Thèses : « School transmission »

1

Badger, James. « The transmission of values in a church school : consensus and contradiction ». Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365609.

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Bunyasi, Erick. « Transmission of tuberculosis in high school students in Worcester, South Africa ». Doctoral thesis, Faculty of Health Sciences, 2020. http://hdl.handle.net/11427/32204.

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Introduction Although adolescents have the highest force of Mycobacterium tuberculosis infection1 and rapidly increasing burden of tuberculosis (TB) disease through 10–19 years of age,2 there are few studies on adolescent Mycobacterium tuberculosis infection, transmission, and TB disease in the WHO African region. Adolescents in the high TB burden countries of Africa are therefore an important, but neglected risk group for global TB control efforts. Adolescents spend a considerable amount of their time in school classrooms, but there is paucity of data on classroom risk of Mycobacterium tuberculosis transmission. To the best of our knowledge, no published study has conducted measurement of air quality and air sampling for Mycobacterium tuberculosis DNA in school classrooms, a novel approach that may support targeted TB disease case–finding strategies which may be more efficient than symptom–based TB screening in the congregate school setting. The overall aims of this PhD project were: 1) To conduct a systematic review of adolescent latent TB infection (LTBI) and TB disease prevalence, and to examine the relationship between adolescent Mycobacterium tuberculosis infection and TB disease rates, in high TB burden African countries. 2) To describe temporal changes in prevalence of LTBI among adolescents living in a single TB endemic South African community, across two time periods spanning the decade 2005–2015. 3) To describe temporal changes in adolescent TB disease notification rates in the same community for the decade 2005–2015. 4) To determine classroom ventilation risk for Mycobacterium tuberculosis transmission in tandem with a pilot study of air sampling for Mycobacterium tuberculosis DNA; and to investigate the operational feasibility and yield of a pragmatic, symptom–based approach to TB disease surveillance in high schools. Methods To achieve Aim 1, we performed a bibliographic database search for studies conducted and published between 1990 and 2018 on prevalence of adolescent (10–19 years) LTBI and TB disease in high TB burden African countries. We calculated the ratio between the number of Mycobacterium tuberculosis infections based on Annual Risk of TB Infection (ARTI) estimates and the number of microbiologically–confirmed TB disease cases per year, and compared the observed ratio to the expected ratio of 8–12 published by Styblo et al.3 To achieve Aim 2, we collected adolescent LTBI (defined by positive QuantiFERON® –TB Gold In–Tube test) prevalence data from eight South African high schools, spanning the decade 2005–2015, from databases of an adolescent cohort study (2005–2007) and an adolescent vaccine trial (2014–2015). We used the two–sample test of equality of proportions to compare changes in LTBI prevalence over the two periods. To achieve Aim 3, we collected adolescent TB disease notification data from the same community (using an electronic tuberculosis disease register) for the decade 2005–2015 and we used the Mann–Kendall test to explore temporal changes in notification rates. To achieve Aim 4, we conducted a cross sectional study of 72 classrooms occupied by 1,836 high school learners, in addition to 7 comparator clinic spaces selected for high a priori risk of Mycobacterium tuberculosis transmission, and performed ventilation (carbon dioxide concentration) measurement to define spaces with high ventilation risk (>1,000 ppm) and ddPCR air sampling for Mycobacterium tuberculosis DNA, with active TB symptom screening among learners. Results 1) There is paucity of data on adolescent LTBI and TB disease prevalence in high TB burden African countries (1990–2018). Based on the limited available data, both LTBI (16%–55%)4–8 and TB disease prevalence rates are high (180–679 cases per 100,000),6–10 but corresponding infection–to–disease ratios are inconsistently low compared to that expected from Styblo's Rule.3 2) Overall adolescent LTBI prevalence remained high and relatively unchanged (44–49%) between 2005– 2015. 11 However, although average LTBI prevalence was unchanged in lower socio–economic quintile schools, prevalence increased in highest socio–economic quintile schools (from 20% to 38%).11 3) Adolescent TB disease notification rates fell 45% (662 to 361 per 100,000) in the same community over the same period. Despite this decrease, recent TB disease prevalence remains high and is three– fold higher in older (15–19 years) than younger (10–14 years) adolescents (566 vs. 151 per 100,000 in 2015). 4) More than one–third of 72 high school classrooms were inadequately ventilated and one–fifth of classrooms had evidence of airborne Mycobacterium tuberculosis DNA detected by ddPCR air sampling. The average risk of inhaling 1 Mycobacterium tuberculosis DNA copy was similar between clinics and classrooms. Across all classrooms the average risk of a classroom occupant inhaling 1 Mycobacterium tuberculosis DNA copy over 1 lesson (35 minutes) was 0.71%; and the estimated risk over 1 academic year was 100%. However, yield from symptom–based TB screening was low, consistent with the presence of undiagnosed subclinical TB cases and risk of ongoing transmission in the school setting. Conclusion Despite the encouraging decline in adolescent TB disease notification rates observed between 2005–2015 in the study area, adolescent LTBI prevalence remains high, consistent with ongoing medium–term transmission. The relatively high proportion of inadequately ventilated classrooms would place learners at high risk of Mycobacterium tuberculosis transmission if exposed to an infectious occupant. This risk appears material, given the proportion of classrooms with a positive ddPCR air filtrate sample and the estimated cumulative risk of inhaling of at least one copy of Mycobacterium tuberculosis DNA. The presence of previously undiagnosed TB cases among learners is inferred from our classroom ddPCR air sampling data, which further suggest that pragmatic school–based TB symptom screening is an inefficient surveillance strategy that likely missed learners with subclinical TB. Improved ventilation in school classrooms is a low–cost intervention that may reduce the risk of TB transmission in schools. New and more efficient targeted TB disease case–finding strategies are needed for congregate settings, including schools, in high TB burden countries. Based on our preliminary data, classroom ddPCR air sampling for Mycobacterium tuberculosis DNA appears feasible for this purpose, but requires further research to optimise diagnostic accuracy and demonstrate cost–effectiveness and public health value in high TB burden countries.

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Jackson, Charlotte Rebecca. « The impact of school closures on the transmission dynamics of pathogens ». Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558364.

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Pass, Laura Sheridan. « The intergenerational transmission of social phobia : child representations of and adjustment to school ». Thesis, University of Reading, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529951.

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Ives, Helen Maria. « The social construction of physical education and school sport : transmission, transformation and realization ». Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/336226.

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The development of physical education and school sport (PESS), a once ‘marginalised’ subject within the school curriculum, over the period 2003-2010 has often been referred to as the ‘quiet revolution’. An increased political interest in PESS and the idea that sport could be used to address wider social issues resulted in two major strategies, Physical Education, School Sport and Club Links (PESSCL 2003-2008) and Physical Education and Sport Strategy for Young People (PESSYP 2008-2013) and £2.4billion of funding. Drawing on Bernstein’s concept of the pedagogical device, this thesis seeks to understand how these two strategies were transmitted, transformed and realized in the secondary field and examines the extent to which they impacted on the pedagogic practice of PESS. This research study, conducted from within a School Sport Partnership, draws on a range of ethnographic methods including in-depth interviews with Partnership Development Managers, School Sport Coordinators, Primary Link Teachers and physical education teachers across a sub-regional area of London. This data was supplemented with extensive field diaries, partnership documentation and emails. Analysis of the data was conducted using grounded theory in NVivo9. The research findings are presented in three data chapters. The first examines the positioning of the PDM in the space at the interface between the recontextualising and secondary fields. The second results chapter investigates the realization of the PESS strategies and specifically examines the process of transmission and transformation of discourse as it passes through the complex infrastructure of School Sport Partnerships. The final data chapter discusses the impact of the PESS strategies on the pedagogic practices of teachers, and focuses extensively on the target driven culture which dominated practice within the secondary field. The lack of impact on pedagogic practice, particularly within secondary physical education, emerges as a key issue. The dominance of policy targets as the core evaluative rules of the PESS strategies emerged as a limiting factor in the realization of change. The thesis concludes with a discussion of the key findings and the implications for agents and/or agencies tasked with implementing and enacting change in the school setting. In applying the pedagogic device, we are able to analyse the role that the evaluative rules have in prioritising aspects of policy implementation and investigate the challenge of innovation and change. However I argue that Bernstein’s theory is not sufficiently sensitive to a number of the complexities of the contemporary educational landscape and needs further development and adaptation if we are to continue to use the pedagogic device to examine the process of recontextualisation and realization of policy in PESS.

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Seid, Claire S. « "Becoming Leaves Kids" : Cultural Creation and Transmission in Alternatively Educated High School Youth ». Ohio University Honors Tutorial College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors149274333601474.

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Tuttman, Max (Max B. ). « Development of a sustainable transmission structure replacement and maintenance strategy ». Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117959.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Global Operations Program at MIT, 2018.
Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, in conjunction with the Leaders for Global Operations Program at MIT, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 67-68).
This thesis proposes methods to both estimate optimal aggregate investment levels for a system of transmission towers by means of an integrated corrosion and failure simulation as well as a method to identify specific assets in need of investment through a statistical model of structural health. Limited tower replacements over the past decade have resulted in an overall aging of PG&E's transmission system, leading to managerial concerns about potential increased maintenance and replacement costs going forward. The utility is seeking to be able to forecast its future needs despite a minimal history of asset failure. This work establishes long-term investment scenarios by simulating asset aging due to atmospheric corrosion and integrating those simulations with maintenance, replacement, and failure cost estimates. In addition, the aggregate investment forecasts are supplemented with an asset health ranking methodology that enables more targeted resource deployment. Implementation of the simulation based forecasting provides long-term spend estimates - on the order of many decades - and enables the production of sensitivity analyses based on underlying parameters grounded in physical system properties. This advances current industry spend forecasting which relies on qualitative risk assessments and past cost trends. Asset health indices generated from structural properties and environmental data are also shown to correctly rank a structure with a historic reported structural issue as at higher risk than a structure without a reported issue at a rate of 70%.
by Max Tuttman.
M.B.A.
S.M.

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Lande, Liv. « Innovating musical tradition in Japan negotiating transmission, identity, and creativity in the Sawai Koto School / ». Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1495960041&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Campbell, Andrew Z. (Andrew Zachary) 1970. « The competitive potential of high-temperature superconductors for power transmission ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9737.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Technology and Policy Program, 1999.
Includes bibliographical references (leaves 78-82).
High temperature superconductors were discovered in 1987. World-wide, many groups are presently engaged in the research and development of these materials for power transmission cable applications. This thesis examines the competitive potential, on a cost-performance basis, of high-temperature superconductors as compared to conventional transmission lines. Toward this end, a broad survey of the literature on high-temperature superconducting (HTS) cables and tapes was performed. An analysis of the critical interdependencies between HTS technology and their cost-competitiveness for power transmission are presented. This thesis makes clear that there are technical characteristics unique to HTS which place them at a significant economic handicap for alternating-current power transmission as compared to direct-current power transmission. HTS tape is the integral component of a HTS cable. In turn, silver metal is an integral component of HTS tapes and there is little technological scope for reducing the amount of silver required for HTS tape. While the cost of silver was found to be a minority fraction of the total cost of HTS tape, this cost alone, on a cost performance basis, would approach the entire final installation cost of a standard overhead direct-current transmission line for a I km length. However, because the properties of HTS tape continuously deteriorate with distance, their competitiveness would also progressively deteriorate for longer transmission distance. The reduction of transmission losses is not a compelling source of competitive advantage for HTS cable. A HTS direct-current cable would not eliminate all transmission losses and there is considerable technical debate over whether such a cable would have any loss-savings advantage over a standard direct-current transmission line. However, were a completely lossfree transmission line possible, it would merit a premium, under the most optimistic scenario, of approximately 76% over the final installation cost of a standard direct-current overhead transmission line, and about 7.6% more than the cost of an equivalent underground directcurrent cable.
by Andrew Z. Campbell.
S.M.

