The research examines the perspectives of male Hispanic students as to why they were not academically achieving in a selected continuation high school. The study used a qualitative research design by interviewing seven male Hispanic students for the study. The researcher was able to gather enough data from the students to develop an understanding as to why the students were not academically achieving in the selected continuation high school. The study examined some important ingredients that could help students succeed in continuation high school. It highlights the importance of good teaching strategies and caring teachers who have the temperament, ability, and sensitivity to work with students who are at risk of failing. It also highlights the need for school administrators to create a positive school culture based on trust and respect.

[pt] Consideramos a análise numérica de perturbações não lineares do Laplaciano definido em regiões limitadas tratáveis pelo Método de Elementos Finitos. Supomos que as não linearidades interagem com k autovalores do Laplaciano livre. Apresentamos uma redução do problema à inversão de uma função de k variáveis e delineamos uma técnica para tal. O texto é uma extensão dos trabalhos de Cal Neto, Malta, Saldanha e Tomei. / [en] We consider the numerical analysis of nonlinear perturbations of the Laplacian defined in limited regions amenable to the Finite Element Method. The nonlinearities are supposed to interact only with k eigenvalues of the free Laplacian. We present a reduction of the problem to the inversion of a function of k variables and indicate a technique to do so. The text extends the works by Cal Neto, Malta, Saldanha and Tomei.

Alzheimer's Disease (AD) affects nearly 5.4 million Americans as of 2016 and is the most common form of dementia. The disease is characterized by the presence of neurofibrillary tangles and amyloid plaques [1]. The amount of plaques are measured by Braak stage, post-mortem. It is known that AD is positively associated with hypercholesterolemia [16]. As statins are the most widely used cholesterol-lowering drug, there may be associations between statin use and AD. We hypothesize that those who use statins, specifically lipophilic statins, are more likely to have a low Braak stage in post-mortem analysis. In order to address this hypothesis, we wished to fit a regression model for ordinal outcomes (e.g., high, moderate, or low Braak stage) using data collected from the National Alzheimer's Coordinating Center (NACC) autopsy cohort. As the outcomes were matched on the length of follow-up, a conditional likelihood-based method is often used to estimate the regression coefficients. However, it can be challenging to solve the conditional-likelihood based estimating equation numerically, especially when there are many matching strata. Given that the likelihood of a conditional logistic regression model is equivalent to the partial likelihood from a stratified Cox proportional hazard model, the existing R function for a Cox model, coxph( ), can be used for estimation of a conditional logistic regression model. We would like to investigate whether this strategy could be extended to a regression model for ordinal outcomes. More specifically, our aims are to (1) demonstrate the equivalence between the exact partial likelihood of a stratified discrete time Cox proportional hazards model and the likelihood of a conditional logistic regression model, (2) prove equivalence, or lack there-of, between the exact partial likelihood of a stratified discrete time Cox proportional hazards model and the conditional likelihood of models appropriate for multiple ordinal outcomes: an adjacent categories model, a continuation-ratio model, and a cumulative logit model, and (3) clarify how to set up stratified discrete time Cox proportional hazards model for multiple ordinal outcomes with matching using the existing coxph( ) R function and interpret the regression coefficient estimates that result. We verified this theoretical proof through simulation studies. We simulated data from the three models of interest: an adjacent categories model, a continuation-ratio model, and a cumulative logit model. We fit a Cox model using the existing coxph( ) R function to the simulated data produced by each model. We then compared the coefficient estimates obtained. Lastly, we fit a Cox model to the NACC dataset. We used Braak stage as the outcome variables, having three ordinal categories. We included predictors for age at death, sex, genotype, education, comorbidities, number of days having taken lipophilic statins, number of days having taken hydrophilic statins, and time to death. We matched cases to controls on the length of follow up. We have discussed all findings and their implications in detail.

