Tesi sul tema "Adulte en formation"
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Billet, Pierre. "E-learning en formation pour adulte : quelles conditions préalables au changement ?" Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH003/document.
Our research deals with the relationship that training organizations’ actors, as providers, maintain with e-learning. When the market and expectations seem favorable, that employees (to a lesser extend job-seekers) often face availability, mobility and homogeneity constraints, that the needs for a minimum number of participants in order to (economically) allow the training are sometimes hard to reach, that the knowledge and objectives of each - just like the meaning given to effort - are diverse, that a fast reactivity in front of the emergency of the training needs is a more and more expected requirement in Continuing Professional Education (a very competitive field), its actors do not fully concur with this form of training.But this tendency to rejection seems in contradiction with those organizations’ background, their mission and usual innovative practices. Because experiencing this hiatus as harmful, it comes back to us to look for its causes: therefore the objective of this research is to study the factors taking part in the adoption or reject of e learning. The theoretical approach used here is part of an equation of the change. Five hypotheses, as so many requirements to meet, are investigated in order to understand what hurdles can explain this situation, both for actors and decision-makers. The commitment of learners won’t be examined here, even though this data – exogenous to our research – is of course crucial to the success of this training method.In order not to involve too different organizations, and to focus only on our variables of the change, we reduced our field of research to one single organization which is nationally represented, the network of GRETA (French National Education branch for Adult Education). After a detailed literature review, a qualitative data analysis will be offered to test the assumptions underlying the involvement into e-learning. Our research hopes to contribute to the development of the scientific knowledge about the practices and involvement processes in the design and implementation of a new form of training for adult education
Monkam, Towo Agathe. "L'éducation des adultes peu qualifiés dans le contexte socio-économique du Cameroun : de l'insertion à l'intégration socioprofessionnelle des acteurs du secteur informel". Thesis, Montpellier 3, 2015. http://www.theses.fr/2015MON30024/document.
Cameroon is a brand new country, in which inhabitants are looking up for identity between traditional culture from ancestral and the modern world. Those difficulties as well as economical ones are the cause of educational problems. One of the symbols of these difficulties is that exceptional numbers of waste, created by scholar institution. Those heaps of population with inadequate of scholar system are those who are sent into informal sectors. Thrown out from schools they are though marginalized from social and professional. How to reintegrate them into socioprofessional environment ? Through macroscopic analysis within sociological and psychological and psychoprofessional, the observers have noticed that possible sustainable activities on informal sectors can be done. The inputs data have shown that some institutions and actions to reinsert socially and professionally was in place, but the success of this needs to put mankind in the middle of all interactions as well as professional sectors
Maugis, Marie-Paule. "L'engagement du sujet adulte apprenant en formation obligatoire : un paradoxe de l'apprenance ?" Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100030.
Continuing vocational training (CVT) has largely developed since the 2000s and employees wishing to remain competitive in their field are required to participate in training courses, on a voluntary or mandatory basis, the latter situation being widespread. But according to Deci and Ryan (2000), in the case of external regulation, the person is less involded. We wonder about the individual processes in such a situation. In the framework of sociocognitive psychology with the model of reciprocal triadic causality (Bandura, 1985), we use the concepts of perceived value of training (Eccles and Wigfield, 1989), commitment (Bourgeois, 2009 and Brault-Labbé and Dubé, 2009) and learnance (Carré, 2005). We perform two empirical studies. The first is based on non-directive interviews (n = 91) and we conduct a thematic analysis and a lexicometric analysis on verbatim. The second is based on a questionnaire with a random sample (n = 581) and we perform a factorial correspondence analysis on the responses. These studies show the influence of the perceived value of training courses on the commitment, which is only marginally affected by perceived mandatory status. Thus, the internalization process described by Deci and Ryan (2000) can arise in a situation of exclusively external initial regulation. Furthermore, the perceived value of training courses supports perceived legitimacy of mandatory status. In addition, trainees with a high learnance justify both their commitment and their disengagement. Finally, those with a low disposition to learn in a formal situation develop the behavioral component of commitment more than others
Sifferlen, Richard. "Etre formateur, des exigences nouvelles pour un métier nouveau ?" Lyon 2, 1996. http://www.theses.fr/1996LYO20009.
Nowadays, in order to practice the teaching profession in a vocational training or continuing education context, it is imperative to master the required knowledge and standpoints of the profession which can be classified into two distinctive groups. The first concerns know how, mainly the didactic skills in their strictest sense, regrouping essential experience and acquired knowledge vital to enable the implementation of the teaching process. This means, to be in full control of the influencing factors and the capacity to apply the appropriate methods and techniques in each teaching situation. Moreover it is vital to be capable of discerning the economical-political and social environment that the group to be taught belongs to, and to show the correct behaviour pattern and self criticism to adopt. The second group is of no lesser importance, it reposes upon a collection of foundations that are of a subjective character concerning the psychological aptitude of the teacher. This is the skills domaine, comprising of the more or less objective manner in which behaviour observation is interpreted. In this context, it is a matter of taking into consideration notions or concepts such as the profession, impartiality, determination or stubborness, open-mindedness, the control of one's authority, social integration, the conviction of learning capabilities, and crucially to be at ease in public relations. All of these qualities should be constantly present in every one of the teacher's attitudes. The last element relates to a more or less well balanced composition of the theoretical and practical knowledge, competence, aptitudes and capacities representing his or her way of teaching. The harmony of this composition will determine the efficiency and personal investment of the teacher in this profession
Hetzmann, Mickael. "La formation du jeune adulte par la grande itinérance du voyage autour du monde". Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080101.
