Par le passé, les Sourds des îles de l’actuelle Polynésie française semblent s’être « culturellement » fondus dans leurs terres et groupes d’appartenance, franchissant les siècles sans laisser de traces, ni dans les mythes et légendes, ni dans les sources ethnologiques. Aujourd’hui, invisibles et silencieux, ils tentent de sortir de l’anonymat et de se construire sur d’autres bases que celle de la déficience auditive. Au moyen d’une longue étude de terrain, cette thèse en anthropologie construite sur les concepts de vulnérabilité, de handicap et d’inclusion, interroge les revendications collectives et individuelles d’une identité culturelle sourde dans ces îles. Dans une Polynésie française contemporaine elle-même en quête de redéfinition culturelle, sur quelles représentations les espaces sociaux tissent-ils les relations avec ces personnes « différentes » ? Comment les Sourds se définissent-ils ? Quelle est ou pourrait-être leur langue des signes? / Across the past centuries, the Deaf people of what constitutes now French Polynesia seem to have blended into the "cultural background" of their lands and their community without leaving trace, neither in myths and legends, nor in the ethnological literature. Today, invisible and silent, they are nevertheless trying to emerge from anonymity while socially constructing themselves on bases other than sole hearing deficiency. By the means of an extensive field study, this anthropology thesis built around the concepts of vulnerability, disability and inclusion, explores the claim, whether collective or individual, of a deaf cultural identity in those islands. In contemporary French Polynesia, a place in search of cultural redefining, what are the representations upon which social spaces weave the relations with these "different" people? How do Deaf people define themselves? What is or what could be their sign language?

Les bases neurobiologiques de l’autisme semblent actuellement bien établies. Cependant des interventions spécifiques paraissent pouvoir influencer le développement des enfants atteints, ou au moins diminuer les conséquences du trouble. Cette question est examinée à partir de l’évolution, sur un an, d’un échantillon de 77 enfants avec autisme, âgés de 3 à 5 ans. Après avoir décrit les caractéristiques de leurs prises en charge spécialisées et scolaires, nous étudions les relations entre leurs durées hebdomadaires et les caractéristiques individuelles des enfants. Nous présentons par la suite, les évolutions observées sur le plan de la symptomatologie et des comportements adaptatifs et nous examinons les liens entre les durées hebdomadaires des prises en charge et l’évolution des comportements adaptatifs. Nos résultats montrent des évolutions variables selon les domaines étudiés. L’étude statistique met en évidence des liens entre les durées des interventions et l’évolution des compétences adaptatives dans les domaines spécifiquement ciblés lorsque les durées hebdomadaires dépassent un certain seuil. / The neurobiological bases of autism seem now well established. However studies have shown that specific interventions could influence the development of children diagnosed with autism, or at least, reduce the effects of the disorder. We study this question based on one-year outcome of symptomatology and adaptive behaviours of a group of 77 autistic children, aged 3 to 5. First we describe both treatment of children in specialized settings and their inclusion in regular classroom settings. In a second time we study the correlation between the weekly hours of both types of interventions and the individual characteristics of children. Subsequently, we examine the relationships between the weekly hours of both interventions and the children’s progress on adaptive behaviours. Statistical analyses demonstrate significant links between the weekly hours of interventions and progress in the adaptive area specifically targeted when duration of weekly interventions exceeds a certain level.

