Tyrimo objektas – pilnoji ir ABC išlaidų apskaitos sistemos. Darbo tikslas – atsižvelgiant į išlaidų apskaitos sistemos pasirinkimą sąlygojančius veiksnius pagrįsti ABC sistemos taikymo tikslingumą siekiant tiksliau apskaičiuoti produkcijos savikainą. Uždaviniai: • išanalizuoti išlaidų apskaitos sistemos esmę; • nustatyti pagrindinių veiksnių įtaką išlaidų apskaitos sistemų pasirinkimui; • išanalizuoti pilnosios ir ABC išlaidų apskaitos sistemų esmę, privalumus ir trūkumus; • naudojantis atliktos anketinės apklausos duomenimis, išanalizuoti išlaidų apskaitos sistemų taikymo Lietuvos įmonėse patirtį ir problemas; • pasirinktos įmonės pavyzdžiu pagrįsti ABC sistemos tinkamumą norint tiksliau paskirstyti netiesiogines išlaidas. Tyrimo metodai – nagrinėjant išlaidų apskaitos sistemos esmę, jos pasirinkimą lemiančius veiksnius naudojamasi literatūros šaltinių analizės, palyginimo metodais. Analizuojant pilnąją ir ABC išlaidų apskaitos sistemas dar panaudoti sintezės, anketavimo, grafiniai ir apibendrinimo metodai. Išanalizavus mokslinę literatūrą, atskleista išlaidų apskaitos sistemos esmė, nustatytas išlaidų apskaitos sistemų ir jų pasirinkimą lemiančių veiksnių ryšys. Atlikus literatūros šaltinių analizę ir anketinį tyrimą nustatyti pilnosios ir ABC išlaidų apskaitos sistemų privalumai, trūkumai ir jų taikymo tinkamumas norint paskirstyti netiesiogines išlaidas. / The object of research – absorption and ABC cost systems. The goal of research - in consideration of factors which influence costs accounting system to argue ABC system usefulness on purpose to calculate more accurate production cost. The tasks are as follows: • to display meaning of cost accounting system; • to estimate the link between factors which influence costs accounting systems; • to analyze absorption and ABC cost systems, their limitations, advantages; • to identify cost accounting systems in practice and problems in Lithuanian companies using questionarable data; • to check ABC system suitability for more accurate indirect cost assigning in chosen company. Methods of research: displaying meaning of cost accounting system and factors which influence costs accounting systems were used literature analysis, comparison. Analyzing absorption and ABC cost accounting systems were used also synthesis, questionairing, graphic and generalization. After scientific literatures have been analyzed it comes clear cost system meaning, the link between factors which influence costs accounting systems and cost accounting systems. After questionairing analysis have been identified advantages and disadvantages of absorption and ABC cost accounting systems, their suitability for more accurate indirect cost assigning.

This dissertation examines the conceptualization of the ideal society in Western culture in relation to changes in communication modes. The utopian discourse is defined by a concern with the relationship between language and reality. I explore this concern as a reflection of the theoretical disposition invited by changes in communication modes, which are perceived as crises of representation. Plato and Thomas More’s enlightened communities in the Republic and Utopia reflect comparable idealistic perspectives on education. In my view, this optimism stems from the social reality of growing literacies with the advent of the alphabet and printing, respectively. I contend that these writers are animated by an ethical impulse to teach their readers that language is representation. From the vantage point of this knowledge, each individual may employ language symbolically in order to create and perpetuate a moral and spiritual mode of thought. I argue that the discourse of the ideal is the symbolic expression of humanity’s engagement with death, the ultimate existential concern made acute by the aspect of historical discontinuity in the crisis of representation. Plato and More exhibit comparable efforts to open to their readers the superior space of critical reflexivity which they themselves inhabit. From this conceptual, pre-representational space of conscious choice, language is subjected to achieving spiritual progress. I introduce the concept of post-utopia, which describes a pragmatic moment when the relationship between author and the ideal society is brought into the foreground and reinforced as a way of addressing concerns with textual authority. I examine these developments in Augustine’s De Civitate Dei, François Rabelais’s episode of the Abbaye de Thélème in Gargantua, and Francis Bacon’s New Atlantis. These authors draw on the ideologies of representation inherent in utopian discourse, and position the authorial figure as link between scriptural teleology and history, ensuring spiritual and societal betterment in the textual cultures of late antiquity and early modernity. The figure of the author emerges as a symbol of history and of man’s ability to assume the limits of the mind and of language.