The subject of this PhD is the round-the-world journey experience, questioned as potentially educating and located in the paradigm of lifelong learning. We propose to consider that this form of travel is a special form of rite of passage, in fact, it specifies itself by extending greatly the experience of the lack of cultural reference frameworks. This research would question the educational potential of a specific form of liminal experience both in its duration and its intensity. Consider that round-the-world travel as a part of lifelong learning is legitimate for at least two reasons. Firstly, in our contemporary western societies, the individual is expected to build an autonomous and powerful identity in each of his affiliated groups, a constraint that traveling around the world and métissage with the Other allows oneself to be emancipated from, at least in part, leading the traveller to experience himself not as an essence fixed in permanence, but as built yet alterable and open to biographical turning points. Secondly, in an increasingly globalized society, it is not enough to be efficient in one’s own culture nor is it possible to acculturate all cultures, hence the need to learn to navigate and communicate in an increasingly culturally heterogeneous context. The round-the-world journey thus constitutes an initiation to an increasingly globalized world and to a wide-ranged and increasingly mixed identity construction
Bélanger, France. "Développement et expérimentation d'un cours en formation continue auprès de conseillers agricoles selon l'approche par problèmes". Sherbrooke : Université de Sherbrooke, 1997.
Sigaut, Nicolas. "Motifs d'entrée en formation en alternance pour adulte et persistance au sein du GRETA Tourisme Hôtellerie de Nice". Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2016.
Faced with the challenges of economic, technological and societal changes, continuing vocational training is a solution very often put forward in recent years in order to fight against unemployment. But training organizations are faced with increasing absenteeism, which can lead to breaks in the course of learners, jeopardizing the future of these organizations whose funding is largely indexed to the presence of trainees. We hypothesize that these absences are not due to the training system, but inherent to certain socio-demographic characteristics, to the reasons for entering and to the SEP and the expectation value. We have carried out three separate studies taking into account a series of socio-demographic variables, the reasons for entering training (Carré, 2017), the obstacles to training (Cross, 1992), changes in the feeling of personal effectiveness ( Bandura, 1986), and expecy-value (Bourgeois et al., 2009) in order to verify their impact on absences. These different studies have shown us the importance of socio-demographic characteristics in the absences of trainees (age, nationality, experience, level of diploma), and a more moderate importance of the reasons for entering training on absences. In addition, situational factors have been shown to play a leading role in attendance during training. Finally, transitions in the feeling of self-efficacy, the cost and the perceived usefulness of the training as well as the resulting perception of competence, also had effects on class attendance
Morneau, Michèle. "Exploration d'un modèle d'évaluation cohérent avec une pédagogie centrée sur l'apprenant-adulte inscrit en formation continue professionnelle". Master's thesis, Université Laval, 1985. http://hdl.handle.net/20.500.11794/29059.
Baril, David. "L’ambivalence intergénérationnelle lors du passage à la formation générale des adultes des jeunes adultes non diplômés âgés de 16 à 25 ans". Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/6071.
Boivin, Isabelle. "Devenir psychologue : cheminement épistémologique d'étudiants dans un programme de formation professionnelle en psychologie clinique". Thèse, Université de Sherbrooke, 2012. http://hdl.handle.net/11143/6442.
Fievet, Loïc Marc André. "Caractérisation phénotypique et fonctionnelle des cellules stromales mésenchymateuses natives de la moelle osseuse humaine adulte". Thesis, Toulouse 3, 2020. http://www.theses.fr/2020TOU30137.
Within the bone marrow (BM), hematopoietic stem cells (HSC) are hosted in a specialized 3D microenvironment, called "niche", regulating their behavior (e.g. self-renewal, commitment to lineages, proliferation and survival). This niche is composed of several cells such as vascular endothelial, perivascular, and osteoblastic cells. Perivascular mesenchymal stromal cells (MSCs) play a key role in the formation of the microenvironment, both through expression of pro-hematopoietic factors, and their ability to differentiate towards osteoblastic lineage. Therefore, MSCs sub-populations are of crucial physiological importance in the regulation of hematopoiesis, but also for bone formation and regeneration. Recently described in mice at the single-cell level, BM MSCs subsets remain unexplored in humans, as well as their respective roles in the niche. By characterizing these sub-populations, and deciphering their native properties, it will be possible to shape ex vivo the physiological niches in 3D, addressing the major scientific challenges for understanding human hematopoiesis and osteogenesis. Here, we used single-cell RNA sequencing approaches to characterize the human BM stroma and described key hematopoietic niche factors highly conserved between species. We identified subsets of cells expressing different hematopoietic regulatory genes, spanning endothelial cells, mural cells, and especially MSCs with distinct osteoblastic and adipogenic trajectories. Of interest, our data suggest a simple branching differentiation hierarchy with the presence of a multipotent subset: the CXCL12-abundant reticular (CAR) cells at the origin of the other MSCs subpopulations. We confirmed the enrichment of the CXCL12-abundant reticular (CAR) cell subset expressing the Leptin receptor (LEPR+) in the CD45-/CD271+/CD200+ BM fraction as well as their in-situ localization using histological approaches on human biopsies. Secondly, we developed an ex vivo isolation method to preserve and amplify the BM CAR cells, and then studied their self-organization in 3D culture. We found that CAR derived organoids sustained high angiogenesis, secreted CSH niche cytokines, and spontaneously recapitulates early intramembranous bone formation in vitro. Using bioinformatics models and genome editing techniques, we highlighted the role of the WDR35 protein and the primary cilia in osteoblastic differentiation mediated by the Hedgehog and Wnt signaling pathways. Finally, we have shown that ectopic xenotransplantation of CSM-derived organoids could give rise to mature human osteoblasts while forming a niche for CSHs after hematopoietic humanization of immunocompromised NSG mice. Our study is the first map of the human BM stroma at a single-cell resolution, and CAR cells cultured in 3D represent a new tool useful in basic research as well as in regenerative medicine
Malbouyres, Marilyne. "Le collagène XXII dans la formation et la fonctionnalité de la jonction myotendineuse chez le poisson zèbre, de l’embryon à l’âge adulte". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1224.