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Longcore, Jeff R. M. (Jeff Ray Maher) 1967. « Bottleneck identification in cycle time reduction and throughput improvement efforts in an automotive transmission plant ». Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9432.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 1999.
Includes bibliographical references (p. 71).
A critical step in many improvement methodologies is the identification of process bottlenecks. The techniques for identifying bottlenecks that are suggested by many improvement methodologies are no more than simple heuristics. These simple heuristics may prove inadequate in a complex manufacturing environment. This thesis asserts that the use of analytical tools is often required for successful bottleneck identification. This claim is supported by two examples from a research internship conducted in ,m automotive manufacturing plant. The first example describes the process used to reduce the average cycle time of a system consisting of two production cells that shared a resource. In this system, the average cycle time is strongly influenced by the manner in which the two cells contend for the shared resource. Depending on the system parameters, reducing the cycle time of one cell may actually increase the average cycle time of the system. Two methods for analyzing this system are described, and applied to identify a low-risk, low-cost cycle time reduction opportunity. The second example describes the process used to identify the bottleneck operations in a complex serial production line. The line consisted of 31 machines performing 15 different operations. Parts were automatically processed and transferred between operations. Minimal buffers existed between operations, making common bottleneck identification heuristics infeasible. The bottleneck operations were identified through the use of an analytical software tool. The identified bottlenecks were different than those predicted without detailed analysis. Once developed, an analytical tool may not be accepted by those responsible for implementing improvements. Sources of resistance to the tools are discussed and methods are suggested for overcoming this resistance. Three benefits of implementing analytical tools for bottleneck identification are discussed. These benefits are: the correct identification of bottlenecks, the enhanced alignment of improvement teams around the identified bottlenecks, and the opportunity for the team to improve the bottleneck identification process.
by Jeff R.M. Longcore.
S.M.

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Voisey, Christopher John. « Organizational identity, organizational capabilities, and the evolution of the multinational corporation : JTech's transmission systems business in the US ». Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/40888.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.
"June 2007."
Includes bibliographical references (v. 2, leaves 259-267).
When a multinational corporation (MNC) internationalizes by establishing a new subsidiary, the subsidiary's evolution depends upon its acceptance within its host country environment, by its home country headquarters, by other subsidiaries, and by all other stakeholders, including employees, suppliers, customers, complementary innovators, product market critics and analysts. To be accepted, the subsidiary organization has to have a legitimate form with some combination of properties - such as activities, features, and boundaries - that make it recognizable and understandable as a meaningful social unit. In short, as a social object, the subsidiary has to have an identity that conforms to a recognized and accepted type, so that it is evaluated positively as belonging to a legitimate category of organizations. Yet, if value creation simultaneously depends upon a subsidiary developing organizational capabilities, how does its identity shape the development of those capabilities? How do the capabilities in turn alter the subsidiary's identity? How does the identity-capability relationship influence the subsidiary's strategy, and how do the organizational structures put in place to cope with these changes affect the organization's identity and legitimacy? I explore these issues by analyzing the case of the evolution of a US subsidiary of a Japanese high technology MNC, which had responsibility for activities related to the development and sale of transmission equipment into the US, over a fifteen year period ending in 2000. I find that organizational members constructed an identity for their organization through which they enacted their environment, organizational capabilities, strategy, and structure.
(cont.) These, in turn, recursively interacted with the organizational identity in complex ways, either reinforcing the salient organizational identity or stressing it, resulting in identity work through which organizational members sought to reconstruct a new and legitimate organizational identity. Understanding the identity of a subsidiary is necessary in efforts to improve the effectiveness of managing across borders. As a corollary, management practices designed to improve collaboration, such as facilitating the transfer of more complex information, or that aim to deepen understanding among collaborating units of an MNC, such as increasing personnel transfers, may actually undermine cross-border knowledge development through their negative effect on organizational identity.
by Christopher J. Voisey.
Ph.D.

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Visagie, Ashley. « Painting a picture of possibility : the transmission of symbolic violence in an urban township school ». Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30995.

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The purpose of this study is to explore the narratives and non-verbal communication of students and teachers in one low socioeconomic status school, with particular reference to the messages that are conveyed about student performance and student aspirations, and student responses to these messages. The validity of these messages is evaluated in relation to the contexts, conditions and interactions within the school. To this end, the study employs conceptual resources drawn from Bourdieu and Lefebvre, especially Bourdieu’s notions of symbolic violence and misrecognition. Data is derived primarily from interviews with teachers and students and from observations within the school. The study finds that students are confronted with several messages of promise and threat at school which link ‘success’ and performance to individual effort and choices. However, such messages ignore the ways in which the contexts and conditions in which schooling takes place impact on student performance and constrain their future opportunities. Even students who have great ambitions, who adopt a positive mind-set and who work hard have to reckon with the realities and narrow possibilities that come from being in an under-resourced school in a poor community. The study suggests that managerialist and meritocratic explanations of student performance, that are currently dominant in South African policy discourse, present too narrow a view of the realities that produce underperformance and that such explanations imply that students and teachers are to blame for disadvantages that are produced by systemic inequalities.

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Rao, Aparna. « Validation of the Use of the Rapid Speech Transmission Index (Rasti) In Elementary School Classrooms ». DigitalCommons@USU, 1992. https://digitalcommons.usu.edu/etd/2138.

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The aim of this study was to assess the validity of an objective method of speech intelligibility, the Rapid Speech Transmission Index (RASTI), in elementary school classrooms, The RASTI can be obtained more quickly than subjective measures of speech intelligibility and has been shown to be highly valid with adult listeners in auditoriums. In this study RASTI values were correlated with scores on a subjective test of speech intelligibility, the word intelligibility by Picture Identification (WIPI) test, for 45 students in two elementary classrooms (grades 1 through 3 and grade5). Results indicated that the RASTI value is a poor predictor of subjective speech intelligibility (WIPI) scores for these students. There was no significant difference between the correlations obtained in the two classrooms or between the correlations obtained with the average and largest of the three RASTI values and the WIPI scores. Further study needs to be done to determine the applicability of the RASTI to classroom environments.

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Mazière, Christelle. « La transmission du patrimoine par l’enseignement des arts ». Thesis, Corte, 2015. http://www.theses.fr/2015CORT0002/document.

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La recherche s’est intéressée à la place des arts à l’école primaire à travers un état des lieux des pratiques pédagogiques, suite à la mise en place de l’enseignement de l’histoire des arts en 2008, et a également considéré la question de la demande sociale. L’objectif de la recherche était, à la fois d’identifier les pratiques des enseignants dans le domaine de l’éducation artistique, et de comprendre en quoi cet enseignement participe à la transmission du patrimoine culturel en milieu scolaire. La recherche s’appuie à la fois sur une enquête réalisée sur une académie, auprès des enseignants et des parents d’élèves, et sur des observations de séances pédagogiques. Cette thèse propose, dans une première partie, d’observer la structuration de l’éducation artistique à travers l’évolution législative et les influences qui ont permis d’aboutir à sa définition aujourd’hui. Les textes officiels attestent d’une certaine volonté de démocratisation de l’art via l’institution scolaire par les pratiques des enseignants. À partir de la définition de l’éducation artistique qui repose aujourd’hui sur l’enseignement de l’histoire des arts, les pratiques culturelles de classe et les ateliers de pratique artistique, la recherche s’est également intéressée aux liens entre cet enseignement et la notion de patrimoine culturel. La seconde partie s’est focalisée sur les pratiques culturelles des familles, à partir d’un échantillon de parents, et sur la demande sociale, c'est-à-dire les attentes des parents d’élèves vis-à-vis de l’école et a tenté de répondre à la question du rôle de l’institution scolaire quant à la transmission du patrimoine culturel et à ses enjeux dans le cadre d’une société multiculturelle. Ainsi, la place de l’éducation artistique semble faire aujourd’hui l’unanimité auprès des acteurs mais le combat s’est déplacé sur le terrain de la question de l’égalité. C’est ce que l’analyse cartographique (ArcGIS) a permis de mettre en lumière. Enfin, nous avons rendu compte des pratiques pédagogiques observées dans le cadre des observations de terrain. Si cette recherche a permis d’une part d’identifier les pratiques des enseignants, les moyens et usages qu’ils mobilisent au sein de leur classe, les facteurs minorant ou majorant les pratiques ; elle a d’autre part favorisé l’identification des acteurs qui interagissent dans le cadre de l’objet observé et pour lequel nous avons développé, à des fins d’analyse et de lecture, le théorie des parties prenantes éducatives pour développer une approche globale de l’objet
Research has focused on the role of the arts in an inventory of educational practices through primary school, following the introduction of the teaching of Art History in 2008, and also considered the issue of social demand. The objective of the research was in first to identify teachers' practices in the field of arts education, and also to understand how this course contributes to the transmission of cultural heritage in schools. The research builds on both a survey of an academy, with teachers and parents, and on observations of teaching. In a first part, we observe how arts education was structured through legislative changes and influences that have led to its definition today. The official texts attest to a willingness to democratize art through the school system by teachers' practices. From the definition of arts education which is now based on the teaching of art history, cultural practices of class and artistic workshops, research has also examined the relationship between the teaching and the notion of cultural heritage. The second part focused on the cultural practices of families from a sample of parents, and social demand, that is to say, the expectations of parents toward school and tried to answer the question of the role of the educational institution in the transmission of cultural heritage and its implications in the context of a multicultural society. Thus, instead of arts education today seems to be unanimous among players, but the fight has moved to the grounds of the issue of equality. That's what mapping analysis (ArcGIS) helped bring to light. Finally, we reported on the teaching practices observed in the field observations. If this research has allowed one hand to identify the practices of teachers, resources and practices that they mobilize in their class, the lower bound or upper bound factors practices, on the other hand it will help identify actors interacting in the context of the observed object and for which we have developed for the purpose of analysis and reading the theory of educational stakeholders to develop a comprehensive approach to the object

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Otto, Franciele. « As associações auxiliares da escola e a forma de transmissão das dimensões valorativa e moral da sociedade catarinense : o caso das \"Ligas de Bondade\" (1935-1950) ». Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062012-140719/.

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A investigação histórica que compõe a presente dissertação parte das relações entre o ideário escolanovista e as propostas de nacionalização do ensino aplicadas no Estado de Santa Catarina, a partir da década de 30 do século passado. Estas constituíram as bases para o surgimento das Associações Auxiliares da Escola, dentre as quais existiu a Liga de Bondade. De uma forma geral, o objetivo desta investigação foi identificar, descrever e interpretar a transmissão das dimensões morais por meio das Ligas de Bondade. Para cumprir tal objetivo, utilizaram-se como fontes de informação, além da legislação da época, 142 relatórios e atas das reuniões destas ligas que foram enviadas ao Departamento de Educação do Estado de Santa Catarina, armazenados no Arquivo Histórico do Estado de Santa Catarina. O conceito de cultura escolar foi utilizado para localizar o lugar das Ligas de Bondade como práticas escolares, e foram analisados alguns Regulamentos da Instrução Pública e Regimentos Internos dos Grupos Escolares para compreender como estavam presentes nestas determinações estatais as premissas morais difundidas por estes grupos. Esta prática pode ser observada de diferentes perspectivas, pois foram vários os aspectos que formaram o cotidiano e as atividades realizadas. Algumas das atividades identificadas foram: reuniões, eleições, festas escolares, palestras, caixinha das boas ações, campanhas, doação de esmolas, tratamento de enfermos, doação de alimentos, homenagens. As Ligas de Bondade utilizaram diversos métodos para a transmissão moral que pretendiam realizar, como as lições temáticas; prática de boas ações; participação na Campanha Pró-Natal dos Lázaros; slogans e imagens. Identificou-se que a noção de bondade comportava várias dimensões, que eram: solidariedade, cuidado com o semelhante, caridade, honestidade, respeito, cuidado com o patrimônio público, cooperação, responsabilidade, amor à pátria, gratidão e fé. Estes valores difundidos moldavam as disposições das crianças para as respostas sociais que necessitariam no futuro, determinando as condutas corretas e influenciando a formação do habitus. O conceito de habitus faz parte da teoria da prática de Pierre Bourdieu, e permitiu compreender a forma como os valores atingiam os alunos. As disposições (habitus) dos sócios das Ligas de Bondade passaram a ser uniformizadas, formando uma consciência coletiva, que homogeneizava as virtudes morais dos participantes. A consciência coletiva (Émile Durkheim) tornava os valores sociais a partir da produção de um consenso entre os alunos. Esta pesquisa demonstrou o funcionamento das Ligas de Bondade - pautada nas informações encontradas nos relatórios e atas catarinenses, e nas instruções de funcionamento estabelecidas na legislação educacional e os meios utilizados para a difusão dos valores morais entre seus sócios. O estudo das Ligas de Bondade permitiu compreender aspectos das transmissões morais realizadas pelas escolas, transportando situações sociais para dentro dos estabelecimentos. Além disso, reconstituiu o cotidiano destas Associações Auxiliares do ponto de vista dos documentos oficiais.
The historical research that is part of this thesis starts from the relationships between the New School ideas and the proposals for the nationalization of education applied in the State of Santa Catarina, since the 1930s. They formed the basis for the creation of the Associações Auxiliares da Escola (school auxiliary associations) among which, the Ligas da Bondade (goodness leagues). The present study aimed at identifying, describing, and interpreting the transmission of the moral dimensions through the Ligas da Bondade. To this end, a hundred and forty two meeting reports and minutes of those leagues/associations which have been sent to the Departamento de Educação do Estado de Santa Catarina, stored in the Arquivo Histórico do Estado de Santa Catarina (the historical archives of SC) were used as sources of information, besides the laws of that period. The concept of school culture was used to locate the place of the Ligas da Bondade as school practices, and some of the public instruction regulations and internal regulations of the school groups were analyzed in order to understand how the moral premises propagated by these groups were present in the referred state determinations. This practice can be observed from different perspectives, because many were the aspects that formed the everyday activities. Some of the identified activities were: meetings, elections, school parties, lectures, good deeds box, campaigns, almsgiving, treatment of the sick, food donation, tributes. The Ligas da Bondade used several methods for the moral transmission that they intended to hold, as the thematic lessons, good deeds practices, participation in the Lazarus Pro-Christmas Campaign, slogans and images. It was found that the idea of goodness contained several dimensions, which were: solidarity, care for other people, charity, honesty, respect, care for public properties, cooperation, responsibility, love for the country, gratitude and faith. The referred values shaped the children\'s dispositions for the social responses they would need in their future, determining the correct behavior and influencing the formation of the habitus. The concept of habitus is part of Pierre Bourdieu\'s practice theory, and enabled the understanding of the way in which the values reached the students. The dispositions (habitus) of the Ligas da Bondades members became uniform, forming a collective consciousness, which made the participants\' moral virtues homogeneous. The collective consciousness (Émile Durkheim) made the social values from the production of a consensus among the students. This study demonstrated how the Ligas da Bondade work - based on information found in the meetings reports and minutes from Santa Catarina, and in the operating instructions set out in the educational laws - and the means used to disseminate the moral values among its members. The study of the Ligas da Bondade enabled the understanding of the aspects of the moral transmissions accomplished by the schools, transporting social situations into the establishments. Additionally, this study strengthened the daily life of the referred auxiliary associations from the viewpoint of the official documents.

