Ce projet de recherche s’inscrit dans le débat autour du concept de réconciliation entre les peuples autochtones et allochtones au Canada. Terreau fertile depuis la publication du rapport de la Commission de vérité et réconciliation sur les pensionnats autochtones, les discussions sur le sujet dépassent le champ politique et prennent aussi racine dans la littérature. Plusieurs écrivains autochtones ont abordé ce sujet dans leurs œuvres littéraires. Natasha Kanapé Fontaine, connue notamment pour son engagement au sein du mouvement Idle No More, figure parmi les jeunes artistes autochtones qui ont exprimé leur opinion sur un nombre important d’enjeux dont celui de la réconciliation. Cette recherche étudie donc la vision de l’artiste multidisciplinaire innue de la réconciliation. La contribution de cette thèse à l’avancement des connaissances se décline en deux volets. D’une part, le cadre analytique, construit à partir d’une revue de la littérature, rend compte de la complexité du concept de réconciliation au Canada. Il présente d’abord une déconstruction conceptuelle de la réconciliation d’où ressortent quatre composantes du concept – définition, intentions, processus et actions – et fait ensuite, la synthèse des positions des auteurs sur ces dernières. Cet exercice révèle les différents courants de la littérature sur la réconciliation ainsi que les tensions entre les différents usages du concept. D’autre part, ce projet contribue à faire avancer les débats sur la réconciliation en présentant la vision d’une jeune artiste innue. L’analyse méthodique des prises de parole publiques et des ouvrages poétiques de Natasha Kanapé Fontaine montre son positionnement théorique par rapport au concept de réconciliation ainsi que l’évolution de sa vision de celui-ci au fil du temps. De cette analyse croisée entre le politique et le littéraire, il ressort que la réconciliation est un concept multidimensionnel complexe et polysémique. La multiplicité de sens accordé à la réconciliation par les différents acteurs peut nuire à l’avancement du projet commun qu’est le renouvellement des relations entre autochtones et allochtones au Canada. Pour dépasser la mécompréhension interculturelle, les acteurs devraient partager leur vision de la réconciliation et travailler ensemble sur les actions pour réaliser le projet de réconciliation.

abstract: Seismic observations have revealed two large low shear velocity provinces (LLSVPs) in the lowermost mantle beneath Pacific and Africa. One hypothesis for the origin of LLSVPs is that they are caused by accumulation of subducted oceanic crust on the core-mantle boundary (CMB). Here, I perform high resolution geodynamical calculations to test this hypothesis. The result shows that it is difficult for a thin (~ 6 km) subducted oceanic crust to accumulate on the CMB, and the major part of it is viscously stirred into the surrounding mantle. Another hypothesis for the origin of LLSVPs is that they are caused by thermochemical piles of more-primitive material which is remnant of Earth's early differentiation. In such case, a significant part of the subducted oceanic crust would enter the more-primitive reservoir, while other parts are either directly entrained into mantle plumes forming on top of the more-primitive reservoir or stirred into the background mantle. As a result, mantle plumes entrain a variable combination of compositional components including more-primitive material, old oceanic crust which first enters the more-primitive reservoir and is later entrained into mantle plumes with the more-primitive material, young oceanic crust which is directly entrained into mantle plumes without contacting the more-primitive reservoir, and depleted background mantle material. The result reconciles geochemical observation of multiple compositional components and varying ages of oceanic crust in the source of ocean-island basalts. Seismic studies have detected ultra-low velocity zones (ULVZs) in some localized regions on the CMB. Here, I present 3D thermochemical calculations to show that the distribution of ULVZs provides important information about their origin. ULVZs with a distinct composition tend to be located at the edges of LLSVPs, while ULVZs solely caused by partial melting tend to be located inboard from the edges of LLSVPs. This indicates that ULVZs at the edges of LLSVPs are best explained by distinct compositional heterogeneity, while ULVZs located insider of LLSVPs are better explained by partial melting. The results provide additional constraints for the origin of ULVZs. / Dissertation/Thesis / Doctoral Dissertation Geological Sciences 2015

