Yes / Skill mix has been established as one method of maintaining imaging service delivery, with vertical and horizontal substitution of roles and tasks. Assistant practitioners (APs) have been undertaking limited imaging practice for almost two decades, but there remains a paucity of evidence related to the impact of their roles. Methods: This article reports on an electronic survey of individual APs within the NHS in the UK to explore utilisation, role scope and aspirations. Results: Responses were analysed from APs (n = 193) employed in 97 different organisations across the UK. The majority work in general radiography or mammography, with very few responses from other imaging modalities. Training routes varied across modalities, with most achieving Band 4 under Agenda for Change on completion of education. Limitations on practice vary between organisations and modalities, with many reporting blurring of the radiographer-AP boundary. Many aspire to continue their training to achieve registrant radiographer status, although there were clear frustrations from respondents over the lack of overt career prospects. Conclusion: Integration of the role into imaging department practice does not appear to be universal or consistent and further research is required to examine the optimal skill mix composition. Advances in knowledge: Skill mix implementation is inconsistent across modalities and geography in the UK. Opportunities for further workforce utilisation and expansion are evident.

This research explored the factors that influence whether Learning Support Assistants (LSAs), who support the learning of pupils with very complex learning needs, are equipped with the necessary skills to help these students learn. A significant feature in the delivery of educational support to pupils with low incidence needs is that it is LSAs who provide the majority of educational instruction and, furthermore, these paraeducators work with only limited supervision from class teachers. It therefore follows that if high quality educational assistance is to be available to pupils, then those undertaking the majority of this support need to have appropriate pedagogical knowledge. I explored this complex subject by undertaking a workplace ethnography at a single special school over the course of an academic year. In my ethnography, I used a number of data collection methods, including semi-structured interviews with teachers, LSAs and therapists, as well as participant and non-participant observations. The limited literature on the topic of LSA learning concludes that they are not being provided with the learning opportunities they need for the demanding work they do. However, because of the scarcity of information in the literature pertaining to the development of this important group of the educational workforce, I needed to look to the literature on organisational learning more broadly to inform my work and relate it to my own area of interest. The lack of priority given to non-formal learning was a key theme across these texts, with opportunities for participative learning emerging as an important feature. However, this aspect alone could not explain the reasons why these paraeducators did not have access to learning provision appropriate to their needs and so I looked to other theories of workplace learning. The conceptual and analytical approach of the Working as Learning Framework (WALF) (Felstead, et al., 2009), with its incorporation of the concepts of systems of production, discretion, and learning environments and territories, offered me the opportunity to scrutinise the situation regarding the learning and development of LSAs from a wide perspective. Through my adoption of the WALF I have identified the influences that shaped the workplace learning environment of the LSAs at the special school. In doing so, I have added to the limited research on this important and yet inadequately understood group. Although my study focused on one special school this research can inform how the abilities of paraeducators in different educational settings can be developed, because of my adoption of the theoretical standpoint of the WALF. Furthermore, by applying the WALF, my thesis has utilised workplace learning theory to make an important intellectual contribution to the discussion about how high quality educational provision can be delivered. My thesis is also apposite, because the number of children with more complex learning difficulties is increasing and these individuals require specialist paraeducators to be appropriately equipped to meet their needs, whether they are being educated in special or mainstream schools.