This thesis examines Finnish soldiers’ experiences on the battlefield during the Winter War (1939-1940) and the Continuation War (1941-1944) through analyzing 245 war letters written by seven individuals who fought in the conflicts. A thematic data analysis approach is employed as a method to explore the narratives within these letters. The main themes expressed in the letters are identified and analyzed using the analytical framework of ”imitation of life” as presented by Povrzanović Frykman (2008) and Maček (2009), which serves as a guiding lens through which the soldiers’ representations of war are interpreted, focusing on their efforts to maintain a sense of normalcy and continuity amidst the disruptions of war. Additionally, the construction of enemy images and gender dynamics in the correspondence are analyzed. The Finnish soldiers’ letters depict a stark contrast between the brutality of war and their attempts to preserve elements of civilian life through acts of imitation, such as focusing on certain aspects of life like food and nature. Delving into the subjective experiences and emotional narratives as presented in the war letters, this thesis provides a nuanced understanding of human dimensions in wartime existence. The study contributes to the growing body of literature on soldiers’ wartime experiences and war letters, and offers insights into the complexities of war and the enduring legacies of conflict on individual and collective memory.

This master’s thesis investigates the construction of the post-migration professional identity of four African migrant women in Sweden. Two of these women migrated to Sweden because of their husbands’ careers and the other two moved to Sweden after they married Swedish men. Many women who migrate to other countries because of family usually struggle to find work despite having high education from their native countries. The study uses a narrative methodology in collecting stories of the women’s lived experiences. These stories were collected through in-depth interviews and post-interview follow-up questions. It is framed by theories of narrative inquiry, identity, and intersectionality which all help in explaining how experiences are shaped. The collected data follows a descriptive analysis.  The study is guided by three research questions of which the major one addresses the pre- and post-migration circumstances that influence the construction of the post-migration professional identity. The other two questions sought to find out how the post-migration identity is constructed, and how the women’s different identities intersect to create conditions that are either favorable or otherwise in the construction of the post-migration professional identity.   The findings suggest that pre- and post-migration education, work, and personal beliefs are significant factors. Acquiring a Swedish education can also facilitate openings into social networks that are necessary for accessing the job-market. This is especially so in low profile jobs. The study also found that the biggest hindrance to accessing jobs is social networks. Another issue is the intersectionality of culture, ethnicity, class, gender, and the professional identity. Agency, interaction, and continuity all play a significant role in how the post-migration professional identity is constructed. The study also found that the construction of the professional identity is an unfinished business and is continuously constructed in relation to others through stories that people tell. The study concludes that constructing a preferred professional identity in Sweden for women who migrate because of their husbands is not easy and can take a long time. / Denna masteruppsats undersöker hur yrkesidentitet för fyra kvinnliga afrikanska migranter i Sverige formas. Kvinnorna flyttade till Sverige i följe med sina män. Många kvinnor som flyttar till andra länder på grund av familjeskäl får kämpa för att hitta arbete, trots hög utbildning från sina hemländer. Studien använder en narrativ metodik i insamlandet av berättelser om kvinnornas levda erfarenheter. Dessa berättelser genererades genom djupintervjuer och kompletterande frågor efter intervjun. Studien ramas in av en narrativ ansats i kombination med ett analytiskt intresse för identitetskonstruktion och intersektionalitet. Den insamlade data tolkas genom en deskriptiv analys.  Studien styrs av tre forskningsfrågor varav den stora tar upp omständigheter före och efter migration som påverkar konstruktionen av yrkesidentitet. De två andra frågorna syftar till att undersöka hur yrkesidentiteten efter migrationen är konstruerad, och hur kvinnornas olika identiteter samspelar för att skapa förutsättningar som antingen är gynnsamma eller försvårande.  Resultaten visar på att utbildning, arbete och personlig övertygelse före och efter migration är viktiga faktorer. Att skaffa en svensk utbildning kan också underlätta öppningar till sociala nätverk som är nödvändiga för att få jobb i Sverige. Andra frågor behandlar intersektionen mellan kultur, etnicitet, klass, kön och yrkesidentitet. Studien påvisar också att konstruktionen av yrkesidentitet är en oavslutad affär som kontinuerligt konstrueras i relation till andra genom berättelser. Studien drar slutsatsen att det kan vara utmanande att hitta ett passande jobb i Sverige för kvinnor som flyttar med sina män och detta kan vara en lång process.

