Dissertations / Theses on the topic 'Ressources secondaires'
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Huckel, Stahli Valérie. "Les psoralènes, interaction, mode d'action, effets secondaires et ressources naturelles." Nancy 1, 1996. http://www.theses.fr/1996NAN1A037.
Full textMocellin, Julien. "Ressources secondaires de métaux, valorisation par voie hydrométallurgique de résidus de sidérurgie pour la valeur en zinc, en manganèse et plomb." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0211/document.
Full textDuring the XIXth and XXth centuries, steel industry has been one of the main sources of wealth in France. However, ferromanganese manufacturing has produced huge quantities of wastes, for instance after blast-furnace gas washing. The residual sludge, containing high concentrations of zinc (Zn), manganese (Mn) and lead (Pb) (5 to 40 wt %), has been deposited in ponds, in the vicinity of steel-making plants. Since plant closure, these fields have been left untouched; some of them, like in Pompey (Lorraine) have been colonized by vegetation. These sites may be considered as a threat to health and environment and should be cleaned up. Nevertheless, with awareness of metal shortage, these ponds may be considered as deposits of secondary resources. This works aims at designing a hydrometallurgical process to extract Zn, Mn and Pb from these residues and recover them in a valuable form, while decontaminating the sites. At first, experiments have enabled us to determine the optimal conditions (acid concentration, duration, temperature, reactant addition, pulp density) to extract selectively Zn and Mn from the sludge and leave a Pb-rich residue. Then, Zn was recovered as ZnO or ZnS after precipitation or as Zn after electrowinning. Mn was recovered as MnCO3 at an acceptable purity. A technico-economic study has been done to assess the industrial interest of the process
Royer, Mathilde. "Étude des relations entre croissance, concentrations en métabolites primaires et secondaires et disponibilité en ressources chez la tomate avec ou sans bioagresseurs." Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0058/document.
Full textNowadays, limiting the use of pesticides is mandatory. A promising way for research deals with the environmental determinism of plant defence mechanisms, among others, production of secondary metabolites. The aim of my PhD work was to study the trade-off between growth and defence (primary vs. secondary metabolism) in healthy plant tissues or attacked by different pests, under different conditions of resources availabilities. We measured different growth parameters, C:N ratios of tissue, concentrations of main primary metabolites (simple carbohydrates, starch) and defence metabolites (chlorogenic acid, rutin, kaempferol-rutinoside and tomatine) on healthy or attacked tomato plant grown in hydroponic culture in greenhouse or phytotron. We observed that variations of total and resources C:N ratios were positively correlated to that of several defence compounds whatever their composition in carbon and nitrogen. Moreover, we showed that, during pests attack, concentrations of primary and secondary metabolites did not follow the same evolution, depending on their nature. Caffeoyl putrescine synthesis was strongly induced by P. syringae inoculation whereas chlorogenic acid concentration decreased. Inoculation of P. syringae induced a strong decrease of concentration of glucose and fructose whereas inoculation of P. corrugata enhanced their synthesis. We observed that a low N availability alters the development of P. syringae, P. corrugata and Tuta absoluta but promotes the development of B. cinerea. Our results showed that C:N ratio is a reliable indicator of the trade-off between growth and defence in the case of healthy plant. In attacked plant, the resources allocation between different metabolites varies with pests. And each pests reacts specifically to changes of N availability for the plant. Control of culture conditions appears to be a relevant agronomic tool to monitor the control of pests even if it is difficult to apply general rules to the interaction plant/environment/pests
Prins, Christian. "Échantillonnage, simulation et estimation des gisements secondaires de diamant." Phd thesis, École Nationale Supérieure des Mines de Paris, 2010. http://pastel.archives-ouvertes.fr/pastel-00780063.
Full textPrins, Christian. "Échantillonnage, simulation et estimation des gisements secondaires de diamant." Phd thesis, Centre de géosciences (Fontainebleau, Seine et Marne), 2010. https://pastel.hal.science/pastel-00780063.
Full textThe exploration for diamonds and the evaluation of secondary diamond deposits are challenging processes due to the lack of reliable data and/or the sparsity thereof. Continued effort is required to maintain an understanding of these types of deposits as they are explored, sampled and exploited. This thesis address and researches the following : - Demonstrate the clustering of kimberlites and determine the average size of kimberlite targets. - A classification tree was applied to exploration indicator minerals and a model using known kimberlite targets was built, then applied to new areas to identify kimberlite targets. - Marine environments with complex trapping mechanisms are difficult to sample. In some situations there is very little or even no grade information available but a sample optimisation study is required. A shaded pencil sketch is used and statistically manipulated to create simulations for use as a first approximation to optimise sampling. - Sample optimisation studies in deep water marine deposits are well suited to make use of the Cox process to create simulations. The discrete nature of diamonds require a minimum critical size for samples to be representative. Using Cox simulations, the effect of sample size on the accuracy of kriged blocks and panel results is researched. - In recent years, some tailings resources have become economical to remine. Optimal sample size and spacing of samples and a method to do local block estimates was developed and applied to a kimberlite tailings resource
Kerdivel, Gwenolé. "Occupation de l'espace et gestion des ressources à l'interface entre massifs primaires et bassins secondaires et tertiaires : l'exemple du Massif armoricain et de ses marges au Néolithique." Phd thesis, Université Rennes 1, 2009. http://tel.archives-ouvertes.fr/tel-00482886.