Submitted by PATRÍCIA RIBEIRO FEITOSA LIMA null (39035573315) on 2016-07-06T22:20:09Z No. of bitstreams: 1 TESE VERSÃO FINAL JUNHO 2016.pdf: 3767630 bytes, checksum: 6390c574ae78e36b5863673ebe59d653 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-07-11T14:04:48Z (GMT) No. of bitstreams: 1 lima_prf_dr_mar.pdf: 3767630 bytes, checksum: 6390c574ae78e36b5863673ebe59d653 (MD5) / Made available in DSpace on 2016-07-11T14:04:48Z (GMT). No. of bitstreams: 1 lima_prf_dr_mar.pdf: 3767630 bytes, checksum: 6390c574ae78e36b5863673ebe59d653 (MD5) Previous issue date: 2016-06-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A obesidade em crianças e adolescentes é um desafio para a sociedade brasileira. O presente estudo, caracterizado metodologicamente com predominância qualitativa, analisa as possíveis relações do sobrepeso e da obesidade no processo ensino-aprendizagem da dança educativa em crianças e adolescentes. Apropria-se da Triangulação de Métodos como procedimento de coleta de dados, desenvolvida em três etapas. Os instrumentos utilizados foram: avaliação antropométrica, entrevistas individuais semiestruturadas, intervenção educativa, observação participante, diário de campo, escala de avaliação da insatisfação corporal e avaliação da percepção da imagem corporal por silhuetas. Realizou-se em 18 escolas públicas municipais de Fortaleza, Ceará. Os pesquisados são 557 alunos, de ambos os sexos, que praticam dança no Programa Mais Educação, com faixa etária de seis a dezessete anos, entre obesos e não obesos. A análise dos dados foi tratada conforme a natureza de cada instrumento. Utilizou-se o programa SPSS (2003) para as análises estatísticas descritivas, nos dados quantitativos; e interpretação qualitativa e análise de conteúdo, preceituada por Bardin (2004), para os registros qualitativos. Verificou-se que, dos 557 alunos investigados, 22,1% são obesos e 15,6% estão com sobrepeso. Estes números revelam que 37,7% estão com peso corporal fora do padrão de saúde, um indicativo de risco à saúde pública da população jovem da cidade de Fortaleza. Desvelou-se a sensação de prazer ao dançar; a importância do adequado acolhimento docente para o fomento ao interesse na aprendizagem e ao bom convívio dos alunos; a timidez por parte dos alunos com sobrepeso e obesos, e a sutil revelação do preconceito social aliado à prática da dança para homens e para pessoas obesas, contrapondo-se ao sentimento de satisfação com seus corpos. O estudo conclui que a obesidade é um fator influente e quase limitante na aprendizagem da dança. Porém, considera a dança como importante recurso educativo para a promoção da saúde do obeso, especialmente, pela função de elevar a autoestima e auto aceitação dos seus praticantes, além de propiciar benesses nos aspectos da flexibilidade e da postura corporal. / Obesity in children and adolescents is a challenge for Brazilian society. This study, methodologically characterized as a qualitative predominance, analyzes the possible relationship of overweight and obesity in the teaching-learning process of the educational dance among children and adolescents. It appropriates the Triangulation Methods as a data collection procedure developed in three stages. The tools used were: anthropometric evaluation, semi-structured individual interviews, educational intervention, participant observation, field diary, rating scale of body dissatisfaction, and evaluation of the body perception through silhouettes. The survey was carried out in 18 public schools in Fortaleza, Ceará. The 557 participants are six to seventeen year-old male and female students, either obese or non-obese, who practice dance in the More Education Program. The data analysis was dealt with according to the nature of each tool. One has used the SPSS software program (2003) for the descriptive statistics analysis concerning the quantitative data; and qualitative interpretation and content analysis, stipulated by Bardin (2004), concerning the qualitative data. It was found that out of the 557 students surveyed, 22.1% are obese, and 15.6% are overweight. Those figures show that 37.7% have their body weight out of the health standard, thus indicating a risk to the public health of the young population from the city of Fortaleza. The feeling of pleasure while dancing has been unveiled; the importance of the faculty adequate hosting towards fostering the interest in learning, and the good fellowship among students; the shyness of overweight and obese students; and the subtle revelation of social prejudice associated with the practice of dance by men and obese people, as opposed to the feeling of satisfaction with their bodies. The study concludes that obesity is a contributing factor and almost a limiting one when someone is learning how to dance. However, it considers dance as an important educational resource for the health promotion of the obese, especially for raising the self-esteem and self acceptance of its practitioners, besides providing benefits in the aspects of flexibility and body posture.

