La complexification des produits manufacturés notamment mécatroniques requiert la mise en place d’outils et méthodes pour la gestion de leur processus de conception. Ce processus va du cahier des charges à l’obtention de prototypes satisfaisant les exigences structurelles, fonctionnelles et comportementales. Pour développer des produits performants, sûrs de fonctionnement et à moindre coût tout en respectant les délais ce processus doit être maitrisé. Les travaux menés durant cette thèse ont pour objectif de proposer une démarche générique de conception et de modélisation de produits mécatroniques tout en permettant l’évaluation de leurs performances comportementales. La démarche proposée couvre tout le processus allant de la spécification des besoins à l’identification et l’élaboration de prototypes numériques des produits répondant à ces exigences. Elle est basée essentiellement sur trois étapes successives que sont la conception sémantique conceptuelle (CSC), la modélisation sémantique conceptuelle (MSC) et l’ingénierie de performances comportementales (IPC). Ces contributions théoriques sont ensuite implémentées dans un logiciel nommé Product-BPAS et développé dans cette thèse. / The increasing complexity of manufactured product such mechatronics products requires tools and methods to manage their design process. This process covers the steps going from the requirements specification to the definition of the digital mockup that fulfils the structural, functional and behavioral requirements. To develop high quality products with good performance and low cost while respecting delay this process must be optimized and mastered. The research conducted during this thesis is directed to propose a generic approach for mechatronics products design and behavioural performance assessment. This approach covers the process going from the specification of the requirements to the identification and the design of the digital mockups of the products that meet those requirements. This approach is essentially based on three successive steps that are conceptual semantic design (CSD), conceptual semantic modeling (CSM) and behavioral performance engineering (BPE). These theoretical contributions have been implemented in the Product- BPAS software for test and illustrate purposes.

National Programme on Micro and Smart Materials and Systems (NPMASS) / A computer-aided technique is developed in this thesis to systematically generate concepts for sensors of a wide variety. A database of building blocks, based on physical laws and effects that capture the transduction rules underlying the working principles of sensors, has been developed to synthesize concepts. The proposed method uses the database to first create a concept-space graph and then selects concepts that correspond to paths in the graph. This is in contrast to and more efficient than existing methods, such as, compositional synthesis and graph-grammar synthesis, where solution paths are laid out first and then a concept-space graph is generated. The research also explores an approach for synthesis of concepts for closed-loop sensors, where a quantity is sensed indirectly after nullifying its effect by using negative feedback. These sensors use negative feedback to increase the dynamic range of operation without compromising the sensitivity and resolution. According to the literature, generation of un-interesting solutions is a major drawback of the building block-based synthesis approaches. In the proposed approach, this shortcoming is mitigated substantially by using some rules. For a number of the concepts generated, in the sensor problems attempted, we found that those concepts were already implemented in existing patents; thus emphasising the usefulness of the concepts produced. The synthesis approach proposed new, feasible sensor concepts, thereby indicating its potential as a stimulator for enhancing creativity of designers. Another important problem is to improve the robustness of designs. Robustness can be achieved by minimizing the side effects. Side effects are defined as unwanted effects that affect the intended working of the sensor. The research presents an algorithm that (a) predicts the potential side effects for the synthesized concepts of sensors; (b) aids in quantifying the magnitude of the side effects, thus helping the designer to predict the significant side effects; and (c) suggests ways to improve the robustness of the design.

The purpose of this research is to conduct a concept analysis and conceptual historical analysis as well as to develop a conceptual cartography of the concept of Human Rights Education (HRE) with reference to human rights in education. HRE has evolved into a burgeoning pedagogical formation that sources its currency from the perceived consensus on human rights universals. However, the proliferation of HRE is paradoxically not matched by a sustained and meaningful theoretical analysis of HRE though it has far-reaching implications for educational systems worldwide. This study provides a comprehensive theoretical analysis of HRE by examining the meanings that organise and construct the conceptual structure of HRE. The origins of the concept of HRE and its changing meanings are traced over time and paradigmatically analysed across a variety of theoretical orientations. This study also shows that HRE is a concept that is subjected to an unexplored and unexplained conceptual eclecticism that hampers its pedagogical potential as a counter-measure to human rights violations and human suffering. Amongst all the conceptual possibilities that could have been developed as an analytical interplay between the conceptual cartography, models, approaches and typologies of HRE, this study demonstrates that the dominant conceptual structure of HRE has grown into a declarationist, conservative, positivistic, uncritical, compliance-driven framework that is in the main informed by a political literacy approach. Consequently, this study develops alternative conceptual principles buttressed by a non-declarationist conception of HRE that stands in a critical and anti-deterministic relationship with human rights universals. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2007. / Education Management and Policy Studies / unrestricted

