Tesis sobre el tema "Groupes secondaires"
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Kabissa, Imed. "Résultat du traitement par la lamivudine chez trois groupes de patients atteints d'hépatite chronique virale B : non greffés, greffés hépatiques et greffés rénaux". Bordeaux 2, 2000. http://www.theses.fr/2000BOR23065.
Dubois, Nicole. "La formation des attitudes politiques dans un groupe social : le cas des enseignants du secondaire". Lille 1, 1993. http://www.theses.fr/1993LIL12009.
Teachers show a comparatively high interest in politics and most of them vote for the leftwing : which founder myths belong to the subjective world of the teachers in the secondary education ? which part is due to the individual, which part is due to the group, in the keeping of the political tradition associated with this particular sphere? so many questions that neither the recourse to history nor the study of the sociological constituting of the teaching profession, essentiels as their contributions are, suffice to clear up. The investigation, conducted among 56 teachers by means of no directing interviews, plays at once a great part in the knowledge of this social group : the qualitative analysis of the symbolic organisations in force in the teaching spere makes apparent four logics of perceptions, revealing the different teaching subcultures and sensibilities, and beyond which a common trunk of attitudes is taking shape. But the research also runs over the wider field of the political socialization, asking the question of the process of the formation, the transformation, and the handing down of symbolic systems : the study of the political itineraries emphasizes the importance of the prime socialization
Veschambre, Vincent. "Les professeurs du secondaire public : Essai de géographie d'un groupe social". Caen, 1994. http://www.theses.fr/1994CAEN1139.
This geographical study is firmly rooted in the field of social science, and contributes to the study of groups. It seeks to identity the social position of teachers in the state secondary school system by looking at the way they use the space in which they evolve and to verify their existence as a group with reference factors of group identity which have a spatial nature. It is important to define this teaching body upon which the quality of education depends. Having indicated what draws the teachers together, and what divides them, with reference to the inception and establishment of the secondary teaching body, we consider the professional aspect of their use of space. We describe the geography of recruitment, of first appointments and of subsequent transfers. The distance between geographical origins and appointments, the ensuing career mobility and the importance attached to the question of transfers are considerations of a spatial nature which characterise the teaching group in question. Secondly, we interpret mobility in a teaching career in terms of strategy: having described the constraints of professional localization, and the rules governing transfer, we can identify the way in which teachers seek to reproduce, or better, their original social position, through their choice of place of residence, and of work. In the development of their spatial strategy, the importance that teachers attach to cultural pursuits, to their children's schooling, and to their becoming householders, sets them apart from other professionally active people. Men and women teachers do not, however, share the same priorities. Similarly, teachers' relations to mobility differ according to their level of promotion and social origin
Deshaies, Michèle. "Gérer le stress de l'évaluation dans un groupe-classe de niveau secondaire". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26190.pdf.
Ould, Dickeh Mohamed Vall. "Les problèmes de mise en oeuvre des activités expérimentales en situation de grands groupes dans l'enseignement des sciences physiques en Mauritanie niveau secondaire". Cachan, Ecole normale supérieure, 2002. http://www.theses.fr/2002DENS0012.
Yelnik, Catherine. "Discours de professeurs sur le groupe : une approche clinique du rapport au groupe". Paris 10, 2003. http://www.theses.fr/2003PA100127.
Starting from the observation that teachers in secondary schools usually have problems with groups of pupils, the object of this thesis is to understand how they think, imagine, groups, what constitutes their relation to groups. Studies about groups are first presented in the light of pedagogy and psychoanalysis. The method of research consists in clinical interviews (unstructured), entirely recorded and transcribed. The thesis presents the analysis of the singular discourse of ten teachers, with reference to psychoanalysis as a theory of the psyche. The last chapter puts to light some dimensions of the way the teachers who were interviewed relate to groups and on some dimensions of the way the teachers who were interviewed relate to groups and on some specific aspects of classes as groups in the school world
Gomatos, Léonidas. "Résolution de problèmes de physique en petits groupes : apports et difficultés". Paris 7, 1996. http://www.theses.fr/1996PA070088.
This research work refers to verbal interactions between students who solve physics problems in groups. The principal interest is the evolution of problem representation of students during the solution and the possibilities of didactic intervention in this evolution. Two experiments are designed and realised. One concerns a class of tenth grade students of a senior high school in athens. The students of this class solve problems in mechanics in groups during a whole school year. The other is realised in a class of 16 years old students in the technical school of sparta. The domain this time is elementary thermodynamics. An intermediate symbolism is introduced in this class in order to facilitate the elaboration of problem representation of students who solve in groups. Through an analysis, chiefly qualitative, of verbal interactions the following points are supported : students who solve in groups are generaly coherent and they exploit the multitude of verbal exchanges during the group discussion but the synthesis of the various ideas is not systematically facilitated. The intermediate symbolism helped the communication between the members of the group and it seems to be a potential means of support of the collective solution
Lukasik, Stéphanie. "La reformulation de la figure du leader d'opinion au prisme de la réception de l'information des jeunes adultes via les réseaux socionumériques". Electronic Thesis or Diss., Aix-Marseille, 2021. http://www.theses.fr/2021AIXM0124.
Social-digital networks are linked to the user-receiver activity theorized by the Columbia school. The link between the media system and the social system that the Columbia school anticipated seems all the more relevant with the collect of information via social networks. Henceforth, the media must reckon with social networks and consequently with users-receivers. By sharing information, each user-receiver can become a short-term opinion leader. The one-off act of sharing materializes this new filter which symbolizes the passage to the second step flow of communication. Sharing is therefore the circumstantial reification of personal influence which transforms the user-receiver into an opinion leader. In this 2.0 user-receiver model of the new media digital-social networks ecosystem, 2.0 opinion leaders can be compared to opinion sharers. In order to understand the situations of opinion influence at work in circulation and reception activities, the information filter processes will be studied by taking up the structural elements of the model proposed by the Columbia school. We are interested in what "real people of everyday life" choose and do with media on social-digital networks, like the Columbia school which was interested in the people's choice and in particular in the part played by people in the flow of mass communications. The objective of this research is thus to transpose this Columbia model to the context of social-digital networks in order to update it and redefine, within it, the notion of opinion leader whose acceptance has been altered.Our contribution is therefore that of a social analysis of human communication of information via social-digital networks
St-Germain, Johanne. "La visualisation : une application de la psychosynthèse auprès de groupes-classes de 2e et de 4e secondaire". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ49068.pdf.