Ao ofertar atividades diferenciadas aos educandos, também se faz necessário que os mesmos tenham voz ativa e explicitem suas preferências. O Programa Mais Educação busca ofertar atividades de contraturno escolar para crianças e adolescentes de escolas públicas, no entanto, essa oferta sempre é analisada e as opções advindas diretamente da gestão escolar. Não se pensou ainda, em ouvir o aluno, o foco e desse Programa e principal envolvido. É na voz ativa do educando que ele poderá mostrar suas preferências e envolver-se de fato com a proposta, já que, é muito mais fácil participar de algo que gostamos. Este trabalho apresenta a relação entre idade, gênero e turno escolar de estudantes e suas preferências de atividade no contraturno. A amostra foi composta de 885 estudantes, de 11 à 16 anos, matriculados regularmente em oito escolas públicas do Município de Farroupilha, RS, Brasil. Esta análise foi realizada através de questionário, com questões voltadas à preferência de atividades no contraturno, o qual os alunos responderam em sala de aula. Os resultados mostram que a maior preferência dos educandos, considerando a amostra geral, é futebol, informática, desenho/pintura ou grafite, dança, lutas e sessões de cinema. Pode-se considerar que é de extrema importância analisar as atividades que os estudantes demonstram mais interesse, para que exista um método mais eficaz de organizar essas atividades a fim de conseguir que esses estudantes de fato participem e aprendam de forma agradável, para que o Programa Mais Educação possa ser implantado com eficácia. / By offering different activities to students, it is also necessary that they have a voice and explicit preferences. The More Education Program search offer afterschool activities for children and adolescents from public schools, however, this offer is always analyzed and the resulting options directly from the school management. Not thought up yet, to hear the student, and the focus of this program and principal involved. It is in the active voice of the student that he can show his preferences and engage in fact with the proposal, since it is easier to participate in something like that. This work presents the relationship between age, gender and school shift students and their activity preferences in school complementary activities. The sample consisted of 885 students of 11 to 16 years, regularly enrolled in eight public schools in the city of Farroupilha, RS, Brazil. This analysis was conducted through a questionnaire with questions related to the preference of activities in school complementary activities, which the students answered in the classroom. The overall result shows that most of the students prefer, considering the overall sample, it is football, computer, drawing / painting or graffiti, dance, fights and movies. One can consider that it is of utmost importance to analyze the activities that students show more interest, so that there is a more effective method of organizing these activities in order to achieve these fact students to participate and learn in a pleasant way, so that the More Education Program can be deployed more effectively.

