Дисертації з теми "Learning territory"

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O objetivo principal deste trabalho dissertativo é tentar provar que a implantação de cursos superiores na modalidade de ensino à distância tem a capacidade de promover a existência de novos territórios e, conseqüentemente, territorialidades. Para tal, foi feito um resgate histórico, com ênfase no século XX, no intuito de verificarmos o quanto a difusão do meio técnico-científico informacional contribuiu para que o ensino à distância proliferasse no Brasil, e mais precisamente, a partir de três instituições de ensino superior que oferecem tal modalidade, de modo a gerar novos territórios. Assim, tento demonstrar que a técnica possui relevante papel na efetivação dos mesmos. O conceito de territorialidade utilizado no embasamento teórico foi a definição de Robert Sack, que as considera como sendo estratégias de controle e influência sobre pessoas e objetos através do controle de um território, conjugada com a definição ofertada por Rogério Haesbaert como as formas e as relações políticas, culturais, sociais e econômicas produzidas e reproduzidas por um grupo ou grupos sociais no território. Isso possibilitou concluir que: sendo a oferta deste tipo de serviço o resultado de um conjunto de políticas públicas e privadas, é possível que diferentes estratégias sejam traçadas a partir do ensino superior à distância por cada uma das instâncias já citadas com igualmente diferentes objetivos, gerando novas relações de poder e, como conseqüência, novos territórios.<br>The main objective of this work reported and try to prove that the establishment of courses in distance learning mode has the ability to promote the existence of new territories and, consequently, territorialities. To this end, it was made a historical review, with emphasis on the twentieth century, in order to verify how the diffusion of technical means and scientific informational contributed to distance learning proliferated in Brazil, and more specifically, from three institutions higher education that offer such a mode, to generate new territories. So I try to demonstrate that the technique has significant role in attaining them. The concept of territoriality used in the theoretical framework was the definition of Robert Sack, who considers them as strategies to control and influence over people and objects through the control of a territory, coupled with the definition offered by Rogerio Haesbaert as the forms and relations political, cultural, social and economic produced and reproduced by a group or social groups in the territory. This led us to conclude that: being the provision of such service, the result of a combination of public and private policies, it is possible that different strategies are drawn from higher education at a distance by each of the aforementioned instances also with different goals, generating new power relations and, consequently, new territories.

A personal social learning experience in itself, the thesis articulates the territory/function dialectic as an alternative, social learning paradigm of regional development planning. The current crisis affecting this activity is firstly diagnosed, the underlying problem is then traced to the prevailing orthodoxy, and, in its place, a new paradigm is offered. The story behind the thesis is told via a characterisation of the overall study process as a transition from objective empiricism to empirical subjectivism. The story features highlights of the main case study experiences as well as those insights gained during the actual creation, that is, in the writing, of the ultimate thesis. After identifying the desirable qualities in a contending paradigm, and elaborating the basic elements of the territory/function dialectic, particular attention is given to the significance of territory. This is complemented by a discussion of the fundamental change in the thinking of John Friedmann, who must be credited with originating the subject dialectic. A literature review is presented featuring a consideration of competing paradigms. A detailed contrast of the centre-periphery and territory/function conceptualisations is also presented before concluding with some critical revelations and key insights. The territory/function dialectic is seen to possess the attributes of both a substantive and methodological paradigm. The special paradigm status is bolstered by a consideration of geography's role in relation to the key concept of territory. The paradigm as a whole is seen to underpin an alternative epistemology combining critical science and social learning. The lessons from a social learning experience are elaborated in a revisitation of the original objectives-cum-working hypotheses. These lessons feature: the pursuit of more real theory; the social value of underdevelopment theory; the explicit role of the state as manifest in official practice; and the significance of learning through collective action. The territory/function dialectic is seen to provide the necessary link between theory and practice in an all encompassing manner. The thesis concludes with a review of certain basic, dialectical, dualities. There is also specific consideration of planning and social learning, entailing further distinctions between not only theory and practice, but also between scientific practice and social practice.

The purpose of the study was to develop a greater understanding of the experiences of school life for students who consistently found learning difficult, their perceptions of the difficulties they faced with their learning and how this had influenced their lives, socially and academically. It was hoped that their perspectives would highlight those structures and strategies that were of the most value in supporting them, as well as those that had a negative impact on their achievement and adjustment. Eight people with learning difficulties each participated in a series of three individual, in-depth interviews about their experiences of school. The participants, five male and three female, ranged in age from ten to twenty five years. Four were primary school students, in Years Four, Five and Six. Two students were in Year Nine at high school, while a further two participants had completed their schooling. One was currently unemployed, while the other had completed a university degree and had been teaching for three years. Participants were chosen from randomly selected government schools in the ACT, nominated by the school as fitting the selection criteria. Learning difficulties were defined in tenns of their meeting criteria that were indicative of teacher and parent concern for academic underachievement over a period of at least two years. The selection process was also guided by criteria to locate key informants, i.e. individuals who may have been able to highlight specific issues related to the relationships between learning difficulties and socioeconomic status, social competence and employment opportunities. Interviews with each participant .took place over three separate sessions of approximately fifty minutes' duration. Data was analysed using Hycner's guidelines for phenoinenological analysis. Interviews were transcribed and coded, with an independent researcher validating identified themes. An agreement rate of 88% was achieved. Interviews were then summarised and returned to the participants to confirm whether the interpretation of their perspectives was accurate. Themes that were common across the interviews were discussed in relation to current research. The results of this research study confirmed the central role played by quality teachers and best teaching practices in being able to enhance learning and to meet the needs of individual students. These factors were an integral part of engaging students in the learning process and promoting successful learning experiences. The study also emphasised the importance of parents, particularly mothers, in the adjustment of the participants to the everyday demands, academic and social, of school life. The necessity of establishing and sustaining effective early intervention programs was also highlighted, as was the value of listening to the voices of individuals with learning difficulties when making decisions on their behalf.

My study explores how indigenous Q’eqchi’ Mayas in Guatemala draw political cohesion from their cultural relationship to their ancestral territories when responding to violent dispossession by extractive mining corporations and mono-crop agriculture. Drawing upon participant observation and 39 interviews conducted in the municipalities of Panzós and El Estor in 2013 and 2014, my research considers Q’eqchi’s’ defense of territory (defensa del territorio) as a salient, culturally specific collective action that draws continuity from centuries of conflicts over control of land and natural resources in Guatemala. Throughout Spanish colonization, independence, entry into the world capitalist market, and 20th century political upheavals, conflicts over land have featured consistently. In more recent history, the 36-year internal armed conflict (1960-1996) was a focal point of Q’eqchi’ research contributors’ testimony on their longstanding and interminable suffering for their lands. As a result of favorable conditions for international investors since the signing of the 1996 Peace Accords, the Guatemalan government has opened up the country, and indigenous lands in particular, to large-scale investment and development. Based on my findings, and building on Liza Grandia’s (2012) framing of three “conquests” of Q’eqchi’ lands, my study offers the term “fourth conquest” (Knowlton, 2016), a conquest by corporation, to explain the unique conjuncture of forces Q’eqchi’s face today when defending their lands. Their current tactical focus on land titling and juridical certainty is a response to the renewed invasion of extractive corporations into their ancestral territories. Through applying informal and social movement learning theories, this study considers Q’eqchi’s’ political encounters in defense of land as moments of learning which shape them as political actors and subjects. For Q’eqchi’s, land represents the confluence of cultural and spiritual bonds, material sustenance, and struggles to end political marginalization. A study of the labors involved in defense of territory provides valuable insights into the culturally specific learning processes that both structure and result from myriad political interventions into community, municipal, national, and international politics. Q’eqchi’s are strategically forming short and long-term alliances, and adopting identity claims based on indigenous rights, human rights, Guatemalan citizenship, and their cultural ties to their ancestral territory.<br>Education, Faculty of<br>Graduate

