Le système scolaire chilien a été parmi les premiers à instaurer un « pilotage par la qualité ». La Fondation Chili a été l’un des principaux acteurs de cette institutionnalisation. Le but de cette recherche doctorale est de découvrir comment les consultants en qualité de la Fondation Chili ont utilisé les objets techniques (Simondon, 1989) de leur boîte à outils pour influer sur l’implication des chefs d’établissements et de leurs équipes dans le processus d’institutionnalisation du pilotage par la qualité. Le champ de cohérence scientifique de cette recherche est celui de l’analyse institutionnelle (Lamihi & Monceau, 2002). Sept des dix anciens collègues du chercheur, toujours actifs comme consultants ont participé à cette recherche. Le dispositif de recherche a eu pour objectif prioritaire de permettre l’expression individuelle et collective des consultants pour faire émerger leurs implications en provocant des transductions dans leurs discours. La collecte des données empiriques a été effectuée à travers des entretiens individuels et collectifs, enregistrées en vidéo (Pesce, 2017). Le dispositif filmique a facilité la mise en réflexivité (Lallier, 2009 ; Rouch, 1979) des consultants sur leurs parcours et leurs pratiques au sein de la Fondation Chili. Pour élargir le champ d’analyse, quelques outils propres à l’analyse institutionnelle ont été intégrés au dispositif. Il s’agit tout d’abord de l’utilisation des analyseurs qui ont surgi des entretiens, ce que Lourau (1978) nommait des analyseurs naturels. J’ai également effectué une restitution des résultats avec celui des participants qui a été mon informateur privilégié, ceci afin d’affiner mes analyses. Enfin, l’écriture d’un journal de recherche a été essentielle pour l’analyse de mes propres implications primaires et secondaires en tant que praticien-chercheur. / The chilean school system has been among the first to introduce a « pilotage by the quality ». The Foundation Chile was one of the main actors of this institutionalization. The purpose of this doctoral research is to discover how the consultants in quality of the Foundation Chile have used the technical objects (Simondon, 1989) of their toolbox to influence the implication of school principals and their teams in the process of institutionalization of the pilotage by the quality. The field of scientific coherence of this research is that of the institutional analysis (Lamihi & Monceau, 2002). Seven of the ten former colleagues of the researcher are participated in this research. The research apparatus had for priority objective to allow the individual and collective expression of consultants, to make emerge their implications and by provoking transductions in their discourse. The collection of empirical data has been carried out through individual and collective interviews, all recorded in video (Pesce, 2017). The film apparatus facilitated the reflexivity (Lallier, 2009 ; Rouch, 1979) of consultants on their backgrounds and their practices within the Foundation Chile. To broaden the field of analysis, a few specific tools of the institutional analysis have been integrated to the research apparatus. The use of the analyzers which arose from interviews, that Lourau (1978) appointed of natural analyzers. I have also carried out a restitution of the results with that of participants who was my informant privileged, this in order to refine my analyzes. Finally, the writing of a diary study has been essential for the analysis of my own primary and secondary implications as a practitioner-researcher.

Depuis les années 1990, le pilier environnemental de la RSE est identifié par l’entreprise comme un enjeu stratégique. Cependant, il reste souvent traité de façon procédurale et normative (via l’adoption de normes et/ou de labels écologiques, l’élaboration et le suivi d’indicateurs environnementaux…). Aussi perfectionnés soient-ils, ces outils de gestion relèvent d’un assemblage de solutions techniques. Leur déploiement est nécessaire mais pas suffisant pour assurer le succès et la pérennité d’une démarche environnementale. Qu’en est-il de l’adhésion des salariés à l’enjeu environnemental ? Comment favoriser leur implication active dans la démarche ? Répondre à ces questions suppose d’envisager l’environnement sous l’angle de l’appropriation, cette dernière devant être analysée dans sa dimension processuelle et cognitive. Menée auprès de deux magasins de la grande distribution, notre recherche-action vise à élaborer des connaissances génériques et actionnables. Nous montrerons en quoi un processus appropriatif contribue à l’émergence d’un « salarié-acteur » : engagé dans une dynamique de contestation et d’amélioration des routines environnementales ; partie prenante de l’écostratégie de son employeur. Nous soulignerons aussi le fait que l’appropriation relève d’un processus d’apprentissage. Elle suppose donc le transfert de compétences individuelles et collectives. Nous proposerons aux deux magasins de notre terrain des dispositifs visant à pérenniser, formaliser, évaluer et valoriser ces compétences appropriatives. / The environmental dimension of CSR has been identified since the 1990s as a strategic objective. Having said this, it is very often treated in just a procedural or normative manner (via e.g., implementation of environmental labels and standards, monitoring of environmental indicators…). Even if they have been honed to perfection, these management tools are still nothing more than a technological solution. Their application is absolutely necessary, but not at all sufficient for ensuring the long-term success of an environmental approach. What do employees think of this, and how to ensure their active implication in this challenge? Trying to answer these questions requires looking at the environmental dimension through the angle of “appropriation”, with an analysis of its procedural and cognitive dimensions. This action-research project was conceived to find and detail generic and practical knowledge in two outlets of the food retail industry. We aim to show how a process of appropriation can contribute to the emergence of an “employee-actor”: committed to protest and amelioration of procedures; a stakeholder in his/her employer’s environmental strategy. Further, we aim to demonstrate that appropriation is the result of a learning process, a transfer of individual and collective competences. In the case of the two hypermarket outlets that we observed, we elaborate specific tools and procedures that aim to perpetuate, formalise, evaluate, and attach value to these competences in appropriation.