St-Germain, Johanne. "La visualisation : une application de la psychosynthèse auprès de groupes-classes de 2e et de 4e secondaire /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2000. http://theses.uqac.ca.
Boissonneault, Geneviève. "Pratiques d'éducation à la carrière pour école orientante: opinions de futurs enseignants du secondaire". Sherbrooke : Université de Sherbrooke, 2000.
Froge, Anne-Christine. "Thérapeutiques antiémétiques préventives en cancérologie : évaluation des recommandations du comité du médicament du groupe hospitalier Pitié-Salpêtriere". Paris 5, 1998. http://www.theses.fr/1998PA05P108.
Bouchard, Jeanne. "Le théâtre religieux en animation pastorale scolaire au secondaire /". Thèse, Montréal : Université de Montréal, 1990. http://theses.uqac.ca.
"Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade Maître es arts (M.A.) en théologie "études pastorales"" CaQCU Bibligr.: f. x-xxii. Document électronique également accessible en format PDF. CaQCU
Croset, Grégoire. "La dynamique de groupe dans l’enseignement du français langue étrangère (FLE) au lycée en Suède : Problématique de la participation orale au sein des groupes informels et restreints". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-61953.
Josso, Anne. "Entre prescriptions institutionnelles et nouvelles formes d'engagement : le travail collectif des enseignants du second degré". Nantes, 2011. http://www.theses.fr/2011NANT3003.
Bluteau, Serge. "Les paradoxes du travail en équipe dans l'enseignement secondaire : l'exemple des professeurs d'éducation physique et sportive". Paris 1, 1999. http://www.theses.fr/1999PA010584.
The team work of teachers is a very present theme in the thougts and speeches of politicals in charge of the French school system and of searchers in education. Among school matters of the secondary level, physical education may be considered as pertinent, for many reasons, to carry out a study of this particular social fact. In this piece of research, the representations of the actors of physical education about the idea of working as a team are studied. The moods of teachers in physical education to commit in practices of team work, and the level of this commitents are also studied. Last but not least, the most concrete realities of this team work practices are here studied. The aim of this research is to contribute to topple over the non-seizable and ambiguous nature of the idea of (teacher's) team work. This idea, which seems to be so natural and obvious is in fact more complex that could be imagined at first. It refers to plural realities for which it is often difficult to report without ideology. Beyond this specific team work of teachers in physical education, it is perhaps true that there is more speeches about team work than reality, efficiency and durable practices of it. .
Haas, Drago. "Métabolisme secondaire de Streptomyces ambofaciens : exploration génomique et étude du groupe de gènes dirigeant la synthèse du sphydrofurane". Thesis, Paris 11, 2015. http://www.theses.fr/2015PA112052/document.
Streptomyces are soil-dwelling bacteria that produce numerous secondary metabolites, some of which have interesting properties in agriculture and pharmaceuticals. With the development of genomics, many bioinformatics tools to search genomes for secondary metabolism gene clusters have been developed over the last decade. These tools are based on sequence similarity searches and therefore atypical clusters, consisting of uncharacterized genes, cannot be detected by these approaches. The isolation of such atypical clusters therefore requires the implementation of new strategies.Comparing closely related Actinomycetes species revealed that genomic islands (regions that are present in one genome only), are often enriched in secondary metabolite genes. We participated (in collaboration with the team of Olivier Lespinet and the team of Pierre Leblond and Bertrand Aigle) to the development of a new tool, Break Viewer, to locate genomic islands by comparing the genomes of closely related Streptomyces. This tool allowed the identification of an island, undetected by conventional approaches, island whose study showed that it contained a secondary metabolism gene cluster. The study of this cluster has shown that it directs the synthesis of three compounds, the major product being sphydrofuran. A functional analysis of the sphydrofuran gene cluster allowed us to identify the genes involved in the biosynthesis and regulation of sphydrofuran and to propose a preliminary model for the biosynthesis of this metabolite
Gallien, Sébastien. "Mutations secondaires lors des traitements antirétroviraux des patients infectés par le VIH-1 du groupe M : significations cliniques de l'échappement viral". Paris 7, 2011. http://www.theses.fr/2011PA077219.
Virologic failure, defined as a persistent detectable viremia under antiretroviral therapy, is mainly driven by the emergence of antiretroviral Drug Resistance-Associated Mutations (DRAM) in the target genes of antiretroviral drugs. Identifying these mutations usually requires viremia above 1000 copies/mL, explaining why resistance data in persistent HIV-1 low-level viremia (LLV) (< 1000 copies / ml) are scarce in spite of the fact that this clinical situation concerns 5 to 10 % of treated HIV-infected individuals. In this work, we studied DRAM in 3 cohorts of HIV-1 infected patients, who experienced LLV (< 500 to 1000 copies/ml) under antirétroviral therapy, and then attempted to identify clinical and virologic factors associated to their emergence. For patients receiving first-line antiretroviral therapy, new DRAM are detected during LLV in 37% subjects, all in the reverse transcriptase gene except in the protease gene in one participant, and detection of new DRAM is associated with higher HIV-1 RNA levels during LLV. Integrase inhibitors resistance-associated mutations are newly detected in 7,7 % of pretreated patients with multi-resistant virus strains who experienced LLV while receiving raltegravir-containing therapy, with no factors significantly associated with their emergence identified. Finally in a third cohort of patients, heterogeneous according to their antiretroviral history and their viral population, new DRAM are detected in 30 % of subjects for both reverse transcriptase, protease and integrase inhibitors, without any factor associated to their emergence. So, new DRAM can be detected during LLV under antiretroviral therapy, whereas their type and their frequency vary according to the current antiretroviral regimen and the previous archived viral mutations. These data underline the potential interest of drug résistance genotyping in this setting, in order to be able to provide an early therapeutic optimization, the utility of which should be assessed in the future
Magny, Jean. "Les adolescents et leur relation avec l'Église catholique québécoise, enquête auprès d'un groupe d'adolescent(e)s de troisième secondaire". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37327.pdf.