L’intérêt porté aux algorithmes probabilistes est, entre autres,dû à leur simplicité. Cependant, leur analyse peut devenir très complexeet ce particulièrement dans le domaine du distribué. Nous mettons en évidencedes algorithmes, optimaux en terme de complexité en bits résolvantles problèmes du MIS et du couplage maximal dans les anneaux, qui suiventle même schéma. Nous élaborons une méthode qui unifie les résultatsde bornes inférieures pour la complexité en bits pour les problèmes duMIS, du couplage maximal et de la coloration. La complexité de ces analysespouvant facilement mener à l’erreur et l’existence de nombreux modèlesdépendant d’hypothèses implicites nous ont motivés à modéliserde façon formelle les algorithmes distribués probabilistes correspondant ànotre modèle (par passage de messages, anonyme et synchrone), en vuede prouver formellement des propriétés relatives à leur analyse. Pour cela,nous développons une bibliothèque, RDA, basée sur l’assistant de preuveCoq. / Probabilistic algorithms are simple to formulate. However, theiranalysis can become very complex, especially in the field of distributedcomputing. We present algorithms - optimal in terms of bit complexityand solving the problems of MIS and maximal matching in rings - that followthe same scheme.We develop a method that unifies the bit complexitylower bound results to solve MIS, maximal matching and coloration problems.The complexity of these analyses, which can easily lead to errors,together with the existence of many models depending on implicit assumptionsmotivated us to formally model the probabilistic distributed algorithmscorresponding to our model (message passing, anonymous andsynchronous). Our aim is to formally prove the properties related to theiranalysis. For this purpose, we develop a library, called RDA, based on theCoq proof assistant.

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 122-128) Also available in print.

Nous proposons deux caractérisations des arbres réguliers. La première est sémantique et s'appuie sur les types co-inductifs. La seconde est syntaxique et repose sur une représentation des arbres réguliers par des termes cycliques. Nous prouvons que ces deux caractérisations sont isomorphes.Ensuite, nous étudions le problème de la définition de morphisme d'arbres préservant la propriété de régularité. Nous montrons en utilisant le formalisme des transducteurs d'arbres, l'existence d'un critère syntaxique garantissant la préservation de cette propriété. Enfin, nous considérons des applications de la théorie des arbres réguliers comme la définition de l'opérateur de composition parallèle d'une algèbre de processus ou encore, les problèmes de décidabilité sur les arbres réguliers via une mécanisation d'un vérificateur de modèles pour un mu-calcul coalgébrique. Tous les résultats ont été mécanisés et prouvés corrects dans l'assistant de preuve Coq. / We propose two characterizations of regular trees. The first one is semantic and is based on coinductive types. The second one is syntactic and represents regular trees by means of cyclic terms. We prove that both of these characterizations are isomorphic. Then, we study the problem of defining tree morphisms preserving the regularity property. We show, by using the formalism of tree transducers, the existence of syntactic criterion ensuring that this property is preserved. Finally, we consider applications of the theory of regular trees such as the definition of the parallel composition operator of a process algebra or, the decidability problems on regular trees through a mechanization of a model-checker for a coalgebraic mu-calculus. All the results were mechanized and proved correct in the Coq proof assistant.

The thesis deals with the integration of learners with special educational needs into non-special basic schools and classes with the usage of supportive assistance service. The theoretical part is focused on the statement of specialized terminology, the explanation of terms and forms of pedagogical integration. The dissertation is defined in detail to laws and regulations which address this issue. The composition summarizes the differences between a pedagogue assistant and a personal assistant, their competency, provisions, job description, qualification and legislation connected. In the practical part there is a research. The aim of this thesis was to find out if pedagogical assistants are really prepared and qualified to their work.

