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1
Chen, Ruiji. "The effect of modified atmosphere packaging and methyl jasmonate on the shelf life of lychee." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563501432071153.
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Bryant, Philippa. "Optimising the Postharvest Management Of Lychee (Litchi chinensis Sonn.) - A Study of Mechanical Injury and Desiccation." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/629.
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The major objective of the research was to improve lychee postharvest management, through a greater understanding of mechanical injury and moisture loss. Mechanical injury is a known cause of postharvest loss in lychee, but previously published information has been limited to broad observations. In this study, the symptoms of mechanical damage in lychee were defined, including quantitative measurement of colour changes. Impact injury caused protuberance tip darkening, cracking of the pericarp and significant changes in skin colour. Compression also typically caused tip darkening, and severe loads were capable of puncture, shape distortion and skin cracking. Abrasion and vibration injuries were characterised by strong yellowing of pericarp colour, possibly due to the leakage of cell contents onto the fruit surface. Vibration also caused significant darkening and loss of colour saturation. Vibration has not previously been mentioned as an issue in lychee postharvest management, but appeared to be as important a problem as desiccation browning at the wholesale level, both in incidence and severity. Mechanically damaged fruit consistently showed increased ethylene and carbon dioxide synthesis, and moisture loss was increased by up to 30%. Some significant changes in skin biochemistry and cuticle properties were also detected. The study of damaged tissue by SEM revealed distinctive patterns of surface tissue disruption. Open pericarp cracking was a particularly detrimental injury, causing significantly increased electrolyte leakage and rapid pathogen development. The effects of load characteristics, such as magnitude, method of application, site, repetition and cushioning, on the extent of damage were defined. Fruit characteristics such as cultivar, gross morphology, temperature, hydration and surface wetness were shown to significantly affect damage levels. Small seed size was correlated with increased cracking susceptibility. Fruit surface wetness exacerbated vibration or abrasion damage. Turgid fruit were less susceptible to vibration and abrasion damage, but showed increased susceptibility to impact cracking. Previously neglected aspects of desiccation browning research were studied, including cultivar and maturity effects, sites of moisture loss and the role of air currents. Cultivar effects on moisture loss were obscured by pre-harvest factors, but consistent cultivar differences were detected in desiccation browning, possibly related to skin thickness. In contrast, maturity levels over a marketable range had little effect on weight loss or browning. Moisture was lost fairly evenly over the fruit surface, but poor postharvest handling appeared to massively increase loss from the protuberance tips. Moisture loss was shown to substantially increase ethylene synthesis. The crucial role of air currents in exacerbating lychee moisture loss was emphasised, and the relationship between air speed and weight loss was defined. The research contributed to a greater understanding of the processes of mechanical damage and moisture loss in lychee, leading to improved protocols for the postharvest management of the fruit. Improved management of mechanical damage and moisture loss will ultimately improve fruit quality and reduce postharvest losses, hence increasing returns to industry.
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Bryant, Philippa. "Optimising the Postharvest Management Of Lychee (Litchi chinensis Sonn.) � A Study of Mechanical Injury and Desiccation." University of Sydney. Crop Science, 2004. http://hdl.handle.net/2123/629.
Full textAbstract:
The major objective of the research was to improve lychee postharvest management, through a greater understanding of mechanical injury and moisture loss. Mechanical injury is a known cause of postharvest loss in lychee, but previously published information has been limited to broad observations. In this study, the symptoms of mechanical damage in lychee were defined, including quantitative measurement of colour changes. Impact injury caused protuberance tip darkening, cracking of the pericarp and significant changes in skin colour. Compression also typically caused tip darkening, and severe loads were capable of puncture, shape distortion and skin cracking. Abrasion and vibration injuries were characterised by strong yellowing of pericarp colour, possibly due to the leakage of cell contents onto the fruit surface. Vibration also caused significant darkening and loss of colour saturation. Vibration has not previously been mentioned as an issue in lychee postharvest management, but appeared to be as important a problem as desiccation browning at the wholesale level, both in incidence and severity. Mechanically damaged fruit consistently showed increased ethylene and carbon dioxide synthesis, and moisture loss was increased by up to 30%. Some significant changes in skin biochemistry and cuticle properties were also detected. The study of damaged tissue by SEM revealed distinctive patterns of surface tissue disruption. Open pericarp cracking was a particularly detrimental injury, causing significantly increased electrolyte leakage and rapid pathogen development. The effects of load characteristics, such as magnitude, method of application, site, repetition and cushioning, on the extent of damage were defined. Fruit characteristics such as cultivar, gross morphology, temperature, hydration and surface wetness were shown to significantly affect damage levels. Small seed size was correlated with increased cracking susceptibility. Fruit surface wetness exacerbated vibration or abrasion damage. Turgid fruit were less susceptible to vibration and abrasion damage, but showed increased susceptibility to impact cracking. Previously neglected aspects of desiccation browning research were studied, including cultivar and maturity effects, sites of moisture loss and the role of air currents. Cultivar effects on moisture loss were obscured by pre-harvest factors, but consistent cultivar differences were detected in desiccation browning, possibly related to skin thickness. In contrast, maturity levels over a marketable range had little effect on weight loss or browning. Moisture was lost fairly evenly over the fruit surface, but poor postharvest handling appeared to massively increase loss from the protuberance tips. Moisture loss was shown to substantially increase ethylene synthesis. The crucial role of air currents in exacerbating lychee moisture loss was emphasised, and the relationship between air speed and weight loss was defined. The research contributed to a greater understanding of the processes of mechanical damage and moisture loss in lychee, leading to improved protocols for the postharvest management of the fruit. Improved management of mechanical damage and moisture loss will ultimately improve fruit quality and reduce postharvest losses, hence increasing returns to industry.
4
Ciglasch, Holger. "Insecticide dynamics in the soil environment of a tropical lychee plantation a case study from Northern Thailand /." [S.l.] : [s.n.], 2006. http://deposit.ddb.de/cgi-bin/dokserv?idn=980860342.
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Cavallari, Ludmilla de Lima [UNESP]. "Raleio de frutos em variedades de lichieira." Universidade Estadual Paulista (UNESP), 2013. http://hdl.handle.net/11449/105148.
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cavallari_ll_dr_jabo.pdf: 960913 bytes, checksum: 1ea879905d95fc2a314dd2cd0f45b40c (MD5)O raleio consiste na retirada do excesso de frutos e objetiva aumentar o tamanho dos frutos comercializáveis, evitar quebra de ramos, reduzir custos da colheita e promover equilíbrio entre fase vegetativa e reprodutiva da planta. Além disso, este procedimento promove a melhora de coloração, aumento do teor de sólidos solúveis e mantém vigor da planta. Este trabalho teve como objetivo avaliar os efeitos do raleio de frutos em cinco variedades de lichieira (Bengal, Americana, Mauritius, Sweet Clift e WB4). Em delineamento experimental inteiramente casualizado (DIC), com 5 tratamentos e 7 repetições, com três plantas por repetição durante dois anos consecutivos. Os tratamentos utilizados foram as intensidades de raleio, caracterizadas pelo número de frutos deixados nas panículas do ramo terminal, sendo T1: 3 frutos/inflorescência; T2: 6 frutos/ inflorescência; T3: 9 frutos/ inflorescência; T4: 12 frutos/ inflorescência; T5: sem raleio (controle). As avaliações foram por colorimetria dos frutos maduros e suas análises físicas e químicas. Em função das características analisadas a ‘Mauritius’ possui qualidades semelhantes a ‘Bengal’, sendo um material promissor para as regiões de cultivo de lichieira. A variedade Mauritius possui características muito semelhantes às da ‘Bengal’. Além de que a ‘Mauritius’ foi a que mais teve influência, do raleio, na qualidade dos frutos. A AT foi a variável que mais foi influenciada pelo raleio de frutos. No entanto o raleio teve pouca influência na qualidade dos frutos
Thinning is the removal of excess fruit and aims to increase the size of marketable fruit, avoid breaking branches, reduce harvesting costs and promote a balance between vegetative and reproductive phases of the plant. Furthermore, this procedure promotes the color improvement, increased soluble solids and maintains plant vigor. This research aimed to evaluate the effects of thinning fruit in five varieties of lychee (Bengal, Americana, Mauritius, Sweet Clift and WB4). In an experiment completely randomized, (CRD) with five treatments and seven replications, with three plants per replication. The treatments were the intensities of thinning characterized by the number of fruit left on the branch terminal panicles, T1: 3 fruits / branch; T2: 6 fruits / branch; T3: 9 fruit / branch; T4: 12 fruits / branch; T5: no thinning (control). The evaluations were colorimetric through the ripe fruits, physical and chemical analysis for each of the varieties. Depending of analyzed characteristics the 'Mauritius' has qualities similar to 'Bengal', being a promising material for lychee growing regions. The Mauritius variety has characteristics closely resembling those of 'Bengal'. Besides that Mauritius was the variety that had more influence, thinning, and fruit quality. Acidity (direct titration) was the variable that was most influenced by the thinning of fruits. However thinning had little influence on fruit quality
6
García, Pérez Eliseo. "Influência de temperatura, anelamento e reguladores de crescimento, sobre a floração e frutificação de lichieiras /." Jaboticabal : [s.n.], 2006. http://hdl.handle.net/11449/105175.
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Orientador: Antonio Baldo Geraldo MartinsBanca: José Antônio Alberto da Silva
Banca: Carlos Ruggiero
Banca: Dalmo Lopes de Siqueira
Banca: João Alexio Scarpare Filho
Resumo: O trabalho foi realizado nas Fazendas Santo Antônio e Jurupema, localizadas no Município de Taquaritinga -SP, Brasil, de abril de 2003 a dezembro de 2005, com o objetivo de estudar a influência da temperatura, anelamento e alguns reguladores de crescimento sobre a floração e a produção de lichieiras cultivar Bengal. Foram registrados dados de produção e temperaturas, precipitação e horas acumuladas com temperaturas inferiores a 15,5° C, e correlacionados para entender o grau de interação. Foi realizado anelamento de ramos de diferentes diâmetros, para conhecer o seu efeito sobre a floração e a frutificação. O anelamento não teve efeito sobre a brotação vegetativa após a colheita, mas as maiores concentrações de PBZ reduziram significativamente a brotação vegetativa e o comprimento dos ramos. O uso de ANA provocou queimaduras nas inflorescências e queda de frutos, mas os que permaneceram, não apresentaram alterações nas características físicas e nos sólidos solúveis. Não foi observado efeito significativo da aplicação de GA3, sobre a fixação de frutos. A queda de frutos, a partir de uma massa de 2 g até a colheita, é de 50%.