Ao ofertar atividades diferenciadas aos educandos, também se faz necessário que os mesmos tenham voz ativa e explicitem suas preferências. O Programa Mais Educação busca ofertar atividades de contraturno escolar para crianças e adolescentes de escolas públicas, no entanto, essa oferta sempre é analisada e as opções advindas diretamente da gestão escolar. Não se pensou ainda, em ouvir o aluno, o foco e desse Programa e principal envolvido. É na voz ativa do educando que ele poderá mostrar suas preferências e envolver-se de fato com a proposta, já que, é muito mais fácil participar de algo que gostamos. Este trabalho apresenta a relação entre idade, gênero e turno escolar de estudantes e suas preferências de atividade no contraturno. A amostra foi composta de 885 estudantes, de 11 à 16 anos, matriculados regularmente em oito escolas públicas do Município de Farroupilha, RS, Brasil. Esta análise foi realizada através de questionário, com questões voltadas à preferência de atividades no contraturno, o qual os alunos responderam em sala de aula. Os resultados mostram que a maior preferência dos educandos, considerando a amostra geral, é futebol, informática, desenho/pintura ou grafite, dança, lutas e sessões de cinema. Pode-se considerar que é de extrema importância analisar as atividades que os estudantes demonstram mais interesse, para que exista um método mais eficaz de organizar essas atividades a fim de conseguir que esses estudantes de fato participem e aprendam de forma agradável, para que o Programa Mais Educação possa ser implantado com eficácia. / By offering different activities to students, it is also necessary that they have a voice and explicit preferences. The More Education Program search offer afterschool activities for children and adolescents from public schools, however, this offer is always analyzed and the resulting options directly from the school management. Not thought up yet, to hear the student, and the focus of this program and principal involved. It is in the active voice of the student that he can show his preferences and engage in fact with the proposal, since it is easier to participate in something like that. This work presents the relationship between age, gender and school shift students and their activity preferences in school complementary activities. The sample consisted of 885 students of 11 to 16 years, regularly enrolled in eight public schools in the city of Farroupilha, RS, Brazil. This analysis was conducted through a questionnaire with questions related to the preference of activities in school complementary activities, which the students answered in the classroom. The overall result shows that most of the students prefer, considering the overall sample, it is football, computer, drawing / painting or graffiti, dance, fights and movies. One can consider that it is of utmost importance to analyze the activities that students show more interest, so that there is a more effective method of organizing these activities in order to achieve these fact students to participate and learn in a pleasant way, so that the More Education Program can be deployed more effectively.

Esta Tese de doutorado analisa a Educação Integral no Brasil e o governamento dos sujeitos escolares. O estudo está orientado pelo seguinte problema de pesquisa: como a Educação Integral contemporânea possibilita a emergência do dispositivo de intersetorialidade e por meio de quais práticas governa os sujeitos escolares? Foram tomados como aportes teórico-metodológicos os estudos e as teorizações produzidas por Michel Foucault, os quais remetem a governamentalidade e a dispositivo. A Tese realiza um estudo de inspiração genealógica, dividindo-se em dois momentos: primeiro, analisa-se a proveniência de propostas de Educação Integral no Brasil, desde o início do século XX, utilizando-se documentos, legislação, materiais de orientações e reportagens desse período até a implementação do Programa Mais Educação. No segundo momento, discute-se a emergência do dispositivo de intersetorialidade, na educação integral contemporânea, que opera formas de governar por meio de práticas intersetoriais nas escolas. Para essa segunda parte, analisam-se os documentos legais e as orientações emitidas pelo Ministério da Educação sobre o Programa Mais Educação, bem como documentos sobre o referido programa, produzidos por outros setores do governo federal. Defende-se a Tese que a Educação Integral contemporânea possibilita a emergência do dispositivo de intersetorialidade na educação e se sustenta pela jornada ampliada na escola, como espaço de constituição de uma subjetividade preventiva. Para isso, mostra-se que algumas práticas intersetoriais da saúde, da assistência social e da cultura, articuladas pelo Programa Mais Educação, investem na potencialidade dos sujeitos, não apenas quanto a aquisição de conhecimentos escolares, mas também no que se refere a aquisição de certas atitudes, como as de prevenção dos riscos para viver mais e melhor. É necessário que o sujeito da Educação Integral contemporânea se reconheça como um sujeito que vive na intersetorialidade, e que seja e queira estar incluído na vida econômica e, primordialmente, necessita estar em constante processo de aprender. / This dissertation analyzes integral education in Brazil and the governance of the school subjects. The study is guided by the following research problem: how has contemporary integral education enabled the emergency of the intersectionality apparatus and which practices the school subjects have been ruled through? Foucauldian studies and theorizations concerning governmentality and apparatus have been taken as a theoretical and methodological approach. The dissertation carries out studies of genealogical inspiration divided into two parts. The first