Ce mémoire présente l'implémentation d'un nouveau langage de programmation nommé Typer. Typer est un langage fonctionnel orienté vers la méta programmation. Il a été conçu pour augmenter la productivité du programmeur et lui permettre d'écrire des applications plus fiables grâce à son système de types. Pour arriver à ses fins, Typer utilise l'inférence de types et implémente un puissant système de macros. L'inférence de types permet à l'utilisateur d'omettre certains éléments, le système de macros, quant à lui, permet de compléter le programme pendant la compilation lorsque l'inférence n'est pas suffisante ou pour générer du code. Typer utilise les types dépendants pour permettre à l'utilisateur de créer des types très expressifs pouvant même être utilisés pour représenter des preuves formelles. De plus, l'expressivité des types dépendants permet au compilateur d'effectuer des vérifications plus approfondies pendant la compilation même. Ces mécaniques permettent au code source d'être moins verbeux, plus concis et plus simple à comprendre, rendant, ainsi l'écriture de programmes ou/et de preuves plus plaisante. Ces fonctionnalités sont implémentées dans l'étape que nous appelons l'élaboration, à l'intérieur de laquelle de nombreuses transformations du code source ont lieu. Ces transformations incluent l'élimination des aides syntaxiques, la résolution des identificateurs, l'expansion des macros, la propagation et l'inférence des types. / This dissertation present the implementation of a new programming language named Typer Typer is a functional programming language oriented towards meta programming. It has been created to increase the programmer productivity and enable him to write safer programs thanks to his type system. To achieve his goal, Typer use type inference and a powerful macro system. Type inference enable to user to elide some elements while the macro system enable us to complete the program during compilation. Typer use dependent type which enable the user to create very expressive types which can even be used to represent formal proofs. Furthermore, dependent type's expressivity enable the compiler to perform a in-depth checks during compilation. Those mechanics enable the source code to be less verbose, shorter and easier to understand, making the writing of new programmes more enjoyable. Those functionalities are implemented during the step we call the elaboration in which numerous transformations occur. Those transformations include the removal of syntactic sugar, identifier resolution, macro expansion and the propagation and the inference of types.

L'analyse réelle a de nombreuses applications car c'est un outil approprié pour modéliser de nombreux phénomènes physiques et socio-économiques. En tant que tel, sa formalisation dans des systèmes de preuve formelle est justifié pour permettre aux utilisateurs de vérifier formellement des théorèmes mathématiques et l'exactitude de systèmes critiques. La bibliothèque standard de Coq dispose d'une axiomatisation des nombres réels et d'une bibliothèque de théorèmes d'analyse réelle. Malheureusement, cette bibliothèque souffre de nombreuses lacunes. Par exemple, les définitions des intégrales et des dérivées sont basées sur les types dépendants, ce qui les rend difficiles à utiliser dans la pratique. Cette thèse décrit d'abord l'état de l'art des différentes bibliothèques d'analyse réelle disponibles dans les assistants de preuve. Pour pallier les insuffisances de la bibliothèque standard de Coq, nous avons conçu une bibliothèque facile à utiliser : Coquelicot. Une façon plus facile d'écrire les formules et les théorèmes a été mise en place en utilisant des fonctions totales à la place des types dépendants pour écrire les limites, dérivées, intégrales et séries entières. Pour faciliter l'utilisation, la bibliothèque dispose d'un ensemble complet de théorèmes couvrant ces notions, mais aussi quelques extensions comme les intégrales à paramètres et les comportements asymptotiques. En plus, une hiérarchie algébrique permet d'appliquer certains théorèmes dans un cadre plus générique comme les nombres complexes pour les matrices. Coquelicot est une extension conservative de l'analyse classique de la bibliothèque standard de Coq et nous avons démontré les théorèmes de correspondance entre les deux formalisations. Nous avons testé la bibliothèque sur plusieurs cas d'utilisation : sur une épreuve du Baccalauréat, pour les définitions et les propriétés des fonctions de Bessel ainsi que pour la solution de l'équation des ondes en dimension 1. / Real analysis is pervasive to many applications, if only because it is a suitable tool for modeling physical or socio-economical systems. As such, its support is warranted in proof assistants, so that the users have a way to formally verify mathematical theorems and correctness of critical systems. The Coq system comes with an axiomatization of standard real numbers and a library of theorems on real analysis. Unfortunately, this standard library is lacking some widely used results. For instance, the definitions of integrals and derivatives are based on dependent types, which make them cumbersome to use in practice. This thesis first describes various state-of-the-art libraries available in proof assistants. To palliate the inadequacies of the Coq standard library, we have designed a user-friendly formalization of real analysis: Coquelicot. An easier way of writing formulas and theorem statements is achieved by relying on total functions in place of dependent types for limits, derivatives, integrals, power series, and so on. To help with the proof process, the library comes with a comprehensive set of theorems that cover not only these notions, but also some extensions such as parametric integrals and asymptotic behaviors. Moreover, an algebraic hierarchy makes it possible to apply some of the theorems in a more generic setting, such as complex numbers or matrices. Coquelicot is a conservative extension of the classical analysis of Coq's standard library and we provide correspondence theorems between the two formalizations. We have exercised the library on several use cases: in an exam at university entry level, for the definitions and properties of Bessel functions, and for the solution of the one-dimensional wave equation.