The myotendinous junction (MTJ) is a specialized extracellular matrix which allows the transmission of skeletal muscle forces to bones. My thesis project aimed at characterizing the in vivo role of COLXXII using the zebrafish as a model. The zebrafish col22a1 gene encodes COLXXII whose expression begins in the entire somite, and is then restricted gradually at the MTJ, where the protein is deposited. Morphants (Knockdown) develop a dystrophic phenotype and we have demonstrated that COLXXII is likely a member of the integrin a7ß1 anchoring complex. However, because morpholinos are efficient only few days after injection, our study was limited to early stages of zebrafish development. We thus generated two mutant lines (CRISPR-Cas9) invalidated for col22a1. The typical sarcolemmal interdigitations of the MTJ are almost absent in mutants, from larvae to adult (as in morphants), which could impact the force transmission and/or the muscle attachment to myosepta (tendons). In the two mutant lines, the same proportion of larvae displays a severe phenotype leading to fish death 14 days post-fertilization. On the contrary, other larvae survive without any obvious general phenotype. A first candidate genes approach was realized by qPCR and tends to show that the phenotypic differences may be due to both, variable expressivity and genetic compensation. Finally, I have shown that 6 months col22a1-/- fish show a highly decreased swimming capacity and consume more O2 during effort compared to wild type animals. Thus, we conclude that the musculoskeletal system efficiency seems altered in absence of COLXXII. Our results should allow considering COL22A1 as a candidate gene for muscular dystrophies with unclarified genetic cause
Couillard, Lynn. "Comparaison entre la distribution des projections du noyau réticulaire latéral avec les compartiments des cellules de Purkinje dans le cortex cérébelleux du rat adulte". Master's thesis, Université Laval, 1993. http://hdl.handle.net/20.500.11794/34936.
Québec Université Laval, Bibliothèque 2019
Breton, Hervé. "Formation expérientielle et voyage initiatique en Extrême-Orient : Etude par explicitation biographique du parcours de vie d'un adulte occidental au mitan de sa vie". Thesis, Tours, 2013. http://www.theses.fr/2013TOUR2022.
This thesis is a study of the transformation processes undergone by a Western adult, in the first half of his life, after a series of trips to the Far East. In making a detour "to the most distant," the aim is not to think the training process with reference to the extraordinary journeys or the unusal trials, regardless of the everyday life. Concisely, the connection made between "journey paractices" and "reflexive practices" leads to the formulation of a framework to think the initiated transformations and to structure accompanying practices in the field of vocational training. Emprirically, the research is based on the study of the journey of life of an adult born in France in the 1970s. The whole study is fulfilled according to a survey methodology called "biographical explanation." The used methodology consists of crossing biographical interviews -the narration of the life course in its different periods- and the explanation interviews to explore the unique and special moments
Saliba, Layal. "Etude de la transmission glutamatergique et des effets de l'ozone dans le noyau du tractus solitaire de rat adulte". Aix-Marseille 2, 2009. http://www.theses.fr/2009AIX20722.
This work joins within the framework of studies about the mechanisms of integration of the visceral information in response to environmental disturbances. In the first part of this work, our results suggest that neurons of the nucleus of tractus solitarii (NTS) could use different neurotransmission modes according to their projection pathway. In neurons involved in vital reflexes such as those regulating respiration, the lack of important iA current, as well as a synaptic transmission which depends mostly on AMPA receptors with less accessible NMDA receptors, would induce a very precise and highly reliable treatment of the information. On the contrary, in neurons implicated in the elaboration of visceral sensations such as respiratory distress, the presence of an important iA current, as well as a synaptic transmission involving perisynaptic NMDA receptors, would allow an easy modulation of the neurotransmission and a global activation of some brain areas. In the second part of this work, we show that ozone inhalation induces a neuronal activity in regions of adult rat NTS receiving pulmonary afferences, at doses causing a lung inflammation comparable to that provoked by atmospheric peaks of pollution to certain humans. Pulmonary inflammation and neuronal activity inferred by ozone inhalation increase from the first hours of exposure and remain high as long as stimuli is present. The continuation of this work aims to determine if ozone induces a neuronal inflammation, and to characterize its effects on the neurotransmission particularly in the NTS
Gripp, Vianna Nubia. "Les cours du soir du centre d'études supplétives de l'aile sud à Brasilia : une pratique volontaire du temps libre". Paris 1, 1992. http://www.theses.fr/1992PA010620.