Magny, Jean. "Les adolescents et leur relation avec l'Église catholique québécoise : enquête auprès d'un groupe d'adolescent(e)s de troisième secondaire". Master's thesis, Université Laval, 1998. http://hdl.handle.net/20.500.11794/40920.
Amahzoune, Fatima. "L'application de la pédagogie de la maîtrise, en anglais langue étrangère, dans deux groupes de 6e lettre moderne, d'ordre secondaire, au Maroc". Mémoire, Université de Sherbrooke, 1987. http://hdl.handle.net/11143/9957.
Ndiaye, Macodou. "Les usages sociaux des groupes de travail au Sénégal : facteurs d'égalisation des chances à l'école". Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3094.
Work groups are part of the main informal school life-stirring factors in Senegal. Though they are at the core of socializing activities in high school education, they have never been studied on a sociological basis. Nevertheless, one has to admit that in the past years, they have become simultaneous and alternative to official and regular transmission of education contents due to the ever growing incapacity of school to take on this essential mission of students’ supervision. Qualitative and quantitative surveys carried towards 110 work groups show that these groups are where gender-related practices start off. Two socializing models, introverted and extroverted, regulate social activities and school and professional projects. The model we shall call “introverted” lead girls, one the one hand, to a limited use of school sociability activities in order to favor their matrimonial project and short-term trainings. On the other hand, boys in this model are encouraged to build on a strong school and professional project. This thesis study questions the on-going transformations in the Senegalese socializing trends, that can be partly explained by the access of women to modern employment sectors. This feminine presence on the employment market doesn’t trigger necessarily a negotiation in parental terms. The study of the work groups’ role in school success show that disadvantaged social groups benefit a lot from socializing activities through access to a social space prone to school and professional vocations
Pléty, Robert. "Ethologie de l'interaction chez des enfants du 1er cycle de l'enseignement secondaire au cours d'un apprentissage des mathématiques en groupes dans la résolution de problèmes". Lyon 1, 1985. https://n2t.net/ark:/47881/m61z43cc.
Tenaud, Isabelle. "Une expérience d'enseignement de la géométrie en terminale C : enseignement de méthode et travail en petits groupes". Paris 7, 1991. http://www.theses.fr/1991PA077090.
Delaquis, Stéfan Roméo Joseph. "La construction de la masculinité des garçons en contexte scolaire à travers leur participation à des groupes sociaux et à des communautés de pratique". Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29703/29703.pdf.
El, Haddad Imad. "Fraction primaire et secondaire de l'aérosol organique : méthodologies et application à un environnement urbain méditerranéen, Marseille". Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10029.
Tougher particulate matter regulations around the world and especially in Europe point out the need of source apportionment studies in order to better understand the different primary and secondary sources of organic aerosol, a major fraction of particulate matter that remains not well constrained. The work carried out in this thesis takes part of the FORMES project whose main objective is the source apportionment of the organic aerosol using different approaches, including mainly CMB modelling, AMS/PMF and radiocarbon (14C) measurements. The aerosol characterisation was performed within two intensive field campaigns conducted in two contrasted urban environments: Grenoble during winter and Marseille during summer. The present work focuses on the Marseille case study that presents a particularly complex environment, combining an intense photochemistry to a mixture of primary emissions including shipping and industrial emissions. Primary organic carbon (POC) apportioned using CMB modelling contributed on average for only 22% and was dominated by vehicular emissions accounting on average for 17% of OC. Even though, industrial emissions contribute for only 2.3% of the total OC, they are associated with ultrafine particles and high concentrations of Polycyclic Aromatic Hydrocarbons and heavy metals such as Pb, Ni and V, which most likely relate them with acute health outcomes. Whereas in Grenoble the organic aerosol was dominated by wood burning smoke (70% of OC), this source was negligible in Marseille contributing for less than 1% of OC. The main result from this source apportionment exercise is that 78% of OC mass cannot be attributed to the major primary sources and remains un-apportioned; this fraction is mostly associated with secondary organic aerosol. Radiocarbon measurements suggest that more than 70% of this fraction is of modern origins, assigned predominantly to biogenic secondary organic carbon (BSOC). Therefore, contributions from three traditional BSOC precursors, isoprene, α-pinene and β-caryophellene, were considered using a marker based approach. The aggregate contribution from BSOC derived from these precursors was estimated at only 4.2% of total OC. As a result, these estimates underpredict the high loading of OC. This underestimation can be associated with (i) uncertainties underlying the marker-based approach, (ii) presence of other SOC precursors and (iii) further processing of fresh SOC, as indicated by organosulfates (RSO4) and HUmic LIke Substances (HULIS) measurements. This HULIS can contribute up to 40% of the unattributed OC
Mallet, Frédéric. "Comparaison des traitements à l'entrée et à la sortie des patients hospitalisés dans un service de médecine interne gériatrique Hopital Xavier Arnozan Groupe Sud, C. H. U. Bordeaux". Bordeaux 2, 1994. http://www.theses.fr/1994BOR2P073.
