au debut de son evolution (1978). L'interrogation porte sur la nature de la formation pedagogique a mettre en oeuvre pour realiser une formation professionnelle d'enseignants. Deux conceptions sont examinees : l'une reposant sur une logique de transmission de connaissances, l'autre sur une demarche d'implication des personnes en formation et une sensibilisation a l'analyse des situations educativesAn educational training action offered to third year scientific students, prospective secondary school teachers, is being discribed from its very beginnings (1974) to its full-scale actualization (1978). The nature of the teaching to be developed so as to carry out a proper vocational training for teachers is under discussion. Two outlooks are considered : one is based on a philosophy of transferring information, the other one consists in a process of personal involvement and a preparation towards analysing educational situations
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Ould, Jennifer E. "Sexual formation theology for integrating sexuality into spiritual formation for evangelical churches /." Deerfield, IL : Trinity Evangelical Divinity School, 2008. http://dx.doi.org/10.2986/tren.006-1579.
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Petit, Francis Noël Elisabeth. "Intégrer la formation à distance à un dispositif de formation des utilisateurs." [S.l.] : [s.n.], 2004. http://www.enssib.fr/bibliotheque/documents/dcb/petit.pdf.
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Smith, Matthew Carey. "Modelling star formation and stellar feedback in numerical simulations of galaxy formation." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277830.
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Remarkable progress has been made over the last few decades in furthering our understanding of the growth of cosmic structure. Nonetheless, there remains a great deal of uncertainty regarding the precise details of the complex baryonic physics that regulate galaxy formation. Any theory of star formation in galaxies must encompass the radiative cooling of gas into dark matter haloes, the formation of a turbulent, multiphase interstellar medium (ISM), the efficiency with which molecular gas is able to collapse into cores and ultimately stars, and the subsequent interaction of those stars with the gas through ionizing radiation, winds and supernova (SN) explosions. Given the highly non-linear nature of the problem, numerical simulations provide an invaluable tool with which to study galaxy formation. Yet, even with contemporary computational resources, the inherently large dynamical range of spatial scales that must be tackled makes the development of such models extremely challenging, inevitably leading to the adoption of `subgrid' approximations at some scale. In this thesis, I explore new methods of incorporating the physics of star formation and stellar feedback into high resolution hydrodynamic simulations of galaxies. I first describe a new implementation of star formation and SN feedback that I have developed for the state-of-the-art moving mesh code Arepo. I carry out a detailed study into various classes of subgrid SN feedback schemes commonly adopted in the literature, including injections of thermal and/or kinetic energy, two parametrizations of delayed cooling feedback and a 'mechanical' feedback scheme that injects the appropriate amount of momentum depending on the relevant scale of the SN remnant (SNR) resolved. All schemes make use of individually time-resolved SN events. Adopting isolated disk galaxy setups at different resolutions, with the highest resolution runs reasonably resolving the Sedov-Taylor phase of the SNR, I demonstrate that the mechanical scheme is the only physically well-posed method of those examined, is efficient at suppressing star formation, agrees well with the Kennicutt-Schmidt relation and leads to converged star formation rates and galaxy morphologies with increasing resolution without fine tuning any parameters. However, I find that it is difficult to produce outflows with high enough mass loading factors at all but the highest resolution. I discuss the various possible solutions to this effect, including improved modelling of star formation. Moving on to a more self-consistent setup, I carry out a suite of cosmological zoom-in simulations of low mass haloes at very high resolution, performed to z = 4, to investigate the ability of SN feedback models to produce realistic galaxies. The haloes are selected in a variety of environments, ranging from voids to crowded locations. In the majority of cases, SN feedback alone has little impact at early times even in low mass haloes ($\sim10^{10}\,\mathrm{M_\odot}$ at z = 0). This appears to be due largely to the build up of very dense gas prior to SN events, suggesting that other mechanisms (such as other stellar feedback processes) are required to regulate ISM properties before SNe occur. The effectiveness of the feedback also appears to be strongly dependent on the merger history of the halo. Finally, I describe a new scheme to drive turbulence in isolated galaxy setups. The turbulent structure of the ISM very likely regulates star formation efficiencies on small scales, as well as affecting the clustering of SNe. The large range of potential drivers of ISM turbulence are not fully understood and are, in any case, unlikely to arise ab initio in a whole galaxy simulation. I therefore neglect these details and adopt a highly idealised approach, artificially driving turbulence to produce an ISM structure of my choice. This enables me to study the effects of a given level of ISM turbulence on global galaxy properties, such as the fragmentation scale of the disk and the impact on SN feedback efficiencies. I demonstrate this technique in the context of simulations of isolated dwarfs, finding that moderate levels of turbulent driving in combination with SN feedback can produce a steady-state of star formation rates and global galaxy properties, rather than the extremely violent SN feedback that is produced by a rapidly fragmenting disk.
