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Data publikacji: 26 lipca 2024

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1

Chen, Norman Y. "The formation of Christian character". Theological Research Exchange Network (TREN), 2000. http://www.tren.com.

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Gray, Franklin Henry. "A study of character formation in spiritual leaders". Theological Research Exchange Network (TREN) Access this title online, 1994. http://www.tren.com/search.cfm?p030-0050.

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McCabe, Bree A. "Character Strengths and Positive Institutions: Effects on Psychological Wellness". University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1291053100.

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Garnett, David John. "Curriculum and institution : a model; discourse formation and professional education". Thesis, University of Bristol, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335258.

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PEREIRA, DOUGLAS LUIZ. "FORMATION OF CHARACTER AND REFLEXIVE JUDGEMENT IN KANT S PHILOSOPHY". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24523@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
É no contexto da proposta kantiana para a prática da moralidade que a tese está centrada. Dentro desse contexto, o foco principal é o problema da educação, pois a educação para a moralidade tem pressupostos e requer determinadas práticas, que são melhor compreendidas se levamos em conta o âmbito do sistema kantiano. De acordo com Kant, a razão humana cumpre não só uma função teórica, voltada para o conhecimento da natureza, mas também uma função prática, voltada para ideia de liberdade. Isso faz com que a questão da moralidade e da educação tenham seu cerne na ideia de liberdade. Em função dessa ideia, segundo Kant, a razão é capaz de determinar a vontade e o agir do ser humano, possibilitando um agir autônomo. É com vistas à constituição de sujeitos autônomos que a tarefa da educação moral se faz necessária, tarefa que requer um longo caminho de formação do caráter e do aprendizado pela liberdade, aprendizado cujos pressupostos residem nos princípios da razão pura, os únicos que possibilitam a moralidade.
This thesis is centered on Kant s proposal for the practice of morality. In this context, the main focus is the problem of education, since education for morality has principles and requires certain practices that make better sense if we take into consideration the realm of Kant s system. According to Kant, the human reason fulfills not only a theoretical function, aimed at the knowledge of nature, but also a practical function, aimed at the idea of freedom. Therefore, the question of morality and education has its roots in the idea of freedom. Reason is capable of determining the will and the actions of human beings, making an autonomous action possible. Aiming at the constitution of autonomous subjects, the task of moral education is necessary, and it requires a long path of formation of character and learning through freedom. The foundations of this learning reside in the principles of pure reason, the only ones to make morality possible.
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Colborn, Robert Mark. "Adult Development of Positive Personality Traits Through Character Formation Mentoring". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2442.

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Positive psychologists have published hundreds of empirical studies correlating positive personality traits with improved outcomes in mental health, physical health, academic and career success, resilience, relationships, and personal happiness. But there remains a dearth of research on the emergence and development of positive personality traits. This grounded theory, qualitative research sought to discover whether positive personality traits can be developed in adult mentoring relationships. Sixteen participants responded in structured interviews about the benefits of their mentoring experiences, and in addition to performing coding analysis as described by Strauss and Corbin (1990), the researcher also compared the answers to Peterson and Seligman's taxonomy of positive traits (2004). Unprompted participant responses overwhelmingly asserted increase of positive traits, as well as five other benefit categories. Improved traits appeared across a wide range of mentee characteristics, and situations, including negative ones, as long as mentors communicated unconditional positive regard and possessed desirable competencies. Social considerations of this research include the possibility that, in combination with therapies to address negative aspects of a client situation, therapists using intentional positive trait development could support recovery, resilience, hope, wisdom, thriving, and all of the benefits positive psychology has correlated to the presence of positive personality traits. Future studies building on this research may include a longitudinal study to understand what situations and character types are most conducive for positive trait development, as well as questions regarding which traits appear in which mentoring situations.
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7

Barnaby, Nicole. "The Biography of an Institution: The Cultural Formation of Mass Incarceration". The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459887258.

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Biermann, Joel D. "Virtue ethics and the place of character formation within Lutheran theology". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.

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Sharma, Pradeep. "Identity formation, newcomer dynamics and organisational change in a higher educational institution". Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/12625.

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This research looks at the dynamics of identity formation in a higher education organisation during a strategic branding project, the arrival of a newcomer and my role as the dean of a school of art and design. Most branding literature focuses on the key stages of how a brand proposition is formed and assumes the straightforward roll out of the identity for the organisation. In this research I focus on what goes on around me as ideas are formed and presented back to the organisation, rather than on the idealised process of what should go on. The method takes a “withness” approach to the narrative rather than a synoptic case study approach, focusing on my experience and practice. This highlights the social context of organisational life – the context of human power relationships in which people enable and constrain each other on the basis of human attributes such as identities, anxieties, values, emotions, fear, expectations, motives and interests. The research shows that intention is only a part of the narratives about strategy and identity in organisations. I argue that notions of certainty that are inherent in intentional brand strategies are often based on arbitrary inferences and that by nature brand propositions are abstractions and therefore only representative of a partial reality. To present them in a rigid sense and develop vigilant strategies for identity preservation seems artificially limiting and devoid of context. Branding has played an important role in the world of objects and transactions. It has indicated a sense of ownership, a promise of quality and performance, and more recently an indication of self-image and identity. Yet when branding is applied to organisations it is problematic. Taking principles from a context of objects and applying them to social life has led to branding often being about the preservation of a specific concept of identity and not about the ongoing dynamic process of identity formation in organisations. It is frequently seen as manipulative and controlling, yet is also seen as an important indicator of personality, differentiation, togetherness and is linked to notions of loyalty and trust. Paralleling Mead’s notion of the “I-me” dialectic, an organization can also be seen to be emerging in the context in terms of its presentation in everyday life. The notion of certainty in this sense of organizational identity denies the dynamics of the situation and one could argue that vagueness is present in all aspects of social life and essential for creative action as it allows space for newness. Any articulation of identity is a simplification of an identity that is constantly evolving. But at what level are these simplifications and abstractions useful and not debilitating? This is not to argue that intention and strategy are not essential parts of joint action. The process of negotiating is an essential part of working together towards joint action. It is a process in which we reveal our intent and discover important aspects about each other and ourselves as we emerge in the social; it is about intention and attention. However we cannot really know how people will respond to our gestures and actions, and it is in the actions that we reveal the sincerity of our intent. Managers and strategies do not solely determine organisational identity, and neither are employees free to choose their identities, attitudes, expectations and actions. We are both enabled and constrained by our own pasts and social relationships. We inform the organisational identity as well as being informed by it in an on going process of relating. This way of thinking has implications for the way that we think about brand strategy in organisations – it is not a deterministic process of control, and neither is it a process of anarchic behavior, of open resistance to management intention. Branding is a social act and is performed by human agents who are inherently complex, individual and collective at the same time. The role of the practitioner is to make sense of what is going on between us and pay attention to what emerges – after all, it is not what a brand is but what a brand does.
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10

Bonnet, Bernard. "La formation professionnelle des adultes : une institution et ses agents : 1934-1994". Paris 10, 1994. http://www.theses.fr/1995PA100040.

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C'est à l'initiative du patronat de la métallurgie qu'un premier dispositif de FPA est élaboré dans les années trente. Les principes fondamentaux d'une rationalisation pédagogique seront repris et massivement diffuses sous vichy, appliques a la formation professionnelle des adolescents. A la libération, c'est le syndicalisme ouvrier, en l'occurrence la CGT, qui s'empare de ce mode de formation pour l'articuler aux intérêts de la classe ouvrière. Les trente glorieuses consacrent l'ancrage ouvrier de la FPA : elle se décline essentiellement sur le mode de la qualification ouvrière dans le BTP et le travail des métaux. Au cours de ces deux dernières décennies, la volonté publique d'intégrer l'AFPA au sein des politiques d'emploi exacerbe les tensions entre une logique de gestion du chômage et une logique de qualification de la force de travail. L'investigation se déplace ensuite au sein des établissements de l'AFPA, à la rencontre des formateurs. Leurs pratiques pédagogiques portent en elles la marque des contradictions entre les caractéristiques singulières de leur morphologie sociale et les fonctions aujourd'hui assignées a l'AFPA. Majoritairement issus des catégories populaires, entres précocement dans la vie active, ils ont eu recours a la formation continue pour gravir un à un les échelons conduisant aux fonctions d'encadrement et d'agent technique. A l'issue de ces exceptionnels mouvements de mobilité professionnelle, ils deviennent enseignants au sein d'une institution qui accueille de plus en plus les exclus du système scolaire
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
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11

De, Waal Dryden J. "Theology and ethics in 1 Peter paraenetic strategies for Christian character formation". Tübingen Mohr Siebeck, 2004. http://deposit.ddb.de/cgi-bin/dokserv?id=2791582&prov=M&dok_var=1&dok_ext=htm.

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De, Waal Dryden J. "Theology and ethics in 1 Peter : paraenetic strategies for Christian character formation /". Tübingen : Mohr Siebeck, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2791582&prov=M&dok_var=1&dok_ext=htm.

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Grevenitz, Paul. "The character and genesis of pedogenic calcrete in southern Australia". Access electronically, 2006. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20061206.141643/index.html.