Kalogiannakis, Michail. "Après l'introduction des TICE, puis après la création des TPE au lycée : de nouveaux rôles pour les professeurs ? : le cas en sciences physiques". Paris 5, 2004. http://www.theses.fr/2004PA05H018.
Through semi-directive interviews and content analysis of emails exchanged between physics teachers using two institutional mailing lists, we have tried to evaluate the new and changing roles and practices of teachers since the introduction of TPE and ICT in French high schools. The archives of these two lists are a rich source of the typical exchanges which occur between physics teachers and a good example of how the ones who participate contribute to the community, but also benefit from the community. The real and functioning teaching networks created by physics teachers count among the first relevant and concrete examples of such virtual communities. This new approach to education creates truly collaborative learning opportunities guided by shared aims and objectives. The interviewed physics teachers consider ICT and the use of mailing lists as elements which have inserted themselves naturally alongside other more traditional teaching methods and practices. For them, the lists can thus be likened to a kind of ongoing at distance training course. Furthermore, participating teachers are in the process of rapidly sharing and redistributing information and methods, this contributes to the ongoing training of the community based on practical experience. The interviews have clearly shown the changing role of physics teachers who in the context of TPE are more and more viewed by their students as active collaborators and guides in the learning process. Teachers when commenting about the positive aspects of TPE have emphasized the improvement and renewal of teacher -student relationships as well as the development of a higher level of student autonomy
Gardey, Claudine. "Interactions et construction du savoir en classe de langue : renforcement et individualisation du processus d'apprentissage par une pédagogie interactive dans le deuxième cycle de l'enseignement secondaire : par, pour et avec le groupe en cours d'anglais". Bordeaux 2, 1996. http://www.theses.fr/1996BOR21013.
Ndiaye, Macodou. "Les usages sociaux des groupes de travail au Sénégal : facteurs d'égalisation des chances scolaires". Phd thesis, Aix-Marseille Université, 2013. http://tel.archives-ouvertes.fr/tel-00956345.
Baret, Florian. "Les agglomérations "secondaires" gallo-romaines dans le Massif Central : (cités des arvernes, vellaves, gabales, rutenes, cadurques et lémovices), 1er siècle avant J.-C. - Ve siècle après J.-C". Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20003/document.
Among the forms of organization one can observe in the ancient habitat, there is one particular structure that has been slightly ignored by French archeologists: the lesser urbanized settlements. However, in the last twenty years, small towns have attracted renewed interest.A historiographical study of the Gaul territory highlighted a less studied group of population: the ancient peoples of the Massif Central. In this thesis we intend to have a closer look at such populations as the Arvernes, the Vellaves, the Gabales, the Rutenes, the Cadurques, and the Lemovices from 1st century B.C. - 5th century A.D. We first established a corpus of sites starting with the study of the regional bibliography, which enabled us to create records for each area. We completed this first approach with several field operations such as ground, aerial, geophysical and topographical surveys. All those data were synthesized in a series of archaeological descriptors developed using the Archaeomedes model.The use of such descriptors enabled us to develop some statistical analyses and go beyond the simple reliability factor (which allows the distinction between rejected sites, hypothetical and true urbanized clusters). On the basis of our tested and proven classification, keeping in mind the suggested urban hierarchy and with the help of our spatial and morphological analyses, we were able to obtain a more complete picture of the urban framework of the ancient cities of the Massif Central.The data collected allowed us to better apprehend and understand the relation between such urban clusters and their natural environment, but also to place them in an archaeological context by studying the links between rural housing, the ancient administrative structure (chef-lieu), the city and territory limits, and the major communication routes (land and water). Through a multi-scale study of those population clusters, we were able to determine their general structure, to look at the role of local crafts and trade but also the place of major buildings, and waterworks. We took specific care to the chronological evolution in thosesmall towns by looking at them from their protohistoric beginnings through Antiquity and until early medieval times.While we cross-referenced all the different sources (bibliography and field surveys) and the analysis scales within the Massif Central, we also did a cross-comparison with other neighboring areas in order to validate such work. Besides the statistical data, we used the Geographic Information System and our database to reach our conclusions.This thesis aims at uncovering the reality of those ancient population clusters present in the Massif Central. Our results showed clearly the importance of those in the settlement system, their different forms structured according to the local geography and major trade routes. The functions/positions available in small towns were varied and recurrent but also corresponded to specific trades within each structure while remaining homogeneous.Through our chronological analysis we were able to point out a significant reduction in their numbers starting in the third century, though not their disappearing. In the 4th century new types of population clusters appeared, not as a response to an acute crisis, but more as a result of an evolution called on by new needs
Lemieux, Olivier. "L'histoire à l'école, matière à débats... : analyse des sources de controverses entourant les réformes de programmes d'histoire du Québec au secondaire (1961-2013)". Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/34773.