Abstract: The work was carried through on Santo Antonio and Jurupema farms, located in Taquaritinga, São Paulo State, Brazil, in the period from April 2003 to December 2005, with the objective to study the influence of temperature, girdling and some growth regulators on the flowering, fruiting and production of lychee trees cultivar Bengal. It was registered production data and temperatures, precipitation and accumulated hours with inferior temperatures to 15.5°C, and correlated to understand the interaction degree. Girdling of branches of different diameters was carried through, to know its effect on the flowering and fruiting. The girdling didn't have effect on the vegetative flushes after the harvest, but the biggest concentrations of PBZ reduce the vegetative flushes and the length of shoots significantly. Spray with NAA provoked burns in the panicles and drop of fruits, but the ones that had remained did not have present alterations in the characteristics and in the soluble solids. Beneficial effect of the application of GA3 on the fruit set was not observed. The drop of fruits, starting from a weight of 2 g to the harvest, is of 50%.
Doutor
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Cavallari, Ludmilla de Lima. "Raleio de frutos em variedades de lichieira /." Jaboticabal, 2013. http://hdl.handle.net/11449/105148.
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Orientador: Antonio Baldo Geraldo MartinsBanca: Carlos Ruggiero
Banca: Renata Aparecida de Andrade
Banca: Simone Rodrigues da Silva
Banca: Aparecida Conceição Boliani
Resumo: O raleio consiste na retirada do excesso de frutos e objetiva aumentar o tamanho dos frutos comercializáveis, evitar quebra de ramos, reduzir custos da colheita e promover equilíbrio entre fase vegetativa e reprodutiva da planta. Além disso, este procedimento promove a melhora de coloração, aumento do teor de sólidos solúveis e mantém vigor da planta. Este trabalho teve como objetivo avaliar os efeitos do raleio de frutos em cinco variedades de lichieira (Bengal, Americana, Mauritius, Sweet Clift e WB4). Em delineamento experimental inteiramente casualizado (DIC), com 5 tratamentos e 7 repetições, com três plantas por repetição durante dois anos consecutivos. Os tratamentos utilizados foram as intensidades de raleio, caracterizadas pelo número de frutos deixados nas panículas do ramo terminal, sendo T1: 3 frutos/inflorescência; T2: 6 frutos/ inflorescência; T3: 9 frutos/ inflorescência; T4: 12 frutos/ inflorescência; T5: sem raleio (controle). As avaliações foram por colorimetria dos frutos maduros e suas análises físicas e químicas. Em função das características analisadas a 'Mauritius' possui qualidades semelhantes a 'Bengal', sendo um material promissor para as regiões de cultivo de lichieira. A variedade Mauritius possui características muito semelhantes às da 'Bengal'. Além de que a 'Mauritius' foi a que mais teve influência, do raleio, na qualidade dos frutos. A AT foi a variável que mais foi influenciada pelo raleio de frutos. No entanto o raleio teve pouca influência na qualidade dos frutos
Abstract: Thinning is the removal of excess fruit and aims to increase the size of marketable fruit, avoid breaking branches, reduce harvesting costs and promote a balance between vegetative and reproductive phases of the plant. Furthermore, this procedure promotes the color improvement, increased soluble solids and maintains plant vigor. This research aimed to evaluate the effects of thinning fruit in five varieties of lychee (Bengal, Americana, Mauritius, Sweet Clift and WB4). In an experiment completely randomized, (CRD) with five treatments and seven replications, with three plants per replication. The treatments were the intensities of thinning characterized by the number of fruit left on the branch terminal panicles, T1: 3 fruits / branch; T2: 6 fruits / branch; T3: 9 fruit / branch; T4: 12 fruits / branch; T5: no thinning (control). The evaluations were colorimetric through the ripe fruits, physical and chemical analysis for each of the varieties. Depending of analyzed characteristics the 'Mauritius' has qualities similar to 'Bengal', being a promising material for lychee growing regions. The Mauritius variety has characteristics closely resembling those of 'Bengal'. Besides that Mauritius was the variety that had more influence, thinning, and fruit quality. Acidity (direct titration) was the variable that was most influenced by the thinning of fruits. However thinning had little influence on fruit quality
Doutor
8
Spohrer, Klaus. "The water regime in a lychee orchard of Northern Thailand : identification of model parameters for water balance modelling /." Stuttgart : Univ. Hohenheim, Inst. für Bodenkunde und Standortlehre, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016421055&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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García, Pérez Eliseo [UNESP]. "Influência de temperatura, anelamento e reguladores de crescimento, sobre a floração e frutificação de lichieiras." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/105175.
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garciaperez_e_dr_jabo.pdf: 647726 bytes, checksum: eb455af0dd5ba755145b951a0ea137bd (MD5)Colegio de Postgraduados de Mexico
Consejo Nacional de Ciencia y Tecnología (CONACYT)
O trabalho foi realizado nas Fazendas Santo Antônio e Jurupema, localizadas no Município de Taquaritinga -SP, Brasil, de abril de 2003 a dezembro de 2005, com o objetivo de estudar a influência da temperatura, anelamento e alguns reguladores de crescimento sobre a floração e a produção de lichieiras cultivar Bengal. Foram registrados dados de produção e temperaturas, precipitação e horas acumuladas com temperaturas inferiores a 15,5° C, e correlacionados para entender o grau de interação. Foi realizado anelamento de ramos de diferentes diâmetros, para conhecer o seu efeito sobre a floração e a frutificação. O anelamento não teve efeito sobre a brotação vegetativa após a colheita, mas as maiores concentrações de PBZ reduziram significativamente a brotação vegetativa e o comprimento dos ramos. O uso de ANA provocou queimaduras nas inflorescências e queda de frutos, mas os que permaneceram, não apresentaram alterações nas características físicas e nos sólidos solúveis. Não foi observado efeito significativo da aplicação de GA3, sobre a fixação de frutos. A queda de frutos, a partir de uma massa de 2 g até a colheita, é de 50%.
The work was carried through on Santo Antonio and Jurupema farms, located in Taquaritinga, São Paulo State, Brazil, in the period from April 2003 to December 2005, with the objective to study the influence of temperature, girdling and some growth regulators on the flowering, fruiting and production of lychee trees cultivar Bengal. It was registered production data and temperatures, precipitation and accumulated hours with inferior temperatures to 15.5°C, and correlated to understand the interaction degree. Girdling of branches of different diameters was carried through, to know its effect on the flowering and fruiting. The girdling didn't have effect on the vegetative flushes after the harvest, but the biggest concentrations of PBZ reduce the vegetative flushes and the length of shoots significantly. Spray with NAA provoked burns in the panicles and drop of fruits, but the ones that had remained did not have present alterations in the characteristics and in the soluble solids. Beneficial effect of the application of GA3 on the fruit set was not observed. The drop of fruits, starting from a weight of 2 g to the harvest, is of 50%.
10
Rowlings, David William. "Influence of historic land use change on the biosphere-atmosphere-exchange of C and N trace gases in the humid, subtropical region of Queensland." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/39257/1/David_Rowlings_Thesis.pdf.
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Increases in atmospheric concentrations of the greenhouse gases (GHGs) carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O) due to human activities have been linked to climate change. GHG emissions from land use change and agriculture have been identified as significant contributors to both Australia’s and the global GHG budget. This is expected to increase over the coming decades as rates of agriculture intensification and land use change accelerate to support population growth and food production. Limited data exists on CO2, CH4 and N2O trace gas fluxes from subtropical or tropical soils and land uses.
To develop effective mitigation strategies a full global warming potential (GWP) accounting methodology is required that includes emissions of the three primary greenhouse gases. Mitigation strategies that focus on one gas only can inadvertently increase emissions of another. For this reason, detailed inventories of GHGs from soils and vegetation under individual land uses are urgently required for subtropical Australia.
This study aimed to quantify GHG emissions over two consecutive years from three major land uses; a well-established, unfertilized subtropical grass-legume pasture, a 30 year (lychee) orchard and a remnant subtropical Gallery rainforest, all located near Mooloolah, Queensland. GHG fluxes were measured using a combination of high resolution automated sampling, coarser spatial manual sampling and laboratory incubations. Comparison between the land uses revealed that land use change can have a substantial impact on the GWP on a landscape long after the deforestation event.
The conversion of rainforest to agricultural land resulted in as much as a 17 fold increase in GWP, from 251 kg CO2 eq. ha-1 yr-1 in the rainforest to 889 kg CO2 eq. ha-1 yr-1 in the pasture to 2538 kg CO2 eq. ha-1 yr-1 in the lychee plantation. This increase resulted from altered N cycling and a reduction in the aerobic capacity of the soil in the pasture and lychee systems, enhancing denitrification and nitrification events, and reducing atmospheric CH4 uptake in the soil.
High infiltration, drainage and subsequent soil aeration under the rainforest limited N2O loss, as well as promoting CH4 uptake of 11.2 g CH4-C ha-1 day-1. This was among the highest reported for rainforest systems, indicating that aerated subtropical rainforests can act as substantial sink of CH4.
Interannual climatic variation resulted in significantly higher N2O emission from the pasture during 2008 (5.7 g N2O-N ha day) compared to 2007 (3.9 g N2O-N ha day), despite receiving nearly 500 mm less rainfall. Nitrous oxide emissions from the pasture were highest during the summer months and were highly episodic, related more to the magnitude and distribution of rain events rather than soil moisture alone.
Mean N2O emissions from the lychee plantation increased from an average of 4.0 g N2O-N ha-1 day-1, to 19.8 g N2O-N ha-1 day-1 following a split application of N fertilizer (560 kg N ha-1, equivalent to 1 kg N tree-1). The timing of the split application was found to be critical to N2O emissions, with over twice as much lost following an application in spring (emission factor (EF): 1.79%) compared to autumn (EF: 0.91%). This was attributed to the hot and moist climatic conditions and a reduction in plant N uptake during the spring creating conditions conducive to N2O loss.
