D’un point de vue mécanique, la peau est une structure multicouche complexeayant des propriétés viscoélastique, non-linéaire, quasi-incompressible, anisotrope eten état de précontrainte. Le travail présenté dans cette thèse associe expérimentation,modélisation et identification numérique et se distingue en particulier parl’utilisation d’un dispositif d’extensométrie développé au laboratoire et adapté à desmesures in vivo non invasives. Des tests ex vivo ont cependant été réalisés égalementà titre de comparaison et de validation. Une attention particulière a été portée à latension cutanée initiale (ou naturelle). Les essais in vivo ont permis d’obtenir desréponses force – déplacement sous différentes configurations angulaires, d’intensitéet pour diverses localisations corporelles. Les essais ex vivo ont quant à eux permisd’estimer l’état de contrainte initiale par la mesure des forces nécessaires à la remiseen tension d’explants. Ces différents essais expérimentaux ont été modélisés en utilisantdeux lois de comportement : la loi d’Ogden du premier ordre permettant dedécrire un comportement hyperélastique isotrope et la loi d’Holzapfel-Gasser-Ogden(HGO) décrivant un comportement hyper élastique anisotrope. Cette dernière a étéimplémentée sous l’interface utilisateur du logiciel ANSYS. Les paramètres caractéristiquesdes zones cutanées testées ont été identifiés par méthode inverse. L’influencede la compressibilité de la peau sur son comportement mécanique est mise en évidence.Au final, les travaux de cette thèse ont été appliqués au lambeau d’avancementde type V-Y qui est une technique de suture pratiquée pour combler les pertes desubstance.229 / From a mechanical point of view, the human skin is a complex multilayerstructure with viscoelastic, non-linear and anisotropic properties and a pre-stressstate. The work presented in this thesis combines experimentation, modeling andnumerical identification and distinguishes especially by the use of an extensometerdevice developed in the laboratory and suitable for non-invasive in vivo measurements.Ex vivo tests were however also performed for comparison and validation.Particular attention was paid to the initial skin tension. in vivo tests allowed theobtaining of load – displacement responses for different angular configurations, intensitiesand body locations. ex vivo tests in turn allowed the estimation of the stateof initial stress by measuring the forces necessary for the re-tension of the explants.These different experimental tests were modeled using two constitutive laws : thefirst order Ogden law allowing the description of an isotropic hyperelastic behavior,and the Holzapfel-Gasser-Ogden’ law (HGO) allowing the description of an anisotropichyperelastic behavior. The latter was implemented in the user interface ofANSYS software. The characteristics parameters of the skin areas tested were identifiedby the reverse method. The influence of the compressibility of the skin on itsmechanical behavior is highlighted. Finally, the work of this thesis were applied toan advancement flap of V-Y type.

In a world replete with many views of education, it is perhaps easier to notice the differences amongst educational perspectives rather than the interconnections. The role of this thesis is to bring together some of these perspectives through a conceptual analysis of place and its links to education, self, and ESL. Place is a term used in environmental philosophy to refer to a particular space or region as experienced by a person, and to the relationships and responsibilities which connect that person to the world in which he or she lives. Environmental philosophers argue that the relationships bound up in place intimately shape who we are as individuals and the life choices that we make. I will differentiate further between four aspects of place, and address what it could mean to allow a sense of place to influence my life more deeply: what it means to be placeful. Investigation of the politics of place and the impact of race, class, power, and global inequalities on place experiences — areas I cannot explore deeply here - are important areas of research to continue to expand this conversation. The role of place in education is dynamic. I come to the classroom as an educator with two main passions: concern for the learners and concern for the environment. Through an understanding and awareness of place, environmental education and cornmunity/experience-based pedagogy can come together to develop an educational system which will address the needs of the learners, help them develop their understanding of self and place, and encourage care for and awareness of the environment. Jane McRae and Winnie Tarn, two educators of the Association for the Advancement and Promotion of Science Education (APASE), shared with me in a set of interviews their perspectives on place in ESL education. The discussion of APASE's Community Mapping Project which concludes the thesis is presented as an example of how one association has done this: a place-centred curriculum which incorporates feminist pedagogy, understanding and awareness of place, and the importance of addressing environmental issues. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