Le financement constitue le nerf de l’activité de l’entreprise et de son développement. Dès lors, le fournisseur de concours est le partenaire privilégié à qui incombe la difficile mission de financer les entreprises, particulièrement lorsque s’ouvre une procédure. L’octroi de crédit est ainsi au cœur du droit des entreprises en difficulté. De fait, le débiteur « failli » va manquer à ses engagements et perturber l’ordre juridique. Apparaît alors le facteur risque dans l’octroi de crédit aux entreprises en difficulté. Ce risque se traduit, pour le banquier, par l’incertitude de recouvrement de sa créance ou par les vicissitudes du contrat bancaire dont la continuation ou la cession peut lui être imposée. Cependant, le risque ne doit pas justifier le refus du banquier d’accorder du crédit au débiteur défaillant. Le droit se doit d’intégrer la prise de risque dans la fourniture de crédit. Dans ce contexte, le fournisseur de concours ne se présente pas comme un créancier comme les autres. Il y a alors inégalité des créanciers en fonction de leur influence dans le sauvetage du débiteur. C’est cette hypothèse qui nous a servi de fil conducteur. La recevabilité de l’action est neutralisée et devient une technique au service d’une finalité : la sauvegarde de l’entreprise. A cet égard, le fournisseur de concours dispose d’un traitement protecteur d’une part, et demeure exposé aux règles de la procédure d’autre part. Le pendant de la protection est par conséquent son incontournable exposition par le maintien de sa responsabilité. / Financing is the nerve of the firm’s activity and its development. From then on, the financial assistance provider is the privileged partner who has the difficult mission of financing firm’s activities, particularly when a bankruptcy procedure is opened. So, crediting is the heart of bankruptcy law. De facto, the insolvent debtor will miss in his commitments and will disrupt the legal order. So appears the financial assistance provided to ailing firm’s risk. This risk is translated, for the banker, by the uncertainty of recovering of its debt or by the vicissitude of the banking contract which continuation or transfer can be imposed. However, the risk does not have to justify the banker to refuse granting credit to the failing debtor. Legal system has to consider risk-taking into the supply of credit. In this context, the financial assistance provider does not appear as other creditors. Then there is disparity of creditors according to their influence in the rescue of the debtor. It is this hypothesis that led our work. The admissibility of the action is neutralized and becomes a technique in the service of a purpose: the saving of the firm. In this respect, the financial assistance provider has a best treatment, on one hand, and he still being exposed to bankruptcy rules, on the other hand. The result of this best treatment is consequently he’s main exposure to the implementation of its liability.

Cette thèse s'inscrit dans le domaine des problèmes inverses en traitement du signal. Elle est consacrée à la conception d'algorithmes de restauration et de séparation de signaux parcimonieux et à leur application à l'approximation de courbes de forces en microscopie de force atomique (AFM), où la notion de parcimonie est liée au nombre de points de discontinuité dans le signal (sauts, changements de pente, changements de courbure). Du point de vue méthodologique, des algorithmes sous-optimaux sont proposés pour le problème de l'approximation parcimonieuse basée sur la pseudo-norme l0 : l'algorithme Single Best Replacement (SBR) est un algorithme itératif de type « ajout-retrait » inspiré d'algorithmes existants pour la restauration de signaux Bernoulli-Gaussiens. L'algorithme Continuation Single Best Replacement (CSBR) est un algorithme permettant de fournir des approximations à des degrés de parcimonie variables. Nous proposons aussi un algorithme de séparation de sources parcimonieuses à partir de mélanges avec retards, basé sur l'application préalable de l'algorithme CSBR sur chacun des mélanges, puis sur une procédure d'appariement des pics présents dans les différents mélanges. La