Multi-vehicle systems offer many advantages in engineering applications such as increased efficiency and robustness. However, the disadvantage of multi-vehicle systems is that they require a high level of organization and coordination in order to successfully complete a task. Formation control is a field of engineering that addresses this issue, and provides coordination schemes to successfully implement multi-vehicle systems. Two approaches to group coordination were proposed in this work: geometric and self-organizing formations. A geometric reconfiguring formation was developed using the leader-follower method, and the self-organizing formation was developed using the velocity potential equations from fluid flow theory. Both formation controllers were first tested in simulation in MATLAB, and then implemented on the X80 mobile robot units. Various experiments were conducted to test the formations under difficult obstacle scenarios. The robots successfully navigated through the obstacles as a coordinated as a team using the self-organizing and geometric formation control approaches.

Cette thèse propose de penser l’appropriation du français par des adultes migrants en questionnant notamment la place et le rôle de la langue normée dans ce processus. À ce jour, la finalité affichée des formations linguistiques est l’insertion sociale et professionnelle : la priorité n’est pas de savoir faire des phrases grammaticalement correctes, mais d’utiliser la langue pour communiquer. La recherche menée dans deux structures de formation met en relief une discordance entre les formateurs, qui s’accordent à privilégier les besoins de communication immédiats, et les adultes migrants, qui souhaiteraient « apprendre bien le bon français », un français normé et scolaire. Si l’étude des rapports à la langue normée, et plus largement à l’apprentissage et à l’écrit, permet de mettre en évidence ces décalages, elle permet également de s’interroger sur ce que signifie et implique l’appropriation d’une langue. Cette thèse tente de démontrer que la norme linguistique est un repère, une base qui permet aux apprenants d’adhérer à la langue, de s’y confronter, de la transformer voire de la transgresser. / This PhD thesis offers a reflexion on how can be considered the French language acquisition process by adult migrants dealing with the official standard language. So far, the main purpose of language training programs aimed at migrants is their social and professional integrations. They do not learn how to make a correct grammatical sentence but how to use basic language to communicate. The research study carried out in two training organizations underlined the fact that there is a discrepancy between trainers, who are focused on essential communication needs, and adult migrants who would like « apprendre bien le bon français », a standard and academic French. Even if the study of standard spoken and written French reveals some divergences, it also allows to focus on what does exactly involve language acquisition. Thus, this PhD thesis emphasizes the linguistic standard as a benchmark, a basis for migrant adults who want to learn, transform, accede to the initial language.

The purpose of this examination paper is to get an understanding as an upcoming teacher about how friends make an important impact on children’s identity development in school, their choice of friends circle and what kind of groups there can occur among them. With a deeper comprehension of these circumstances should an educationalist be more considerate and adapt his or hers education to prevent negative group formations and to be an outsider. To achieve my results I used a qualitative research method where I through observation handpicked eight students from upper level of compulsory school with different friend circles from two classes for further interviews. Beside this I observed students in their school environment for three days. My conclusion by this research is that, the society, the school and the home are three very important factors that make big impact on children’s identity development. Even friendship has an important role on their development. Children choose their friends though common interest which can lead to group formations where negative group formations can occur.

No description available.

Acoustic Voice Placement has been in use in the United States choral ensembles since the mid-twentieth century, yet research on the topic is limited. Beyond the techniques of Weston Noble (1922-2016), who championed the practice in the United States from 1948 until his death in 2016, there is little known about methods of Acoustic Voice Placement. The purpose of this research is not only to deepen the information available for the reader, but to create a pathway for future research and debate which expands the knowledge about and the practices within the field of Acoustic Voice Placement. Drawn from multiple source types, an empirical analysis of the approaches, methods, and techniques of Acoustic Voice Placement used by three prominent North American choral conductors was conducted. The methods of Weston Noble, James Bass, and Joe Miller were observed and analyzed intent on capturing exemplary practices and detailed methodologies. When compared to Weston Noble's foundational techniques, modern Acoustic Voice Placement techniques showed both convergent and divergent trends.