Prenant pour point de départ la controverse de 2006 qui touche au programme d’Histoire et éducation à la citoyenneté de deuxième cycle du secondaire, cette thèse porte sur les finalités et les enjeux associés à l’enseignement de l’histoire du Québec. Plus précisément, elle jette un regard sur les sources de controverses qui entourent les réformes des programmes d’histoire du Québec au secondaire depuis la mise sur pied de la Commission Parent (1961) jusqu’à la création du Comité Beauchemin-Fahmy-Eid (2013), et ce, en se penchant sur trois principales étapes, soit la consultation, l’élaboration de programme et les réactions et/ou l’évaluation. Notre analyse s’appuie sur dix-huit entrevues menées auprès d’acteurs-clefs et sur un corpus formé d’archives de fonds publics et privés, de mémoires déposés dans le cadre des consultations publiques, de documents officiels et d’articles de journaux. Pour analyser ce corpus, nous nous appuyons sur un modèle identifiant les principaux enjeux au cœur de la controverse de 2006, chacun au centre d’une confrontation entre deux référentiels globaux ou sectoriels. Ce modèle, de même que les cadres d’analyse qui permettent d’observer le jeu politique entourant l’élaboration de programmes, s’inscrivent dans le champ des approches cognitive et néo-institutionnaliste de l’analyse des politiques éducatives. Enfin, nos résultats permettent de penser que si certaines controverses entourant les programmes d’histoire du Québec au secondaire sont provoquées par un décalage entre les référentiels demandés par les acteurs intéressés à ce domaine et les référentiels qui sous-tendent les documents officiels, certaines découlent davantage de problèmes d’ordre organisationnel, structurel, professionnel et matériel, par exemple le nombre d’heures consacré à son enseignement. Cela nous conduit en dernier lieu vers une réflexion sur la source des changements de référentiels dans notre société. Mots-clefs : enjeux et finalités de l’enseignement de l’histoire ; cycle politique des programmes d’histoire ; analyse des politiques éducatives ; groupes d’intérêt ; opinion publique ; histoire de l’éducation
Starting from the 2006 controversy about the History and Citizenship Education program at the senior high school level, this thesis focuses on the aims and issues associated with teaching the history of Quebec. More specifically, we examine the sources of the controversies surrounding the reforms of Quebec's high school history programs from the creation of the Parent Commission (1961) until the creation of the Beauchemin-Fahmy-Eid Committee (2013); by focusing on three main steps: consultation, program development, and feedback and/or evaluation. Our analysis is based on eighteen interviews with key stakeholders, public and private records, public consultation briefs, government documents and newspaper articles. To analyze this corpus, we applied a model to identify the main issues at the heart of the 2006 controversy, each at the center of a confrontation between two global or sectoral standards. This model, as well as analytical frameworks for observing the political game surrounding program development, falls within the field of cognitive and neo-institutionalist approaches to educational policy analysis. Lastly, our results suggest that while some of the controversies surrounding the reforms of Quebec's high school history programs are caused by a gap between the standards required by stakeholders in this field and the repositories that underlie official documents, some derive from more organizational, structural, professional and material problems, such as the compulsory nature of the program or the number of hours devoted to its teaching. This leads us ultimately to a reflection on the source of the changes of frames of reference in our society. Keywords: stakes and purposes of history teaching; political cycle of history programs; educational policy analysis; interest groups; public opinion; history of education
Tomando como punto de partida la controversia de 2006 relativa al programa Historia y educación a la ciudadanía de segundo ciclo del secundario, esta tesis trata sobre las finalidades y los desafíos asociados a la enseñanza de la historia de Quebec. Más precisamente, ella examina las fuentes de las controversias alrededor de las reformas de los programas de historia de Quebec en el secundario, desde la implantación de la Comisión Parent (1961) hasta la creación del Comité Beauchemin-Fahmy-Eid (2013), apoyándose sobre tres principales etapas: la consulta, la elaboración de programa y las reacciones y/o la evaluación. Nuestro análisis se apoya en dieciocho entrevistas llevadas a cabo con actores clave y en un corpus de fuentes conformado de archivos públicos y privados, de escritos presentados en el marco de consultas públicas, de documentos oficiales y de artículos de periódicos. Para analizar dicho corpus, nos basamos en un modelo que identifica los principales desafíos de la controversia de 2006, cada uno en el centro de una confrontación entre dos estándares globales o sectoriales. Este modelo, así como los marcos de análisis que permiten observar el juego político que rodea la elaboración de programas, se inscribe en el campo de los enfoques cognitivo y neoinstitucionalista del análisis de las políticas educativas. Finalmente, nuestros resultados permiten pensar que, si ciertas controversias alrededor de los programas de historia de Quebec en el secundario son provocadas por una brecha entre los estándares solicitados por las partes interesadas en esta área y las normas que subyacen en los documentos oficiales, algunas derivan más de problemas organizativos, estructurales, profesionales y materiales, como por ejemplo el número de horas dedicadas a la enseñanza. Esto nos lleva, en ultima instancia, hacia una reflexión sobre la fuente de los cambios de los marcos de referencia en nuestra sociedad. Palabras clave: desafíos y finalidades de la enseñanza de la historia; ciclo político de los programas de historia; análisis de las políticas educativas; grupos de interés; opinión pública; historia de la educación
Tomando como ponto de partida a controvérsia de 2006 sobre o programa de História e educação para a Cidadania, dos anos finais do ensino fundamental, esta tese trata das finalidades, dos propósitos e dos desafios associados ao ensino da história do Québec. De maneira mais específica, trata-se da análise das fontes de controvérsias em torno das reformas dos programas de história do Québec, do segundo ciclo do ensino fundamental, desde a criação da Comissão Parent (1961) até a criação do Comitê Beauchemin-Fahmy-Eid (2013). Para tanto, são examinadas três etapas principais : consulta, concepção do programa e reações e/ou avaliação. Nossa análise é baseada em dezoito entrevistas dadas por atores-chave e em um conjunto de documentos formado por arquivos públicos e privados, relatórios que resultaram de consultas públicas, documentos oficiais e artigos de jornais. Nesta análise, tomamos por base um modelo que identifica as principais questões da controvérsia de 2006, cada uma estando no centro de uma confrontação entre dois referenciais globais e setoriais. Este modelo, assim como as análises que permitem observar o jogo político em torno da concepção de programas, enquadra-se no campo das abordagens cognitiva e neoinstitucionalista da análise das políticas educativas. Os resultados parcem indicar que se certas controvérsias em torno dos programas de história do Québec do segundo ciclo do ensino fundamental são provocadas por uma discordância entre os referenciais solicitados pelos atores interessados nessa área e os referenciais que sustentam os documentos oficiais, algumas controvérsias decorrem muito mais de problemas organizacionais, estruturais, profissionais et materiais. Por exemplo, o número de horas consagradas ao ensino. Isto nos leva, em último lugar, a refletir sobre a fonte das mudanças de referenciais na sociedade quebequense. Palavras-chave : desafios e finalidades do ensino da história ; ciclo político dos programas de história ; análise das políticas educativas ; grupos de interesse ; opinião pública ; história da educação
Jonathas, Johanne. "La relation entre le niveau d'éducation des adultes d'un groupe ethnique et la réussite académique au secondaire: Étude de cas des Luso-canadiens, des Indo-canadiens et des Canado-jamaïcains à Toronto en 2001". Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28636.
