This thesis examines the representation of interviewees according to apperance and time of apperance in the Swedish children’s news programme Lilla Aktuellt, 1994 and 2014 set out from an intersectional perspective. The thesis therefore examines whom of the interviewees that is over-and underrepresented in the programme, when it comes to the collaboration of the chosen categories: Sex, Age and Ethnicity. As researchers point out that a high frequency in appearance in media means domination and a conception of representing the norm in society this thesis therefore also does examine the superiority and inferiority that occures in the programme both years.   The result of this thesis show that there has been changes in the representation over time. All groups of children have been given a larger amout of space while the representation of all groups of people that don’t follow the ethnical norm, basically hasn’t changed at all. Amongst the different sexes there has been a fairly more even representation over time. The overall results show that there has been a slightly more balanced distribution over time between all of the groups appearances and time of appearances. Therefore not said that there isn’t room for improvement, on the contrary there are still things to be done for a greater representation according to multiplicity and equality in Lilla Aktuellt.   Of all the groups of interviewees in Lilla Aktuellt the people that are “male and not children who follow the ethnical norm” have decreased their visability most over time and are therefore the ones that have decreased their power most. The people that are “female children who don’t follow the ethnical norm” are the ones that have increased their visability most over time thus this means that they are the ones that have increased their power most over time.

本研究針對紀登斯（Anthony Giddens），探討其對於現代社會的結構特性、作為能動者的人類主體之構成，以及建構合乎現代人性需求政治制度的思想，並推演其在教育上可以有的發展。研究發現：一、紀登斯將主體重建為兼具身體與人格、意識與無意識、論述與實踐、自我與共在、源流與變化、例行性與創造性的能動者；二、意識可分為三個層級但其與行動層級並非一一對應關係；三、本體安全感除透過擱置之外，仍須透過生活政治學反思性地處理本體安全感的需求；四、結構概念具有多項特性，並與人類的能動性呈現雙重性及二元性兩種關係；五、系統與結構的區分應從組合式及聚合式之間的差異來瞭解。六、高度現代性社會有不同於以往的制度、動力、後果與特性。七、生活在高度現代性之下人們有更多自我決定的空間與必要性。八、針對高度現代性的各種特性，政治治理必須有不同以往的思考，並秉持烏托邦現實主義、世界主義，調和懷疑與獻身，使每個人都能對社會有所貢獻。依據上述發現，筆者在教育方面針對個人、結構、現代性、政治治理，與社會學研究方面進行衍釋，作為教育方面的啟示。 / This dissertation study Anthony Giddens’s thoughts about Structuration theory, modernity and politics, and try to find the implications in education. The author find that Giddens reconstructed subjects as agents by 6 pairs of concepts, pointed out 8 relative characters about structure, and contrasted structure with system as paradigmatic with syntagmatic. The author also find that Giddens’ stratification model of personality did not simply correspond to his stratification model of action. And the existential questions which are bracketed by the ontological security should be answered by life politics. Radical Modernity is different from tradition in institutions, dynamics, consequences and properties. People living in this era have more space and necessities to make decisions for themselves. To avoid the possible risks, people should hold the utopian realism, cosmopolitanism, balance the doubts and commitments. Implications in education are addressed on these findings.

Where does my individual responsibility for the environment start and end? Should I be responsible for environmental stress in India only because my shoes were produced there, or for climate change that endangers species in Antarctica, or rising sea levels on Pacific islands which just might have been caused by my driving? What do I need to do if I think it is my responsibility? And how do I decide which is a better alternative from an environmental point of view? Who should I trust when deciding on what action to take, and what opportunities do I need for acting?This multidisciplinary thesis takes the politicization of everyday household activities due to environmental consequences, and individualization of responsibility, as its starting points. These points make it increasingly important to understand what responsibility individuals experience, and how they act in accordance with these perceptions. The present thesis is a qualitative study with 28 Swedish households that concern how the householders express responsibility for the environment through their everyday activities, partly by claiming to be “environmentally conscious”, and how they attempt to exert political influence. The study contributes to the discussion on the wide field of sustainable development and environmental politics. It deals specifically with the ways four Swedish municipalities (Gothenburg, Huddinge, Piteå and Växjö) attempt to influence what the householders do in the private sphere when it comes to implementing sustainable development, and what opportunities and they supply, and what expectations they have on householders. The study thereby discusses the possibility to interfere in the perceived private sphere, and different ways to participate politically. / Sustainable households: activities, research, policies