Full textKerdivel, Gwenolé. "Occupation de l'espace et gestion des ressources à l'interface entre massifs primaires et bassins secondaires et tertiaires : l'exemple du Massif armoricain et de ses marges au Néolitihique." Rennes 1, 2009. https://tel.archives-ouvertes.fr/tel-00482886.
Full textThis work approaches the question of the occupation of the space and the management of the resources between Armorican Massif and Paris or Aquitain Basin. It postulates that the characteristics of these two geologic entities were relevant as regards human settlement, which changed a lot during the Neolithic period. To achieve this study, I used methodological and statistical tools as for geography studies. After discussing the archaeological research, listing, observing and analysing the settlements, period after period, I will enhance the role of the cultural factors. Then, the relation of these settlements according to several physical criteria (topographical, hydrographical, geological, pedological) will be discussed, in particular to show various ways to manage resources unevenly distributed. As the study covers a huge territory (more than 62 000 km²), we can demonstrate that now the spatial distribution of the sample of available data (4201 settlements), although for a long time considered as only dependent on a state of the research, is also significant henceforth of a reality in prehistoric past. A proposition of model of populating for the whole Neolithic in the interface Armorican Massif / Paris or Aquitain Basin, is formulated. This one shows the acquisition of new strategies of subsistence, which would have become a reality by a progressive adaptation to environments more and more varied from the Early Neolithic to the Final Neolithic
Tarnaud, Laurent. "L'ontogenèse du comportement alimentaire du primate Eulemur fulvus en forêt sèche (Mayotte, Archipel des Comores) en relation avec le lien mère-jeune et la disponibilité des ressources alimentaires." Phd thesis, Université René Descartes - Paris V, 2002. http://tel.archives-ouvertes.fr/tel-00002804.
Full textAurelle, Didier. "Contacts secondaires naturels et artificiels chez la truite commune (Salmo trutta, L. ) des Pyrénées occidentales françqises : utilisation de marqueurs microsatellites pour la distinction de taxons faiblement différenciés." Montpellier 2, 1999. http://www.theses.fr/1999MON20087.
Full textDoumit, Farah. "Overcoming the challenges of securing secondary resources in circular economy projects : The case of anaerobic digestion." Electronic Thesis or Diss., Institut polytechnique de Paris, 2024. http://www.theses.fr/2024IPPAX051.
Full textThe challenges associated with securing secondary resources present a significant obstacle to the economic viability and operational feasibility of circular economy models, given their specific characteristics such as variability in quality and quantity, as well as the local dispersion of deposits held by different actors. This thesis explores the territorial organization of actors to address this empirical issue of securing secondary resources, which has been very little studied. To address this question, the research focuses on the case of territorial anaerobic digestion (AD). This case was chosen due to its integration of circular economy principles, the competition and regulatory complexities surrounding the use of biological resources, and the socially complex, multi-actor processes involved in implementing such projects. The methodology is comprehensive, relying on 70 semi-structured interviews, observation complemented by other secondary data. We opted for a longitudinal investigation into the development of four territorial AD projects. The analysis of these projects is based on an analytical framework we developed, grounded in three perspectives: governance, territory, and market emergence. These perspectives allow a better understanding of the dynamics involved in implementing circular economy initiatives. Analysis of the four case studies from these three perspectives highlights several findings. First, we identify a three-phase process for securing secondary resources, emphasizing the strategic approaches adopted by stakeholders to ensure the viability of AD projects. Second, we address the challenges of securing resources in emerging markets, where stakeholders develop tools and exchange modalities to define resource prices and secure supplies. Third, we highlight the importance of territorial proximities in local circular projects, discussing the dynamic role of public actors as facilitators. Finally, we analyze governance structures within AD projects, ranging from firm-centric models to collaborative approaches involving resource suppliers.This thesis mainly contributes to the literature on the circular economy by providing a strategic vision of the process of securing secondary resources in circular projects. The thesis also has managerial implications by offering insights into the governance mechanisms, territorial dynamics, and market arrangements that underpin successful circular economy initiatives
Michet, Florence. "Du CDI physique au CDI numérique : articulation des espaces documentaires réels et de l'offre numérique aux usagers." Thesis, Bordeaux 3, 2020. http://www.theses.fr/2020BOR30016.