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Alrayes, Ali Said. « Transmission system overvoltage mitigation through the use of distributed generation (DG) smart inverters ». Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/126993.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, in conjunction with the Leaders for Manufacturing Program at MIT, May, 2020
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, in conjunction with the Leaders for Manufacturing Program at MIT, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 63-65).
The objective of this project is to demonstrate the technical ability and cost-effectiveness of reducing electric transmission system overvoltage violations using distributed generation (DG) smart inverters connected to the electric distribution system. Overvoltage violations are situations when the system exhibits voltage levels outside of the acceptable range set by the American National Standards Institute (ANSI) of 105% of nominal system voltage. The challenge that Atlantic Electric could potentially face from the rapid deployment of DG across its distribution system - driven by new additional renewable energy incentive programs in the US State in which it operates - is the underloading of its high voltage (69kV and 115kV) transmission lines causing overvoltage violations at the ends of the transmission lines. The traditional response to this challenge is to install system upgrades on the transmission system in the form of shunt reactors.
However, these system upgrades are expensive and time-consuming to install, which could de-incentivize and delay the deployment of DG projects. The solution we propose is to utilize the reactive power absorption capability of the DG inverters to absorb excessive reactive power from the transmission system. In this work, we investigate feeders' maximum capability of reactive power absorption through distributed generation (DG) smart inverters by modeling two "representative" Atlantic Electric distribution feeders under different PV deployment scenarios based on the feeders' load and generation levels, among other factors. We then perform a cost-benefit analysis to compare against installing shunt reactors. Our findings show that implementing an inverter-based solution has a range of significant cost-savings of up to $300,000/year when compared with installing shunt reactors on the transmission system.
This arrangement, however, is one that hinges on the utility's ability to review regulatory and commercial with all stakeholders involved.
by Ali Said Alrayes.
M.B.A.
S.M.
M.B.A. Massachusetts Institute of Technology, Sloan School of Management
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science

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Simhadri, Arvind. « Impact of distributed generation of solar photovoltaic (PV) generation on the Massachusetts transmission system ». Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/98604.

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Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-76).
After reaching 250 megawatt direct current (MW dc) of solar photovoltaic (PV) generation installed in Massachusetts (MA) in 2013, four years ahead of schedule, Governor Deval Patrick in May of 2013 announced an increase in the MA solar PV goal to 1,600 MW by 2020 ([13]). However, integration of such significant quantities of solar PV into the electric power system is potentially going to require changes to the transmission system planning and operations to ensure continued reliability of operation ([14]). The objective of this project is to predict the distribution of solar PV in MA and to develop a simulation framework to analyze the impact of solar generation on the electric power system. To accomplish this objective, we first developed a prediction model for solar PV aggregate and spatial long term distribution. We collected solar PV installation data and electricity consumption data for 2004 to 2014 for each ZIP code in MA. Additional information such as population, land availability, average solar radiance, number of households, and other demographic data per ZIP code was also added to improve the accuracy of the model. For example, ZIP codes with higher solar radiance are more likely to have solar PV installations. By utilizing machine learning methods, we developed a model that incorporates demographic factors and applies a logistic growth model to forecast the capacity of solar PV generation per ZIP code. Next we developed an electrically equivalent model to represent the predicted addition of solar PV on the transmission system. Using this model, we analyzed the impact of solar PV installations on steady-state voltage of the interconnected electric transmission system. We used Siemens PTI's PSS/E software for transmission network modeling and analysis. Additionally, we conducted a sensitivity analysis on scenarios such as peak and light electricity consumption period, different locations of solar PV, and voltage control methods to identify potential reliability concerns. Furthermore, we tested the system reliability in the event of outages of key transmission lines, using N-1 contingency analysis. The analysis identified that the voltage deviation on transmission system because of adding 1,600 MW dc of distributed solar PV is within +/- 5% range. Based on the analysis performed in this thesis, we conclude that the current MA transmission system can operate reliably after the addition of the expected 1,600 MW dc of solar PV. As National Grid acquires information on solar installations, new data will improve the ability and accuracy of the prediction model to predict solar PV capacity and location more accurately. The simulation framework developed in this thesis can be utilized to rerun the analysis to test the robustness of the electric transmission system at a future date.
by Arvind Simhadri.
S.M.
M.B.A.

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Stakelum, Mary Catherine Ann. « Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context ». Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020498/.

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This study investigates how generalist primary teachers conceive of music, how they make sense of a prescribed music curriculum and how they teach it in the course of their professional practice in an institutional setting. Following an overview of the study in chapter one, the literature review is presented. Chapter two describes the framing of music education in the Irish primary school context. In chapter three, factors influencing teacher practice are identified as official policy, the ethos of the school and teacher beliefs. In addition, and taking a multi-faceted view of knowledge, the relationship between formative experiences and practice is examined. It is argued that teacher knowledge cannot be separated from the context in which it is learned and used. A synthesis of key points is presented in chapter four. The design and methodology are outlined in chapter five. A qualitative approach was adopted where interview and observation methods were used to gain access to the orientation to practice and to the curriculum emphasis of five respondents. Data from the fieldwork were organised into categories from which, in the case of each respondent, an interpretative account of their practice was compiled and is presented in chapter six. Analysis of the data is presented in chapter seven. In the case of the five primary teachers, the study has confirmed that, whilst there are commonalities among the respondents regarding transmission of aspects of performance and music literacy, there are differences too. It is suggested that differences in teacher practice can be defined in terms of the values teachers attribute to music in their own lives and in the lives of their pupils. In chapter eight, conclusions and implications for further research are presented. Significantly, the study has provided a framework for research on practice in which commonalities and differences may be examined.

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Meskel-Cresta, Martine. « Les derniers jours de l'enseignement ? » Thesis, Cergy-Pontoise, 2015. http://www.theses.fr/2015CERG0756.

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Résumé. Les derniers jours de l'Enseignement ?Analyse de la fonction enseignante, cette thèse de philosophie de l'éducation pose la question des conditions pour que l'enseigner ait encore du sens et un avenir. Elle montre l'évolution, la mutation des modalités, comme la déconstruction et le délitement d'une « forme scolaire » menacée car trop pesante, donc aussi la transformation nécessaire de l'enseignement.A partir de l'exemple des ateliers-philo, des déplacements de l'enseignant depuis la transmission jusqu'à l'animation et l'accompagnement, et de l'hypothèse que notre époque n'a pas (encore) pris en compte ce que le moderne a porté au monde, occulté par les représentations antérieures ou cadres d'interprétation passés, elle s'interroge sur ce qui hante les conceptions de l'enseignement ou la pensée pédagogique pour en tirer quelques conséquences quant au devenir de cette fonction dans ses nouvelles conditions.Pour ce faire, ce travail interroge l'enseignement dans ses définitions comme dans ses transformations récentes, par rapport au nouveau statut de l'enfance ou de l'adolescence et au malaise dans la transmission jusqu'à la crise de la représentation, pour le mettre en perspective par rapport aux conflits mondiaux et à ce qu'ils « disent » de l'évolution de la pensée occidentale, qu'il semble nécessaire d'intégrer à la perception critique de l'école. Donc il resitue l'enseignement dans son rapport à la fin de la métaphysique : quels sont les effets de ce changement d'époque sur la condition enseignante ? Et il rapporte les troubles dans l'institution scolaire et universitaire à sa provenance et son histoire : à quelles conditions la ou les fonctions de l'enseignant peuvent-elles perdurer dans le monde d'après les conflits mondiaux et le nazisme, d'après la crise des fondements ?En reconnaissant l'interruption du continuum de la tradition et du progrès continu, donc le fossé, la brisure, les failles et traces toujours déjà laissées qui font la désorientation, peut-on et comment réinventer le « professer » / le profiteor, et sa capacité instituante, au moins déceler les « signes » d'un renouvellement dans une perspective de déconstruction de la structure retardataire, secondarisée, de l'enseignement ? L'évolution et la crise enseignante étant symptôme d'un changement plus profond, qu'il nous faut regarder en face, avec une vision qui va du philosophique à sa pensée au-delà, oeuvrer à la mutation en cours exige une autre écriture de la geste enseignante.Peut-être que l'enseignant n'enseigne pas encore…
Summary. The last days of Teaching?Analysis of the role of Teaching, this philosophy thesis asks the question on the necessary conditions in order, for education, to keep a meaning and a future. It describes the evolution, the mutation of methods, as well as the deconstruction and disintegration of an « academic form », threatened because too burdensome, and therefore the necessary transformation of education.Basing itself on the example of the philosophy workshop, on the movements of the teacher from the transmission to the animation and the support, and on the theory that our time has not (yet) taken into account what modernity has brought to the world, overshadowed by the prior representations or past interpretations, it examines what haunts the conceptions of education or pedagogic thought in order to draw consequences as to the future of this function in its new conditions.To this end, this work questions Teaching in its definitions as well as in its recent transformations, with regard to childhood or adolescence new status and the unease of transmission until the representation crisis, to put it in perspective with worldwide conflicts and to what they « say » of the evolution of the occidental way of thinking, which seems necessary to integrate to the critical perception of school. Thus it replaces teaching in its relation to the end of metaphysics: what are the effects of this change of era on the teaching condition ? And it relates the disorders in the scholar and university institution to its origin and history : under what conditions can the teachers functions persist in the world after nazism and world conflicts, after the foundation crisis ?By recognizing the interruption between the continuum of tradition and the evergoing progress, thus the gap, the cracks, marks always already left which cause the desorientation, can we and by what means, reinvent the « teaching »/the profiteor, and its institutionalizing capacity, at least detect the « signs » of a renewal with, in prospect, the deconstruction of the outdated, second-rated, structure of teaching? The evolution and teaching crisis are symptoms of a deeper change that we must face, with a vision which includes philosophy but also its thought beyond, act for the ongoing mutation will require another writing of the teaching gesture.Maybe the teacher isn't teaching yet…

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Pouyade, Corinne. « Les manuels et les programmes scolaires grecs de boulangerie : moteur de formation professionnelle mais aussi des relais culturels (1994- 2012) ». Thesis, Montpellier 3, 2017. http://www.theses.fr/2017MON30038/document.

