Les plantes sont des organismes sessiles se développant dans un environnement hétérogène et fluctuant. La capacité d'acquisition des nutriments par le système racinaire est donc un caractère important pour leur croissance et leur développement.L'azote (N), notamment sous forme nitrate (NO3-), fait partie de ces éléments qui sont limitant pour la croissance des plantes mais aussi très mobiles dans le sol donc fréquemment distribués de façon hétérogène. Les plantes s'adaptent à cette contrainte en modulant le développement racinaire ainsi que la capacité de transport de ce nutriment dans les différentes parties du système racinaire en fonction de la disponibilité en NO3- et du besoin en azote (N) de la plante entière. Cette adaptation repose donc sur la combinaison de deux voies de signalisation, i) une signalisation locale dépendante de la disponibilité en NO3- dans le milieu extérieur ii) une signalisation longue distance (ou systémique) racines-feuilles-racines relative au besoin en N de la plante entière.Toutefois, les bases moléculaires de la signalisation longue distance comme les mécanismes de régulation qui y sont associés ne sont pas totalement connus. Ils reposent sur l'intégration au niveau des parties aériennes de signaux d'origine racinaire, provenant des racines exposées au NO3- mais aussi de celles qui en sont privées. Les parties aériennes jouent alors un rôle majeur dans la modulation de la physiologie et du développement racinaire en condition de disponibilité hétérogène en NO3-. Des études précédentes ont montré que la biosynthèse de cytokinines est essentielle pour la mise en place de cette réponse adaptative. De plus, il est connu qu'après un apport de NO3-, la biosynthèse de cette hormone dans les racines puis son accumulation dans les parties aériennes est augmentée. Dans ce contexte, nous avons émis l'hypothèse que les cytokinines pourraient correspondre à un messager racines/feuilles important pour la signalisation systémique NO3--dépendante.L'objectif de mon projet de thèse consistait à comprendre comment les parties aériennes contrôlent l'acquisition racinaire du NO3- en condition de disponibilité hétérogène en NO3-. Pour reproduire cette condition en laboratoire, le système de 'split-root', permettant de séparer le système racinaire en deux parties isolées pouvant être traitées différemment, a été utilisé pour exposer les plantes à différentes conditions de disponibilité en NO3-. Dans ces différentes conditions, les réponses moléculaires, métaboliques et physiologiques ont été caractérisées chez des plantes sauvages d'Arabidopsis et comparées à celles de mutants affectés dans la biosynthèse, le transport acropetal ou encore dans la perception des cytokinines. La combinaison de ces différentes approches m'a ainsi permis de démontrer que les cytokinines, et plus précisément les trans-zéatines, sont effectivement un messager racines-feuilles crucial pour la mise en place des réponses de la racine à une disponibilité hétérogène en NO3-. De plus, j'ai montré que l'apport hétérogène en NO3- comparé à l'apport homogène entraîne une importante reprogrammation de l'expression génique dans les parties aériennes qui est largement dépendante de ce transport de trans-zéatines vers les feuilles. Enfin, l'intégration de ces données transcriptomiques au sein de réseaux géniques a permis d'identifier des gènes candidats intéressants comme acteurs possibles de la signalisation feuilles-racines. / Plants are sessile organisms growing in a heterogeneous and fluctuating environment. Thus, foraging for nutrients is an important trait for plant growth and development. Nitrogen (N), especially as nitrate (NO3-) form, is one limiting element for plant growth but is also highly mobile in the soil leading to frequent heterogeneity distribution. Plants are managing this constraint through the regulation of root development and NO3- uptake in the different parts of the root system according to the spatial NO3- availability and the N needs of the whole plant. This adaptation relies on a dual signaling pathway involving i) a local signaling related to external NO3- supply and ii) a root-shoot-root long-distance (systemic) signaling related to the plant N needs..However, the molecular basis of the long-distance signaling as well as the regulatory mechanisms associated with, are not fully understood. They rely on the integration at the shoot level of signals originating from both NO3--supplied and N-deprived root parts. Therefore, the shoots have a key role for an efficient adaptation to heterogeneous NO3- environment through the adjustment of root physiology and development. Previously, cytokinin biosynthesis has been shown to be essential for both molecular and morphological root responses to NO3- heterogeneous environment. Moreover, it is known that upon NO3- supply, de novo biosynthesis of this hormone in the roots is increased along with its accumulation in the shoots. In this context, we hypothesized that cytokinins could correspond to an important root to shoot signal involved in NO3--dependent systemic signaling.The main objective of my PhD project was to decipher and understand how the shoots control root NO3- acquisition in response to spatial NO3- heterogeneity. To do so, we used the 'split-root' system, in which physically isolated roots of a same plant are challenged with different NO3- environments. In this framework, we characterized physiological, metabolic and molecular responses of Arabidopsis wild-type plants that we compared to responses of mutants impaired in cytokinin biosynthesis, acropetal transport or perception. The combination of these different approaches allowed me to demonstrate that cytokinins, and especially trans-zeatin species are indeed a root to shoot messenger that is crucial for root responses to spatial NO3- heterogeneity. Moreover, I have shown that NO3- heterogeneous supply compared to homogeneous supply triggers a substantial reprogramming of gene expression in aerial part, which largely depends on this trans-zeatin transport toward the shoots. Finally, the integration of these transcriptomic modifications into gene networks led to the identification of interesting candidate genes to characterize the shoot-to-root signaling.

