Dans ce manuscrit, nous développons des outils de statistique bayésienne pour la prévision de consommation d'électricité en France. Nous prouvons tout d'abord la normalité asymptotique de la loi a posteriori (théorème de Bernstein-von Mises) pour le modèle linéaire par morceaux de part chauffage et la consistance de l'estimateur de Bayes. Nous décrivons ensuite la construction d'une loi a priori informative afin d'améliorer la qualité des prévisions d'un modèle de grande dimension en situation d'historique court. A partir de deux exemples impliquant les clients non télérelevés de EDF, nous montrons notamment que la méthode proposée permet de rendre l'évaluation du modèle plus robuste vis-à-vis du manque de données. Nous proposons enfin un nouveau modèle dynamique, non-linéaire, pour prévoir la consommation d'électricité en ligne. Nous construisons un algorithme de filtrage particulaire afin d'estimer ce modèle et comparons les prévisions obtenues aux prévisions opérationnelles utilisées au sein d'EDF.

Thesis (Ph. D.)--State University of New York at Binghamton, Department of English, General Literature and Rhetoric, 2009. / Includes bibliographical references.

England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.

American mezzo-soprano, Beverly Wolff has not received the credit or respect that she deserves in operatic history. Her career began in 1952 and flourished until her retirement from the stage in 1981. Her intense characterizations, innate musicianship, and intelligence made her one of the most sought-after performers from the 1950s to the 1970s. For thirty years, she worked with some of the operatic world’s finest musicians, including Leonard Bernstein, Gian-Carlo Menotti, Samuel Barber, Ned Rorem, Beverly Sills, Norman Triegle, Placido Domingo, among others. She was represented by Columbia Artists Management Inc (CAMI), one of New York’s oldest and most prestigious management companies, and maintained an active performance schedule that often included operatic, concert, and recital performances in the same week. She trained at the American Vocal Academy in Philadelphia and was inducted into its Hall of Fame. She performed in New York, Boston, Washington, D.C., San Francisco, New Orleans, and Atlanta and was an active member of the New York City Opera, Handel Society, Tanglewood, and the Handel Society of Washington, D.C. Wolff is credited with over sixty recordings. She also appeared on several of NBC’s live operatic programs, which brought opera to the masses. Perhaps most importantly, she created and debuted several important roles in American opera. Few have heard of her; the purpose of this document is to fill in this gap in operatic history, and to clarify and correct misinformation about her. In this document, I will answer the following questions: What determines a performer’s worth? What secures a performer’s place in history? Finally, and more specifically, what imprints did Beverly Wolff leave for posterity?

Ce travail est dédié à l'étude des inégalités de type Landau-Kolmogorov en normes L2. Les mesures utilisées sont celles d'Hermite, de Laguerre-Sonin et de Jacobi. Ces inégalités sont obtenues en utilisant une méthode variationnelle. Elles font intervenir la norme d'un polynômes p et celles de ces dérivées. Dans un premier temps, on s'intéresse aux inégalités en une variable réelle qui font intervenir un nombre quelconque de normes. Les constantes correspondantes sont prises dans le domaine où une certaine forme bilinéaire est définie positive. Ensuite, on généralise ces résultats aux polynômes à plusieurs variables réelles en utilisant le produit tensoriel dans L2 et en faisant intervenir au plus les dérivées partielles secondes. Pour les mesures d'Hermite et de Laguerre-Sonin, ces inégalités sont étendues à toutes les fonctions d'un espace de Sobolev. Pour la mesure de Jacobi on donne des inégalités uniquement pour les polynômes d'un degré fixé par rapport à chaque variable.