Bien que l’inclusion scolaire soit essentielle pour leur devenir socio-professionnel, les enfants et adolescents avec TSA rencontrent encore des difficultés à accéder à une scolarisation en milieu ordinaire. La diffusion progressive des technologies dans la société a encouragé le développement d’interventions numériques dédiées au TSA. Néanmoins, les précédentes revues de la littérature indiquent que ces dernières ciblent principalement les aspects cliniques du TSA (avec une sur-représentation des approches remédiationnelles), mais rarement directement les compétences scolaires ou encore les relations parents-professeurs. De là, l’objectif général de la thèse est de concevoir et évaluer des outils numériques favorisant l’inclusion scolaire de collégiens avec TSA, avec 4 principales contributions :1) Extraction de l’existant (étude 1) : Une revue systématique a été menée pour apprécier l'efficacité et l’utilisabilité des technologies numériques actuelles à visée clinique et éducative. Cette étude confirme la prépondérance des aspects cliniques dans cette nouvelle littérature interventionnelle. L’examen de la méthodologie et des résultats des études montre l’importance d’évaluer rigoureusement l’efficacité de ces nouveaux outils, notamment au regard de leur visée première (clinique et/ou ergonomique).2) Conception et évaluation d’une application d’assistance à la régulation émotionnelle pour l’inclusion en classe ordinaire (étude 2) : Une analyse des besoins des élèves avec TSA a été réalisée par une mise en relation entre des mesures de comportements socio-adaptatifs scolaires et de fonctionnement sociocognitif et exécutif. Cette analyse a souligné l’aspect critique des capacités sociocognitives pour le fonctionnement socio-adaptatif des élèves avec TSA, en faisant une cible privilégiée d’intervention (étude 2a). De là, une application mobile d’assistance à la régulation émotionnelle en classe a été conçue à l’aide d’une méthode participative, impliquant familles et professionnels. L’application a été évaluée auprès de 33 élèves en inclusion en classe ordinaire, dont 14 avec TSA (étude 2b). Cette étude montre que 1) le système a été utilisé en classe ordinaire de façon autonome et avec succès, et 2) qu’il s’est montré efficace pour soutenir l’autorégulation des émotions chez des collégiens avec TSA.3) Évaluation d’une application d’entraînement à visée scolaire (étude 3) : Une application d’entraînement au calcul par des activités d’échanges monétaires embarquant un algorithme de machine-learning pour la personnalisation de l’apprentissage a fait l’objet d’une étude de faisabilité auprès de collégiens avec TSA et/ou DI (N= 24). Des résultats prometteurs ont été obtenus après une intervention de trois semaines. Cette étude pilote montre qu’une intervention à visée scolaire peut être pertinente pour enseigner des compétences de numératie à des élèves de classe spécialisée, avec une amélioration des capacités de calcul et un bon niveau de motivation après l’intervention.4) Conception d’un outil numérique pour les aidants (étude 4) : Sur la base d’une analyse des besoins auprès d’un panel de parents, d’enseignants et de cliniciens (N= 86 sur 124 sollicités), nous avons conçu un outil web de suivi de l’élève visant à promouvoir la collaboration et la communication entre le milieu familial, le milieu scolaire et le milieu médico-social. Un premier prototype a été élaboré après avoir présenté des maquettes à des familles et des professionnels, ouvrant comme perspective à notre travail, une étude d'évaluation de l’utilité et de l’efficacité.L’ensemble des études menées est discuté et mis en perspective avec de nouvelles pistes d’investigation et, notamment en lien avec la prise en compte des théories de l’autodétermination dans les méthodes de conception et de validation des interventions numériques pour les enfants avec TSA. / Although inclusive education is essential for their socio-professional future, children and adolescents with ASD still face difficulties in accessing mainstream schooling. The progressive diffusion of technologies in society has encouraged the development of digital interventions for ASD. Nevertheless, previous literature reviews indicate that they focus mainly on the clinical aspects of ASD (with an over-representation of remediation approaches), but rarely directly on academic skills or parent-teacher relationships. Hence, the general objective of the thesis is to design and evaluate digital tools that promote the school inclusion of students with ASD, with four main contributions:1) Extraction of state-of-the-art (study 1): A systematic review was conducted to assess the effectiveness and usability of current digital technologies for clinical and educational purposes. This study confirms the prevalence of clinical aspects in this new interventional literature. The review of the methodology and results of the studies shows the importance of rigorously evaluating the effectiveness of these new tools, particularly with regard to their primary purpose (clinical and/or ergonomic).2) Design and evaluation of an application for emotional regulation assistance for inclusion in the regular classroom (study 2): An analysis of students' needs with ASD was carried out by studying relationships between socio-adaptive school-related behaviour with measures of sociocognitive and executive functioning. This analysis highlighted the critical role of sociocognitive skills for the socio-adaptive functioning of students with ASD, making it a preferred target for intervention (study 2a). From there, a mobile application to assist emotional regulation in the classroom was designed using participatory methods, involving families and professionals. The application was evaluated with 23 students in mainstream classrooms, including 14 with ASD (study 2b). This study revealed that 1) the system has been used successfully and independently in the regular classroom, and 2) it has been shown to be effective in supporting emotional self-regulation in middle school students with ASD.3) Evaluation of an educative application (study 3): A feasibility study has been conducted with an application for calculation through monetary exchange activities using a machine-learning algorithm for personalized learning. Promising results were obtained with middle school students with ASD and/or DI (N= 24) after a three-week intervention. This pilot study shows that a technology-based educational intervention can be relevant for teaching numeracy skills to students in specialized classes, which results in improved calculation skills and a high level of motivation after the intervention.4) Development of a digital tool for caregivers (study 4): Based on a needs analysis with a panel of parents, teachers and clinicians (N=86 out of 124 contacted), we developed a web-based student curriculum monitoring tool to promote collaboration and communication between the family, school and medical-social environments. A first prototype was developed after presenting models to families and professionals, opening up a perspective for our work with a study to evaluate its utility and its effectiveness.All the studies conducted are discussed and put into perspective with new avenues of investigation and, in particular, in relation to the consideration of theories of self-determination in methods for designing and validating digital interventions for children with ASD.