Santrauka Bandant atsakyti į klausimą ar naujoji JT Žmogaus teisių taryba – veiksmingesnės žmogaus teisių apsaugos garantas ar viso labo iliuzija, šiame darbe yra aptariami Tarybos pirmtakės – Komisijos – istorija, raida, pasiekimai, trūkumai bei privalumai. Taip pat yra pateikiamas šios JT žmogaus teisių institucijos reformos įvertinimas. Darbe – aptariama pakitusi Tarybos vieta bei statusas JT sistemoje (nuo šiol Taryba yra pagalbinė Generalinės Asamblėjos institucija). Taip pat yra analizuojama Tarybos sudėtis, aptariant pakitusį narių skaičių bei geografinį jų pasiskirstimą. Detaliai analizuojama nauja rinkimų į Tarybą tvarka, kuri turėtų padidinti Tarybos atskaitingumą bei pakelti pasitikėjimą ja. Darbe taip pat nagrinėjami reikalavimai šalims, siekiančioms patekti į Tarybą, o taip pat papildomi bendradarbiavimo reikalavimai šalims, išrinktoms į Tarybą. Aptariamas padidintas Tarybos sesijų skaičius bei jų bendra trukmė, kas turėtų suteikti Tarybai galimybę greičiau, rimčiau bei nuosekliau reaguoti į žmogaus teisių problemas, staiga kylančias krizes, o taip pat užsiimti žmogaus teisių pažeidimų prevencija. Darbe – analizuojami Tarybos veiklos mechanizmo elementai – specialiosios procedūros, skundų procedūra, Patariamasis komitetas, bei naujoji Visuotinės periodinės peržiūros procedūra. Taip pat yra aptariamas kitas aspektas, nuo kurio didele dalimi priklauso Tarybos veiksmingumas – NVO vaidmuo Tarybos veikloje, kuris išliko beveik toks pats koks jis buvo Komisijos... [toliau žr. visą tekstą] / Summary In an attempt to answer the question whether the new UN Human Rights Council is a guarantee of a more effective protection of human rights or merely an illusion, the paper discusses history, development, achievements, shortcomings and merits of the Council's predecessor -- the Commission. The paper also presents an assessment of this UN human rights institution's reform. The paper discusses the altered place and status of the Council within the UN system (from now on the Council is a subsidiary institution of the General Assembly). The paper also analyzes the Council's composition, discussing the changed number of members and their geographical distribution. The paper also provides detailed analysis of the new rules for electing Council members, which should make the Council more representative and should increase trust in the Council. The paper also examines requirements set for the countries vying for a seat on the Council as well as additional requirements for the countries elected to the Council. The paper discusses the increased number of sessions and their overall duration, something that should help the Council to react to sudden human rights crises and to deal with human rights problems in a faster, more serious and more consistent manner as well as help the Council to be proactive when it comes to human rights violations. The paper analyzes the elements of the Council's work mechanism -- special procedures, complaint procedure, the Advisory Committee and the... [to full text]

This dissertation examines the conceptualization of the ideal society in Western culture in relation to changes in communication modes. The utopian discourse is defined by a concern with the relationship between language and reality. I explore this concern as a reflection of the theoretical disposition invited by changes in communication modes, which are perceived as crises of representation. Plato and Thomas More’s enlightened communities in the Republic and Utopia reflect comparable idealistic perspectives on education. In my view, this optimism stems from the social reality of growing literacies with the advent of the alphabet and printing, respectively. I contend that these writers are animated by an ethical impulse to teach their readers that language is representation. From the vantage point of this knowledge, each individual may employ language symbolically in order to create and perpetuate a moral and spiritual mode of thought. I argue that the discourse of the ideal is the symbolic expression of humanity’s engagement with death, the ultimate existential concern made acute by the aspect of historical discontinuity in the crisis of representation. Plato and More exhibit comparable efforts to open to their readers the superior space of critical reflexivity which they themselves inhabit. From this conceptual, pre-representational space of conscious choice, language is subjected to achieving spiritual progress. I introduce the concept of post-utopia, which describes a pragmatic moment when the relationship between author and the ideal society is brought into the foreground and reinforced as a way of addressing concerns with textual authority. I examine these developments in Augustine’s De Civitate Dei, François Rabelais’s episode of the Abbaye de Thélème in Gargantua, and Francis Bacon’s New Atlantis. These authors draw on the ideologies of representation inherent in utopian discourse, and position the authorial figure as link between scriptural teleology and history, ensuring spiritual and societal betterment in the textual cultures of late antiquity and early modernity. The figure of the author emerges as a symbol of history and of man’s ability to assume the limits of the mind and of language.