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Bignalet-cazalet, Denis. "Repérage d'émergence de formes dans les groupes, le cas d'un groupe en formation". Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21961/document.

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Alors que l’économie semble bien en passe (si elle ne l’est déjà) de devenir « la » science « humaine » prenant le pas sur toutes les autres, on peut se demander s’il est encore temps et pertinent de se préoccuper de groupe. Pourtant, il demeure incontestable que le groupe se révèle une manière très opérante de parler de changement, de pratiquer le changement. De plus, il constitue un moyen incontournable de faire du lien entre les individus (les « atomes » sociaux). Ainsi, la première partie de ce travail est-elle consacrée à retracer le parcours de la science des groupes, la psychosociologie. Puis nous étudions différents paradigmes qui ont encadré, accompagné les tentatives de modélisation de l’apprentissage (ou de la cognition) au cours du XXe siècle. Des approches qui ont, au fil du temps, pris de plus en plus en compte l’environnement dans lequel s’opère cette cognition pour la concevoir comme un processus à la fois individuel et collectif. Dans cette articulation la notion de représentation occupe une place de choix. C’est ainsi que nous sommes conduits à étudier les nombreux aspects que recouvre cette notion de représentation. Ces réflexions nous amènent à la question de la forme, des formes qui organisent et tendent à normaliser la vie d’un groupe. Cela nous donne ensuite l’occasion de nous interroger sur ce qui caractérise un groupe ainsi que de réfléchir à propos de quelques outillages qui permettent de le modéliser — lui et les phénomènes auxquels il est soumis. Nous voyons combien il est important d’utiliser ces outillages non pas en les comparant ou en les opposant les uns les autres mais en nous efforçant de les associer à partir d’une nécessaire multiréférentialité. C’est ce à quoi nous mène aussi une réflexion épistémologique que nous entreprenons pour nous aider à situer la recherche, plaçant résolument l’ « observateur » dans l’action, dans une posture phénoménologique. Cela nous donne l’opportunité de faire le point sur les difficultés que rencontre ce type de recherche, si l’on reste dans le cadre d’une démarche positiviste longtemps adoptée par les sciences « dures ».Enfin, nous sommes amenés à utiliser ces différents points de vue pour appréhender les évolutions suivies par un groupe en formation, durant une semaine. Au cours de l’exploitation des matériaux laissés par ce groupe, nous relevons que détecter les formes (qui structurent son organisation) permet de modéliser son parcours. Mais nous sommes aussi conduits à proposer que le repérage de l’émergence des formes constitue un outillage susceptible de recadrer l’ensemble des approches employées pour décrire les groupes
While economy seems about (if it’s not the case) to become “the” “Human” Science overwhelming all the others, we can wonder whether the notion of group still matters. Through, the group undeniably allows to speak and to enact change. Moreover, it’s unquestionably the best away to link people (social “atoms”). Thus, the first part of this work is devoted to retracing the process of psychosociology, the science of groups. Then, we’ll study the different paradigms which have paved the attempts to design learning (or cognition) through the 20th century. Decade after decade, these approaches have more and more taken into account the environment in which this cognition works in order to be concerned as an ongoing process both individual and collective. In this approach, the notion of representation is prominent, as such we have to study the many aspects it includes. So, how can these forms normalize the life of a group? Then, we can ask ourselves what mainly characterizes a group and try to define some tools which tend to design it as well as the phenomena depending on it. We can see how important it is to use these tools neither comparing or opposing one another but trying to make a link between them, considering several references as our starting point. An epistemological study also leads us to this conclusion, a study we have led in order to situate search, putting the “observer” into action in a phenomenological position. This is an opportunity for us to take an inventory of the difficulties such a type of search usually faces, if we assume we confine ourselves to a positivist approach adopted by the “fundamental” sciences for long.Lastly, according to these different points of view, we’ll watch the progress made by a one week learning group. Thanks to their work, we can notice that identifying the forms (which structure its organisation) allows one to design its process. Nevertheless, we can also assume that identifying the emerging forms constitutes a set of tools likely to make the approaches used to describe groups fit within the scope
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Hughes, Moreen Patricia. "Christian spiritual formation as a tool in building character development in women a correlation analysis /". South Hamilton, MA : Gordon-Conwell Theological Seminary, 2007. http://dx.doi.org/10.2986/tren.068-0656.

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Lyo, A.-Ran Physical Environmental &amp Mathematical Sciences Australian Defence Force Academy UNSW. "The nearby young [special character] Chamaeleontis cluster as a laboratory for star formation and evolution". Awarded by:University of New South Wales - Australian Defence Force Academy. School of Physical, Environmental and Mathematical Sciences, 2004. http://handle.unsw.edu.au/1959.4/38707.

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[Special characters cannot be displayed. Please see the pdf version of the Abstract for an accurate reproduction.] We studied the circumstellar discs, the initial mass function (IMF), mass distribution, binarity and the fundamental properties of the [special character] 9 Myr-old pre-main sequence (PMS) [special character] Chamaeleontis cluster. Using JHKL colour-colour and colour-excess diagrams, we found the circumstellar disc fraction to be [special character] 0.60 among the late-type members. Four stars with [special character] (K - L) > 0.4 were identified as experiencing ongoing accretion which was later confirmed by high-resolution spectroscopic study. Quantitative analysis of the H[special character] profiles found accretion in these four stars at rates comparable to that of two members of the similarly-aged TW Hydrae Association (TWA); rates 1 - 3 orders of magnitude lower than in younger classical T Tauri stars. Together these results suggest that, while the mass accretion rate decreases with age, PMS stars can retain their inner discs for [special character] 10 Myr. An optical photometric survey spanning 1.3 ?? 1.3 pc added two low-mass stars to the cluster inventory. Together with other recent surveys the population is likely to be significantly complete for primaries with masses M > 0.15M[special character]. The cluster now consists of 18 primaries and 9 confirmed and candidate secondaries, with [special character] 2-4 times higher multiplicity than seen in field dwarfs. The cluster IMF is consistent with that of rich young clusters and field stars. By extending the IMF to lower masses, we predict 20-29 low-mass stars and brown dwarfs may remain undiscovered. From study of the cluster???s spatial and mass distribution, we find the [special character] Cha cluster has significant mass segregation, with > 50 per cent of the stellar mass residing within the central 0.17 pc. Lastly we classified members of the cluster with low-resolution spectra, providing information about the fundamental properties of the PMS stars by comparison to standard dwarfs. Broadband VRI colours and pseudocontinuum indices derived for the cluster stars are indistinguishable from dwarfs at visual and red wavelengths. This suggests the temperature sequence for the PMS [special character] Cha cluster is similar to that of the dwarf sequence. Narrow-band spectral indices for the [special character] Cha cluster possibly indicate higher metallicity and strongly indicate lower surface gravity than the dwarf indices.
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Neitzel, Jakob [Verfasser], i Anke [Akademischer Betreuer] Gerber. "Essays on Public Good Provision : Fair Contribution Rules and Institution Formation / Jakob Neitzel. Betreuer: Anke Gerber". Hamburg : Staats- und Universitätsbibliothek Hamburg, 2014. http://d-nb.info/105985967X/34.

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Qiuping, Ji. "Étude de la pratique d'enseignement et d'apprentissage dans une institution de formation aux adultes en Chine". Mémoire, Université de Sherbrooke, 1995. http://savoirs.usherbrooke.ca/handle/11143/398.

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The present study grew out of one Chinese adult institute. Relatively few works are available that present a view of what actually happens in Chinese adult teaching and learning practice. Accordingly, it is believed that a case study on Tianjin Institute of Training Economic Management Personnel (TITEMP) which has been working for years in various forms of adult programs, will be very useful addition to the knowledge of Chinese adult teaching and learning. The primary purpose of the present study is to serve as an introduction to one Chinese adult institute (TITEMP) in terms of characteristics of teaching, including selecting teaching content and teaching pattern, and to expand the understanding of Chinese adult teaching and learning. Based on the experiences of teachers at TITEMP, the study seeks to investigate the issues of teacher's perceptions and attitudes of teaching and learning to obtain implications toward learning-centred and collaborative mode. The main sources of data are the interviews and results of the questionnaire. Questionnaire responses from 70 teachers with knowledge of adult teaching and learning are described and interpreted. The general findings of the study are that the existing adult teaching practice at TITEMP does not adequately account for the principles of adult learning in a collaborative mode with adult students. Adult learning is teaching-centred.
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Herrstrom, Eric P. "Character-based leadership formation : enhancing the spiritual maturity of small group leaders at Lake Arlington Baptist Church". Mill Valley, CA : Golden Gate Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.116-0006.

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Clabecq, Céline. "Contraintes et assujettissements dans la formation des enseignants : une étude des effets d’Arrière-plan sur les pratiques des maîtres formateurs". Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21929/document.