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Black, Dawn Ebony. "Stratigraphic characterisation of the Collingham formation in the context of shale gas from a borehole (SFT 2) near Jansenville, Eastern Cape, South Africa." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/d1021148.
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This study is an extensive lithological, petrographical, mineralogical and geochemical description of fresh Collingham Formation core samples collected from borehole SFT 2, located on the farm Slangfontein, south of Jansenville in the Eastern Cape, South Africa. The borehole, drilled to 295 m on the northerly limb of a shallow westerly plunging syncline, intersected the lower Ecca Group rocks of the Ripon, Collingham, Whitehill and Prince Albert Formations and terminated in the upper Dwyka Group. A comprehensive log and stratigraphic column were compiled for the Collingham Formation and fresh core samples were analysed using X-Ray Diffraction (“XRD”), X-Ray Fluorescence (“XRF”), mercury porosimetry, and Total Organic Carbon (“TOC”). Thin section microscopy and Scanning Electron Microscopy (“SEM”) analyses were carried out on selected samples of core from borehole SFT 2. The matrix supported, massive to laminated lithological units of the Collingham Formation are interpreted as detrital, terrigenous sediments. These sediments are composed of intercalated fine-grained, poorly sorted, non-fissile mudstone; fine- to very fine-grained, predominantly pyroclastic airfall tephra; and less common fine-grained sandstones. Sediments of the Collingham Formation are considered to be immature, composed primarily of clay and aluminosilicates. The predominance of a clay fraction and aluminosilicates in mudstone samples is indicated by elevated K2O/Al2O3 ratio values, and the relationship of Zr, Al2O3 and TiO2. The presence of glauconite within the Collingham Formation indicates deposition in a mildly alkaline, slightly reducing marine environment. Rb/K ratio values (1.9 – 2.3 x 10-3) indicate brackish to slightly marine conditions, while low Zr/Rb ratio values indicate a low hydro-energy environment, with stable bottom water conditions. Hf and Nb concentrations indicate that detrital input was greatest during the deposition of tuffaceous units; while stable mineral assemblages and a low Fe2O3/K2O ratio values indicate deposition close to the source. A variation in Si/Ca values indicate times when sediments were affected by turbidity, interspersed with times of relative quiescence. The predominance of K2O over Na2O indicates that the Collingham Formation is alkali-rich, while SiO2/Al2O3 ratio values and the relationship of Zr, Al2O3 and TiO2 indicate that sediments are immature. In the lower portion of the formation, non-sulphidic, anoxic conditions are indicated by Mn/Al, V/(V+Ni), V/Cr ratio values, the Fe-Mn- V content, and the correlation between V and TOC. The upper portion of the formation is considered dysoxic, due to the presence and distribution of pyrite framboids, which indicate a fluctuating O2 level, likely indicating deposition at the interface between anoxic and slightly more oxic conditions. V/Cr ratio values indicate that the O2 regime was lowest during the deposition of the mudstones. The Chemical Index of Alteration (“CIA”) indicates a consistent weathering regime throughout the deposition of the Collingham Formation, associated with a temperate climate on the interface between glacial and tropical conditions. Although an anoxic and low hydro-energy environment is generally favourable for hydrocarbon accumulation, the Collingham Formation contains low levels of Total Organic Carbon (well below 0.9 per cent) and low porosities (ranging from 0.35 per cent to a maximum of 2.22 per cent), both of which are characteristic of a poor source for gas accumulation. Due to the laminate nature, permeability and fracturability of the Collingham Formation, there is the potential that the formation may form a good sealing sequence to the potentially gas-rich Whitehill Formation below. The metamorphic impact related to the Cape Orogeny (± 250 Ma), and reflected in the textures of the minerals making up the sediments of the Collingham Formation, suggests the enhancement in the sealing efficiency of this formation.
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Montgomery, Ryan Michael. "Planet formation and searches /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2009. http://uclibs.org/PID/11984.
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Falk, Armin. "Reciprocity and wage formation /." Aachen : Shaker Verl, 1999. http://aleph.unisg.ch/hsgscan/hm00000633.pdf.
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Seybold, Hansjörg Florian. "Modeling river delta formation /." [S.l.] : [s.n.], 2009. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=18263.