Due to the sheer volume of data involved, video coding is an important application of lossy source coding, and has received wide industrial interest and support as evidenced by the development and success of a series of video coding standards. All MPEG-series and H-series video coding standards proposed so far are based upon a video coding paradigm called predictive video coding, where video source frames Xᵢ,i=1,2,...,N, are encoded in a frame by frame manner, the encoder and decoder for each frame Xᵢ, i =1, 2, ..., N, enlist help only from all previous encoded frames Sj, j=1, 2, ..., i-1. In this thesis, we will look further beyond all existing and proposed video coding standards, and introduce a new coding paradigm called causal video coding, in which the encoder for each frame Xᵢ can use all previous original frames Xj, j=1, 2, ..., i-1, and all previous encoded frames Sj, while the corresponding decoder can use only all previous encoded frames. We consider all studies, comparisons, and designs on causal video coding from an information theoretic point of view. Let R*c(D₁,...,D_N) (R*p(D₁,...,D_N), respectively) denote the minimum total rate required to achieve a given distortion level D₁,...,D_N > 0 in causal video coding (predictive video coding, respectively). A novel computation approach is proposed to analytically characterize, numerically compute, and compare the minimum total rate of causal video coding R*c(D₁,...,D_N) required to achieve a given distortion (quality) level D₁,...,D_N > 0. Specifically, we first show that for jointly stationary and ergodic sources X₁, ..., X_N, R*c(D₁,...,D_N) is equal to the infimum of the n-th order total rate distortion function R_{c,n}(D₁,...,D_N) over all n, where R_{c,n}(D₁,...,D_N) itself is given by the minimum of an information quantity over a set of auxiliary random variables. We then present an iterative algorithm for computing R_{c,n}(D₁,...,D_N) and demonstrate the convergence of the algorithm to the global minimum. The global convergence of the algorithm further enables us to not only establish a single-letter characterization of R*c(D₁,...,D_N) in a novel way when the N sources are an independent and identically distributed (IID) vector source, but also demonstrate a somewhat surprising result (dubbed the more and less coding theorem)---under some conditions on source frames and distortion, the more frames need to be encoded and transmitted, the less amount of data after encoding has to be actually sent. With the help of the algorithm, it is also shown by example that R*c(D₁,...,D_N) is in general much smaller than the total rate offered by the traditional greedy coding method by which each frame is encoded in a local optimum manner based on all information available to the encoder of the frame. As a by-product, an extended Markov lemma is established for correlated ergodic sources. From an information theoretic point of view, it is interesting to compare causal video coding and predictive video coding, which all existing video coding standards proposed so far are based upon. In this thesis, by fixing N=3, we first derive a single-letter characterization of R*p(D₁,D₂,D₃) for an IID vector source (X₁,X₂,X₃) where X₁ and X₂ are independent, and then demonstrate the existence of such X₁,X₂,X₃ for which R*p(D₁,D₂,D₃)>R*c(D₁,D₂,D₃) under some conditions on source frames and distortion. This result makes causal video coding an attractive framework for future video coding systems and standards. The design of causal video coding is also considered in the thesis from an information theoretic perspective by modeling each frame as a stationary information source. We first put forth a concept called causal scalar quantization, and then propose an algorithm for designing optimum fixed-rate causal scalar quantizers for causal video coding to minimize the total distortion among all sources. Simulation results show that in comparison with fixed-rate predictive scalar quantization, fixed-rate causal scalar quantization offers as large as 16% quality improvement (distortion reduction).