These findings demonstrate that land use change in subtropical Australia can be a significant source of GHGs. Moreover, the study shows that modifying the timing of fertilizer application can be an efficient way of reducing GHG emissions from subtropical horticulture.
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Zenouda, Sylvie. "Lycées en ville, villes au lycée. Les lycées innovants des villes nouvelles de la région parisienne au cours des années 1970." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040015.
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Après une période de construction scolaire en France, massive et industrialisée, depuis le début des années 1960, la monotonie architecturale et la qualité insuffisante des bâtis sont mises en cause, vers 1970, tandis qu’en villes nouvelles, les aménageurs recherchent des constructions différentes, voire exemplaires. Le défi à relever s’inscrit dans le cadre administratif et budgétaire, contraignant, du VIe Plan (1971-1975), mais aussi des recherches architecturales, liées aux efforts de rénovation pédagogique. Les trois premiers lycées construits dans les villes nouvelles de la région parisienne - en 1973, le lycée intégré des Sept Mares, à Élancourt-Maurepas, à Saint-Quentin-en-Yvelines, en 1975, le lycée du Parc des Loges à Évry, à espaces aménagés, et, en 1978, le lycée Alfred Kastler, à Cergy-Pontoise, face au quartier de la préfecture - représentent des avancées décisives dans une conception renouvelée des espaces scolaires. Une place particulière est accordée au secteur socio-culturel, à l’ouverture sur l’environnement et à la liaison ville-lycée, projet porteur aux Sept Mares d’utopie sociale, de 1975 à la fin des années 1980After a massive and industrialized period of school construction in France since the early 1960s, the architectural monotony and poor quality frames are challenged, circa 1970, while in new cities, developers are looking for different constructions or copies. The challenge is part of the binding administrative and budgetary framework of the Sixth Plan (1971-1975), but also a part of architectural research related to educational reform efforts. The first three schools built in new towns in the Paris region - in 1973, the integrated high school of les Sept Mares in Elancourt-Maurepas, in St-Quentin-en-Yvelines, in 1975, the high school of Parc des Loges with fitted out spaces, in Evry, in 1978 the high school Alfred Kastler, in Cergy-Pontoise, in front of the district prefecture - are breakthroughs in a renewed design school spaces. Particular attention is paid to the socio-cultural sector, the opening on the environment and the link between the city and the high school, promising project of social utopia in the Sept Mares, from 1975 to the late 1980s
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Mappes-Debus, Micheline. "L'éducation artistique et culturelle au lycée, demande réelle ou symbolique du lycéen : territoire, académie de Strasbourg." Rennes 2, 2004. http://www.theses.fr/2004REN20008.
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Quand j'étais professeur, je me demandais toujours pourquoi le lycéen refusait de lire, écrire, compter, apprendre les leçons et faire les exercices qu'on lui donnait. Maintenant que je suis conseillère pour l'Education Artistique, je continue à me demander pourquoi le lycéen refuse de danser, chanter, peindre, jouer et faire les cabrioles qu'on lui demande de faire. Qu'il s'agisse d'éducation, de formation, d'apprentissages, de culture, l'adolescent apparaît muré dans son refus. L'anorexie reste un état familier du lycéen. Qui doit, qui peut diagnostiquer, prévenir, guérir, l'anorexie culturelle des jeunes ? Faut-il "résister à la tentation de vouloir éradiquer la résistance" et faire leur bonheur culturel malgré eux ?When I was a teacher the question was "why don't they want to work ? "Now I am a counsellor for artistic education and the question is "why don't they want to participate ?" Teenagers just say no - Can we force them and make up for them, against them, their cultural happiness ?
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Cruz, Richtier Gonçalves da. "Atividade antioxidante de extratos vegetais: estudo das condições de extração e aplicação em sistema lipídico." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/11/11141/tde-11082014-170401/.
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A oxidação lipídica é uma das principais reações de deterioração em alimentos, provocando perdas em qualidade e valor nutricional. Para evitar este problema a indústria utiliza antioxidantes, substâncias capazes de retardar essas reações. Os compostos fenólicos constituem-se na principal substância antioxidante utilizada e encontrada em alimentos, sendo que estes podem estar presentes em várias matérias primas vegetais e em resíduos agroindustriais, desprezados pela indústria. O objetivo do presente trabalho foi estudar as condições de extração de compostos fenólicos de frutos de acerola (Malpighia emarginata), borra de café (Coffea arabica) e casca de lichia (Litchi chinensis), bem como avaliar sua atividade antioxidante in vitro e sua aplicação em emulsões. Para extração dos compostos fenólicos foi aplicada a metodologia de superfícies resposta, visando a definição da melhor combinação de variáveis (concentração de etanol, temperatura e tempo) para a máxima recuperação de compostos fenólicos. A avaliação da atividade antioxidante se deu pela estabilização do radical DPPH e estudo da cinética da reação em comparação ao antioxidante sintético TBHQ. Além disso, foi avaliada a atividade antioxidante dos extratos adicionados a emulsões em diferentes concentrações (50 a 200 mg.kg-1), submetidas a teste acelerado de oxidação. O estudo das condições de extração evidenciou que os compostos fenólicos de cada matriz devem ser extraídos em condições distintas. Extratos de frutos de acerola apresentaram o maior teor de compostos fenólicos totais quando foi utilizada apenas água como solvente (175,87 mg GAE.g-1), seguido pelos extratos de borra de café e de casca de lichia extraídos com soluções etanólicas (26,37 e 25,87 mg GAE.g-1 respectivamente). O estudo da cinética de estabilização do radical DPPH demonstrou que o extrato de acerola foi o mais eficiente, seguido pelos extratos de casca de lichia e de borra de café (650,53; 43,09 e 38,74 de TEAC, respectivamente). O estudo de aplicação dos extratos em sistema modelo, com acompanhamento da oxidação por meio da determinação de hidroperóxidos formados (mmol.kg-1), indicou que somente o extrato de acerola, em todas as concentrações utilizadas, apresentou efeito comparável ao TBHQ. Os extratos de casca de lichia e de borra de café, em qualquer concentração utilizada, não apresentaram a mesma proteção à oxidação lipídica. Com os resultados obtidos pode-se concluir que cada matriz se comporta de uma forma na extração de compostos fenólicos, e daí vem a necessidade de se realizar estudo das condições de preparo dos extratos para cada amostra. O extrato de acerola se mostrou o mais eficiente, tanto na cinética de estabilização do radical DPPH quanto na inibição da oxidação no sistema lipídico estudado. No entanto mais trabalhos são necessários para avaliar diferentes sistemas de oxidação, bem como estudos toxicológicos para garantir níveis seguros de consumo.The oxidation is one of major deterioration in food lipids, causing losses in quality and nutritional value. To avoid this, antioxidants are used and the phenolic compounds are the main component of antioxidant applied and presented in foods, and also may be present in agroindustrial residues, usually discarded by the industry. The objective of this study was to identify ideal conditions to extract phenolic compounds from acerola fruits (Malpighia emarginata), coffee grounds (Coffea arabica) and lychee skins (Litchi chinensis) by means of surface response methodology (RSM), evaluation of antioxidant activity of extracts in in vitro essays, application of selected extracts in emulsions systems during accelerated test. The response surface methodology was applied to each material in order to identify the effects of temperature, ethanol concentration and time in extraction processes. Antioxidant activity by DPPH stabilization and its kinectis evaluation were performed and compared to TBHQ. Furthermore, selected extracts (50 to 200 mg.kg-1) were added in emulsion system and subject to accelerated oxidation test. RSM have shown that phenolic compounds of each material are extractable in different conditions. Acerola fruits aqueous extracts present maximum phenolic content (175.87 mg GAE.g-1) and the higher DPPH antioxidant activity, followed by coffee grounds and lychee skins extracts (26.37 and 25.87 mg GAE.g-1). Acerola extracts also presented the best stabilization of DPPH in kinetic study, with results comparable to the TBHQ effect (650.53 TEAC). Acerola extract added to the emulsion showed a good antioxidant effect in all concentrations during accelerated test, resulting in final oxidation levels (mmol hydroperoxides kg-1) comparable to TBHQ in the same concentration. Coffee grounds and lychee skins extracts were not efficient in avoid hydroperoxides increasing. Results showed the importance of studying extractions conditions for each material. Acerola extract showed the most efficient antioxidant activity both in DPPH kinetics DPPH stabilization and inhibition of lipid oxidation in the system studied. However, further work is needed to evaluate different oxidation systems, as well as toxicological studies to ensure safe levels of consumption.
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Abeille, Jean-Louis. "La production du nouveau lycee." Toulouse 2, 1993. http://www.theses.fr/1993TOU2A024.
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L'ecole est inseparable de son espace. Or cet espace change. Ideal-typiquement on peut opposer deux types de lycees a partir de leurs caracteristiques spaciales et sociales : l'ancien lycee d'une part, archetype du lycee, le nouveau lycee d'autre part. Une explication fonctionnaliste ne permet cependant pas de comprendre comment cette forme sensible, le nouveau lycee, est nee ni comment elle est ce qu'elle est. Cette chose socio-spaciale est le resultat d'un proces de spatialisation. La construction sociale de cette realite apparait comme le resultat d'un complexe de causes parmi lesquelles l'imaginaire des batisseurs (architectes et reformateurs) a joue un role au moins aussi important que les contraintes economiques et dont l'etude permet de comprendre le sens de leur activite. A ce premier systeme de determinations il faut encore ajouter celles qu'ont imprime les actions de multiples acteurs (tant individuels que collectifs) qui ont constitue ces espaces en enjeux dans leurs propres jeux aboutissant ainsi a produire et a reproduire cette structure socio-spaciale typiqueSchool is inseparable from its framework and this framework has been changing. Two ideal-types of french secondary schools (lycees) can be set one against the other as far as their spacial and social characteristics are concerned : the "traditional lycee" on the one hand, archetype of the object called "lycee" and the "new lycee" on the other. But a functionalist account of this tangible and significant form, the "new lycee", does not enable one to understand how it came to be nor how it has become what it is. This social and spatial object is the result of a process of spatialization. The social construction of this reality appears tohave resulted from interacting causes among which the constructors' (architects' and reformers') conceptions played as important a part as economic pressure, and whose study leads to the understanding of the chosen direction. To this first determining system, one must add those determining marks left by the authors of both collective and individua strategies who have been developing these different "lycees" as stakes in their own games, with, as end-result, the production and reproduction of this typical social and spatial structure
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BOURRE, LOUIS-FRANCOIS. "Le tabagisme en milieu scolaire : la prevention, etude a partir d'une enquete faite en loire-atlantique." Nantes, 1989. http://www.theses.fr/1989NANT007M.