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Duchini, Emma. "Essays on skills formation." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/396276.
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This thesis examines the role of public policies and institutions in fostering human capital formation
and utilization. In the first chapter, I analyze the impact of college remedial courses
on students’ performance and college completion, using administrative data from the department
of Economics of an Italian university. My results suggest that the complex design of
the policy studied hinders its effectiveness, as it fails both to boost students’ results and to
reduce college drop-out. In the second chapter, a joint work with Clémentine Van Effenterre,
we study mothers’ labor supply response to a reorganization of children’s school schedule, promoted
in France since 2013. We show that mothers react to this intervention by restructuring
their working time in accordance to children’s new schedule. Finally, in the last chapter, I
investigate whether loosening employment protection legislation decreases firms and workers’
investments in training. Exploiting a reform introduced in the United Kingdom in 2012, I find
that reducing job protection in a period of negative wage growth does not lead to an increase
of dismissals or a decline in training investments.Esta tesis examina el papel que las políticas y las instituciones públicas pueden jugar para favorecer la formación y el uso del capital humano. En el primer capítulo, estudio el impacto de los cursos de recuperación ofrecidos en la universidad sobre los resultados de los alumnos y su probabilidad de acabar los estudios universitarios, utilizando datos administrativos de un departamento de Economía de una universidad italiana. Mis resultados sugieren que la complejidad de esta política estorba su eficacia, dado que no consigue mejorar ni el desempeño de los estudiantes ni disminuir su probabilidad de abandonar la universidad. En el segundo capítulo, un trabajo conjunto con Clémentine Van Effenterre, analizamos el impacto de una reorganización del horario escolar de los niños, introducida en Francia a partir de 2013, sobre las decisiones de trabajo de las madres. Mostramos que las mujeres restructuran su semana de trabajo en función del nuevo horario de sus hijos. Finalmente, en el último capítulo, investigo el efecto de una disminución de la protección laboral sobre las decisiones de empresas y trabajadores de invertir en formación. Explotando una reforma introducida en Reino Unido en 2012, encuentro que reducir la protección laboral, en un periodo de crecimiento negativo de los salarios, no implica ni un aumento de despidos ni una disminución de inversiones en capital humano.
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Fendt, Christian. "Formation of astrophysical jets." Thesis, [S.l. : s.n.], 2002. http://pub.ub.uni-potsdam.de/2003/0014/door.htm.
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Bollenbach, Tobias. "Formation of morphogen gradients." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2005. http://nbn-resolving.de/urn:nbn:de:swb:14-1131092485542-81424.
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Morphogens are signaling molecules that play a key role in animal development. They spread from a restricted source into an adjacent target tissue forming a concentration gradient. The fate of cells in the target tissue is determined by the local concentration of such morphogens. Morphogen transport through the tissue has been studied in experiments which lead to the suggestion of several transport mechanisms. While diffusion in the extracellular space contributes to transport, recent experiments on the morphogen Decapentaplegic (Dpp) in the fruit fly Drosophila provide evidence for the importance of a cellular transport mechanism that was termed "planar transcytosis". In this mechanism, morphogens are transported through cells by repeated rounds of internalization and externalization. Starting from a microscopic theoretical description of these processes, we derive systems of nonlinear transport equations which describe the interplay of transcytosis and passive diffusion. We compare the results of numerical calculations based on this theoretical description of morphogen transport to recent experimental data on the morphogen Dpp in the Drosophila wing disk. Agreement with the experimental data is only achieved if the parameters entering the theoretical description are chosen such that transcytosis contributes strongly to transport. Analyzing the derived transport equations, we find that transcytosis leads to an increased robustness of the created gradients with respect to morphogen over-expression. Indications for this kind of robustness have been found in experiments. Furthermore, we theoretically investigate morphogen gradient formation in disordered systems. Here, an important question is how the position of concentration thresholds can be defined with high precision in the noisy environment present in typical developing tissues. Among other things, we find that the dimensionality of the system in which the gradient is formed plays an important role for the precision. Comparing gradients formed by transcytosis to those formed by extracellular diffusion, we find substantial differences that may result in a higher precision of gradients formed by transcytosis. Finally, we suggest several experiments to test the theoretical predictions of this work.
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Chan, Fong Ieong. "Habit formation in China." Thesis, University of Macau, 2008. http://umaclib3.umac.mo/record=b1783669.
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Croton, Darren. "Galaxy Formation and Evolution." Diss., lmu, 2005. http://nbn-resolving.de/urn:nbn:de:bvb:19-44059.
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