Dans le contexte de l’avion plus électrique, les réseaux électriques aéronautiques sont en pleine évolution. Cette évolution est poussée par le besoin d’une intégration à forte densité énergétique ce qui pose des défis aux concepteurs en termes d’architectures, de systèmes et de méthodes de dimensionnement.Un réseau de bord est composé d’un ensemble de systèmes électriques multidisciplinaire qui proviennent de différents fournisseurs dont le design est actuellement effectué en répondant à des standards de qualité spécifiés par l’agrégateur. L’objectif de la thèse est de proposer de nouvelles approches intégrées qui permettent de gérer la complexité des réseaux électriques tout en convergeant vers un résultat optimal, offrant des gains de masses en référence à un design par des « approches mécanistes » reposant sur un agrégat de boucles d’optimisation locales. Une approche multiniveau a été développée en s’inspirant des travaux sur la MDO « Multidisciplinary Design Optimization ». L’élaboration de cette approche a été le résultat d’une expertise accumulée en appliquant différentes méthodes disponibles dans la bibliographie. L’optimisation porte plus spécifiquement sur les filtres d’entrée des charges du réseau ainsi que sur le filtre de sortie du canal de génération du réseau électrique embarqué. L’optimisation multiniveau vise, dans un contexte collaboratif, à itérer entre le niveau agrégateur (niveau réseau) et le niveau équipementier (charges et source du réseau). L’utilisation d’une formulation agrégée au niveau réseau et le respect des causalités au niveau des sous-problèmes sont les principaux atouts de cette approche qui conduit à des solutions proches de l’optimum global de masse de filtres. / Within more electric aircraft context, electric systems and networks have to evolve. High energy density integration pushes designers to reconsider their systems, architectures and tools.An aircraft network contains a large number of multidisciplinary systems which come from different manufacturers. Each manufacturer designs its system separately following quality standards specified by the aggregator. The goal of this thesis is to provide system approaches which could deal with the high-level of complexity of the network while reaching the optimal design of all the system and so reduce the total weight in comparison with mechanistic approaches based on independent optimization loops for the different subsystems.Consulting MDO “Multidisciplinary Design Optimization” researches, we have developed a multilevel approach based on our previous studies and conclusions on classical approaches used in the design of electrical systems. The optimization concerns the input filters of the loads connected to the HVDC bus and the output filter of the generating channel which supply the electric power. The multilevel collaborative optimization allows an automated exchange of data between the aggregator (system level) and manufacturers (sub-system level) and thanks to that, the optimal design of all the system is joined. The strong points of this approach are the aggregated formulation and causality connections between sub-systems.

Conforme as expectativas do governo federal, a Educação Integral tem como meta ser institucionalizada em mais de 50% das escolas da rede estadual e municipal no Brasil até 2020. Nesta perspectiva, o governo cria através de políticas públicas, projetos e programas que venham atender e fomentar a ampliação da permanência da criança na escola. O Programa Mais Educação (PME) foi criado pela Portaria Interministerial n. 17/2007, com o objetivo de aumentar a oferta educativa nas escolas públicas, ampliando o tempo do aluno na escola para sete horas diárias, por meio de atividades optativas, sendo uma delas a prática esportiva. A utilização do esporte como meio para atenuar problemas sociais vividos por crianças e jovens integrantes das classes menos favorecidas tem sido amplamente proposta nas ações e políticas dos governos, voltadas ao desenvolvimento da cidadania, vinculada a uma série de valores que se acredita ser possível incrementar através do esporte, ocupando diferentes lugares: como elemento atrativo para a participação de crianças e jovens, como meio de educação e transmissão de valores, como ocupação do tempo. Esta pesquisa teve como objetivo compreender quais são as articulações existentes entre as apropriações e perspectivas construídas a partir das práticas esportivas desenvolvidas pelas crianças, jovens, monitores, família e gestores no Programa Mais Educação em uma escola estadual de Porto Alegre, Rio Grande do Sul. Para isso, o método empregado foi a etnografia, utilizando-se três ferramentas: a observação participante, entrevistas e análise de documentos. Esse esforço etnográfico resultou na construção de quarenta diários de campo e onze entrevistas: três crianças, três monitores, o coordenador do PME da escola, a diretora da escola e três responsáveis pelas crianças – todos tiveram participação direta ou indiretamente com o programa. O resultado dessa pesquisa teve um elemento inesperado e um tanto contraditório: a ‘ausência do esporte’; e o programa foi um espaço criado para o acesso e democratização do esporte. Partindo dessa inserção no campo, passei a interpretar, escrever e fundamentar os significados criados e reproduzidos pelos participantes em relação ao esporte e seus objetivos naquele espaço. Dentro da discussão, procurei estabelecer diálogos com autores que se aproximam do tema, para os quais o esporte se distancia de um conceito homogêneo, assumindo diferentes sentidos dependendo de como as pessoas o significam, modificando seus olhares conforme o espaço que elas ocupam. A ausência do esporte nas oficinas nessa escola se mostrou diretamente ligada às redes tecidas pelos sujeitos mediadores dessa política pública, inseridos em uma determinada realidade. Nesta perspectiva, o que ficou evidenciado foi que as práticas esportivas não aconteciam durante os horários