廠商對外直接投資，按照經營方式類別可略區分為「採OEM或ODM代工模式」、製造及銷售，以及其他等模式，但文獻對於影響海外直接投資事業採取經營方式之決定因素較少有文獻予以討論，更遑論再細部分析在採OEM或ODM代工經營模式中，會影響廠商決定要採OEM，亦或ODM經營方式之差異研究分析。本研究利用經濟部統計處於2007年所實施之《製造業對外投資實況調查報告》問卷資料，分別由地主國特性、產業特性、廠商特性及營運特性等構面進行探討，並運用兩階段實證分析影響海內外投資事業經營方式之決定因素。由於本研究所設定的被解釋變數分別為第一階段之「採OEM或ODM之經營方式」與「其他經營方式」，以及第二階段之「採ODM之經營方式」與「僅採OEM之經營方式」之各兩種狀況，因此本研究將利用Probit Model予以進行實證分析，並根據其實證結果作出結論進而提出建議。

A produção de energia elétrica por fontes de geração distribuída (GD) vem se tornando cada vez mais presente no sistema elétrico de potência. De modo geral, os sistemas de GD conectados à rede de distribuição operam controlando potências ativa e reativa, enquanto que no modo isolado, a frequência e a tensão. Sendo assim, após a ocorrência de um ilhamento deve haver alteração no modo de operação da GD para garantir a estabilidade da frequência e da tensão no subsistema ilhado. Ainda, se o modo de operação não for alterado após o ilhamento, os dispositivos de proteção podem atuar desligando a GD. Portanto, o tempo decorrido até a alteração do modo de operação desempenha um papel importante na indicação se a GD permanecerá ou não em funcionamento após a ocorrência do ilhamento. Neste trabalho, são determinados os tempos máximos para chaveamento dos modos de operação de um grupo motor gerador diesel (GMG) operando como GD, utilizando controladores clássicos (CCs) e controladores fuzzy (CFs). Foram analisadas as influências do desbalanço entre as potências geradas e consumidas, do tipo de carga conectada ao subsistema ilhado e do comprimento do alimentador nos tempos máximos. Para evidenciar possíveis vantagens da estratégia de controle não linear, é utilizada uma metodologia na qual o ajuste dos ganhos dos CFs é realizado a partir dos ajustes de referência dos CCs. Devido ao ganho variável que a estratégia não linear adiciona às ações de controle, a utilização de CFs nas malhas do GMG permitiu maiores tempos de chaveamento para determinadas faixas de operação, quando comparado com a utilização de CCs. / Distributed generation (DG) is becoming more present in the electrical power system. In general, when a DG is connected to the grid, the DG works with the active and reactive power control loops. Therefore, after an islanding occurrence, the DG must change the operation control mode from power control to voltage and frequency control to maintain the system stability. If the operation mode is not changed after islanding, the protective devices are sensitized and the DG is disconnected. Therefore, the time elapsed until the operation mode changes has an important role in the indication if the DG remains in operation or not after islanding. In this work, the maximum times for switching the operating control mode of a diesel generator set, working as a DG, are analysed using a classical control strategy (CC) and a fuzzy control strategy (FC). The influence of the power imbalance, load types and the feeder distance on the maximum available time to switch the operation control mode is investigated. To highlight the advantages of a nonlinear control strategy, is used a methodology in which the tuning of the FCs gains is performed from the CCs which are used as reference. Due to the variable gain added by the nonlinear strategy, the FC allowed higher switching times than the CC.

Depuis le début des années 2000, l’enseignement de la Shoah est perçu en France comme une question socialement vive susceptible de déréguler les pratiques de classe. Cette thèse en sciences de l’éducation étudie l’expérience de l’enseignement de la Shoah des profes-seurs du secondaire en France. En s’appuyant sur 30 entretiens semi-directifs, la recherche montre, de l’intérieur, comment les professeurs interrogés perçoivent cet enseignement, ses difficultés et s’intéresse aux réponses déployées par les interrogés. Les résultats montrent les difficultés provenant du côté des élèves : saturation présumée, antisémitisme, concur-rence des mémoires, mais aussi concurrence entre les savoirs sociaux et le savoir scolaire. Du côté des enseignants, apparaît également la vivacité de la question, divisant davantage qu’elle ne fédère les membres de l’équipe éducative. De plus, l’impact émotionnel sur l’enseignant que la confrontation entre savoir scolaire et savoir social véhiculé par les élèves peut engendrer, accentue les difficultés rencontrées. Les professeurs qui montrent une assu-rance dans cet enseignement révèlent au travers des récits de vie de classe, qu’ils investis-sent pleinement le pôle didactique et le pôle pédagogique de la fonction de professeur. Aller à la rencontre de ce savoir social avec bienveillance et exigence, faire dire mais ne pas lais-ser dire amènent ces professeurs à répondre dans le cadre d’un savoir historique, précis et rigoureux qui refuse la dérive relativiste ou normative (Legardez, 2006). L’énoncé de repères éthiques et citoyens, une vigilance quant à la gestion de l’émotion dans la classe y compris de celle de l’enseignant, participent aussi au cadre construit par les professeurs. Ainsi ces derniers alternent entre le pôle didactique le pôle pédagogique, ce qui leur permet de rentrer dans « le fonctionnement improvisationnel de l’enseignant expert » (Tochon, 1993). L’enseignement de la Shoah dans certaines situations sensibles est assimilé à un combat. Une typologie inspirée des travaux de Jacques Pain (1992) sur la régulation de la violence délinquante par les arts martiaux émerge : combattant stratège, combattant intrépide, com-battant émotif, ou témoin distancié sont les différentes figures enseignantes qui se dégagent de cette recherche. / Since the beginning of the 2000’s, teaching Shoah has been perceived as a deep social is-sue in France which may well change the rules of classroom practices. This thesis studies the experience of teaching the Shoah from the point of view of secondary school teachers. Drawing from 30 semi-directive interviews, this research in education shows from the inside how the teachers questioned perceive this teaching and its difficulties. This thesis shows how teachers deal with this issue from an educational point of view and the answers they provide. The results underline difficulties stemming from “the pupils’ point of view”: presumed satura-tion, anti-Semitism, competition between memoirs, but also competition between social backgrounds and school knowledge. “From the teachers’ point of view” the intensity of the issue is also present, dividing more than federating the members of the educational team. Moreover, the emotional impact on the teacher concerning the confrontation between school knowledge and social background conveyed by pupils can create and increase the difficulties encountered. The teachers who show confidence in this teaching have disclosed through classroom stories that they fully invest the didactic pole and the educational pole of their po-sition. In doing so, they hail, welcome and accept the social background with the necessary benevolence and unstructured consciousness that this entails. Helping pupils express them-selves but not letting them talk without knowing helps the teacher answer questions in a precise and rigorous historical framework and is against relativistic or normative drifting as defined by Legardez (2006). The framework of ethical and citizen indicators as far as the management of emotions in the classroom is concerned (including the teacher's emotions) also part of the framework built by the teacher. Thus, these latter alternate between the di-dactic pole and educational pole and enable them to bring in and adopt the improvisational operation mode of the expert instructor as defined by Tochon (1993). In some sensitive situa-tions, the teaching of the Shoah is compared to a fight. A typology inspired by Jacques Pain's thoughts concerning the regulation of delinquent violence through martial arts has emerged: the strategist fighter, the dauntless fighter, the emotional fighter or the aloof witnesses are the various teaching figures that have emerged from this research.