O uso de novas tecnologias, do computador e da internet na educação viabiliza o estudo de uma nova maneira de transmissão de conhecimento. Um novo modelo de ensino-aprendizagem está se impondo no mundo inteiro. Ele é conhecido como Educação a Distância que se propõe em estender os sistemas educativos formais nos seus diferentes níveis aos setores da população que não possuem acesso aos mesmos. Com a necessidade desenvolveu-se uma pesquisa com o objetivo de criar uma ferramenta de ensino a distância (protótipo) para ensinar engenharia, mas poderia ser utilizada por cursos de qualquer área. Como exemplo e caso prático, utilizou-se uma disciplina na área de Engenharia de Produção \"Técnicas de Seqüenciamento e Programação de Operações em Máquinas\" para auxiliar no aprendizado e na aplicação das técnicas de programação da produção podendo ser aplicado na área acadêmica ou nas indústrias surgindo assim o PONet. / The use of new technologies, of the computer and internet on education make possible the study of a new way of knowledge transmission. A new model of teach-learning have been imposed worldwide. It is known as Distance Education that it considers in extending the formal educative systems in different levels to the sectors of the population that do not possess access to the same ones. With the necessity it was developed a research with the objective to create a distance education tool (archetype) to teach engineering but it could be used by courses of any area. As practical example and case it was used a discipline in the area of production engineering \"Techniques of Sequencing and Scheduling in Machines\" to assist in the learning and in the application of the programming techniques in the production, being able to be applied in the academic area or in the industries thus appearing the PONet.

O objetivo deste trabalho é o desenvolvimento de um software, o Tabelas Interativas Programáveis (TABIPRO), que permita a professores e mentores de Educação a Distância (EAD) com pouca ou nenhuma experiência em programação, incluir em páginas HTML, tabelas dinâmicas que interpretem dados que nelas forem preenchidos, interagindo com o aluno. Protótipos destas tabelas, com nome, descrição, e-mail, número de linhas e colunas, componentes, fórmulas e mensagens, são criados e armazenados em um banco de dados, que é acessado em tempo real toda vez que uma página HTML com chamadas ao TABIPRO, for carregada em um browser. De ampla abrangência, a princípio este trabalho foi concebido para ser aplicado no módulo de Mecânica Gráfica do Programa Educ@r, em curso complementar de ensino a distância de Física para o nível médio, com uso da Internet como meio de comunicação e distribuição de informações. Através do TABIPRO, o aluno que participa de um treinamento ou curso a distância, poderá no processo de avaliação ter o conteúdo de suas respostas corrigidas imediatamente por este software, que ainda permite ao professor acompanhar o desenvolvimento do aluno, comentar suas respostas e direcioná-lo para um melhor aproveitamento do curso. Uma breve explanação do conceito de EAD e a apresentação das ferramentas e métodos utilizados para o desenvolvimento do TABIPRO são apresentados nessa dissertação. / The objective of this paper is the development of a software, the Programmable Interactive Tables (TABIPRO), which allows professors and teachers of Distance Education with little or no experience in programming, to include in HTML pages, dynamic tables that interpret data filled in them, interacting with the student. Prototypes of these tables, with name, description, e-mail, number of lines and columns, components, formulas and messages, are created and stored in a database, which is accessed on line everytime a HTML page with calls to TABIPRO, is loaded in a browser. At first this software was created to be applied to a module of Graphic Mechanics of the Educ@r Program, in an extra distance course of Physics, for High School, using the Internet as a communication and information distributor means. Through the TABIPRO, the students who join a distance training or course, could have their answers immediately corrected by this software during the evaluation process, allowing the teacher to follow the students´ development, comment the answers and direct them to the best result. A brief explanation of the concept of Distance Education and a presentation of the tools and methods used for the TABIPRO development are present in this paper.