da oficina de esporte, ficando as crianças livres na maior parte do tempo, sem um direcionamento pedagógico que deveria ser realizado pelos monitores. Os motivos dessa ausência, segundo o depoimento dos participantes do programa, foram os mais variados: a falta de formação e experiência por parte dos monitores na área do esporte; a rotatividade e dificuldade em conseguir novos monitores devido ao trabalho voluntário – por isso, mesmo não se realizando o trabalho proposto pelo programa, havia uma determinada conivência por parte dos gestores em manter os monitores, mesmo que fosse só para ter alguém cuidando das crianças; pouco diálogo entre os interesses demonstrados pelas famílias e pela escola em relação ao PME; um olhar limitado construído pelo grupo de profissionais dessa escola em relação ao programa visto pela maioria dos professores como um apêndice e não parte inserida na proposta curricular da escola; falta de diálogo entre a oficina de esporte e os profissionais de educação física que trabalham na escola no turno formal; e certo abandono dos órgãos de supervisão e acompanhamento do processo de implementação e execução do programa nessa escola. Sendo assim, esta pesquisa buscou estabelecer diálogos que envolvem a compreensão do campo do esporte em um programa social desenvolvido na escola, de como uma determinada realidade pode se apropriar deste conceito, possibilitando-o em um âmbito maior diferentes resultados e significados. / According to the Brazilian Government, a comprehensive education aims to be institutionalized in more than 50% of schools in the state and municipal network in Brazil by 2020. Into this perspective, the government creates, through law, projects and programs that will meet and promote the expansion of the time where children remains in school. The “MORE EDUCATION” Program was established by the law No. 17/2007, with the goal of increasing educational provision in the public schools, expanding the student's time in school for seven hours daily through optional activities, one of them is the sport practice. The use of sport as a way to alleviate social problems experienced by children and young members of the lower classes, has been widely proposed in the actions of governments, focused on the development of citizenship, linked to a series of values they believe is possible through sport, occupying different places. It is attractive for children and youth element as a means of education and transmission of values, such as occupation time. This research aimed to understand what are the existing connections between ideas and perspectives constructed from the sports practices developed by children, youth, monitors, family and managers of the “More Education” Program in a State School of Porto Alegre. The method employed was ethnography, using three tools: participant observation, interviews and document analysis. This ethnographic effort resulted in the documentation of 40 observation days, 11 interviews with: 3 children, 3 monitors, the coordinator of More Education Program, the school principal and 3 persons responsible for the children, all had direct or indirect involvement with the Program. The result of this research was an unexpected element and somewhat contradictory, the 'absence of sport', and the program created a space for sports access and democratization. From this point I have interpreted, written and explained the meanings created and reproduced by the participants in relation to sport and its goals in this space. Within the discussion I try to establish dialogs with authors who approach this subject, where the sport moves away from a homogeneous concept, assuming different meanings depending on how people interpret it, changing their looks depending on the space they occupy. The absence of the sport in the school workshops proved to be connected to public politics, entered into a certain reality. In this perspective, it is evident that sport practices did not happen during the times of the sports shop, getting the kids mostly free without a pedagogical direction that should be done by the monitors. The reasons for this absence according to the testimony of participants in the program were varied, among them: lack of training and experience on the part of the monitors in the sports area; turnover and difficulty in getting new monitors due to volunteer work, so even not doing the work proposed by the program, there was a certain complicity on the part of managers to keep the monitors, even if only to have someone taking care of children; little interests by families and the school in relation to More Education Program; looking a limited group of professionals built the school in relation to this program where it was seen by most teachers as an appendix and not as part of curriculum proposal; lack of dialog between the sport workshop and sport education professionals who officially work in the school; and a certain abandonment of supervision and monitoring of the process, implementation and execution of the program at this school. Therefore this research aim to establish ideas involving understanding of sport in a social school program, how is it possible to apply this concept, allowing a greater scope, results and different meanings. / Las expectativas del Gobierno Federal Brasileño es institucionalizar en más del 50% de las escuelas de la red estatal y municipal en Brasil la educación integral. En 2020 se espera por políticas públicas, proyectos y programas, la expansión de la permanencia de los estudiantes en la escuela. El Programa “Más Educación” se estableció por el Decreto Ministerial N ° 17/2007, con el objetivo de extender la oferta educativa en las escuelas públicas, la ampliación de tiempo del estudiante en la escuela durante siete horas al día por actividades opcionales, una de las prácticas seria el deporte. El uso del deporte como un medio para aliviar los problemas sociales que sufren los niños y los jóvenes miembros de las clases