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Personne ne peut nier que les activités artisanales et l’univers universitaire onttraditionnellement peu de chance de se rencontrer. Les métiers et la formation professionnelle ne sont pas les premiers thèmes d’étude des universitaires. La présente thèse se focalise sur la formation de jeune boulanger en Grèce et en particulier sur l’étude des manuels de technologie et des référentiels du métier.Cette thèse aura pour but de répondre à la question suivante : en quoi la négation des aspects culturels du pain dans les manuels de technologie boulangère grecs, interdit aux jeunes en formation, une vue historique de leur métier, pourtant fondamentale dans la transmission de l’hellénisme ? Les résultats de notre étude sont variés, ils ont permis d’établir tout d’abord que les manuels ne transmettaient qu’une vision lacunaire et erronée des traces culturelles, puis, grâce à une recherche dans le Trésor de la Langue Grecque, nous avons retissé unehistoire des préparations boulangères et du métier de boulanger, il a fallu enfin replacer, les recettes proposées dans les manuels, dans cette transmission culturelle. En réalité l’enjeu de cette thèse est bien de réintroduire les traces culturelles du métier de boulanger dans leur formation afin que l’artisan en devenir prenne conscience qu’avec ses mains, il participe tout autant à la transmission de l’hellénisme
Nobody can deny that that the world of artisanal jobs and the university world are not meant or little to coincide. Craft jobs or the professional education are not priorities for universities.This thesis focuses in the training and job education of young future bakers in Greece and in particular about the study of Technologies Manuals and the Job Guide lines. With this thesis we want to answer the following question: In which way do the refusal of cultural influences of bread making in Greek Bakery Technology Manuals; isolates young students from a diachronic view of their profession which is such an important part in the transmission of Hellenism?The results we came upon in our studies are varied; first of all we found that manuals transmit only a vague and wrong vision of their cultural legacy; also, after a research in the Greek Language Tresor we have mended the diachronic of bakery preparations and of the Bakers profession. We had to then reposition all recipes proposed in the manuals to serve this cultural transmission.The real challenge of this thesis is to reintroduce the cultural legacy of the baker's profession in their training period so that these future artisans could realize that they participate with their own hands to the transmission of Hellenism

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Dickfors, Erika. « Teaching Literature in English at High School Level : A Discussion of the Socio-Cultural Learning Theory vs the Transmission Theory ». Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19793.

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This essay discusses if teaching English literature in high school classes, in accordance with the socio-cultural learning theory, can be considered to promote language learning substantially better than teaching English literature in accordance with the transmission theory. This essay also investigates and compares how well teaching English literature, in accordance with each of these two learning theories, fulfills stipulations in the Swedish National Curriculum for high school courses English 5, 6 and 7. In order to show differences between the socio-cultural learning theory and the transmission theory there are presentations and discussions of different teaching strategies and learning tasks/exercises in accordance with each of these two learning theories. The base for argumentation in this essay is constituted by analytical and theoretical studies of teaching English literature in accordance with the socio-cultural learning theory and in accordance with the transmission theory. There are also theoretical studies of the Swedish National Curriculum (of high school courses English 5, 6 and 7) and previous empirical research and studies (which include teaching and/or language learning and the socio-cultural learning theory). This essay also includes a presentation and discussion of advantages and disadvantages for each learning theory.

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Coleman, Kristen K. « Environmental Detection and Quantification of Airborne Influenza A Virus in an Elementary School, and its Implications for Student and Community Illness ». University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493372170333178.

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Kasilima, Yosh Sospater. « Knowledge, Attitude and Sexual Behaviors with Regard to HIV/AIDS among Upper Primary School Pupils in Meru District, Arusha, Tanzania ». Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8343_1299559787.

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A cross- sectional descriptive study using a self-administered close-ended questionnaire was conducted with pupils in standards four to seven (aged 10 &ndash
17 years) in ten government primary schools in Meru District. The sample of 400 school pupils was obtained by a simple random sampling technique. Data analysis was done using Statistical Package for Social Sciences SPSS (version 15) computer software and the results were presented in frequencies using simple percentages, tables and graphs. The Chi-square test was used to assess the significance where a p-value of <
0.05 was considered statistically significant. In conclusion, Primary school pupils in Meru district engage in several risky sexual behaviors including substance use, sexual coercion, early sexual debut and engaging in various sexual practices. This calls for a more comprehensive approach in the fight against HIV among primary school children in Tanzania, which could include life skill training at an early age, behaviour change communication interventions, advocacy activities to influence policy formulation, condom promotion and incorporating key stakeholders in the rollout of school based HIV programmes such as parents, community leaders and faith-based organizations leaders.

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Bage, G. « Chaining the beast ? : an autobiographical examination by an advisory teacher of whether spoken story telling and prompting can make school history's analytic transmission more educationally principled and powerful ». Thesis, University of East Anglia, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361267.

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Blondel-Gaborieau, Celia. « La transmission du patrimoine culturel immatériel à l'école primaire : le cas du projet choral scolaire "Les Voix de la mémoire" ». Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC017/document.

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Ce travail se propose, au travers d’une recherche-action qui a concerné quinze classes de l’agglomération vésulienne, de mener une réflexion sur les enjeux d’un projet choral commémoratif. Il interroge le lien entre mémoire et transmission du patrimoine culturel immatériel, et rend compte de ce que peuvent être des enseignements de ce type à l’école aujourd’hui.L’année 2014 a été marquée par le centenaire de la Première Guerre mondiale et les soixante-dix ans de la Libération. C’est dans ce contexte que le projet « Les Voix de la mémoire » a été mis en œuvre par la Direction des Services départementaux de l’Éducation nationale de la Haute-Saône, en partenariat avec de nombreux acteurs de ce territoire. Plus de trois cents enfants ont travaillé une année avec des professionnels de la musique sur des chants historiques, traditionnels et contemporains qui disent la guerre et la paix. Ce projet s’est conclu par une représentation sur une scène conventionnée face à un très large public composé notamment de leurs familles et d’officiels.Par des questionnaires, des entretiens et des observations, cette contribution croise de nombreux regards. Les enseignants, une inspectrice, les familles et les élèves parlent de ce qui a pris place dans le cadre scolaire. L’enfant est considéré comme acteur de ce qu’on lui fait vivre. Une méthodologie spécifique est développée pour recueillir sa parole qui est écoutée et valorisée. Lesapprentissages, les joies et les difficultés des différents participants sont ici mis en avant et décryptés. Sont évoquées plus particulièrement les émotions générées par le moment de la commémoration comme rite républicain
Through an action research which has involved fifteen classes from the urban district of Vesoul, thispaper aims at questioning the link between remembering and transmitting our intangible culturalheritage, reflecting on the stakes surrounding a memorial choir project, and records what aneducation on such topics can be like today.The year 2014 marked the hundred-year anniversary of the beginning of WWI and theseventy-year anniversary of the WW2 Liberation. In this context, the Direction des Servicesdépartementaux de l’Éducation nationale de la Haute-Saône, along with other contributors of thearea, initiated the project entitled « The Voices of Memory ». Under the instruction of musicprofessionals, over three hundred children practiced historical, traditional and contemporary songs about war and peace, all year long. The project concluded with a performance in a subsidised theatre for an audience including families and officials.This research has aimed at gathering as many viewpoints as possible through itsquestionnaires, interviews and observations. The teachers, one Education Inspector, the families and the pupils all talk of what took place at school. The children are viewed as active participants in the project they are made to take part in. A specific methodology was developed so as to record, listen to and value their words. The joys and hardhips of the learning experience of all involved have been carefully highlighted and decyphered, with careful emphasis on the emotions triggered by the memorial itself, viewed as a rite in honour of the French Republic

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Fast, Jessica. « ”Så här gjorde vi inte i sexan”. Litteraturundervisning – språkfärdigheter eller livserfarenheter ? : En kvalitativ studie om ämneskonceptioner och stadiumövergångar ». Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53417.

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I studien undersöker jag likheter och skillnader i ämnessyner gällande litteraturundervisning på högstadiet och gymnasiet. I studien undersöks hur elever i högstadiet förbereds för gymnasiet och hur gymnasiet arbetar för att möta upp dessa elever. Syftet med studien är att belysa glapp mellan skolstadierna som kan påverka elevernas utveckling och lärande inom litteraturundervisningen. Det empiriska materialet består av åtta kvalitativa intervjuer som är av semistrukturerad karaktär. Tidigare forskning är uppdelad på tre områden: Stadiumövergångar, ämneskonceptioner och litteraturundervisning. Det teoretiska perspektivet utgår ifrån Lars-Göran Malmgrens tre ämneskonceptioner och Gunilla Molloys fjärde ämneskonception Resultatet visar att alla lärare använder sig av olika ämneskonceptioner växelvis i sin litteraturundervisning och att det är olika ämnessyner på högstadiet och gymnasiet. Detta är en konsekvens av att inget explicit samarbete finns mellan skolorna inför elevernas övergång. Både lärarna på högstadiet och på gymnasiet efterfrågar ett större samarbete i svenska och litteraturundervisningen. Utifrån lärarnas svar och forskningen drar jag slutsatsen att bristen på samsyn och samarbete mellan skolstadier är ett vanligt förekommande problem som behöver lyftas i den allmänna skoldebatten.
In this study I examine similarities and differences in subject views regarding literature education in secondary school and upper secondary school. The study shows how secondary school students are prepared for upper secondary school and how upper secondary school works to meet these students. The purpose of the study is to shed light on gaps between school stages that can affect students' development and learning in literature teaching. The empirical material consists of eight qualitative interviews that are of a semi-structured nature. Previous research is divided into three areas: Stage transitions, subject conceptions and literature teaching. The theoretical perspective is based on Lars-Göran Malmgren's three subject conceptions and Gunilla Molloy's fourth subject conception. The results show that all teachers use different subject conceptions alternately in teaching literature and that is different subject views in secondary school and upper secondary school. This is a consequence of the fact that there is no explicit cooperation between the schools before the students' transition. Both teachers in secondary school and upper secondary school demand greater collaboration in Swedish language and literature education. Based on the teachers' answers and the research, I conclude that the lack of consensus and cooperation between school stages is a common problem that needs to be raised in the general school debate.

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Altin, Mufit. « Fault Detection And Service Restoration In Medium Voltage Distribution System A Thesis Submitted To The Graduate School Of Natural And Applied Sciences Of Middle East Technical University By Mufit Altin In Partial Fulfillment Of The Requirements ». Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610519/index.pdf.

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This thesis proposes an algorithm and develops a program for fault detection and system restoration in medium voltage distribution systems. In Turkey, TUBITAK-UZAY developed distribution automation system including fault detection and service restoration functions for Bogazici Electricity Distribution Company. By the time, expanding of distribution system with nonstandardized infrastructure (for example more than one circuit breaker in the feeder, mesh and closed loop feeder structure), developed automation system have not properly worked under these unplanned situations. Taking into consideration of previously utilized TUBITAK Distribution Automation System (TUDOSIS), fault isolation algorithm is improved to cope with practical problems as non-standardized infrastructure and selectivity issue in protection system, and the proposed isolation algorithm is simulated. Further system restoration solution for mesh distribution systems is analyzed for distribution system in Turkey and expert system based algorithm is proposed.

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López, Lorca Hortensia Francisca. « Pautas de transmisión de valores en el ámbito familiar ». Doctoral thesis, Universidad de Murcia, 2005. http://hdl.handle.net/10803/10808.

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Esta investigación analiza la percepción de valores por parte de padres e hijos, así como las pautas de transmisión utilizadas y su asimilación.Para apoyar el estudio empírico, se hace un recorrido por conceptos fundamentales como la familia, considerándola hábitat natural de la transmisión de valores, y por diversos valores.A través del estudio de los resultados obtenidos, se han puesto de manifiesto las hipótesis y los objetivos de los que se partía: existe una dicotomía entre la enseñanza de valores por parte de los padres y la asimilación de éstos por parte de los hijos.En conclusión se constata que, siempre teniendo en cuenta las limitaciones personales y la libertad de cada uno, los hijos que parecen responder con mayor responsabilidad en los diferentes ámbitos de la vida ordinaria, son aquellos cuyos padres conviven en un hogar unido, hablan con sus hijos y les transmiten valores a través del ejemplo personal y de los detalles cotidianos en el hogar.
This investigation analyses parents and children's perception of values, as well as the patterns used for their transmission and their assimilation.In order to support the empirical study, an analysis of fundamental concepts such as family has been done. This one is to be considered the natural setting for the transmission of values and the source itself of different ones. Through the analysis of the obtained results, it has been stated the hypothesis and objectives from which we departed. There is a dichotomy between the teaching of values on the part of the parents and their assimilation by the children.In conclusion, and always bearing in mind the personal limitations and everyone's freedom, we can say that those children who seem to respond with more responsibility in their everyday life are those whose parents provide a warmth-filled home and are used to talk with their children, transmitting them general values through their personal example and their daily life details.
Cette recherche analyse la perception des valeurs des parents et des enfants, ainsi que les modes de transmission utilisés et leur assimilation.Pour appuyer l'étude empirique, un parcours est réalisé par des concepts fondamentaux tels que la famille, la considérant habitat naturel de la transmission des valeurs, et par des valeurs différentes.Les résultats obtenus ont mis en évidence les hypothèses et les objectifs dont on partait : il existe une dichotomie entre l'enseignement des valeurs de la part des parents et l'assimilation de celles-ci par leurs enfants.Pour conclure, et en tenant toujours compte des limitations personnelles et de la liberté de chacun, on constate que les enfants qui semblent répondre avec plus de responsabilité dans les différents domaines de la vie ordinaire, sont ceux dont les parents habitent dans un foyer uni, parlent avec leurs enfants et leur transmettent les valeurs à travers leur exemple personnel et les différents détails de la vie quotidienne à la maison.