microscopie de force atomique est une technologie récente permettant de mesurer des forces d'interaction entre nano-objets. L'analyse de courbes de forces repose sur des modèles paramétriques par morceaux. Nous proposons un algorithme permettant de détecter les régions d'intérêt (les morceaux) où chaque modèle s'applique puis d'estimer par moindres carrés les paramètres physiques (élasticité, force d'adhésion, topographie, etc.) dans chaque région. Nous proposons finalement une autre approche qui modélise une courbe de force comme un mélange de signaux sources parcimonieux retardées. La recherche des signaux sources dans une image force-volume s'effectue à partir d'un grand nombre de mélanges car il y autant de mélanges que de pixels dans l'image / This thesis handles several inverse problems occurring in sparse signal processing. The main contributions include the conception of algorithms dedicated to the restoration and the separation of sparse signals, and their application to force curve approximation in Atomic Force Microscopy (AFM), where the notion of sparsity is related to the number of discontinuity points in the signal (jumps, change of slope, change of curvature).In the signal processing viewpoint, we propose sub-optimal algorithms dedicated to the sparse signal approximation problem based on the l0 pseudo-norm : the Single Best Replacement algorithm (SBR) is an iterative "forward-backward" algorithm inspired from existing Bernoulli-Gaussian signal restoration algorithms. The Continuation Single Best Replacement algorithm (CSBR) is an extension providing approximations at various sparsity levels. We also address the problem of sparse source separation from delayed mixtures. The proposed algorithm is based on the prior application of CSBR on every mixture followed by a matching procedure which attributes a label for each peak occurring in each mixture.Atomic Force Microscopy (AFM) is a recent technology enabling to measure interaction forces between nano-objects. The force-curve analysis relies on piecewise parametric models. We address the detection of the regions of interest (the pieces) where each model holds and the subsequent estimation of physical parameters (elasticity, adhesion forces, topography, etc.) in each region by least-squares optimization. We finally propose an alternative approach in which a force curve is modeled as a mixture of delayed sparse sources. The research of the source signals and the delays from a force-volume image is done based on a large number of mixtures since there are as many mixtures as the number of image pixels

Chan, Wai Nga Gloria. / Thesis submitted in: December 2006. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (leaves 278-285). / Abstracts in English and Chinese ; appendix also in Chinese. / ABSTRACT (ENGLISH) --- p.i / ABSTRACT (CHINESE) --- p.iv / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENT --- p.viii / LIST OF TABLES --- p.xix / Chapter Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1. --- Background to this Study --- p.1 / Chapter 1.2. --- Purpose of this Study --- p.2 / Chapter 1.3. --- Significance of this Study --- p.3 / Chapter 1.4. --- Organization of this Thesis --- p.3 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- "Motivation, Investment and Language Learning" --- p.5 / Chapter 2.2.1 --- Socio-psychological Approach to Motivation --- p.5 / Chapter 2.2.1.1 --- Motivation as a Socio-educational Model --- p.7 / Chapter 2.2.1.2 --- Instrumental and Integrative Motivation --- p.8 / Chapter 2.2.2 --- Motivation in Self-determination Theory --- p.13 / Chapter 2.2.2.1 --- Intrinsic and Extrinsic Motivation --- p.13 / Chapter 2.2.3 --- Individual Differences and Language Learning --- p.17 / Chapter 2.2.3.1 --- Personality --- p.18 / Chapter 2.2.3.2 --- Self-esteem --- p.19 / Chapter 2.2.4 --- Motivation and Investment of Adult Language Learners --- p.22 / Chapter 2.2.4.1 --- Differences between Child-Adult Learners --- p.22 / Chapter 2.2.4.2 --- Investment of Adult Language Learners --- p.25 / Chapter 2.2.5 --- Language Learning and Socio-cultural Theory --- p.27 / Chapter 2.3 --- Shift in Perspective in Adult