Made available in DSpace on 2016-03-22T17:26:43Z (GMT). No. of bitstreams: 1 marilia.pdf: 1002551 bytes, checksum: 1472f2853b044a1ac45b6b20cb05f4be (MD5) Previous issue date: 2011-04-20 / In fuzzy logic, the interval valued fuzzy propositions can be combined using different aggregations (interval t-norms, interval t-conorms) and interval negations, generating new interval implications. The interval extension of fuzzy sets plays a crucial role in providing the foundation for the development of inference rules in expert systems based on interval valued fuzzy logic. Most fuzzy implication operators and their corresponding interval extensions are based on two types of representations: (i) the explicit representations defined in terms of aggregation operators,such as the classes of S-implications, QL-implications and D-implications; and (ii) implicit representations, considering forinstance R-implications. However, some fuzzy implication operations often applied in expert systems can not be classified in one of these two representations. In this new class of implications, referred to as A-implications, the relations with the aggregation operators are axiomatically defined based on algebraic properties. Therefore, to describe an interval extension of these operators, this study focuses on Yager s implications, Gh funtions and related properties of interval valued fuzzy implications, which can not be naturally represented explicitly or implicitly. Based on such study, this work introduces the canonical interval representation of the Yager s implications and Gh implication. In addition, it includes an analysis of the action of interval automorphisms on the class of interval valued A-implications and related algebraic properties which are verified by this interval constructions / Na l´ogica fuzzy, as proposic¸ oes fuzzy valoradas intervalarmente podem ser combinadas utilizando-se diferentes operadores de agregac¸ ao (t-normas intervalares, t-conormas intervalares) e o complemento intervalar, gerando novos operadores de implicac¸ oes intervalares. Na extens ao intervalar dos conjuntos fuzzy, as implicac¸ oes fuzzy intervalares t em um papel fundamental fornecendo a fundamentac¸ ao para o desenvolvimento das regras de infer encias em sistemas especialistas baseados na l´ogica fuzzy intervalar. Para a an´alise de propriedades alg´ebricas, a maioria dos operadores de implicac¸ oes fuzzy e suas correspondentes extens oes intervalares, est ao baseados em duas formas de representac¸ ao: (i) expl´ıcita, definida em termos dos operadores de agregac¸ ao, como verificam-se nas classes de S-implicac¸ oes, QL-implicac¸ oes e D-implicac¸ oes; ou, ainda (ii) impl´ıcita, como as Rimplicac ¸ oes. No entanto, algumas operac¸ oes de implicac¸ ao fuzzy frequentemente aplicadas em sistemas especialistas n ao se enquadram em uma destas formas de representac¸ ao. Esta nova classe de implicac¸ ao ´e referenciada como A-implicac¸ oes, onde as relac¸ oes com os operadores de agregac¸ ao s ao definidas a partir de uma axiomatizac¸ ao baseada em propriedades alg´ebricas. Portanto, para descrever a extens ao intervalar destes operadores, neste trabalho estuda-se a axiomatizac¸ ao das implicac¸ oes de Yager e da Gh-implicac¸ ao. Com base em tal estudo, este trabalho introduz a representac¸ ao can onica intervalar das implicac¸ oes de Yager e Gh-implicac¸ ao. Al´em disso, inclui uma an´alise da ac¸ ao de automorfismos intervalares sobre estas classes de A-implicac¸ oes valoradas intervalarmente relacionando as propriedades alg´ebricas que s ao verificadas por estas construc¸ oes intervalares