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Sánchez, Sánchez Almudena. « Modelling the evolution dynamics of the academic performance in high school in Spain. Probabilistic predictions of future trends and their economical consequences ». Doctoral thesis, Universitat Politècnica de València, 2013. http://hdl.handle.net/10251/32280.

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En esta tesis, se utilizan t ecnicas matem atico-epidemiol ogicas para modelar el rendimiento acad emico en Espa~na (prestando especial atenci on en el fracaso escolar) para comprender mejor los mecanismos detr as de esta importante cuesti on, as como para predecir c omo evolucionar an los resultados acad emicos en el Bachillerato espa~nol en los pr oximos a~nos. El nivel educativo de Bachillerato en Espa~na est a formado por los dos ultimos cursos antes de acceder a la universidad o al mercado de trabajo y corresponde a los estudiantes de 16 18 a~nos. Este nivel educativo es muy importante para la formaci on de los estudiantes ya que representa un periodo en el que deber an tomar importantes decisiones sobre el futuro acad emico y profesional. En primer lugar, en el Cap tulo 2, se presenta un modelo determinista donde se analiza el rendimiento acad emico asumiendo que la actitud negativa de los alumnos de Bachillerato puede ser debida a su comportamiento aut onomo y la in uencia de compa~neros con malos resultados acad emicos. Luego, en el Cap tulo 3, se mejora el modelo basado en la idea de que no s olo los malos h abitos acad emicos se transmiten socialmente sino tambi en los buenos h abitos de estudio. Adem as, descomponemos los par ametros de transmisi on de h abitos acad emicos con el n de analizar con m as detalle qu e grupos de estudiantes son m as susceptibles a ser in uenciados por compa~neros con buenos o malos h abitos acad emicos. El abandono escolar tambi en han sido incluido en este modelo. El enfoque adoptado permite proporcionar predicciones deterministas y con intervalos de con anza de la evoluci on del rendimiento escolar (incluyendo las tasas de abandono) en Bachillerato en Espa~na en los pr oximos a~nos. Este enfoque, adem as, nos permite modelar el rendimiento acad emico en otros niveles educativos del sistema acad emico espa~nol o de fuera de Espa~na tal y como se muestra en el Cap tulo 4, donde el modelo se aplica satisfactoriamente al sistema acad emico actual de la regi on alemana de Renania del Norte-Westfalia. Para concluir esta tesis, proporcionamos una estimaci on de los costes relacionados con el rendimiento acad emico espa~nol basado en nuestras predicciones. Esta estimaci on representa la inversi on en Bachillerato por parte del Gobierno espa~nol y las familias en los pr oximos a~nos, con especial atenci on en los grupos de estudiantes que no promocionan y abandonan en los diferentes cursos acad emicos.
In this dissertation, we use epidemiologic-mathematical techniques to model the academic performance in Spain (paying special attention on the academic underachievement) to understand better the mechanisms behind this important issue as well as to predict how academic results will evolve in the Spanish Bachillerato over the next few years. The Spanish Bachillerato educational level is made up of the last courses before accessing to the university or to the work market and corresponds to students of 16¿18 years old. This educational level is a milestone in the career training of students because it represents a period to make important decisions about academic and professional future. In a rst step, in the Chapter 2 we will present a deterministic model where academic performance is analyzed assuming the negative attitude of Bachillerato students may be due to their autonomous behavior and the in uence of classmates with bad academic results. Then, in the Chapter 3, the model is improved based on the idea that not only the bad academic habits are socially transmitted but also the good study habits. Besides, we decompose the transmission academic habits into good and bad academic habits, in order to analyze with more detail which group of students are more susceptible to be in uenced by good or bad academic students. The consideration of quantifying the abandon rates is also a new issue dealt with in it. The adopted approach allow to provide both punctual and con dence intervals predictions to the evolution of academic performance (including the abandon rates) in Bachillerato in Spain over the next few years. The adopted approach allows us to model academic performance in academic levels other than Bachillerato and/or beyond the Spanish academic system. This issue is assessed in Chapter 4, where the model is satisfactorily applied to the current academic system of the German region of North Rhine-Westphalia. To conclude this dissertation, we provide an estimation of the cost related to the Spanish academic underachievement based on our predictions. This estimation represents the investment in the Spanish Bachillerato from the Spanish Government and families over the next few years, paying special attention on the groups of students who do not promote and abandon during their corresponding academic year.
Sánchez Sánchez, A. (2013). Modelling the evolution dynamics of the academic performance in high school in Spain. Probabilistic predictions of future trends and their economical consequences [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/32280
TESIS

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Lemich, Jonathan A. « Cultural capital transmission mechanisms in public schools ». College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7614.

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Thesis (M.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Getson, Stephanie. « Cultural transmission in Tibetan refugee schools in Nepal ». Thesis, Boston University, 2004. https://hdl.handle.net/2144/32865.

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Thesis (B.A.)--Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-01

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Olleik, Zeinab. « Les interactions didactiques en classe de français au cycle primaire au Liban Sud : analyse des stratégies verbales et non verbales de l'enseignant ». Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030037/document.

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L’objet de notre recherche est l’analyse des interactions didactiques dans les classes du français langue seconde à l’école primaire au Liban. Plus particulièrement, nous avons analysé les stratégies communicatives d’enseignement verbales et non verbales mises en œuvre par les enseignants pour assurer l’intercompréhension et maximiser l’acquisition des savoirs et des savoir-faire par les apprenants. Notre étude s’appuie sur un corpus recueilli dans des classes de français dans les écoles publiques et privées à Nabatieh. Le travail vise à analyser le rôle de l’école dans la réussite d’un bilinguisme actif arabe- français. L’analyse qualitative et quantitative nous a permis de mettre l’accent sur les principales stratégies les plus fréquemment utilisées par les enseignants ; d’en analyser les principales formes et fonctions et de dégager les spécificités discursives et structurelles des interactions didactiques à l’école primaire au Liban. Les éléments dégagés de l’observation permettent d’ouvrir la réflexion sur une pédagogie à concevoir dans le contexte scolaire libanais
In our research, we analyze the didactic interactions in the classes of the French language that is taught as a second language in the elementary school in Lebanon. More precisely, we had analyzed the communication strategies of verbal and nonverbal teaching, which are utilized by the teachers to ensure mutual comprehension and to maximize the acquisition of the knowledge and know-how of learners. Our study is based on a corpus collected from French classes in the public and private schools in Nabatiyé. The objective of this work is to analyze the role of the school in the success of a French Arab active bilingualism. The qualitative and quantitative analysis enabled us to explore the principal strategies that are frequently used by the teachers; to analyze the principal forms and functions and to extract from them the discursive and structural specificities of the didactic interactions in the elementary school in Lebanon. The obtained elem! ents from the observation open the road for fabricating a new pedagogy conception in the Lebanese scholar context

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ALACEVICH, CATERINA. « Saggi di Economia Applicata e di Economia dello Sviluppo ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/11689.

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La presente tesi di dottorato è articolata in tre capitoli a se stanti che riguardano l’ambito dell’economia applicata e dell’economia dello sviluppo. Il primo capitolo analizza l’impatto intergenerazionale di shock idiosincratici alla situazione lavorativa dei genitori sull'istruzione secondaria dei figli, utilizzando un’indagine longitudinale condotta in Bosnia Erzegovina. Il secondo capitolo tratta delle potenziali conseguenze di lungo termine della guerra civile sulla partecipazione politica. In particolare, l’analisi utilizza le statistiche ufficiali disponibili relative alle elezioni in Bosnia Erzegovina e mostra che nelle municipalità più intensamente colpite dal conflitto, misurato in termini di perdite civili, l’affluenza elettorale e il capitale sociale sono minori. Il terzo capitolo contribuisce alla letteratura sulla “auto-selezione” in termini di salute della popolazione Indiana migrante presente in Inghilterra. L'analisi fornisce evidenza empirica delle differenze in termini di statura ed altri indicatori di salute delle prime e seconde generazioni di migranti in relazione alla popolazione nativa del paese di destinazione, e a quella del paese di origine.
This dissertation is a collection of three self-contained essays in applied and development economics. In the first chapter I evaluate whether educational investments of adolescent offspring are vulnerable to idiosyncratic shocks to parental employment. Specifically, I estimate the short-term impact of parental job loss on children’s enrollment in post-compulsory schooling, introducing a focus on paternal and maternal unemployment, and analysing differential gender specific effects. I further discuss the potential channels of inter-generational transmission with a specific focus on the role played by female labor supply in contexts of developing economies. Using panel data estimation techniques based on four waves of longitudinal household data from Bosnia and Herzegovina, the results show that maternal involuntary employment shocks affects school enrollment of daughters aged 15-18. In the second chapter I analyze the consequences of exposure to civil conflict on voters’ turnout and social participation. Our source of variation in violence exposure is given by war-related civilian fatalities recorded at the municipality level. In a “difference in differences” estimation framework, our results show that the intensity of civil conflict reduces turnout in the medium and long run, up to twenty years after the end of the war. War exposure is also associated with lower generalised trust and worse measures of social participation. The third chapter evaluates height performances of first and second generation migrants of Indian origins in England, with respect to adults and children in India, and the native population at destination. We provide evidence of migrants’ “self selection” on health, and we show that the circumstances in which individuals are born and raised can contribute to the definition of body size, in addition to the genetic channel and to the traits transmitted by maternal characteristics through gestation.

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ALACEVICH, CATERINA. « Saggi di Economia Applicata e di Economia dello Sviluppo ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2016. http://hdl.handle.net/10280/11689.

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La presente tesi di dottorato è articolata in tre capitoli a se stanti che riguardano l’ambito dell’economia applicata e dell’economia dello sviluppo. Il primo capitolo analizza l’impatto intergenerazionale di shock idiosincratici alla situazione lavorativa dei genitori sull'istruzione secondaria dei figli, utilizzando un’indagine longitudinale condotta in Bosnia Erzegovina. Il secondo capitolo tratta delle potenziali conseguenze di lungo termine della guerra civile sulla partecipazione politica. In particolare, l’analisi utilizza le statistiche ufficiali disponibili relative alle elezioni in Bosnia Erzegovina e mostra che nelle municipalità più intensamente colpite dal conflitto, misurato in termini di perdite civili, l’affluenza elettorale e il capitale sociale sono minori. Il terzo capitolo contribuisce alla letteratura sulla “auto-selezione” in termini di salute della popolazione Indiana migrante presente in Inghilterra. L'analisi fornisce evidenza empirica delle differenze in termini di statura ed altri indicatori di salute delle prime e seconde generazioni di migranti in relazione alla popolazione nativa del paese di destinazione, e a quella del paese di origine.
This dissertation is a collection of three self-contained essays in applied and development economics. In the first chapter I evaluate whether educational investments of adolescent offspring are vulnerable to idiosyncratic shocks to parental employment. Specifically, I estimate the short-term impact of parental job loss on children’s enrollment in post-compulsory schooling, introducing a focus on paternal and maternal unemployment, and analysing differential gender specific effects. I further discuss the potential channels of inter-generational transmission with a specific focus on the role played by female labor supply in contexts of developing economies. Using panel data estimation techniques based on four waves of longitudinal household data from Bosnia and Herzegovina, the results show that maternal involuntary employment shocks affects school enrollment of daughters aged 15-18. In the second chapter I analyze the consequences of exposure to civil conflict on voters’ turnout and social participation. Our source of variation in violence exposure is given by war-related civilian fatalities recorded at the municipality level. In a “difference in differences” estimation framework, our results show that the intensity of civil conflict reduces turnout in the medium and long run, up to twenty years after the end of the war. War exposure is also associated with lower generalised trust and worse measures of social participation. The third chapter evaluates height performances of first and second generation migrants of Indian origins in England, with respect to adults and children in India, and the native population at destination. We provide evidence of migrants’ “self selection” on health, and we show that the circumstances in which individuals are born and raised can contribute to the definition of body size, in addition to the genetic channel and to the traits transmitted by maternal characteristics through gestation.

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Sahr, Kristian S. « A curriculum need study for alternative power transmission systems in Wisconsin high schools ». Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999sahrk.pdf.

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Colosi, Elisabetta. « Modélisation de la propagation de COVID-19 dans les établissements scolaires afin de maintenir l'apprentissage en personne en toute sécurité ». Electronic Thesis or Diss., Sorbonne université, 2023. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2023SORUS416.pdf.

