Crusading and the military orders have, at their roots, a strong focus on place, namely the Holy Land and the shrines associated with the life of Christ on Earth. Both concepts spread to other frontiers in Europe (notably Spain and the Baltic) in a very quick fashion. Therefore, this thesis investigates the ways that this focus on place and landscape changed over time, when crusading and the military orders emerged in the Baltic region, a land with no Christian holy places. Taking this fact as a point of departure, the following thesis focuses on the crusades to the Baltic Sea Region during the thirteenth and fourteenth centuries. It considers the role of the military orders in the region (primarily the Order of the Teutonic Knights), and how their participation in the conversion-led crusading missions there helped to shape a distinct perception of the Baltic region as a new sacred (i.e. Christian) landscape. Structured around four chapters, the thesis discusses the emergence of a new sacred landscape thematically. Following an overview of the military orders and the role of sacred landscpaes in their ideology, and an overview of the historiographical debates on the Baltic crusades, it addresses the paganism of the landscape in the written sources predating the crusades, in addition to the narrative, legal, and visual evidence of the crusade period (Chapter 1). It then proceeds to a chapter-by-chapter analysis considering specific sacralising elements expressed in the sources, which structure the definition of sacred landscape used in this thesis (outlined in the Introduction). Chapter 2 considers the role martyrdom in sacralising the landscape, followed by a discussion of the role played by relics (Chapter 3), ritualization, and sacred space (Chapter 4). By incorporating Geographical Information Systems (GIS) into the analysis of the texts, a new spatial map of the Baltic campaigns emerges from the present study, providing a fresh approach to studying contemporary views of holy war in a region with no holy (i.e. Christian) shrines.

Tese de mestrado. Mestrado Integrado em Engenharia Civil - Especialização em Construções. Faculdade de Engenharia. Universidade do Porto. 2012

Lipotoxic cardiomyopathy increases the risk of heart failure in obese patients by adversely altering heart structure and function via toxic lipid specie mediated cellular stress and cell death. Increased fatty acid uptake and esterification in cardiomyocytes increases toxic lipid intermediates. These cardiotoxic lipid species such as diacylglycerol have recently been shown to deacidify lysosomes in cardiomyocytes by activating protein kinase C βII mediated NADPH oxidase 2 generation of superoxide that inhibits proton pumps on lysosomal membranes by S-nitrosylation. Autophagy, a lysosome dependent cellular survival process, is impaired upon cardiomyocyte lipid-overload due to inhibition of pH-dependent proteolytic autophagosome degradation in the lysosome. Subsequent accumulation of autophagic vesicles heightens cardiomyocyte sensitization to additional stresses of ischemia-reperfusion or ER dysfunction, culminating in impaired cardiac metabolic flexibility leading to cell death. Low cardiomyocyte regenerative capacity calls for strategies to preserve cell number in states of increased stress, such as lipid-induced impairment of autophagy. Lysosome-targeted reacidifying devices can provide an effective means to restore autophagic flux. In this thesis, a therapeutic strategy utilizing poly(DL-lactide-co-glycolide) (PLGA) nanoparticle degradation to reacidify lysosomes and revert cardiotoxic lipid specie induced blockade in autophagic flux in cardiomyocytes is presented. Endocytosed PLGA acidic nanoparticles were designed to rapidly degrade and release acidic monomers in lysosomes to restore pH dependent phosphatase and cathepsin L activity in cardiomyocytes with acute lipotoxicity. Optimized pre-palmitate treatment periods demonstrated that PLGA nanoparticles with polyethylenimine cationic surface coatings provide an effective restoration of autophagic flux in the presence of lipid-overload modeled by acute palmitate treatment in cardiomyocytes.