Em tempos de aprendizagem ubíqua, a sala de aula torna-se um território multidimensional, fonte de saberes múltiplos, conectado, multifacetado, interativo. O texto desta tese insere-se no contexto da inovação na Geografia Escolar impulsionada pelo processo de autoria na aprendizagem. O objetivo geral centrou-se em cartografar processos de autoria de objetos de aprendizagem (OAs) no aprender Geografia. De modo mais específico, objetivou-se: (a) articular os conceitos de cibercultura, objetos de aprendizagem, e-práticas pedagógicas contemporâneas no ensino de Geografia. Para tanto, recorro aos autores de forma integrada, buscando o entendimento de como a contemporaneidade e suas ferramentas teóricas, e seus modos de olhar podem, efetivamente, contribuir no aprender Geografia; (b) analisar os aspectos inerentes aos objetos de aprendizagem, concebendo-os por meio de suas metodologias, metáforas e características próprias, isto é, trazer para a escola e para discussão na linha de ensino de Geografia, os objetos de aprendizagem enquanto potenciais pedagógicos; (c) propor aos alunos a autoria de objetos de aprendizagem geográficos, cartografando as distintas possibilidades de aprender na cibercultura. Teve-se, como locus, a sala de aula da turma 9 A-2015, da Escola Municipal Pernambuco, localizada no Bairro Niterói, no município de Canoas-RS. Partiu-se do pressuposto que o percurso metodológico da Cartografia movimenta-se em linhas: experimentação, exploração e autoria. Em cada movimento, realizaramse idas e vindas, os quais perfazem a investigação que envolveu alunos-autores no processo de elaboração de OAs. Dos resultados, destacam-se as seguintes contribuições: a construção de três objetos de aprendizagem, com autoria de alunos, abordando as temáticas Rio Gravataí, Transporte e Migração, e População. O processo de autoria de OA possibilitou o desenvolvimento do conceito e-práticas pedagógicas, relacionando as práticas geográficas ao contexto da aprendizagem úbiqua na cibercultura. No contexto das ideias apresentadas, a pesquisa que orientou a construção da tese inscreve-se na corrente vital do processo de ensino e aprendizagem, ao rasurar geografias com os potenciais de e-práticas pedagógicas na (da) Cibercultura. As metamorfoses do pensamento geográfico e, por conseguinte, de seus conceitos estão implícitas na sala de aula, em tempos e espaços de aprendizagem ubíqua, na qual o digital encontra-se arraigado no cotidiano dos nossos alunos. As reflexões e proposições sobre a relação autoria de OAs através de e-práticas pedagógicas coloca a cibercultura na apropriação de saberes ampliando os potenciais tecnológicos de aprendizagem, principalmente, por direcionar o conhecimento às práticas comuns do seu cotidiano. É fundamental ampliar essa concepção, podemos ser autores dos nossos potenciais didáticos digitais através das e-práticas pedagógicas. Deste modo, a relação cibercultura, OAs e e-práticas cria potenciais com diferentes linguagens para mediar o processo de ensino e aprendizagem de Geografia. Experiência, vivência e territorialização de formas distintas e plurais de aprendizagem, a autoria como apropriação dos saberes são rasuras na escola que a turma 9 A – 2015 realizou.<br>In ubiquitous learning times, the classroom becomes a multidimensional territory, source of multiple knowledge, connected, multi-faceted, interactive. The text of this thesis is part of the context of innovation in School Geography driven by the authoring process in learning. The overall objective focused on mapping learning objects authoring processes (OAs) in learning geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical in teaching of Geography. More specifically, it aimed to: (a) articulate the concepts of cyberculture, learning objects, e-practical contemporary pedagogical teaching of Geography. Therefore, we turn to the authors in an integrated manner, seeking the understanding of how contemporary and its theoretical tools, and their ways of looking can effectively contribute to the learning geography; (B) to analyze the aspects related to learning objects, conceiving them through their methodologies, conceiving them by their metaphors and their own characteristics, that is, bring to school and for discussion in geography teaching line, learning objects as potential teaching ; (C) propose to the students the authorship of spatial learning objects, charting the different possibilities of learning in cyberculture. As locus we had the classroom of the class 9 A-2015 of the Municipal School Pernambuco, located in Niteroi neighborhood in the city of Canoas-RS. It was started from the assumption that the methodological approach of Cartography moves in lines: experimentation, exploration and authorship. In every movement, there were comings and goings, which make up the research that involved students-authors on the OAs drafting process. From the results, the following contributions are: the construction of three learning objects, authored by students, addressing the themes Gravataí River, Transport and Migration and Population. The OA authoring process enabled the development of the concept of pedagogical e-practical, relating the geographical practices to the Ubiquitous learning in cyberculture. In the context of the ideas presented, the research that guided the construction of the thesis is part of the life stream of the process of teaching and learning, when erase geographies with the potential of teaching e- practices (in the) Cyberculture. The metamorphoses of geographical thought and therefore of its concepts are implicit in the classroom, in time and space of ubiquitous learning, in which the digital is rooted in the daily lives of our students. The reflections and proposals on the OAs authored relationship through educational e-practices puts cyberculture in the appropriation of knowledge expanding the potential of technological learning, primarily by direct knowledge to their daily common practices. It is essential to extend this concepts, students can be authors of their digital learning potential through educational e-practices. Thus, cyberculture relationship, OAs and pedagogical e- practical’s can develop potential, with different languages, to maximize the learning of geography. Experience and territorial distinct and plural forms of learning, authorship and appropriation of knowledge are erasures that the school the class 9 - 2015 held.

This study explores the implementation of adult learning principles in information technology adult education and training in the Australian Capital Territory, Australia. A set of adult learning principles is examined and interpreted with reference to supporting and contradicting theorists. The development of these theories is also explored in order to determine the changes in perspectives since 1900. Five of Canberra's information technology adult education and training providers were analysed. Surveys were distributed to trainers and students of these providers. These surveys requested respondents to rate their perception of the extent to which each learning principle is adopted in their learning environment. Demographic information about respondents was also obtained. Responses were compared between trainers, students and different providers. Results illustrate that the rejection or non-rejection of many adult learning principles is highly correlated with this demographic information.

There were four aims identified for the study. Firstly, to become familiar with current research concerning children with learning difficulties in mainstream classes in primary schools. Secondly, to ascertain teachers' attitudes towards, and experience of, these children. Thirdly, to interview a sample of children identified by their teachers as performing in all academic areas at least 18 months behind the rest of the class. The purpose of the interview was to examine how they perceived their performance in reading and mathematics compared with the rest of the class, and to investigate their self-concepts. The final aim was to gain an understanding of the nature of the interaction between teachers and children with learning difficulties by observing a small sample of them, and a Control group, in class. Field work was conducted in three A.C.T. primary schools in 1984-85. The field work was divided into three stages. In Stage 1 a sample of 30 teachers volunteered to complete a questionnaire. In Stage 2 a sample of 30 children identified by their teachers as having learning difficulties was interviewed. In Stage 3, 6 of the previously identified children and 6 Control children were observed in class. Whilst the findings of these 3 stages of field work can only be presented tentatively due to the small sample sizes involved, there were some findings worthy of comment. For example, many teachers indicated a lack of pre-service training, or even in-service course attendance which could have provided a background to teaching children with learning difficulties. The childrens' responses indicated that their perception of their performance in reading compared with their peers was that they were &quotenot as good as the rest of the class.&quote However, for mathematics their perception was that their performance was more in the middle of the class. As a group their self-concept was low, as measured on the Coopersmith Self Esteem Inventory. From the observation it appeared that children with learning difficulties were on-task as much as the Control children. The teacher was twice as likely to interact with a child with learning difficulties than with a Control child, and the majority of these interactions were to impart instructions.

O presente trabalho visa conhecer e caracterizar as aprendizagens promovidas pelas principais instituições da freguesia de Vila Nova de S. Bento (concelho de Serpa), avaliando a presença relativa dos contextos formais, não – formais e informais. Realizámos uma abordagem teórica, com o intuito de precisar alguns conceitos chave como aprendizagem, ambientes de aprendizagem e território. Para concretizar o trabalho empírico, e tendo como base as questões subjacentes à investigação, utilizámos uma metodologia mista (quantitativa/qualitativa) com uma aproximação conceptual ao estudo de caso. O instrumento utilizado na recolha de dados foi o inquérito por questionário aplicado. Fizemos uma recolha, análise e interpretação de dados que nos permitiram inferir:  As instituições objecto do nosso estudo constituem um potencial educativo no território analisado;  Estas instituições desenvolvem um conjunto de actividades de aprendizagem que poderão ser um recurso para o território;  Estabelecida uma relação de diálogo com a escola e outros parceiros locais, será possível potenciar novas ofertas educativas neste território. Terminámos este trabalho, com a apresentação de algumas recomendações e sugestões, que poderão vir a integrar novas investigações; ### Abstract: The present study aims to now and characterizes the learning’s promoted by the main institutions in the town of Vila Nova de S. Bento (Serpa), evaluating the relative presence of formal, non-formal and informal contexts. We made a theoretical approach, aiming to precise some key concepts, like learning ambient and territories. To realise the empiric work, and having as base subjacent questions to the investigation, we used a mixed methodology (quantitative/qualitative) as a conceptual approach to the case study. The instrument used in the recollection of data was an inquiry by applied questioner. We made a recollection, analysis and interpretation of data witch permitted as to infer:  The institutions which we observed in our study have an educative potential,  These institutions developed a series of learning activities that might be a good source for the territory,  Establishing a relationship between the school and the other local partners, it will be possible to potentiate the learning offers. We end this study by presetting some recommendations and suggestions that might be integrated in new investigations.