The present work aims at a discursive analysis of testimonies of ex-political prisoners of the era of military dictatorship in Brazil, specifically the state of Sergipe, with the intention of exploring resistance brands. To compose the study analyzed in relation to Milton Coelho and Wellington Mangueira, since they were names of extreme representation of the fight against the military dictatorship in Sergipe, experiencing a terrible experience of the prison and torture. This study has the theoretical basis of French Speech Discourse Analysis (DA), starting from the postulates of Pêcheux (1988), Althusser (1980), Orlandi (1996, 2007, 2008, 2009) and Carvalho (2012) and the contributions of Other scholars, both from DA, and the history of Brazil and Sergipe, an example of Napolitano (2014) and Dantas (2004). We understand discourse as a social practice that has as its materiality a language and is influenced by history and ideology, producing effects of meaning. To carry out analyzes, we will use a qualitative methodology, apply theoretical categories of DA and use as corpus reports found on websites, blogs and documentaries. As a result, in the speeches of Milton Coelho and Wellington Mangueira it was possible to perceive a contradiction of what was presented by the military, of not practicing torture, and also a resistance of the ex-prisoners, which is the same of the persecutions and tortures did not surrender their Comrades and kept up the fight for ideals by publishing newspapers circulating inside the university, counting what was vetoed in the newspapers of external circulation, meetings in hiding places and small groups to demonstrate discontent with the system. As the Ideological Formations (IF) of the dominant and the dominated became evident through the regulation of the State Repressive Apparatus (SRA). Throughout the account as linguistic clues they reveal the combat to a system that used by numerous methods to stop a subversive action. Significant silence figures through discursive formations (FD) the manifestations of resistance during persecution and torture, making it clear that even so of coercion, they continue to mean; Since silence does not represent the annulment of the senses, since the subject always means through the symbolic. / O presente trabalho objetiva uma análise discursiva de depoimentos de ex-presos políticos da época da ditadura militar no Brasil, especificamente do estado de Sergipe, com o intuito de explorar marcas de resistência, decorrentes de políticas de censura no período citado. Para compor o estudo serão analisados os relatos de Milton Coelho e Wellington Mangueira, uma vez que foram nomes de extrema representação da luta contra a ditadura militar em Sergipe, vivenciando a terrível experiência da prisão e tortura. Tal estudo tem como fundamentação teórica a Análise de Discurso de linha francesa (AD), partindo dos postulados de Pêcheux (1988), Althusser (1980), Orlandi (1996, 2007, 2008, 2009) e Carvalho (2012) e das contribuições de outros estudiosos, tanto da AD, quanto da história do Brasil e de Sergipe, a exemplo de Napolitano (2014) e Dantas (2004). Entendemos o discurso como uma prática social que tem como materialidade a língua e sofre a influência da história e da ideologia produzindo, assim, efeitos de sentido. Para proceder às análises, utilizaremos a metodologia qualitativa, aplicaremos categorias teóricas da AD e utilizaremos como corpus relatos encontrados em sites, blogs e documentários. Como resultado, nos discursos de Milton Coelho e Wellington Mangueira foi possível perceber a contradição do que foi veiculado pelos militares, de não haver prática de tortura, e também a resistência dos ex-presos, que mesmo diante das perseguições e torturas não entregaram seus companheiros e mantiveram a luta pelos ideais, através da publicação de jornais que circulavam dentro da universidade, contando o que era vetado nos jornais de circulação externa, reuniões às escondidas e em grandes ou pequenos grupos para demonstrar o descontentamento com o sistema. As Formações Ideológicas (FI) do dominador e dos dominados ficaram evidentes por meio da regulação do Aparelho Repressivo de Estado (ARE). Em todo o relato as pistas linguísticas revelam o combate a um sistema que se utilizava de inúmeros métodos para deter a ação “subversiva”. O silêncio significante figura por meio das Formações Discursivas (FD) presentes nas manifestações de resistência durante as perseguições e torturas, deixando evidente que, mesmo diante da coerção, eles continuaram significando; uma vez que o silenciar-se não representa anulação dos sentidos, visto que o sujeito sempre significará por meio do simbólico.

<p>Language-play can briefly be described as the wilful manipulation of the peculiarities of a linguistic system in a way that draws attention to these peculiarities themselves, thereby causing a communicative and cognitive effect that goes beyond the conveyance of propositional meaning. Among the various phenomena answering this description are the different kinds of puns, but also more strictly form-based manipulations such as rhymes and alliteration, in addition to a host of other, sometimes even fuzzier, subcategories.</p><p>Due to its unusual nature, and especially its frequently strong dependence on the idiosyncrasies of a particular language, language-play can generally be assumed to constitute a significant challenge in a translation context. Furthermore, given its non-negligible effects, the translator is not free to simply ignore the language-play (provided it has been recognized as such in the first place) without having taken an active stance on its treatment. However, the difficulties in finding a suitable target-language solution are possibly exacerbated if the source text is a complex multimedia product such as a film, the translation of which, normally in the form of dubbing or subtitling, is subject to additional constraints.</p><p>In view of these intricacies, it has been the aim of this study to analyze and measure how language-play in film has actually been treated in authentic dubbing and subtitle versions. As a prerequisite, the concept of language-play has been elaborated on, and more than a dozen subcategories have been described, developed, and employed. For the purpose of carrying out a meaningful analysis of the dubbing and subtitling of language-play, a corpus has been compiled, comprising 18 family films and 99 of their various target versions, most on DVD, and yielding nearly 800 source-text instances of language-play and thousands of translation solutions.</p><p>The results indicate that especially two sets of factors, among the many that are likely to influence a translation, play a prominent role: the type of the language-play, and the identity and working conditions of the translator. By contrast, the mode of translation (dubbing vs. subtitling), the target language, or the general properties of the films, could not be shown to have a sizeable impact.</p>