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L’institution confie aux maîtres formateurs une double mission d'enseignement dans une classe et de formateur d'adultes, leur confiant un rôle de « travailleur modèle » à la fois relais de la parole institutionnelle et représentant des « bonnes pratiques ». Ils sont alors assujettis à des phénomènes d’Arrière-plan qui conditionnent leurs possibilités d’action.L’enquête, menée dans un contexte de réforme institutionnelle (mise en place de la mastérisation des enseignants) met en évidence des contraintes qui pèsent sur les maîtres formateurs, tenus à un « devoir d’excellence » dans le cadre d’un ensemble de valeurs transmises et transformées tout au long de l’histoire de l’enseignement primaire, des écoles normales aux IUFM. Les données de terrain recueillies se composent d’entretiens avec des formateurs mais aussi d’observations directes : des stages de formation de formateurs (conférences pédagogiques), des situations de formation et d’évaluation des stagiaires, et des éléments d’autoanalyse de la pratique. La thèse montre que la dévolution de cette mission de formation aux maîtres formateurs produit, en lien avec un besoin de reconnaissance et de distinction, un double mouvement d’assujettissement aux demandes institutionnelles d’une part, et d’émancipation de la condition d’enseignant « ordinaire » d’autre part. Le concept de sensibilité au contrat institutionnel permet alors de comprendre comment les maîtres formateurs opèrent des ajustements entre les injonctions institutionnelles et les contraintes de la pratique
Within the educational system, mentors are entrusted with two tasks: teaching, as well as training adults. In a sense, they are expected to act as “model workers”, transmitting official wisdom, and publicizing “good practices”. They are subjected to Background effects, which determine their leeway. Our research was conducted in the context of institutional changes, namely the granting of MAs to trainees for the teaching profession. It highlights the constraints bearing upon mentors, who are expected to maintain standards of excellence. Such standards were inherited from the traditional training schools for primary education (“écoles normales”) as well as the newer teacher training institutions (IUFM), but also underwent significant changes. Primary sources include interviews with mentors as well as direct observation: Training schemes for mentors, training sessions and assessment of trainees, self analysis. This dissertation purports to demonstrate that the granting of a responsibility in training to mentors craving for recognition and distinction leaves them in a double bind. On the one hand they are subjected to institutional injunctions, on the other hand they aspire to professional freedom and autonomy, just as any other teacher. Mentors in fact negotiate their way between official demands and the constraints of practical work. Acknowledging the existence of a “compact” between mentors and their institutional employer is essential to an understanding of this process of negotiation
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Heikkila, David Laurie. "Orual, a therapeutic appreciation masks, mirrors, and metamorphosis /". Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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Neyret, Robert. "Contraintes et déterminations des processus de formation des enseignants : nombres décimaux, rationnels et réels dans les Instituts universitaires de formation des maitres". Grenoble 1, 1995. http://www.theses.fr/1995GRE10081.

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L'etude didactique porte sur les determinations (externes) et les contraintes (internes) a propos des systemes de nombres (decimaux, rationnels, reels) qui delimitent le champ des possibles dans la formation des professeurs d'ecole. La premiere partie analyse l'evolution des savoirs dans l'institution de formation des maitres. Les manuels sont envisages comme une institution de formation des enseignants. De ce point de vue sont mis en evidence deux niveaux dans la transposition didactique: d'une part la production par des mathematiciens de traites dont le but est d'elementer le savoir a enseigner, d'en identifier et d'en organiser les elements, d'autre part la realisation d'un traite intermediaire, texte du savoir a l'usage des maitres (et des formateurs), ecrit par les scribes, assujettis a l'exigence d'elementation, mais aussi aux contraintes des systemes didactiques. Dans une deuxieme partie, on etudie la perturbation du systeme didactique par le biais d'une introduction d'une ingenierie didactique qui vise a creer les causes du savoir chez les etudiants et a permettre une institutionnalisation dans les termes d'un texte du savoir. L'analyse des differents placements des etudiants (semantique et syntaxique), ainsi que les negociations a propos des systemes de nombres permet d'identifier deux determinations: l'une dominante actuellement dans la noosphere, qui veut que l'on ne peut enseigner une technique sans lui donner du sens, l'autre relative a la legitimite institutionnelle des techniques employees (technologie justificative ou retour au contexte)
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Stansfield, Christian J. R. "Turnkey to case manager, the professionalisation of the correctional officer, Headingley Correctional Institution, Manitoba, 1930-1996". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57582.pdf.

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Pontious, Mark William. "Race through class: Antiracist white identity formation of lower-classed students at a historically white institution with a wealthy student population". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15628387416807.

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Tait, Larry. "The character of organic matter and the partitioning of trace and rare earth elements in black shales; Blondeau Formation, Chibougamau, Québec /". Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1987. http://theses.uqac.ca.

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Rypkema, Nicholas Rahardiyan. "Distributed autonomy and formation control of a drifting swarm of autonomous underwater vehicles". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101474.

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Thesis: S.M., Joint Program in Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science; and the Woods Hole Oceanographic Institution), 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 163-168).
Recent advances in autonomous underwater vehicle (AUV) technology have led to their wide- spread acceptance and adoption for use in scientific, commercial, and defence applications in the underwater domain. At the same time, research progress in swarm robotics has seen swarm intelligence algorithms in use with greater eect on real-world robots in the field. A group of AUVs utilizing swarm intelligence concepts has the potential to address issues more effectively than a single AUV, and such a group can potentially open up new areas of application. Examples include the monitoring and tracking of highly dynamic oceanographic phenomena such as phytoplankton blooms and the use of an AUV swarm as a virtual acoustic receiver for sea-bottom seismic surveying or the monitoring of naturally occurring acoustic radiation from cracking ice. However, the limitations of the undersea environment places unique constraints on the use of existing swarm robotics approaches with AUVs. In particular, algorithms must be distributed and robust in the face of localization error and degraded communications. This work presents an investigation into one particular swarm strategy for a group of AUVs, termed formation control, with consideration to the constraints of the underwater domain. Four formation control algorithms, each developed and tested within the MOOS-IvP framework, are presented. In addition, a 'formation quality' metric is introduced. This metric is used in conjunction with a measure of formation energy expenditure to compare the efficacy of each behaviour during construction of a desired formation, and formation maintenance while it drifts in ocean currents. This metric is also used to compare robustness of each algorithm in the presence of vehicle failure and changing communication rate.
by Nicholas Rahardiyan Rypkema.
S.M.
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27

Mark, Hannah F. "Seismic and numerical constraints on the formation and evolution of ocean lithosphere". Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/127722.

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Thesis: Ph. D., Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences; and the Woods Hole Oceanographic Institution), 2019
Cataloged from PDF of thesis.
Includes bibliographical references (pages 151-174).
This thesis explicates aspects of the basic structure of oceanic lithosphere that are shaped by the processes that form the lithosphere. The strength of lithospheric plates relative to the underlying mantle enables the surface plate motions and plate boundary processes that characterize plate tectonics on Earth. Surprisingly, we have a relatively poor understanding of the physical mechanisms that make the lithosphere strong relative to the asthenosphere, and we lack a reference model for ordinary lithospheric structure that can serve as a baseline for comparing geophysical observations across locations. Chapters 2 and 3 of this thesis investigate the seismic structure of a portion of the Pacific plate where the simple tectonic history of the plate suggests that its structure can be used as a reference model for oceanic lithosphere. We present measurements of shallow azimuthal seismic anisotropy, and of a seismic discontinuity in the upper mantle, that reflect the effects of shear deformation and melting processes involved in the formation of the lithosphere at mid-ocean ridges. Chapter 4 uses numerical models to explore factors controlling fault slip behavior on normal faults that accommodate tectonic extension during plate formation.
by Hannah F. Mark.
Ph. D.
Ph.D. Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences; and the Woods Hole Oceanographic Institution)
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Craddock, Paul R. "Geochemical tracers of processes affecting the formation of seafloor hydrothermal fluids and deposits in the Manus back-arc basin". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/55328.

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Thesis (Ph. D.)--Joint Program in Chemical Oceanography (Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences; and the Woods Hole Oceanographic Institution), 2009.
Includes bibliographical references.
Systematic differences in trace element compositions (rare earth element (REE), heavy metal, metalloid concentrations) of seafloor vent fluids and related deposits from hydrothermal systems in the Manus back-arc basin (Eastern Manus Basin, EMB and Manus Spreading Center, MSC) are used to investigate processes that affect their formation. Processes responsible for observed differences in fluids and deposits from distinct geologic settings include (a) fluid-rock interaction (with temperature, pressure and crustal composition as variables), (b) magmatic acid volatile input and, (c) local seawater entrainment and mixing with hydrothermal fluids, coupled with sulfide precipitation and metal remobilization. REE distributions in vent fluids in the Manus Basin exhibit a wide range of chondrite-normalized patterns that contrast with the relatively uniform distributions observed in mid-ocean ridge vent fluids. This heterogeneity is attributed to marked differences in fluid pH and fluoride and sulfate concentrations that significantly affect REE solubility. The data indicate that REEs can be used as indicators of the styles of magmatic acid volatile input in back-arc hydrothermal systems. Anhydrite in deposits record the same range of REE patterns, suggesting that REE distributions preserved in anhydrite can be used as indicators of past magmatic acid volatile input. Vent fluid heavy metal and metalloid concentrations also exhibit considerable differences. High metal concentrations in EMB versus MSC vent fluids reflect low pH, largely from input of magmatic acid volatiles (indicated by fluoride concentrations greater than seawater). In EMB, metal concentrations are locally affected by dissolution of previously deposited sulfide owing to low pH conditions affected by magmatic acid volatile input or seawater entrainment and mixing with hydrothermal fluid that leads to sulfide precipitation and secondary acidity generation.
(cont.) Massive sulfide deposits in the Manus Basin exhibit a wide range of mineral compositions and heavy metal enrichments. The formation of Zn-rich (sphalerite/wurtzite) deposits in the MSC and of Cu-Fe and Cu-As-rich (chalcopyrite, tennantite) deposits in the EMB reflects differences in the conditions of sulfide precipitation (temperature, pH) and in metal concentrations. The data suggest that heavy metal and metalloid distributions in massive sulfide deposits can be used as indicators of the conditions of vent deposit formation.
by Paul R. Craddock.
Ph.D.
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Evans, Guy Nathaniel. "Trace element proxies and mineral indicators of hydrothermal fluid composition and seafloor massive sulfide deposit formation processes". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111731.