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

L’objet de cette thèse est de comprendre les manifestations de l’implication des étudiants et les mécanismes qui la favorisent. D’abord nous avons exposé les théories de la gouvernance (parties prenantes et responsabilité sociale), les différents modèles d’organisation des universités et la place de l’implication à l’Université. Ces bases théoriques nous ont permis de poser notre modèle. Ensuite, nous avons construit les concepts de notre modèle sur la base de 12 entretiens exploratoires, de recherche documentaire et d’observations ; et présenté le fonctionnement de l’université sénégalaise. Il apparait toutefois nécessaire pour l’université d’identifier les facteurs d’implication des étudiants pour mieux attirer ces derniers. Le recueil de données est principalement constitué d’une étude quantitative (n = 277, taux de retour 92%). Enfin, nous avons analysé les résultats et énuméré les perspectives managériales qui en découlent. Les aspects annexes, la qualité de l’enseignement, la participation dans les associations et les caractéristiques individuelles sont les éléments que la gouvernance des universités doit prendre en compte pour susciter l’implication des étudiants. / The purpose of this thesis is to understand the manifestations of the commitment of students and the mechanisms that favor it. First, we presented the theories of the governance (stakeholders and social responsibility), the different models of organization concerning universities as well as the place of commitment at the University. These theoretica foundations have enabled us to elaborate our research model. Second, we built the concepts of our research model on the basis of 12 exploratory interviews, documentary research and observations, and presented the functioning of the Senegalese University. It appears, however, necessary for the university to identify the factors of the commitment of students in order tobetter attract them. Data collection consists mainly on a quantitative study (n = 277, rate of response: 92%). Finally, we analyzed the results and enumerated the managerial perspectives. Annexes aspects, quality of education, participation in associations and individual characteristics are the elements that the university governance should take into account togenerate the commitment of students.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

The Utah Tort Liability law was defined and a teacher understanding of the law and their liability was determined. Physical Education teachers do not have a good knowledge of the state's liability law, nor are they aware of the liability they are open to. Where opportunity was afforded, teachers were anxious to place the responsibility for their actions on someone of a higher position. This could be attributed to the fact that district and state administrators have not made an awareness of our new law. The area of liability least understood is inadequate use of professional knowledge and skills. Sending a boy into a ball game not recognizing he has an injury, or letting a student participate With a letter of permission from home when it is obvious that he should not be allowed to participate are examples. Teachers do seem to be aware of safety practices and the need to make students more aware of them; however, their reluctance to accept liability for neglecting to follow those practices would tend to overshadow the response to this section. Physical educators must become more and more aware of the safety of pupils and provide the necessary supervision to make this possible. Much more confidence and discretion needs to be employed in making professional decisions; and if the teacher's knowledge doesn't merit a decision, then additional professional advice should be sought when a student's well-being is in danger.

The purpose of this study is to engage in a discussion that is currently marginalized in academic spaces, about the notions of energy and impacts of it on students' learning process and accomplishment in the educational space. While teachers' low expectations and negation on racialized students, and hostilities from other peers has been studied, not much attention has been paid to how those teachers' and peers' energy such as hostility has impacted on students' learning process and accomplishment. In this thesis, I employ Japanese Indigenous ways of knowing to explore this theme. However, my discussion about the impact of energy on student learning process is not limited to the Japanese context only; I have expanded the discussion to the Eurocentric educational system as well. My thesis aims to contribute to the instructional and pedagogical implication for classroom teachers.

The purpose of this study is to engage in a discussion that is currently marginalized in academic spaces, about the notions of energy and impacts of it on students' learning process and accomplishment in the educational space. While teachers' low expectations and negation on racialized students, and hostilities from other peers has been studied, not much attention has been paid to how those teachers' and peers' energy such as hostility has impacted on students' learning process and accomplishment. In this thesis, I employ Japanese Indigenous ways of knowing to explore this theme. However, my discussion about the impact of energy on student learning process is not limited to the Japanese context only; I have expanded the discussion to the Eurocentric educational system as well. My thesis aims to contribute to the instructional and pedagogical implication for classroom teachers.

The focus of this paper is to present an exploratory study on the level of awareness regarding green marketing and its managerial implications, among selected, South African Manufacturing Small, Medium and Micro Enterprises (SMMEs), in the province of KwaZulu–Natal (KZN). The concept of green marketing and thought provoking managerial implications are still an issue of concern in the South African manufacturing sector. The study aimed to explore the awareness levels about green marketing by selected South African manufacturing SMMEs in KZN, and the resulting managerial implications. Primary data was collected from 84 manufacturing SMMEs. This research was quantitative in nature and a questionnaire was used to collect data from SMMEs owners/managers in KZN. Findings of the research indicate that SMMEs in the study are aware of green marketing and its managerial implications. It further reveals that SMMEs’ owners/managers indicate that the South African Environmental Act and Consumer Protection Act are additional factors that influence their businesses operations. The paper will benefit SMMEs owners/managers, SMMEs marketing managers, and affiliated stakeholders, by introducing a new understanding of green marketing and how to cope with the demand of new green marketing strategies. Most work on the Green Zone has concentrated on green products, with little emphasis on green marketing and its implications. The findings are limited by the study’s exploratory, quantitative nature and small sample. Generalisation should be done with care and further research, with a large sample and consideration of other provinces, is therefore recommended.