Education from Transmission of Knowledge to Transformative Learning --- p.29 / Chapter 2.3.1 --- Different Perspectives on Adult Education --- p.29 / Chapter 2.3.2 --- Mezirow's Transformative Learning Theory --- p.31 / Chapter 2.3.2.1 --- Definition and the Emergence of Mezirow's Transformative Theory --- p.31 / Chapter 2.3.2.2 --- Transformation in Meaning Perspectives and Meaning Schemes --- p.33 / Chapter 2.3.2.3 --- Indication of Transformative Learning --- p.34 / Chapter 2.3.3 --- Recognition of the Value of Lifelong Learning in Hong Kong --- p.36 / Chapter 2.4 --- Summary --- p.37 / Chapter CHAPTER 3 --- METHODOLOGY --- p.39 / Chapter 3.1 --- Introduction --- p.39 / Chapter 3.2 --- Research Design --- p.39 / Chapter 3.3 --- Participants --- p.40 / Chapter 3.3.1 --- Selection Criteria for the Focused Cases --- p.40 / Chapter 3.3.2 --- Demographic and Language Background --- p.41 / Chapter 3.3.3 --- Profile of Participants --- p.42 / Chapter 3.4 --- Instrumentation --- p.46 / Chapter 3.4.1 --- Focus Group Interviews --- p.47 / Chapter 3.4.2 --- Participant Observation and Informal Conversation --- p.48 / Chapter 3.4.3 --- Semi-structured Individual Interviews --- p.48 / Chapter 3.4.4 --- Survey --- p.51 / Chapter 3.4.5 --- Triangulation of Data --- p.52 / Chapter 3.5 --- Data Collection and Processing --- p.53 / Chapter 3.5.1 --- Open-ended Focus Group Interviews --- p.53 / Chapter 3.5.2 --- Semi-structured Individual Interview --- p.54 / Chapter 3.6 --- Data Analysis --- p.55 / Chapter 3.7 --- Validity and Reliability --- p.55 / Chapter 3.8 --- Ethics --- p.57 / Chapter 3.9 --- Limitations --- p.58 / Chapter 3.10 --- Summary --- p.59 / Chapter CHAPTER 4 --- FINDINGS AND ANALYSIS -SUN AND KRISTY'S STORIES --- p.61 / Chapter 4.1 --- Introduction --- p.61 / Chapter 4.2 --- Sun's Story --- p.62 / Chapter 4.2.1 --- English Learning and Use in Childhood --- p.62 / Chapter 4.2.1.1 --- Influence of Family and Community --- p.62 / Chapter 4.2.1.1.1 --- Parental Influence --- p.62 / Chapter 4.2.1.1.2 --- Influence of Siblings --- p.65 / Chapter 4.2.1.1.3 --- Influence of Community --- p.67 / Chapter 4.2.1.2 --- Formal Schooling (Kindergarten to Secondary Three) --- p.68 / Chapter 4.2.1.2.1 --- Learning Experiences in Formal Schools --- p.68 / Chapter 4.2.1.2.2 --- English Teachers --- p.70 / Chapter 4.2.1.2.3 --- Attitudes Towards Education and English Learning in Formal Schools --- p.73 / Chapter 4.2.2 --- English Language Learning and Use in the Workplace --- p.76 / Chapter 4.2.2.1 --- Recognition and Confidence Gained from the Workplace --- p.77 / Chapter 4.2.2.2 --- Use of English in the Workplace --- p.79 / Chapter 4.2.2.3 --- Attitudes Towards English and English Learning in the Workplace. --- p.81 / Chapter 4.2.3 --- Returning to the English Classroom --- p.81 / Chapter 4.2.3.1 --- Motivation --- p.82 / Chapter 4.2.3.2 --- Attitudes Towards English and English Learning --- p.83 / Chapter 4.2.3.3 --- Investment in Learning English --- p.85 / Chapter 4.2.3.4 --- Influence of Family and Community --- p.88 / Chapter 4.2.3.5 --- English Learning Experiences in Adulthood --- p.93 / Chapter 4.2.3.6 --- Course Instructors --- p.94 / Chapter 4.2.3.7 --- Classmates --- p.96 / Chapter 4.2.4 --- Impact of English Learning at Adulthood --- p.101 / Chapter 4.2.4.1 --- Increased Confidence in Using English --- p.101 / Chapter 4.2.4.2 --- Better Job Opportunities --- p.102 / Chapter 4.2.4.3 --- Better Self-perception --- p.103 / Chapter 4.2.4.4 --- Psychological Well-being --- p.104 / Chapter 4.3 --- Kristy's Story --- p.105 / Chapter 4.3.1 --- English Learning and Use in Childhood --- p.105 / Chapter 4.3.1.1 --- Influence of Family and Community --- p.106 / Chapter 4.3.1.1.1 --- Influence of Parents --- p.106 / Chapter 4.3.1.1.2 --- Influence of Siblings --- p.109 / Chapter 4.3.1.1.3 --- Influence of Community --- p.110 / Chapter 4.3.1.2 --- Formal Schooling (Kindergarten to Secondary Four) --- p.111 / Chapter 4.3.1.2.1 --- Learning Experiences in Formal Schools --- p.111 / Chapter 4.3.1.2.2 --- English Teachers --- p.115 / Chapter 4.