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Thesis: Ph. D. in Marine Geology, Joint Program in Marine Geology and Geophysics (Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences; and the Woods Hole Oceanographic Institution), 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references.
This thesis analyzes compositions of seafloor massive sulfide (SMS) deposits and related hydrothermal vent fluids to identify proxies of reaction zone conditions (host-rock lithology, hydrothermal fluid temperature and chemistry). Chapter 2 investigates the morphology, mineralogy, and geochemistry of SMS deposits from six vent fields along the Eastern Lau Spreading Center (ELSC), demonstrating that ELSC SMS deposits record differences in hydrothermal fluid temperature, pH, sulfur fugacity and host-rock lithology related to proximity to the nearby Tonga Subduction Zone. Chapters 3 and 4 focus on partitioning of Co, Ni, Ga, Ag, and In between hydrothermal vent fluids and chalcopyrite lining fluid conduits in black smoker chimneys. Chapter 3 develops secondary ion mass spectrometry (SIMS) as a technique to measure Co, Ni, Ga, Ag, and In in chalcopyrite and identifies a correlation between Ga and In in chalcopyrite and hydrothermal fluid pH. Chapter 4 presents new data on these elements in ELSC hydrothermal fluids that, combined with SIMS analyses of chalcopyrite chimney linings and previously published data on vent fluids from the Manus Basin, provide evidence that supports partitioning of Ag a lattice substitution for Cu. Together, concentrations of Ga, In, and Ag in chalcopyrite provide proxies of hydrothermal fluid pH and metal (i.e., Ag and Cu) contents.
by Guy Nathaniel Evans.
Ph. D. in Marine Geology
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Patary, Bernard. "Homo apostolicus : la formation du clergé indigène au Collège Général des Missions Étrangères de Paris, à Penang (Malaisie), 1808-1968 : institution et représentations". Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20008/document.

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Cette thèse porte sur la formation du clergé indigène dans un séminaire français (le Collège général des Missions Étrangères de Paris) à Penang (Malaisie), entre 1808 et 1968. Elle étudie l’histoire et tous les aspects de la vie d’une institution missionnaire : spiritualité et liturgie, études générales et théologiques, hygiène, repas et santé, travaux manuels, revenus. Elle s’intéresse aux membres de cette communauté, professeurs français et élèves venant d’une dizaine de pays d’Asie. L’observation d’une périodicité moyenne (160 ans) permet de suivre des évolutions et des transformations : centralisation romaine et politique étrangère de l’Église, colonisation et décolonisation de l’Asie, conséquences du Concile de Vatican II. Mais le principal objectif est d’étudier un système complexe de représentations. Le Collège général de Penang vise à transmettre une culture européenne, à reproduire un modèle de prêtre idéalisé, l’homo apostolicus, capable d’aller jusqu’au sacrifice de sa vie par le martyre. La thèse cherche à répondre à de nombreuses questions : comment des missionnaires européens perçoivent-ils l’Asie, que révèlent leurs aperceptions de l’indigène sur eux-mêmes, quelle place les missionnaires français, issus de la culture du catholicisme classique, accordent-ils au clergé autochtone, quelles furent les moyens, l’efficacité et la pérennité de cette entreprise éducative ?
This PhD is about the education of asian native clergy in a french catholic seminary, (General College) in Penang (Malaysia), between 1808 and 1968. It deals with the history and many aspects of every day life in an institution led by missionaries : spiritual matters, liturgy, general and theological studies, hygiene, food, health, manual work, finances. It as taken an interest in studying the members of this community, french teachers and their pupils coming from twelve different countries of Asia. This quite long period (160 years) offers the opportunity to observe the evolution of political and cultural events, especially those connected with the Holy See’s foreign policy, the colonization of Asia, Vatican II’s consequences. But the major aim is consisting in the understanding of a system of cultural representations. The General College intends to transmit the european civilization, and also to produce, within native asian seminarists, an ideal-priest, the homo academicus, able to die a martyr to the Catholic Church, if necessary. Many questions are asked : how did french missionaries look at the native clergy they educated, and what does it reavels, wich rank do those newly converted priests deserved in the Church, how did the french teachers proceeded to achieve their purposes and were they successful ?
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Harchi, Kaoutar. "La formation de la croyance en la valeur littéraire en situation coloniale et postcoloniale : étude des trajectoires de consécration des écrivains algériens francophones Assia Djebar et Kateb Yacine, en France, entre 1950 et 2009". Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030077.

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La présente thèse de doctorat s’intéresse à la formation de la croyance en la valeur littéraire en la situation coloniale et postcoloniale, entre 1950 et 2009, en France. Pour cela, nous avons fait le choix de porter notre attention sur les trajectoires de consécration de deux auteurs algériens de langue française ayant fait l’objet d’une consécration littéraire sociologiquement objectivable, à savoir Assia Djebar (1936-) et Kateb Yacine (1929-1989). La problématique littéraire algérienne de langue française ne pouvant pertinemment être abordée au prisme de la théorie des champs de Pierre Bourdieu, nous avons fait le choix de recourir, à travers notre étude, à la notion d’institution littéraire telle que l’a notamment définie Jacques Dubois. Selon ce que nous avons alors pu observer à travers un corpus constitué d’entretiens, d’articles de presse, de discours officiels, de correspondances privées, le phénomène de consécration littéraire des deux auteurs algériens de langue française serait modélisable sous la forme de cinq étapes : la découverte, la publication, la réception critique, l’entrée dans l’univers académique, l’entrée dans l’univers de l’enseignement scolaire et universitaire. L’intérêt de cette modélisation repose principalement sur sa capacité à révéler, au-delà de la doxa littéraire, les modalités sociales ayant concouru à la formation d’une croyance en la qualité des productions textuelles données. Et, à chaque étape de la trajectoire de consécration d’Assia Djebar et de Kateb Yacine, se donnent à voir des relations fortes entre, d’une part, le littéraire et, d’autre part, l’extra-littéraire. En ce sens, l’idée couramment répandue selon laquelle la consécration d’un auteur n’aurait pour seule cause que son talent se trouve fortement remise en cause. La littérature francophone ou, plus précisément, la francophonie littéraire – dénomination sous laquelle Assia Djebar et Kateb Yacine sont régulièrement catégorisés – apparaît donc être un système réglé selon des intérêts qui, loin d’être prétendûment « purs », relèvent de logiques politique et idéologique. Engagés dans des rapports de domination symbolique et matériel dont la consécration littéraire est l’une des formes paradoxales, Assia Djebar et Kateb Yacine ont tous deux, au cours de leur trajectoire respective, mis en place des stratégies spécifiques afin de limiter la valeur instrumentale dont leurs productions textuelles ont été investies et imposer leur définition de ce que serait la littérature algérienne de langue française
The present doctoral thesis is intersestd in the formation of the belief in literary value in colonial and postcolonial situation, between 1950 and 2009, in France. For that, we made the choice to pay our attention to the paths of recognition of two Algerian authors of French language who have been the object of an objectivable literary achievment, namely Assia Djebar (1936-) and Kateb Yacine (1929-1989). Since the Algerian literary of French language core statement can’t pertinently be approached via the prism of the fields theory by Pierre Bourdieu, we made the choice to resort, through our study, to the concept of literary insitution defined by the likes of Jacques Dubois. According to what we then could have observed through a corpus made up of talks, press articles, official discourses, private correspondences, the literary phenomenon of recognition of the two Algerian authors would be modeled in the form of five stages: the discovery, the publication, the critical reception, the entry in the academic field and the entry in the universe of secondary education. The interest of this modeling is mainly based on its capacity to reveal, beyond the literary doxa, the social methods that have contributed to the formation of a belief in the quality of the given textual productions. And, at each stage of the paths of recognition of Assia Djebar and Kateb Yacine, we can observe strong relations between, on the one hand, the literary and, on the other hand, the extra-literary. In this direction, the commonly widespread idea according to which the recognition of an author would only be based on talent is strongly questionned. The French-speaking literature or, more precisely, the literary francophonie – denomination under which Assia Djebar and Kateb Yacine are regularly categorized – thus appears to be a regulated system depending on interests far from being allegedly “pure”, but driven by ideological and political logics. Engaged in relations of symbolic domination, Assia Djebar and Kateb Yacine have both, during their respective paths, set up of specific strategies in order to limit the instrumental value of their textual productions and impose their own definition of what Algerian literature of French language truly should be
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32

Horning, Gregory (Gregory William). "Geophysical and geochemical constraints on the evolution of oceanic lithosphere from formation to subduction". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/108908.