Com a elaboração da cartografia educacional do território da localidade de São José da Lamarosa, concelho de Coruche, pretendia-se identificar e caraterizar, com algum pormenor, as aprendizagens institucionais que estiveram disponíveis nesse território, no período 2005-2010. Aspirava-se identificar o potencial formador das várias instituições da sociedade civil, nos contextos formais e não formais de educação, assim como o seu contributo para a qualificação da população. Realizou-se uma primeira abordagem teórica, fundamentada nos contributos de diversos autores no campo de estudo em análise, tomando por base as palavras-chave estabelecidas e registadas nesta página. A fim de realizar o estudo empírico optou-se por uma metodologia de complementaridade entre o cariz qualitativo e o cariz quantitativo, com aproximação ao estudo de caso, optando-se por uma análise de dados efetuada de forma descritiva e interpretativa. A recolha de dados realizou-se através da aplicação de inquérito por questionário aplicado. Depois da recolha, análise e interpretação dos dados recolhidos estabeleceram-se algumas considerações, realçando-se o importante potencial formador das instituições inquiridas, que organizaram e disponibilizaram atividades propensas a situações de aprendizagem, e que constituíram uma maior valia para o território. Salientou-se ainda a necessidade de uma reestruturação organizacional a nível das instituições mais ativas do território, no sentido de se estabelecerem parcerias mais consistentes, contribuindo para a real qualificação do território. No final da dissertação expressaram-se recomendações e sugestões que poderão potenciar futuras investigações; ### Abstract: The cartography educational territory of the village of São José da Lamarosa aims to identify and characterize, in some detail, learned that were available at that territory in the period of 2005-2010. The aim of this study is to identify the potential forming for the various civil society institutions in formal and non-formal education, as well as it’s contribute to the population quality. Held to the first theoretical approach, based on the contributions from various authors on the field study analysis, established and make registered based to the keywords on this page. In the order to perform the empirical study chosen complementary methodology between the qualitative and quantitative methods, with the case study approach, opting for a data analysis performed in descriptive and interpretative. Collection data was realized through by the applicable questionnaires. After the collection, analysis and interpretation data had to settle down some considerations, underlying the important potential trainers from some institutions that organized and provided prone learning activities, which constitute the greater value to the territory. Also mention for the needs of some restructuring organizational within the more active institutions in that territory, in order to establish more consistent partnerships, to contribute for the real territory qualification. At the end of this thesis will express some recommendations and suggestions that may useful for the future research.

The purpose of this study was to examine some of the interrelationships between innovation in nursing education, professional attitudes and wastage from nursing. Five groups of students who participated in innovative nurse education courses in A.C.T. hospitals in the 1970's were surveyed by a self administered questionnaire which gathered biographical data as well as attitudinal information. Their responses were compared with those of students who had undertaken a traditional nursing course at an A.C.T. hospital in the same period. The findings of this study suggested that the instrument used may provide a better measure of satisfaction with nursing than of professional attitudes. One of the unexpected findings from the survey which suggested the need for further study was that many of those who had undertaken further nursing study indicating apparent commitment to continuing education in a chosen career would not encourage others to enter nursing. Another was that those who indicated greater career choice commitment may in fact be those who felt unable to obtain alternative employment. It was found that innovation in hospital based nurse education courses attracted different people and produced graduates with different attitudes to professional issues,who followed different career pathways compared to graduates of traditional nurse education courses. Innovative courses appear to have attracted older and better qualified entrants and to have increased the likelihood of graduates being promoted. Respondents from the innovative courses showed increased interest in continuing education and Professional Association activity than their control group colleagues. They were more frustated with the traditional role of the nurse as the selfless, dedicated worker and were less commited to their career choice, overall these findings perhaps indicated a level of dissatisfaction with nursing higher in the innovative course graduates than in the control group. These findings may support Brief's contention (1976) that expectations raised during the educational process, if not fulfilled, will lead to wastage. wastage from nursing was intimately linked with dissatisfaction with work conditions in nursing. Those who had permanently left nursing had more frequently left for work related reasons and undertaken non-nursing study than those who had left and returned or who had never left. Those who left for work related reasons were less likley to return and less likely to choose nursing again if given the chance than those who left for other reasons. Findings about the institutionalisation of innovation in nursing education were difficult to identify with certainty, since time lapse alone could explain many of the findings. Attitudes to the Professional Association were more favourabe in respondents from the later intakes into the innovative courses than from the earlier. Given the recent increases in industrial activity in nursing, this finding is consistent with time lapse. Later intakes also demonstrated greater commitment to continuing education than earlier. This too can probably be explained by the greater availability of such facilities in more recent times. In a period of shortages of nurses prepared to work in the health care facilities of Australia, and of changes in the educational preparation of nurses, the findings of this study relating to attitudes and wastage should be used as the basis for future workforce planning.

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No. of bitstreams: 2 Dissertação - Juliana Gomes da Silva de Melo - 2017.pdf: 2566007 bytes, checksum: 14f347da1eef69be3261b532d786ce15 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-01-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The following study reports one of the conceptions of the didactic mediation in the teaching and learning process of Geography, from the construction of the territory concept. The territory for beyond the simplistic approach showed by the didactic books, is an important element in the construction of the geographic knowledge, due to the dealing of different territorialities by the students in their daily lives. In order to make it possible, the research was performed with three master teachers, newly graduated, who work in the Public Education Network in the city of Goiânia, through the grades that comprise the final years of Elementary School and High School. Starting from the acknowledgement that the teaching through concepts in Geography is a necessary students element for the students’ autonomous and critical thinking development, the planning and intentional action by the professor plays a central role for the cognitive development. A teaching based on memorization and repetition, much criticized by education theorists, ends up promoting disinterest and is unable to develop a quality students teaching, based on the construction of space thinking by the students. In order for the research to be conceived, the metodology used was based on a particular research, with dimensions of collaborative research. Thus, the process of subject teachers’ classes observation was initiated with the aim of verifying how they conducted the teaching and their didactic mediation. Subsequently, in a collaborative way, the didactic sequence (SD) that was applied in each class was made based on the knowledge previously defined by the teacher in the period that the didactic intervention was performed. Thus, the territory concept permeated the knowledge of Cerrado, Globalization and Hydrographic Basins of Goiânia. As last moment of the research, SDs applied in Geography classes demonstrate the importance of planing and mediating action of the teacher for the construtional process of scientific concepts by the students and the development of spatial thinking, in a dialectical process of teaching that is based on the problematization, systematization and different geographical knowledge synthesis.<br>O presente estudo aborda uma das concepções de mediação didática no processo ensino e aprendizagem de Geografia, a partir da construção do conceito território. O território, para além da abordagem simplista apresentada pelos livros didáticos, é um elemento importante na construção do conhecimento geográfico, pois os alunos lidam com diferentes territorialidades no seu cotidiano. Para que o trabalho fosse possível, a pesquisa foi realizada junto a três professores mestres, com formação recente, que atuam na Rede Pública de Ensino do município de Goiânia-GO, nas séries que englobam os anos finais do Ensino Fundamental e o Ensino Médio. Partindo do entendimento que o ensino por meio de conceitos na Geografia é um elemento necessário para o desenvolvimento do pensamento autônomo e crítico dos alunos, o planejamento e ação intencional do professor desempenha um papel central para o desenvolvimento cognitivo. Um ensino pautado na memorização e repetição, muito criticado por teóricos da educação, acaba por promover o desinteresse e se mostra incapaz de desenvolver um ensino de qualidade, baseado na construção do pensamento espacial pelos alunos. Para que a pesquisa fosse possível, a metodologia utilizada se baseou na pesquisa participante, com dimensões da pesquisa colaborativa. Assim, inicialmente buscou-se realizar um estudo acerca da formação docente e da forma como o ensino de Geografia é praticado. Concomitante a isso, teve início o processo de observação das aulas dos professores sujeitos da pesquisa com o intuito de verificar como conduziam o ensino e sua prática de mediação didática. Posteriormente, de forma colaborativa, foram feitos planejamentos à sequência didática (SD) que foi aplicada em cada turma a partir do conhecimento anteriormente definido pelo professor no período que foi realizada a intervenção didática. Assim, o conceito território perpassou os conhecimentos de Cerrado, Globalização e Bacias Hidrográficas de Goiânia. Como último momento da pesquisa, as SDs aplicadas nas aulas de Geografia demonstram a importância do planejamento e ação mediadora do professor para o processo de construção de conceitos científicos por parte dos alunos e o desenvolvimento do pensamento espacial, dentro de um processo dialético de ensino que se pauta na problematização, sistematização e síntese dos diferentes conhecimentos geográficos.