In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society. The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'. Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation. One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible). The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.

In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society. The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'. Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation. One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible). The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.

Ce travail de thèse a eu pour but de développer des nouvelles sources lasers, oscillateurs et ampli?cateurs, construites autour des ?bres dopées aux ions ytterbium. Ces systèmes lasers génèrent des fortes puissances moyennes. L’oscillateur réalisé délivre des impulsions courtes (<10 ns) avec des énergies de l’ordre du milliJoule. Le système fonctionne à des cadences variables (10-100 kHz) avec un faisceau polarisé, monomode dont la largeur spectrale est inférieure à 0.1 nm. A?n d’avoir de plus fortes puissances crêtes et des impulsions courtes, deux types d’ampli?- cateurs ont été étudiés. Les résultats expérimentaux que nous avons obtenus sont en accord avec le modèle numérique développé. Le premier système ampli?e un microlaser émettant à 1064 nm dans une ?bre dopée ytterbium. Des puissances crêtes supérieures à 500 kW ont été obtenues avec des impulsions de l’ordre de la nanoseconde et une cadence comprise entre 1 kHz et 30 kHz. Le second ampli?cateur est construit autour d’un oscillateur à ?bre dopée ytterbium déclenché injecté dans une deuxième ?bre qui constitue l’ampli?cateur. L’originalité de ce système réside dans le cou- plage de deux cavités. Nous avons alors en sortie deux faisceaux cohérents, polarisés, monomode, indépendamment ajustables en énergie. En?n, nous avons utilisé les sources lasers développées, qui présentent des caractéristiques spec- trales, modales, énergétiques adéquats pour effectuer la conversion de fréquence. Des ef?cacités de l’ordre de 64 % et 38 % ont été atteintes respectivement en doublage et en triplage. Les faisceaux en sortie de ces systèmes possèdent des remarquables caractéristiques spatiales et temporelles. / This work presents the development of oscillators and ampli?ers build around new ytterbium rod type ?ber. These ?ber systems generate high average power generation. The oscillator makes it possible to deliver well linearly polarized, almost TEM 00 mode, and millijoule-level nanosecond pulses at a tunable repetition rate (10-100 kHz). The spectral bandwidth was shown to be less than 0.1 nm. To achieve higher peak power and shorter pulses, two types of ampli?ers have been developed and characterized. The experimental results we obtain, do well agree with the numerical simulations we developped. The ?rst system ampli?es in a rod type ?ber the nanosecond pulses yielded by a microlaser working at 1064 nm wavelength injected . Its provides pulses with a high peak power system (500 kW). Its repetition rate was tuned from 1 kHz to 30 kHz. The second ampli?er was built using a Q-switched ytterbium doped ?ber oscillator injected in a second ?ber which acts as ampli?er. In this original system the two cavities are coupled. It delivers two nanosecond pulses that are coherent, polarized, almost TEM00 single mode beams and that can have independently tunable pulse energies. We have shown that these oscillators and ampli?ers can be easily doubled and tripled in fre- quency. Very high ef?ciency of about 64 % and 38 % have been achieved respectively at 2? and 3?. These outputs have been to have remarquable spatial and temporal characteristics.