Fayad, Layal. "Caractérisation de la nouvelle chambre de simulation atmosphérique CHARME et étude de la réaction d’ozonolyse d’un COV biogénique, le γ-terpinène". Thesis, Littoral, 2019. https://documents.univ-littoral.fr/access/content/group/50b76a52-4e4b-4ade-a198-f84bc4e1bc3c/BULCO/Th%C3%A8ses/LPCA/These_Fayad_Layal.pdf.
The study of atmospheric processes is among the central topics of current environmental research. The most direct and significant way to investigate the transformation of pollutants and the formation of aerosols in the atmosphere, is to simulate these processes under controlled and simplified conditions. In this regard, a new simulation chamber, CHARME (CHamber for the Atmospheric Reactivity and the Metrology of the Environment) has been designed in the Laboratory of Physico-Chemistry of the Atmosphere (LPCA) in the University of Littoral Côte d’Opale (ULCO). CHAE is also dedicated to the development and validation of new spectroscopic approaches for the metrology of atmospheric species including gases, particles and radicals.The first aim of this research was to characterize all the technical, physical and chemical parameters of this new chamber and to optimize the methods for studying the atmospheric reactivity of volatile organic compounds (VOCs) and simulating the formation of secondary organic aerosols (SOA). The results of numerous experiments and tests show that CHARME is a convenient tool to reproduce chemical reactions occurring in the troposphere. The second research objective was to investigate the reaction of the biogenic VOC, γ-terpinene, with ozone. The rate coefficient at (294 ± 2) K and atmospheric pressure was determined and the gas-phase oxidation products were identified. The physical state and hygroscopicity of the secondary organic aerosols was also studied. To our knowledge, this work represents the first study on SOA formation from the ozonolysis of γ-terpinene
Naima, Afaf. "Étude des régions intergéniques des opérons des ARN ribosomiques, chez les streptocoques, les lactocoques et les entérocoques, séquence de l'ARN ribosomique 23S d'un entérocoque du groupe faecium". Nancy 1, 1995. http://www.theses.fr/1995NAN10412.
Glinel, Karine. "Polysaccharides perfluorés dérivés de pullulane : synthèse et étude des propriétés en solution". Rouen, 1999. http://www.theses.fr/1999ROUES009.
Rochat, Julie. "Apprentissage de notions scientifiques par génération de schémas sur tablette numérique : études chez des élèves de collège en situation individuelle et collaborative". Thesis, Rennes 2, 2021. http://www.theses.fr/2021REN20033.
Studies have shown that the presence of illustrations in multimedia documents does not always improve learning because they can be processed superficially. Learner-generated drawing could engage them in more active processing of the document. However, the effects of learner-generated drawing appear to be mixed and depend on the level of support provided during the activity. To better understand the effectiveness conditions of this activity on learning of secondary school students, two complementary approaches were adopted. The first approach was to co-design a learner-generated drawing application on tablet. The second approach was based on an experimental method and aimed to study the effects of learner-generated drawing on scientific concepts learning in fifth grade students. Two studies tested the effects of learner-generated drawing and of its facilitation through guidance (providing students with an illustration during the generative activity or highlighting the elements to be generated). They did not demonstrate any beneficial effects of the activity on learning, whether guided or not. The third study examined the effects of students working collaboratively in learner-generated drawing, and found that it did not improve their learning compared to working individually. These results suggest that other types of support for learner-generated drawing need to be investigated to obtain real benefits of this activity on students'learning
Stanczak, Arnaud. "La méthode de la "classe puzzle" est-elle efficace pour améliorer l'apprentissage ?" Thesis, Université Clermont Auvergne (2017-2020), 2020. http://www.theses.fr/2020CLFAL013.
The objective of this thesis is to test the effect of the Jigsaw classroom on learning. The Jigsaw classroom is a cooperative technique created by Aronson and his colleagues in the 1970s to promote the inclusion of ethnic minorities (e.g., Mexican and African-American) in desegregated schools. Although this method is presented by its developers as an effective tool for improving student learning, empirical evidence is lacking. According to the social interdependence theory, the structure of interactions between individuals determine the effects of cooperative learning (Deutsch, 1949; Johnson & Johnson, 1989). In Jigsaw, this structure comes from the distribution of complementary resources: each individual owns a “jigsaw piece”, namely a piece of information which requires the coordination of efforts among members to answer a problematic. With the help of other group members, promotive interactions (e.g., helping behaviors, explanations and questioning) should emerge which results in a better learning for the members. In this thesis, Jigsaw's effectiveness will be evaluated through a review of the scientific literature, as well as a meta-analysis of recent research and a set of experimental studies conducted among french sixth graders. To our knowledge, the experimental study of Jigsaw’s effects on learning in student populations is almost non-existent in the scientific literature and even though some research testing these effects is compiled in meta-analyses (Kyndt et al., 2013), there are no meta-analyses to date that specifficaly adress the question of Jigsaw's effects on learning. Hence, the research presented in this manuscript will attempt to evaluate the effectiveness of the Jigsaw method on learning. In Chapter 1, we present “social interdependence theory” (Johnson & Johnson, 1989, 2002, 2005), several definitions and ways of structuring cooperation between students, as well as a review of their effects on learning. Chapter 2 examines one of these cooperative technique in detail: Jigsaw (Aronson et al., 1978; Aronson & Patnoe, 2011). We describe the evolution of empirical studies conducted from its conception to the present day. Chapter 3 points out some of the limitations of this literature, particularly in terms of statistical power, and the impacts it may have on the estimation of Jigsaw's effectiveness on learning. We also develop our main hypothesis, its operationalization and the statistical tools and procedures we use in the empirical chapters: equivalence tests (Lakens, 2017), smallest effect size of interest (Hattie, 2009) and meta-analyses (Borenstein et al., 2010; Goh et al., 2016). Chapter 4 presents the results of a meta-analysis of Jigsaw's effects on learning, which synthesized empirical articles published between 2000 and 2020. We test several moderators (e.g., grade level, discipline, type of Jigsaw, location of research) in order to quantify the dispersion of Jigsaw effects and to assess heterogeneity between studies. Chapter 5 compiles five studies conducted among french sixth graders in which we test the effectiveness of Jigsaw on learning, compared to an “individual” (studies 1 and 2) or a “teaching as usual’ condition (studies 3A, 3B and 3C). The results of this chapter are interpreted with regard to the meta-analysis and the debates related to the structure of Jigsaw. In the last chapter of this manuscript, we summarize the main results developed trough the theoretical and empirical chapters. The contributions and limitations of our research are developed, as well as theoretical and practical perspectives to overcome them in view of future research
Germier, Christian. "Développement et changement : le développement professionnel collectif des enseignants face aux réformes dans les lycées agricoles publics". Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20065/document.