bajas, ha sido propuesto en las acciones y políticas de los gobiernos, se centró en el desarrollo de la ciudadanía, vinculadas a una serie de valores que ellos creen posible por el deporte, ocupando diferentes locales: como atractivos a la participación de niños y elemento de la juventud como forma de educación y transmisión de valores, como el tiempo de ocupación. Esta investigación tuvo como objetivo comprender cuáles son las articulaciones existentes entre créditos y perspectivas construidas a partir de las prácticas deportivas desarrolladas por los niños, jóvenes, monitores, familiares y gestores, más el Programa de Educación en una Escuela Estatal de Porto Alegre. Para ello, se empleó el método de la etnografía, en uso de tres herramientas: la observación participante, entrevistas y análisis de documentos. Este esfuerzo etnográfico pasó por a la construcción de 40 diarios de campo, y se hizo 11 entrevistas: 3 hijos, 3 monitores, el coordinador de la escuela Programa Más Educación, el director de la escuela y 3 personas responsables de los niños, todos tenían participación directa o indirecta con el Programa. El resultado de esta investigación fue un elemento inesperado y algo contradictorio, la 'ausencia de deporte', y el programa crea un espacio para el acceso y la democratización. A partir de esta inserción en el campo comenzó a interpretar, escribir y explicar los significados creados y reproducidos por los participantes en relación con el deporte y sus metas en este espacio. Dentro de la discusión, trataba de establecer diálogos con los autores que abordan el tema, donde el deporte se aleja de un concepto homogéneo, asumiendo diferentes significados dependiendo de cómo las personas, cambian su apariencia en función del espacio que ocupan. La ausencia de este deporte en estos talleres escolares demostró redes conectadas directamente tejidas por mediadores sujetos de esta política pública, entrando en una realidad. En esta perspectiva, lo que era evidente era que las prácticas deportivas no ocurrieron durante los tiempos de los talleres de deportes. Las razones de esta ausencia de acuerdo con el testimonio de los participantes en el programa fueron los más variados, entre ellos: la falta de formación y experiencia por parte de los monitores en el área deportiva; el volumen de negocios y la dificultad en conseguir nuevos monitores debido al trabajo voluntario, por lo que incluso no hacer el trabajo propuesto por el programa, hubo una cierta complicidad por parte de los administradores para mantener a los monitores, aunque sólo sea para tener a alguien para cuidar de los niños; poco diálogo entre los intereses demostrados por las familias y la escuela en relación a las Programa Más Educación; mirando a un grupo limitado de profesionales construyó el colegio en relación con este programa donde fue visto por la mayoría de los maestros como parte del apéndice y no se inserta en la propuesta curricular de la escuela; la falta de diálogo entre el taller del deporte y profesionales de educación física que trabajan en el cambio formal en la escuela; y un cierto abandono de los órganos de supervisión y seguimiento del proceso de implementación y ejecución del programa en esta escuela. Por lo tanto esta investigación buscó establecer diálogo que involucran la comprensión del ámbito del deporte, en un programa social desarrollado en la escuela, como una cierta realidad puede tomar posesión de este concepto, lo que permite un mayor alcance, resultados y diferentes significados a la misma.

Le véhicule aérien a connu de nombreuses révolutions durant les dernières décennies afin d’être plus économe en énergie et plus respectueux de l’environnement. Dans cet objectif, l’électricité est apparue comme le vecteur énergétique le plus adapté associé aux sources conventionnelles d’énergie. C’est dans ce contexte que nos recherches se sont portées sur ce mode de transport qui va voir des bouleversements structurels importants et de plus en plus d’équipements électriques installés à bord. Ce travail de recherche s’intéresse à une brique de conversion DC/DC nécessaire au transfert d’énergie entre les bus HVDC et LVDC présents sur les avions actuels, pour cela nous avons étudié la structure et le contrôle de la topologie Dual Active Bridge qui apparaît comme le meilleur candidat pour atteindre les objectifs techniques, de rendement et compacité. Un dimensionnement ainsi que des résultats expérimentaux sont présentés pour valider nos choix avec un démonstrateur de 3,75kW. Des pistes de réflexions sont enfin proposées pour poursuivre et étendre certaine assertions vers une structure tri-ports pour l’interfaçage de multiples réseaux et moyen de stockage. L’originalité de ses travaux réside dans la volonté de concevoir un produit industrialisable dans le domaine de l’aéronautique en favorisant plusieurs ruptures technologiques jusqu’alors rédhibitoire chez les avionneurs. / Avionics is intended to become more and more efficient in terms of energy saving thanks to increased efficiency of embedded system. Today, electricity is presented as the best energy vector compared to hydraulic or pneumatic. This is why current researches aim to focus on power electronic converters in order to meet the future electrical power demand in aircraft networks. This research project presents a DC/DC dual active bridge converter which is expected as the best candidate to meet the complex requirements of an aircraft environment, especially the high voltage dynamics. This persuaded us to study the structure and modulations which are explained and brought face to face with a 3,75kW demonstrator in order to validate the theoretical assumptions. Some food for thought is proposed to extend this work toward a three-port converter to interface multiple network as well as storage systems. The originality of this work is to build a new kind of active conversion system promoting break through technologies to prove it suits to aircraft specifications.