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.119 / Chapter 4.3.2 --- English Language Learning and Use at the Workplace --- p.121 / Chapter 4.3.2.1 --- Use of English in the Workplace --- p.122 / Chapter 4.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.123 / Chapter 4.3.3 --- Returning to the English Classroom as an Adult --- p.124 / Chapter 4.3.3.1 --- Motivation --- p.124 / Chapter 4.3.3.2 --- Attitude Towards English and English Learning --- p.125 / Chapter 4.3.3.3 --- Investment in Learning English --- p.125 / Chapter 4.3.3.4 --- Influence of Family and Community --- p.127 / Chapter 4.3.3.5 --- English Learning Experiences in Adulthood --- p.132 / Chapter 4.3.3.6 --- Course Instructors --- p.133 / Chapter 4.3.3.7 --- Classmates --- p.134 / Chapter 4.3.4 --- Impact of English Learning in Adulthood --- p.137 / Chapter 4.3.4.1 --- Increased Self-confidence and Confidence in Using English --- p.137 / Chapter 4.3.4.2 --- Better Job Opportunities --- p.140 / Chapter 4.3.4.3 --- Psychological Well-being --- p.142 / Chapter 4.4 --- Summary --- p.143 / Chapter CHAPTER 5 --- FINDINGS AND ANALYSIS -EVA AND PAM'S STORIES --- p.148 / Chapter 5.1 --- Introduction --- p.148 / Chapter 5.2 --- Eva's Story --- p.150 / Chapter 5.2.1 --- English Learning and Use in Childhood --- p.150 / Chapter 5.2.1.1 --- Influence of Family and Community --- p.150 / Chapter 5.2.1.1.1 --- Influence of Parents and Siblings --- p.150 / Chapter 5.2.1.1.2 --- The Influence of Community --- p.153 / Chapter 5.2.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.155 / Chapter 5.2.1.2.1 --- Learning Experiences in Formal Schools --- p.156 / Chapter 5.2.1.2.2 --- English Teachers --- p.158 / Chapter 5.2.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.166 / Chapter 5.2.2 --- English Language Learning and Use at the Workplace --- p.168 / Chapter 5.2.2.1 --- Use of English at the Workplace --- p.168 / Chapter 5.2.3 --- Returning to the English Classroom as an Adult --- p.168 / Chapter 5.2.3.1 --- Motivation --- p.169 / Chapter 5.2.3.2 --- Attitude Towards English and English Learning --- p.170 / Chapter 5.2.3.3 --- Investment in Learning English --- p.172 / Chapter 5.2.3.4 --- Influence of Family and Community --- p.176 / Chapter 5.2.3.5 --- English Learning Experiences in Adulthood --- p.181 / Chapter 5.2.3.6 --- Course Instructors --- p.181 / Chapter 5.2.3.7 --- Classmates --- p.182 / Chapter 5.2.4 --- Impact of English Learning in Adulthood --- p.184 / Chapter 5.2.4.1 --- Increased Self-confidence --- p.184 / Chapter 5.2.4.2 --- Better Self-perception --- p.187 / Chapter 5.2.4.3 --- Psychological Well-being --- p.189 / Chapter 5.3 --- Pam's Story --- p.190 / Chapter 5.3.1 --- English Learning and Use in Childhood --- p.191 / Chapter 5.3.1.1 --- Influence of Family and Community --- p.191 / Chapter 5.3.1.1.1 --- Influence of Parents and Siblings --- p.191 / Chapter 5.3.1.1.2 --- The Influence of Community --- p.196 / Chapter 5.3.1.2 --- Formal Schooling (Kindergarten to Secondary One) --- p.197 / Chapter 5.3.1.2.1 --- Learning Experiences in Formal Schools --- p.197 / Chapter 5.3.1.2.2 --- English Teachers --- p.198 / Chapter 5.3.1.2.3 --- Attitudes Towards Education and English Language Learning --- p.201 / Chapter 5.3.2 --- English Language Learning and Use at the Workplace --- p.203 / Chapter 5.3.2.1 --- Use of English at the Workplace --- p.203 / Chapter 5.3.2.2 --- Attitudes Towards English and English Learning at the Workplace --- p.203 / Chapter 5.3.3 --- Returning to the English Classroom as an Adult --- p.204 / Chapter 5.3.3.1 --- Motivation --- p.204 / Chapter 5.3.3.2 --- Attitude Towards English and English Learning --- p.209 / Chapter 5.3.3.3 --- Investment in Learning English --- p.212 / Chapter 5.3.3.4 --- Influence of Family and Community --- p.215 / Chapter 5.3.3.5 --- English Learning Experiences in Adulthood --- p.217 / Chapter 5.3.3.6 --- Course Instructors --- p.217 / Chapter 5.3.3.7 --- Classmates --- p.220 / Chapter 5.3.4 --- Impact of English Learning in Adulthood --- p.224 / Chapter 5.3.4.1 --- Better Job Opportunities --- p.224 / Chapter 5.3.4.2 --- Increased Self-confidence --- p.224 / Chapter 5.3.4.3 --- Better Self-perception --- p.226 / Chapter 5.4 --- Summary --- p.227 / Chapter CHAPTER 6 --- CONCLUSIONS AND IMPLICATIONS --- p.231 / Chapter 6.1 --- Introduction --- p.231 / Chapter 6.2 --- Guiding Question One --- p.231 / Chapter 6.2.1 --- Difficulties faced at home --- p.231 / Chapter 6.2.2 --- Difficulties faced in school --- p.234 / Chapter 6.2.3 --- Difficulties faced in community --- p.239 / Chapter 6.2.4 --- Impact on adult language learning experiences --- p.240 / Chapter 6.3 --- Guiding Question Two --- p.243 / Chapter 6.3.1 --- Motivation to return to the English classroom in adulthood --- p.244 / Chapter 6.3.2 --- Investment in English learning --- p.245 / Chapter 6.4 --- Guiding Question Three --- p.251 / Chapter 6.4.1 --- Better Job Opportunities --- p.252 / Chapter 6.4.2 --- Increase in Self-confidence and Confidence in Using English --- p.253 / Chapter 6.4.3 --- Better Self-perception --- p.255 / Chapter 6.4.4 --- Psychological Well-being --- p.258 / Chapter 6.5 --- Implications --- p.261 / Chapter 6.5.1 --- For Adult EFL Learners --- p.261 / Chapter 6.5.2 --- For Instructors of Adult EFL Learners --- p.264 / Chapter 6.5.2.1 --- The Potential Personal Qualities of a Good Instructor for Adult EFL Learners --- p.265 / Chapter 6.5.2.2 --- Adult EFL Learners' Needs and Appropriate Teaching --- p.268 / Chapter 6.5.3 --- For Formal School English Teachers --- p.274 / Chapter 6.6 --- Limitations of the Present Study --- p.275 / Chapter 6.7 --- Suggestions for Future Study --- p.276 / REFERENCES --- p.278 / Appendix A Questionnaire - Before Taking Any Adult English Language Course (English Version) --- p.286 / Appendix B Questionnaire 一 Before Taking Any Adult English Language Course (Chinese Version) --- p.290 / Appendix C Questionnaire - At The Present Stage (English Version) --- p.293 / Appendix D Questionnaire - At The Present Stage (Chinese Version) --- p.302 / Appendix E Interview Protocols - Childhood and Formal Schooling --- p.309 / Appendix F Interview Protocols - In Working Life and Adulthood --- p.316 / Appendix G Consent Form (English Version) --- p.323 / Appendix H Consent Form (Chinese Version) --- p.325

L'objectif de cette thèse est d'étudier le problème de la détection de données dans le système de communication sans fil, à la fois pour le cas de l'information d'état de canal parfaite et imparfaite au niveau du récepteur. Comme on le sait, la complexité de MLSE est exponentielle en la mémoire de canal et la cardinalité de l'alphabet symbole est rapidement ingérable, ce qui force à recourir à des approches sousoptimales. Par conséquent, en premier lieu, nous proposons une nouvelle égalisation itérative lorsque le canal est inconnu à l'émetteur et parfaitement connu au niveau du récepteur. Ce récepteur est basé sur une approche de continuation, et exploite l'idée d'approcher une fonction originale de coût d'optimisation par une suite de fonctions plus dociles et donc de réduire la complexité de calcul au récepteur.En second lieu, en vue de la détection de données sous un canal dynamique linéaire, lorsque le canal est inconnu au niveau du récepteur, le récepteur doit être en mesure d'effectuer conjointement l'égalisation et l'estimation de canal. De cette manière, on formule une représentation de modèle état-espace combiné du système de communication. Par cette représentation, nous pouvons utiliser le filltre de Kalman comme le meilleur estimateur des paramètres du canal. Le but de cette section est de motiver de façon rigoureuse la mise en place du filltre de Kalman dans l'estimation des sequences de Markov par des canaux dynamiques Gaussien. Par la présente, nous interprétons et explicitons les approximations sous-jacentes dans les approaches heuristiques.Enfin, si nous considérons une approche plus générale pour le canal dynamique non linéaire, nous ne pouvons pas utiliser le filtre de Kalman comme le meilleur estimateur. Ici, nous utilisons des modèles commutation d’espace-état (SSSM) comme modèles espace-état non linéaires. Ce modèle combine le modèle de Markov caché (HMM) et le modèle espace-état linéaire (LSSM). Pour l'estimation de canal et la detection de données, l'approche espérance et maximisation (EM) est utilisée comme approche