Les données sur la transition tardiglaciaire-holocène (de 14500 a 6000 bp) s'appuient sur les resultats livrés par le gisement de st. Thibaud-de-Couz (Savoie, Chartreuse) et une dizaine de sites à stratigraphies developpées qui ont fait l'objet de fouilles récentes. Ces sites représentent des remplissages karstiques qui permettent d'avoir une vision précise mais ponctuelle sur les modalités du passage du dernier glaciaire à l'interglaciaire actuel. L'approche chronostratigraphique assure les bases chronologiques des évolutions naturelles et culturelles. L'étude d'une douzaine de séquences stratigraphiques a permis de distinguer quelques types d'enregistrement sédimentaire propres à chaque phase de l'évolution climato-sédimentaire. La reconstruction de l'évolution paléoclimatique a été faite selon deux approches complémentaires: 1) la sédimentologie met particulièrement en évidence les manifestations de l'humidité qui sous climat froid engendre une importante sédimentation détritique et sous climat chaud des dépôts carbonatés ; 2) l'étude des faunes de mollusques terrestres permet de préciser les conditions paléoécologiques et climatiques locales ; la présence d'une association à columella de type périglaciaire est significative. Les resultats mettent particulièrement en évidence le caractére instable du climat. Le problème des occupations humaines est abordé a travers l'étude des outillages lithiques sous deux aspects: 1) l'étude pétrographique permet de localiser les gites d'approvisionnement en silex et d'avoir des indications sur les territoires parcourus ; 2) la caractérisation des systèmes culturels est basée sur les séries lithiques considérées en terme d'ensembles structures ; dans ce but une méthode de classement hierarchisé est proposée. Les grandes étapes de l'évolution chronoculturelle sont precisées ; elles sont marquées par de profondes mutations qui caractérisent les cultures de la fin du Paléolithique superieur au Mésolithique et par l'émergence des premieres phases de la néolithisation. Une synthèse intégrant l'ensemble des données bioclimatiques et culturelles permet de proposer un modèle de transition dernier glaciaire-interglaciaire actuel caracterisée par une succession de cycles à régimes climatiques contrastes situés à la charnière de deux périodes à climats plus stables. La mise en parallèle des donnees culturelles suggère une relation forte entre évolutions culturelles et changements bioclimatiques

In the Paria Plateau area of northern Arizona and southern Utah the Chinle formation of Upper Triassic age consists of a thick series of Ienticular sandstone, siltstone, claystone, and limestone. The series thins northwestward from about 900 feet at Lees Ferry, Ariz., to about 800 feet at Paria, Utah. Four members of the Chinle formation are recognized—1) the basal Shinarump member composed of conglomeratic sandstone and subordinate shale, 2) a unit, herein named the Lowery Spring member, composed of sandstone and mudstone, 3) the Petrified Forest member composed of bentonitic siltstone and claystone and thin sandstone, and 4) the Owl Rock member composed of cherty limestone and calcareous siltstone. Only the Petrified Forest member is present at all localities in the Paria Plateau area. The Shinarump member was deposited in topographic low areas on an erosion surface and its distribution is irregular. The Lowery Spring and Owl Rock members grade and pinch-out toward the northwest and are not present at Paria, Utah. The upper contact of the Chinle formation is locally unconformable. The three lowermost members were deposited on a broad, flat plain between the Cordilleran geosyncline and highlands to the southeast. In Owl Rock time the rising Cordilleran geanticline cut off the north-westward drainage of Chinle streams and a depositional basin trending southwest was formed.