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Lorsque le COVID-19 est apparu comme une pandémie mondiale en mars 2020, les établissements scolaires ont été parmi les premiers lieux à être fermés pour freiner la transmission du SRAS-CoV-2. Cependant, le choix de fermer les écoles pendant une période relativement longue a été très controversé et largement débattu, notamment en raison des effets néfastes sur le bien-être des élèves et le développement de l'apprentissage. C'est pourquoi les gouvernements du monde entier ont progressivement réintroduit les activités en personne dans les écoles, en mettant en œuvre diverses mesures de contrôle pour gérer les cas positifs. Les approches adoptées par les différents pays ont varié, certains adoptant des stratégies réactives en réponse aux cas confirmés, tandis que d'autres ont mis en œuvre des mesures plus proactives au fur et à mesure que la pandémie progressait. Les établissements scolaires sont restées des environnements vulnérables, en particulier en l'absence de vaccination des jeunes élèves et en raison de l'émergence des variants plus contagieux tels que Delta et Omicron. Dans cette thèse, j'ai estimé la transmissibilité du SRAS-CoV-2 dans les établissements scolaires pour différents variants et j'ai évalué une série de stratégies de test et de dépistage afin de fournir des options sûres pour maintenir les écoles ouvertes tout en minimisant les suspensions de l'enseignement. Pour atteindre cet objectif, j'ai développé un modèle basé sur des agents afin de simuler la propagation du SRAS-CoV-2 par le biais d'interactions en face à face entre les élèves et les enseignants d'une école primaire et secondaire en France dans différents contextes épidémiques. J'ai adapté le modèle aux données de prévalence des élèves recueillies lors de campagnes de dépistage pilotes et expérimentales menées lors de phases pandémiques spécifiques, depuis l'émergence de variant Alpha en 2021 jusqu'à le variant Omicron au début de 2022 en France. J'ai ainsi estimé le nombre de reproducteurs effectifs dans les deux établissements scolaires et la contribution de la transmission en milieu scolaire à la propagation chez les enfants. J'ai ensuite évalué l'efficacité de différents protocoles d'intervention pour limiter l'importation et la transmission ultérieure, réduire l'absentéisme scolaire et optimiser les ressources de dépistage par le biais d'une analyse coût-bénéfice. Les résultats de cette thèse mettent en lumière le rôle des contacts scolaires en tant que source potentielle de renouvellement de la transmission pendant la pandémie de COVID-19, en montrant que la transmission dans les établissements scolaires a représenté une contribution considérable. D'après nos résultats, un dépistage régulier avec une adhésion suffisante peut réduire le nombre de cas et d'absences même dans des conditions d'incidence élevée, comme cela a été le cas lors de la vague Omicron au début de 2022. L'efficacité supérieure du dépistage hebdomadaire par rapport aux stratégies réactives est également confirmée par notre analyse rétrospective d'une expérience en conditions réelles dans un certain nombre d'écoles primaires françaises pendant les vagues Delta et Omicron entre la fin de 2021 et le début de 2022. Bien que le COVID-19 ne représente plus une urgence mondiale, il continuera à circuler avec d'autres virus respiratoires saisonniers (grippe, virus respiratoire syncytial, etc.) chez les enfants pendant l'hiver. Le cadre de modélisation développé dans cette thèse est adapté à l'étude de la transmission des virus respiratoires dans des environnements densément peuplés tels que les écoles, à la quantification de leur portée et à l'évaluation de l'impact d'éventuelles mesures de mitigation
When COVID-19 emerged as a global pandemic in March 2020, schools were among the first settings to be closed to curb the transmission of SARS-CoV-2. However, the choice of closing school for a relatively long time was quite controversial and largely debated, especially for the harmful effects on students’ well-being and learning development. Therefore, governments worldwide gradually reintroduced in-person activities in schools, implementing various control measures to manage positive cases. The approaches taken by different countries varied, with some adopting reactive strategies in response to confirmed cases, while others implemented more proactive measures as the pandemic progressed. Schools remained vulnerable environments, especially in the absence of vaccination for younger students and the emergence of more contagious variants such as Delta and Omicron. In this thesis, I estimated the transmissibility of SARS-CoV-2 within schools for different variants and evaluated a range of testing and screening strategies to provide safe options for keeping schools open while minimizing educational disruption. To achieve this aim, I developed an agent-based model to simulate SARS-CoV-2 spread through face-to-face interactions among students and teachers in a primary and secondary school in France under different epidemic contexts. I fitted the model to the student prevalence data gathered from pilot and experimental screening campaigns conducted in specific pandemic phases, from the emergence of the Alpha variant in 2021 to the Omicron variant in early 2022 in France. I thus estimated the effective reproductive number in both schools and the contribution of school-based transmission to the overall spread in children. I then assessed the effectiveness of different intervention protocols in limiting importation and onward transmission, reducing school absence, and optimizing testing resources through a cost-benefit analysis. The results contained in this dissertation shed light on the role of school contacts as a potential source of renewed transmission during the COVID-19 pandemic, showing that transmission in schools represented a considerable contribution. According to our results, regular screening with large enough adherence can reduce cases and absences even under high-incidence conditions, as experienced during the Omicron wave of early 2022. The higher effectiveness achieved by weekly screening compared to reactive strategies is also confirmed by our retrospective analysis of a real-world experiment in a selected number of French primary schools during the Delta and Omicron waves between the end of 2021 and the beginning of 2022. Although COVID-19 no longer represents a global emergency, it will continue to circulate with other seasonal respiratory viruses (i.e., influenza, Respiratory Syncytial Virus, etc.) in children during the winter. The modelling framework developed in this thesis is well-suited for studying the transmission of respiratory viruses in densely populated settings, such as schools, quantifying the extent, and evaluating the impact of potential mitigation measures in the future

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Trubshaw, Donald Mark. « Modelling institutional values transmission through a comparative case study of three schools ». Thesis, University of Derby, 2014. http://hdl.handle.net/10545/337247.

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This thesis presents a model of institutional values transmission through cross-case analysis of values education undertaken in three UK secondary schools. Since the early 1980s a significant amount of research has been carried out on cultural transmission and the transmission of values, though it has focused on intergenerational transmission within families and the interaction between the school and the family in terms of converging and diverging values and worldviews. Very little work has been done on the process of transmission of values in schools or other organisations that is evidence-based. An increasing number of governments and organisations, as well as schools, are beginning to invest seriously in values education programmes, but whether the idea of values education is theoretically coherent is still disputed. Through an evaluation of the philosophical, psychological and sociological literature on values and employing phenomenological and semiotic analyses, a theory of values as transmissible entities is developed, which is then extended to a general concept of values transmission using the twin terms invocation and evocation, to denote modes of bringing value concepts to the awareness of an audience and of generating group cohesion through a shared experience linked to particular values, respectively, these terms themselves emerging from the theory of values. Through data collection, analysis and modelling of values education in three schools – a state comprehensive, a faith school and an independent – a plausible mechanism for institutional values transmission is developed. This mechanism integrates two partial models: a permeation-authority inculcation model of transmission flow with a resistance-transformation model of moral autonomy. At its heart it envisages a systemically robust cycle of institutional values discourse, institutional cultural expectations and the generation of a sense of community shored up by individual commitment. A two tier qualitative approach is used in this research, having both an inductive, theory generating phase of field research, data capture and analysis, and a deductive, hypothesis-led confirmatory phase. The inductive phase uses a case study format and cross-case analysis, providing data for analysis and for testing a set of hypotheses in the deductive phase. The development of a mechanism for institutional values transmission is carried out using an institutional model of the schools as a data collection and analytical instrument, based on three structural aspects: an authority hierarchy; an interiority/exteriority duality in the institutional lived-experience; and a system hierarchy. Multiple data collection and analytic methods are employed in each case study, in order to build up a ‘three-dimensional’ picture of the transmission of values in each school. Both comparative and iterative cross-case analyses are carried out. The findings emerging from the case studies suggest the following tentative conclusions: schools have varying degrees of awareness of the values that they impart, although all consider values education to be an important part of what they do and to impact on student performance and behaviour; while there is some explicit values-oriented pedagogy, most teaching of values is implicit; schools with greater ethnic diversity have more challenges to build a cohesive community, as this is at odds with the ‘spontaneous sociality’ of the pupils; there is a broad convergence on the same values found most widely distributed throughout schools across the widest range possible with respect to forms of governance, educational philosophy and demography. The findings carry a number of pedagogical implications: general support is found for explicit values education programmes and the linking between behavioural standards and academic achievement; the importance of the development of a ‘moral community’ around the ethos of the school and the creation of opportunities for multiple belonging is highlighted; and resistance to institutional authority structures is explored for its significant potential for transformation to an acceptance of institutional values.

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Grassi, Leila Gasperazzo Ignatius. « Imagem-identidade indígena : construção e transmissão em escolas não-indígenas ». Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-02032010-090144/.

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Esta tese aborda como são construídas e transmitidas as imagens dos indígenas brasileiros nas escolas não-indígenas de Ensino Fundamental, tanto nos conteúdos programáticos como nas vivências cotidianas, em referências que se apresentem ou eventos que sejam propostos. Compreender como operam os professores no cotidiano, como constroem e/ou divulgam a imagem dos indígenas foi o objetivo de pesquisa. A base comparativa foi dada pela expectativa de que a escola não-indígena está minimamente informada sobre as conquistas dos indígenas que estão presentes na legislação brasileira a partir da Constituição de 1988 e, mais diretamente, a partir da Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9394/96 substrato comum a todos os brasileiros e que é do domínio da escola e dos educadores não-indígenas. Contemplou um estudo de caso, a saber, a cidade de São José dos Campos no Vale do Paraíba, Estado de São Paulo, cidade que começou como aldeia indígena e atualmente não tem contato direto com indígenas, embora disponha dessa possibilidade com comunidades relativamente próximas. Fez-se necessário, então, conhecer a legislação no que diz respeito à escolarização indígena e não-indígena; o município; conceitos de pluralidade cultural, tolerância, imagem e identidade em especial na sua relação com os instrumentos legais e normativos disponíveis atualmente no Brasil particularmente nos Parâmetros Curriculares Nacionais e no Referencial Curricular Nacional para as Escolas Indígenas, bem como em instrumentos legais e normativos existentes em nível estadual e municipal. Baseia-se também em Silva, Grupioni, Goffman, Fischmann, entre outros para compor a base teórica. Como resultado da investigação apurou-se que as escolas ainda apresentam conteúdos e imagens estereotipadas dos indígenas brasileiros.
This thesis treat how is construct and transmit the image of the Brazilians indigenous at the non-indigenous schools of Ensino Fundamental, both in program content and in everyday experiences, a reference for introductions or events that are offered. Understanding how teachers operate in everyday life, as they build and / or disseminating the image of indigenous people was the object of research. The comparative basis was given by the expectation that the non-indigenous school is minimally informed about the achievements of indigenous people that are present in the Brazilian legislation from the 1988 Constitution and, more directly, from the Lei de Diretrizes e Bases da Educação Nacional (LDB) n. 9394/96 - common substrate to all Brazilians and that is the domain of non-indigenous school and educators. He contemplated a case study, namely the city of São José dos Campos in the Paraíba Valley, State of São Paulo, a city that began as indigenous village and currently has no direct contact with indigenous, although it has that possibility with communities relatively close. With exploratory, it is considered the national framework, the choice of the city, however, has potential that could allow possible understanding aimed at generalization. It was necessary then to know the law regarding the school education of indigenous and non-indigenous, the municipality; concepts of cultural diversity, tolerance, image and identity especially in relation to the legal instruments currently available in Brazil, particularly in Parâmetros Curriculares Nacionais and the Referencial Curricular Nacional para as Escolas Indígenas, as well as existing rules on state and municipal levels. Is found in Silva, Grupioni, Goffman, Fischmann, and others to compose the theorist base. As a result of the investigation it was found that the schools have content and stereotypical images of indigenous Brazilians.

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Desravins, Gardiner. « La contribution des parents haïtiens analphabètes dans la réussite scolaire de leurs enfants ». Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1270.