The aim of this thesis is to analyse the conditions of communication between a teacher and a teaching assistant in kindergartens and primary schools. The thesis consists of two parts, theoretical and practical. In the first chapter of theoretical part, I define important terms related to inclusive education. Second chapter describes the position of teaching assistants and the contents of their work. The last chapter of the theoretical part is dedicated to pedagogical communication and cooperation between teachers and teaching assistants. The practical part inquires into the cooperation and communication between the teacher and teaching assistant using the method of in-depth interviews with teaching assistants and teachers and observing their interaction in kindergarten and primary school classes. Keywords: inclusive education, teaching assistant, cooperation between teacher and assistant, communication.

Conscient, intrigué et soucieux des enjeux à l’œuvre dans une dimension spatiale des sociétés, ma démarche de recherche se situe dans une approche compréhensive de ce que ‘‘l’expertise sociale’’ révèle dans le(s) champ(s) sanitaire et social, particulièrement dans et pour la profession d’assistant(e) de service social.Assistant social en psychiatrie adultes de 1992 à 2002, et formateur en travail social depuis 2003, ma posture de recherche s’inscrit ainsi dans une géographie sociale critique.Cette thèse permet de définir et conceptualiser ‘’l’expertise sociale’’, et de constater les limites en termes de ‘’travail ensemble’’ sur trois territoires (Guérande, Trignac, Saumur), notamment dans le champ de la santé mentale. Sur chacun d'entre eux, les spécificités de ses acteurs (assistant-e-s de service social, élu-e-s, responsables de service, professionnels de santé, citoyens, etc.) et le contexte local ont leur importance.Les résultats de cette recherche permettent de constater et de considérer que des ‘’experts sociaux’’, reconnus comme tels au regard de leurs connaissances et leur(s) expérience(s), développent et favorisent la coordination entre les acteurs mentionnés ci-dessus, notamment dans le champ de la santé mentale, et ce pour rendre plus efficientes les pratiques au service des citoyens et de la société.Ceci participe à un réel décloisonnement, à optimiser les interrelations et les complémentarités. ‘’L’expertise sociale’’ est reconnue comme inévitablement collective, en mouvement, prenant sens au regard de l’histoire du territoire et des personnes qui le constitue : une expertise sociale située. / Aware of, intrigued by and concerned about the issues at work in a spatial dimension of societies, my research method is in a comprehensive approach of what "social expertise" reveals in the health and social field(s), especially in and for the profession of social worker. As a social worker in adult psychiatry from 1992 to 2002, and a trainer in social work since 2003, my research posture is part of a critical social geography. This thesis gives the opportunity to define and conceptualize the "social expertise", and to note the limits in terms of "working together" in three areas (Guérande, Trignac, Saumur), particularly in the field of mental health. In each of these territories, the specificities of its actors ( social workers, elected representatives, service managers, health professionals, citizens, etc.) and the local context are important. The results of this research make it possible to note and consider that "social experts", recognized as such with regard to their knowledge and their experience(s), develop and promote the coordination between the various actors mentioned above. It is particularly true in the field of mental health, in order to improve the efficiency of practices that serve the public and the society... It contributes to overcome silos, to optimize interelations and complementarity. The "social expertise" is recognized as inevitably collective, moving, meaningful with regard to the history of the territory and the people who constitute it : a located social expertise