We, as a society, have been presented with a massive problem to solve. As the northern hemisphere (and increasingly parts of the southern hemisphere) continue efforts for economic growth, security, and personal comfort; topics of ecological damage, climate change, hunger, disease, poverty, exploitation, and war become more and more commonplace in our collective psyche. In order to find solutions, we must stop using old ways of thinking in favor of a ‘new story’, one that places humans within nature instead of in control over it. While top level efforts are important, even more critical to this topic are the people charged with teaching these new ideas, beliefs, and behaviors. The question that arises from this is, what are the beliefs and values of the teachers who are viewed as passionate or leaders in the field of Education for Sustainable Development (ESD)? What have they learned or experienced that has led them to teach from an ecologically literate perspective and/or towards a greater understanding and acceptance of social responsibility? This study collects the stories and experiences of six high school science teachers and ESD practitioners currently working in Winnipeg, Manitoba, Canada. Stories were analyzed to discover: individual values and belief sets of teachers as well as their progression from childhood to novice teacher to ESD practitioner; and experiences that promoted currently held beliefs and values. As a result, the data shows ESD practitioners to be dedicated and committed individuals, whose values and attitudes stem directly from childhood experiences in nature coupled with parental/adult encouragement. From their stories and experiences, it is clear that successful implementation of values based ESD programs rests sole on the shoulders of the people asked to teach it.

We, as a society, have been presented with a massive problem to solve. As the northern hemisphere (and increasingly parts of the southern hemisphere) continue efforts for economic growth, security, and personal comfort; topics of ecological damage, climate change, hunger, disease, poverty, exploitation, and war become more and more commonplace in our collective psyche. In order to find solutions, we must stop using old ways of thinking in favor of a ‘new story’, one that places humans within nature instead of in control over it. While top level efforts are important, even more critical to this topic are the people charged with teaching these new ideas, beliefs, and behaviors. The question that arises from this is, what are the beliefs and values of the teachers who are viewed as passionate or leaders in the field of Education for Sustainable Development (ESD)? What have they learned or experienced that has led them to teach from an ecologically literate perspective and/or towards a greater understanding and acceptance of social responsibility? This study collects the stories and experiences of six high school science teachers and ESD practitioners currently working in Winnipeg, Manitoba, Canada. Stories were analyzed to discover: individual values and belief sets of teachers as well as their progression from childhood to novice teacher to ESD practitioner; and experiences that promoted currently held beliefs and values. As a result, the data shows ESD practitioners to be dedicated and committed individuals, whose values and attitudes stem directly from childhood experiences in nature coupled with parental/adult encouragement. From their stories and experiences, it is clear that successful implementation of values based ESD programs rests sole on the shoulders of the people asked to teach it.

The trends of present design in electronic systems are towards high speed, small size, and lower voltage levels. Due to these trends, the influence of ESD becomes a more serious problem for an EMC designer. How to precisely evaluate the effect of ESD by measurement and simulation, and try to solve these questions quickly is the most important topic at present. In this thesis we introduce several measurement approaches to ESD. We try to find the equivalent circuit model of the ESD gun operated in our lab, and construct the simulation model by Agilent ADS software. Good agreement between simulation and measurement demonstrates the correctness of the model for this ESD gun. By combining the simulation model of ESD gun with equivalent circuit of DUT extracted by Ansoft Q3D software, it is found this method can evaluate the ESD phenomena of DUT fast and precisely. In addition, with this method some phenomena restricted by measurement can be studied. Finally two real products including a PDA (floating system) and the mainboard in the desktop computer system (grounding system) are discussed in detail.

