Les jeunes ont leurs propres identités. Sujets de nombreuses études, on avait auparavant tendance à leur prêter des intentions sans les questionner. L’un des objectifs de l’école, lieu privilégié de leur socialisation, consiste à protéger les jeunes dont elle a la charge. Pour cela, elle met en place de la prévention et notamment celle concernant les ivresses, véritable problème de santé publique. La partie principale de notre corpus se compose du relevé des admissions pour ivresse aiguë des jeunes de 15 à 22 ans dans un service d’Urgences d’un Hôpital d’une ville étudiante française, de questionnaires distribués auprès de ces patients et de leurs parents (111 questionnaires à destination des jeunes, 26 pour les parents), ainsi que d’observations participantes et des entretiens (16 entretiens). Cette étude prend en compte les 2008 admissions effectuées durant quatre périodes d’une année de 2009 à 2014. Ce travail vise à comprendre les jeunes, leurs ivresses, leurs attentes et les enjeux de la relation parent/enfant/école. Ces ivresses inquiètent mais ne sont finalement peut-être que fantasmées et peuvent être maitrisées grâce à l’action conjointe des parents et de l’école, avec tous les intervenants dont elle peut disposer. / The young people have their own identities. Subjects of numerous studies, beforehand they were often said to have intentions without being questioned. One of the goals of school, a privileged place for their socialization, is to protect the youths it is responsible for. So, it sets up prevention and more particularly the one concerning drunkenness, a real problem of public health. The main part of our corpus is made of the list of admissions for the heavy drunkenness of the 15 to 22 year-old youth in an Emergency department of a Hospital in a French town, questionnaires distributed to those patients and their parents (111 for the patients, 26 for the parents) as well as participant observations and (16 interviews). This study takes into account the 2008 admissions made during four periods of a year from 2009 to 2014. This work aims at understanding the young people, their drunkenness, their expectations and the challenges of a relationship parent/child/school. Such intoxications are worrying but they may eventually be only fantasized and they could be mastered thanks to the joint action of parents and school, together with its partner external agencies.

There has been a wealth of research conducted on the high school dropouts spanning several decades. It is estimated that compared with those who complete high school, the average high school dropout costs the economy approximately $250,000 more over his or her lifetime in terms of lower tax contributions, higher reliance on Medicaid and Medicare, higher rates of criminal activity, and higher reliance on welfare (Levin & Belfield, 2007). The nation suffers not only because of the loss in revenue but also as a result of the education level of the population. Individuals who choose to drop out of high school are less likely to be in the labor force than adults who earned a high school credential, and they fare worse in many aspects of life. In many studies on high school dropouts, an important challenge is how to determine an appropriate structural form for a statistical model to be used in making inferences and predictions. Many useful statistical modeling for survival analysis have been developed to study the competing risks frame of probability of dropping out and the probability of graduating; however, few methods exist for establishing the actual competing risks structural form of a model when the data contains two educational milestones – drop out and graduation. In this dissertation, we first utilized the data collected from the National Education Longitudinal Study (NELS: 88/2000) and proposed a discrete time competing risks hazard model and the corresponding model selection process to study the contributions of student’s academic ability, family background, school characteristics and vocational education to the probabilities of students graduating from or dropping out of high school. This model finds a way to overcome the shortcomings of the traditional models existing in the previous research. Within educational research, missing data is very common occurrence and can easily complicate the model selection problem. Handling missing data inappropriately can lead to bias and inaccurate inferences. This dissertation applies four missing data techniques to the key attributes including listwise deletion, dummy variable adjustment, mean imputation, and multiple imputation. Recommendations were offered for future endeavors and research in finding solutions to handle missing data in educational research. Finally, we outline the implementation of the proposed methodology. This research has the potential for both theoretical merit and implications for affecting educational policy. My dissertation adds to the limited body of literature of quantitative studies of the high school dropouts. A discrete time competing risks hazard model for predicting the probability of dropping out could become part of a powerful tool to identify students at risk of dropping out.

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With the wide adoption of Internet of Things (IoT) in applications that involve sensitive information, the security of IoT devices is becoming an important concern. IoT devices face many challenges in securing information due to their low cost and computation constrains. To over come such challenges, different techniques have been developed. One such technique is power analysis. However, power analysis requires equipment that is often bulky, power hungry and expensive, making them unsuitable for many IoT applications. This thesis developed two energy signature capturing circuits that can be embedded into low dropout (LDO) voltage regulators. The first design targets analog LDO circuits and the second design is suitable for the newly emerged digital LDOs. Both circuits are designed and simulated using a commercial 130nm CMOS technology. To evaluate the effectiveness of the developed circuits, power traces collected from a wireless sensor device are used in circuit simulations. The results indicate that the developed circuits can detect different model wireless transmission as well as other abnormal operations.

The need for higher skill levels in South Africa’s labour market warranted an investigation into why some learners from poor communities make the decision to leave high school at the end of Grade 9, whilst other learners continue to Grade 12 or tertiary education. This exploratory, longitudinal study investigated the Educational Decision Making (EDM) of 16 Grade 9, Coloured, male learners from poor neighbourhoods in Cape Town. This study identified the socio-economic factors that influenced participants’ EDM to consider leaving the school system at the end of Grade 9, or continue their education. The study applied Miles and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing and Huberman’s (1994) approach to identify links between the socio-economic factors that influenced EDM, and to understand the learners’ educational context. These interactions were investigated using Bronfenbrenner’s Ecological Systems Framework, comprising 5 traversing layers, namely, the micro-system, meso-system, exo-system, macro-system, and chronosystem (Watts, Cockcroft & Duncan, 2009). This qualitative study drew on semi-structured, one-on-one interviews with learners in their Grade 9 year in 2015, and makes use of followup telephonic interviews (2016) and enrolment records (2017) to verify the findings. All learners made the decision to continue to Grade 12 or tertiary education. Examples of negative influences on EDM included socio-economic challenges presented by South Africa’s transition to democracy (Chrono-system), which impacted on other systems, including inadequate school facilities (exo-system), a family history of school dropout (mesosystem), and financial instability (micro-system). Examples of positive influences on EDM included financial stability in the household (mesosystem), and the resilience and agency of learners (microsystem).