This research is about evening adult education in brasilia. Starting from conventional concepts linked to the working life, we arrived at a concept that transcends it and established a theoretical framework for adult education in the brazilian society. To understand the meaning of these evening classes we carried out a research among students enrolled in the centre of complementary studies' evening classes. It was thus possible to identify centre's users, the origins of the process of personal evolution, and the reason for returning to school. Finally, we presented off the students' interaction of the evening classes in the social practices during their social time
Bernadet-Lootgieter, Laure. "A propos de la prise en charge du patient asthmatique adulte par la médecine générale : présentation, analyse et mise en perspective d'un audit de pratique réalisé en Aquitaine en 1998". Bordeaux 2, 1999. http://www.theses.fr/1999BOR2M078.
Vignal, Gilbert. "Affectivité et formation des adultes". Lyon 2, 1991. http://www.theses.fr/1991LYO20075.
The first part of the work shows that teachers and learners see themselves as affectivity-led adults, characterized at the same time by a certain force and a real fragility. Nevertheless, the learners alone are affected by a formative regression of a neotenic origin. All dynamic affectivity is not only a translation of the deep personality of each participant : it also depends on the quality of the realtion-ship establishing itself with others. For this reason, the second part of the thesis deals with the incidences that affectivity within adult education determi ne in the following spheres : vertical interindividual relations : it generates between the teacher and each learner positive or negative transfers that may to different extents facilitate or disturb communication between the protagonist, as well as their work. These realities lead us to pose the question of the correct relational distance. Group relations : the group produces a specific dynamic affectivity which creates a matricial regression. This phenomeno n fragilizes more the teachers than the learners. Nevertheless, everyone perceives its ambivalence in both relational and rational functions, the quality of the first dimension conditionning the second. The profession of teacher : the concept of "maternalism" allows us to define and precise the comportment that every teacher must adopt with respect to affectivity and to put forward propositions for initial and continued education of teachers
Daniau, Stéphane. "Jeu de Rôle Formatif et maturation des adultes : Co-recherche-action-formation et approche écobiopsychosociale". Phd thesis, Montpellier 3, 2005. http://www.theses.fr/2005MON30074.
un débriefing formatif. Dernier-né de la lignée des JdR (artistiques, thérapeutiques,
pédagogiques, ludiques), il explore plus particulièrement le processus maturationnel.
L'approche EcoBioPsychoSociale (EBPS), qui est issue d'une lecture systémique de cette
activité complexe, a permis à la fois de structurer cette étude et de mieux saisir les
apprentissages induits par le JdRF (collaboration, intersubjectivité, spontanéité, imaginaire
groupal, niveaux de réalité). Les participants y forment un groupe-chercheur engagé dans
une co-recherche-action-formation semi-dirigée par un animateur. Ce dernier, tant comme
meneur de jeu que comme facilitateur d'apprentissage, conjugue en permanence
improvisation et recherche de cohérence, deux facettes du processus maturationnel. C'est
pourquoi le JdRF encourage les participants à devenir animateurs.
Daniau, Stéphane. "Jeu de Rôle Formatif et maturation des adultes - Co-recherche-action-formation et approche écobiopsychosociale". Phd thesis, Université Paul Valéry - Montpellier III, 2005. http://tel.archives-ouvertes.fr/tel-00167629.
un débriefing formatif. Dernier-né de la lignée des JdR (artistiques, thérapeutiques,
pédagogiques, ludiques), il explore plus particulièrement le processus maturationnel.
L'approche EcoBioPsychoSociale (EBPS), qui est issue d'une lecture systémique de cette
activité complexe, a permis à la fois de structurer cette étude et de mieux saisir les
apprentissages induits par le JdRF (collaboration, intersubjectivité, spontanéité, imaginaire
groupal, niveaux de réalité). Les participants y forment un groupe-chercheur engagé dans
une co-recherche-action-formation semi-dirigée par un animateur. Ce dernier, tant comme
meneur de jeu que comme facilitateur d'apprentissage, conjugue en permanence
improvisation et recherche de cohérence, deux facettes du processus maturationnel. C'est
pourquoi le JdRF encourage les participants à devenir animateurs.
Prestini-Christophe, Mireille. "La décision d'adultes d'entrée(er) en formation : un rapport à l'événement biographique ?" Lille 3, 2005. http://www.theses.fr/2005LIL30015.
Tarby, André. "Formation d'adultes et droit : établissement d'un système relationnel à partir d'un questionnement de pratiques éducatives". Lille 1, 1989. http://www.theses.fr/1989LIL12014.