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Thesis: Ph. D., Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Earth, Atmospheric, and Planetary Sciences; and the Woods Hole Oceanographic Institution), 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 104-115).
This thesis investigates the evolution of the oceanic lithosphere in a broad sense from formation to subduction, in a focused case at the ridge, and in a focused case proximal to subduction. In general, alteration of the oceanic lithosphere begins at the ridge through focused and diffuse hydrothermal flow, continues off axis through low temperature circulation, and may occur approaching subduction zones as bending related faulting provides fluid pathways. In Chapter 2 1 use a dataset of thousands of microearthquakes recorded at the Rainbow massif on the Mid-Atlantic Ridge to characterize the processes which are responsible for the long-term, high-temperature, hydrothermal discharge found hosted in this oceanic core complex. I find that the detachment fault responsible for the uplift of the massif is inactive and that the axial valleys show no evidence for faulting or active magma intrusion. I conclude that the continuous, low-magnitude seismicity located in diffuse pattern in a region with seismic velocities indicating ultramafic host rock suggests that serpentinization may play a role in microearthquake generation but the seismic network was not capable of providing robust focal mechanism solutions to constrain the source characteristics. In Chapter 3 I find that the Juan de Fuca plate, which represents the young/hot end-member of oceanic plates, is lightly hydrated at upper crustal levels except in regions affected by propagator wakes where hydration of lower crust and upper mantle is evident. I conclude that at the subduction zone the plate is nearly dry at upper mantle levels with the majority of water contained in the crust. Finally, in Chapter 4 I examine samples of cretaceous age serpentinite sampled just before subduction at the Puerto Rico Trench. I show that these upper mantle rocks were completely serpentinized under static conditions at the Mid-Atlantic Ridge. Further, they subsequently underwent 100 Ma of seafloor weathering wherein the alteration products of serpentinization themselves continue to be altered. I conclude that complete hydration of the upper mantle is not the end point in the evolution of oceanic lithosphere as it spreads from the axis to subduction.
by Gregory Horning.
Ph. D.
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33

Beer, Jenay Michelle. "Recognizing facial expression of virtual agents, synthetic faces, and human faces: the effects of age and character type on emotion recognition". Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33984.

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An agent's facial expression may communicate emotive state to users both young and old. The ability to recognize emotions has been shown to differ with age, with older adults more commonly misidentifying the facial emotions of anger, fear, and sadness. This research study examined whether emotion recognition of facial expressions differed between different types of on-screen agents, and between age groups. Three on-screen characters were compared: a human, a synthetic human, and a virtual agent. In this study 42 younger (age 28-28) and 42 older (age 65-85) adults completed an emotion recognition task with static pictures of the characters demonstrating four basic emotions (anger, fear, happiness, and sadness) and neutral. The human face resulted in the highest proportion match, followed by the synthetic human, then the virtual agent with the lowest proportion match. Both the human and synthetic human faces resulted in age-related differences for the emotions anger, fear, sadness, and neutral, with younger adults showing higher proportion match. The virtual agent showed age-related differences for the emotions anger, fear, happiness, and neutral, with younger adults showing higher proportion match. The data analysis and interpretation of the present study differed from previous work by utilizing two unique approaches to understanding emotion recognition. First, misattributions participants made when identifying emotion were investigated. Second, a similarity index of the feature placement between any two virtual agent emotions was calculated, suggesting that emotions were commonly misattributed as other emotions similar in appearance. Overall, these results suggest that age-related differences transcend human faces to other types of on-screen characters, and differences between older and younger adults in emotion recognition may be further explained by perceptual discrimination between two emotions of similar feature appearance.
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Dutra, Norivan Lustosa Lisboa. "A universidade hoje: Negação do sentido e gênese da instituição educacional". Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4273.

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This work of the Research Line Fundamentals of Educational Processes of Post-Graduation Education, at Faculty of Education, in Federal University of Goiás, asks about human formation in the current university. It is a theoretical study of historical and philosophical character which is based on biblioraphical study. The exercise of reflection on the subject intends to understand the contradictions inherent in the formation of the modern man. With economical, socio-cultural and political changes in the last centuries, the university is restructured and gains definition of organization that mischaracterizes it as social institution. Administered by the business logic, the university gets asleep what it truly proposes: training. The theoretical study discusses the origin and meaning of human formation for the Greeks of classical antiquity and, in the sequence, relates it to the birth of the university in the thirteenth century. It discusses the process of corruption of the educational institution from external interferences, especially of the state and market interests. Finally, the discussion highlights what remained of the university and what it can offer to students in the condition that it is inserted. It is notable the importance of keeping alive and highlighting the educational institution, even preserving what remains somewhat.
Este trabalho da Linha de Pesquisa Fundamentos dos Processos Educativos, do Programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás põe em questão a formação humana na universidade atual. Trata-se de uma pesquisa teórica de caráter histórico, filosófico de cunho bibliográfico. O exercício da reflexão sobre o tema tem a intenção de compreender as contradições inerentes ao processo de formação do homem moderno. Com as transformações econômicas, socioculturais e políticas nos últimos séculos, a universidade é reestruturada e ganha definição de organização que a descaracteriza como instituição social. Administrada pela lógica empresarial, a universidade deixa adormecida o que verdadeiramente se propõe, a formação. O estudo teórico discute a origem e o sentido da formação humana para os gregos da Antiguidade clássica, relacionando-o com o nascimento da universidade no século XIII, bem como o processo de corrupção da instituição educacional decorrentes de interferências externas, especialmente do Estado e dos interesses mercadológicos. Por fim, é pensado o que restou da universidade e o que ela pode oferecer aos estudantes na condição em que se encontra. Ressalta-se a importância de manter viva e em evidência a instituição educacional, mesmo que preservando o pouco que nela, ainda, permanece.
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Ortiz, Alejandra C. "Investigating the evolution and formation of coastlines and the response to sea-level rise". Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/101835.

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Thesis: Ph. D., Joint Program in Oceanography/Applied Ocean Science and Engineering (Massachusetts Institute of Technology, Department of Civil and Environmental Engineering; and the Woods Hole Oceanographic Institution), 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references.
To understand how waves and sea level shape sandy shoreline profiles, I use existing energetics-based equations of cross-shore sediment flux to describe shoreface evolution and equilibrium profiles, utilizing linear Airy wave theory instead of shallow-water wave assumptions. By calculating a depth-dependent characteristic diffusivity timescale, I develop a morphodynamic depth of shoreface closure for a given time envelope, with depth increasing as temporal scale increases. To assess which wave events are most important in shaping the shoreface in terms of occurrence and severity, I calculate the characteristic effective wave conditions for both cross-shore and alongshore shoreline evolution. Extreme events are formative in the cross-shore shoreface evolution, while alongshore shoreline evolution scales linearly with the mean wave climate. Bimodal distributions of weighted wave heights are indicative of a site impacted more frequently by tropical storms rather than extra-tropical storms. To understand how offshore wave climate and underlying geometry of a carbonate reef platform shapes evolution of atolls, I simulate the hydrodynamics of a simplified reef flat, using XBeach, a two-dimensional model of infragravity wave propagation. The reef flat self-organizes to a specific width and water depth depending on the offshore wave climate and characteristics of the available sediment. Formation of a sub-aerial landmass, like a motu, can be initiated by a change in offshore wave climate (like a storm), which can create a nucleation site from mobilization and deposition of coarse sediment on the reef flat. Once a motu is present, the shoreline should prograde until reaching a critical reef-flat width. Our conceptual model of reef-flat evolution and motu formation is governed by understanding the hydrodynamics of the system and subsequent response of sediment transport.
by Alejandra C. Ortiz.
Ph. D.
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36

Hall, Robert B. "Evaluating strategies for enabling extension center students at New Orleans Baptist Theological Seminary to meet the curriculum requirements in the spiritual and character formation competency". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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37

Garcia, Oramas María José. "Vers la formation à la citoyenneté pour des jeunes du Mexique à partir de la perspective des genres : une intervention au sein d'une institution éducative". Paris 10, 2005. http://www.theses.fr/2005PA100009.