While college completion rates have increased over time for all students, low-income students and students of color remain underrepresented among degree holders. The research presented here explores the role that family, peer, and contextual social capital play in perpetuating unequal representation in college, and whether AVID can increase the social capital resources available to students. Using multilevel models and data from the High School Longitudinal Study of 2009 (HSLS:09), results indicated a positive, significant relationship between social capital and rigorous course taking, high school credential attainment, and college-going, with the relationship with family social capital being the strongest. The analyses revealed no direct relationship between AVID participation and academic outcomes, but results did offer modest evidence that some sources of social capital increase more for AVID students over time than non-AVID students with similar characteristics. These findings suggest that educational reform efforts aimed at building social capital are worth supporting. Keywords: social capital; AVID; HSLS:09 dataset; college access; first-generation students; noncognitive skills; cultural capital; neighborhoods; habitus

Despite advances made during the women's movement, gender inequality is a problem for women seeking leadership opportunities within the U.S. Defense Industry today. The purpose of this phenomenological study was to understand the perceptions of civilian females who had experienced gender inequality obstacles in their professional advancement opportunities within the U.S. Defense Industry. The mommy track framework, defined as the family/work imbalance; the gatekeeper framework; and the institutional sexism framework were used to guide this study. The research questions focused on how these women perceived both internal and external barriers to their professional advancement in the U.S. Defense Industry. A criterion sample of 18 civilian females who worked within the defense industry was interviewed. Data analysis included coding, categorizing, and analyzing themes. The resulting 5 themes were worker bee, traditional mentality/transitional workforce, education/training/network, traditional organizational culture, and fighting back. The findings also identified that gender inequality is apparent, women limit their potential growth, Queen Bees sting Wanna-Bees, and traditional organizational cultures maintain the status quo as the norm and enforce gendered stereotypes. The study leads to positive social change by raising awareness to policy-makers, educators, and women that can help set an agenda to overcome gender inequality.

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The association of the name of Francis Bacon with that of Niccolo Machiavelli is no novelty to the modern reader. But in most instances this association is brief and fleeting, possessed of a will-o'-the-wisp character that is at once unsatisfying and challenging. The natural conclusion to which one is tempted to leap is that Bacon, since he is the more recent in point of time, was influenced by the great Florentine in matters of philosophy and style. A second possibility is that both men were influenced by similar conditions of political and cultural backgrounds. A still further consideration lies in the belief that certain ideas are "in the air", so to speak, and descend upon different minds in various times and places without implying any necessity of relationship. It seems advisable to study the two men and their works in the light of these three possibilities. It is not the purpose of this thesis to assert the influence of Machiavelli upon Bacon's philosophy as a whole. This study is rather an attempt to bring together in comparative consideration the personalities and philosophies of two outstanding minds of their respective ages, and to draw such conclusions as seem logical. To this end I propose to examine the theories of Machiavelli set forth in The Prince and the Discourses on Livy, and from this background to view Bacon's philosophy relating to civil business as set forth in his Essays, especially "Of Truth," and "Of Great Place," and in the Advancement of Learning. I have here used the term, philosophy, to refer to the principles of human conduct by which Bacon's life was governed, rather than in a metaphysical sense.