Full textThis thinking process aims at perceiving the managerial, pedagogical and communication practices introduced by the school librarians in order to create links between the material and the digital school libraries. To the end, we have proceeded with a field survey in the south east of France : 41 school librarians (39 secondary school librarians and 2 high school librarians). Our investigation is organized in two successive periods : an exporatory study followed by a semi-structured interview. The established data has been analysed « step by step », relating the important moments of the participants : those which prove the routine and those which seem unusual. We have compared the words meaning, selecting the reccuring rationales in order to define the conjonctural and particular trends in some schools, leading to a double level. The school librarians appropriate digital tools according to their needs, possibilities and resources in absence of regulatory requirements. They are also constrainted by the school libraries, real documentary spaces they depend on. The current studies are interested in the purely pedagogical or digital aspects but they rarely connect the two facets. Therefore, how may the school librarian, torn between the institutional ordinances and the particular professional necessity, offer a service that could really and efficiently respond to the needs of the users considering its general management ?
Loffreda, Magali. "L'activité d'organisation des ressources éducatives par les enseignants." Thesis, université Paris-Saclay, 2021. http://www.theses.fr/2021UPASK003.
Full textTeaching relies on a number of resources necessary for the preparation of lessons. The way they circulate is a challenge for those working in the field of education. The evolutions linked to the development of digital technologies also raise, in an increasingly pressing manner, the question of their organization. Our thesis studies these organizational practices. A multidimensional analytical framework articulating the macro, meso and micro levels has been developed in order to apprehend this activity by taking into account the socio-historical context in which it is deployed. It allows us to reveal the relationships and tensions between these three levels. On the theoretical level, it has been developed and enriched by the contributions of various academic works carried out in the fields of educational sciences, information and communication sciences, organizational sciences, and the history of knowledge, sciences and technologies. It has enabled us to develop a network of concepts that shed light on our subject. Methodologically, we have used this framework to conduct empirical investigations based on qualitative methodologies. These have led to the development of three corpora. Two corpuses are based on teachers' discourses. The first is the result of an ethnographic investigation in a high school. The second is based on elements of discourse from teachers’ network websites concerning the organization of resources and the mobilization of management tools. The last corpus is based on an analysis of the offer of digital tools and services for the organization of resources, or presenting functionalities dedicated to the organization of resources. Finally, we undertook the development of two glossaries to embrace the key notions and concepts used in this research. Our analyses underline the complexity of the resource organization activity. The latter is based on several actions relying on a vast hybrid tooling (paper and digital) and manifesting itself through forms of do-it-yourself. It also covers several dimensions: practical, affective, biographical and intimate. Our thesis shows that this activity, which could be thought of as trivial and secondary, plays on the contrary an important role in the process of appropriation and construction of knowledge, and that it is through this process that teachers can be ressourcefullness, and thus build and establish their legitimacy as professionals in the making and in development
Nongni, Siake Gael. "Intégration des ressources documentaires numériques dans la planification de l'enseignement de la statistique par des futurs enseignants au secondaire." Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/38214.
Full textIn many countries, the textbook is both the student's book and the teaching guide. It is the main resource for planning educational tasks (Lepik et al., 2015, Bjarnadóttir, 2018). However, Belinga (2009) observes that the content of some Cameroonian textbooks does not take into account the social context. This is why teacher training in terms of context and content to be taught remains a major challenge in an education system (Balhan et al., 2019, Ben-Zvi and Makar, 2016, Djeumeni, 2015, Proulx and Bednarz, 2010). Thus, we invited secondary school pre-service teachers to explore a directory of digital resource materials to enrich the statistical content of the textbook. We sought to understand how they orchestrate information from documentary resources during anticipatory activities prior to planning. An articulation between several theoretical frameworks and concepts allowed to develop an approach that could contribute to study the anticipatory activities of the trainees. This framework derives from the documentary approach of didactics (Gueudet and Trouche, 2008) and epistemological stances (DeBlois and Squalli, 2002, Deblois, 2012). The didactic experimentation that we put in place during a six-month period involved three statistical contents to be taught in secondary school: the average, the standard deviation and the statistical diagrams. The results of this work provide an added value to the documentary approach of didactics through the study of the influence of the epistemological stances adopted by trainees during their anticipatory activities. Thus, it appears that the trainees choose their documents based on arrangement variables characterized by a tension between the stances of the former student and the teacher. Trainees' concerns about the choice of context for students seem to be influenced by their experiences as former students. This justifies the predominance of the context related to students' grades in all of the completed planning. The study of statistical content and interactions between trainees contributed to the emergence of the stance of the university student. Indeed, the trainees valued and mobilized the knowledge of training in statistics education and improved their understanding in the statistical knowledge at stake. The teaching stance emerges when studying the variables related to the nature of the data. It manifests itself when trainees plan the teaching of the concepts in play in many ways in order to target students' understanding and interpretation. However, the trainees do not anticipate the tasks making it possible to value the use of meaningful data such as those derived from daily reality and those collected by the students. This seems to have reduced the anticipation of tasks anchored on the development of statistical reasoning in students.