part consists of a provenance analyzes of propositions of integral education in Brazil, accomplished through documents, legislation, guidance materials and reports that cover a length of time from the beginning of the 20th century to the period of the implementation of More Education Program. The second part consists of a discussion of the emergency of the intersectional apparatus in the contemporary integral education that operates ways of governing through intersectional practices in schools. In this second part the analyzes is focused on the legal documents and on the guidelines issued by the Ministry of Education about the More Education Program, as well as the documents of the referred program, produced by other sectors of the Federal Government. It is argued that the contemporary integral education enables the emergency of the intersectionality apparatus in education and is sustained by the extended school journey as a space of establishment of a preventive subjectivity. Therefore, it is shown that some inter sectorial practices in the field of health, social assistance and culture, related to the More Education Program, have invested in the potentiality of the subject; not only in terms of the acquisition of school knowledge, but also in terms of the acquisition of preventive risk attitudes to enable a longer and better life. The subject of the contemporary integral education needs to recognize himself as a subject who lives in the intersectoriality, a subject who needs and wants to be part of the economic life and primarily, part of a constant learning process.

The aerospace industry is currently looking at options for fulfilling the technological development targets set for the next aircraft generations. Conventional engines and aircraft architectures are now at a maturity level which makes the realisation of these targets extremely problematic. Radical solutions seem to be necessary and Electric Distributed Propulsion is the most promising concept for future aviation. Several studies showed that the viability of this novel concept depends on the implementation of a superconducting power network. The particularities of a superconducting power network are described in this study where novel components and new design conditions of these networks are highlighted. Simulink models to estimate the weight of fully superconducting machines have been developed in this research work producing a relatively conservative prediction model compared to the NASA figures which are the only reference available in the literature. A conceptual aircraft design architecture implementing a superconducting secondary electrical power system is also proposed. Depending on the size of the aircraft, and hence the electric load demand, the proposed superconducting architecture proved to be up to three times lighter than the current more electric configurations. The selection of such a configuration will also align with the general tendency towards a superconducting network for the proposed electric distributed propulsion concept. In addition, the hybrid nature of these configurations has also been explored and the potential enhanced role of energy storage mechanisms has been further investigated leading to almost weight neutral but far more flexible aircraft solutions. For the forecast timeframe battery technology seems the only viable choice in terms of energy storage options. The anticipated weight of the Lithium sulphur technology is the most promising for the proposed architectures and for the timeframe under investigation. The whole study is based on products and technologies which are expected to be available on the 2035 timeframe. However, future radical changes in energy storage technologies may be possible but the approach used in this study can be readily adapted to meet such changes.

This thesis presents the design and analysis of specialised control systems for switched reluctance (SR) and permanent magnet (PM) machines in vehicular electric applications. Control systems for operation in motoring and power generation are considered for both the types of machines. The SR machine operation considered in this thesis is mainly focused towards the application of aero-engine starter/generators. The control designs for PM machines are formulated considering general fault-tolerant and isolated multiphase PM machines which can be applied in the majority of safety-critical vehicular power and propulsion applications. The SR motoring mode presented in this thesis considers the control design for operation from zero speed to a high speed range, while SR generation mode is confined to the high speed range, such as for the requirements of aero-engine starter/generator operation. This thesis investigates applied control methods for both single-pulse and chopping modes of operation. Classical excitation control versus peak current control and the introduction of a zero-voltage interval are compared for SR motor operation. Optimized excitation control versus two classical forms of excitation control are developed and compared for SR generator operation. Studies include simulation of a 12/8 250kW machine and experimental work on a 6/4 300W machine. The PM motoring and power generation considered in this thesis focuses on a special class of PM machines and drives which are specifically designed for fault-tolerant operation. Optimized control strategies for the operation of PM machines with the parallel H-bridge per-phase converter architecture are investigated. Mathematical modelling of the machine and drive with a consideration of harmonics is presented. The developed control methods are then evaluated by means of finite-element model based simulations of a 125kW five phase surface PM rotor machine and an interior PM rotor machine.