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Cette recherche s’intéresse particulièrement aux savoirs et aux compétences mobilisés par les parents haïtiens analphabètes pour favoriser la réussite scolaire de leurs enfants. Elle accorde une place de choix à la parole des enfants. Le département du Nord’Est, notamment la ville de Fort-Liberté est notre terrain de recherche. La population ciblée est composée de parents haïtiens analphabètes ayant des enfants en âge de scolarisation (7eme, 8eme ou 9eme année fondamentale), des élèves, des enseignants, des directeurs d’établissement. Notre objet de recherche porte spécialement sur l’étude des conditions d’aide et de médiation dans les interactions entre parents et enfants.Pour parvenir aux résultats de cette recherche, nous avons mobilisé l’approche de la didactique professionnelle tout en croisant les apports théoriques et conceptuels de nombreux auteurs, tels que Line Numa-Bocage pour la médiation didactique, Bernard Charlot pour le rapport au savoir, Pierre Pastré pour la didactique professionnelle, Lev Vygotski pour une approche socioconstructiviste. L’appareil méthodologique mobilisé englobe trois types de données : un questionnaire d’enquête, des entretiens semi-directifs, et des films-vidéos. Pour analyser les données, l’analyse de contenu préconisée par Laurence Bardin est mobilisée. L’objectif de cette recherche est d’une part, de cerner les stratégies éducatives parentales qui sont à l’œuvre dans l’éducation de leurs enfants afin de mettre à jour les savoirs et les compétences de ces parents considérés comme analphabètes; et d’autre part d’apporter un nouvel éclairage sur le problème de l’éducation en Haïti. En fait, nous espérons faire bouger les certitudes en y apportant des outils de réflexion permettant de mieux saisir les enjeux de la réussite scolaire
This research explores the knowledge and skills mobilized by illiterate Haitian parents to promote the academic success of their children, in the department of Nord’Est, the city of Fort-Liberté in particular. It gives a special place to children's words. The target population consists of illiterate Haitian parents with school-age children (grade 7 to grade 9), students, teachers, school principals.More precisely, our research looks into the conditions of help and mediation in the interactions between parents and children. To do so, we opted for the construct of professional didactics while crossing the theoretical and conceptual contributions of many authors, such as Line Numa-Bocage for didactic mediation, Bernard Charlot for the relation to knowledge, Pierre Pastré for professional didactics, Lev Vygostki for the socioconstructivist approach. Three types of data were collected via a questionnaire, semi-structured interviews, and video-films. To analyze the data, the content analysis advocated by Laurence Bardin was used. The objective of this research is, on the one hand, to identify the educational strategies parents resort to in the education of their children in order to update the knowledge and skills of these parents considered as illiterate; and on the other hand, to shed new light on the problem of education in Haiti. In fact, we hope to challenge established certainties by providing tools for reflection so as to better understand the issues of academic success

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Severn, Paul Michael. « If a lion could talk : a philosophical investigation into frameworks and the transmission of values in schools ». Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10007470/.

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There is a widespread concern about values and values education at the present time, which I explore in an introductory chapter. Whilst it is conceded that talk of 'crisis' is perhaps excessive, there does seem to be genuine cause for concern. At the end ofthis introduction, I make the claim which is at the heart of this work: that the teaching of values requires a framework. The term framework is widely used and I begin by exploring and clarifying my use of this term further. I discuss frameworks and language drawing principally on the work of Wittgenstein. I consider frameworks and tradition drawing on the work of MacIntyre, and I consider frameworks and community, drawing on the work of Charles Taylor. Finally, I synthesise these, to derive an understanding of frameworks for values education. Then I respond to the twin criticisms that either my claim is so general as to be trivially true, or that insisting on a framework is tantamount to indoctrination. I argue that this is a false dichotomy and that my framework constitutes a via media. Recognising that a number ofreferences have been made to the nature ofthe self I draw these together, particularly in the light ofthe liberal / communitarian debate. I argue that the self is both encumbered and autonomous and I go on to expand this position, to justify my claim that values education requires a framework. Then, I address the possibility that the classical liberal approach to education constitutes a framework and argue that it does not. Finally I examine the debate about faith schools and make comparisons between it and my own discussion, in an attempt to show that my largely philosophical discussion and the conclusions I draw, are indeed pertinent to current educational debate

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Watson, Andrew Michael, et res cand@acu edu au. « Perceptions of the Transmission of the Edmund Rice Charism : Changing leadership from religious to lay in Christian Brothers’ Schools ». Australian Catholic University. School of Educational Leadership, 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp158.05062008.

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This study was an investigation of the leadership required for the transmission of the charism of Edmund Rice in a time of transition from religious to lay leadership in Christian Brothers’ Schools. Historically the Christian Brothers have had a significant impact on the development of Catholic education in this country through the development of a large network of Christian Brothers’ schools. However the rapidity and depth of changes over the past two decades have threatened this position of strength and the schools now find themselves at a critical time. There is the possible risk of the gradual dilution of Christian Brothers’ schools losing their special character and their God-given charism. The study investigated the means for the effective formal and informal transmission of the charism of Edmund Rice, and the influence of leadership styles and qualities on this transmission. The two main questions were asked are: What is needed for the effective formal and informal transmission of the charism of Edmund Rice? What leadership styles and leadership qualities are required of lay principals for this transmission? The study was situated in three schools that display one of the following characteristics: A Christian Brothers’ school that had a lay principal for a period of more than five years. A Christian Brothers’ school that currently had a Christian Brother as principal. A Christian Brothers’ school that had recently changed from a religious principal to a lay principal and was in the associated processes of changing from a religious to lay leadership. The methodology used for this research study, was a case study, presented in the context of general qualitative methodology and specifically social research methodology. The major data-gathering approach was a questionnaire. Two questionnaires were used to collect the required data. The construction of the items were informed by key points, drawn from the literature review which, in turn were derived from educational leadership theories. The research undertaken in three Christian Brothers’ schools resulted in: Understanding the leaders’ perceptions of the charism of Edmund Rice; Identification of means for transmission of charism; Identification of styles of leadership and qualities of leadership which assist the transmission of charism; Informed Christian Brother’s schools of possible means for the transmission of the Edmund Rice charism in the future; and Suggested the provision of a formation program for recently appointed principals. The thesis concludes that the understanding of the Edmund Rice charism by future leaders of Christian Brothers’ schools needs to reflect the contemporary context, that takes into account the need to provide access to a Catholic education by all those who seek it rather than preserving it for those who have the capacity to pay for it; and it needs to provide spiritually nourishing environments for students within these schools. Ultimately, a real and genuine attempt to engage all people in a Catholic education that is embedded in the tradition of Edmund Rice is required. Christian Brothers’ schools require leaders who can promote and achieve the vision and mission of Christian Brothers’ schools and live out the charter of Edmund Rice through example. The leaders who are able to achieve this are people who practice elements of servant, transformational and authentic leadership. The Christian Brothers’ need to ensure that they have an appropriate formation program, that addresses these areas, for leaders of their schools.

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Fall, Adiaratou Anta Diop. « La place des TIC dans la prévention du VIH / Sida en milieu scolaire : l'expérience des clubs d'éducation à la vie familiale dans des collèges et lycées du Sénégal ». Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAG014.

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Notre thèse s’est intéresse à la place des technologies de l’information et de la communication (TIC) dans la prévention du sida en milieu scolaire à partir de l’exemple des clubs d’éducation à la vie familiale (EVF) des collèges et lycées du Sénégal. Nous avons voulu montrer que l’introduction des TIC dans la promotion de la santé vient à combler en partie les limites des campagnes traditionnelles de prévention qui se médiatisent, et dont la quintessence de l’information parvient difficilement aux populations. Ainsi, notre intention est de révéler comment des actions conduites par l’organisation non gouvernementale (ONG), dénommée le Groupe d’Etude et d’Enseignement de la Population (GEEP), sous l’égide du Ministère de l’Éducation nationale du Sénégal, contribuent à sensibiliser et à responsabiliser les jeunes caractérisés par un déficit de connaissances dans le domaine de la sexualité. Ainsi nous entendons répondre à la préoccupation scientifique de savoir comment l’utilisation des TIC par les élèves peut contribuer à leur autonomisation dans les enseignements. Nous avons réalisé des entretiens auprès des membres du GEEP et de ses partenaires qui sont complétés par des informations recueillies par questionnaire auprès des collégiens et lycéens membres des clubs EVF. Une approche compréhensive nous a permis de documenter les pratiques des TIC des élèves et d’appréhender la manière dont les acteurs perçoivent l’utilisation des TIC dans la promotion de la santé sexuelle. Notre recherche a mis en avant plusieurs avantages de l’utilisation des TIC mais aussi des limites liées à l’’accès. Nous avons pu montrer en effet, que l’introduction des TIC dans la prévention du sida apparaît comme une innovation pédagogique pour les enseignants, en même temps qu’elle permet d’élargir le public en apprentissage, grâce à l’attrait certain que ces TIC exercent sur les jeunes. Le dispositif click info ado, support numérique d’information des questions étudiées a permis un travail collaboratif et un réseautage entre le ministère de l’éducation et les partenaires des clubs EVF. Ces initiatives ont amélioré les comportements et les attitudes de risque des jeunes grâce à leur appropriation des messages sur divers sujets liés à la sexualité tels que les grossesses précoces ou non désirées, les avortements clandestins, les infanticides, les infections sexuellement transmissibles dont le VIH/sida etc. Elles sont largement favorisées l’autonomie acquise par les élèves qui se connectent aux plateformes à leur initiative en toute responsabilité, pour s’ouvrir de plus en plus au sujet tabou de la sexualité en milieu sénégalais. Les TIC dans les enseignements-apprentissages visent à améliorer les compétences à acquérir dans diverses disciplines dont leur usage peut être considéré comme un soutien dans les stratégies d’apprentissage au profit du cursus scolaire et même dans l’apprentissage à la citoyenneté. Cependant, ces réussites cachent mal les limites d’une stratégie pédagogique caractérisée par une insuffisance de matériels informatique, une maintenance très limitée et un accès instable à la connexion internet. L’avenir de la prévention du sida en milieu juvénile passe alors par un investissement massif dans les TIC, et une généralisation de leur utilisation au Sénégal
Our thesis focuses on the place of information and communication technologies (ICTs) in school-based AIDS prevention, using the example of Family Life Education Clubs (NFE). secondary and secondary schools in Senegal. We wanted to show that the introduction of ICTs in health promotion partly overcomes the limitations of the traditional prevention campaigns that are being promoted, and whose quintessence of information is difficult to reach the population. Thus, our intention is to reveal how actions led by the non-governmental organization (NGO), called the Population Education and Study Group (GEEP), under the aegis of the Ministry of National Education of Senegal, help raise awareness and empower young people with a knowledge gap in the field of sexuality. Thus we intend to respond to the scientific concern about how the use of ICTs by pupils can contribute to their empowerment in teaching. We conducted interviews with GEEP members and its partners, which are supplemented by information collected by questionnaire from college and high school students who are members of the EVF clubs. A comprehensive approach has allowed us to document the ICT practices of students and to understand how actors perceive the use of ICTs in sexual health promotion. Our research has highlighted several benefits of using ICTs, but also limitations related to access. We were able to show that the introduction of ICTs in AIDS prevention appears to be a pedagogical innovation for teachers, at the same time as it helps to broaden the learning audience, through the strong appeal that these ICTs have for young people.The click info ado system, a digital medium for information on the issues studied, has enabled collaborative work and networking between the Ministry of Education and the partners of the EVF clubs. These initiatives have improved the behaviour and risk attitudes of young people through their appropriation of messages on various topics related to sexuality such as early or unwanted pregnancies, clandestine abortions, infanticides, sexually transmitted infections including HIV/AIDS, etc. They are largely supported by the autonomy acquired by students who connect to the platforms on their initiative with full responsibility, to open up more and more to the taboo subject of sexuality in Senegalese environments. ICTs in Teaching-learning aims to improve the skills to be acquired in various disciplines whose use can be considered as a support in learning strategies for the benefit of the school curriculum and even in learning citizenship. However, these successes do not conceal the limits of an educational strategy characterized by a lack of computer equipment, very limited maintenance and unstable access to the Internet connection. The future of AIDS prevention in juvenile settings then depends on a massive investment in ICTs, and a widespread use of them in Senegal

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Watson, Andrew Michael. « Perceptions of the transmission of the Edmund Rice Charism : Changing leadership from religious to lay in Christian Brothers' schools ». Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/5dad234c8569318d2f61e3b387a127c98dc47f6ab4b8f9004cad18b3bf5137f5/1362983/65128_downloaded_stream_353.pdf.

