This thesis is an interdisciplinary study of the aesthetics of movement in Gilles Deleuze’s writings and in Merce Cunningham’s choreographies. But it is also a study of the movement that arises when the two meet in a series of variations, where also their respective working partners Félix Guattari and John Cage enter. It is a textual happening where the random juxtaposition between seemingly unrelated areas, philosophy and dance, gives rise to arbitrary connections. It is a textual machine, composed of seven parts. First, the methodological architecture of the juxtaposition is introduced and it is shown how this relates to the materials (the philosophy of Deleuze and the aesthetics of Cunningham), the relation between the materials, and the respective contexts of the materials. The presence of movement in Deleuze’s thinking is then presented and the figure of immobile movement is defined. This figure is a leitmotif of the analyses. It is argued that this figure of immobile movement is not only a stylistic element but has implications on a philosophical level, implications that materialise in Deleuze’s texts. Then follow four parts that build a heterogeneous whole. The analysis of movement is continued through four juxtapositions of particular texts and particular choreographies. Through these juxtapositions, different aspects of movement appear and are discussed: the relation between movement and sensation, movement in interaction with other arts, movement as a means of taking the body to its limit, movement as transformation. Through these analyses, the aesthetics of Cunningham is put into new contexts. The analyses also put into relief Deleuze’s use of figures of movement, and these suddenly acquire another kind of importance. In the seventh and concluding part, all this is brought into play.

The main research problem in this thesis is how unemployed individuals experience and handle the situation of unemployment and how their actions are related to their action possibilities. These are determined by factors like level of education, vocational training, age, citizenship, handicap and level of unemployment on the local labour market. A common assumption is that search behaviour of unemployed individuals strongly affects their possibility to find a job. A central question in this thesis is if individuals’ behaviour has been overemphasised at the expense of real employment opportunities. The empirical part of this thesis is based on longitudinal data collected during a period of high unemployment. The sample is a national random sample existing of 3 500 Swedes interviewed by telephone in the beginning of 1996 and in the end of 1997. The results show that the expectations of the unemployed to find a job as well as their actual search behaviour are shaped by the situation they are in. The unemployed have job expectations that co-vary with their action possibilities, but as many as 31.3 per cent overestimate their chances and 10.5 per cent underestimate them. This result is based on questions about expectations to obtain a job related to the actual employment situation nearly two years later. Unemployed individuals’ job expectations co-vary with their experiences of the unemployment situation. Those who believe that their job chances are bad have a low mental sense of well-being, while the opposite is found among those who believe that their job chances are good. The sense of having control over the situation is important for an individual’s mental sense of well-being. Both strategies of activity and adaptation occur among the unemployed. Strategies that are meant to change the situation in an objective are most common, only a minority of the unemployed seem to have adapted to the situation of unemployment.

Title from first page of PDF document. Includes bibliographical references (p. 47-49).

The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative education program (AEP). While, a number of studies have been conducted to explain why students drop out of school, more research was needed in the area of students that reenter to complete their studies (Fernandez, Paulsen & Hiranko-Nakanishi, 1996; Krashen, 1998; NCES, 1981; Pirog & Magee, 1997; Ramsey, 1988; Rumberger, 1995; Warren, 1996; White & Kaufman, 1997). The study utilized qualitative methodology with a case-study approach by utilizing small groups within the context of an organization (Miles and Huberman, 1994). The study site was purposely selected (Kuzel, 1992; Morse, 1989) using low-socio-economic criteria, ethnic representation, an AEIS rating of Commended, and a high graduation rate. Site participant selection included comprehensive sampling (Goetz and LeCompte, 1984) of the AEP personnel and random sampling of the student participants and their respective parents. The primary data was collected using a modified three-interview method (Dolbeare and Schuman, 1982) with corroborating document review and focus groups. Findings indicated that research participants could identify seventeen different characteristics for returning high school students. Some of the characteristics describing these students also reflect their motivation or rationale for returning back to complete their high school studies. The study revealed four major practices within the AEP that supported the program and its students towards their mission of graduating. These were: hiring the right personnel, monitoring academic progress, providing student support services, and maintaining a safe school climate. A resultant theme indicated that there was a need to promote a positive image of the value of the AEP. Since only ten participants and five students were included in the study, the findings can only be tentatively generalized. Finally, suggestions are made for AEP programs to be designed to entice students not only to return back to school, but to remain until their goal to graduate is realized. / text