Ce mémoire de maîtrise porte sur la contribution que pourrait apporter l’Enseignement à distance par radio (EADR) dans la réduction du taux d’échec aux examens du baccalauréat 1ère partie en Haïti. De manière spécifique, nous souhaitions élaborer un programme d’ « Enseignement à distance par radio » (EADR) afin d’aider l’ensemble des candidats bacheliers des classes de Rhéto à préparer les examens du bac 1ère partie. En Haïti, l’Enseignement à distance (EAD) est pratiquement absent. De nombreux pays ayant eu des situations similaires à Haïti ont mis en place des programmes de « Formations ouvertes et à distance » (FOAD) en complémentarité avec le mode d’enseignement classique ou en mode présentiel. La complexité de la situation exige d’envisager diverses pistes pour sortir le système éducatif haïtien de cette léthargie. Si l’on ne peut considérer l’EAD comme l’unique perspective, il est par contre pertinent et souhaitable de l’envisager comme une alternative non négligeable (Lubérisse, 2003). En nous appuyant sur les principales conditions d’efficacité des FOAD définies par Karsenti (2003), les principes théoriques de type R & D (Van der Maren, 2003?), le cadre théorique de la méthodologie de l’évaluation des besoins de Chagnon et Paquette (Institut universitaire des Centres Jeunesses de Montréal, 2005) et de Roegiers, Wouters & Gerard (1992), nous avons élaboré les grandes lignes générales de ce programme d’EADR et les avons soumises à douze (12) acteurs clés du système éducatif haïtien (4 élèves, 3 parents, 2 enseignants et 3 spécialistes de la radio ou de l’EADR). Cette ébauche de programme comportait principalement les objectifs du programme d’EADR, la méthode pédagogique, le contenu et les conditions de mise en œuvre. Des données recueillies par le biais d’entrevues individuelles il ressort que l’implantation d’un programme d’EADR peut être bénéfique au système éducatif haïtien, particulièrement sur les résultats d’examens officiels du baccalauréat 1ère partie. Les douze participants à notre recherche, croient que l’objectif poursuivi par le programme d’EADR est tout à fait réalisable et important pour le public cible. Tout en notant l’aspect positif du programme d’EADR proposé, les participants réclament certaines modifications quant à la méthode pédagogique, au contenu et aux conditions de mise en œuvre. Ainsi, les recommandations faites par les douze acteurs clés du système éducatif, jointes à notre recension nous ont permis d’élaborer un nouveau programme d’EADR revu et corrigé qui pourra servir de base à une évaluation plus large. / This Master’s thesis examines the contribution of Distance Learning through Broadcasting to the reduction of the failure rate at the first part of the High school diploma (Baccalauréat) examination in Haiti. Specifically, we wished to design this type of program with the objective to help all the candidates of the first part of the Baccalauréat (retho’s classes) to prepare for this exam. Several countries which have experienced similar situations as the one in Haiti have set up programs of Open Distance Learning (ODL) in order to complete the classic face-to-face mode of teaching and learning. In Haiti, Distance Learning is practically absent. The complexity of the situation requires the planning of diverse solutions to help the Haitian educational system out of its lethargy. If we cannot consider Distance learning as the only prospect, it is, on the other hand, relevant and desirable to envision it as an interesting alternative (Lubérisse, 2003). This study, centered on the qualitative approach allows us to collect data with twelve (12) key actors of the Haitian educational system (4 pupils, 3 parents, 2 professors and 3 specialists of the radio or Distance Learning by Broadcasting). Drawing on the main conditions of efficiency of Open Distance Learning (ODL) defined by Karsenti (2003), the theoretical principles of R and D (Van der Maren, 2003), the theoretical frame of Chagnon and Paquette’s needs assessment methodology (Centre Jeunesse de Montréal - Institut universitaire, 2005) and of Roegiers, Wouters and Gerard (1992), we outlined the proposed Distance Learning through Broadcasting program and submitted it twelve (12) key actors of Haiti’s educational system (4 students, 3 parents, 2 teachers, and 3 radio or DLBR experts). This sketch contained mainly, the objectives of the program, the pedagogical approach, the contents and the conditions of implementation. The analysis of data generated through individual interviews shows that implementing such a program can be advantageous for the Haitian educational system, particularly as regards the results of the official examinations of the first part of the High school diploma (first part of the Baccalauréat). The twelve (12) participants in our research believe that the objective pursued by the program of Distance learning is achievable and important for the targeted public. While noting the positive aspect of this project, the participants suggested some modifications of the pedagogical approach, the contents and the conditions of implementation. The recommendations made by these twelve key actors of the educational system and our literature review allowed us to produce a new draft of the program outline, revised and corrected. This draft can be used as the basis for a wider evaluation.