Le numérique continue d'impacter l'allocation optimale des ressources. Cette thèse analyse ses apports, notamment celui du m-paiement dans les économies en développement. Elle s'est particulièrement intéressée aux propriétés de ce dispositif en matière d'inclusion financière et de régulation du secteur informel dans un contexte de développement économique. Cette thèse a recouru à diverses méthodes : descriptive, théorique et statistique. Le premier chapitre a analysé les nouvelles considérations dans la régulation du secteur informel. Le deuxième chapitre a examiné la contribution de l'argent mobile à l'atténuation des lacunes de la microfinance traditionnelle. Le troisième chapitre a construit un modèle qui analyse différentes options pour contrôler la taille du secteur informel. Le quatrième chapitre a étudié la question de l'interopérabilité internationale des dis-positifs de m-payment dans une région économique. Nos résultats indiquent que la régulation du secteur informel devrait passer par la création d'incitations com-patibles et indirectes ; l'argent mobile attenue certaines lacunes de la microfinance traditionnelle ; le m-payment associé aux nouvelles formes de microcrédit aug-mente à la fois la taille du secteur formel et le bien-être ; le secteur du m-payment dans la région est assez mature pour être totalement interconnecté. Compte tenu de l'importance de la financiarisation et de l'intégration du secteur informel au développement économique, nos analyses ont des implications pour les organisa-tions internationales, publiques et privées. / Digital technologies continue to to impact the optimal allocation of resources. This thesis analyzes its contributions, especially those contiguous to m-payment, in de-veloping economies. It is particularly interested in the properties of this device in terms of financial inclusion and regulation of the informal sector in the context of economic development. This thesis uses various methods: descriptive, theoretical and statistical. The first chapter analyzed new considerations in the regulation of the informal sector. The second chapter examined the contribution of mobile money to mitigating the shortcomings of traditional microfinance. The third chap-ter has built a model that analyzes different options for controlling the size of the informal sector. The fourth chapter studied in general the strategic development of an innovation and in particular the positive inputs to the implementation of the international interoperability of m-payment devices in an economic region. Our results indicate that regulation of the informal sector should shift the cre-ation of compatible and indirect incentives; mobile money mitigates some of the shortcomings of traditional microfinance; m-payment associated with new forms of microcredit increases both the size of the formal sector and welfare; m-payment sector in the region considered is mature enough to be fully interconnected. Given the importance of financialization and the integration of the informal sector into economic development, our analyzes have implications for international, public and private organizations.

To stay competitive in the steel industry, steelmakers are utilizing different production methods to reduce production cost without compromising on the quality of their products. In steelmaking, the production process plays a significant role on the steel cleanliness. Recent increasing demands on the cleanliness level therefore require optimization of production process to meet the requirement. Often, the types and distribution of non-metallic inclusions in steel determines the steel cleanliness. In order to optimize the production process, complete assessment of the non-metallic inclusions in the steel is necessary, leading to implementation of measures to control and/or remove non-metallic inclusions in the steel. The present study was performed to investigate the cleanliness level of steel bars produced from a high frequency induction furnace (HF) route at Uddeholms AB. Experimental studies were carried out and characteristics such as number, composition, size distribution and morphology of non-metallic inclusions were investigated. Total oxygen and total nitrogen content were also measured for indirect assessment. Further, the production operations at the HF were observed and evaluated to determine their influence on the inclusion characteristics. The characteristics obtained were compared with characteristics of inclusions in steel bars produced from an electric arc furnace production (EAF) route at Uddeholms AB and a competitor producer sample. The results showed that the level of cleanliness varies from different production routes and is hence dependent on the process at each production route. The number, maximum and mean size of inclusions were found to be higher in the HF route compared to the other routes. More so, there were differences in the types of oxide inclusions observed from each process route. However, sulphide inclusions exhibit similar characteristics from the different process routes. Further, the compositions of oxide inclusions observed from the HF route were found to be closely related to the steel chemistry. More importantly, the types of inclusions formed in the HF route were found to be sensitively affected by the extent of aluminium and calcium contents in the steel. Thus, the oxide inclusion types in the HF samples could be traced to the extent of different additions and operations such as deoxidation and calcium treatment that were carried out during the steelmaking process.