Esta tese aprofunda os estudos na área de formação de professores para educação básica na modalidade a distância, integrando a linha de pesquisa Ambientes Informatizados e Ensino a Distância do curso de Pós-graduação em Informática na Educaçao do CINTED/UFRGS. A Teoria da Distância Transacional estuda a distância pedagógica em ambiente virtual de aprendizagem. O objetivo é verificar como se comportam nos cursos os operadores conceituais que formam a base de compreensão deste estudo. São eles: o diálogo, a estrutura do curso e a autonomia do aluno. Estes três pilares sustentam a distância transacional para se investigar como se comportam nas disciplinas pedagógicas de cursos de licenciatura na modalidade a distância. Agrega-se a Teoria da Ação Dialógica que tem o potencial de aprofundar e enriquecer a abordagem sobre a Distância Transacional. Percorre-se brevemente o contexto histórico da Ead, os cursos de formação de professores no Brasil e o processo de escolarização da educação básica. A pesquisa é construída na triangulação analítica entre o conteúdo dos documentos referentes aos cursos e as disciplinas, o questionário assíncrono, o registro da observação no ambiente virtual de aprendizagem Netaula, o relatório de participação dos fóruns e os diálogos com a coordenação do curso de Pedagogia. A pesquisa foi desenvolvida em uma universidade particular de ensino superior da região Sul compreendendo em um estudo de caso O campo de pesquisa constitui-se de oito disciplinas pedagógicas, oferecidas do primeiro ao sétimo semestre, em sete cursos de licenciaturas, com destaque para o curso de Pedagogia, com todos os sujeitos envolvidos. Apresenta-se a voz dos agentes: alunos, os professores regentes e tutores virtuais a partir da análise dos questionários e dos fóruns das disciplinas. Os resultados mostram a relevância da aplicação da teoria da distância transacional na apreciação dos cursos de licenciatura na modalidade a distância para pensar o estreitamento da distância pedagógica nos cursos a distância. Isso implica no sentimento de pertencimento ao curso para os alunos, os professores regentes e os tutores virtuais. Destaca-se a relevância da estrutura do curso que mostra a interação mais expressiva do aluno com o conteúdo. E a importância do auto estudo e da autodisciplina para a consolidação da autonomia do aluno. / This thesis develop the studies in the area of teacher training for basic education in the distance modality, integrating the research line of Learning Management System and Distance Learning of post graduate course in informatics in education of CINTED/UFRGS. The theory of transactional distance investigate pedagogical distance in virtual learning environments. The main goal is to verify how conceptual operators make their own basis of comprehension for this study, which are: the dialogue, the structure of the course and the student autonomy. These tree pillars sustain the transactional distance to investigate how pedagogical disciplines of graduation courses behave in the distance modality. I added the dialogical action theory which has the potential to develop and enrich the approach of transactional theory. We analyze very briefly the history context of distance learning, the formation courses of professors in Brazil and the process of schooling of basic education. The research it`s built in the analytical triangulation between the content of the documents concerning the disciplines and the courses, the self-paced questionary, the observation register in the virtual learning environment Netaula, the report of the participation in the forums and the dialogues with the pedagogical course co-ordination. The research was developed in a private university of graduation teaching in the south region understanding a study of the case The rummage field it`s formed by eight pedagogical disciplines, offered from the first to the seventh semester in seven courses of graduation, and the most important for our research is the course of pedagogy with all the individuals involved. We present the voice of the agents: students, regent professors and virtual tutors starting from the review of the questionary and the discipline forums. The findings shows us relevance of the application of transactional distance theory for appreciation of graduation courses in distance modality, to analyze the decrease of pedagogical distance in the distance education courses. This implies in the feeling of belonging to the course for the students, the regent professors and the virtual tutors. The relevance of the structure of the course stands out, because it shows the most expressive interaction of the student with the content of the course. And the importance of self study and self discipline for the consolidation of the autonomy of the student.

Crowdfunding is a growing form of start-up funding and is estimated to turn over 5.1 billion USD in the future (Teigland & Ingram, 2013). This may not be a big part of the global economy but still very important, because this capital helps start-up ventures to emerge and help them to evolve in a way they could not if it was not for crowdfunding. The findings of this paper deduces that nationality does not have an impact on the transactions decision of Swedish crowdfunders. Support for other hypothesis are also found, which could be helpful for future research about how crowdfunders transaction decisions is influenced.