La gorgone rouge, Paramuricea clavata (Cnidaire, Octocoralliaire), est une espèce sessile, longévive à faible croissance dont les populations présentent une lente dynamique. Cette espèce est caractérisée par une phase larvaire pélagique qui représente l’unique phase de dispersion potentielle au cours du cycle de vie de cette espèce. P. clavata est une espèce clé des assemblages à coralligène de Méditerranée, qui subit les effets combinés des activités de plongée sous-marine et du changement climatique. Dans ce contexte, il était donc fondamental d’approfondir les connaissances sur les traits d’histoire de vie, la biologie et l’écologie de cette espèce. L’objectif de ce travail était d’étudier, à l’aide d’une approche génétique, les facteurs biologiques et écologiques clés qui devraient être importants pour la réponse de l’espèce aux changements environnementaux. Parmi ces facteurs, la dispersion larvaire joue un rôle fondamental dans la dynamique et la connectivité des populations marines. Dans le contexte actuel des fortes pressions anthropiques, la compréhension des degrés de connectivité entre les populations est primordiale pour évaluer le devenir des populations, face au changement climatique, et pour mettre en place des plans de conservation et des réseaux d’aires marines protégées. / The red gorgonian, Paramuricea clavata (Cnidaria, Octocorallia), is a sessile, long-lived and slow growing species which displays slow population dynamics. This species is characterized by a pelagic larval phase that represents the sole potential phase of dispersal during the life cycle of this species. P. clavata is a key species of coralligenous assemblages of the Mediterranean Sea which undergoes the combined effects of diving activities and climate change. In this context, extending the knowledge about life history traits, biology and ecology of the red gorgonian was of fundamental importance. Using a genetic approach, the goal of this work was to study some key biological and ecological factors which should be important for the response of this species to environmental changes. Among these factors, larval dispersal plays a major role in driving marine population dynamics and connectivity. In the current context of strong anthropic pressures, understanding the level of population connectivity is primordial to evaluate population outcome, facing climate change, and to develop conservation plans as well as to design marine reservenetworks.

L’interface organisationnelle demeure un objet peu étudié. La recherche se propose de l’explorer et d’en comprendre les dynamiques.La première partie explicite les fondements de la recherche. Après avoir défini l’interface, elle fait apparaître que l’instabilité des interfaces résulte de déséquilibres dans les processus d’intégration-différenciation. Pour mesurer ces phénomènes, la méthodologie fait appel à deux méthodes : l’élaboration et l’analyse d’une base de verbatim, et une recherche-intervention.La deuxième partie est consacrée aux déterminants de l’objet. Elle précise les propriétés et les activités de l’interface, et en propose une modélisation. Une analyse croisée de 14 interfaces est ensuite exposée ; trois déterminants de la régulation à l’interface sont identifiés : le degré d’incertitude, la fréquence des interactions et la répartition du pouvoir. Sur ces bases, une typologie des interfaces est proposée : stratégiques, politiques, de coordination, et sociales.La troisième partie approfondit la recherche par l’observation in vivo et la transformation des interfaces. Elle met en évidence leurs coûts de fonctionnement, le rôle fondamental de leur finalisation, et montre que les processus d’intégration et de différenciation posent la question de leur qualité, en plus de celle de leur intensité. L’hypothèse selon laquelle le pilotage des interfaces organisationnelles améliore l’équilibration de l’intégration-différenciation est discutée puis expérimentée. À partir des premiers résultats d’expérimentation, la recherche identifie des leviers de pilotage des interfaces et formule des implications managériales. / The organizational interface remains a little studied object. The research suggests investigating it and understanding the dynamics.The first part clarifies the foundations of the research. Having defined the interface, il creates that the instability of the interfaces results from imbalance in the processes of integration-differentiation. To measure these phenomena, the methodology appeals to two methods: the elaboration and the analysis of a base of verbatim, and a research-intervention.The second part is dedicated to the determiners of the object. She specifies the properties and the activities of the interface, and proposes a modelling. A crossed analysis of 14 interfaces is then explained; three determiners of the regulation in the interface are identified: the degree of uncertainty, the frequency of the interactions and the distribution of the power. On these bases, a typology of the interfaces is proposed: strategic, political, of coordination, and social.The third part deepens the research by the in vivo observation and the transformation of the interfaces. It brings to light their costs of functioning, the fundamental role of their finalization, and shows that the processes of integration and differentiation ask the question of their quality, besides that of their intensity. The hypothesis according to which the piloting of the organizational interfaces improves the équilibration of the integration-differentiation is discussed then experimented. From the first results of experiment, the research identifies levers of piloting of the interfaces and formula of the managerial implications.