Les événements transitoires de forte puissance (EFT - Electrical Fast Transient) sont l'une des préoccupations des concepteurs de systèmes embarqués. Ils peuvent conduire au dysfonctionnement du système et sont à l'origine d'un grand nombre de défaillances matérielles et fonctionnelles. Notre étude est principalement portée sur l'impact des décharges électrostatique (ESD - Electro Static Discharge) sur l'électronique embarquée dans un véhicule. D'après une étude de Renault, un véhicule peut subir deux décharges par jour durant sa vie. Les ingénieurs systèmes ne disposent pas de moyen pour prédire l'impact de ces décharges dans les systèmes, et les solutions actuelles sont essentiellement basées sur l'expérience. Afin de prédire le chemin d'un ESD dans tout le système électronique et la stratégie de protection à adopter pour protéger les composants les plus sensibles, des recherches dans le monde entier sont en cours. Les travaux de recherche du groupe ESE du LAAS-CNRS ont mené à des méthodologies de modélisation de composant passif, de circuit intégré et de carte électronique en VHDL-AMS. Les circuits intégrés sont dotés d'un réseau de protection ESD interne qui permet de détourner le stress des zones critiques. La méthodologie développée au cours des précédentes années permet de modéliser le comportement de ce réseau de protection. Cependant, ces modèles sont rudimentaires, ils décrivent uniquement le niveau de déclenchement de la protection et son impédance quasi-statique en fonction du niveau de stress ESD. Aucune information sur le comportement transitoire de la protection n'est décrite dans le modèle. Il est donc difficile de prévoir certaines défaillances liées aux phénomènes transitoires de déclenchement des protections faisant apparaitre de très fortes surtensions ou des niveaux de courant mal évalués. Les différents aspects abordés durant cette thèse permettent de résoudre ces problèmes en proposant des modèles dynamiques, et différentes méthodes pour pouvoir extraire les paramètres des modèles.[...] / Electrical Fast Transient (EFT) are one of the concerns of embedded system engineers. They can lead to system malfunction. EFT are the cause of a large number of hardware and software failures. Our study is mainly focused on the impact of Electro Static Discharge (ESD) on embedded electronic systems, focusing on car's applications. According to a Renault's study, a car can suffer two discharges per day during its entire life. System engineers do not have any tools to predict the ESD impact on the systems. In order to predict the ESD path throughout the electronic system and adjust the ESD protection strategy to provide proper protection for all critical components, some researches around the world are in process. The research results from ESE working group from the LAAS-CNRS laboratory, were mainly on passive components, integrated circuits and electronics boards modeling methods, implemented in VHDL-AMS language. Integrated circuits have an internal ESD protection network that helps to deflect the stress from critical areas. The methodology developed in the last few years allows to model the behavior of this protection network. However, these models are basically made, they are made of the triggering level of the protection and the impedance value of the component depending on the ESD stress amplitude. No information on the transient behavior of the protections is included in this model. It is not possible to predict some failures related to the transient phenomenon of the protection like triggering and turning on time that induce very high overvoltage or mismatch on the current levels estimation. The various topics covered during this thesis allows to solve these problems by using a, proposed dynamic model. Different methods are proposed to extract the parameters used into the dynamic model. One important point also aborted into this document is that the model have to be able to predict the soft failure which can appear in the system during an ESD stress.[...]

In this study, a deposition system called EAVD was made to deposite porous LSCF films used as cathode material in the solid oxide fuel cell (SOFC). The relation of deposition parameters to morphology was discussed. Porous La0.8Sr0.2Co0.2Fe0.8O3 films were successfully deposited on Corning glass and ceria substrates, and a pseudo-cubic perovskite phase was obtained after a post-calcination at 750¢J for 2 hrs. Deposition parameters, such as deposition time, deposition temperature, flow rate, voltage applied, different kinds of set-ups (downward spraying or upward spraying), were discussed. The obtained calcined films were characterized by X-ray diffraction (XRD) and energy dispersive X-ray analysis (EDX). On the other hand, surface and cross-section morphology were examined using SEM. In the series using downward spraying system, deposition temperature and deposition time showed profound effect on morphology. With increasing the extent of these two factors, porous films were obtained. With decreasing the extent of these two factors, however, dense films were obtained. The effects of other parameters to morphology were less obvious. Under proper conditions, cauliflower-like films with high porosity were obtained. In the series using upward spraying system (vertical set-up), reticular films were successfully obtained using deposition temperature ranging from 275~320¢J, flow rate 1.0~1.5 ml/hr, and deposition time within 2 hrs. In the series of flow rate, the pores of reticular structure seemed to grow up with increasing flow rate. Under the condition of prolonged deposition (4 hrs), a stalactitc structure with micropores on it was obtained. The highly porous structures obtained in this study are very suitable for applications in gas sensor and electrodes in SOFC.

Diplomová práce se zabývá existujícími překážkami v oblasti volného pohybu pracovníků. Ustanovení SES, která tuto problematiku upravují, jsou však mnohdy příliš obecná, a až judikatura Evropského soudního dvora interpretací článků SES blíže specifikuje a definuje jednotlivé pojmy, které mohou být komunitárního charakteru (např. pojem ?pracovník?).Proto se tato stať věnuje překážkám volného pohybu pracovníků na základě rozsudků Evropského soudního dvora a rozboru důsledků, které z jeho rozhodnutí plynou.