In this thesis we are focusing at the notion of psychical distance first introduced in the work "'Psychical Distance' as a Factor in Art and as an Aesthetic Principle" from Edward Bullough. There were many responses to the concept of psychical distance from many authors, some of them have rejected this notion, and others tried to support it. Initially we provided brief interpretation of Bulough's work with the focus at parts, which are cited and investigated most frequently in mentioned interpretations. We are interpreting and comparing gradually the most popular works, which involve the notion of psychical distance with respect to Bullough's original concept. We are pointing out the difference between notions psychical distance and aesthetic attitude, because they are mistaken one for another by many different authors. This thesis tries to provide new look at some papers responding to Bullough's conception.

Le système éducatif supérieur au Maroc se base sur la formation traditionnelle en présentiel. Les apprenants sont obligés d’être présents à toutes les séances de cours et pendant toute leur formation. Actuellement, avec la mise à disposition de cours en ligne, comme les MOOC (Massive open online courses), et l’apparition des plateformes de gestion de contenus pédagogiques ou LMS (Learning management content) comme Moodle, de nombreux cours sont accessibles gratuitement en ligne pour les apprenants. Le suivi des cours à distance, pourrait être une solution au problème de la massification de l’enseignement supérieur au Maroc, contribuer à l’amélioration du niveau, améliorer la motivation et à l’implication des apprenants à l’utilisation des TICE (Technologies de l’information et de la communication pour l’éducation). Notre recherche vise à évaluer différentes situations d’apprentissage hybride (présentiel et à distance) pour des apprenants universitaires marocains en cohérence avec un cadre théorique qui s’inspire principalement de la théorie de l’activité. Pour concrétiser nos travaux de recherche, nous avons réalisé trois expériences de formation hybride ayant recours à des MOOC. Ces expériences ont été réalisées avec quelques modules de formations universitaires dans le cadre de formations supérieures relevant du secteur public et du secteur privé. L’objectif de ces expériences était d’évaluer la motivation, la satisfaction et l’appropriation de cette nouvelle approche technopédagogique et d’émettre des recommandations aux différents acteurs (apprenants, enseignants, établissements) sur l’intégration de formations hybrides dans l’enseignement supérieur au Maroc. / The higher education system in Morocco has long been based on traditional face-to-face training. Learners are required to attend all courses sessions throughout their training. At the present time, with the availability of online courses such as MOOC (Massive Open online courses), and the appearance of LMS (Learning management content) platforms like Moodle, several courses in particular and training in general are available free of charge online. The follow-up of distance courses could be a solution to the problem of the massification of higher education in Morocco, contribute to improving the level, improve the motivation and involvement of learners in the use of ICT4E (Information and Communication Technologies for Education). Our research aims to evaluate different hybrid learning situations (face-to-face and distance learning) for Moroccan university learners in coherence with a theoretical framework that is mainly inspired by the activity theory. To concretize our research, we carried out three experiments of hybrid training using MOOC. These experiments were carried out with some university training modules as part of higher education courses in the public and private sectors. The objective of these experiments was to evaluate the motivation, satisfaction and appropriation of this new techno-pedagogical approach and to issue recommendations to the various actors (learners, teachers, institutions) on the integration of hybrid training in higher education in Morocco.