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This study was an investigation of the leadership required for the transmission of the charism of Edmund Rice in a time of transition from religious to lay leadership in Christian Brothers' Schools. Historically the Christian Brothers have had a significant impact on the development of Catholic education in this country through the development of a large network of Christian Brothers' schools. However the rapidity and depth of changes over the past two decades have threatened this position of strength and the schools now find themselves at a critical time. There is the possible risk of the gradual dilution of Christian Brothers' schools losing their special character and their God-given charism. The study investigated the means for the effective formal and informal transmission of the charism of Edmund Rice, and the influence of leadership styles and qualities on this transmission. The two main questions were asked are: What is needed for the effective formal and informal transmission of the charism of Edmund Rice? What leadership styles and leadership qualities are required of lay principals for this transmission? The study was situated in three schools that display one of the following characteristics: A Christian Brothers' school that had a lay principal for a period of more than five years. A Christian Brothers' school that currently had a Christian Brother as principal. A Christian Brothers' school that had recently changed from a religious principal to a lay principal and was in the associated processes of changing from a religious to lay leadership. The methodology used for this research study, was a case study, presented in the context of general qualitative methodology and specifically social research methodology. The major data-gathering approach was a questionnaire. Two questionnaires were used to collect the required data.;The construction of the items were informed by key points, drawn from the literature review which, in turn were derived from educational leadership theories. The research undertaken in three Christian Brothers' schools resulted in: Understanding the leaders' perceptions of the charism of Edmund Rice; Identification of means for transmission of charism; Identification of styles of leadership and qualities of leadership which assist the transmission of charism; Informed Christian Brother's schools of possible means for the transmission of the Edmund Rice charism in the future; and Suggested the provision of a formation program for recently appointed principals. The thesis concludes that the understanding of the Edmund Rice charism by future leaders of Christian Brothers' schools needs to reflect the contemporary context, that takes into account the need to provide access to a Catholic education by all those who seek it rather than preserving it for those who have the capacity to pay for it; and it needs to provide spiritually nourishing environments for students within these schools. Ultimately, a real and genuine attempt to engage all people in a Catholic education that is embedded in the tradition of Edmund Rice is required. Christian Brothers' schools require leaders who can promote and achieve the vision and mission of Christian Brothers' schools and live out the charter of Edmund Rice through example. The leaders who are able to achieve this are people who practice elements of servant, transformational and authentic leadership. The Christian Brothers' need to ensure that they have an appropriate formation program, that addresses these areas, for leaders of their schools.

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Ellis, Neville John. « Teachers’ experiences as practitioner researchers in secondary schools : A comparative study of Singapore and NSW ». Thesis, The University of Sydney, 2012. http://hdl.handle.net/2123/8609.

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The aim of this study was to illuminate teachers’ experiences as practitioner researchers in secondary schools in NSW and Singapore to explore to what extent their experiences are similar or different and how context - such as differences in culture or policy – are factors in shaping teachers’ experiences. Practitioner research is undertaken in-situ and thus will look very different under different educational regimes. As Schatzki (2005) and later Kemmis and Grootenboer (2008) remind us the “sayings” and “doings” of practitioner research are all mediated by the historical circumstances that underpin them. Adopting the philosophies of Schatzki and Freire, this thesis explores what teachers think and feel about doing practitioner research; their understanding of policy; their motivation for doing research; the types of research they do; the type of learning and support they receive; the difficulties they face; and whether they find the experience beneficial or not. This interpretive case study offers perspectives from two different academic and educational communities and involved 42 participants, including academics, policy makers and teachers. Teachers have considerable agency to shape practices and change their immediate classroom practice but function in a world that is largely pre-formed, meta-practices acting to prefigure, enable or constrain practices (Kemmis, 2009; Kemmis & Grootenboer, 2008; Schatzki, 2002, 2010). The thesis argues that sufficient differences existed between the two sites explored so that practitioner research was prefigured and remodelled distinctively in each context. Definitions and understandings of practitioner research varied greatly between respondents within each culture. These definitions and understandings in turn were often inconsistent with extant definitions in the literature, thereby provoking questions about the distinction between professional learning and research. Respondents often did not have sufficient common background knowledge to be able to agree about what practitioner research was in words (Kemmis & Grootenboer, 2008, p.53). Their “sayings” and “doings” and the way they related to one another were not “bundled” together in a characteristic way (Schatzki, 2002) nor were they “mutually intelligible” (2006, p.1868). Practitioner research occurred across and within the two settings as a series of disparate practices, the two educational bureaus, sometimes even different regions or schools, adopting different research paradigms, assumptions and orientations. Accordingly, practitioner research was innate to the setting in which it was practised. But as a broad generalisation, in Singapore, research was often used in schools to confirm the effectiveness of an intervention rather than to explore an issue (Tan, Macdonald & Rossi, 2009) and there was a tendency to favour a scientific or quasi-experimental research design and quantitative data. Interventionist studies were often undertaken “to see if a hypothesis works”. In comparison, in NSW, respondents believed that schools and teachers generally use research to modify and improve local conditions, teachers showing a predilection for qualitative methodologies despite the pressure for them to use quantitative data. Research tended to be used to spawn or produce change rather than to measure it. In summary, in Singapore research was used to measure an innovation and in NSW to generate innovation, teachers in Singapore thereby favouring a “deductive theory” model as described by Ezzy (2002) and in NSW, an “inductive theory building” approach. The central education authorities had developed different policies and programmes to encourage practitioner research in schools and practitioner research was transmitted as a practice in a variety of ways. Identity and disposition greatly shaped teachers’ attitudes towards practitioner research acting as either a powerful enabler or constraint. Although teacher capacity was commonly perceived as a significant enabling factor, there was not a homogenous, systematic or comprehensive means for training staff across either teaching force. It has been asserted that practitioner research is not just a matter of instrumental behaviour and following rules but should be a consultative process where proponents proceed towards consensus about what to do (Kemmis, 2010). However, adopting a critical Freirian perspective (1974, 1985, 1987), it could be argued that in many instances teachers were “silenced” and not “given voice” in that they had limited facility to decide the research focus, especially in Singapore, or limited opportunities to broadcast findings, particularly in NSW. Furthermore, we are reminded that practitioner research should not merely generate knowledge of the world but aim to effect social change and good so as to achieve a better, more just world (Freire, 1974, 1985, 1998; Kemmis, 2010). As might be expected, the teachers involved in this study, displayed an awareness of the larger world in which they function as teachers; the mesh of practices or meta-practices that enables and constrains possibilities for action in education. However, often they stated or implied they were perhaps powerless to effect change at this meta-level. It would appear that many teachers had adopted a “fatalistic” approach. Respondents citing the need for systemic change appeared to stop at this point and did not contemplate “the untested feasibility, the constructable future” (Friere, 1985, p.154) or embark on “praxis” as described by either Freire (1974, 1985, 1998), Kemmis and Grootenboer (2008), or Kemmis and Smith (2008). Results of the study indicated that teachers tend to lock themselves into the technical aspects and an instrumental approach to research, which is viable in its own right, but limited. They were not so much interested in the kind of interpretive, hermeneutic knowledge interest, where one is trying to actually understand the phenomenon that is being explored, or an emancipatory or liberatory knowledge interest. The type of practitioner research largely undertaken by teachers as described by participants tended to focus on a teacher’s immediate class or school. It appeared that teachers had become sensitised to their local situations, able to look only at their local environment, but perhaps not able to look at macro issues. Or perhaps they had not contemplated with any rigour or determination the meta-practices that enmesh their own practices. Essentially, there is an order of actions, intentions and “acceptable ends” within any practice (Schatzki, 2009, p.39). This thesis argues that the “ends” that are acceptable to teachers, such as technical improvement in classroom practice, are perhaps deficient for Kemmis or Freire, who desire social justice and an emancipatory outcome. The thesis concludes by noting that the potential of practitioner research remains to be fully actualized. Recommendations suggest that: policy on practitioner research needs to be more clearly and coherently communicated across the teaching spectrum with models of research being more explicitly stated; teachers should also be provided with more comprehensive and systematic training in practitioner research; and greater emphasis should be put on the bridging of cultures and traditions to foster an enhanced interchange of ideas, insights, understandings and dialogue among all involved in practitioner research. Perhaps, then practitioner research may become successfully embedded into the culture of education process and practice and support educational transformation in both Singapore and NSW.

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Duplessis, Frédéric. « Réseaux intellectuels entre France et Italie (IXe-Xe s.) : autour des Gesta Berengarii imperatoris et de leurs gloses : édition critique, traduction, commentaire du panégyrique de Bérenger Ier et des annotations du ms. Venezia, Bibl. Naz. Marciana, lat. XII 45 (4165) ». Thesis, Paris, EPHE, 2015. http://www.theses.fr/2015EPHE4042.

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Les Gesta Berengarii imperatoris sont un panégyrique anonyme de 1090 vers composé vers 915-916 en l'honneur de Bérenger Ier d'Italie. Le texte est conservé entièrement dans un seul manuscrit (Venezia, Biblioteca Nazionale Marciana, Lat. XII 45), où il est accompagné de nombreuses gloses dont une partie remonte à l'auteur lui-même. Cette thèse propose une édition et un commentaire de ce panégyrique et de ses gloses, accompagnés de la première traduction en français du poème. Une attention toute particulière a été portée aux sources du texte et de ses gloses. Cette enquête révèle que le poète-glossateur des Gesta est profondément influencé par les productions des écoles de Francie occidentale, et notamment par celles de l'école d’« Auxerre ». Ces découvertes permettent de mieux connaître la culture de cet intellectuel carolingien tout en dessinant les contours du réseau intellectuel européen fréquenté par ce personnage. Une étude de trois autres manuscrits liés à ce réseau d'échanges (Paris, BNF, lat. 7900A, München, BSB, Clm 14420, Venezia, Bibloteca Nazionale Marciana, Lat. XIII 66) vient mettre en perspective ces résultats et permet de retracer l'histoire des échanges intellectuels entre Vérone, la Lombardie et le nord-est de la Francie à la fin du IXe et au début du Xe siècle
The Gesta Berengarii imperatoris are an anonymous panegyric consisting of 1.090 verses and written around 915-916 in honour of Berengar I of Italy. The text is entirely retained in one manuscript (Venezia, Biblioteca Nazionale Marciana, Lat. XII 45), that is accompanied by numerous glosses which can be partly attributed to the author himself. The following thesis offers an edition and a commentary of the panegyric and its glosses, along with the first translation in French of the poem. Particular attention has been given to the sources of the text and its glosses. This study reveals that the poet-glossator of the Gesta has been greatly influenced by the productions of the schools of West Francia, and more particularly the ones from the school of “Auxerre”. These findings contribute to a better understanding of the knowledge of this Carolingian scholar while outlining the author’s European intellectual network. A study of three other manuscripts linked to this intellectual exchanges network (Paris, BNF, lat. 7900A, München, BSB, Clm 14420, Venezia, Bibloteca Nazionale Marciana, Lat. XIII 66) helps bring these results into perspective and traces the history of the intellectual exchanges between Verona, the Lombardy and the north-east of France from the end of the 9th century to the beginning of the 10th century

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Ansar, Zeeshan [Verfasser], Waltenegus [Akademischer Betreuer] Dargie, Jochen [Gutachter] Seitz et Alexander [Gutachter] Schill. « Proposal of a Hybrid Algorithm for Burst Transmission in Wireless Sensor Networks / Zeeshan Ansar ; Gutachter : Jochen Seitz, Alexander Schill ; Betreuer : Waltenegus Dargie ». Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://d-nb.info/1226811795/34.

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Bashir-Ali, Khadar. « The invisible minority : the academic, linguistic, social, and cultural integration of refugee students in the public schools in Italy and the U.S. : a comparative study ». The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086249790.

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Newton, John H. « An investigation into the organisational culture of independent schools : a study of management practices and their underlying values, and an examination of the transmission and acceptance / non acceptance of organisational culture as perceived by headtea ». Thesis, University of Reading, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367339.

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Lange, Sophie Gloria [Verfasser], Klaus [Akademischer Betreuer] Petermann, Klaus [Gutachter] Petermann, Martin [Gutachter] Schell et Markus-Christian [Gutachter] Amann. « Optical feedback effects within 1.55 μm InP-based DFB laser integrated Mach-Zehnder modulators for up to 100 GBd data transmission / Sophie Gloria Lange ; Gutachter : Klaus Petermann, Martin Schell, Markus-Christian Amann ; Betreuer : Klaus Petermann ». Berlin : Technische Universität Berlin, 2019. http://d-nb.info/1185571809/34.

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Petty, William Henry 1960. « The transmission of cultural trauma across generations : Sam Schwarz School, a case study ». Thesis, 2006. http://hdl.handle.net/2152/21922.

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Research on the current condition of education within the black community suggests that there are significant obstacles to the academic success of black children. Disparities between black student’s performance, when compared to others show that blacks fall behind other students on standardized test scores, rate of those college attendance and completing high school educations. An exploration of contemporary issues in black education and black student academic achievement will help clarify the scope of these problems and possible underlying causes. It is hypothesized that the challenges facing today’s black student’s academic achievement have their roots in the events that occurred during the desegregation process of the mid to late 1960’s. The educational history of the Sam Schwarz School in Hempstead, Texas will serve as a case study of how the desegregation process represented a collective trauma experienced by Hempstead’s black community.
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Thèses sur le sujet « School transmission »

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