Bignoumba, Guy-Serge. "La pêche maritime au Gabon : contribution à l'étude géographique d'une activité secondaire : dans un pays tourné principalement vers l'exploitation de ses ressources continentales." Nantes, 1995. http://www.theses.fr/1995NANT3004.
Full textGabon is a country with a wide range of natural resources (wood, oil, manganese, uranium. . . ) Which are at the basis of its economy. It is in that context, however favourable, that sea-fishing (organized around a coastal and deep sea activity) is relegated to a marginal role in spite of undeniable assets. This situation is mainly due to cultural factors impediments (the gabonese have no maritime tradition or culture) and the result of an economic policy based on the exploitation of raw materials with a view to export them. That is what this study tries to show through the description, the explanation and the analysis of the gabonese fishing space. In fact, this thesis is a call for a better development of the biological resources of the sea is indispensable in the struggle for seil-sufficiency in terms of food
Pétry, Hélène. "Ressources de la toile et ressources du réseau : les pratiques numériques de lycéens de quartiers populaires de Rio de Janeiro et de région parisienne." Paris, Institut d'études politiques, 2012. http://spire.sciences-po.fr/hdl:/2441/7o52iohb7k6srk09n20p089r8.
Full textThis study tackles high-school students’ uses of the Internet and cell phone in low-income neighborhoods of Rio de Janeiro and the Paris region. It aims to identify if these « deterritorialized » practices provide cultural and social capital the teenagers would not have access to in their schools and neighborhoods or through traditional media. Teenagers’ cultural practices have gained a new visibility with their posting on social networking websites such as Facebook, where cultural legitimacy is more and more based on content production rather than consumption. Most school-oriented digital practices are information searches, but the participatory web culture conflicts with the school culture. In the end, digital practices have little impact on these teenagers’ academic capital, but they do help them to enhance their employability through « other skills » such as IT skills and foreign languages. However the majority of teenagers digital practices consist in social interactions. In both cities, digital communications encourage similar patterns, such as spatial mobility or digital contact with « strangers ». But they are also shaped by local social norms : the French communicate mostly with other teenagers, while the Brazilian focus on family. In addition, getting digital increases and diversifies social networks, especially for those who are geographically mobile, while it also encourages strong ties by offering a space for intimate conversations away from peers and family
Villeneuve, Nadya, and Nadya Villeneuve. "Usages des contenus numériques en orientation scolaire et professionnelle auprès des élèves du secondaire." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37844.
Full textPlusieurs spécialistes de l’orientation interviennent auprès d’une population adolescente, caractérisée par son utilisation multiple et fréquente d’Internet et des médias sociaux (Thoër et Millerand, 2017; CEFRIO, 2017). Or, quoique les sites web et Facebook des écoles offrent un environnement scolaire numérique avec des possibilités pour l’orientation scolaire et professionnelle (OSP) auprès des jeunes, leur usage reste à ce jour relativement peu documenté. Notre recherche s’intéresse aux usages numériques en OSP en milieu scolaire. Autant le rôle de l’OSP au sein du Programme de formation de l’école québécoise (OCCOQ, 2013; MELS, 2007) que l’influence des interactions communautaires dans les intentions d’avenir des jeunes (Law, 1981) servent de cadre de référence pour comprendre ces usages. L’objectif principal de cette recherche qualitative est d’explorer les usages des sites web et Facebook en OSP au sein d’une commission scolaire francophone et de ses établissements d’enseignement secondaire au Québec. Treize sites web (547 éléments web) et treize sites Facebook (1531 publications) d’une commission scolaire ont fait l’objet d’une analyse documentaire rigoureuse. Les résultats de la recherche indiquent que, pour les sites web et les sites Facebook, l’OSP se fait rare, sous-exploite les possibilités qu’offrent les sites, vise une population principalement adulte et offre très peu de visibilité. Les analyses permettent de dégager trois principaux constats : l’OSP tirerait profit à occuper l’environnement numérique scolaire auprès des jeunes, les formateurs auraient avantage à offrir de l’accompagnement aux professionnels de l’orientation et les spécialistes de l’orientation auraient intérêt à adopter une posture éclairée devant l’usage du numérique.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Many school counsellors work with a youth population that makes varied and frequent use of the internet and social media (Thoër & Millerand, 2017; CEFRIO, 2017). Although web sites and Facebook available in schools offer young people a digital environment with possibilities for educational and career development (ECD), their utilization is not yet widely documented. Our research interest is the use of digital resources for ECD in the school environment. The role of ECD in the Quebec school system’s program of education (OCCOQ, 2013; MELS, 2007) as well as the influence of community interactions on young people’s plans for their future (Law, 1981) serve as terms of reference for understanding their use. The main objective of this qualitative research is to explore the use of web sites and Facebook for ECD in secondary schools in a Quebec French school board. Thirteen web sites (547 web elements) and thirteen Facebook sites (1531 publications) from one school board were the subject of a rigorous documentary analysis. The results of this research indicate that ECD is rare on websites and Facebook sites, that it underutilizes the potential of the sites, that it is directed mainly towards an adult population and that it has very little visibility. The analysis provides three main findings: ECD would benefit from occupying the digital environment available to young people, training should be available to accompany guidance professionals in their use of digital media and school counsellors should adopt a positive posture towards these methods and towards the digital environment.