This thesis explores the disciplinary relationship between natural philosophy (the study of nature or body) and theology (the study of the divine) in seventeenth-century England. Early modern disciplines had two essential functions. First, they set the rules and boundaries of argument – knowledge was therefore legitimised and made intelligible within disciplinary contexts. And second, disciplines structured pedagogy, parcelling knowledge so it could be studied and taught. This dual role meant disciplines were epistemic and social structures. They were composed of various elements, and consequently, they related to one another in a variety of complex ways. As such, the contestability of early modern knowledge was reflected in contestability of disciplines – their content and boundaries. Francis Bacon, Thomas White, Henry More and John Locke are the focus of the four chapters respectively, with Joseph Glanvill, Thomas Hobbes, other Cambridge divines, and a variety of medieval scholastic authors providing context, comparison and reinforcement. These case studies offer a cross-section of seventeenth-century thought and belief; they embody different professional and institutional interests, and represent an array of philosophical, theological and religious positions. Nevertheless, each of them, in different ways, and to different effect, put the relationship between natural philosophy and theology at the heart of their intellectual endeavours. Together, they demonstrate that, in seventeenth-century England, natural philosophy and theology were in flux, and that their disciplinary relationship was complex, entailing degrees of overlap and alienation. Primarily, natural philosophy and theology investigated the nature and constitution of the world, and, together, determined the relationship between its constituent parts – natural and divine. However, they also reflected the scope of man’s cognitive faculties, establishing which bits of the world were knowable, and outlining the grounds for, and appropriate degrees of, certainty and belief. Thus, both disciplines, and their relationship with one another, contributed to broad discussions about, truth, certainty and opinion. This, in turn, established normative guidelines. To some extent, the rightness or wrongness of belief and behaviour was determined by particular definitions of, and relationship between, natural philosophy and theology. Consequently, man’s place in the world – his relationship with nature, God and his fellow man – was triangulated through these disciplines.

GARCIA, Solange Maria Colares. Política de Educação Integral: Avaliação do Programa Mais Educação e Concepções de Educação Integral na Escola Municipal de Educação Infantil e Ensino Fundamental Professora Fernanda Maria de Alencar Colares. 2013. 146f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Avaliação de Políticas Públicas, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-01-15T11:01:35Z No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-01-15T11:12:54Z (GMT) No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) / Made available in DSpace on 2014-01-15T11:12:54Z (GMT). No. of bitstreams: 1 2013-DIS-SMCGARCIA.pdf: 727783 bytes, checksum: c71258d12a53ad188c8d0afd362f833c (MD5) Previous issue date: 2013 / The goal of this dissertation is to assess the implementation of the Program More Education (PME) on Municipal School of early childhood education and elementary school Municipal Fortaleza by means of conceptions of integral education, the actions of the program and the results seen by the social actors involved in the PME, of the Municipal Secretary of Education (SME), the Regional Executive Secretariat (SER-VI). To this end, we held a discussion on "in-depth review", in which we seek theoretical on Silva, who discusses evaluation of results, and in Rodrigues, who comes to in-depth assessment and highlighting aspects which guided the research, such as: institutional material analysis in the form of law, ordinances, documents, statistical and other data; analysis of the context of the formulation of policy with the construction of the political career of politics of integral education in Brazil; and the institutional history of PME, specifically in Fortaleza. Finally, we performed a case study where we use a number of techniques and instruments, such as participant observation, interviews and the focus group. In data collection, face the conceptions about PME, representatives of PME, SER-VI and the school with the following actors: management, Coordinator of the PME, pedagogical coordinators, teachers, parents and students. Finally, in the analysis, face these conceptions with the theoretical work sustainability that when we present three theoretical assumptions: the first deals with the integral education in the perspective of the human being in its entirety, rather than the idea of expanding the school day; the second discusses integral education as a right and with a view to full protection; and the third discusses integral education as a means to bring the man to the construction of the autonomy and emancipation, that is, confronting the logic