No / The purpose of this paper is to review and highlight some recent examples of embedding education for sustainable development (ESD), within science and related curricula in ways that are meaningful and relevant to staff and students and reflect on different embedding strategies and discourses. A review of recent selected UK and international teaching and learning practice drawing on an expert workshop and link to wider debates about student competencies and embedding ESD in the curriculum. There are a number of practical ways of bringing sustainable development into science, technology, engineering and mathematics (STEM) related subjects. Successful implementation requires linking teaching activities to the core activities of the STEM discipline. Reformist approaches to curriculum re-orientation are more likely to be successful than calls for radical, transformational models. Embedding ESD into the core curricula of STEM subjects is potentially difficult. This paper highlights practical ways of doing this which can be adopted and introduced within the mainstream of STEM curricula and have a greater chance of being taken up than bolt-on approaches. The treatment of ESD in STEM subjects is relatively under-developed compared to social sciences, humanities and subjects allied to environment. The economic and social significance of STEM subjects means that STEM-related subjects are integral to sustainable development and therefore STEM education must be re-oriented to sustainable development.

La problématique des agressions par décharges électrostatiques (ESD) est un facteur critique dans la fiabilité des circuits intégrés. Ce document effectue la synthèse des travaux menés au LAAS-CNRS dans ce domaine. Les points suivants seront plus particulièrement abordés : - L'étude des mécanismes physiques qui gèrent le comportement d'un composant lors d'une décharge ESD - La mise en place d'une méthodologie de conception de structures de protection - Son application au développement de solutions de protection innovantes La dernière partie de ce document propose les perspectives de cet axe de recherche qui sont principalement motivés par les progrès technologiques des circuits intégrés, l'évolution des normes de robustesse et l'extension de nos travaux au niveau du système.

This research sets out to establish both the extent to which and the ways in which English Secondary schools have a school culture focusing upon sustainability. I visited three case study schools for six weeks each: these were carefully selected to represent a range of progress towards becoming sustainable schools. I visited two other ‘benchmark’ schools for two days each: these were chosen on the recommendations of school sustainability experts, and visiting them helped me judge the progress my case-study schools had made. I took an ethnographic approach to the research, conducting about 80 interviews with various members of my three case study schools, also consulting school documents and undertaking observations of lessons and other aspects of school life. I discovered that the case-study schools had generally made little progress on sustainability, with most school members unaware or uncertain of the basic principles of sustainability. The schools focused much more on students’ examination results and behaviour than sustainability. Leadership structures and formal student involvement in leadership at the case study schools were not conducive to sustainability. Links between campus operations and the taught curriculum were mostly absent, and where sustainability was included in lessons, it tended to be largely theoretical, with few references to its impact on the students and daily life. In the light of the case-study findings and a wide-ranging literature review, a series of recommendations are made, both for secondary schools and for national education policy. These relate, for example, to patterns of school leadership, to the Continuing Professional Development (CPD) of school leaders and teachers, to strengthening the role of sustainability in both the formal and informal curriculum, and to ensuring that students emerge better equipped for a world in which sustainability agendas will be of increasing importance.

The study aims to contribute in the understanding of key values and behaviours for Education for sustainable development and their correlations and to further develop knowledge about how they are distributed among upper secondary school students in relation to socio-demographic factors. There were 274 surveys collected in 5 different schools in Ulaanbaatar and analysed using ANOVA followed by Tukey test and Pearson’s correlation tests. The study supports the findings of previous research that universal, benevolence and traditional values are positively correlated with a positive environmental behaviour. The positive orientation towards sustainability suggest that the current adolescent Mongolian population can become potential environmental supporters with a strong motivation towards sustainable behaviour and attitudes. The demographic and social factors were weak in relation to value orientations, no significant difference observed in value orientation. There was a notable gender difference in pro environmental behaviour which aligned with many existing academic studies. Social factors in relation to environmentally friendly attitude suggested that pro environmental adolescents were somehow exposed to the natural environment and read books during their free time displayed increasingly positive behaviour toward the environment. Therefore this study emphasises the importance of encouraging informal outdoor activities and increasing the access and popularity of reading books among youths. These measures would also serve to strengthen the benevolence value and promote pro environmental behaviour.