This study examines the experiences of financially and digitally vulnerable individuals in Sweden regarding the digitization of financial services. The study aims to understand how these individuals use digital financial services and what support they believe is needed to design an inclusive financial system. The study uses phenomenology as a research strategy and collects data through semistructured interviews. Data is analyzed with thematic analysis. The results were divided into two main areas, experiences around access to digital financial services and opinions about support measures to facilitate inclusion. The interview participants indicated that access to digital financial services is good, while barriers exist to being able to use them. These barriers were, lack of adequate technology, concerns about safety and non-independent use. Respondents emphasized the need for improved information and training to understand and navigate digital financial systems. The study suggests that future research is needed to deepen the understanding regarding the role of institutions and companies in the creation of a more inclusive financial landscape.

Research from higher education and social psychology has recognized feelings of belonging and perceptions of inclusion as important factors within the university student experience. Yet little research has examined the extent to which interracial contact may correspond with belonging and inclusion in the university setting. In the present study, I conduct secondary analyses of a 2016 campus climate survey of undergraduate students to examine the associations between interracial contact and three indicators of belonging and inclusion (e.g., feeling a sense of belonging, perceiving the campus to be welcoming, perceived university commitment to inclusion) among undergraduate students from different racial and ethnic backgrounds, and among racial and ethnic minority students (ALANA students) regarded as international students and as U.S. residents. Results indicate, overall, White students tend to report greater feelings of belonging and perceptions of inclusions compared to their ALANA peers. Greater interracial contact was generally associated with greater feelings of belonging and greater perceived institutional commitment to inclusion, yet these effects tended to be stronger among ALANA students than among White students. Black students tended to report lower feelings of belonging in comparison to other ALANA students; at the same time, no significant interactions were observed between interracial contact and racial/ethnic status among ALANA students from Asian, Black, Latino/a, or multiracial backgrounds. In addition, international ALANA students tended to report lower levels of belonging as compared to ALANA students regarded as U.S. residents. However, there were no significant interaction effects of interracial contact and international ALANA status in predicting students’ feelings of belonging and inclusion perceptions. The present study highlights how students’ racial/ethnic status can shape belonging and inclusion perceptions on the university campus, and how associations between interracial contact and key indicators of inclusion may vary among students whose racial and ethnic groups occupy different status positions in U.S. society.

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Understanding volatile evolution associated with active volcanic magmatic systems is of paramount importance because volatiles control and determine the magnitude of an eruption owing to the large change in molar volume that volatile species show depending on their physical state (volatiles dissolved in silicate melts vs. volatiles exsolved as vapor). For active volcanic systems studying the volatile evolution can help to assess the potential hazard associated to a certain locality. Also, volatile evolution in magmatic system controls the formation of certain ore deposits. Despite the importance of understanding volatile evolution of magmatic systems, concentrations of volatiles of evolving magmas are not easily available especially for magmas originated in the deep crust. Fortunately, sample of melts can be entrapped as melt inclusion (MI) into growing igneous minerals in crystalizing magma chamber. After the entrapment, the crystal works as an insulating capsule from the external magmatic environment. Researchers have started to use MI because they provide some advantages in respect to the classical whole rock approach to petrological studies. One of the most important advantages is that MI often represent sample of a deep and non-degassed melt (glass) available at Earth's surface. In fact, with the exception of deep ocean basalts, igneous whole rocks found at the Earth's surface are degassed magmas. This dissertation is a compilation of four publications produced during six years of research and is addressed to give a contribution in understanding the volatile evolution in magmatic systems and also to improve the present understanding of information that can be obtained using the melt inclusions technique. In the first chapter, I present an alternative interpretation of H₂O-CO₂ trends obtained from MI. In this study, we demonstrate that these trends can be due to post entrapment crystallization on the wall of the MI and not to magma ascent. This alternative view is more realistic especially for cases where in the same phenocrysts MI show strongly different CO₂ concentrations. In the second chapter, I present a study to test for the MI reliability in recording volatile concentrations. We used the approach of the melt inclusion assemblage (MIA) that consists of analyzing groups of MI presumably entrapped at the same time and, thus, at same chemical and physical conditions. The results show that most of the MIA studied show consistent volatile concentrations corroborating the reliability of the MI technique. CO₂ shows the highest degrees of variability and we have assessed this behavior mostly to C-contamination in the surface of the sample. The third chapter is a study case (the Solchiaro eruption in Southern Italy) that shows the potential uses of MI to understanding the volatile evolution. I present a model showing the dynamic of the magma based on MI. This study also discusses the origin of anomalous MI and which MI provide the best information. The final chapter is dedicated to test the applicability of the new Linkam TS1400XY heating stage. I was able to show how this new microthermometric tool is capable of homogenizing MI at high temperature and to quench MI to a homogeneous glass state. / Ph. D.