Στην παρούσα μελέτη περίπτωσης ερευνήσαμε τους τρόπους με τους οποίους οι εκπαιδευόμενοι του παραρτήματος του Σχολείου Δεύτερης Ευκαιρίας Πάτρας (2012 – 2013), το οποίο λειτουργεί στο Κατάστημα Κράτησης Πάτρας, συμμετέχουν στη διαμόρφωση της γνώσης, που έχουν τη δυνατότητα να συγκροτήσουν, αλλά και τους παράγοντες που οριοθετούν αυτή τη διαδικασία, και κατ' επέκταση το περιεχόμενο αυτής της γνώσης. Επιπλέον, κρίναμε σκόπιμη και τη διερεύνηση της επίδρασης της λειτουργίας του παραρτήματος του Σχολείου Δεύτερης Ευκαιρίας Πάτρας (2012 – 2013) στο πειθαρχικό έργο του Καταστήματος Κράτησης Πάτρας. Για την επίτευξη του ερευνητικού μας σκοπού, πραγματοποιήσαμε 15 ημιδομημένες συνεντεύξεις με τους εκπαιδευόμενους, που φοιτούσαν στο συγκεκριμένο ΣΔΕ την περίοδο διεξαγωγής της έρευνας, την προϊσταμένη του ΣΔΕ και την υπεύθυνη του Καταστήματος Κράτησης για την εκπαίδευση των κρατουμένων. Στο περιεχόμενο των συνεντεύξεων πραγματοποιήθηκε ποιοτική ανάλυση περιεχομένου. Η ανάλυση έδειξε ότι οι εκπαιδευόμενοι του ΣΔΕ συμμετέχουν στη διαμόρφωση της γνώσης, που έχουν τη δυνατότητα να συγκροτήσουν, μέσα από μία σειρά τρόπων. Ωστόσο, η διαδικασία αυτή φάνηκε να οριοθετείται από ορισμένους περιορισμούς και απαγορεύσεις που επιβάλλονται στους εκπαιδευόμενους, κυρίως από το πλαίσιο της φυλακής. Τέλος, κατά τη λειτουργία του ΣΔΕ, διαπιστώθηκε η εφαρμογή ενός αριθμού πειθαρχικών τεχνικών, οι οποίες επιδρούν θετικά στο πειθαρχικό έργο της φυλακής. / In this present case study we researched the ways in which the students of the department of the Second Chance School of Patras (2012-2013), which operates in the Prison of Patras, participate in the formation of knowledge and have the capability of composing, also the factors which limit this process as well as the content of knowledge. Furthermore, we decided that it was also necessary to research the effects of the operation of the department of the Second Chance School of Patras (2012-2013) on the disciplinary work of the Prison of Patras. To achieve the goal of our research we took 15 semi-structured interviews from the students who attended the Second Chance School at the time the research was conducted, the Head Director of the Second Chance School and the Head Manager of Education of the Prison of Patras. We analyzed the content of the research in detail. The analysis conveyed that the students of Second Chance School took part in the formation of knowledge which they have the capability of obtaining in a variety of ways. However, the procedure seemed to be limited by certain limits and prohibitions which are imposed on the students basically from the framework of the prison. Finally, during the operation of Second Chance School a number of disciplinary techniques were established which had a positive effect on the disciplinary work of the prison.