In this study, the supercritical antisolvent with enhanced mass transfer method (SASEM) is used to fabricate micro and nanoparticles of biocompatible and biodegradable polymer PLGA (poly DL lactide co glycolic acid). This process may be extended to the encapsulation of drugs in these micro and nanoparticles for controlled release purposes. Conventional supercritical antisolvent (SAS) process involves spraying a solution (organic solvent + dissolved polymer) into supercritical fluid (CO[subscript 2]), which acts as an antisolvent. The high rate of mass transfer between organic solvent and supercritical CO[subscript 2] results in supersaturation of the polymer in the spray droplet and precipitation of the polymer as micro or nanoparticles occurs. In the SASEM method, ultrasonic vibration is used to atomize the solution entering the high pressure with supercritical CO[subscript 2]. At the same time, the ultrasonic vibration generated turbulence in the high pressure vessel, leading to better mass transfer between the organic solvent and the supercritical CO₂. In this study, two organic solvents, acetone and dichloromethane (DCM) were used in the SASEM process. Phase Doppler Particle Analyzer (PDPA) was used to study the ultrasonic atomization of liquid using the ultrasonic probe for the SASEM process. Scanning Electron Microscopy (SEM) was used to study the size and morphology of the polymer particles collected at the end of the process. / Singapore-MIT Alliance (SMA)

This qualitative study used a narrative inquiry approach to conduct in-depth interviews of eight distributed learning educators who designed and offered online English courses in British Columbia during the 2011/12 school year. There were three research questions: (1) How do teachers describe their professional experiences of teaching in a full time online environment? (2) What are the enablers and inhibitors for online teacher development? (3) Do teachers feel their teaching practice has changed over their career as online educators? Findings were examined through the lens of Korthagen’s (2004) Onion Model. Six themes that comprised this model, provided a framework for data analysis and insight into the process by which teachers made sense of their lived experience. The findings revealed that online educators valued their online experience because it removed the constraints of a regular classroom. They expressed frustration with some aspects of the current model of online education in BC because it prevented them from engaging in synchronous, highly connective learning projects with their students. Recognition of the fact that online educators work in a different milieu with a different set of environmental pressures is necessary to ensure the success of distributed learning in BC.

Submitted by Paulo Junior (paulo.jr@fgv.br) on 2010-09-02T20:55:08Z No. of bitstreams: 1 CONCEIÇÃO APARECIDA.pdf: 299785 bytes, checksum: 29c3957847c923d5994473f6c251406c (MD5) / Approved for entry into archive by Paulo Junior(paulo.jr@fgv.br) on 2010-09-02T20:55:22Z (GMT) No. of bitstreams: 1 CONCEIÇÃO APARECIDA.pdf: 299785 bytes, checksum: 29c3957847c923d5994473f6c251406c (MD5) / Made available in DSpace on 2010-09-08T12:25:30Z (GMT). No. of bitstreams: 1 CONCEIÇÃO APARECIDA.pdf: 299785 bytes, checksum: 29c3957847c923d5994473f6c251406c (MD5) Previous issue date: 2009-04-16 / This study main interest was to verify the main causes to dropping out from distance courses reported by Brazilian institutions offering them. The study involved literature review and field research. Through the literature review it was possible to note that Brazilian society faces an education quality issue that has been around for a long time. The change from a quantitative to a qualitative way to address this issue through public policies is notable. The study presents distance learning (DL) as a modality of education capable of helping in reduce the issue of quality education offer. The study addresses the appearance, development, and features of DL and how the internet favored the rise of digital communication, and thus increased the search for DL. DL participation in the Brazilian educational process is increasing more and more. However, just as it happens with traditional education, DL faces a number of problems. One of them – the center of this works attention – is the still high rate of students dropping out. By assessing the main causes to this fact, this work concludes that factors such as the quality of the interaction between students and teachers, as well as the acknowledgement about the quality of the courses offered, should be targeted by all public and private institutions that wish to work with this type of teaching. / Este trabalho teve como interesse principal verificar quais as principais causas para a evasão, apresentadas pelos cursos a distância, oferecidos pelas instituições brasileiras. O estudo foi realizado a partir de revisões bibliográficas e pesquisa de campo. Na revisão bibliográfica, observa-se que a sociedade brasileira se depara, desde há muito tempo, com a questão da qualidade da educação. É possível acompanhar a mudança de foco das políticas públicas na área da educação: de uma abordagem quantitativa para uma abordagem qualitativa. O estudo apresenta a EAD como uma modalidade de ensino capaz de somar forças para que seja minimizada a questão da oferta de uma educação de qualidade. São mostrados seu surgimento, desenvolvimento e peculiaridades e como o advento da Internet favoreceu o aumento da comunicação digital, aumentando a procura pela EAD. Cada vez mais, a EAD está ganhando força no processo educativo brasileiro. Porém, assim como a educação tradicional, precisa enfrentar inúmeros problemas. Um deles, foco deste trabalho, é o (ainda) alto índice de evasão. Pesquisando as principais causas para o fato, este trabalho conclui que fatores como qualidade da interação entre alunos e professores bem como o reconhecimento da qualidade dos cursos oferecidos devem ser trabalhados por todas as instituições, públicas e privadas que desejem trabalhar com essa modalidade de ensino.