Kazakou, Elena. "Vie, mort et décomposition des feuilles d'espèces de succession secondaire méditerranéenne : vers une intégration de la gestion des éléments minéraux par les végétaux." Montpellier 2, 2006. http://www.theses.fr/2006MON20041.
Full textThe main aim of this work is to determine the links between the processes occurring before, during and after leaf senescence. Two experiments were set up: one in a gradient of an old-field succession and a second one in a common garden experiment, where 18 species characterising the three stages of this succession were transplanted in two fertilisation levels. Our results demonstrate that leaf life span and nutrient resorption efficiency are two important and alternative strategies of nutrient conservation. Litter decomposability is successfully predicted by some traits of green leaves, especially those describing leaf robustness (leaf dry matter content, leaf tensile strength and leaf resistance to fracture). The leaf economic spectrum describing nutrient use in plants was found across species differing in successional stage. Species from early succession with high resource acquisition rates are replaced during succession by species which tend to conserve resources efficiently, the latter tending to produce leaves with low decomposition rates. Finally, in order to scale up from species to the ecosystem functioning, we propose to use leaf dry matter content as a functional marker of litter decomposability
Nguyen, Thi Hong Thai. "Outils de partage en ligne des ressources pour l'enseignement : une analyse au Vietnam." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2012. http://tel.archives-ouvertes.fr/tel-00749564.
Full textGueudet, Ghislaine. "Entrée à l'université / Ressources en ligne. Eclairages théoriques et actions didactiques dans deux champs de recherche en didactique des mathématiques." Habilitation à diriger des recherches, Université Paris-Diderot - Paris VII, 2008. http://tel.archives-ouvertes.fr/tel-00349254.
Full text- l'entrée à l'université, et en particulier les difficultés que pose l'enseignement de l'algèbre linéaire au début de l'université ;
- l'emploi de ressources en ligne pour l'apprentissage et l'enseignement des mathématiques à tous les niveaux scolaires, et en particulier de ressources du type « bases d'exercices en ligne ».
Dans le premier chapitre, je montre comment différentes perspectives de recherche amènent à s'intéresser à différents types de difficultés des étudiants novices, à identifier diverses causes pour celles-ci, et à suggérer différents moyens d'action didactique à l'entrée dans le supérieur, pour le cas de l'algèbre linéaire en particulier.
Le deuxième chapitre porte sur le thème des ressources en ligne. Mes recherches ont concerné plusieurs facettes de ce thème : l'analyse didactique des ressources ; la question des comportements et des apprentissages des élèves ou étudiants travaillant avec de telles ressources ; enfin les conséquences de l'emploi de ces ressources sur les pratiques des enseignants. J'expose en particulier les apports complémentaires d'analyses en termes de contrat didactique et d'approche instrumentale. Pour le professeur, la nécessité d'une prise en compte globale des ressources susceptibles d'intervenir dans son activité professionnelle m'a conduite à prendre part au développement d'une approche théorique spécifique, introduisant la notion de genèse documentaire.
Je présente enfin dans un troisième chapitre mes perspectives de recherche, dans lesquelles l'étude des genèses documentaires constitue un axe majeur.
Ratinaud, Pierre. "Les professeurs et Internet : contribution à la modélisation des pensées sociale et professionnelle par l'étude de la représentation professionnelle d'Internet d'enseignants du secondaire." Toulouse 2, 2003. http://www.theses.fr/2003TOU20062.
Full textThis study is about the professional representation of Internet in a secondary school teachers' sample. With the operationalization of a social thinking model, it shows the importance of a utopian or counter-utopian thematization of Internet on representation, attitudes and declared practises about Internet. With a professional thinking model, it shows the specificity of this representation in a professional evocation context. The representation is here congruent with declared practises, in majority oriented towards documentary search with pupils. These both models, laying on a non-pejorative sense of ideology and utopia, allow to interpret the professionalization process and to consider it partly as an acculturation, meaning a (trans)formation of a representation system for its adaptation with a culture coming within a social and institutional reality
Vezeau, Josianne. "La complexité syntaxique et l'efficacité argumentative dans des textes d'opinion argumentée produits par un élève sourd du 1er cycle du secondaireh[ressource électronique] : étude de cas." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34742.