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La proposition de formation à la citoyenneté présentée, essaye de formuler un modèle formatif alternatif pour jeunes hommes et jeunes femmes du Mexique, en tant que sujets qui s'autogèrent dans la reconnaissance de sa propre subjectivité et de l'autre comme différente. Le texte comporte deux parties : Le cadre théorique qui fonde l'intervention où s'analysent les concepts de culture démocratique et d'éducation citoyenne à partir de la perspective des genres, les conditions de la démocratie citoyenne au Mexique, la notion de différence en tant que fondatrice d'un nouveau paradigme de la pensée- particulièrement la notion de différence sexuelle - et, finalement, une réflexion sur la possibilité d'utiliser le dispositif de petits groupes d'élaboration pour l'apprentissage de l'acceptation, de la tolérance et l'usage fécond de la (des) différence(s). Et la démarche méthodologique de l'intervention qui comprend le travail organisé en petits groupes de réflexion au sein d'une institution éducative, avec environ 20 participant(e)s des deux sexes et un coordinateur adulte, en quatre sessions de deux heures autour de la relation entre les sexes
The program presented in relation to the formation on citizenship between Mexican youngsters, searches to formulate an alternative educational model for young people, men and women, as empowered persons having the capability to act freely and with responsibility in their lives, recognizing the other as different. The text includes two sections. In the first one, the concepts analyzed include : democratic culture and gendered citizenship's formation, the actual conditions of democracy and citizenship in Mexico, the concept of difference as the main axe to fund a new paradigm of thinking - particularly the notion of sexual difference - and, finally, a discussion on the possibilities of using a disposal of small consciousness-raising groups to learn to accept and tolerate difference(s). The second part, relating to the applied method for the intervention in an educational institution, includes a description and a discussion of the activities realized with the young men and women in the groups, having a number of 20 participants in average with an adult facilitator, during four sessions of 2 hours each, around issues related to the relationship between the sexes
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Toninato, Tatiane Dalpério [UNESP]. "Formação identitária de docentes da Educação Infantil". Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92369.

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Esta pesquisa vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia – Campus de Presidente Prudente/SP. O problema da pesquisa se originou em função de nossa prática docente, das observações e dos diálogos com companheiros de trabalho, que revelavam a possível não identificação com as atividades profissionais. O objeto de estudo é a identidade profissional de docentes da Educação Infantil, especificamente dos professores que atuam com crianças pequenas de zero a três anos de idade, em instituições de cuidado e educação. Tal pesquisa teve como finalidade identificar o perfil profissional e identitário dos professores de Educação Infantil que atuam com crianças de zero a três anos, no município de São Paulo, em um Centro de Educação Infantil. Assim, estabelecemos como objetivos específicos investigar, analisar e discutir as concepções que os professores têm sobre a criança pequena, o trabalho docente e a instituição de educação infantil, bem como apreender elementos constitutivos da formação identitária docente. Para tanto, a metodologia empregada configurou-se na abordagem qualitativa de pesquisa, do tipo etnográfico-estudo de um caso. Os procedimentos metodológicos adotados foram pesquisa bibliográfica, pesquisa documental, aplicação de questionários semiestruturado e aberto, tabulação, categorização e análise dos dados obtidos por intermédio da Análise de Conteúdo. O referencial teórico utilizado abrange autores que estudam e discutem temas relacionados à educação, educação infantil, identidade e identidade profissional...
This research links to the Line of Educational Research and Practice Teacher Training of the Program of Postgraduate in Education, Masters Course, of the Faculty of Science and Technology – campus of Presidente Prudente / SP. The problem was originated in the search function of our teaching practice, the observations and dialogues with fellow workers, which revealed the possible failure to identify with the professional activities. The object of study is the professional identity of teachers of early childhood education, specifically for teachers who work with small children from zero to three years, in institutions for care and education. This research was intended to identify the professional identity of teachers and of education who work with small children from zero to three years in the municipality of São Paulo, in a Children's Education Center. Thus, we investigate how specific objectives analyze and discuss the concepts that teachers have on the child, the teaching and the establishment of early childhood education and seize evidence of the teacher identity formation. Thus, the methodology used is set in a qualitative approach to research, the type-ethnographic study of a case. The methodological procedures were adopted literature, documentary research, application of questionnaires and semi-open, tabulation, analysis and categorization of data obtained through the Content Analysis... (Complete abstract click electronic access below)
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39

Terrill, John R. "A critique of ethics training in the secular graduate business academy and a pedagogical approach for character formation in the lives of Christian MBA students". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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40

Philippe, Xavier. "L’institution seconde Université d’Entreprise : Une analyse de l’imaginaire organisationnel". Thesis, Paris, CNAM, 2012. http://www.theses.fr/2012CNAM0821/document.

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L’Université d’Entreprise est un objet peu traité par la littérature. Elle est ainsi majoritairement perçue comme une structure devant, notamment par la formation et le développement des compétences, contribuer à l’atteinte des objectifs stratégiques de son organisation-mère, mais également favoriser le renforcement d’une culture interne. Par-delà cette définition instrumentale, à quoi sert une Université d’Entreprise ? La dénomination même de ce type de structure interroge. Y aurait-il, outre la mission gestionnaire qui lui est confiée, des « fonctions latentes » pour l’Université d’Entreprise ? Comment dépasser la vision culturelle pour en questionner les motivations profondes ? Nous avons souhaité mobiliser au cours de ce travail un cadre interprétatif permettant de dépasser la fonction visible de l’objet et ainsi interroger sa dimension imaginaire. Pour ce faire, nous avons eu recours à deux plans théoriques différents, l’un prescriptif et l’autre analytique, afin d’interroger dans un mouvement itératif les différents rôles et fonctions qui pourraient être ceux de l’Université d’Entreprise. Un dispositif particulier issu de méthodes qualitatives a été construit. Il repose sur le recueil de deux types de discours différents, l’un contrôlé, l’autre spontané, afin de favoriser l’analyse des deux plans théoriques. Par ailleurs, nous avons souhaité interroger l’ensemble des parties prenantes de l’Université d’Entreprise. Dans cette optique, différentes techniques (données secondaires, entretiens, observation et recueil de dessins) ont été utilisées. Les résultats de cette recherche doctorale sont multiples. Ils permettent tout d’abord le dévoilement d’une institution seconde de l’imaginaire organisationnel, l’Université d’Entreprise. Celle-ci, créatrice de liens particuliers entre une organisation et les individus qu’elle emploie va favoriser l’effectivité de l’imaginaire organisationnel. Cela repose sur la formulation d’une promesse faite par l’organisation-mère aux individus. Le développement et la mise à disposition de leur capital humain permettraient ainsi de leur offrir des perspectives de carrière. Cette promesse repose sur trois principes imaginaires qui fondent le rôle de l’Université d’Entreprise : les valeurs promues par l’organisation-mère, le prestige procuré par le partenaire académique et les attentes de reconnaissance que manifestent les individus. C’est sur la base de ce triptyque imaginaire que nous proposons de repenser le rôle institutionnel de l’Université d’Entreprise
The study of the Corporate University is a topic that has received little attention in the literature. It is thus largely seen as a structure dealing with training issues which has to contribute both to the strategic development of its parent organization and to foster the internal culture. Beyond this instrumental definition, what is really a Corporate University? The very name of this structure raises some questions. Is there, in addition to the visible managerial mission statement, some “latent functions” for the Corporate University? How is it possible to go beyond the cultural issue in order to question the hidden motivations? We have mobilized during this work an interpretative framework that helps to question the imaginary dimension of the object beyond its visible function.To do this, we used two different theoretical “frameworks” The first one is prescriptive and the second one is analytical. Our aim is to question in an iterative movement the different roles and functions that could be those of the Corporate University. A particular framework based on various qualitative methods was built. It is based on the collection of two different types of discourse, one controlled and one more spontaneous in order to mobilize the two theoretical frameworks we mentioned. Furthermore, we wanted to interview all stakeholders of the Corporate University. Different techniques (secondary data, interviews, observation and collection of drawings) were used to reach this goal.The results of this doctoral research are numerous. First, they allow the unveiling of a secondary institution of the organizational imaginary, here the Corporate University. It creates a special relationship between an organization and the people it employs and will promote the effectiveness of the organizational imaginary. This is based on the formulation of a promise made by the parent organization to individuals. By offering their human capital to the organization, individuals will expect career opportunities in return. This promise is based on three principles underlying the imaginary role of the Corporate University: the valuespromoted by the parent organization, the prestige provided by the academic partner and expectations of recognition shown by individuals. We propose to rethink the institutional role of the Corporate University on this imaginary triptych basis
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KIRCHNER, BRIAN T. "AN INTEGRATED ANALYSIS OF LATERAL TRENDS IN THE FAUNAL AND SEDIMENTOLOGIC CHARACTER OF METER-SCALE LIMESTONE-MUDROCK CYCLES IN THE KOPE FORMATION OF THE CINCINNATI REGION". University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1116272427.

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Laumas, Bossard Sophie. "Une pratique contemporaine de l’éducation métamorphique : l’étude de l’Experiment en école d’ingénieurs ICAM". Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080022.