FONSECA, Ana Silvina Ferreira. As estratégias evidenciais no material didático impresso para EaD. 2013. 221f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-06T13:19:01Z No. of bitstreams: 1 2013_tese_asffonseca.pdf: 2138439 bytes, checksum: 28e35b2f537cae3023f498947a4a4b65 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-06T14:30:54Z (GMT) No. of bitstreams: 1 2013_tese_asffonseca.pdf: 2138439 bytes, checksum: 28e35b2f537cae3023f498947a4a4b65 (MD5) / Made available in DSpace on 2014-06-06T14:30:54Z (GMT). No. of bitstreams: 1 2013_tese_asffonseca.pdf: 2138439 bytes, checksum: 28e35b2f537cae3023f498947a4a4b65 (MD5) Previous issue date: 2013 / The present study is an investigation that aims to discuss the evidential strategies identified in their syntactic, semantic and pragmatic- discursive in printed courseware for higher education courses in the distance mode, with the aim of evaluating the indications of the sources of ensured content. The corpus was composed of eight books, chosen according to the Table of Knowledge Areas (CNPq), distributed as follows: four in the large Area of Humanities ( Education, Anthropology, Psychology and Philosophy) and four in the large Area of Linguistics, Letters and Arts ( Portuguese Language, Linguistics II, History of Visual Arts I, Theatre Lab I). Whereas the interest of this study is the communicative competence of speakers involved in the teaching-learning process, was used as the theoretical functionalism Language, specifically Functional Discourse Grammar (FDG), developed by Hengeveld and Mackenzie (2008). As a result of the analysis, we find, among others, the following: the evidential strategies in printed courseware for higher education students in distance mode have syntactic, semantic and pragmatic-discursive indicate as font type and how to type evidentially predominant, respectively, and a third person defined evidentially reportative, showing a gap of authors in relation to the contents, considering the use of so-called" argument from authority" in theoretical texts; evidentially that the inferred types and genericity occur but are not frequent, and the type of event perception was not found, since the contents in this type of writing are more conceptual, that is, assume a more abstract nature and that, on the access mode, there is a predominance of reports of 2nd hand, which is not surprising, since they were predominantly from evidentially reportative and source type third person set, the linguistic marks of accession of enunciating the source indicated in relation to a particular content reported in this material occur in insignificant, however, when used constitute the source of qualifying adjectives, verbs and others, such as adverbs and argumentative operators, the producer of textbooks analyzed prefers not to show any kind of rebuttal/out the source of the information, which is not frequent co-occurrence of linguistic strategies of epistemic modality evidential strategy used in the source of the ensured content and when used produce a low commitment, the verb is the medium most used language to express evidentiality, there was a predominance ante position by brand evidential the source and content, the source type annunciator is on, most often, the evidentiality inferred as the source type defined third person is linked most commonly to evidentiality reportative and sources of the type common domain and third person undefined bind, more commonly, the evidentiality generality, that the types and genericity evidential reportative promoting effect of low commitment, while the inferred type is linked most commonly to an average commitment; membership mark that serves to indicate a greater commitment producer in relation to textual content asserted, that when the source is the utterer, the effect is of a medium commitment, considering that the producer of printed courseware for DL uses the first person plural, as in so-called " plural of modesty, "that when the source is indefinite third person there is a balance between the medium and low commitment, that the use of the third person defined source