Nowadays, the collective dimension of teaching constitutes an important issue of the educative reforms. This ethnographic study deals with the links between development and change. We consider the teachers’ collective work as a result of interactions between professional development and institutional change. Referring to the hypothesis of the emergence of teachers’ collectives as new actors in the educative systems, we attribute to them the capacity to develop themselves professionally through the contact with reforms. Leaning on the research works about professional development on one hand, and about the teachers’ collective work, on the other hand, we build a complex model of collective professional development (CPD) that we submit to the fieldwork in the framework of the implementation of individualization devices in the French public agricultural colleges. The results of this work show that the process of CPD depends on the nature of the change (form, level, intensity), on the professional, organizational and institutional situation and on the characteristics (knowledge and identity) of the members of the collective. Indeed, an especially unclear text prescribing new forms of intervention to the pupils (accompanying versus teaching, individual versus group) requires the construction of strategies for a local and adapted implementation. These strategies are built on the basis of experiential and new knowledge and must be “admissible” at the professional identity. Thus, the four groups we studied had different reactions faced with the change, amending thereby the model which is proposed
Windle, Joel Austin. "Ethnicity and educational inequality : an investigation of school experience in Australia and France". Phd thesis, Dijon, 2008. http://www.theses.fr/2008DIJOL007.
This thesis examines the contribution of ‘ethnic’ background to the school experiences of educationally and socially disadvantaged students in the senior years of high school (n=927). To investigate the role both of ethnic identification and its interplay with institutional factors, a comparative analysis of secondary student experiences in two national settings was undertaken. The case of Turkish-background students in Australia and France suggests that the influences of ethnic identity are thoroughly transformed from one setting to the other by distinctive pedagogical structures. Streaming and severe academic judgement in France lower academic self-esteem, while creating resentment and social distance between students and teachers. By contrast, the deferral of selection and judgement in Australia allows, temporarily, for a more convivial classroom atmosphere, but fails just as surely to successfully navigate students through the curriculum and achieve academic success. The accommodations of both systems to students in ‘peripheral’ locations constitute logics of marginal integration which enable and legitimise ‘exclusion from within’. Student efforts to make meaning of school life through peer cultures which share many similarities across institutional and national boundaries emerge as what I have called strategies of marginal integration. Ethnic-minority students appear to be particularly susceptible to those logics and strategies, which reinforce their position within the system as marginal. This study therefore identifies the difficulties facing both systems as emerging from common overarching structural qualities
Samsel, Mathilde. "Microévolution et bioarchéologie des groupes humains de la fin du Pléistocène et du début de l'Holocène en Europe occidentale : apports de l'anthropologie biologique aux connaissances sur le Paléolithique final et le Mésolithique". Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0072/document.
Environmental changes of exceptional magnitude and intensity occurred during the Late Pleistocene and the Early Holocene in Western Europe. These- some eight millennia- have been divided into chronocultural periods based on typotechnological lithic industries, corresponding to the Late Palaeolithic and the Early and Late Mesolithic. The biological identity of the human groups from this lengthy period of time has never previously been studied in a systematic way, and the anthropological meaning of these divisions remains unclear. In order to fill this gap in knowledge, this thesis presents the results of analyses of an up-to-date sample of 617 skeletal specimens and 251 dental remains covering 70 sites from France, Germany, Belgium, Luxembourg, Switzerland, Italy, Spain and Portugal. Skeletal characteristics, including skeletal proportions- stature, brachial and crural indices -, cranial and mandibular morphometrics, geometric morphometric analysis of the neurocranium, and non-metric skeletal and dental traits were recorded and analysed using a single protocol. All data collected were subjected to suitable descriptive, multivariate and exploratory statistical treatments. Among the results obtained, the metric and morphological analysis of the mandible reveals micro-evolutionary morphological changes related to the intensified exploitation of a broader spectrum of food resources during the Mesolithic. Human groups in coastal zones differ from those located further inland. Coastal groups evince a rather closed system, reflected by a regional structure of bioanthropological data, whereas inland groups, while locally based, are characterized by broader and/or more regular networks of population interaction. Finally, there appears to be continuity between human groups from the Late Palaeolithic to the Early Mesolithic, as well as throughout the Mesolithic in coastal areas, while population discontinuity between the Early and Later Mesolithic is highlighted in the continental area. The arrival of new groups from areas further east, driven by Neolithic population advances through Central Europe from the 7th millennium BC cal is hypothesised, similar to one of the scenarios proposed from the analysis of aDNA
Fernandez, Gilles. "Le développement professionnel des enseignants par le travail collectif. : Une approche du projet de formation au numérique responsable en collège". Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3043/document.