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Arthus, Claire. "Recours à la drogue en milieu scolaire : influence de caractéristiques personnelles et familiales, représentation de la drogue : à partir d'une enquête épidémiologique auprès de 1970 collégiens et lycéens en région Rhône-Alpes." Lyon 1, 1989. http://www.theses.fr/1989LYO1M170.
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Joly, Christine. "Evaluation des connaissances sur le sida aupres des lyceens au cours de la campagne d'information : resultats d'une enquete aupres de 342 lyceens." Lyon 1, 1989. http://www.theses.fr/1989LYO1M137.
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LEZE, OLIVIER. "Ouverture d'un centre d'accueil et de soins pour adolescents." Nantes, 1994. http://www.theses.fr/1994NANT264M.
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Olivier, Pierre. "Analyse de la representation du sida chez les lyceens marseillais." Aix-Marseille 2, 1990. http://www.theses.fr/1990AIX20030.
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Prieur, Patrick. "Information et prevention du sida dans le bassin creillois." Amiens, 1990. http://www.theses.fr/1990AMIEM024.
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Keen, Antony G. "Dynastic Lycia : a political history of the Lycians and their relations with foreign powers c. 545-362 B.C. /." Leiden (Netherlands) : Brill, 1998. http://catalogue.bnf.fr/ark:/12148/cb37074892f.
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Le, Moigne Jacques. "Passage : passerelle, passeur, figures du passage. Du lycée professionnel au lycée." Paris 8, 1997. http://www.theses.fr/1997PA081277.
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La these se propose d'etudier le sens du passage que font des jeunes du lycee professionnel au lycee, generalement par le biais d'une classe passerelle (seconde speciale ou premiere d'adaptation). La premiere partie est une reflexion epistemologique et methodologique prenant en compte l'implication du chercheur. Celle-ci permet de preciser le rapport du chercheur a l'objet de recherche et d'assumer une position de praticien-chercheur ou s'est affirme un point de vue psychologique. Nous avons accepte d'etre affecte par les perturbations constitutives de la recherche puis de formaliser les differents processus de construction de la recherche. Il s'est agi, en definitive, de mettre + sous tension ; objectivite et subjectivite. Nous avons egalement retenu une demarche complementariste, sollicitant des approches (qualitatives et quantitatives), des champs differents (education, travail) correspondant le mieux aux differentes composantes de l'objet de recherche. En donnant une place privilegiee a l'entretien, nous souhaitions mettre a l'epreuve notre paradigme postulant le lien fecond entre pratique et recherche. Des hypotheses ont pu etre esquissees concernant l'objet de recherche : transfert du passeur, role de l'+ autorisation ; et de la + place ; dans le passage. . . La deuxieme partie de la these est davantage centree sur l'objet de recherche qui se presente sous la forme unaire du {passage} et trinitaire de {passerelle-passeur-figures du passage}. L'objet de recherche peut etre apprehende comme un rapport entre un objet institutionnel, des personnes et des processus. Les formes du passage sont multiples : detour puis retour vers la norme, rite moderne d'initiation, promotion ou revanche sociale, inscription dans une filiation. Les deux parties de cette these sont solidaires et representent la bi-sexualite de la recherche : la premiere partie, feminine, nous a fait accepter l'immaitrise du cheminement pour pouvoir construire l'objet de recherche qui, lui, represente davantage le versant masculin. C'est en acceptant cette double face que nous avons pu risquer notre propre paroleThe thesis examines the meaning, for young students, of the passage from technical high school to high school, generally by way of classes created specifically for that purpose (special sophomore / 10th form or adaptation classes). Part i deals with epistemological and methodological issues. Taking into account the experience and implications of the researcher, it specifies his relationship to the research object and his adoption of the position of practitioner-researcher, following a psychological orientation. The author let himself be affected by the perturbations inherent in the study, subsequently formalising the different processes contributing to the construction of the research as a whole, and the tension between objectivity and subjectivity. Furthermore, the author employs an approach by complementarities in reference to different aspects of the research object, treating both the fields of education and of professional activity, solliciting quantitative as well as qualitative methods. According a privileged position to interviewing, he develops a paradigm which postulates the mutual enrichment of practice and research. Part ii deals primarily with the research object, as a single form (passage) and as a triple form (bridge, guide, those who pass). It thereby develops the relationships between institutional context, persons, and processes. Numerous forms of passage are presented : detour with return to norms, contemporary rites of initiation, promotion or social revenge, inscription in a filiation,. . . The two parts of the thesis are inseparable, representing the bi-sexuality of the research. The first part, feminine, considers the non mastery of the research process, necessary in order to construct the object, the latter representing more particularly the masculine side. It is through the acceptance of this double face that the author was able to risk his own personal expression
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Roux, Jacqueline. "Le lycée Lamartine : 1891-1996 : histoire d'un lycée parisien de jeunes filles." Paris 1, 1997. http://www.theses.fr/1997PA010612.
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Une histoire de l'éducation nationale vue d'en bas et réalisée avec les archives propres de l'établissement. Comment sont reçues les directives venues du ministère et du rectorat (lois Camille SEE, réforme Bérard, gratuite des frais scolaires, reforme Capelle, réforme Haby, etc. ) quand elles arrivent au lycée ? quelle part existe-t-il, d'autonomie, voire de désobéissance aux ordres? Cette monographie d'un lycée centenaire du IXe arrondissement est à 4 temps : le temps des demoiselles, de 1891 à 1914, celui du diplôme, d'un ardent féminisme et d'œuvres sociales (vestiaire et colonie de vacances). L'établissement payant recrute parmi les enfants de la bourgeoisie du quartier (familles juives, protestantes et laïques militantes), mais contrairement aux directives, pousse ses "aigles" à faire des études supérieures, alors que les "oisons" suivent un mi-temps, pour l'après-midi faire des visites avec leur mère. Le temps des bachelières, de 1914 à 1954, avec la scolarisation de la petite bourgeoisie de banlieue. Le lycée fabrique une centaine de bachelières par an, dans les années trente. Une partie du recrutement est maintenant due au mérite (examen d'entrée en sixième) et pas seulement au statut social. La seconde guerre est pour le lycée, une période noire, étant donné le fort pourcentage d'élèves juives (déportation, Etoile jaune, enfants cachés, fonctionnaires exclus). Le temps des effervescences et des mouvements lycéens (mai 68, l'affaire Guiot, celle des fiches, l'agitation contre la loi Debré, etc. ), la création d'un foyer de contestation et d'intense créativité entrainant une fracture dans le monde adulte (enseignants et parents). Le temps du reflux des activités pédagogiques périscolaires et de l'agitation politique, après 1980 (malgré 1986 et 1990), une mixité incomplète, un collège socialement plus élitiste que le lycée, la disparition des banlieusards. Le lycée qui n'est plus un lycée de jeunes filles, cherche un second souffleA history of our national education viewed from down below, carried out from the institution's own archives. How are accepted the instructions issued by the ministry of education and the educational district when delivered at the lycee: Camille See act, Berard reform, charge exemption from scholarly costs, Capelle reform? What is the part of autonomy, sometimes of ignoring instructions? Four periods in this monograph of a century-old lycee of the 9th district: - the time of young ladies, 1891-1914, that of the diploma, of passionate feminism and social work (workroom and holiday camps). Enrolment- for a fee -is from children of the district middle-class - jewish, protestant and militant agnostic families - but, contrary to instructions, "eagles" are induced to enter the university, while "goslings" study part-time and, with their mothers, spend the afternoon on social life. - The time of graduates - 1914-1954- with enrolment from the suburdan middle-class. In the thirties the lycee turns out around a hundred graduates every year. An entrance examination to the lower form makes registration dependent on merit, not only on social status. The second war is a black period, owing to to the large number of jewish girls: deportations, "yellow star", hidden children, exclusion of teachers. - the time of effervescence and dissent - may '68, guiot affair, the "files", movement against the debre act, etc. . . - creates a hotbed of protest and intense creativity, resulting in a fracture among the adults, teaching staff and parents. - The time of ebbing of perischolar pedagogic activities and political activism after 1980, despite ups and downs : the opening to boys remains incomplete, the college (lower forms) becomes socially more elitist than the lycee, suburban enrolment disappears. The lycee is seeking for a new breath
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COURTIEU, LEGRAND CATHERINE. "Modules de formation, destines a l'enseignement des mst et du sida dans les lycees." Besançon, 1992. http://www.theses.fr/1992BESA3067.
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Fabre, Anne. "Les accidents d'atelier dans les lycées professionnels : réparation-prévention : à propos d'une enquête réalisée dans 3 lycées professionnels de la région lyonnaise." Université Louis Pasteur (Strasbourg) (1971-2008), 1990. http://www.theses.fr/1990STR1M193.
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Remy, Alberte. "Comportement sexuel et prévention du sida : que pensent les jeunes lycéens ? : résultats d'une enquête menée par interviews semi-directives." Bordeaux 2, 1989. http://www.theses.fr/1989BOR25320.
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Raimond, Eric. "Les divinités indigènes de Lycie : divinités asianiques et acculturation hellénique en Lycie : un exemple de continuité cultuelle de l'époque hittito-louvite à l'époque gréco-romaine." Bordeaux 3, 2004. http://www.theses.fr/2004BOR30045.