The purpose of this study was to examine the effectiveness of communication between the Operations branch, the Student Services Section and High School Learning Centres within the Services Division of the ACT Department of Education. Data was collected from administrators and educators alike. The survey instrument was designed specifically to examine the perception of the effectiveness of organisational communication between the bureaucratic administrative group within the ACT Department Education Department and the personnel within the ACT High Schools Learning Centres responsible for service delivery to students in Learning Centres. The survey instrument addressed five factors. These factors included Horizontal and Vertical Communication, Personal Feedback, Media Quality and Barriers to Communication. The findings from the survey were organised into six major findings and four subsidiary findings and discussion on each finding followed. The findings of the study indicated that, effective co-ordination in a large organisation requires some centralized direction. The relationship that exists between the three organisational domains of the Act Department of Education responsible for the delivery of effective service to Learning Centre clients in ACT High Schools had been shown to be an impersonal mechanism of control designed by the Policy and Management domains in part, and a culturally diffuse but personal mechanism of control used by the Service domain personnel within the Learning Centres themselves. What has emerged from the study is evidence that would suggest that there is lack of an effective link between the more bureaucratic Policy and Management domains and the more open and less formal Service domain sector. The findings have implications for the bureaucrats involved in the change process which has been part of regionalisation. The findings of the study indicate that regionalisation does not appear to provide a panacea for the major difficulties associated with communication as revealed in this study.

Youth unemployment and environmental degradation are two critical issues facing Australia today. This action research study concerns learning and teaching with participants in a government labour market program which was established to address these two issues. The study was based on three cycles of action research with six groups of participants. The main objective of the research evolved to consider whether critical thinking and action learning can enhance self-concept and environmental education for unemployed young people. The research provides a positive response to this problem, although certain limitations are noted. Conclusions are drawn in five areas. Three of these are from the first cycle of action research. These relate to environmental attitudes, knowledge and action; approaches to environmental education and learning; and the impact of unemployment, peer pressure and mass culture. Two conclusions are drawn from the second cycle of action research. These relate to the integration of action learning and critical thinking strategies into the learning and teaching; and the individual participants' life history and prior knowledge and experience of environmental issues. Recommendations are made concerning professional development and support for staff working in the area, and the planning and implementation of programs. The major recommendation is for the integration, where appropriate, of integrated critical thinking and action learning strategies, through all aspects of the training and project work. This recommendation draws on evidence from a number of areas where these approaches are shown to be beneficial. These include the potential for emancipation and improved selfconcept, and the contribution to environmental education.

La formation des dirigeants de TPE/PME constitue un enjeu pour la compétitivité de leur entreprise et pour l’attractivité d’un territoire. Pour répondre aux préoccupations des acteurs territoriaux et en se fondant sur des approches théoriques, cette thèse vise à comprendre l’efficacité d’une formation RH à destination de dirigeants de TPE/PME et à proposer des mesures pour l’améliorer. Dans cet objectif, nous proposons un cadre d’analyse à l’intersection de quatre champs de connaissances (PME, innovation, appropriation des outils de gestion et transfert des acquis d’une formation). Nous mobilisons un positionnement constructiviste et un design de recherche qualitatif et multi-méthodes (étude de cas multiples, recherche-intervention, étude longitudinale). Deux formations non traditionnelles (formation-accompagnement) et de nature différente sont étudiées. Notre échantillon est composé de quatre TPE et une PE. L’évaluation du transfert est faite sur la base des réactions, de l’apprentissage, des effets individuels et des effets organisationnels. Deux composantes sont distinguées : la généralisation et le maintien des acquis de la formation. Nous adaptons les trajectoires de l’appropriation (individuelle, sociale et instrumentale) pour discuter le chemin du transfert et ses influences. Principalement, ces petites entreprises doivent trouver un équilibre entre une formalisation rigide et un management de proximité souple. Le transfert apparaît alors comme un phénomène complexe où changer de paradigme semble nécessaire en adoptant une vision plus globale incluant la dimension du territoire<br>SME directors’ training is believed to have a positive impact on company performance and in the appeal of doing business in a particular territory. In order to answer public organisations’ concerns and based on theoretical approaches, this study aims to understand the effectiveness of HR training to SME directors and to suggest measures to improve it. To this end, we propose an analysis framework where four areas meet (SME, innovation, management tools appropriation and training transfer). A constructivist approach has been adopted using qualitative and multi-methods research (multiple case studies, action-research, longitudinal study). The study looks at two non-traditional training methods (accompaniment-training) of different types. The selected case studies are composed of four “Very Small Enterprises” and one “Small Enterprise”. Transfer evaluation is discussed through reactions, learning, individual effects and organisational effects. Two components are identified: generalization and maintenance of training outcomes. We adapt appropriation paths (individual, social and instrumental) in order to explain transfer and its influence. Mainly, these small enterprises have to find a balance between a formal and informal culture and management practices. Transfer is perceived as a complex phenomenon which is calling for paradigm change in adopting a more global vision on which public organisations related to specific territories can have an impact

Esta dissertação de mestrado desenvolveu-se no âmbito do projecto “Arqueologia” das Aprendizagens no concelho de Alandroal, que teve, como objectivo primordial, a identificação e caracterização do universo de aprendizagens institucionais disponíveis e concretizadas pela comunidade do território em estudo (Freguesia de Capelins (Santo António) /Alandroal), na década 1997 – 2007. Foram inquiridas, nesta freguesia, 16 instituições e identificadas 30 aprendizagens institucionais, que tiveram maior ocorrência nos anos de 2004, 2005 e 2006. Embora seja uma freguesia essencialmente rural, a área de actividade da maioria das instituições identificadas inscreve-se no sector do comércio por grosso e a retalho e de reparação de veículos automóveis e motociclos. São, na sua maioria, instituições de natureza privada e reveladoras de organização, no que respeita à sua organização. No entanto, o relacionamento interinstitucional foi pouco dinâmico, existindo um fraco trabalho em rede. Quando existiram parcerias, estas ocorreram extra freguesia e, até mesmo, extra concelho. Seguindo uma análise quantitativa dos dados extraídos da aplicação dos questionários, com recurso a análise estatística, conclui-se que os processos de aprendizagem das instituições inquiridas da freguesia de Capelins apresentam características centradas nas próprias instituições promotoras dessas mesmas aprendizagens, assentes na formação do pessoal, com carácter formal e não formal e relacionaram-se com as áreas de administração pública e defesa, alojamento e restauração e ainda com a área do comércio por grosso e a retalho; ABSTRACT: This dissertation developed under the project "Archaeology" of Learning in the county of Alandroal, which had as its primary objective, the identification and characterization of the universe of available institutional learning and implemented by the community of the area under study (Parish of capelin (San Antonio) / Alandroal), in the decade from 1997 to 2007. Were surveyed in this parish, and 16 institutions identified 30 institutional learning, which have a higher occurrence in the years 2004, 2005 and 2006. Although it is an essentially rural, the parish area of activity of most institutions identified in the sector of wholesale and retail trade and repair of motor vehicles and motorcycles. Are, for the most part, private institutions and revealing of organization, with regard to its organization. However, the interinstitutional relationship was weak and there is a little dynamic networking. When partnered, this extra parish occurred and even extra municipality. Following a quantitative analysis of data taken from the application of questionnaires, using statistical analysis, it is concluded that the learning processes of the institutions surveyed in the parish of Capelins characteristics focused on promoting institutions of those learnings, based on staff training, formal and non-formal nature and related to the areas of public administration and defense, hotels and restaurants and also the area of wholesale and retail trade.

In this decade, the drive to improve the quality of learning environments at all levels has gathered pace, and accountability of providers has become a byword, particularly in secondary and tertiary educational institutions. In this process of meeting societal needs, the teacher's role is crucial to the provision of optimal conditions for learning. Teachers' adaptation to the changing clientele and technologies of the 1990's, also demands their flexibility and preparedness to contemplate anew their role in the learning transaction. Gage (1963) posed three topical questions about teaching: how do teachers behave, why do they behave as they do and what are the effects of their behaviour? The information gained by examining three types of variables, is required to answer these questions, the most central to research on teaching, is teaching behaviour, or the process of teaching. Secondly, there are the causes or determinants of those behaviours or processes and finally, there are the effects or consequences of the teaching behaviours or processes (Dunkin,1986). This research into teaching behaviours, conducted in three institutes of Technical and Further Education in the A.C.T., seeks to determine the quality of teaching for adult learners and the nature of the learning environment in TAFE. The design of the study incorporates comprehensive multi-variate instruments and a triangulating approach to data collection. In particular, a factor analysis of student questionnaires evaluates the main factors operant in the classrooms of the selected tertiary environments. The nature of the teaching behaviours and the contingent learning climate, enabled further conclusions to be drawn about the implications of these behaviours for adult learners eg. teacher expectancies, not found hitherto evaluated in a tertiary context.