naturelle. De cette façon, le filtre de Kalman étendu (EKF) et les filtres à particules sont évités. / The aim of this thesis is to study the problem of data detection in wireless communication system, for both case of perfect and imperfect channel state information at the receiver. As well known, the complexity of MLSE being exponential in the channel memory and in the symbol alphabet cardinality is quickly unmanageable and forces to resort to sub-optimal approaches. Therefore, first we propose a new iterative equalizer when the channel is unknown at the transmitter and perfectly known at the receiver. This receiver is based on continuation approach, and exploits the idea of approaching an original optimization cost function by a sequence of more tractable functions and thus reduce the receiver's computational complexity. Second, in order to data detection under linear dynamic channel, when the channel is unknown at the receiver, the receiver must be able to perform joint equalization and channel estimation. In this way, we formulate a combined state-space model representation of the communication system. By this representation, we can use the Kalman filter as the best estimator for the channel parameters. The aim in this section is to motivate rigorously the introduction of the Kalman filter in the estimation of Markov sequences through Gaussian dynamical channels. By this we interpret and make clearer the underlying approximations in the heuristic approaches. Finally, if we consider more general approach for non linear dynamic channel, we can not use the Kalman filter as the best estimator. Here, we use switching state-space model (SSSM) as non linear state-space model. This model combines the hidden Markov model (HMM) and linear state-space model (LSSM). In order to channel estimation and data detection, the expectation and maximization (EM) procedure is used as the natural approach. In this way extended Kalman filter (EKF) and particle filters are avoided.

Cette thèse aborde deux thématiques différentes. On s’intéresse d’abord au développement et à l’analyse de méthodes pour le sens électrique appliqué à la robotique. On considère en particulier la méthode des réflexions permettant, à l’image de la méthode de Schwarz, de résoudre des problèmes linéaires à partir de sous-problèmes plus simples. Ces deniers sont obtenus par décomposition des frontières du problème de départ. Nous en présentons des preuves de convergence et des applications. Dans le but d’implémenter un simulateur du problème direct d’électrolocation dans un robot autonome, on s’intéresse également à une méthode de bases réduites pour obtenir des algorithmes peu coûteux en temps et en place mémoire. La seconde thématique traite d’un problème inverse dans le domaine de la chimie quantique. Nous cherchons ici à déterminer les caractéristiques d’un système quantique. Celui-ci est éclairé par un champ laser connu et fixé. Dans ce cadre, les données du problème inverse sont les états avant et après éclairage. Un résultat d’existence locale est présenté, ainsi que des méthodes de résolution numériques. / This thesis tackle two different topics.We first design and analyze algorithms related to the electrical sense for applications in robotics. We consider in particular the method of reflections, which allows, like the Schwartz method, to solve linear problems using simpler sub-problems. These ones are obtained by decomposing the boundaries of the original problem. We give proofs of convergence and applications. In order to implement an electrolocation simulator of the direct problem in an autonomous robot, we build a reduced basis method devoted to electrolocation problems. In this way, we obtain algorithms which satisfy the constraints of limited memory and time resources. The second topic is an inverse problem in quantum chemistry. Here, we want to determine some features of a quantum system. To this aim, the system is ligthed by a known and fixed Laser field. In this framework, the data of the inverse problem are the states before and after the Laser lighting. A local existence result is given, together with numerical methods for the solving.