Depuis la révolution de 2011, la participation politique en Tunisie s’est caractérisée par un certain « néophytisme », impliquant les transnationaux dans ces nouvelles pratiques citoyennes. Dans la présente recherche, nous nous sommes intéressée à la politisation inédite des Tunisiens à l’Etranger, depuis le pays d’accueil. Notre intérêt a porté essentiellement sur la construction du transnationalisme politique tunisien, dans un nouveau contexte de démocratisation du pays d’origine. Notre travail théorique s’est basé sur l’interdisciplinarité, qui nécessite le recours à la pluri méthodologie au niveau de l’investigation empirique. Pour ce faire, nous avons fait un état des lieux de la recherche portant sur l’évolution du transnationalisme tant sur le plan scientifique qu’institutionnel. Au moyen du Questionnaire, nous avons exploré un échantillon de 300 électeurs à distance de trois agglomérations, de la région Rhône-Alpes, différant du point de vue de la taille (nombre d’habitants) et ce au niveau, essentiellement, des motivations au vote à distance. Nous avons eu recours au guide d’entretien semi-directif, pour être en mesure d’appréhender les représentations, attitudes et identifications d’un groupe d’interviewés (militants, candidats et députés de l’Etranger résidant en France), issus de la même population-mère (les transnationaux tunisiens). Cette recherche nous a permis de constater, entre autres, une forme de liminalité caractérisant la situation transitoire des transnationaux tunisiens, au niveau du passage du disempowred à l’empowerment individuel. Dans un contexte de changement politique du pays d’origine,le néophytisme électoral de bon nombre de transnationaux tunisiens dénoterait une politisation encore en gestation. / Ever since the 2011 Tunisian Revolution, participation in the political process amongst the citizens of Tunisia has been characterized by a high degree of neophytism. Included amongst these new participants partaking in these newly available political rights are high levels of internationally based Tunisian transnational’s. Our research is interested in the unprecedented politicization of Tunisians residing abroad away from Tunisia. Our interest focused on the construction of Tunisian political transnationalism, within a new contextual paradigm of the recent democratization of their country of origin. Our theoretical work as based upon the usage of various inter-disciplinary methods, which required the use of multi-methodological approaches for the necessary level of effective empirical investigation. To do this, we created an inventory of research on the evolution of transnationalism available both scientifically and institutionally. Utilizing the Questionnaire, we explored a sample of 300 voters from a distance of three agglomerations in the Rhône-Alpes region, differing in population size based upon the number of inhabitants residing within them. We were primarily interested in their motivations for participating in remote voting. We used the semi-directive interview method to be able to deeply understand the representations, attitudes and identities of a diverse group of interviewees. This included transnational activists, candidates, and deputies from abroad residing in France who originatedfrom the same mother country of Tunisia. This research has allowed us to notably observe, amongst other things, a form of liminality that is characteristic of the transitional situation experienced by Tunisian transnational’s politically. This is specifically seen with regards to their passage from being disempowered politically to being individually empowered. Within the context of rapid political change in their country of origin, the political and electoral neophytism of many Tunisian transnational’s isrepresentative of a politicization process still in the making.

As part of a nationwide effort to increase the postsecondary educational attainment levels of citizens, colleges and universities have expanded offerings of courses and programs to more effectively meet the needs of students. Online courses offer convenience and flexibility that traditional face-to-face classes do not. These features appeal to students with family and work responsibilities that typically make attending classes on campus difficult. However, many of the students who tend to take courses in this instructional format have characteristics that place them at high-risk for academic failure. Because of the traditional mission of community colleges, they generally serve more students who fit this high-risk profile. The purpose of this study was to determine if significant differences existed in student success at the community college level in online courses as compared to face-to-face courses. In addition, the researcher investigated the relationship between selected demographic, academic, enrollment, and external environmental factors and student success in online courses. Success was demonstrated by the final course letter grades earned by students. The identification of factors associated with student success in distance education could help improve online course development, evaluation, instruction, student advisement, and support services. The study involved secondary data analysis of quantitative data relevant to students enrolled in course sections taught by instructors who taught both online and face-to-face sections of the same course within the same semester from fall 2012 through spring 2015 (excluding summer sessions). The target population included 4,604 students enrolled at a public 2-year community college located in southern Middle Tennessee. Results indicated there was a significant difference in success between students taking a course online and students taking a course face-to-face. Also, there was a significant difference in success based on instructional method when the following factors were considered: age group, gender, composite ACT score, student load, student classification, Pell Grant eligibility status, and marital status. There was no significant difference in success based on instructional method when first-generation college student status or dependent child status were considered.

Dedication -- Acknowledgments -- About the manual -- Getting started -- A world on curriculum audit and redesign -- Curriculum audit : the process -- Assessment -- What is needs analysis -- How it aids design and planning -- Addressing stakeholders needs -- Involving students -- What should be considered -- Using model and templates -- SWOT -- Profiling -- Curriculum redesign -- Matching learning methods to needs -- Program and course redesign checklist -- References and other resources -- Appendices 1 -- Appendices 2 -- About the author -- About the E-Learning Solutions Center -- About our services -- About our products -- Thank you. This training manual serves as a valuable tool to enhance curriculum audit, instructional redesign, and the development of face-to-face (F2F) courses and materials into e-learning and mobile learning for colleges and universities. It is designed for aspiring e-learning and mobile learning course developers who are desirous of developing, implementing and sustaining e-learning and m-learning platforms to promote teaching, learning, service and community. / https://dc.etsu.edu/etsu_books/1090/thumbnail.jpg