Cette étude se fonde sur une recherche-action visant la modélisation, la mise en œuvre et l’évaluation d’une stratégie éducative basée sur la construction d’un territoire apprenant, initié depuis l'École. L’approche socio-historique du contexte insulaire corse met en avant une îléité singulière, caractérisée par des liens patrimoniaux forts, corrélés à des comportements écocitoyens engagés. En parallèle, l'analyse du système éducatif souligne une forme scolaire où persistent une vision de l’éducation scolaro-centrée et une distance au territoire. De plus, l’École ne développant pas un mode de socialisation démocratique, le chercheur considère cette dernière peu efficiente pour une formation écocitoyenne. Le chercheur, également enseignant, a mis à l’épreuve l’incidence des liens patrimoniaux sur le profil écocitoyen et a émis l’hypothèse que le patrimoine pourrait constituer le levier d’une stratégie éducative innovante, s’articulant à la forme scolaire, visant une école intégrée dans son territoire et une conversion vers un mode de socialisation démocratique. L’utilisation de la démarche d’intelligence territoriale a permis de définir les modalités du territoire apprenant, construit sur trois piliers : l’enseignement des sciences, l’interdisciplinarité et la territorialisation éducative. Une organisation apprenante a progressivement été co-construite par les acteurs locaux : élèves, professionnels de l’éducation, citoyens et institutions hors-École. Cette dernière s’est étendue sur le territoire, évoluant en territoire apprenant. L’évaluation des impacts porte sur les liens patrimoniaux des élèves et sur le profil d’écocitoyenneté. La méthodologie repose sur une démarche d’enquête lot test/lot témoins et y associe diverses stratégies d’optimisation des validités interne et externe de l’étude. Les résultats montrent une valorisation des liens patrimoniaux et des profils d'écocitoyenneté de certains lots d’élèves. La stratégie éducative menée, construite sous la perspective de l’éco-ontogenèse dans le cadre d’une éducation relative à l’environnement proche, engage certains élèves dans le processus d’encapacitation, ouvrant la voie à leur autonomisation voire à leur empowerment1, porte de l’émancipation<br>This study is based on an action research aimed at modelling, implementing and evaluating an educational strategy based on the construction of a learning territory, initiated from the school. The socio-historical approach of the Corsican island context highlights a singular islandity, characterised by strong heritage links, correlated with committed eco-citizen behaviour. At the same time, the analysis of the educational system underlines a school form where a school-centred vision of education and a distance to the territory persist. Moreover, as schools do not develop a democratic socialization mode, the researcher considers that they are not very efficient for eco-citizen training. The researcher, who is also a teacher, has put to the test the impact of heritage links on the eco-citizen profile and has put forward the hypothesis that heritage could be the lever of an innovative educational strategy, linked to the school form, aiming at a school integrated in its territory and a conversion towards a democratic mode of socialization. The use of the territorial intelligence approach made it possible to define the modalities of the learning territory, built on three pillars: science teaching, interdisciplinarity and educational territorialisation. A learning organization was gradually co-constructed by local actors: students, education professionals, citizens and institutions outside the school. The latter has spread over the territory, evolving into a learning territory. The impact assessment focuses on students' heritage connections and environmental citizenship profile. The methodology is based on a test-lot/control-lot survey approach and combines various strategies to optimize the internal and external validity of the study. The results show an enhancement of the heritage links and eco-citizenship profiles of some batches of pupils. The educational strategy carried out, built from the perspective of eco-ontogenesis within the framework of education on the nearby environment, engages certain pupils in the process of encapacitation, opening the way to their autonomy or even empowerment, the door to emancipation

Inter, pluri, multi, trans. Les préfixes ne manquent pas pour désigner la volonté de l’institution scolaire de faire circuler les savoirs au sein d’une forme scolaire marquée jusqu’ici par leur segmentation. Cette thèse propose, au terme d’une enquête épistémologique destinée à montrer les enjeux d’une circulation entre géographie spontanée et géographie raisonnée, de développer des outils la favorisant, dans le cadre du cours de géographie. L’hypothèse de la recherche est que la pratique artistique peut favoriser cette circulation. Pour la tester, trois outils ont été conçus et expérimentés, depuis une posture d’enseignante-formatrice-chercheure : un concours photo, un concours de carte postale sensible, une performance<br>: Inter-, pluri-, multi-, trans-: these many prefixes all denote how keen today's school is on making knowledge and skills circulate within a framework traditionally renowned for its segmentation. Starting from an epistomological study of the fruitful interaction between spontaneous geography and reasoned geography, this thesis offers to define and develop tools to implement it within the geography class. This research work's hypothesis is that this interaction can be positively impacted by artistic practice. To verify it, I designed and tested three tools, in an apporach that was altogether a teacher's, a trainer's and a researcher's : a photography contest, a "sensitive postcard" cartography contest, and a performance

Cette thèse s’inscrit dans le cadre de réflexions sur l’évolution du système touristique au regard des mobilités touristiques intra séjour. En effet, de nombreux changements sont à l’œuvre sur le plan des logiques de consommation. Au contrepied des offres standardisées, les touristes sont plus que jamais en quête d’expériences touristiques authentiques. Pour espérer les satisfaire et pérenniser leur développement, les territoires doivent s’adapter. Les mobilités qui ont lieu durant le séjour incarnent alors un enjeu de développement majeur. En reflétant les pratiques touristiques, qui s’étendent généralement sur plusieurs territoires, elles donnent des indications clés aux acteurs en charge du développement touristique. Si le thème des mobilités intra séjour se répand dans la littérature scientifique, aucune recherche n’a prêté d’attention aux mécanismes d’ajustements réciproques qui ont lieu entre les différents acteurs, qui impactent la réalisation des pratiques. Les cadres théoriques de l’apprentissage organisationnel et de la performance sont particulièrement adaptés pour comprendre les interactions entre acteurs. Cette thèse se propose donc d’étudier l’organisation de l’activité touristique, à la lumière des mobilités intra séjour, à un moment particulièrement riche sur le plan de la coordination entre acteurs touristiques, celui de la mise en tourisme. Argelès-sur- Mer, station balnéaire située au sud de la France, dans la région Occitanie Pyrénées- Méditerranée, constitue le terrain d’étude principal. Ce territoire est spécifique en raison de la présence majoritaire d’hébergements de plein air. Par une approche qualitative et des méthodes mixtes qui intègrent aussi bien des touristes, que des professionnels et des acteurs institutionnels, nous avons pu contribuer à la compréhension des liens entre les pratiques touristiques et les stratégies d’acteurs permettant de repenser l’organisation actuelle du tourisme<br>This thesis studies the evolution of the tourist system with regard to intra stay tourist mobility. Indeed, many changes are at work in terms of consumption logics. In contrast to standardized offers, tourists are more than ever in search of authentic tourist experiences. In hope to satisfy them and sustain their development, territories must adapt. The mobility that takes place during the stay therefore embodies a major development challenge. By reflecting tourism practices, which generally extend over several territories, they give key indications to the actors in charge of tourism development. Although the theme of intra stay mobility is widespread in the scientific literature, no research has paid attention to the mechanisms of reciprocal adjustments that take place between the different actors, which impact the realization of practices. The theoretical frameworks of organizational learning and performance are particularly well suited to understanding these interactions between actors. This thesis therefore proposes to study the organization of tourism activity, in the light of intra stay mobility, at a particularly rich moment in terms of coordination between tourism actors. Argelès-sur-Mer, a seaside resort located in the south of France, in the Occitanie, Pyrénées- Méditerranée region, constitutes the main field of study. This territory is specific because of the majority of campsites. Through a qualitative approach and mixed methods that integrate tourists, professionals and institutional actors, we have been able to contribute to the understanding of the links between tourism practices and actors' strategies allowing to rethink the current organization of tourism

La question principale de la recherche est la suivante : en quoi une politique d’intégration des nouveaux embauchés a-t-elle un rôle de transformation d’une compétence collective ? Le cadre théorique mobilisé s’articule autour de la GRH mais recouvre d’autres champs disciplinaires tels que le management stratégique. Notre méthodologie de recherche a consisté à mener une étude de cas approfondie au sein de SNCF Infra dans un contexte spécifique : l’ouverture prochaine à la concurrence du marché ferroviaire pour les voyageurs. Il ressort de l’analyse des données qu’à l’instar de la formation, le processus d’intégration contribue au renouvellement des compétences des salariés en mettant plus spécifiquement à l’épreuve les compétences collectives existantes. Cette recherche tend à mettre en exergue deux pistes de réflexion : assimiler la capacité d’absorption à une compétence organisationnelle et promouvoir le savoir coopérer comme une nouvelle méta-compétence<br>The main research question is : how does a new integration policy hired a transformative role of collective competence ? The mobilized theoretical framework is based on HRM but covers other disciplines such as strategic management. Our research methodology was to conduct a thorough case study within SNCF Infra in a specific context : the next opening to competition of the railway market for travelers. It appears from the data analysis that, like training, the integration process contributes to the renewal of employee skills and more specifically by testing existing collective skills. This research tends to highlight two lines of thought : assimilate the absorption capacity to an organizational competence and promote knowledge cooperate as a new meta-competence