indicates, in general, a low textual commitment of the producer, and that means are related, most commonly, low commitment. / O presente estudo é uma investigação que tem como objetivo discutir as estratégias evidenciais identificadas em seus aspectos sintáticos, semânticos e pragmático-discursivos no material didático impresso para cursos superiores da modalidade a distância, com o objetivo de avaliar as indicações das fontes dos conteúdos asseverados. O corpus foi constituído de oito livros, escolhidos conforme Tabela de Áreas do Conhecimento (CNPQ), distribuídos da seguinte forma: quatro da grande área Ciências Humanas (Educação, Antropologia, Psicologia e Filosofia) e quatro da grande área Linguística, Letras e Artes (Língua Portuguesa, Linguística II, História das Artes Visuais I, Laboratório de Teatro I). Considerando que o interesse deste estudo é a competência comunicativa dos falantes envolvidos no processo ensino-aprendizagem, foi utilizado como aporte teórico o Funcionalismo Linguístico, mais especificamente a Gramática Discursivo-Funcional (GDF), desenvolvida por Hengeveld e Mackenzie (2008). Como resultado da análise, verificamos, entre outros, os seguintes aspectos: que as estratégias evidenciais no material didático impresso para cursos superiores da modalidade a distância apresentam aspectos sintáticos, semânticos e pragmático-discursivos que indicam como tipo de fonte e como tipo de evidencialidade predominantes, respectivamente, uma terceira pessoa definida e evidencialidade reportativa, demonstrando um distanciamento dos autores em relação aos conteúdos, tendo em vista o uso do chamado “argumento de autoridade” no embasamento teórico dos textos; que a evidencialidade dos tipos inferida e genericidade ocorrem, mas não são frequentes e o tipo percepção de evento não foi encontrado, uma vez que os conteúdos apresentados nesse tipo de produção textual são mais conceituais, isto é, assumem uma natureza mais abstrata; que, quanto ao modo de acesso, há uma predominância do relato de 2ª mão, o que não nos surpreende, uma vez que foram predominantes a evidencialidade reportativa e a fonte do tipo terceira pessoa definida; que as marcas linguísticas de adesão do enunciador à fonte indicada em relação a um determinado conteúdo reportado nesse material ocorrem de forma pouco significativa, porém, quando utilizadas, constituem-se de adjetivos qualificativos da fonte, verbos e outros, como advérbios e operadores argumentativos; que o produtor do material didático analisado prefere não demonstrar algum tipo de refutação/afastamento à fonte da informação; que não é frequente a coocorrência de estratégias linguísticas da modalidade epistêmica na estratégia evidencial usada na indicação da fonte dos conteúdos asseverados, mas, quando utilizadas produzem um baixo comprometimento; que o verbo é o meio linguístico mais usado para manifestar a evidencialidade; que houve uma predominância pela anteposição da marca evidencial à fonte e ao conteúdo; que a fonte do tipo enunciador está ligada, mais frequentemente, à evidencialidade inferida, enquanto a fonte do tipo terceira pessoa definida está ligada, mais comumente, à evidencialidade reportativa e as fontes do tipo domínio comum e terceira pessoa indefinida se ligam, mais comumente, à evidencialidade genericidade; que os tipos evidenciais reportativa e genericidade promovem efeito de baixo comprometimento, enquanto o tipo inferida está ligada, mais comumente, a um médio comprometimento; que a marca de adesão serve para indicar um maior comprometimento do produtor textual em relação ao conteúdo asseverado; que, quando a fonte é o enunciador, o efeito é de um médio comprometimento, tendo em vista que o produtor de material didático impresso para EaD utiliza a primeira pessoa do plural, tal como no chamado “plural de modéstia”; que, quando a fonte é de terceira pessoa indefinida, há um equilíbrio entre o médio e baixo comprometimento; que o uso da fonte terceira pessoa definida indica, em geral, um baixo comprometimento do produtor textual; e que os meios estão relacionados, mais comumente, ao baixo comprometimento.