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L'identification de la langue lycienne à un état résiduel a permis d'inscrire la Lycie dans la sphère culturelle asianique. Le "pays lycien" était le coeur des pays "Lukka" attesté dès le IIe millénaire a. C. L'inscription en louvite hiéroglyphique de Yalburt a dévoilé l'existence d'un sanctuaire de la Montagne-Patara dès le XIIe siècla a. C. , cependant que le panthéon d'Oinoanda et un culte de la déesse Mère Hapaliya à Sura peuvent être éventuellement repéré dans la documentation cunéiforme de la même époque. L'Iliade évoque une Lycie de Pandaros en Troade, protégé par l'Apollon Lykègénès identifiable à l'Apaliunas de la Troie louvite, celle de Sarpéon et Glaukos. La Lycie homérique renvoie l'image ambigue͏̈ d'une région gréco-asianique assumant la continuité de la tradition louvite et de l'acculturation hellénique. Au sein du panthéon lycien, le dieu de l'Orage tient une place prépondérante. Assimilé à Zeus ou au Kronos solyme, dieu de l'éclair, il protège les dynastes. La fonction de dieu soleil est remplie par l'Apollon lycien, le louvite Tiwat-Ddeweze et le dieu-cavalier à la tête radiée Sôzôn. La"Mère des dieux" lycienne est , en Limyrai͏̈de, Hapaliya-Qebeliya, dans le domaine des Kuprilides, il s'agit de Létô, déesse étrangère honnie par un clergé rustique et ou bien accueillie par la vieille Syessa, Maliya-Athéna et Ertemi-Artémis, escortée des Douze Dieux, protégent la nature et les pays. L'Arès au taureau, le dieu-cavalier à la massue et les dieux Rois cariens de la Trilingue du Létôon assument la fonction guerrière. Un espace religieux termilo-solyme, formé d'un centr termile et de pays solymes à la périphérie, peut être ainsi dégagéAs a Luwian Language, Lycian allows us to regard Lycia as an asianic area. It was the heart of the Lukka Lands, attested as far as the IId millenium B. C. Hieroglyphic inscription of Yalburt has drawn a Bronze Age Sanctuary at the Patara Mountain. Cuneiform Texts might speak about the Pantheon of Oinoandia and about a cult devoted to Hapaliya at Sura. The Iliad tells the story of Pandaros' Lycia, protected by Apollon Lukka-born (maybe Apaliunas of the luwian Troy) and the doms of Sarpedon and Glaukos. Homeric Lycia is a greco-asianic area, where we can see the continuity of the Luwian Tradition and Hellenic Acculturation. Within the Lycian Pantheon, Storm-Gog occupies a very important place. Identified to Zeus or Solymean Kronos, Lightening-God, he protects the dynasts. Sun-God are : Lycian Apollo, Luwian Tiwat Ddeweze and Rider-God with radiated head Sozon. The Lycian Mother of Gods is in Limyrais Hapaliya-Qebeliya, within Kuprilidis dom is Leto. In any traditions, the foreign Goddess is rejected by rustic priests, but she is welcome by the old Syessa in an other tale. Maliya-Athena and Ertemi-Artemis, escorted by the Twelve Gods, protect the nature and the countries. The Bull-Ares, the Rider-God with a club and Carian Kings-Gods of the Letoon Trilingual Stele are the War-Gods. Therefore, we can draw a termilo-solymean religious area, formed by a termile center and Solymean countries in the periphery
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Détrez, Christine. "Finie la lecture ? lire au college, lire au lycee : une enquete longitudinale." Paris, EHESS, 1998. http://www.theses.fr/1998EHES0090.
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Cette etude repose sur une enquete longitudinale par questionnaires envoyes a 1200 eleves tires d'un panel de l'education nationale, a laquelle s'ajoute une serie d'entretiens. Elle vise a analyser l'evolution des pratiques de lecture des adolescents pendant quatre ans, au cours de cette periode decisive qui couvre la fin du college et les annees de lycee. L'enquete replace la lecture a la fois dans le contexte des pratiques de loisirs, marquees a cet age par la suprematie de la sociabilite amicale et de la musique, et dans celui de l'enseignement scolaire. Or, quelles que soient leur appartenance sociale, leur identite sexuelle et leur situation scolaire, les adolescents lisent peu, et, au cours de l'enquete, de moins en moins. Certes, le trio d'excellence ne varie guere : les filles surtout, les bons eleves et les enfants issus de milieux favorises lisent davantage que les autres, mais la baisse des pratiques ne les epargne pas. Si la concurrence des activites de groupe dans la repartition des activites de loisirs de l'adolescent est indeniable, le role de l'ecole doit egalement etre souligne. Dans le passage du college au lycee, elle pose en effet comme antithetiques deux modes d'appropriation qui, souvent, s'associent dans les pratiques observees : un mode de lecture ordinaire, aux vertus a la fois morales et pratiques, qui releve de processus d'identification et d'investissements concrets, et un mode de lecture savant, fonde sur l'interpretation et la distanciation. Plutot qu'a une crise generale et sans appel de la lecture, les resultats de cette enquete amenent a conclure a la fin d'une etape, parmi d'autres, de la deja longue histoire de la lecture, et a l'affaiblissement du modele de la lecture humaniste et cultivee, toujours minoritaire dans les pratiques, mais longtemps seule reference de la lecture scolaireThis research is based on a longitudinal survey made through questionnaires sent to 1 200 high school students selected from a pool by the education nationale. It has been completed by a series of interviews. Its purpose is to analyze the evolution of the reading practices of adolescents over a period of four years, during this crucial time period embracing the end of college and the years in lycee. The survey puts reading back into the context of leisure practices, characterized at that age by the supremacy of a sociability based on friendship and music, and into the context of school teaching. Now, irrespective of social background, gender, or school situation, teenagers do not read much, and over the course of the survey, they read less and less. True, the top trio does not vary much: girls for the most part, good students, and children of wealthy families read more than others, but they are not spared by the decline in reading habits. If the competing role played by group activities in the distribution of the teenager's leisure activities is undeniable, the responsibility of the school system needs to be emphasized too. During the transition from college to lycee, the school system establishes as antithetical two modes of appropriation that are often associated in the practices observed: an ordinary mode of reading, with practical and moral virtues, characterized by a process of identification and concrete investments, and a scholarly way of reading, based on interpretation and distanciation. Rather than to a general and definitive crisis of reading practices, the results of this study point to the end of one stage, among others, of the already long history of reading, and to the weakening of the model of the humanist and learned practice of reading, always in the minority in practice, but for a long time the only reference for reading in the school system
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Saussac, Roland. "Les débuts du Lycée de Lyon (1803-1805)." Lyon 2, 1986. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1986/saussac_r.
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La thèse comprend trois volumes. Le premier volume couvre le provisorat de Laurent Pierre Bérenger du 23 janvier au 14 octobre 1803. Il est chargé d'organiser le lycée de Lyon, créé par l'arrêté du 19 octobre 1802. La commission chargée de son organisation nomme les professeurs parmi ceux des écoles centrales et les élèves nationaux. Le proviseur recrute le reste du personnel : maitres d'études et personnel de service. Il doit assurer aussi la remise en état des bâéiments et equiper salles d'études, dortoirs et réfectoires. L'ouverture solennelle du lycée est faite le 4 juillet 1802. Mais à la suite de l'hostilité de la municipalité et des autorités religieuses, le proviseur, en conflit avec son censeur démissionne. Le deuxième volume couvre le provisorat de Joseph Coster du 14 octobre 1803 au 6 septembre 1804. Malgré sa bonne volonté, il se heurte aux memes problèmes que son prédecesseur. De plus, le déficit financier augmente, les déordres intérieurs s'intensifient. La renommée du lycée est compromise et les écoles concurrentes se multiplient. Pour ces raisons, Coster est mis a la retraite. Dans ce volume on a suivi la scolarité de chaque élève et on s'est intéressé aussi à la vie quotidienne. Le troisième volume étudie la destinée du personnel du lycée après 1805 mais s'intéresse principalement aux élèves et surtout à leur avenir professionnel. Le lycée provoque l'hostilié des autorités municipales et des autorites ecclesiastiques ainsi que celle des notables locaux. On rejette une institution trop soutenue par le pouvoir central, et on souhaite soit sa disparition, soit son contrôle. Mais le régime impose ses décisions et soutient le lycée, même s'il semble avoir échouéThe dissertation consists of three volumes. The first one covers the period from january 23rd to october 14th, 1803 when Laurent Pierre Berenger was headmaster. His task was to organize the lyon grammar school, created by the october 19th, 1802 decree. The commission responsible for its organization appointed teachers by choosing among those of the "ecoles centrales" and the recipients of a national scholarship. The headmaster hired the rest of the staff, prep-masters and maintenance personnel. He had to see to it that the buildings were renovate and the classrooms, dormitories and dining-halls property equipped. Tthe school was solemnly opened on july 4 th, 1802. Bbut owing to the hostility of the town-council and of the religious authorities, the headmaster, in conflict with his deputy-head, resigned. The second volume covers the period from october 14th, 1803 to september 6th, 1804 when Joseph Coster became headmaster. Despite his goodwill, he came up against the same difficulties as his predecessor. Horower, the financial deficit of the school was petting worse and internal agitation intensifying. This jeopardized the good name of the school and the rival schools multiplied. Ttherefore, Coster was compelled to retire. On this volume, each pupil's years of schooling have been examined and daily life at school has also been surveyed. The third volume studies the destiny of the staff-members after 1805 but steals mainly with the students and above all with then professionnal future. The school aroused the hostility of the town and church authorities as well as that of the local notables. They rejected an institution which was too strougly supported by the central government and were
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Colas-Rannou, Fabienne. "Recherches sur l'iconographie lycienne archaïque et classique : contribution à l'étude des rencontres interculturelles en Lycie." Bordeaux 3, 2008. http://www.theses.fr/2008BOR30011.