L’idée majeure de cette thèse de Doctorat part d’un regard sur les réalités en Chine. L’objectif majeur de cette thèse est celui d’essayer d’offrir des suggestions pour les villes chinoises à partir de l’expérience française en matière d’aménagement et de mise en œuvre de projets de développement urbain à large échelle. Comprendre le contexte, le mécanisme et la politique d’aménagement urbain au sein des pays développés peut être utile pour mieux répondre aux problèmes dans notre pays et, ainsi, à mieux construire les villes en Chine.D’abord, la dissertation fait une définition sur les concepts de base, le contenu et la structure de travail des projets de développement urbain à large échelle.L’origine des problèmes et les difficultés trouvées dans ce type d’opération seront alors débattues. Ancrée sur une étude empirique, la dissertation analyse quelques projets de développement urbain à large échelle en référence.Dans les sociétés modernes, les aménageurs doivent considérer plusieurs indicateurs d’incertitude dans le développement urbain. Ils doivent également être opérationnels en ce qui concerne la régulation de l’espace et coordonner les enjeux d’intérêt propres au développement urbain à large échelle. La thèse repère un cadre théorique de base selon ces trois aspects et travaille sur les moyens que les projets de développement urbain à large échelle en France mènent vis-à-vis de tous ces enjeux. Au travers de trois conduites qui sont la reforme du zoning et les droits du sol, une régulation plus stricte de l’espace urbain et une nette amélioration du cadre de coordination, l’aménagement et la mise en œuvre de ce type d’opération en France ont été optimisés. Au travers de réformes, de quelques modifications et améliorations, plusieurs projets français ont bien réussi à aboutir aux objectifs du plan. Les conséquences sociales, économiques et environnementales ont été également bien cadrées. Les Plans Locaux d’Urbanisme (PLU) ont été étudiés pour la reforme de la politique d’usage des sols. Le cahier des charges et le rôle de l'architecte Coordinateur ont été analysés pour la régulation des espaces urbains. Les ZAC, les SEM (Société d’Economie Mixte) et la participation institutionnelle ont été étudiées en terme de coordination d’institution. En partant d’une étude comparative entre la situation en Chine et l’expérience réussie en France, des suggestions ont été proposées pour optimiser les projets de développement urbain de large échelle en Chine. Les trois conduites d’optimisation sont bien connectées, ce qui signifie qu’ils ont une influence directe sur la construction urbaine. Une conduite isolée ne peut pas résoudre les défis. Ainsi, la dissertation suggère un ensemble de conduites d’optimisation pour les grands projets de développement urbain en Chine. La réforme de l’aménagement urbain et la mise-en-place institutionnelle devraient perfectionner les plans d’usage des sols, la régulation de l’espace urbain et les mécanismes de coordination dans son ensemble. L’aménagement urbain et le système de management devraient être orientés vers un perfectionnement intégré<br>The main ideas of this thesis come from realities in China. The main objective ofthis thesis is trying to offer some suggestions for cities in China by learning fromFrance, on the topic of planning and implementation of large-scale urbandevelopment projects. Understanding the background, mechanism and policy ofurban planning in developed countries may help to cope with problems in ourcountry and then to better construct Chinese cities. Firstly, the dissertation defines the basic concepts, contents and framework of large-scale urban development projects. The origin of problems and difficulties in large-scale urban development projects is then discussed. Based on empirical study, the dissertation analyzes some typical large-scale urban development projects in France and then evaluates them. In modern society, planners should consider many uncertain indicators in urban development. They should also be effective in regulation of space and coordinate conflict of interests in large-scale urban development. The dissertation raises a basic theoritical framework in those three aspects and explores how French largescale urban development projects cope with these challenges. By three optimizing routes which are reforming of land-use planning, strengthen regulation of urban space and improvement of coordination mechanism, the planning and implementation of large-scale urban development project in France have been optimized. By continuous reforming, adjustment and improvement, many French large-scale urban development projects successfully finished the planning objectives. The social, economic and environment effects have also been well embodied.PLU (Plans Locaux d’Urbanisme) has been studied for the reform of land-use planning. Le "cahier des charges "and the role of the "Architect Coordinateur" have been analyzed for the regulation of urban space. ZAC (Zone d’Aménagement Concerte), SEM (Société d’Ecoonomie Mixte) and public participation institution have been studied in aspect of coordination institution. Based on comparativestudy of situation in China and successful experience in France, suggestionshave been made for optimizing Chinese large-scale urban development projects.The three optimizing routes are connected tightly, which means they influencethe course of urban construction together. Isolated route could not solve theproblems. Therefore, the dissertation suggests an ensemble optimizing route inChinese large-scale urban development projects. The reform of urban planningand implementation institution should improve land-use planning, regulation ofurban space and coordination mechanism all together. The urban planning andmanagement system should be in a direction of integrative improvement

Assessing floods hazard is critical to preventing damages and acting fast when a flood event occurs. Flood hazard assessment can be costly, time-consuming, and complex due to running complicated hydrodynamic models of rivers and floodplain systems. Besides, several model runs are normally necessary because different scenarios over large areas must be analyzed for a full characterization of flood hazards. To solve this problem and make the analysis easier with less cost and time, we can use machine-learning techniques. Machine-learning and data-driven methods can be the best alternative way to conventional methods because of their simplicity, faster processing, handling large amounts of data, and more importantly, learning from the past datasets and models to improve themselves. In this Thesis, data-driven DEM-based algorithms developed with the SaferPlaces project (funding: European Commission through EIT Climate-KIC) have been applied to analyze the fluvial and pluvial floods across Oahu island, USA.