Adult education practices have rarely been studied and analysed as a multi dimensional, legal fact that cannot be separated from political, economical, social, pedagogical and ideological fact. This is what this research work is about. For such an investigation, the researcher must systematically consider education and law in these three dimensions. Education is at the same time : a social pratice included in an institution that needs law. A social and economical product launched on the adult education market. A pedagogical act, law consists of a normative system that rules the course as a management tool in the hands of political forces and the institution in charge of the courses. Seand as some institutional knowledge that countains some possible learning antents. This global approach leads as to spot and to interpret the meeting points, the different interactions between the two phenomenes. To question educational practices in their historical development and in some of their current occurences is ore of the researcher's word. This questioning leads the researcher to apply the principle of "social totality" as the key-work and to examine the techniques of the "research-action" scheme. The main idea wich is put forward here is the following one : the numerus relations hips between adult education and lax can be systhesised in a 3 component system : firt a genetic or historical relation
Santos, Karine dos. "A formação do sujeito e o sujeito da formação: a relação com o saber de professores de classes de educação de jovens e adultos de São Leopoldo". Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1921.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente estudo problematiza a relação que professores de classes de Educação de Jovens e Adultos estabelecem com o saber e com o ofício docente. Tem como pressuposto que os saberes, as relações e os sentidos que os sujeitos-professores constroem e transformam ao longo de suas histórias de vida estão intrinsecamente relacionados com saberes, relações e sentidos que esses sujeitos-professores constroem sobre seu ofício docente. A pesquisa está fundamentada nos estudos desenvolvidos por Charlot (2000) sobre a noção de relação com o saber e teve por objetivos: identificar, na história pessoal e escolar, elementos constituidores da opção pela docência de professores de EJA; examinar a influência dos dados da história pessoal e escolar na relação que os professores estabelecem com o saber; problematizar a relação que professores de classes de EJA estabelecem com o saber e com o ofício docente e examinar a relação que os professores de classes de EJA estabelecem com o saber pedagógico. Metodologicamente trabalhou
The present master thesis examines the relationship that Adult and Youth Education establish with the knowledge and their profession. It is based on the premise that knowledges, the relationships and the meanings teachers build and transform throughout their lives are intrinsically related with knowledges, relationships and meanings that those teachers construct about their occupation. The research is based on the studies developed by Charlot (2000) about the notion of the relationship with the knowledge and has as its main objectives: identify in the personal and school history, constitutive elements of teacher’s option in the filed of adult and young education; examine the influence that personal and school history data have in the relationship that teachers establish with the knowledge and with their profession, and finally examines the relationship that adult and young education teachers establish with the pedagogic knowledge. From the methodological perspective, this work utilizes Baquero´s proposal of
Sittewelle, Méghane. "Règulation du développement de la crête neurale embryonnaire et de la progression du mélanome adulte par une fonction non conventionnelle de PFKFB4 PFKFB4 control of AKT signaling is essential for premigratory and migratory neural crest formation AKT signaling displays multifaceted functions in neural crest development". Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASL007.
Control of cell migration is highly conserved between embryo and metastasis formation from primary tumors. The neural crest (NC) is a multipotent cell population defined by its migratory properties, giving rise to multiple derivatives as bones and cartilages of the face or melanocytes which are pigmented cells of the skin. Cellular and molecular properties of NC make of it a very good physiological model helping to understand the development of metastasis. Monsoro-Burq team identified a new regulator of NC in vivo, known to regulates glycolysis, called PFKFB4. The team demonstrated that PFKFB4 is essential for NC induction, in a glycolysis independent manner, via PI3K/AKT signaling (Pegoraro et al., 2015). The aim of this thesis is to establish if this new link between PFKFB4 and AKT activation is important during NC migration and in an invasive cancer context, as well as defining what are the underlying molecular mechanisms. First, we have shown that PFKFB4 is playing a double role, both on glycolysis and PI3K/AKT signaling to control NC cell migration (Figueiredo et al., 2017). Secondly, we chose to study this regulation in human melanoma cell line, a model of neural crest derived cancer, where PFKFB4 is overexpressed. We have shown that PFKFB4 control cell migration independently of its role in glycolysis, as during NC development. In melanoma and in NC, we found that PFKFB4 act indirectly on AKT. We looked for a partner of PFKFB4 with mass spectrometry and identified ICMT, a regulator of RAS subcellular localization. Finaly, we explored the importance of this interaction in AKT activation and melanoma cell migration (Sittewelle et al., 2020). This thesis work allowed to explore the molecular detail by which PFKFB4, a cell metabolism regulator, also control the response of cells to signals from their environment and their migration, by a non-canonical mechanism. Our results allow us to describe a new fundamental link in the coordination of cell migration in the physiological context of embryonic cell migration and pathological context of metastasis
Prestini-Christophe, Mireille Danvers Francis. "La décision d'adultes d'entrée(er) en formation un rapport à l'événement biographique ? /". Lille] : A.N.R.T, 2005. http://www.univ-lille3.fr/theses/christophe-prestini_mireille/html/these.html.
Malglaive, Gérard. "Enseigner à des adultes : travail et pédagogie". Paris 5, 1988. http://www.theses.fr/1988PA05H031.
Starting from the practice to reach knowledge has been an old wish of the teachers for adults. The means had to be defined as a teaching procedure based on theory. The first question to ask is about the connections of knowledge and action. Common knowledge is made of a set of theorical, practical and proceeding knowledge, structured in a dynamic whole by means of a three-mental-activity work : cognition, rules and themes setting-down. This is the structure of abilities. On a theorical level, this structure corresponds to systems and structures links of representation and proceeding. It shows in practices permitting a cognitive work on formal models of reality. These models can be progressively drawn from practices by means of a proceding-setting of action, then organisation of the drawn out data, and eventually themes setting showing the incentive to rules setting-down and therefore, models making
Pereira, Andréia da Silva [UNESP]. "A alfabetização sob o olhar de uma educadora de EJA: entre o como e o por quê". Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/99809.
Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Este texto apresenta a trajetória de uma educadora de adultos e possibilita a reflexão acerca da escrita e de sua importância humanizadora. Visto que a educadora analisada é a autora deste texto, o enfoque de análise reside nas minhas vivências como educadora de adultos do período de 2002 a 2003, com o objetivo de analisar minha trajetória no Programa de Educação de Jovens e Adultos (PEJA) e que elementos envolveram meu processo formativo e constituíram minhas atuais concepções de escrita e alfabetização. Inserido neste objetivo, analiso que concepções de escrita estavam implícitas – ou explícitas – em minhas proposições de ações de escrita às educandas. Por ação de escrita denomino os escritos das educandas realizados segundo minhas proposições em sala de aula. A pesquisa, de caráter qualitativo, tem base na análise documental, a partir de semanários e anotações de aula, assim como a produção escrita de três educandas selecionadas para a participação nas análises. Os documentos foram analisados a partir das considerações relativas às concepções de texto, escrita e linguagem; envolvem, também, o modo de materializar discursivamente o objeto de investigação e de constituição do sujeito do discurso. Dessa perspectiva, as facetas entre a educadora e a pesquisadora, a partir da análise da configuração textual, se constituem em complementaridade. Os resultados obtidos identificam três momentos de ação com as educandas, sendo: 1) Prática por modelos “eficazes” de alfabetização – alfabetização das educandas por meio dos modos como vivenciei a alfabetização no meu ensino de 1º grau e de como aprendi a alfabetizar no meu curso de Formação de Professores; 2) Didatização da alfabetização – momento em que, diante da dificuldade em alfabetizar as educandas, recorri ao material didático Coleção Viver, Aprender;...
This text presents an adults teacher trajectory and the discussion about writing and your human importance. Since the educator considered is the author of this text, the focus of analysis is on my experiences as an adults teacher in the period of 2002 to 2003, with the objective of analyzing my trajectory in the Programa de Educação de Jovens e Adultos (PEJA) and the elements involved on the mine formative process and formed my current conceptions of write and literacy. Set this objective analyze concepts of writing were explicit or implied – in the mine propositions of shares write to pupils. By action of write are denominate the writings of pupils performed according propositions in my classroom. The research, qualitative in nature, is based on document analysis, from weeklies and notes from class and the written production of three pupils selected for participation in the analysis. The documents were reviewed from considerations relating to concepts of text, write and language; involve, also, how to materializate the discourse. From this perspective, the facets between the teacher and researcher, in the textual configuration are constitute in complementarity. The results identify three moments of action with the pupils, where: 1) practice models for effective literacy of pupils with the modes I lived the literacy in my primary school and learned how to literacy in my Teacher Formation Course; 2) The didactic of literacy -time when with the difficulty to literacy the pupils recoursed to the didactic material Coleção Viver, Aprender; 3) Production of texts- when based on the denominate Project, I used the production of texts to teach the write.
Sanojca, Elzbieta. "Les compétences collaboratives et leur développement en formation d’adultes : le cas d’une formation hybride". Thesis, Rennes 2, 2018. http://www.theses.fr/2018REN20001/document.
The competences to cooperate/collaborate are amongst the first to be developed in many educational frameworks. Within digitized societies, they promise efficiency, innovation, and well-being at work. However, these competences are not put forward in profesionnal organisations, and they are lacking from adult training courses.Based on this observation, this thesis aims at identifying the competences to be developed to work more easily with others. Bringing light on the abilities to act, convienently called “collaborative competences”, and on the way which they can be developed through training are the objects of this study.Thoroughly analysing the context of a hybrid training is carried out based on the study of the profesionnal trainingcourse “Animacoop: animating a collaborative project” which concerned 200 interns from 2010 to 2014. In this study, collaborative competences are analysed in link with profesionnal experiences and collaborative projects.Falling within an empirical approach, the research methodology connects a few data collecting tools (questionaires, interviews, observations) and on a conceptual level mobilises the Activity Theory and the notion of Training System .This research offers a model of key competences to lead a collaborative project. It analyzes the training system as a strong internally coherent ecosystem, open to development, prone to creativity, which favors collaborate competences development
Thibault, Marie-Christine. "Professionnalisation et formation expérientielle des métiers de la formation : contribution à la construction d'un modèle alternant au croisement des savoirs formels, expérientiels et existentiels". Tours, 2000. http://www.theses.fr/2000TOUR2015.
So it had to be pointed out how these teachers build their knowledge (science and abilities). The hypothesis was: a process of "experiential professionalisation" as the experiential learning pattern of North America. According to this problematic, we were led to think that there were also instructions between formal, experiential and existential knowledge; it echoes the German thinking called Bildung. In order to check the presence of the professional attributes and to explore the ways knowledge is built (it has to be socially validated) we have studied in this research, with two methods, a population representative of the training jobs: the students and the holders of a diploma
Weitkunat, Manuela. "Mechanistic dissection of adult muscle formation in Drosophila". Diss., Ludwig-Maximilians-Universität München, 2014. http://nbn-resolving.de/urn:nbn:de:bvb:19-178864.
Muller-Mirza, Nathalie. "Psychologie culturelle d'une formation d'adulte : l'île aux savoirs voyageurs /". Paris ; Budapest ; Kinshasa [etc.] : l'Harmattan, 2005. http://catalogue.bnf.fr/ark:/12148/cb40065726j.
Berman, Steven L. "Making life choices : facilitating identity formation in young adults". FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1766.
Gourdon-Monfrais, Dominique. "Des adultes en formation : en quête de quelle reconnaissance". Paris 8, 1999. http://www.theses.fr/1999PA081546.