Full textSokola, Bruno. "Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine." Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Full textOur work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
Coulaud, Marie. "Evaluer la compréhension des concepts de mécanique chez des élèves de seconde : développement d'outils pour les enseignants." Lyon 2, 2005. http://theses.univ-lyon2.fr/documents/lyon2/2005/coulaud_m.
Full textThe aim of this work was to elaborate a reflection about students' knowledge assessment, taking into account both studies about evaluation and studies about learning, especially learning Mechanics. We also wanted to produce concrete tools (exercises and associated comments) which could be used by high school teachers and which were related to an existing Mechanics teaching sequence. This sequence was previously developed by our research team. We used an Internet website to provide Physics teachers with the different assessment tests. In order to design these tests, we analyzed the knowledge involved in the teaching sequence. The various observed pieces of knowledge have been assessed in various situations so that we could measure the consistency in pupils' written answers. We also used research works about pupils' conceptions. We finally used learning hypotheses that were used for the design of the teaching sequence. Using this methodology, we designed 4 tests, containing 16 exercises, which were given to 3 classes at the end of each part of the teaching sequence. The last test (summative test) was given to 10 more classes. We statistically analyzed the pupils' written answers. In order to validate the written answers as a good indicator of pupils' understanding, we interviewed a few pupils after they answered to the test. The oral answers strengthened most of the time the analysis made using written answers. Moreover these oral interviews were a rich source of information for understanding the influence of the assessment situation on pupils' written answers. Some short extracts of these videoed interviews were selected in order to give teachers information about various points such as: influence of the didactical contract, resolution order, link with what was done in classroom. .
Batt, Marie. "Les effets de l’engagement par le brouillon sur des scripteurs au collège." Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21918/document.
Full textWhen a professor of french encourages a student to produce a draft, at first, he looks for to act on the writer’s behavior by producing a writing which leads him to carry out a revision of its text. It is then an action that is expected : the one of a review of the writings which materializes under the stroke of erasures. The purpose of a draft don’t stops here. It concerns as much the writer’s attitudes by facing a text that is not in form of a final writing or a dictation deriving from inspiration’s sources but as a work, as an elaboration. This study, through the commitment theory attempts to cover the behavioral and cognitive consequences linked to the completion of a draft. For that purpose, the analysis based on the kind of the erasures covers the drafts of 253 writers pertaining to the 6th and 3rd classes. Besides, a questionnaire gives information about the appearance of cognitive effects. The results either show the commitment situation, the problematic aspects raised by the redaction and the draft or the behavioral and cognitive effects characteristics depending on the writer’s expertise
Smirnova, Maria. "Contrats de travail et problèmes d'allocation des ressources dans les universités russes - Une approche en termes des modèles multitâches." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2010. http://tel.archives-ouvertes.fr/tel-00510024.
Full textTufféry-Rochdi, Chantal. "Les ressources au cœur des pratiques des professeurs de mathématiques : le cas de l'enseignement d'exploration MPS en seconde." Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0010/document.
Full textOur questioning emerges from the establishment of a new teaching, called Scientific Methods and Practices (MPS), as part of the French high school reform in 2010. This multidisciplinary teaching, which aims to initiate pupils to a scientific approach, leds mathematics teachers to question and to change their practices. We propose to analyze these changes in terms of resources and the way teachers work on these resources. We retain two approaches: the double approach didactic and ergonomic of the teaching practices (Robert, 2010a; Rogalski, 2010) and the documentational approach of didactics (Gueudet et Trouche, 2010). Our research is conducted from observations of mathematics teachers involved in MPS and engaged in different disciplinary and multidisciplinary collectives. These observations are supplemented by interviews with colleagues in other disciplines. We also performed a study of resources available for one of the themes proposed. This study is part of the research program ReVEA (Living Resources for Teaching and Learning), supported by the ANR. Our thesis aims to show the impact of resources and lack of resources from understanding the prescribed task to the effective task, and also the impact of the different collectives in which the mathematics teacher is involved. It questions as well the effects of this work on professional development, especially regarding the inquiry-based science teaching
Schaeffer-Lacroix, Eva. "Corpus numériques et production écrite en langue étrangère. Une recherche avec des apprenants d'allemand." Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00439095.
Full textFumo, Paulino Paulo. "Referenciaçao e construçao argumentativa em produçoes escritas em português de alunos moçambicanos do ensino secundario : estudo de caso = Référenciation et construction argumentative dans des productions écrites en portugais d'élèves mozambicains de l'enseignement secondaire : étude de cas." Thesis, Paris 8, 2017. http://www.theses.fr/2017PA080061.