According to the National Center for Education Statistics, 125,485 Black women earned a bachelor’s degree in 2019 in comparison to 70,909 in 1999. As the number of Black women on college campuses have increased, the number of Black women in senior leadership roles have remained stagnant. It is important for higher education institutions to find ways to increase the number of Black women in senior leadership roles because diverse staff and faculty not only increases students’ success but the institutions’ success. One of the ways in which colleges and universities can support the career advancement of Black women is to support mentorship for Black women. The purpose of this basic qualitative study guided by Black feminist thought was to examine effective methods of mentoring that facilitate the career advancement of Black women who aspire to senior leadership roles in colleges and universities. Through semi-structured interviews, five Black women senior leaders who work in public or private colleges and universities throughout the United States shared their lived experiences with mentorship, effective methods of mentoring, and what resources they felt higher education institutions could provide to help facilitate the career advancement of Black women. The five findings identified in this study were: institutional support, types of mentors, infusion of Black Girl Magic, the mentoring experience and the development of mentoring relationships. These findings provide institutions of higher education with ways to support Black women through mentorship programs designed specifically for Black women and ways to intentionally recruit and hire more Black women. This study will contribute to current scholarship by identifying key mentoring strategies colleges and universities can implement to support aspiring Black women leaders in higher education.

The purpose of this descriptive study was to uncover the reasons why qualified African American administrators in California were not pursuing or ascending to a superintendency. Four questions served as the basis for the research. Using the Superintendent-Level Administrator Review Instrument (SLARI), a three-part questionnaire developed by the researcher, data were gathered from African American superintendent-level administrators in California who held the title of deputy superintendent, associate superintendent, assistant superintendent or executive director. Part I of the questionnaire asked demographic information of each respondent. Part II asked for the respondent's level of interest in the superintendency. Part III asked the respondent to use a Likert scale to indicate how 46 items had impacted his/her decision regarding a superintendency. Qualitative data was also collected by using 17 semistructured interview questions. The SLARI data were analyzed to determine the level of influence of each item. Interview transcripts were analyzed using content analysis and generalized as findings. The findings indicate there are at least 20 variables which have contributed to why more African American superintendent-level administrators are not pursuing or ascending to a superintendency. Some of the variables included lack of mentoring and networking, lack of community support, gender bias towards African American females, racism, lack of bilingual skills, perception of being incompetent, lack of trust, negative media pressure, low salary, headhunters' unfamiliarity with superintendent-level administrators, general lack of experience, negative impact of politics, lack of business skills, poor writing skills, lack of family support, and lack of self-confidence. The findings also indicate that negative actions of boards of education have significantly contributed to the respondents' decision to not pursue a superintendency. Respondents offered several skills, knowledge and strategies they needed to assist them in obtaining a superintendency. The researcher also identified four processes which will help increase the number of African American superintendents including strategic recruitment efforts, ongoing professional development opportunities in school business management and finance, mentoring and networking. Finally, eight recommendations are offered to help increase the number of African American superintendents in California.

The purpose of this study was to determine the barriers to advancement as perceived by women administrators in the California State University, and to identify those barriers perceived as the greatest obstacles. A twenty-one item questionnaire was developed through a comprehensive review of the literature and sent to 400 full-time women administrators holding a management position within the California State Universities. Seventy-one percent of the questionnaires were returned. Questionnaire results indicate that eleven items were categorized as “moderately important to important” barriers to advancement. Ten items were categorized as “slight to moderately important” barriers to advancement. No item on the questionnaire was considered “not a barrier” to advancement by the participants. The most serious barriers women must overcome if they wish to advance in administration have to do with lack of geographical mobility, role conflict between career and family, absence of mentoring or other support system unfamiliarity in negotiating politics within the male dominated “ole boys” system, and exclusion from the informal communication network. Perceptions of barriers were examined from the perspective of women who held different positions in the administrative hierarchy. No statistically significant differences in perceptions were found among the different steps of the hierarchical ladder. Perceptions of internal barriers were correlated to age, marital status, number of years in administration, size of institution, career path for advancement, and ultimate position desired. The ultimate position desired was the only significant predictor. Perceptions of external barriers were not correlated to age, marital status, number of years in administration, size of institution, career path for advancement, ultimate position desired; participants perceived external barriers to advancement similarly. The study provides recommendations for practice and future research.

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