This research wants to understand the quest of adults in training and how the meaning of this quest can be enlightened with biographic facts. This research includes nine life stories of adults in training at the universitary institute of technology. The desire for training may spring from external motivation but it will only be valid if there is an internal motivation. The story of this internal motivation is to search in the biographical way, in the identification nets, in the lacks which stories have showed. So the training promises a reappropriation of the adult learner's own story by giving it a meaning, and allows to supply an answer to the need coming out of the biographical story. The analysis of the life stories is built around the words birth, knowledge and recognition, and show how in training experience knowlege and group are used by the adult learner to understand his/her own story, to support his/her identitary reconstruction as his/her own masterpiece
Saccomanno, Benjamin. "Une sociologie des ambitions : les adultes en formation professionnelle". Thesis, Toulouse 2, 2012. http://www.theses.fr/2012TOU20125.
This research questions the implementation of ambitions, adults in vocational training. We propose to understand how voluntary approaches develop and concretise to alter the course of personal trajectories, in contact with an institution. The starting point of this research lies in the question of projects, professional at first, that appear to reveal identity construction process. We propose a sociological study of ambitions, to understand the structure, conduct and interaction effects between the training system and its publics. On both sides, the training is a mean to respond to several issues that go beyond the learning achieved. We want to understand how these separate issues are linked and worked in a joint manner. Observed in its realization, ambition reveals social dynamics, produced by the current paths and explaining the expected orientation of the biographical construction. The analysis of ambitions shows how convergence between individual judgment and the adults vocational training program’s modus operandi. The demonstration of these phenomena and differences allows us to study how supply and demand for adults training manage to grant together or not, when they come in contact
Adamczewski, Georges. "Eléments pour une philosophie de la formation : construction et histoire de la notion de formation dans la société contemporaine". Paris 10, 2000. http://www.theses.fr/2000PA100171.
Ouellet, Gaétan. "Les motivations qui amènent les adultes à revenir à la formation". Master's thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29260.
Mortley, Stephen J. "Foundations for spiritual formation in adults an intentional approach to spiritual training of adults in the local church using small groups /". Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Delamotte, Éric. "Industrialisation et marchandisation de la formation : le cas de la formation des adultes en France". Paris 3, 1994. http://www.theses.fr/1994PA030156.
The training of adults, now in-service training, serves a social purpose whose utility has been recognized and use extended. Its official recognition results from the setting-up of a systematic organisation with several intervening partners : industries, social partners, the state. Impinging on several fields at the start, it now tends to become autonomous. In this field, the training agencies stand out, beside the state and the industries. The observer cannot allow himself to give a rapid definition of their activities as they are of a great variety. The questioning of monopoly situations on of protected "markets" contributes to bring the training of adults chose to a business model. A dynamic of "tailored" offers of services has developed. In order to meet the diversity of demand, the agencies have changed the organization of work - therefore as the services offered differ from the collective models of initial training, the training of adults, taking into account its own characteristics, can be analysed as a component of the whole industry of culturel. The analysis then clearly shows that the fragmentation of the trainers's activity objectively results from a new "rapport de force". All things considered, at a practical level, the turning of training into both an industry and a business, simply appears as the instrument and the embodiment of the acceptability of a new group of people : the professionals of adult training
Conde, Jean. "Logiques d'utilisation des MOOC en entreprise au prisme des capabilités". Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLN054/document.
Encouraged and financed to some extent by European Commission and the French State, MOOCs are flexible courses, open to anyone and they potentially deliver certificates ; as such, they appear to represent an ideal response to the calls for a mutation of lifelong learning that come along with the politics aimed at developing flexicurity in Europe. In France, MOOC platforms bypass the traditional professional training institutions, and by doing so, could be a potential way for individuals to acquire more freedom to chose their professionnal future. Nevertheless, due to poor collective self-regulation, and due to the lack of pedagogical guidance and legal framework, there is a high risk that only the most seelf-regulated individuals benefit from such opportunities. Through the « capabilities » theoretical framework developped by A. Sen, this research aims at identifying the factors that foster or on the contrary impede the empowerment of employees through MOOCs. In that perspective we followed a mixed method approach based on field observation in organizations, semi-structured interviews and surveys. We show that the uses of MOOCs in companies reveal important inegalities among individuals ; moreover, the fact that they are followed in an informal way tend to benefit employers. We propose a typology of uses in MOOCs, based on their ability to empower employees
Marty, Isabelle. "Individualisation, formation d'adultes, formation d'enseignants". Paris 8, 1997. http://www.theses.fr/1997PA081250.
The stages of my professionnal carreer,the various teaching experiments i carried out, have led me to question the very notion of individualization from a recherche action emancipation point of view. Individualization was above all considered as a teacher-serving procedure. The two major approches to this concept, the technicist one and the techno-pedagogical one, seemed to me too simplistic and led me, beyond the notion of "how to individualize?" to adopt the more dynamic point of view "why individualize?". A new definition of individualization is necessary: it's a pedagogical approach which is learner-centered and not teacher-centered, that is to say conceived and set to work around the learner's project ; it is an approach which will take into account the learner's skills, his acquired knowledge, his expectations and learning processes within a new relationship learner - teacher - knowledge, thus allowing the adult to reach autonomy. This new approach implies an evolution of the parts played both by the teacher and the learner: the former cannot any longer be satisfied with being a mere knowledge transmitter, the latter must become a true actor in his own training. The relationship between teaching and learning being the keystone of this study. The iufm thus becomes the ideal proving ground because of a more professional teaching of second year "professeurs d',6cole" based upon a recent vision of the pair theory - practice. Hence what i call "regulation reflexive dynamique" which serving individualization is the key element of any training of adults. This "regulation reflexive dynamique" has materialized in the designing of training tools, for analysis and self assessment which should enable the future teacher to take full responsability for his professional present and his professional future and have dynamic prospects
Le, Meur Georges. "Le rapport entre la formation des adultes et la promotion sociale dans les entreprises : des dirigeants autodidactes". Paris 5, 1990. http://www.theses.fr/1990PA05H004.