Les lanceurs spatiaux sont soumis à un certain nombre d’excitations complexes durant les différentes phases de vie du produit. Ces excitations sont transmises à la charge utile par voie solidienne ou aérienne. Pour assurer la protection de la charge utile, l’architecture du lanceur étant figée au début du projet, l’amélioration des comportements dynamiques passe par l’introduction de systèmes secondaires. La partie essentielle des travaux de thèse est donc consacrée à l’implantation optimale de systèmes capables de diminuer les réponses vibratoires en utilisant des modèles adaptés. C’est pourquoi une méthode de double synthèse modale est mise en place, permettant ainsi de calculer la réponse vibratoire de la structure à l’aide de bases réduites et offrant des performances améliorées par rapport aux méthodes classiques. L’ajout d’un dispositif amortissant local nécessite la prise en compte d’une ou plusieurs modifications structurales dans le modèle, une méthode dédiée est alors développée. Le choix du dissipateur se porte sur un dissipateur frottant. Un prototype est conçu et réalisé. Il est dans un premier temps caractérisé seul et le modèle de comportement identifié est un modèle constitué d’un ressort en série avec un patin ; la loi de frottement adaptée est une loi de Coulomb simple. En parallèle, une maquette représentative du dernier étage d’un lanceur est dimensionnée et réalisée. Le frotteur est alors monté en pied de propulseur de la maquette et permet une diminution significative des vibrations de la charge utile au passage du mode de propulseur. / Space launchers undergo a certain amount of complex excitations during their lifecycle. These excitations are transmitted to the payload in a structure-born or air-born way. To improve the dynamic behaviour and thus ensure the protection of the payload, secondary systems must be added to the launcher – indeed, the architecture of the launcher is fixed at the beginning of the project. The essential part of this thesis work is dedicated to the optimal fitting of a system capable of reducing the vibration response of the payload, using appropriate models. Therefore a double modal synthesis method is implemented, allowing to calculate the vibrational response of the structure with reduced bases and offering improved performances over conventional methods. The addition of a local damping device requires the consideration of one or more structural modifications in the model, a dedicated method is thus developped along with a specific continuation algorithm. A friction damper is retained, a prototype is designed and built. It is first characterized alone ; the identified behaviour is that of a spring in series with a dry friction element, a simple Coulomb friction law enables to reproduce the experimental curves. A scale model of the launcher’s last stage is designed and built. The friction device is then mounted inside the scale model and leads to a significant reduction of the payload vibration levels.