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Notre recherche en Sciences de l’Education s’inscrit dans le champ de l’éducation métamorphique, à savoir visant la transformation du sujet par lui-même, en prenant appui sur l’analyse du dispositif de l’Experiment. Il s’agit, pour les étudiants ingénieurs de l’Institut Catholique des Arts et Métiers, de réaliser un projet de voyage d’une durée de quatre mois, en lien avec un désir personnel dont les formes peuvent varier. Nous restituons le contexte de ce dispositif dans un premier temps. L’Experiment relevant d’une pédagogie ignatienne, nous sommes amenés à examiner l’anthropologie d’Ignace de Loyola, en l’éclairant par des approches contemporaines pour engager la question de la métamorphose du sujet et la construction de son éthicité, dans un second temps. Enfin, nous montrons, par une double approche méthodologique, c'est-à-dire l’analyse structurale d’entretiens et la mise en place d’un atelier d’écriture, que la conjonction du voyage et de l’écriture peut faire de l’Experiment un exercice spirituel émancipatoire pour les étudiants. Nous questionnons donc l’articulation de la formation de soi et du rôle de l’institution, en vue de l’émancipation du sujet
This research in the Education is part of the metamorphic education field which aims at the transformation of a subject by himself. It’s based on the analysis of the device of the “Experiment”. The student-engineers from the “Institut Catholique des Arts et Métiers” are to organise a 4-month travel project in relation with their personal yearnings. This project can take different forms. First of all, we will account for the context of this device. Then, we will examine the anthropology of Loyola since the “Experiment” is based on his pedagogy. Enlightening this anthropology by current approaches, the questions of the metamorphosis of the subject and the construction of his eticity will be considered. Finally, using a double methodology ie both a structural analysis of interviews and the setting of a writing workshop, we will show to what extend the mix between the writing and the travel leads the “Experiment” to a spiritual exercise of emancipation for the students. The articulation between self training and the role of the Institution - aiming at the emancipation of the subject - will be questioned
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Ferté, Louise. "Liberté de conscience et Institution éducative au XIXe siècle : La formation du concept de liberté de conscience et l'école de la République en France au XIXè siècle". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSES042.

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Qu’est-ce que la liberté de conscience ? Après avoir examiné deux grandes traditions théologiques issue de la Réforme, celle de Castellion au XVIe siècle puis celle de Bayle au XVIIe siècle, qui font chacune de la liberté de conscience le nom d’un nouveau rapport entre l’individu et Dieu questionnant l’importance de l’institution religieuse, la présente thèse considère l’apport politique de cette notion qui reparaît en France lors de la Révolution française pour souligner les enjeux religieux de l’avènement de la République. Le concept de liberté de conscience permet de dévoiler cette réflexion qui s’étend tout au long du XIXe siècle sur la nature des fondements moraux de la République, réputés universels et indépendants des religions particulières, que l’institution scolaire est chargée de diffuser. À partir de quatre moments clés de la construction de l’école républicaine française au XIXe siècle (le moment Guizot sous la monarchie de Juillet ; la Révolution de 1848 avec le plan Carnot et le Manuel républicain de Renouvier ; la pensée du républicain Edgar Quinet en exil sous le Second Empire ; l’apport de Ferdinand Buisson dans l’institutionnalisation de la laïcité sous la Troisième République), nous cherchons à mettre en évidence la proximité entre cette quête d’un universel moral, qui prendra le nom de « laïcité », et une réflexion théologique menée par plusieurs républicains autour de l’institutionnalisation d’une religion respectueuse de la liberté de conscience qui accompagnerait la construction de la République française
What is freedom of conscience? After analyzing two great theological traditions coming from the Reformation, the ones of Castellion in the 16th century and Bayle in the 17th century, which both make freedom of conscience the name of a new relationship between the individual and God, questioning the importance of the religious institution; this thesis considers the political contribution of this concept which reappears in France during the French Revolution to emphasize religious issues coming from the advent of the Republic. The idea of freedom of conscience reveals a reflection process, spreading over the 19th century, about the nature of the Republic’s moral foundations, considered as universal and independent from any particular religion, which the academic institution has to transmit
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Anastassiadis, Anastassios. "Comment réformer une institution traditionnaliste ? : l'Eglise de Grèce et la sécularisation au temps de la formation de l'Etat national, 1852-1936 : de l'inertie à la "rénovation conservatrice"". Paris, Institut d'études politiques, 2006. http://www.theses.fr/2006IEPP0049.

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Ce travail espère contribuer à une meilleure connaissance de l’histoire religieuse grecque et à une analyse sociohistorique de la rencontre entre Modernité et Orthodoxie. Il rompt avec la vision de l’Église grecque comme une institution immuable avancée par les historiographies ecclésiastique et politique. L’examen de son évolution par rapport à un double environnement — celui de la formation de l’État national grec et celui de la sécularisation européenne — permet de constater une rupture survenue entre 1923 et 1936. Dans un premier temps, on observe que pendant longtemps, à la fois l’État et l’Église fonctionnaient en Grèce dans le cadre d’un « syncrétisme stratégique », qui mélangeait paradigmes hérités de l’époque ottomane et innovations venues d’Occident. La réforme de l’Église fut l’œuvre de réseaux d’agents constitués dès le début du XXe s. , portés à ses commandes au lendemain des guerres de 1912-1922. Particulièrement attentifs aux évolutions sociales européennes (sécularisation), aux enjeux géopolitiques en Méditerranée et au développement d’une concurrence religieuse accrue, ces réformateurs impliquent l’Église au niveau de la société (charité, prédication) afin de lui conférer une nouvelle légitimité. Leur œuvre est appuyée par l’État grec déterminé pour sa part à réussir une intégration de la société nationale. Toutefois, ce tournant favorise la prise de pouvoir par des militants d’autant plus conservateurs dans leurs vues qu’ils sont confrontés sur le terrain social à d’autres entrepreneurs religieux (missionnaires) ou politiques (communistes). Aussi l’Église grecque devient-elle « moderne » en même temps qu’elle devient plus conservatrice
This work aims at contributing to a better understanding of Greek religious history as well as to a socio-historical analysis of the relationship between Modernity and Orthodoxy. It parts ways from the traditional historical opinion regarding the immutability of the Greek Church. The study of its evolution in relationship with both the formation of the Greek national state and the European context of secularization reveals the existence of a radical change occurring between 1923 and 1936. Both the State and the Church functioned during a long period within the framework of a strategic syncretism involving practices inherited from the Ottoman era and Occidental innovations. Reforming the Church was the work of a network of religious agents built in the early 20th century, who assumed command of the Church following a decade of war (1912-1922) deeply affecting both the Church and Greek society. These reformers were particularly aware of the European social evolutions (secularization), the geopolitical stakes in the Mediterranean and the development of religious competition. Thus, they decided to engage the Church on a social level (charity and predication) in order to achieve a new legitimacy. Their efforts were welcomed by the Greek state, which was eager to succeed in integrating a national society on the brink of explosion. However, this new turn paved the way to success for these religious activists who were the most conservative since they were in direct competition in the social field with their opposing counterparts, religious (missionaries) as well as political (communists). Hence, the Greek Church became “modern” while simultaneously becoming more conservative
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Lerosier, Thomas. "Itinéraires technopolitains : la formation d’un territoire scientifique et technologique (Grenoble – 1950-2015)". Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAP002.

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La formation d’un territoire scientifique et technologique est le fruit d’un processus, dont les origines institutionnelles remontent au XIXe siècle, mais auquel prend part une grande variété de phénomènes à compter des années 1950. Cette thèse explore plusieurs itinéraires dans l’histoire de Grenoble qui sont autant de points de vue sur l’émergence de l’un des premiers pôles de recherche de la province française. Entre les années 1950 et 2015, la recherche s’organise et devient progressivement le cœur des institutions d’enseignement supérieur. L’acquisition d’importants instruments de recherche et le développement des technologies électroniques définissent certains types d’organisation de la recherche et façonnent, par là, tout l’environnement scientifique. De nouvelles manières d’occuper l’espace et d’intégrer la structure urbaine se développent avec le déploiement des campus et des parcs technologiques. Peu à peu, les acteurs scientifiques et politiques se saisissent explicitement de ce territoire scientifique en l’intégrant à leurs propres stratégies ou en produisant à son sujet un discours normatif. Mais, la formation de ce territoire est aussi l’enjeu de controverses. Elle génère des contestations sociales qui, subissant de profondes reconfigurations au cours du temps, peinent à peser sur le développement des sciences et technologies. En définitive, Grenoble ne devient un véritable territoire scientifique et technologique qu’après les années 1980, car c’est à partir de ce moment que les activités de recherche et d’innovation occupent une position déterminante dans l’espace social et géographique grenoblois
The creation of a scientific and technological territory results from a historical process. It takes its institutional origins in the 19th century, but many phenomena take part of it since the 1950s. This doctoral thesis examines several ‘trajectories’ in the history of one of the first scientific cities of the French Province. Between 1950 and 2015, the research structures itself. It becomes the heart of the higher education institutions. The Grenoble scientific instruments and the development of the electronic technology define the organization of the scientific research and shape the scientific environment altogether. New ways of occupying the space and integrating the urban structure are developed with the deployment of the university campus and of technology parks. Progressively, scientific and political actors are involved in the scientific territory by integrating it to their own strategies or by producing a normative discourse about it. Besides, the creation of this territory generates social protests that, however, barely succeed in influencing the development of science and technology. Ultimately, Grenoble really becomes a scientific and technological territory after the 1980s when science and innovation become central in social and geographic space of Grenoble
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Bourdu, Émilie. "L'évaluation des dispositifs institutionnels territoriaux sur les marchés locaux du travail : le cas du service public régional de formation professionnelle en Poitou Charentes et de l'expérimentation sociale "Groupement d'activités"". Poitiers, 2011. https://tel.archives-ouvertes.fr/tel-00742678.