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.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-13T12:53:59Z No. of bitstreams: 2 Dissertação - Paula Eliane Costa Rocha - 2017.pdf: 3373154 bytes, checksum: fcf6f0ed767455a5a2b8953912613e20 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-10-13T12:54:35Z (GMT) No. of bitstreams: 2 Dissertação - Paula Eliane Costa Rocha - 2017.pdf: 3373154 bytes, checksum: fcf6f0ed767455a5a2b8953912613e20 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-10-13T12:54:35Z (GMT). No. of bitstreams: 2 Dissertação - Paula Eliane Costa Rocha - 2017.pdf: 3373154 bytes, checksum: fcf6f0ed767455a5a2b8953912613e20 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-28 / This research was carried out to answer how the background development of graduates at Universidade Federal de Goiás - Regional Jataí (UFG/REJ) takes place in order to work with Distance Learning (DL). Its relevance is in the presupposition that professors are fundamental to any innovation or qualitative change meant for education and, therefore, their background to work with Information Technologies and Communication (ITC) is important. To support the research development, one established as a general purpose to discuss, by means of curriculum matrix of document analysis and Course Pedagogical Project (CPP), how the UFG/REJ graduates' initial background development takes place in order to work with DL. The specific aims focused on: to characterize the historical features of DL origin within the world, Brazil , and Goiás context; based on legislation and official documents, to particularly find out the how UFG/REJ background development is set up in order to deal with ITC and DL, checking how such a process is anticipated for professors working in that teaching field; based on curriculum matrices and CPPs of UFG/REJ undergraduate courses, to identify how such a background development takes place to work with DL. The methodology chosen for it comprised a qualitative research and bibliography with document analysis, by means of which one initially analyzed the curriculum matrices of 11 UFG/REJ undergraduate courses, and afterwards CPPs of the courses at issue. One found out evidences of professors' background development proposals meant for using ITC in three of the 11 courses taken into account. The means used by such courses to support the development of their background was the articulation between what was anticipated in CPPs as far ITC is concerned, and the proposal made by the disciplines concerning curriculum matrices. Such a document analysis allowed us to find out that matrices and CPPs - with the exception of Physics, Biological Science, and Mathematics - do not develop graduates' desirable profile, since they do not provide them with background to deal with ITC, nor knowledge to work in that field. One also found out that the theoretical focus is superficial and incipient as far as bibliographies, summaries, and graduates' profile broaching the ITC issue are concerned. / Esta pesquisa buscou responder como ocorre a formação inicial dos alunos egressos de licenciatura da Universidade Federal de Goiás - Regional Jataí (UFG/REJ) para atuarem na modalidade Educação a Distância (EAD). Sua relevância está no pressuposto de que os docentes são fundamentais a toda inovação ou mudança qualitativa que se pretenda no campo educacional, assim, a sua formação para atuar com as Tecnologias da Informação e Comunicação (TIC) é importante. Para o seu desenvolvimento, estabeleceu-se como objetivo geral discutir, por meio da análise documental de matrizes curriculares e Projeto Pedagógico de Curso (PPC), como ocorre a formação inicial dos egressos dos cursos de licenciatura da UFG/REJ para atuarem na modalidade EAD. Os objetivos específicos limitaram-se em: caracterizar os aspectos históricos do surgimento da EAD no contexto mundial, brasileiro e goiano; constatar, particularmente com base na legislação e nos documentos oficiais, tendo como foco a UFG/REJ, como se configura a formação para o uso de TIC e modalidade EAD, verificando como este processo é previsto para os docentes que atuarão na modalidade; identificar, baseado nas matrizes curriculares e PPCs dos cursos de licenciatura da UFG/REJ, como ocorre a formação docente para atuar na EAD. A opção metodológica foi pela pesquisa de cunho qualitativo, bibliográfica, com análise documental, por meio da qual, inicialmente, foram analisadas as matrizes curriculares dos 11 cursos de licenciatura da UFG/REJ e, em seguida, os PPCs dos referidos cursos. Foram constatados indícios de propostas de formação do professor para o uso das TIC em três dos 11 cursos focalizados. O meio utilizado por esses cursos para propiciar ao egresso a referida formação consistiu na articulação entre o previsto nos PPCs quanto à formação para as TIC, e a proposta das disciplinas nas matrizes curriculares. A análise documental possibilitou verificar que as matrizes e os PPCs – com exceção de Física, Ciências Biológicas e Matemática – não garantem o perfil desejável do egresso, uma vez que não oferecem formação para o uso das TIC, tampouco para a atuação na modalidade, detectou-se, ainda, que o enfoque teórico é superficial e incipiente nas bibliografias, ementas, perfil do egresso que mencionam a questão das TIC.