S’appuyant sur une perception humano-centrée de l’écologie industrielle et territoriale (ÉIT), qui suppose le dépassement d’un déterminisme technologique ou d’une vision techno-centrée, cette thèse propose une mise en relation entre les facteurs techniques, humains et socio-organisationnels qui fondent les processus de mise en œuvre et de pérennisation des synergies industrielles. À travers une mise en récit des démarches d’ÉIT dans la Municipalité Régionale de Comté (MRC) de Kamouraska (Québec) et au Port Atlantique La Rochelle (France), elle ouvre de nouvelles perspectives autour de quatre notions clefs : le territoire (les spécificités territoriales), l’écosystème d’acteurs (les interactions sociales), les synergies industrielles et les bénéfices. La thèse souligne comment le territoire, les réseaux d’acteurs, les synergies et les bénéfices influencent les démarches d’ÉIT. Elle renvoie à une application territorialisée des principes de l’ÉIT en termes d’efficacité technico-économique, environnementale et sociale. Dans cette perspective, elle explore le comportement des acteurs, comme levier majeur du déploiement des projets, mais aussi de l’affirmation de l’ÉIT comme espace d’action collective, d’apprentissage et de création de valeur territoriale. Pour ce faire, l’approche méthodologique repose principalement sur une observation des réseaux, la découverte et la perception des phénomènes sociaux qui se produisent au sein des écosystèmes d’acteurs afin d’aboutir à une compréhension sociopolitique des symbioses industrielles. Nos résultats mettent en évidence une endogénéisation du territoire dans le déploiement de l’ÉIT. En se fondant sur une analyse de la proximité entre les acteurs, la thèse explore la dimension spatiale, les dynamiques territoriales, le potentiel local des ressources naturelles, la perception des risques au sein des filières et/ou secteurs d’activités des entreprises, pour saisir les processus d’émergence et de construction des démarches d’ÉIT au sein d’un territoire. Les résultats révèlent l’importance des processus relationnels et interactionnistes au travers du degré de participation et de confiance, l’influence de l’agenda public/politique, les mécanismes de gouvernance, etc. Ils soulignent également une remise en cause des logiques purement révélatrices des ressources ou de mesurabilité des gains, en investiguant une autre dimension de la valeur dans les échanges de flux. Celle-ci porte sur les processus d’apprentissage, les opportunités de constitution d’un public autour des enjeux écologiques contemporains par l’entremise des échanges de flux. En définitive, l’étude menée auprès de 40 acteurs : 15 en France et 25 au Québec, renforce la perspective sociale dans la conception et/ou la compréhension des démarches d’écologie industrielle et territoriale. La mise en récit de ces deux cas participe à l’affirmation des mécanismes de l’institutionnalisation de l’ÉIT (planification territoriale, mesures d’incitation, cadre juridique et institutionnel) et des processus collectifs dans la structuration et le fonctionnement des réseaux d’acteurs. Les démarches d’ÉIT au Kamouraska et à La Rochelle témoignent des intentionnalités humaines dans les dynamiques de réseaux et des interdépendances technico-économiques entre les parties prenantes. La thèse contribue à éclairer l’écologie industrielle et territoriale comme processus de développement territorial et/ou d’innovation sociale. Elle souligne l’intérêt d’élargir le champ des démarches à une diversité d’acteurs, en respectant les spécificités des contextes territoriaux et le rythme de progression propre au milieu d’implantation.<br>Based on a human-centered principle of industrial ecology (IE), which exceeds technological approaches, this thesis analyzes the technical, human, social and organizational factors conditioning the implementation and sustainability of industrial synergies. It investigates the intertwinement of such factors in fostering a collaborative project. Through a case study approach, it contrasts the project coordinated in the Municipalité régionale de comté (Quebec, Canada) with the one unfolding at Port Atlantique La Rochelle (France). Our main research question is: How do the territory, the actor’s networks, the industrial synergies and the benefits impact IE’s implementation? To address it, the study underlines new theoretical and empirical perspectives regarding the four key notions of industrial ecology: territory, actors’ network, industrial synergies and benefits. More precisely, the thesis explores individual and organisational behavior as a major lever or trigger for project implementation. IE are considered as space of collective action, of co-learning, and creation of what is understood as territorial value. The methodological approach is based on participative observations, on network analysis, on semi-directive interviews and on documentary analysis. finding and awareness of social phenomena that occur within actors' ecosystems in order to help of socio-political understanding of industrial symbioses. Intensive fieldwork was conducted both in Québec and in France over a period of almost two years (2017-2019). A total of 40 respondents were interviewed: 15 in France and 25 in Quebec. Our results focus on the idea that IE’s implementation is largely depending on an endogenization of territory. The geographical proximity between actors constitutes a critical factor for the success of the process. Proximity is in fact determining the territorial dynamics. It highlights the local potential of natural resources, and conditions the perception of risks within the sectors of activity of the companies. Our results also demonstrate the importance of relational and interactionist processes regarding the projects implementation and monitoring. In fact, our study stretches how stakeholder’s participation and trust, the influence of public/political agenda, and the governance mechanisms are key factors in determining how the industrial ecology project will unfold. Furthermore, the thesis contributes to the theoretical analysis of industrial ecology by assessing its benefits in terms of rather immaterial dimensions. By exploring the global results and going beyond the quantitative spinoffs of the projects in France and in Québec, we find how exchanges of flows foster social learning and collective opportunities regarding contemporary ecological issues. Finally, this research helps to increase a social perspective in designing and understanding industrial ecology. Our research emphasizes the importance of IE’s institutionalization (territorial planning, incentive measures, legal and institutional framework). It underscores how it is conditioned by collective processes, intentionality, and technical and economic interdependencies between stakeholders. Industrial ecology deserves to be managed as a process of territorial development and social innovation.

Les dynamiques de création et de développement de la connaissance, sont mises en place et articulées au développement des systèmes productifs locaux. Elles se profilent pour la plupart à travers l’essor territorial des potentiels scientifiques et techniques développés par les systèmes locaux de formation ou d’enseignement supérieur et de recherche. Dans ces stratégies de construction, sont opérées, à travers les trajectoires et spécialisations construites par les territoires, la construction et l’organisation des systèmes locaux d’innovation. Et les potentiels scientifiques et techniques sont considérés comme les moyens capitaux permettant de développer des ressources spécifiques aux capacités reconnues d’attirer et de polariser au niveau des territoires des entreprises et investissements. Nous nous employons et attelons ici à interroger les constructions mises en place pour le développement d’un processus à la fois apprenant et innovant. Sont aussi en question, l’appréhension et la qualification des stratégies et espaces qui sont définis et constitués par le développement des nœuds de connaissances techniques et l’essor des projets technologiques innovants. Cela, à l’interface des agglomérations et métropoles qui incubent, développent des connaissances à partir d’espaces dédiés, et qualifiant les initiatives concernées par les espaces universitaires. En effet, la densité scientifique d’un territoire, combinée à une dynamique locale de création et d’implantation des entreprises, impulse des stratégies autour du développement des connaissances pour innover des secteurs et propulser des métiers d’avenir. Ce processus est considéré comme étant apprenant et cognitif, aux dynamiques interactives et aux fortes évolutions organisationnelles des espaces, et relationnelles des acteurs. A l’échelle des villes et agglomérations s’opère ainsi un renouvellement des dynamiques technopolitaines. Celui-ci évolue, des espaces universitaires aux écosystèmes organisationnels des entreprises favorables au développement de nouvelles connaissances et solutions technologiques. Les espaces et organisations dessinés ou mis en place, associent les lieux universitaires par leur rôle structurant et articulant des dynamiques construites. Les centres de formation et de recherche universitaires croisent avec d’autres centres de création et de développement de la connaissance, des actions sur le développement des espaces dédiés à la créativité scientifique et techniques, autrement à l’innovation technologique. Nous interrogeons les dynamiques urbaines et territoriales engagées à travers la mise en place et le développement des économies locales de la connaissance<br>The dynamics of knowledge creation and development are set up and linked to the development of local production systems. Most of them can be seen through the territorial development of the scientific and technical potentials developed by the local systems of training or higher education and research. In these construction strategies, the construction and organization of local innovation systems is carried out through the trajectories and specializations built by the territories. And the scientific and technical potentials are considered as the capital means to develop specific resources with recognized capacities to attract and polarize companies and investments at the territorial level. Here we are working and endeavouring to question the constructions put in place for the development of a process that is both learning and innovative. We are also concerned with the understanding and qualification of strategies and spaces that are defined and constituted by the development of technical knowledge nodes and the development of innovative technological projects. This, at the interface of incubating conurbations and metropolises, develops knowledge from dedicated spaces, and qualifies the initiatives concerned by university spaces. Indeed, the scientific density of an area, combined with a local dynamic of creation and establishment of companies, gives impetus to strategies around the development of knowledge to innovate sectors and to propel the professions of the future. This process is considered to be learning and cognitive, with interactive dynamics and strong organisational changes in the spaces, and relational changes in the actors. At the level of cities and conurbations, a renewal of technopolitan dynamics is thus taking place. These are changing, from university spaces to organizational ecosystems in companies that are conducive to the development of new knowledge and technological solutions. The spaces and organizations that have been designed or set up involve universities through their role in structuring and articulating constructed dynamics. The university training and research centres intersect with other centres for the creation and development of knowledge, actions on the development of spaces dedicated to scientific and technical creativity, otherwise to technological innovation. We question the urban and territorial dynamics engaged through the establishment and development of local knowledge economies