Cette recherche concerne une expérience menée pendant quatre ans auprès d’enfants autistes dans un hôpital de jour. Nous nous sommes proposé d’aborder les enfants autistes selon une démarche utilisant une médiation scolaire. Les acquis et les comportements sont lus en référence à la construction du sujet tel que le conçoit la psychanalyse. Les enfants autistes de l’expérience ont montré une capacité à apprendre et un intérêt pour les apprentissages scolaires que nous pensons utile de rapporter. Nous avons jugé nécessaire de situer au centre de notre réflexion sur les enfants autistes (ou atteints de TED) la notion de subjectivité et celle de subjectivation. La subjectivité représente la structure de l’identification primordiale, telle qu’elle se présente pour tous comme une matrice, la subjectivation est le chemin que prend toute construction singulière en termes de relations, d’inscriptions symboliques, imaginaires et réelles dans son rapport au monde, un chemin borné par la matrice subjective de départ. L’autisme désigne un trouble affectant la personne sur trois plans : anomalies de la communication orale et verbale, des interactions sociales et des centres d’intérêts restreints. Habituellement, chez les enfants en difficulté, on sépare la conduite de la thérapie, creuset de l’avènement d’un sujet, des apprentissages éducatifs et scolaires. Au-delà des débats, cette thèse dont les références sont celles de la psychopathologie clinique, se propose d’élaborer une voie d’accès, par la médiation des apprentissages scolaires, aux enfants autistes mutiques, dans le but d’élaborer avec eux un système de relations et de communications. Entrer d’abord en communication par la construction de représentations est essentiel. Dans un cadre où l’espace-temps est balisé, où les rituels des activités sont vite repérés par les enfants et appropriés, une subjectivité, restée constante mais gelée dans sa structure, peut s’exprimer et même une subjectivation peut se construire en relation avec l’autre ou les autres. Cette « nourriture » se constitue d’échanges avec les soignants dans un dispositif de face à face adulte-enfant. La « réussite de l’activité » avec les encouragements et les compliments se transforme en « objet de satisfaction » et laisse une trace mnésique chez l’enfant. L’objet de satisfaction est, ainsi, « médiatisé » à plusieurs niveaux. Le passage de l’éducation spécialisée à l’enseignement adapté marque une évolution radicale. Dans la réalité, beaucoup d’enfants autistes ne peuvent pas bénéficier de ce mouvement. Parce que les enfants autistes ont plus le désir de communiquer et d’apprendre que de conserver leurs troubles, aucune méthode éducative stricto-sensu ne peut répondre au développement de leur subjectivité. Par contre, on peut constituer pour eux un enseignement. / The research presented here is based on experimental work with autistic children carried out over a four-year period in a day hospital. We set out to deal with autistic children in a process using school mediation. Achievements and behaviour are viewed with reference to the construction of the subject as perceived by psychoanalysis. The autistic children involved in our experimentation showed learning abilities and an interest in school studies that we feel are worthy of a written report. The specific target for this research was the learning difficulties of autistic children, both mutistic and non-mutistic. We also strived to provide responses to the French 2005 legislation obliging schools to accept children of all types. To do so, we felt it was essential to locate notions of subjectivity and subjectivation in the heart of our thinking about children with autism, or with pervasive developmental disorders. Subjectivity in our context is the primary identification structure that appears to us all as a starting point matrix or mould from which subjectivation is the path that takes on specific constructions in terms of relationships, and symbolic enrolling, both imaginary and real in relation to the world, a path bordered by the subjective starting matrix. Autism is seen today as a disorder that affects a person in three precise areas: abnormalities in spoken and written communication, social interactions, and personal interests that are restricted and often repetitive. When working with children with difficulties we generally separate the therapy—the crucible from which springs a subject—from educational and school learning. Looking beyond the pros and cons, this thesis—primarily anchored in clinical psychopathology—proposes to draw up a rather special approach, using the mediation of school learning, an access route enabling mutistic autistic children to be contacted and thus develop a system of relationships and communication. We decided to turn the proposals around, i.e. we opted to enter first into communication via symbolic mediation (as a common code) consisting of academic learning. In a setting where space-time is well charted, and where activity rituals are swiftly identified by the children—and often just as swiftly appropriated—constant though structurally rigid subjectivity can be expressed and even subjectivation may be built relative to the Other, or others. In actual fact many autistic children cannot benefit from the adapted teaching. Because autistic children dominate more by their singular features than through the common basis of their symptoms, because they have more desire to communicate and learn than to hold on to their problems, no educational method, strictly speaking, can truly respond to the development of their subjectivity. On the other hand, specific teaching programmes can be set up for them.