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Par une approche iconographique, cette thèse propose d’appréhender les rencontres interculturelles en Lycie, et d’aider à mieux connaître les Lyciens. Région du Sud-Ouest anatolien, voisine de la Grèce d’Asie, incluse dans l’empire perse à partir du milieu du VIe siècle avant J. -C. , la Lycie est une zone de contacts. Dans un premier temps, à partir de l’examen du matériel lycien daté du milieu du VIe siècle jusqu’au IVe siècle av. J. -C. , composé de chambres funéraires peintes, de piliers funéraires, de tombes rupestres, de sarcophages et d’autres monuments de pierre, est dressé le tableau des motifs et des thèmes, qui font l’iconographie lycienne. Dans un second temps, sont développées l’étude des scènes athlétiques des monuments funéraires du VIe siècle, puis celle des représentations d’êtres et d’animaux fabuleux du VIe au IVe siècle, relevant d’un choix raisonné. Ces études consistent d’abord en l’analyse approfondie des images, ponctuée par la description fine du contenu et l’observation du style. Elles se poursuivent par une approche comparative avec les corpus iconographiques des mondes grecs, des régions de l’Anatolie et du Proche-Orient ancien et s’achèvent avec la recherche de l’interprétation des images, en liaison avec les croyances et les pratiques locales. Ainsi, selon différentes formules, est dénoué le jeu complexe entre l’aspect et le sens des images, et sont éclairés certaines sources et certains modes de transmission des motifs iconographiques. L’hellénisation par l’art est réelle et se lit dans le style et l’emploi de différents motifs iconographiques. Mais elle est partielle, et n’efface pas un répertoire et un esprit anatoliens, aux accents orientauxThe aim of this work is to use an iconographic approach to study the intercultural meetings in Lycia and to understand in a better way the Lycians. Lycia is a zone of contacts : an area of the South-West of Anatolia, near East Greece, included in the Persian Empire from the middle of the sixth century B. C. . In the first part, from the examination of the lycian material dated from the middle of the sixth century B. C. To the fourth century B. C. , composed by painted funeral chambers, funeral pillars, rock tombs, sarcophagi, and other stone monuments, we draw up the list of the patterns and themes which constitute the lycian iconography. In the second part, the study of the athletic scenes from the funeral monuments of the sixth century, then the study of the representations of the fabulous beings and animals of the sixth, fifth and fourth centuries, after a deliberate selection, are developed. These studies analyse the pictures, around the fine description of the content and the observation of the style. As well, follow a comparative approach of the iconographic corpus from the greek worlds, the areas of Anatolia and the ancient Near East, and the research of the interpretation of the pictures, according to the local believes and practices. In this way, the intricate game between the appearance and the meaning of the pictures is cleared up, some sources and some ways of transmission of the iconographic patterns are brought to light. The hellenization by art is a fact and can be seen in the style and in some different iconographic patterns. However, it is partial, and doesn’t exclude an anatolian repertory and mind-set, printed with oriental accents
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Taillebois, Lise. "Sida : stratégie d'intervention éducative en milieu scolaire : bilan provisoire (janvier 1989)." Montpellier 1, 1989. http://www.theses.fr/1989MON11033.
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Saussac, Roland. "Les Débuts du lycée de Lyon, 1803-1805." Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37601060g.
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Saussac, Roland Avanzini Guy. "Les débuts du Lycée de Lyon (1803-1805)." [S.l.] : [s.n.], 1986. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1986/saussac_r.
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Benda-Weber, Isabella. "Lykier und Karer : zwei autochtone Ethnien Kleinasiens zwischen Orient und Okzident /." Bonn : R. Habelt, 2005. http://catalogue.bnf.fr/ark:/12148/cb41034728h.
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Texte remanié de: Dissertation--Universität Wien, 1996.En haut de la p. de titre : "Forschungsstelle Asia Minor im Seminar für Alte Geschichte der Westfälischen Wilhelms-Universität Münster" Bibliogr. p. 391-407.
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Borredon, Alain. "La critique dans le système éducatif." Université Pierre Mendès France (Grenoble ; 1990-2015), 1992. http://www.theses.fr/1992GRE29030.
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Les lyceens savent-ils critiquer ? d'aucuns en doutent et pourtant, en 1986 et 1990 ils ont surpris la france par leurs vastes actions de revendication. C'est donc que la critique sociale et socialisee ne saurait etre reduite a l'esprit critique scolaire et que la pensee critique doit etre apprehendee non pas seulement du point de vue des individus, comme cela se passe souvent dans les recherches americaines, mais du point de vue des groupes et de la societe. Nous avons complete la notion de pensee critique en mettant en evidence une structure formelle de la critique constituee de composantes, directions, formes et modalites nombreuses determinant le contenu meme de la critique et sa portee tant individuelle que sociale. Les mouvements lyceens nous donnent a voir de nouveaux acteurs sociaux constituant une generation a la fois " morale " et fortement preoccupee de sa reussite individuelle, qui n'a pas hesite longtemps pour revendiquer, meme su le sujet de loi devaquet etait mal connu, en 1986. Les attitudes tant cognitives que conatives, ainsi que la reference aux valeurs ont, dans les deux mouvements, joue un puissant role de declencheur de la volonte d'action transformatrice, convertissant a l'occasion les critiques purement negatives en critiques constructives necessaires au succesAre high-school students able to criticize in scholar context ? many may doubt it, but they proved so twice in french social context (1986 and 1990). Therefore, we must acknowledge critical thinking to be also a social and socialised thinking and acting that requires both individual and society-focused approaches. We personally have brought into light a formal structure of criticism made up of constituents, directions, forms and modalities determining its very contents and impact. High-school demonstrations and strikes showed us new social actors setting up a generation both moral and deeply aiming at individual success. Their cognitive and conative dispositions and their democratic values sparkled the release of their definite will to change some institutional and economical characteristics of education. Through that, they eventually succeeded in transforming negative into constructive criticism that was necessary to act. These open new ways for further critical thinking learning and teaching
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Vercesi, Maria Elena de Abreu. "O Lyceu Franco-Brasileiro São Paulo." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10786.
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Previous issue date: 2010-03-23Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation aims to observe the criation, institutionalization, and setting up processes of the Lyceu Franco-Brasileiro São Paulo, known as Liceu Pasteur, and its position within the private high-school field during the first three decades of the 20th century, when the interests in international relations and national political strugles were established. It has been observed how cultural policy in international relations was structured as an important instrument which aimed the interests of the two involved agents, São Paulo oligarchic elite and France. For the execution of the Lyceu a statute was elaborated, which is considered a priviliged source for its study, since it presents the criation set of ideas and how the execution should be carried on. The Departamento Nacional de Ensino (National Department of Teaching) acts and reports relating to anual exams are also priviliged sources, reporting the choice of subjects, number of students and teachers names, and making possible to compare the statute determinations. The school books imported from France and used during the first years after the Lyceu was set up reveal, from their content analysis, the action of French cultural policy. This research has studied the reason why the Lyceu Franco-Brasileiro São Paulo, during its first decades, presented a crisis of the French school model, which resulted in the small number of student applications
O objetivo principal dessa dissertação é observar o processo de criação, institucionalização e instalação do Lyceu Franco-Brasileiro São Paulo, atual Liceu Pasteur, e sua posição em um espaço de educação secundária particular, nas três primeiras décadas do século XX, no qual interesses de relações internacionais e embates políticos nacionais estavam postos. Observou como a política cultural das relações internacionais se estruturou como instrumento importante, para a consecução dos interesses dos dois agentes envolvidos: a elite oligárquica paulista e a França. Para a implantação do Lyceu foi elaborado um estatuto, que é considerado fonte privilegiada para seu estudo, pois expõe o ideário de criação e como deveria ser a sua implantação. As atas e relatórios do Departamento Nacional do Ensino, relativos aos exames anuais, também se colocam como fontes privilegiadas que relatam escolha de disciplinas, quantidades de alunos e nomes de professores, possibilitando uma comparação com as determinações do estatuto. Os livros didáticos importados da França para os primeiros anos de funcionamento revelam, na análise de seu conteúdo, a ação da política cultural francesa. A pesquisa estudou o motivo de o Lyceu Franco-Brasileiro São Paulo em sua primeira década de funcionamento ter apresentado uma crise de modelo de escola francesa, que resultou na pouca quantidade de alunos matriculados
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Paniago, Einstein Almeida Ferreira. "LYCEU DE GOIÂNIA: Recuperação pela modernização." Pontifícia Universidade Católica de Goiás, 2006. http://localhost:8080/tede/handle/tede/2321.
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Previous issue date: 2006-01-01Lyceu de Goiânia, which reached marks of excellence during its working decades, has seen its number of students decrease year by year since the 90 s, and even had the continuity of its nightly classes threatened, besides having alarming official marks of effectiveness and efficiency. In 2003, when its oldest construction was declared as a historical patrimony, there was an opportunity for Lyceu de Goiânia to be settled again as a traditional school and a reference among the State Public Schools; however, it effectively didn t happen. Due to the apparent paradox, formed by the increasing investing in modernization since 1999, and the institutional diagnostic, Lyceu appeared as an instigating object for a Case Study which could enquire the internalization and communication technologies, as a modernizing strategy. Proceeding from the institutional diagnostic, a proposal to recover Lyceu de Goiânia was developed, by modernizing its administration and pedagogical practice, by reorganizing the locus in which the teaching/learning processes are developed, organizing and active participation of the local community in the school life mediated by the common project of an iconographic reference, as well as by establishing the patrimony as a transversal and curriculum integration of the disciplines theme.
O Lyceu de Goiânia, que chegou a ter indicadores de excelência nas suas primeiras décadas de funcionamento, presenciou seu número de alunos reduzir-se ano a ano a partir da década de 1990, chegando a ter seu turno noturno ameaçado de continuidade e indicadores oficiais de eficiência e eficácia alarmantes. Em 2003, com a declaração das instalações mais antigas da instituição como patrimônio histórico, abriu-se uma oportunidade para o Lyceu de Goiânia se reposicionar como uma unidade escolar tradicional e centro de referência na Rede Pública Estadual; entretanto, isso efetivamente não ocorreu. Em virtude do aparente paradoxo, configurado pelo crescente investimento em modernização a partir de 1999 e o diagnóstico institucional, o Lyceu apresentou-se como um objeto instigante para um Estudo de Caso que averiguasse a internalização de tecnologias gerenciais, bem como de tecnologias da informação e comunicação, como estratégia de modernização. A partir do diagnóstico institucional, desenvolveu-se uma proposta de recuperação do Lyceu de Goiânia, com a modernização de sua gestão e de suas práticas pedagógicas, através da reestruturação dos locus de desenvolvimento dos processos de ensino aprendizagem, da estruturação de uma participação ativa da comunidade local na vida escolar mediada pelo projeto comum de um centro de referência iconográfica, bem como através do alinhamento estratégico das ações pedagógicas pelo estabelecimento do patrimônio como tema transversal e integrativo das disciplinas curriculares.