of capital under neo-liberal policies. Soon, our evaluative research trajectory, we note several conceptions of integral education, such as: integral education as a possibility to ensure protection to students and integral education full-time as a right which should be offered as an instrument to ensure the full development through access to cultural assets, so that they, in turn, enable its completeness. Finally, we will work to design integral education, which sees the PME and the school as the Redeemer and the instrument to solve social problems such as violence and involvement with drugs. In the survey, other dimensions evaluated were the actions and results of the implementation of PME in school, the point from which we find that the results according to the understanding of the actors involved are positive. This happens since the managers, teachers and coordinators, which justify and explain the importance of PME and the opportunities for students to have access to cultural goods which, otherwise, would not. Parents understand the program as a space in which they can leave their children so they can learn more and be safe and free from violence. Finally, students understand how a significant advance in their lives, both in and outside school. The conclusion we have reached is that there are several ways of thinking integral education and PME, primarily within the school, because, in our view, these various forms of thinking are other tones in the implementation of the PME. Why as the conceptions are different, the positions are. Therefore, regardless of the conceptions of each actor involved, everyone understands and advocate the importance of PME within the school as an instrument 10 that provides access to cultural goods to students and as a means of providing more opportunities which, otherwise, students would not have. Keywords: Conceptions of integral education. Evaluation of public policies. More Education Program. / O objetivo desta dissertação é o de avaliar os resultados da implementação do Programa Mais Educação – PME, na Escola Municipal de Educação Infantil e Ensino Fundamental – EMEIF Fernanda Maria de Alencar Colares por meio das concepções de educação integral, ações do Programa e dos resultados entendidos pelos atores sociais envolvidos no processo a partir da Secretaria Municipal de Educação – SME, Secretaria Executiva Regional – SER VI e especificamente na EMEIF Fernanda Maria de Alencar Colares. Para tanto, realizamos uma discussão sobre “avaliação em profundidade” em que buscamos aportes teóricos em SILVA que discute avaliação de resultados e RODRIGUES que trata de avaliação em profundidade, que destaca aspectos que nortearam a pesquisa, tais como: a análise do material institucional sob forma de lei, portarias, documentos, dados estatísticos e outros; análise de contexto da formulação da política e neste aspecto construímos a trajetória política da política da educação integral no Brasil, e a trajetória institucional do PME. Finalmente, realizamos um estudo de caso em que utilizamos uma pluralidade de técnicas e instrumentos tais como, observação participante, entrevistas e o grupo focal. Na coleta dos dados e confrontamos as concepções de representantes da SME, SER VI e da escola com os seguintes atores a gestão, coordenador do PME, coordenadores pedagógicos, professores, pais e estudantes. Por último na análise confrontamos essas concepções com os aportes teóricos que deram sustentabilidade ao trabalho quando apresentamos três pressupostos teóricos. O primeiro aborda a educação integral na perspectiva de trabalhar o homem na sua integralidade independente da expansão da jornada escolar. O segundo discute educação integral na perspectiva da proteção integral e, por último, aborda a educação integral, como meio de levar o homem a construção da autonomia e da emancipação, confrontando a lógica do capital que é a política neoliberal. E diante da nossa trajetória da pesquisa avaliativa verificamos que as concepções de educação integral que encontramos têm várias roupagens. Educação integral como possibilidade de garantir proteção aos estudantes e educação integral como direito que devem ser ofertado como instrumento de garantir o desenvolvimento pleno por meio do acesso aos bens culturais de forma que viabilize sua integralidade. E por último a concepção de educação integral incutida pelo discurso ideológico que enxerga o PME e a escola como a redentora e instrumento para resolver os problemas sociais como a violência, as drogas. Outros aspectos avaliados na pesquisa avaliativa foram às ações executadas e os resultados do PME na escola e verificamos que os resultados segundo o entendimento dos atores envolvidos no processo são positivos desde os gestores, professores e coordenadores que justificam e explicam a importância das ações do PME e, as oportunidades dos estudantes poderem ter acesso aos bens culturais caso contrário não teriam. Os pais compreendem como um espaço que podem deixar seus filhos e vão poder aprender mais e estarem seguros e livres da violência e os estudantes entendem como um avanço significativo na vida deles na escola como fora dela.