Full textThis thesis proposes an analysis of the contribution of linguistic, declarative and textual resources to the construction of meaning and argumentation in Portuguese written texts by students in two Mozambican secondary schools: Moamba Secondary School and Josina Machel Secondary School in Maputo. The choice of this subject of study is justified by the manifest overvaluation of rhetorical vision of the construction of argumentation (thesis-arguments) to the detriment of a semantic-pragmatic vision based on linguistic-discursive resources in the Mozambican secondary education. Therefore, this study aims to give a theoretical and analytical contribution, seeking to encourage teachers to take into account the complexity of these resources in addressing argumentation, both in their own training as well as in their teaching career. Theoretically, the study fits in the Argumentation Discourse Theories and it is based on previous studies on linguistic aspects (contents of the oral, lexical repertoire, syntactic, morphological and syntactic structures), declarative (subjectivity, polyphony, deixis, linguistic modalities) and textual (recoveries anaphoric, thematic progression, connectivity, referencing and textual organization). The analyses made here lead to the conclusion that in the thread of theses and arguments for the construction of argumentation participate and collaborate with sets of declarative, linguistic and textual resources which cannot be neglected in the study of argumentation, especially in a specific education context, which seems to be the case in the Mozambican school. At the same time, the analyses show that there are individual characteristics of written text production in each of the schools studied, which seem to stem from the sociolinguistic profile of the students
A presente tese propõe uma análise do contributo de recursos linguístico-enunciativos e textuais para a construção de sentido e da argumentação em produções escritas em português de alunos do ensino secundário geral de duas escolas moçambicanas: Escola Secundária de Moamba e Escola Secundária Josina Machel de Maputo. Justificado pela manifesta sobrevalorização, no ensino secundário geral moçambicano, duma visão retórica de construção da argumentação (tese-argumentos) em detrimento duma visão semântico-pragmática baseada em recursos linguístico-discursivos, este estudo pretende dar um contributo teórico e analítico, procurando incitar os professores a tomarem em conta a complexidade desses recursos na abordagem da argumentação, tanto na sua própria formação como na sua actividade docente. Do ponto de vista teórico, o estudo enquadra-se em Teorias da argumentação no discurso e apoia-se em estudos sobre aspectos linguísticos (índices do oral, riqueza lexical, estruturas sintácticas e morfo-sintácticas), enunciativos (subjectividade, polifonia, deixis, modalidades linguísticas) e textuais (retomas anafóricas, progressão temática, conectividade, referenciação e organização textual). As análises efectuadas conduzem-nos à conclusão de que no encadeamento de teses e argumentos para a construção da argumentação participam e colaboram recursos linguísticos, enunciativos e textuais diversos que o estudo da argumentação não pode negligenciar, sobretudo num contexto de ensino específico, como parece ser o caso na escola moçambicana. Paralelamente, as análises permitem-nos constatar que existem características particulares da produção escrita de cada um dos estabelecimentos de ensino estudados, que decorrem do perfil sociolinguístico dos alunos
Fumo, Paulino Paulo. "Referenciaçao e construçao argumentativa em produçoes escritas em português de alunos moçambicanos do ensino secundario : estudo de caso = Référenciation et construction argumentative dans des productions écrites en portugais d'élèves mozambicains de l'enseignement secondaire : étude de cas." Electronic Thesis or Diss., Paris 8, 2017. http://www.theses.fr/2017PA080061.
Full textThis thesis proposes an analysis of the contribution of linguistic, declarative and textual resources to the construction of meaning and argumentation in Portuguese written texts by students in two Mozambican secondary schools: Moamba Secondary School and Josina Machel Secondary School in Maputo. The choice of this subject of study is justified by the manifest overvaluation of rhetorical vision of the construction of argumentation (thesis-arguments) to the detriment of a semantic-pragmatic vision based on linguistic-discursive resources in the Mozambican secondary education. Therefore, this study aims to give a theoretical and analytical contribution, seeking to encourage teachers to take into account the complexity of these resources in addressing argumentation, both in their own training as well as in their teaching career. Theoretically, the study fits in the Argumentation Discourse Theories and it is based on previous studies on linguistic aspects (contents of the oral, lexical repertoire, syntactic, morphological and syntactic structures), declarative (subjectivity, polyphony, deixis, linguistic modalities) and textual (recoveries anaphoric, thematic progression, connectivity, referencing and textual organization). The analyses made here lead to the conclusion that in the thread of theses and arguments for the construction of argumentation participate and collaborate with sets of declarative, linguistic and textual resources which cannot be neglected in the study of argumentation, especially in a specific education context, which seems to be the case in the Mozambican school. At the same time, the analyses show that there are individual characteristics of written text production in each of the schools studied, which seem to stem from the sociolinguistic profile of the students
A presente tese propõe uma análise do contributo de recursos linguístico-enunciativos e textuais para a construção de sentido e da argumentação em produções escritas em português de alunos do ensino secundário geral de duas escolas moçambicanas: Escola Secundária de Moamba e Escola Secundária Josina Machel de Maputo. Justificado pela manifesta sobrevalorização, no ensino secundário geral moçambicano, duma visão retórica de construção da argumentação (tese-argumentos) em detrimento duma visão semântico-pragmática baseada em recursos linguístico-discursivos, este estudo pretende dar um contributo teórico e analítico, procurando incitar os professores a tomarem em conta a complexidade desses recursos na abordagem da argumentação, tanto na sua própria formação como na sua actividade docente. Do ponto de vista teórico, o estudo enquadra-se em Teorias da argumentação no discurso e apoia-se em estudos sobre aspectos linguísticos (índices do oral, riqueza lexical, estruturas sintácticas e morfo-sintácticas), enunciativos (subjectividade, polifonia, deixis, modalidades linguísticas) e textuais (retomas anafóricas, progressão temática, conectividade, referenciação e organização textual). As análises efectuadas conduzem-nos à conclusão de que no encadeamento de teses e argumentos para a construção da argumentação participam e colaboram recursos linguísticos, enunciativos e textuais diversos que o estudo da argumentação não pode negligenciar, sobretudo num contexto de ensino específico, como parece ser o caso na escola moçambicana. Paralelamente, as análises permitem-nos constatar que existem características particulares da produção escrita de cada um dos estabelecimentos de ensino estudados, que decorrem do perfil sociolinguístico dos alunos
Jones, Laura. "Die urheberrechtliche Haftung von Intermediären im Rechtsvergleich." Electronic Thesis or Diss., Paris 1, 2019. http://www.theses.fr/2019PA01D023.