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Daumas, Marie-Ange. "Le lycée professionnel : impasse ou alternative?" Lyon 2, 1997. http://www.theses.fr/1997LYO20012.
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Face à un enseignement technique court réduit au rang de statut inférieur ; à une population scolaire atypique des élèves de B. E. P. ; à des représentations négatives des lycées professionnels, le brevet d'études professionnelles, dit B. E. P. , apparaît à la fois comme une voie de relégation et un outil de promotion professionnelle et personnelle. L'étude monographique des élèves de B. E. P. Du lycée professionnel J. Algoud de Valence confirme cette contradiction. Le problème croissant de l'insertion professionnelle des jeunes place l'alternance comme une mesure nécessaire d'accompagnement à leurs réussites scolaires et professionnellesThe brevet d'études professionnelles (professional studies certificate) or B. E. P. Appears at the same time as a way of exclusion and a means of personal and professional promotion. This exam is prepared in technical schools by B. E. P. Students who represent an atypical academic population. These schools have a very bad image and belong to short technical studies which are reduced to the lowest rank of education. The monography study of B. E. P. Students attending jules algoud technical school confirms this contradiction. The increasing problem for young people to get into professional life sets alternation as a necessary measure to help their school and professional success
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El-Hosry, Ali. "L'enseignement de la géographie physique dans les lycées français." Paris 1, 1987. http://www.theses.fr/1987PA010601.
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La nouvelle geographie physique tend a etre globale et social ement utile. Dans le contexte de la nouvelle geographie elle forme une approche ecologique. Son objet est l'etude de l'utilisation des societes, de leurs milieux ecologiques. Le nouveau programme tend a suivre ce progres mais les geographes universitaires affirment la faible formation des bacheliers en geographie physique. Cette faiblesse s'explique par quatre raisons principales: 1les professeurs dans leur grande majorite auraient une mauvaise aptitude a enseigner la geographie physique. Cette aptitude est fonction de quatre elements: la formation en geographie physique, la conception de la geographie, l'attitude a l'egard de l'enseign- ement de la geographie physique et l'appreciation de l'interet de son enseignement dans le lycee. 2- l'heterogeneite des manuels et l'absence de l'approche ecogeo- graphique. Dans tous les domaines l'echelle et le point du depart varient d'un manuel a un autre; ce qui entraine une valorisation differenciee des concepts, des notions, du vocabulaire et aboutit a des formations heterogenes des bacheliers en la matiere. 3- l'escamotage de la geographie physique dans toutes les classes du lycee. Cette escamotage est en rapport direct avec la mauvaise aptitude a enseigner la geographie physique et la formation secto- rielle et incomplete des professeurs en geographie physique. 4- un enseignement desordonne. Bien que les professeurs dans leur majorite apprecient les objectifs officiels de l'enseignement de la geographie dans le lycee, ils ne sont pas convaincus de leur opera- tionalite. Les objectifs qu'ils poursuivent ne sont generalement pas definis. La strategie de l'enseignement qu'ils adoptent souffre du manque de precision des niveaux de la matiere a acq- uerir par les apprenants, des niveaux du comportement vises et de l'application de l'evaluation formative.
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Ahbiel, Mohamed Omar. "La violence scolaire : enquête sur les lycées à Tripoli." Besançon, 2008. http://www.theses.fr/2008BESA1029.
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La structure de cette thèse se compose de trois grandes parties. Dans la première, nous essayons de définir et de caractériser le concept de violence scolaire avant d’aborder les principaux travaux sociologiques, tant européens que nord-américains, traitant de ce sujet. Dans un second moment, nous présentons très brièvement la Libye et son système éducatif. Nous faisons également état de la condition des enfants et des adolescents confrontés à ces problèmes de délinquance. La connaissance de tous ces éléments est indispensable pour le traitement et l’analyse des données présentées dans un troisième et dernier temps, qui s’ouvre par la présentation de la méthodologie utilisée dans notre enquête, afin de passer ensuite à l’analyse des questionnaires (341 pour les élèves, 142 pour les adultes) et des entretiens recueillis (respectivement 41 et 27) au sein de cinq lycées à TripoliThe structure of this thesis consists of three big parts. In the first one, we try to define and characterize the concept of school violence before approaching the main sociological works, so European as North American, dealing with this subject. In the second, we present very briefly Libya and its educational system. We also state the condition of the children and the teenagers confronted to these problems of crimes. The knowledge of all those elements is indispensable for the treatment and the analysis of data presented in the third and the last, which began with the presentation of the methodology used in our inquiry, then the data analysis from questionnaires (341 for the pupils, 142 for the adults) and collected interviews (respectively, 41 and 27) within five secondary schools in Tripoli
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Brethomé, Jacques. "Les professeurs d'allemand des lycees en france 1850 1880." Nantes, 1996. http://www.theses.fr/1996NANT3020.
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On decrit d'abord les grandes etapes de l'evolution du cadre institutionnel de l'enseignement des langues viviantes au lycee (reformes de fortoul, duruy et simon), leurs consequences et leurs implications, en parallele avec l'evolution politique de la france a la meme epoque. On s'attache ensuite aux enseignants eux-memes : leur origine nationale et sociale, leurs motivations, leur adaptation, la facon dont ils ont ete percus. L'evolution de leur carriere, de leur situation materielle comme fonctionnaires et comme individus est ensuite abordee, en particulier en liaison avec les concours de recrutement. La partie suivante traite de leur image sociale et de leur vie privee, consideration professionnelle, rapports avec les institutions et les pouvoirs en place, participation a la vie politique. Une derniere partie est consacree a leur rayonnement et a leur activite : enseignement, manuels utilises, et a leur contribution a la vie intellectuelle de la iieme moitie du xixeme siecle. La periode etudiee voit la reconnaissance definitive des langues vivantes et des professeurs au sein de l'institution scolaire et porte en germe les evolutions ulterieures jusqu'a nos joursWe first give a description of the main stages in the development of the institutional framework of modern language teaching in the lycees (the reforms made by fortoul, duruy and simon),their consequences and their implications. This is studied in parallel with the political evolution of france during the same period. Then we study the teachers themselves : their national and social origins, their motivation, their adaptation, the way in which they were viewed. Then we move on to the course of their career, their material situation as civil servants of the french state and the teachers, themselves, as individuals, in particular with regard to the french competitive examinations. The following section deals with their social image and their private lives, the way they were considered from a professional point of view, their relations with the institutions and the political powers and their part in the political process. A final section is devoted to their cultural influence, and to their activities : teaching, textbooks used, and to their contribution to the intellectual life of the second half of the nineteenth century. The period covered saw the permanent recognition of modern languages and modern language teachers inside the school institution and this forms the roots of subsequent developments right up to the present time
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Sazerat, René. "Les Proviseurs et leur lycée de 1944 à 1980." Lille 3 : ANRT, 1986. http://catalogue.bnf.fr/ark:/12148/cb37601081f.
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Deledalle-Marcouyeux, Aurore. "Effet de l'image sociale des lycées sur les processus identitaires, la satisfaction environnementale et l'estime de soi." Nantes, 2007. http://www.theses.fr/2007NANT3018.
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Cette recherche propose d’analyser le rôle des processus identitaires et de l’image sociale d’un établissement scolaire sur l’estime de soi et le niveau de satisfaction des élèves à l’égard de cet établissement. Après s’être assuré de la fiabilité de ces différents construits lors d’une étude exploratoire (N = 232), des échelles évaluant l’identification de l’élève à son établissement, son estime de soi, son niveau de satisfaction vis-à-vis de son lycée et l’image qu’il en perçoit, ont été soumises à 542 élèves de classe de première. Les hypothèses testées par modélisation structurale sont globalement soutenues par les données recueillies. Percevoir son lycée comme prestigieux favorise les processus d’identification à l’établissement, et participe au maintien d’une estime de soi positive. Les élèves scolarisés dans des lycées perçus comme stigmatisés protégeraient néanmoins leur soi en jugeant moins que les autres élèves les caractéristiques de leur lycée par le biais de leur identitéThis research focuses on the role of identity processes and school’s social image on self-esteem andlevel of pupil’s satisfaction towards this school. Having tested the reliability of these various constructs during a exploratory study (N = 232), scales estimating the identification of the pupil with his school, its selfesteem, its level of satisfaction towards his secondary school and the image which he perceives, were proposed to 542 pupils of 11th Grade. The hypotheses tested by structural modelling are globally supported by the data. Perceive his secondary school as prestigious facilitate the processes of identification with the school, and participates in the preservation of a positive self-esteem. The pupils in secondary schools perceived as stigmatized would protect nevertheless their self by judging less that the others pupils the characteristics of their secondary school through their identity
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Kergosien, Alain. "Les décrocheurs sur place en lycée professionnel : le rapport à l'école des élèves qui sont au lycée." Nantes, 2009. http://www.theses.fr/2009NANT3040.
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Cette recherche a pour cadre le lycée professionnel. Elle concerne des lycéens de BEP et de bac professionnel de la région Bretagne. Il ne s'agit pas d'étudier les élèves décrocheurs qui abandonnent leurs études, mais de comprendre le phénomène de « décrochage sur place ». Nous nous intéressons aux élèves présents physiquement mais désinvestissant le métier d'élève ». Notre question centrale est la suivante : « quel rapport à l'Ecole en général et au lycée professionnel en particulier, ces élèves « décrocheurs sur place » entretiennent-ils ? Elle appelle plusieurs sous-questions : Qu'est-ce qu'un décrocheur sur place ? Quels sont les facteurs responsables de ce phénomène ? Pourquoi ces élèves restent-ils au lycée ? Réussissent-ils ? Quelle influence ces élèves ont-ils sur les autres élèves, sur la classe ? Certains d'entre eux (r)accrochent-ils et à quelles conditions ? Nous nous employons, pas à pas, au fil des entretiens, à construire une typologie de ces décrochages sur place.
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Clays, Jérôme. "Que fabrique-t-on au lycée ? : enquête ethnographique sur le milieu scolaire." Paris, EHESS, 2010. http://www.theses.fr/2010EHES0140.