Determining which students are at-risk of poorer outcomes -- such as dropping out, failing classes, or decreasing standardized examination scores -- has become an important area of both research and practice in K-12 education. The models produced from this type of predictive modeling research are increasingly used by high schools in Early Warning Systems to identify which students are at risk and intervene to support better outcomes. It has become common practice to re-build and validate these detectors, district-by-district, due to different data semantics and various risk factors for students in different districts. As these detectors become more widely used, however, a new challenge emerges in applying these detectors across a broad spectrum of school districts with varying availability of past student data. Some districts have insufficient high-quality past data for building an effective detector. Novel approaches that can address the complex data challenges a new district presents are critical for advancing the field. Using an ensemble-based algorithm, I develop a modeling approach that can generate a useful model for a previously unseen district. During the ensembling process, my approach, District Similarity Ensemble Extrapolation (DSEE), weights districts that are more similar to the Target district more strongly during ensembling than less similar districts. Using this approach, I can predict student-at-risk status effectively for unseen districts, across a range of grade ranges, and achieve prediction goodness but ultimately fails to perform better than the previously published Knowles (2015) and Bowers (2012) EWS models proposed for use across districts.

No description available.

The problem addressed in this study was that the Compass Learning Odyssey program, a self-paced online intervention, was being utilized to allow middle school students at the target school to recover course credits in the core subjects of language arts, mathematics, science, and social studies, but its effectiveness had not been studied. The Compass Learning Odyssey program provided remediation opportunities for students who had failed one or more academic core courses and allowed for credit retrieval, course completion and grade promotion. The purpose of this study was to determine the impact of the implementation of summer credit retrieval online program on the overall retrieval of credits by all Grade-8 student participants and student participants in subgroups of gender and ethnic groups. The credit retrieval program had been in effect in the school since the 2006-2007 school year, but its effectiveness had not been studied. The researcher used de-identified retrospective data to answer the research questions. One-way analysis of variance and t tests were conducted to determine for each year and overall for the 4 years if there was a statistically significant difference in the impact of the implementation of the summer credit retrieval online program on (a) the overall retrieval of credits by Grade-8 students in the summer program, (b) the quality points earned by gender and ethnic subgroups, (c) the students retrieving core credits, and (d) the core courses retrieved by gender and ethnic groups.The results of the study showed that all students passed the quarter modules with at least a grade of D, with 75% of students making average progress with a grade of C. There was not a statistically significant difference between subjects studied. Ninety-three percent of the students participating in the summer credit retrieval program were able to recover enough core credits to be promoted. Suggestions for program improvements and recommendations for future research are included.

The study was designed to describe an urban district's alternative high school population in terms of a conceptual framework drawn from three bodies of literature: dropout studies, supplementary/compensatory education, and alternative schools studies. Educational histories prior to alternative school entry were traced through district records and documents for 757 students and a focused interview was conducted with 81 students in order to obtain their perceptions of both regular and alternative educational experiences during their school careers. A qualitative data analysis was conducted to determine the study population fit with traditional descriptors for high-risk, to examine district responses in terms of educational program experiences in both regular and alternative schools, and to obtain insights into possible relationships between the two. Overall, the sample population most clearly matched traditional personal/social descriptors for potential dropout/high-risk in terms of sex representation, between-district mobility, and because they had experienced some period of dropout. Nearly half the sample had been suspended at least once during district enrollment. There was less fit in terms of grade-level representation, minority enrollment and school achievement. Larger numbers of eleventh and twelfth graders were enrolled than the literature would suggest. Minority students, traditionally over-represented among dropouts, are under-represented in the sample programs. As a group, the population is achieving in terms of basic skills competencies tests, but over half the sample has a history of participation in supplementary/compensatory and/or other alternative programs early in their careers. Students described teachers as the most critical component of their educational experience. While an instructional "helping" relationship and its consistent contribution to student success was often noted, a more personalized teacher-student relationship was mentioned even more frequently. Students identified early in their careers for supplementary/compensatory programs reported an affective as well as achievement-oriented dimension in those experiences, and described themselves as learners dependent upon the kind and level of individualized help and attention received in those settings and in the alternative setting as well.

This investigation attempts to identify factors which influence whether or not someone is likely to drop out of a chemical dependency treatment program. Dropping out is defined as someone who leaves treatment against medical advice. The subjects were patients from a private, non-profit, medically based, residential program. Nine demographic characteristics were abstracted from the charts on file for the patients at the treatment center. Two groups of 45 patients each were selected from the inpatient population. One group, the Completed Treatment group, comprised patients who had completed the 28 day program. The second group, the AMA Discharge group, comprised patients who dropped out of treatment within the first 4 to 10 days. The demographic characteristics analyzed were gender, number of drugs used by the patient, drug preference, method of admission, treatment history, marital success, social status, dependents living at home, and education.