Σκοπός της παρούσας μελέτης είναι αφενός να διερευνήσει το οικονομικό και πολιτισμικό κεφάλαιο των εκπαιδευομένων του Σχολείου Δεύτερης Ευκαιρίας (ΣΔΕ) Αγίων Αναργύρων κι αφετέρου να ανιχνεύσει τις προσδοκίες που αναμένουν από την αύξηση του συνολικού τους κεφαλαίου μέσω της αξιοποίησης του νεοαποκτηθέντος απολυτηρίου τους. Επιπλέον, αναζητά τον βαθμό ταύτισης των προσδοκιών τους με τους διακηρυγμένους στόχους του θεσμού των ΣΔΕ. Το θεωρητικό πλαίσιο της έρευνάς μας βασίζεται στη θεωρία της πρακτικής του Pierre Bourdieu η οποία συνδέει το κεφάλαιο με την έξη (habitus) και το πεδίο. Η συλλογή των δεδομένων έγινε με τη χρήση 14 ημι-δομημένων συνεντεύξεων και η επεξεργασία τους με ποιοτική ανάλυση περιεχομένου. Τα ερευνητικά μας ευρήματα κατέδειξαν ότι υπάρχει διαφοροποίηση των προσδοκιών μεταξύ των ενήλικων εκπαιδευομένων οι οποίες οφείλονται στις ενσωματωμένες «έξεις» τους καθώς και στο διαφορετικό οικονομικό και πολιτισμικό τους κεφάλαιο. Διαπιστώνεται επίσης ότι οι προσδοκίες των εκπαιδευομένων κατά την περίοδο της οικονομικής κρίσης δεν ταυτίζονται με τους διακηρυγμένους στόχους των ΣΔΕ, όσον αφορά τη μετάβασή τους στο πεδίο της εργασίας. / The purpose of this study is to investigate on the one hand, the economic and cultural capital of learners of Second Chance School (SCS) of Ag. Anargiroi and on the other hand, to detect their expectations on the increase of their total capital by boosting their qualifications through the newly acquired High school degree. Furthermore, the research focuses on to what extent their expectations meet the stated goals of the institution of SCSs. The theoretical framework of our research is based on the theory of practice by Pierre Bourdieu, which connects the capital both with the exis (habitus) and social field. The data collection was performed by using the technique of 14 semi-structured interviews which were thereafter processed with the use of qualitative content analysis. The surveyed data showed that there is a variation among adult learners’ expectations which were mostly due to their embodied "habitus", as well as, their different economic and cultural capital. What is more, the results demonstrated that the learners’ expectations during the period of economic crisis do not identify with the stated goals of SCS regarding their transition to the field of labor.

The United States has the highest incarceration rate of any country. The causes for the large number of prisoners can be traced, in part, to a politicized war on crime that resulted in harsh sentencing and high recidivism rates. Prisoner education provides the potential for slowing the revolving door of prison by helping to create engaged citizens, who are committed to bettering themselves and their communities. However, there is a paucity of support for programs such as Pell Grants, which could facilitate emancipatory education in prisons. The purpose of this work is to examine why prisoners are provided few meaningful educational opportunities while incarcerated. This study seeks to understand the genealogy of prisoner education policy through an examination of the debate surrounding the 1994 Omnibus Crime Bill and its prohibition of Pell Grants for prisoners, as well as the 2008 Second Chance Act and its reentry programs. The study analyzes the ideological underpinnings of key decision makers and how their values are often embedded in the narratives of neoliberalism. In addition, the work examines elite stakeholders’ discursive attempts, both manifest and subtle, to influence and maintain social policy through the creation of legitimizing myths, including the viewpoints that prisoners are hopelessly flawed or that they have potential only as human capital. Counter-hegemonic discourse is also described. The study methods are critical discourse analysis which looks at the ways text and talk maintain inequities in society and critical policy analysis. Utilizing transcripts from legislative debates, the study analyzes the discourses of members of Congress to expose the tropes that often lie beneath the surface of the debate over prisoner education. Their rhetoric appears to generate and maintain widespread support for legislation that is frequently deleterious to marginalized out-groups. The study should add to the literature examining the role of legitimizing myths that maintain inequities in educational access.

Encore est le récit d’une jeune femme hantée par un avortement qui lui semble n’avoir jamais eu lieu et pourtant se rappelle sans cesse à elle, comme un mauvais rêve. C’est l’histoire de son désir, écrite contre la domestication de son corps, et par laquelle elle tente de se réapproprier le néant de son ventre et d’y faire apparaître les traces de sa mémoire. Mon essai porte sur Le Bleu du ciel de Georges Bataille, dont j’ai voulu interroger les « monstrueuses anomalies » — expression qu’emploie Bataille lui-même dans la préface de son livre. Comment faire un monstre de récit, comment transgresser la loi d’un genre réputé sans contrainte ? Mon projet aura été de mettre en évidence, plutôt que la monstruosité de l’histoire racontée, le travail, ou la besogne, dans l’écriture de ce récit, de l’informe et de la chance, termes que j’emprunte à Bataille et soumets au jeu de sa fiction. / Encore (Again) tells the story of a young woman haunted by an abortion, which she thinks has never happened to her, and yet keeps hounding her, especially in her dreams. This is the story of her desire, held against the domestication of her body, and through it, she tries to repossess her womb and make the traces of her past appear, beyond the visible. My essay addresses the « freakish anomalies » of Georges Bataille’s Blue of Noon (Le Bleu du ciel), as Bataille himself qualified his novel in his preface. How to transgress a genre that has no law, no constraint ? Rather than analyzing the freakishness of the narrative or the characters, I have tried to understand how writing was here performed, or tasked, by formless and chance, two concepts that I have borrowed from Bataille and confronted to his fiction.