Modern 'more-electric' aircraft demand increased levels of electrical power as non-propulsive power systems are replaced with electrical equivalents. This electrical power is provided by electrical generators, driven via a mechanical transmission system, from a rotating spool in the gas turbine core. A wide range of electrical loads exist throughout the aircraft, which may be pulsating and high powered, and this electrical power demand is transferred though the generators to produce a torque load on the drivetrain. The mechanical components of the drivetrain are designed for minimum mass and so are susceptible to fatigue, therefore the electrical loading existing on modern airframes may induce fatigue in key mechanical components and excite system resonances in both mechanical and electrical domains. This electro-mechanical interaction could lead to a reduced lifespan for mechanical components and electrical network instability.This project investigates electro-mechanical interaction in the electrical power offtake from large diameter aero gas turbines. High fidelity modelling of the drivetrain, and generator, allow the prediction of system resonances for a generic gas turbine-generator system. A Doubly-Fed Induction Generator (DFIG) is considered and modelled. DFIGs offer opportunities due to their fast dynamics and their ability to decouple electrical and mechanical frequencies (e.g. enabling a constant frequency electrical system with a variable speed mechanical drive). A test platform is produced which is representative of a large diameter gas turbine and reproduces the electro-mechanical system behaviour. The test platform is scaled with respect to speed and power but maintains realistic sizing between component dimensions which include: a gas turbine mechanical spool emulation, transmission driveshafts and gearbox, and accessory loads such as a generator. This test platform is used to validate theoretical understanding and suggest alternative mechanical configurations, and generator control schemes, for the mitigation of electro-mechanical interaction.The novel use of a DFIG and an understanding of electro-mechanical interaction allow future aircraft designs to benefit from the increased electrification of systems by ensuring that sufficient electrical power can be provided by a robust gas turbine-generator system.

While there has been research regarding the effectiveness of teaching strategies to teach science to students with learning disabilities (LD), the viewpoints and experiences of students with learning disabilities using narratives have not received the same attention. This study was conducted to explore the beliefs and feelings of students with learning disabilities about their science learning experiences during their high school years. Vygotsky’s theory on Social Constructivism was used to examine the interaction of cognitive processes such as perceptions and attributions; behavioral features such as social skills and communication difficulties; and, environmental factors such as teaching techniques and peer interactions. These factors are interacting determinants of learning and classroom participation. Due to the social nature of schooling and disability, the social model of disability approach was considered the most efficient way to address this issue of learning of science with learning disabilities. Eight undergraduate students with LD were interviewed about their experiences of learning science in mainstream science classrooms. Four themes emerged after thematic analysis of the narrative interview data: a) understanding of learning disability; b) finding resources and strategies for learning science with LD; c) overcoming difficulties in learning science with technology; d) learner autonomy and science learning experiences with LD. The salient feature of these themes showed that the participants had an adequate understanding of their LDs, and the difficulties they faced in learning of science subjects due to their learning disabilities. The stigmatizing experiences of low achievement in science subjects and the initial reaction of some teachers triggered sad and angry feelings, and all the students longed to be more pushed to their higher potential in science learning. Participants then sought help from More Knowledgeable Others (MKO), they used assistive technology and developed their own strategies to overcome difficulties they were facing in learning science. The difficulties in learning of science subjects indicated by the participants have consequences; these difficulties may result in student’s reduced motivation in learning, disengagement from school, leaving school prematurely, and may cause depression in students who drop out of school. These possible consequences and the dissatisfaction expressed by the participants in this study implicate a need to continually assess students with LDs knowledge of, perceptions of, and experiences with their science learning, both in research and actual practice. In turn, this greater consideration of participant’s viewpoints may have a positive influence on the success of high school science education programs and the social-emotional development of students with LD.