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Nous avons tous été élèves. Quels élèves? Nous avons fréquenté l'école. Qu'y avons-nous appris? Nous avons passé des milliers d'heures en classe. À faire quoi? Nous ne le savons plus. L'avons-nous jamais su ? L'école n'est pas un monde à part, coupé du monde. Elle abrite une vie sociale qui n'a rien à envier à la vie active. Les enseignants et les élèves y nouent des rapports sociaux. Ils y exercent un métier. Ils forment une société des élèves et une société des enseignants. Ils vivent au sein d'une organisation. Ils y font certaines expériences. Comme tout le monde. L'école n'est pas ce que l'on croit. Elle passe pour une institution en crise. Elle est plutôt un milieu en construction. Elle est souvent idéalisée ou décriée. Elle est rarement observée pour ce qu'elle est. Loin de la dérégulation : les attentes de rôles, les rituels, le contrôle social. Sous la modernité : les traditions, les cultures. En-deçà des procédures administratives: les usages, la déviance, le relationnel. Dans l'organisation : des communautés, des réseaux. À côté des disciplines scolaires : des croyances, des mythes. L'école doit être regardée autrement. Comme elle est, d'en bas, de près. Les rapports profs-élèves sont un jeu de rôles, un rapport de force, une relation de travail, une rencontre interculturelle, une relation humaine. Une société des élèves et une société des enseignants s'élaborent au cœur de l'école. Organisées. Fragmentées. Intégrées. Régulées. Conflictuelles. Folkloriques. Cette thèse tente de changer notre regard sur l'école. Elle montre que l'école est un lieu d'éducation, de transmission, de socialisation. Mais pas celui qu'on croit. On construit l'école et on s'y construitWe were ail students. Which students? We attended school. What did we learn? We spent thousands of hours in class. Doing what? We do not know anymore. Did we ever know? School is not a separate world, cut off from the world. Ft is home to a social life that has nothing to envy the working life. Teachers and students have social relations. They exercise a profession. They make up a society of students and a society of teachers. They live within an organization. They make experiences. Like everyone else. School is not what we think. It is regarded as an institution in crisis. Lt is rather a world in construction. It is often idealized or criticized. It is seldom seen as it really is. School should be considered differently: as it is, within students and teachers, more closely, Teacher-student relations are a role playing game, a power relationship, a working relationship, an inter-cultural encounter, an affective relationship with everything that is involved. A society of students and a society of teachers are built within school. They are not so different from one another. Organized. Fragmented. Lntegrated. Regulated. Conflictual. Folk. This thesis tries to change our view on school. It shows that school is a place of education, transmission, socialization. But not the one we think. We make school, and we develop our personalities in school Here is how
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Schneider, Thilo [Verfasser], Tomas [Akademischer Betreuer] Sauer, and Tom [Akademischer Betreuer] Lyche. "Mathematical Methods for the Approximation of Radar Traces / Thilo Schneider. Betreuer: Tomas Sauer ; Tom Lyche." Passau : Universität Passau, 2015. http://d-nb.info/1078405808/34.
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Schneider, Thilo Verfasser], Tomas [Akademischer Betreuer] Sauer, and Tom [Akademischer Betreuer] [Lyche. "Mathematical Methods for the Approximation of Radar Traces / Thilo Schneider. Betreuer: Tomas Sauer ; Tom Lyche." Passau : Universität Passau, 2015. http://nbn-resolving.de/urn:nbn:de:bvb:739-opus4-3269.
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Long, Robert Llewellyn, and bizarrealong@hotmail com. "Improving fruit soluble solids content in melon (Cucumis melo L.) (reticulatus group) in the Australian production system." Central Queensland University. Biological and Environmental Science, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20051019.144749.
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Total soluble solids (TSS) is a reliable indicator of melon eating quality, with a minimum standard of 10% recommended. The state of Australian melon production with respect to this quality criterion was considered within seasons, between growing districts and over seasons. It was concluded that improvement in agronomic practice and varietal selection is required to produce sweeter melons. The scientific literature addressing melon physiology and agronomy was summarised, as a background to the work that is required to improve melon production practices in Australia.
The effect of source sink manipulation was assessed for commercially grown and glasshouse grown melon plants. The timing of fruit thinning, pollination scheduling, the application of a growth inhibitor and source biomass removal were assessed in relation to fruit growth and sugar accumulation. Results are interpreted against a model in which fruit rapidly increase in weight until about two weeks before harvest, with sugar accumulation continuing as fruit growth ceases. Thus treatment response is very dependant on timing of application. For example, fruit thinning at 25 days before harvest resulted in further fruit set and increased fruit weight but did not impact on fruit TSS (at 9.8%, control 9.3%), while thinning at 5 days before harvest resulted in a significant (Pless than 0.05) increase in fruit TSS (to 10.8%, control 9.3%) and no increase in fruit weight or number. A cost/ benefit analysis is presented, allowing an estimation of the increase in sale price required to sustain the implementation of fruit thinning.
The effect of irrigation scheduling was also considered with respect to increasing melon yield and quality. To date, recommended practice has been to cause an irrigation deficit close to fruit harvest, with the intent of 'drying out' or 'stressing' the plant, to 'bring on' maturity and increase sugar accumulation. Irrigation trials showed that keeping plants stress-free close to harvest and during harvest, facilitated the production of sweeter fruit.
The maintenance of a TSS grade standard using either batch based (destructive) sampling or (non-invasive) grading of individual fruit is discussed. On-line grading of individual fruit is possible using near infrared spectroscopy (NIR), but the applicability of the technique to melons has received little published attention. Tissue sampling strategy was optimised, in relation to the optical geometry used (in commercial operation in Australia), both in terms of the diameter and depth of sampled tissue. NIR calibration model performance was superior when based on the TSS of outer, rather than inner mesocarp tissue. However the linear relationship between outer and middle tissue TSS was strong (r2 = 0.8) in immature fruit, though less related in maturing fruit (r2 = 0.5). The effect of fruit storage (maturation/senescence) on calibration model performance was assessed. There was a negligible effect of fruit cold storage on calibration performance.
Currently, the agronomist lacks a cost-effective tool to rapidly assess fruit TSS in the field. Design parameters for such a tool were established, and several optical front ends compared for rapid, though invasive, analysis. Further, for visualisation of the spatial distribution of tissue TSS within a melon fruit, a two-dimensional, or hyper-spectral NIR imaging system based on a low cost 8-bit charge coupled device (CCD) camera and filter arrangement, was designed and characterised.
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Kers, Hagberg Anna. "À la recherche des facteurs de réussite au lycée : Apprentissage de langues en ligne au lycée - une étude." Thesis, Högskolan Dalarna, Franska, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-13851.
Full textAbstract:
The aim of this academic essay is to research into Distance teaching in language education at a comprehensive upper high school in a region in Sweden. Qualitative and quantitative studies are combined by using evaluation and interview methods with students who have completed their studies and with those who have decided to terminate them 2012/2013. The goals are to identify success factors and elements in devising and compiling on-line language courses thus eliminating failure by students unable / choosing not to complete courses. Present Distance teaching is mostly applicable for the already motivated students and research shows that measures can be taken to increase the percentage of successful and satisfied students.
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Vié-Cazals, Danielle. "La construction des filières dérivatives au lycée." Toulouse 2, 1998. http://www.theses.fr/1998TOU20015.
Full textAbstract:
Dans les lycées français d'enseignement général, le cursus scolaire est structuré en filières officiellement équivalentes mais en fait hiérarchisées, la filière scientifique occupant la position supérieure. En conséquence, les choix d'orientation des élèves (à l'issue de la classe de seconde) s'intègrent dans un double système de justification : justification, officielle, par les goûts et dispositions des élèves (littéraires, scientifiques, économiques), qui postule l'égalité dans la diversité des filières ; justification de fait (dont l'évocation est réservée en règle générale au propos privé) par les compétences scolaires globales des élèves, qui pose la filière scientifique comme la mieux à même de les certifier. Le discours et les pratiques des acteurs du lycée ne renvoient pas, cependant, à une plus grande facilité des filières littéraire et économique. Mais ils posent les curriculums correspondants comme fortement dotés en savoirs scolaires (lettres, philosophie, sciences sociales) qui seraient médiocrement contrôlables par l'école (médiocrement "enseignables") : parce que l'école n'est pas seule à les dispenser d'une part ; parce que, d'autre part, pour ces savoirs, l'évaluation des acquis est jugée moins fiable. En conséquence, l'échec dans ces filières est posé comme moins prédictible ; d'où leur rôle d'itinéraires dérivatifs pour certains élèves dont on hésite à autoriser le passage dans le cycle terminal des lycées. L'assignation du statut dérivatif à une filière, à travers les pratiques des acteurs, a pour contrepartie, de la part des professeurs qui y enseignent, un ensemble de tactiques d'adaptation visant à prendre en compte l'hétérogénéité des publics qu'ils accueillent. Ces tactiques ne correspondent pas à un allègement des savoirs requis, mais à leur élargissement ; ils s'enrichissent alors d'un desserrement implicite des normes d'évaluation qui contribue à les construire comme moins "enseignables"In the French secondary schools of general education, the course of study is based on a number of channels officially equivalent, even though they are actually hierarchical, science subjects ranking first. Consequently, streaming the pupils two years before they take their final examination becomes part of a twofold system of justification. First, an official justification in view of the pupils' tastes and natural aptitudes (for art subjects, science, economics) which assumes all channels to be equivalent though different. Second, a justification on a factual basis-generally reserved for insiders-view of the pupils' overall academic abilities, which assumes science subjects best fit for validating them. However, what the school community profess and does is far from reflecting any greater easiness of the literary and economic paths. They only hold the corresponding curricula fraught with academic knowledge (arts subjects, philosophy, social sciences) lying to a large extent beyond the control of the school (hardly "teachable". On the one hand, because school is note the one and only provider; on the other hand, because assessing the knowledge gained in those subjects is regarded as less reliable. As a consequence, failure in these subjects is supposedly more difficult to predict; hence, the role of these channels as "by-pass" routes for a number of students who are reluctantly admitted into the final cycle of secondary education. As a channel is assigned "by-pass" status, the teachers in charge adopt a series of adjustment tactics to cope with the widely mixed abilities of the pupils involved. These tactics do not result in simplifying the basic knowledge, but in widening its scope. As evaluation standards implicitly become more relaxed, it only results in the required knowledge being even less "teachable"