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty

>Magister Scientiae - MSc / Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method

This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Author's name: Bc. Zuzana Biľová School: Charles University, Prague Ústav pro dějiny umění Celetná 20, 110 00 Praha 1 Program: Masters program Title: Institutional acceptance of concept art across Europe Consultant: PhDr. Márie Klimešová, Ph.D. Number of pages: 96 + appendix Number of attachments: 4 Year: 2011 Key words: conceptual art, Harald Szeemann, Documenta 5, When attitudes become form, conceptual art in former CSSR This thesis refers to the problems that arise from the definition of conceptual art and the sole development of this term. Through two main exhibitions that were in the beginning and in the end of the conceptual art, I am trying to look closer at the institutional acceptance of this movement in Europe. I have reconstructed a complex description of the preparation, evolution and the process of the so-called exhibition "When attitudes become form", that is seen as the first conceptual art display on the European continent. The exhibition was held in Bern in 1969 and it had served as a main concept for its curator, Harald Szeemann, for the organization of international exhibition called "Documenty 5" that confirmed the domination of conceptual art but marked the beginning of its ideological downturn. My work closely analyses this second project, however, it mostly deals with the...

Cette thèse traite de la formation des enseignants. Les métiers de la maintenance dans le contexte gabonais s'organisent sur une importante diversité de pratiques professionnelles. Elle apprécie la posture adoptée à l'égard de cette diversité par des élèves professeurs de l'ENSET et l'incidence de la formation sur leur évolution. L'objectif est la modification du rapport aux savoirs des enseignants. L'étude présente l'analyse comparative de l'activité de deux groupes préalablement soumis à des approches pédagogiques différentes. Elle s'est intéressée au calage statique de l'allumage. Soumis au même questionnaire, au pré test et au post test, et à un entretien semi directif, les productions ont subi une analyse qualitative de contenu portée sur la maitrise des concepts, la construction des gestes et l'adaptabilité à l'évolution technologique. Les résultats montrent de meilleurs pré requis du groupe témoin au pré test ; une meilleure acquisition des concepts du groupe expérimental au post test ; une bonne efficacité d'ensemble lors du calage de l'allumage classique ; un bon transfert de connaissances du groupe expérimental lors du changement de technologie et une meilleure conceptualisation de la situation du groupe expérimental lors des verbatim. Cette thèse pose que l'identification de concepts clés et leur mise en perspective dans des situations professionnelles représentatives de la diversité, est une solution possible pour organiser ces formations. Elle postule que la connaissance du principe, associée à l'acquisition des compétences relatives aux technologies, est susceptible de faciliter l'adaptation à l'emploi des élèves ainsi formés. / This thesis deals with the training of teachers. In the context of Gabonese maintenance trades are organised on a large variety of professional practices. Appreciates posture adopted this diversity by professors of the ENSET students and the impact of the training on their evolution. The goal is the change in the knowledge of teachers. The study presents the comparative analysis of the activity of two groups previously subject to different educational approaches. She is interested in the static ignition timing. Submitted to the same questionnaire, the pre test and post test, and a semi directive interview, productions have undergone a qualitative analysis of content on mastery of concepts, the construction of the gestures and adaptability to technological change. The results show best prerequisites of the witness to the pre test group; a better acquisition of concepts in the experimental group the test post; a good overall efficiency during the classical ignition timing; a good transfer of knowledge in the experimental group during the change in technology and a better conceptualization of the situation of the experimental group when the verbatim. This thesis is that the identification of key concepts and putting them in perspective in professional situations representative of diversity, is a possible solution for these courses. It postulates that the knowledge of the principle, associated with the acquisition of skills in technology, is capable of adapting to the use of the trained students.