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Les marchés locaux du travail sont caractérisés par des problèmes d'appariement, qui touchent en particulier les personnes éloignées de l'emploi. Pour régler ces problèmes, les acteurs publics et/ou privés développent un ensemble de politiques que nous qualifions de Dispositifs Institutionnels Territoriaux (DIT). L'objectif de notre recherche est de développer une méthodologie d'analyse d'inspiration institutionnaliste des DIT qui complète les exercices d'évaluation d'impact en se focalisant sur l'évaluation de processus. Notre démarche d'évaluation prend en compte l'existence de relations de confiance, de systèmes d'incitation/contrôle et le rôle de l'environnement institutionnel, à l'échelle locale et à l'échelle globale, pour analyser la coordination entre acteurs au sein des DIT. La méthode développée est mobilisée pour l'évaluation du Service Public Régional de Formation professionnelle en région Poitou-Charentes et pour celle de l'expérimentation sociale « Groupement d'Activités » à Nantes/Saint-Nazaire et en Touraine. Au-delà des résultats propres à chacun de ces dispositifs, nous observons deux grandes régularités. Les processus de mise en œuvre sont affectés par l'existence et la nature des relations contractuelles entre les acteurs, d'une part, et par des tensions permanentes entre les « règles du jeu » de l'environnement institutionnel aux niveaux local et global, d'autre part
Local labour markets are characterized by mismatches, especially for people furthest from the job market. To solve these problems, public and/or private stakeholders implement policies that we shall call “Local Institutional Arrangements” (LIA). The aim of our research is to develop an institutional analytical framework of the LIA which complements “outcome evaluations” by focusing on “monitoring evaluation”. Our methodology takes into account the existence of relationships of trust, of incentive/control systems, and of local and global institutional environments. It allows us to analyze stakeholders' coordination within LIA. We use our analytical framework to assess two LIA : the Poitou-Charentes region vocational training policy, “Service Public Régional de Formation professionnelle”, and the social experiment “Groupement d'Activités” in Nantes/Saint-Nazaire and Touraine. Beyond the results concerning each arrangement, we observe two main regularities. The processes of implementation are affected by the existence and the nature of contractual relations, on the one hand, and by continued tensions between local and global “rules of the game”, on the other hand
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47

Emilie, Bourdu. "L'évaluation des Dispositifs Institutionnels Territoriaux sur les marchés locaux du travail. Le cas du Service Public Régional de Formation professionnelle en Poitou-Charentes et de l'expérimentation sociale "Groupement d'Activités"". Phd thesis, Université de Poitiers, 2011. http://tel.archives-ouvertes.fr/tel-00742678.

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Les marchés locaux du travail sont caractérisés par des problèmes d'appariement, qui touchent en particulier les personnes éloignées de l'emploi. Pour régler ces problèmes, les acteurs publics et/ou privés développent un ensemble de politiques que nous qualifions de Dispositifs Institutionnels Territoriaux (DIT). L'objectif de notre recherche est de développer une méthodologie d'analyse d'inspiration institutionnaliste des DIT qui complète les exercices d'évaluation d'impact en se focalisant sur l'évaluation de processus. Notre démarche d'évaluation prend en compte l'existence de relations de confiance, de systèmes d'incitation/contrôle et le rôle de l'environnement institutionnel, à l'échelle locale et à l'échelle globale, pour analyser la coordination entre acteurs au sein des DIT. La méthode développée est mobilisée pour l'évaluation du Service Public Régional de Formation professionnelle en région Poitou-Charentes et pour celle de l'expérimentation sociale " Groupement d'Activités " à Nantes/Saint-Nazaire et en Touraine. Au-delà des résultats propres à chacun de ces dispositifs, nous observons deux grandes régularités. Les processus de mise en oeuvre sont affectés par l'existence et la nature des relations contractuelles entre les acteurs, d'une part, et par des tensions permanentes entre les " règles du jeu " de l'environnement institutionnel aux niveaux local et global, d'autre part.
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Weber, Jean-Marie. "Le tutorat comme métier impossible et de l'impossible : Les apports de la psychanalyse et les moyens pédagogiques et institutionnels du tuteur dans le cadre d'une formation initiale d'enseignants". Université Louis Pasteur (Strasbourg) (1971-2008), 2008. http://www.theses.fr/2008STR1PS05.

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Ce travail concerne l’accompagnement d’enseignants-stagiaires sur leur trajectoire dans un métier impossible ? Quels en sont les discours des tuteurs ? Quels en sont les mythes individuels ou collectifs? Quelles peuvent être les souffrances des tuteurs et les dysfonctionnements dans un tel accompagnement ? Et, sous quelles conditions peut-on supporter ce métier impossible de tuteur ? Quel genre d’accompagnement faut-il assurer au tuteur pour savoir tutorer, conseiller et guider des stagiaires qui en découvrant le monde professionnel se retrouvent souvent dans une situation de passe ? Et-ce qu’une approche psychanalytique peut être utile au tuteur afin de pouvoir soutenir les stagiaires à se former ? L’approche psychanalytique du tutorat permet de découvrir les dysfonctionnements ainsi que l’impossibilité de cette fonction de tutorer. Par contre, elle se défend d’être utilisé comme outil de formation pour les stagiaires ou les tuteurs. Le champ pédagogique qui se spécifie par le lien à établir entre l’art de former, les savoirs et les finalités institutionnels, est suffisamment outillé pour développer un dispositif de tutorat performant, tout en tenant compte de l’impossibilité du métier
This thesis sets out to question and analyse the tutoring process involved in student teachers’education programme. The focus will be on the quality of tutors’ discourse, some individual and common myths, mentors’ agonisies and general discrepancies or contradictions occurring during this process. Furthermore, questions will be raised as to what supportive framework is needed for mentors to act professionally in their counselor role. For example, can a psychoanalytical approach to tutoring be useful to tutors ? The psychoanalytical approach to mentoring not only reveals malfunctionings in the mentoring process but it also demonstrates the difficulties of this type of tutoring. However, the psychoanalytical approach is refused as a useful tool by mentors and student teachers alike. Taking into account these obvious contradictions and difficulties, the field of pedagogy, which is characterized by the link to be established between training, knowledge and institutional objectives, is well equipped to develop and implement a supportive and effective framework of tutoring
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Torman, Ronalisa. "Exclusão e formação na instituição escolar pública". Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2119.

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Esta dissertação demonstra a relação entre a exclusão social, o estigma e o sofrimento psíquico por ela gerados, a partir da análise da instituição escolar pública e do processo formativo na vida cotidiana. A importância desse estudo está baseada no entendimento das interações sociais estabelecidas no cotidiano, na construção de novos conceitos e práticas relativas à formação e na trajetória dos sujeitos inseridos nas instituições escolares. O presente trabalho investiga o papel da instituição de ensino mediante o desenvolvimento da formação e do conhecimento, através de uma perspectiva crítica e por meio de uma abordagem qualitativa e quantitativa. Optou-se em fazer um estudo como forma de pesquisa descritiva, que permitiu a constatação e avaliação da relação entre as variáveis em questão. Para isso, foram realizadas entrevistas com gestoras de duas escolas públicas, que tiveram por base um roteiro composto de questões abertas para livre resposta das entrevistadas. Logo após, foram aplicados questionários co
This dissertation demonstrates the relation among the social exclusion, the stigma and the psychological suffering generated by the social exclusion, from the analysis of the public school institution and the formative process on daily life. The importance of this study is based on understanding of the social interaction established on daily life, on the construction of new concepts and practices concerning to formation and on the trajectory of the students inserted in the school institutions. The current job investigates the role of the school institution by means of development of the formation and the knowledge, through critical perspective and by means of approach qualitative and quantitative. It was chosen to make a study as descriptive research form that allowed the notice and assessment of the relation among the variables in question. Thereby, it was carried out interviews with administrators of two public schools that had on base a schedule composed of open questions for free answer from the interview
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Bellelle, Swan. "L’approche transductive en analyse institutionnelle : les deux logiques de l'éducation tout au long et tout au large de la vie". Electronic Thesis or Diss., Paris 8, 2014. http://www.theses.fr/2014PA080009.

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Cette thèse pourrait intéresser toute personne souhaitant penser sa vie dans sa transversalité. Elle pourrait aussi intéresser tout praticien voulant penser différemment ses pratiques pédagogiques, formatives au-delà de la seule logique hypothético-déductive. Cette thèse propose de développer une approche transductive mettant en tension deux logiques initiant ainsi un espace formatif intermédiaire : l’entre-deux
This thesis could interest anyone wishing to think his life in its transversality. It could also interest practitioner wanting to think differently its educational, formative practices beyond the hypothetico-deductive logic. This thesis proposes to develop a transductive approach involving tension two logics heralding an intermediary formative space : in-between
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