Face à la crise environnementale et climatique, les pratiques basées sur la gestion des processus écologiques ouvrent un nouvel horizon pour l’agriculture. L’enjeu actuel de l’agroforesterie basée sur les associations d’arbres, de cultures et d’élevage, n’est plus limité à la seule production, mais touche aussi à la durabilité́ de cette production, à la résilience du milieu cultivé vis-à-vis des aléas climatiques, à la fourniture des services écosystémiques et à la création de nouveaux « terroirs ». Il s’agit de concrétiser sa multifonctionnalité́ et son inscription dans le long terme. Or, ces pratiques agroécologiques ne peuvent pas résulter d’une pure application de recettes techniques ; elles se développent avec les caractères propres de chaque milieu accompagné par chaque agriculteur. L’entrée par les connaissances naturalistes et agroécologiques des agriculteurs, et par ce que l’on nomme paysage, peut-elle devenir un vecteur de transmission des pratiques agroforestières essentiellement par effet de voisinage et par apprentissage collectif ? Une étude critique des modalités et des dispositifs d’apprentissage, de transmission et d’accompagnement des pratiques agroforestières du Bassin francilien est menée à travers une démarche ethnopaysagère et géographique et par la sociologie pragmatique. Les récits des trajectoires agroforestières et en agriculture biologique ou de conservation des sols sont retracés à travers l’enquête ethnographique auprès d’agriculteurs et la collecte documentaire de terrain (photographies, dessins d’agriculteurs, plans de projets). Une typologie des différentes formes de paysages agroforestiers (linéaires d’arbres intra-parcellaire, complantés parfois d’une strate arbustive, maillage de haies champêtres, etc.) et la gamme des savoirs écologiques et de diversification qui y sont associés, est proposée. En regard, la méfiance envers les arbres chez certains agriculteurs de conservation des sols est identifiée. Dans un deuxième temps, l’enquête sur les modalités d’accompagnement par les parties prenantes du développement territorial (agriculteurs, propriétaires fonciers, agents des parcs naturels régionaux et des communautés de communes, vulgarisateurs), éclaire les conflits et les alliances entre acteurs territoriaux. Les outils et les processus d’apprentissage collectif de cette université agroforestière du dehors sont mis en évidence à travers les chroniques des ateliers de collectifs d’agriculteurs et des projets de recherche-participative autour du patrimoine de semences et de ligneux adaptés localement (enquête écologique, index-botanique, lecture et design paysager, ateliers de projets et de taille, sélection participative). Ce travail propose une synthèse des freins (le temps long, le manque de références locales et de savoir-faire de gestion, l’arbre dans le bail rural) et des conditions de transmission des pratiques agroforestières (implication des pionniers dans un groupe de pratiques, approche par l’expérience, implication des acteurs territoriaux). Celles-ci s’articulent entre différentes échelles : de la parcelle à la plaine, jusqu’à la communauté d’acteurs du « grand paysage ». Enfin, cette thèse identifie un ensemble d’expériences patrimoniales du vivant qui, à travers les bénéfices agro-écosystémiques et les filières alimentaires issus de ces nouveaux paysages agricoles, pourrait devenir le socle d’un projet local garant de la durabilité environnementale, sociale et économique du territoire<br>Faced with the environmental and climatic crisis, practices based on the management of ecological processes are opening up a new horizon for agriculture. The current challenge of agroforestry, based on associations of trees, crops and/or animals, is no longer limited to production alone, but also affects its sustainability and in particular the provision of ecosystem services and the food resilience of territories. However, these agroecological practices cannot result from the application of technical recipes. Can farmers’ naturalistic and agroecological knowledge of landscapes, become a vector for the transmission of agroforestry practices mainly through neighborhood effect and collective learning ? A critical study of the methods and mechanisms of learning, transmission and support of agroforestry practices in the Paris Basin is carried out through a transdisciplinary, ethno-geographic and pragmatic approach. The stories of their agroecological trajectories are retraced through ethnographic investigation and documentary collection from the field (photography, drawing of farmers, project plan). A typology of the different forms of agroforestry landscapes (intra-plot tree lines, diversified hedgerows gridding, etc.) and the range of ecological and diversification knowledge associated with them is proposed. In contrast, the mistrust of trees among some soil conservation farmers is identified. Secondly, the survey on the methods of support by stakeholders in territorial development (farmers, landowners, agricultural development associations, agents of regional nature parks and communities of municipalities), sheds light on conflicts and alliances between actors. The tools and collective learning processes of this outside agroecological university are highlighted through the chronicles of farmers' collective workshops and participatory research projects around the heritage of locally adapted seeds and woody plants (ecological survey, botanical index, reading and landscape design, project and pruning workshops, participatory selection). This work offers a synthesis of the brakes (the long time, the lack of local references and management know-how, the tree in the rural lease). And the conditions of transmission of agroforestry practices (pioneering attitudes, empirical and transversal approaches, involvement of territorial actors) are articulated between different scales: from the plot to the plain, to the community of actors in the large landscape. Finally, this thesis identifies a set of updating of living heritage which, through the agro-ecosystem benefits and the local food systems resulting from these new agricultural landscapes; could become the basis of a local project guaranteeing the environmental, social and economic sustainability of the territory

Ce travail analyse les relations entre la mutation informationnelle, l'organisation économique et les territoires. Il est d'abord expliqué, grâce à un filtrage permettant de montrer l'évolution des performances technico-économiques des TIC (Technologies de l'Information et de la Communication) à travers l'exemple du télé-enseignement dans le département de la Manche, en quoi et comment le champ des possibles en matière d'allocation et de création des ressources notamment " informationnelles " est profondément élargi, ce qui implique de repenser l'espace et l'économie spatiale au moins en ce qui concerne les services. Ensuite, une interprétation théorique des évolutions liées à l'information et aux TIC est proposée en caractérisant la mutation informationnelle et son " impact ", sous l'influence des asymétries de pouvoir informationnel qu'elle engendre, sur les marchés, les organisations et les territoires. A travers l'émergence d'une Nouvelle Logique d'Organisation Economique (NLOE) touchant les pôles que sont les conditions de base, les structures, les comportements et les performances des marchés, des firmes, de l'économie dans son ensemble et les relations d'influence existant entre ces pôles, la prédominance des comportements sur l'ensemble de la LOE est mise en évidence, comme une caractéristique importante des effets de la mutation informationnelle. Enfin les articulations nouvelles engendrées par la NLOE, entre les territoires, l'information et l'innovation, sont expliquées à l'aide de l'economie spatiale, de l'économie de l'information et de la socio-économie de l'innovation. Les bases du fondement théorique d'une politique informationnelle et des outils d'aide à la décision publique sont proposés afin de maximiser les effets de cette mutation informationnelle en termes de développement économique et d'aménagement du territoire, grâce aucconcept " d'Espace Serviciel " et aux notions de " learning by commuting " et de Rente Informationnelle Collective.

Haisla Nuuyum is our way of life and laws and includes knowledge of place, seasons, weather, feasting, and oolichan fishing including cultural practices that are important to sustain our Nuuyum. Throughout this dissertation work, I examine whether our Nuuyum and its philosophical underpinnings can intertwine and have a productive relationship with contemporary forms of leadership and Chief and Council governance systems. I draw on old Haisla stories of place and identity to examine how they affirm our governing responsibilities within contemporary community leadership. I show how our cultural practices have been affected and have shifted through colonial encounters. I argue that despite the effects of colonialism, the philosophical underpinnings of our Nuuyum have remained at the core of who we are as a Haisla people. This dissertation work is a compilation of published articles and as such, is organized thematically. I introduce each article to weave together the elements of Nuuyum.<br>Graduate<br>0422<br>0326<br>0740<br>jlgreen@uvic.ca

The importance of integrating technology across the curriculum has been prominent in educational literature for the past decade. Numerous obstacles have been identified and documented surrounding the successful integration of technology in public schools. Access to hardware, appropriate software, professional training for educators, technical and financial support to sustain meaningful uses of technology in schools are the primary areas to be addressed when designing a comprehensive information technology implementation strategy for educational environments. The obstacles are clear, but many educational leaders have failed to develop a model which successfully addresses the challenge of integrating the use of technology as a tool for teaching and learning and as a means of constructing new knowledge for and by students. This paper will explore how technology facilitates learning through inquiry and how inquiry supports a constructivist/constructionist approach to teaching and learning for students and professional staff. This will lead to an examination of how inquiry and constructivism advance the integration of technology in education and how it provides a venue for developing communities of inquiry in schools. A framework for two initiatives developed for Yukon schools will be presented which address many of the challenges common to the successful integration of technology in public schools today. Both initiatives, the Computer Resource Teacher Model (CRTM) and Technology Learning Communities (TLC), promote integrative and constructive uses of technology through an inquiry-based approach to teaching and learning with computers.

碩士<br>大葉大學<br>管理學院碩士在職專班<br>103<br>Innovative globe software has brought new opportunities for the learning of geography. Applying virtual globe software in cooperative learning not only enriches geography teaching, feasibility high but also cultures student's spirit of collaboration. The purpose of this study explores a geography teaching strategy that uses the virtual globe software with cooperative learning in order to enhance the learning achievements of the junior high school students on a study of Chinese general geography. This study was a case of Territory, Regionalism And Topography units for the eighth graders. A quasi-experiment method was adopted. The experimental group implemented Google Earth 3D and online videos, and combined teaching architectures of Team-Game-Tournament（TGT）and Student's Team Achievement Division（STAD）. The control group implemented the traditional lecturing method. Before teaching experiment, all subjects received pre-tests on learning achievement, interests and attitudes. Six weeks after the end of the teaching experiment, both groups received post-tests. Three weeks later, both groups performed the delayed test again. Then, the experimental group received a feedback survey regarding to the new teaching method. To verify differences between two groups of students in geography learning achievements, learning interests and attitudes, a one-way ANCOVA approach was employed to accredit tests and questionnaire data. Results showed as the fallows: （1）there is both no significant on the post-test and delayed test scores of geography unit test for two groups of students; （2）two teaching methods for different academic achievement groups students on geography unit test is less than significant difference; （3）under the same teaching method, girls＇geography unit test scores is higher than boys’; （4）students of the experimental group are significant higher than the control group on the geography learning interests and attitudes; （5）students of the experimental group affirmed toward the results of virtual globe software with cooperative learning. Based on the above results, this study concludes that using the virtual globe software with cooperative learning integrated into geography teaching improves students' interests and attitudes towards geography course, however, there is no significant effects on unit learning achievements. Finally, implications and suggestions toward geography teaching are discussed.