For several years, the uses of the new digital technologies have grown up in the social practice. Their command appears as an aim to train the French students’ career. This search proposes both an aid to think of the secondary school teachers’ commitment in the project to attend a session course on the digital technology and also on the public dimension which follows on from and which participates in their professional development. The double analysis that is proposed allows to get declarative and meaningful elements in relation to the actions which are carried out, some specific features linked to the subjects and the variety of ways to run schools. These elements are completed by an observation of groups of teachers communicating about their practice. Our report tries to focus the advantages of the work in groups in the teachers’ professional development and it shows the diversity of resources in schools. It emphasizes that these types of projects have to be guided by well-trained managers who are conscious of the different issues
Schramm, Pierre. "Comparative study of in-school learning contexts : comparison between France and England". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/60434/.
Peiro, Catherine. "Mixité à l'école et inégalités de traitement entre filles et garçons : l’exemple de l’éducation physique et sportive dans le second degré". Thesis, Lyon 2, 2010. http://www.theses.fr/2010LYO20112.
Coeducation is often considered an ideal way to foster equality between girls and boys. Although, in theory, various institutional initiatives encouraging coeducation have contributed to fostering equal rights, they do not always lead to equal opportunities in practice. This study focuses on the tangible aspects of coeducation at secondary school level in the specific fields of physical education (PE) and sport, where some inequality between girls and boys is still often considered ―normal‖. Countering this preconceived notion, the thesis demonstrates that whilst coeducation does not initially stand in the way of greater gender equality, the educational strategies that may be associated with it are likely to put some girls at a disadvantage. In terms of methodology, the research is based on a combination of several studies, including ethnographic observation of 200 teaching hours; some twenty interviews with PE and sports teachers; and secondary analysis of two national surveys based on questionnaires completed by 1,954 secondary school pupils and 1,317 secondary school teachers. The study shows, among other things, that the type of group activity and educational content chosen (which is often male-oriented), as well as the way teachers and pupils interact, are all factors that are likely to promote disparities in the way girls and boys are treated. Finally, the work underlines that teaching PE and sport in a coeducational environment cannot be done without careful consideration of the differences between girls and boys, and the development of educational strategies that take these differences into account (be they biological or cultural)
Tufféry-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.
Our 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
Deshaies, Michèle. "Gérer le stress de l'évaluation dans un groupe-classe de niveau secondaire /". 1997. http://proquest.umi.com/pqdweb?did=738290461&sid=11&Fmt=2&clientId=9268&RQT=309&VName=PQD.
Elazreg, Karima. "Endophytes of commercial Cranberry cultivars that control fungal pathogens". Thesis, 2020. http://hdl.handle.net/1866/24726.
Endophytes are microorganisms (typically bacteria and fungi) that live within plant tissue but do not activate the plant defense/immune system, unlike plant pathogens that typically do activate plant immune responses. Recent research has shown that virtually all plants grown under field conditions contain a number of endophytes, and that certain endophytes stimulate plant growth and enhance resistance against pathogens. Endophytes secrete chemical compounds (secondary metabolites) that suppress pathogen growth, a process known as biocontrol. Because of these biocontrol properties, endophytes are a potential alternative to chemical pesticides for combatting plant disease. Accordingly, biocontrol has become an important field of research. My research project was comprised of the following specific aims: (i) isolate endophytes from cranberry plants that were acquired from two commercial producers of cranberries of the Stevens variety located in Quebec, Canada (Bieler Cranberries Inc, and Gillivert Inc.); (ii) test the biocontrol activity of endophytes against a collection of fungal pathogens and then inoculate the most active endophytes into cranberry seedlings that were obtained by germinating Stevens (Bieler Cranberries Inc.) and Scarlet Knight (Daniele Landreville) seeds; and (iii) identify secondary metabolite gene clusters by sequencing, assembling, and annotating the genome of one endophyte that exhibited strong biocontrol characteristics. As part of this research project, in vitro antagonistic tests were conducted with cranberry endophytes and fungal pathogen, which showed that Pseudomonas sp. CSWB3, Pseudomonas sp. CLWB12, and the fungal strain Lachnum sp. EFK28 were the most active and therefore these strains were selected for further studies. In vitro seedling germination and endophyte inoculation experiments showed that the bacterial strains Pseudomonas sp. CSWB3 and Pseudomonas sp. CLWB12 enhanced the growth of cranberry seedlings of the Stevens variety. Since Pseudomonas sp. CSWB3 and Pseudomonas sp. CLWB12 both had a high antagonistic effect on fungal pathogens, only one (Pseudomonas sp. CSWB3) was subjected to genome analysis. Sequencing, assembly, annotation, and analysis of the Pseudomonas sp. CSWB3 genome revealed that this strain possesses five secondary metabolite biosynthetic gene clusters that encode proteins responsible for the biosynthesis of the antifungal/antimicrobial compounds pyrrolnitrin, pyoluteorin, putisolvin, 2,4-diacetylephloroglucinol, bicornutin A1, and bicornutin A2. Based on the results of this work, we conclude that certain cranberry endophytes that possess gene clusters encoding antifungal secondary metabolites can suppress fungal pathogens and enhance plant growth.
Boudreau, Karine. "Analyse qualitative de type exploratoire de l'application du programme de gestion du stress funambule à un groupe en adaptation scolaire au secondaire". Thèse, 2016. http://depot-e.uqtr.ca/7961/1/031487961.pdf.
El-Horr, Samar. "La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire". Thèse, 2019. http://hdl.handle.net/1866/22447.
Bélanger, Liette. "Vie spirituelle à l'école : les Services d'animation à la vie spirituelle et à l'engagement communautaire dans les écoles secondaires de la banlieue montréalaise". Thèse, 2017. http://hdl.handle.net/1866/19361.