Full textPrimary infringers of copyright often remain anonymous on the Internet. Hence, copyright holders have turned their focus towards intermediaries in order to obtain the blockage of infringing content or damages. There is, however, not one single legal basis for their claims. "Intermediaries' liability" rather consists of different provisions, some at international or European, some at national level. This thesis shows that the legal regime of intermediaries' liability consists of three main pillars: primary liability for communicating a work to the public (art. 3 of the lnfosoc-Directive), secondary liability for violating a duty of care (national law) and (blocking) injunctions (art. 8 § 3 of the Infosoc-Directive). Their interpretation by the CJEU and their national implementations are, however, not adapted to one another. After examining the legal regimes in the European Union, France, Germany and the United Kingdom, the present thesis thus suggests a restructured system following an economic approach. It focusses on the intermediary's proximity to the primary infringement. Platforms that build their operating principles upon illegal actions of their users and exploit these infringements are close enough to the illegal contents. Their actions are hence considered a communication to the public. Intermediaries that operate desirable business models can, on the other hand, only violate copyright on a secondary level by infringing duties of care. These duties typically arise within a "notice and take down" or "notice and action" procedure. Thirdly, intermediaries that merely provide the Internet infrastructure can only be held accountable by the means of injunctions
Drouin, Huguette. "Les modes de coopération entre les services des ressources éducatives et les écoles dans deux commissions scolaires dans un contexte de fusion organisationnelle." Thèse, 2005. http://hdl.handle.net/1866/17819.
Full textBoutonnet, Vincent. "Les ressources didactiques : typologie d’usages en lien avec la méthode historique et l’intervention éducative d’enseignants d’histoire au secondaire." Thèse, 2013. http://hdl.handle.net/1866/10105.
Full textHistory textbooks are mainly analyzed for their content and quality but not for their real use in classrooms. This thesis aims to describe and analyze how high school history teachers in Quebec use textbooks and other instructional resources. The issue is to know what is going on into classrooms since the new curriculum is in effect and how teachers’ beliefs influence their practices related to the development of historical method skills. This work describes the teaching practices according to their educational intervention, learning resources used and the student’s activities during class. The data was collected with an online survey (n= 81), classroom observations and interviews (n= 8) with the participants. Teachers often use textbooks, but are not automatically led by its content or exercises. Workbooks or teacher’s narrative seem to mainly structure their interventions. Yet, the belief system about teaching and learning history more specifically leads teachers to use textbooks in a traditional way or in a way that fosters historical method. To describe these various uses, the thesis proposes a typology that distinguishes the different modalities put in place to use learning resources and perform historical method. Three main types are described: intensive, extensive and critical. A fourth type was added in order to better explain the different teaching practices encountered: extensive-methodical. The latter type is explained by a teaching practice that combines extensive and critical types related to the needs of the teacher. The thesis points out the persistence of transmissive and teacher-centered pratices limiting authentic historical method exercise while curriculum aims a constructivist way and that more learning resources are available for teachers.
Barry, Souleymane. "Analyse des ressources mises à contribution par enseignant et chercheur dans l'élaboration de scénarios d'enseignement en dénombrement visant le développement de la modélisation en secondaire I." Thèse, 2009. http://www.archipel.uqam.ca/2218/1/D1799.pdf.
Full textDelêtre, Marc. "The ins and outs of manioc diversity in Gabon, Central Africa: A pluridisciplinary approach to the dynamics of genetic diversity of Manihot esculenta Crantz (Euphorbiaceae)." Phd thesis, 2009. http://tel.archives-ouvertes.fr/tel-00623219.
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