Cette thèse étudie la dynamique des croyances et la gestion de l’incertitude dans DL-Lite, une des plus importantes familles des logiques de description légères. La première partie de la thèse porte sur la gestion de l’incertitude dans DL-Lite. En premier lieu, nous avons proposé une extension des principaux fragments de DL-Lite pour faire face à l’incertitude associée aux axiomes en utilisant le cadre de la théorie des possibilités. Cette extension est réalisée sans engendrer des coûts calculatoires supplémentaires. Nous avons étudié ensuite la révision des bases DL-Lite possibilistes en présence d’une nouvelle information. Enfin, nous avons proposé un opérateur de fusion lorsque les assertions de ABoxsont fournies par plusieurs sources d’information ayant différents niveaux de priorité. La deuxième partie de la thèse traite le problème de la gestion d’incohérence dans les bases de connaissances DL-Lite. Nous avons étudié, tout d’abord, comment raisonner à partir d’une base DL-Lite standard avec des ABox multiples en introduisant les notions de modificateurs et de stratégies d’inférence. La combinaison des modificateurs et de stratégies d’inférence fournit une liste exhaustive des principales techniques de gestion de l’incohérence. Nous avons proposé ensuite une approche, basée sur un critère de cardinalité, de sélection des réparations, et nous avons identifié les stratégies appropriées pour la gestion de l’incohérence pour les bases DL-Lite stratifiées. Enfin, nous avons effectué une analyse comparative, suivie par des étudesexpérimentales, des différentes techniques de gestion d’incohérence proposées. Finalement, un outil de représentation et de raisonnement à partir des bases DL-Lite possibiliste est réalisé. / This thesis investigates the dynamics of beliefs and uncertainty management in DL-Lite, one of the most important lightweight description logics. The first part of the thesis concerns the problem of handling uncertainty in DL-Lite. First, we propose an extension of the main fragments of DL-Lite to deal with the uncertainty associated with axioms using a possibility theory framework without additional extra computational costs. We then study the revision of possibilistic DL-Lite bases when a new piece of information is available. Lastly, we propose a min-based assertional merging operator when assertions of ABox are provided by several sources of information having different levels of priority. The second partof the thesis concerns the problem of inconsistency handling in flat and prioritized DL-Lite knowledge bases. We first propose how to reason from a flat DL-Lite knowledge base, with a multiple ABox, which can be either issued from multiple information sources or resulted from revising DL-Lite knowledge bases. This is done by introducing the notions of modifiers and inference strategies. The combination of modifiers plus inference strategies can be mapped out in order to provide a principled and exhaustive list of techniques for inconsistency management. We then give an approach based on selecting multiple repairs using a cardinality-based criterion, and we identified suitable strategies for handling inconsistencyin the prioritized case. Lastly, we perform a comparative analysis, followed by experimental studies, of the proposed inconsistency handling techniques. A tool for representing and reasoning in possibilistic DL-Lite framework is implemented.