Rea, Janella. "Young Adult Ministry: Challenge to Faith Formation and Leadership". Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/134.
Barsoom, Awatif. "L'Education des adultes, la formation continue et ses perspectives en Irak". Lille 3 : ANRT, 1986. http://catalogue.bnf.fr/ark:/12148/cb375957513.
Joner, Michael. "Integrinaktivierung und Formation des "fokalen Adhäsionskomplexes" im Hypertrophieprozess adulter Mäuseherzen". [S.l.] : [s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=972109137.
Lapierre, Gérard. "Représentations et significations des rôles dans la formation des adultes". Grenoble 2, 1986. http://www.theses.fr/1986GRE29041.
Lapierre, Gérard. "Représentations et significations des rôles dans la formation des adultes". Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb375989474.
Bonnet, Bernard. "La formation professionnelle des adultes : une institution et ses agents : 1934-1994". Paris 10, 1994. http://www.theses.fr/1995PA100040.
For more than 60 years, AFPA (national association for adult vocational training) has been following economic and social changes, whether in periods of crisis or development. Today, the largest adult training organization in Europe (5 000 trainees and 600 psychologists) is confronted with contradictions between its economic and social functions
Pereira, Andréia da Silva. "A alfabetização sob o olhar de uma educadora de EJA : entre o como e o por quê /". Marília : [s.n.], 2008. http://hdl.handle.net/11449/99809.
Banca: Renata Junqueira de Souza
Banca: Maria do Rosário Longo Mortati
Resumo: Este texto apresenta a trajetória de uma educadora de adultos e possibilita a reflexão acerca da escrita e de sua importância humanizadora. Visto que a educadora analisada é a autora deste texto, o enfoque de análise reside nas minhas vivências como educadora de adultos do período de 2002 a 2003, com o objetivo de analisar minha trajetória no Programa de Educação de Jovens e Adultos (PEJA) e que elementos envolveram meu processo formativo e constituíram minhas atuais concepções de escrita e alfabetização. Inserido neste objetivo, analiso que concepções de escrita estavam implícitas - ou explícitas - em minhas proposições de ações de escrita às educandas. Por ação de escrita denomino os escritos das educandas realizados segundo minhas proposições em sala de aula. A pesquisa, de caráter qualitativo, tem base na análise documental, a partir de semanários e anotações de aula, assim como a produção escrita de três educandas selecionadas para a participação nas análises. Os documentos foram analisados a partir das considerações relativas às concepções de texto, escrita e linguagem; envolvem, também, o modo de materializar discursivamente o objeto de investigação e de constituição do sujeito do discurso. Dessa perspectiva, as facetas entre a educadora e a pesquisadora, a partir da análise da configuração textual, se constituem em complementaridade. Os resultados obtidos identificam três momentos de ação com as educandas, sendo: 1) Prática por modelos "eficazes" de alfabetização - alfabetização das educandas por meio dos modos como vivenciei a alfabetização no meu ensino de 1º grau e de como aprendi a alfabetizar no meu curso de Formação de Professores; 2) Didatização da alfabetização - momento em que, diante da dificuldade em alfabetizar as educandas, recorri ao material didático Coleção Viver, Aprender; ...(Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This text presents an adults teacher trajectory and the discussion about writing and your human importance. Since the educator considered is the author of this text, the focus of analysis is on my experiences as an adults teacher in the period of 2002 to 2003, with the objective of analyzing my trajectory in the Programa de Educação de Jovens e Adultos (PEJA) and the elements involved on the mine formative process and formed my current conceptions of write and literacy. Set this objective analyze concepts of writing were explicit or implied - in the mine propositions of shares write to pupils. By action of write are denominate the writings of pupils performed according propositions in my classroom. The research, qualitative in nature, is based on document analysis, from weeklies and notes from class and the written production of three pupils selected for participation in the analysis. The documents were reviewed from considerations relating to concepts of text, write and language; involve, also, how to materializate the discourse. From this perspective, the facets between the teacher and researcher, in the textual configuration are constitute in complementarity. The results identify three moments of action with the pupils, where: 1) practice models for "effective" literacy of pupils with the modes I lived the literacy in my primary school and learned how to literacy in my Teacher Formation Course; 2) The didactic of literacy -time when with the difficulty to literacy the pupils recoursed to the didactic material Coleção Viver, Aprender; 3) Production of texts- when based on the denominate Project, I used the production of texts to teach the write.
Mestre
De, la Rosa Vazquez Graciela. "L'entreprise et la formation : la formation des formateurs d'une entreprise produisant des biens et des services en informatique". Paris 10, 1985. http://www.theses.fr/1985PA100093.
Lepierrot, Pauline. "Silent Voices - Attachment Formation in Twelve Foster-Reared Mothers and Their Children". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5019.