Dans la société cognitive, la connaissance devient un levier économique, où l'apprenant guide son projet d'apprentissage tout au long de sa vie. Apprendre à apprendre est une compétence centrale pour l'accès à une insertion socioprofessionnelle pérenne. Mais 140 000 jeunes français quittent chaque année le système scolaire sans diplôme, sans qualification. L'École Régionale de la Deuxième Chance propose une formation en alternance où la remise à niveau soutient l'insertion. Cette recherche (CIFRE) interroge l'activité de remise à niveau. L'étude longitudinale s'appuie sur 50 parcours d'apprenants, hier en difficulté scolaire, aujourd'hui stagiaires de la formation professionnelle. Nous analysons le lien entre représentations sociales de la remise à niveau et implications et interrogeons la dichotomie réalisée entre implication active ou passive. Les prises de position recueillies sont hétérogènes et révèlent les éléments représentationnels générateurs de formes spécifiques d'implication (d'être et d'agir à l'École). L'étude découvre l'autocensure que s'imposent les élèves. Ils s'enferment dans des rôles institutionnels, inspirés par leur passé scolaire : difficile passage de l'apprenant dépendant du professeur à l'apprenant co-construisant ses apprentissages. Ces non-dits interrogent aussi les conditions d'expression de l'implication. Les " réfractaires " à la remise à niveau disent deux choses : leur implication passive affichée dans un projet d'apprentissage subi, et leur implication active cachée dans ce que pourrait être ce projet. Ces différentes explicitations d'implication, chez un même individu, révèlent qu'il n'est pas pertinent de qualifier de passifs ces apprenants.

Le travail général de cette thèse consiste à étendre les outils analytiques et algébriques usuellement employés dans la résolution de problèmes combinatoires déterministes à un cadre combinatoire stochastique. Deux cadres distincts sont étudiés : les problèmes combinatoires stochastiques discrets et les problèmes stochastiques continus. Le cadre discret est abordé à travers le problème de la forêt couvrante de poids maximal dans une formulation Two-Stage à multi-scénarios. La version déterministe très connue de ce problème établit des liens entre la fonction de rang dans un matroïde et la formulation duale, via l'algorithme glouton. La formulation stochastique discrète du problème de la forêt maximale couvrante est transformée en un problème déterministe équivalent, mais du fait de la multiplicité des scénarios, le dual associé est en quelque sorte incomplet. Le travail réalisé ici consiste à comprendre en quelles circonstances la formulation duale atteint néanmoins un minimum égal au problème primal intégral. D'ordinaire, une approche combinatoire classique des problèmes de graphes pondérés consiste à rechercher des configurations particulières au sein des graphes, comme les circuits, et à explorer d'éventuelles recombinaisons. Pour donner une illustration simple, si on change d'une manière infinitésimale les valeurs de poids des arêtes d'un graphe, il est possible que la forêt couvrante de poids maximal se réorganise complètement. Ceci est vu comme un obstacle dans une approche purement combinatoire. Pourtant, certaines grandeurs analytiques vont varier de manière continue en fonction de ces variations infinitésimales, comme la somme des poids des arêtes choisies. Nous introduisons des fonctions qui rendent compte de ces variations continues, et nous examinons dans quels cas les formulations duales atteignent la même valeur que les formulations primales intégrales. Nous proposons une méthode d'approximation dans le cas contraire et nous statuons sur la NP complétude de ce type de problème.Les problèmes stochastiques continus sont abordés via le problème de sac à dos avec contrainte stochastique. La formulation est de type ''chance constraint'', et la dualisation par variable lagrangienne est adaptée à une situation où la probabilité de respecter la contrainte doit rester proche de $1$. Le modèle étudié est celui d'un sac à dos où les objets ont une valeur et un poids déterminés par des distributions normales. Dans notre approche, nous nous attachons à appliquer des méthodes de gradient directement sur la formulation en espérance de la fonction objectif et de la contrainte. Nous délaissons donc une possible reformulation classique du problème sous forme géométrique pour détailler les conditions de convergence de la méthode du gradient stochastique. Cette partie est illustrée par des tests numériques de comparaison avec la méthode SOCP sur des instances combinatoires avec méthode de Branch and Bound, et sur des instances relaxées.