Este trabalho discute o que vem sendo entendido e praticado como democracia escolar. Embasa-se na teoria de Basil Bernstein (1996,1998, 2000) sobre “democracia e direitos pedagógicos”, avaliando o ensino fundamental e médio, em três escolas públicas no sudoeste do Paraná. Utiliza, na coleta de dados, os princípios de distribuição de imagens, de distribuição de conhecimentos e de disponibilização de recursos, que subsidiam e caracterizam os direitos de crescimento pleno, de inclusão e de participação. Explicita o processo de organização escolar, seus limites e possibilidades tendo em vista a gestão democrática. Realiza, através da pesquisa qualitativa etnográfica, uma leitura e compreensão de diferentes contextos de escola pública, interpretando suas semelhanças e diferenças, face à escola democrática possível. Apresenta questões para reflexão que envolve as possibilidades a) do crescimento pleno, b) do processo de inclusão e c) da dinâmica da participação, que podem levar as pessoas a manter, a transformar e a construir uma nova ordem social.

O presente estudo busca investigar como duas professoras de Matemática – uma delas trabalhando com duas turmas – da rede estadual de ensino do Rio Grande do Sul definem seus currículos e realizam suas práticas pedagógicas comparando as mesmas quanto ao melhor desempenho dos alunos, nesta disciplina. A metodologia qualitativa orientou o desenvolvimento deste trabalho, realizando-se a coleta de dados através de observação participante das aulas e das entrevistas semi - estruturadas com as professoras. O referencial teórico fundamenta-se em Basil Bernstein que possibilitou a análise do currículo, da pedagogia e da avaliação de Matemática da sexta série do ensino fundamental. Tomou-se como definições operacionais das práticas pedagógicas, os estudos de Morais et al., 1993. Nos contextos educacionais investigados, predominaram classificações fortes quanto ao currículo de Matemática. As práticas pedagógicas, quanto ao discurso instrucional, manifestaram-se com forte controle das professoras nas dimensões seleção do conhecimento e critérios de avaliação; nas dimensões seqüência e ritmagem houve variação na força do controle das mesmas. Quanto ao discurso regulador, as professoras assumiram posturas diferentes em relação às regras hierárquicas. Foi considerado o contexto educacional mais efetivo o da Turma B1 da Professora B pelo desempenho dos alunos novos e repetentes e pela voz dada aos alunos no processo de transmissão – aquisição. / This study aims to investigate how two Mathematic teachers – one of them teaching two classes – from the Rio Grande do Sul public educational system define their curricula and perform their pedagogical practice comparing them as to the students’ best performance in this subject. The qualitative methodology guided the development of this work, data being collected through participant observation of the classes and half-structured interviews with teachers. The theoretical foundation is based on Basil Bernstein who opened the possibility of analysing the curriculum, the pedagogy and the evaluation of sixth grade in elementary school. Morais et al.’ studies, 1993, were taken as source of the operational definitions of the pedagogical pratices. Strong classifications as to the curriculum of Mathematics predominated in the educational contexts investigated, The pedagogical practice, as to the instructional discourse, disclosed strong teachers’ control in the dimensions of selection of knowledge and criteria of evaluation; in the dimensions of sequencing and pacing there was variation in the strength of control . About the regulative discourse, the teachers have assumed different positions concerning the hierarchical rules. Group B1 of Teacher B was considered the most effective educational context considering new and repeater students’ performance and also due to the voice given to the students in the transmission–acquisition process.

Depois de transcorrida mais de uma década da implantação do Ensino por Ciclos de Formação (ECF) em Porto Alegre, este estudo pretende rever os princípios originários dessa política educacional, efetuando uma análise das perspectivas de ensino de seis professores entrevistados, quanto a currículo, a prática pedagógica e a avaliação do conhecimento educacional comparando dois períodos distintos – o da implantação do ECF e o atual. A análise fundamentou-se nos conceitos de classificação e de enquadramento do sociólogo Basil Bernstein e apontou a atual aproximação do currículo das escolas investigadas a um “código de coleção”, em oposição ao “código de integração” existente nos momentos iniciais da implementação da referida política educacional. Por sua vez, as práticas pedagógicas dos professores entrevistados e a avaliação do conhecimento educacional por eles realizada, permanecem, predominantemente, com características inerentes às pedagogias invisíveis. Aponta-se, no presente, a possibilidade de retenção dos alunos, ao final de cada ciclo, que se constitui como um movimento, realizado pela mantenedora, contrário às diretrizes estabelecidas para o ECF em Porto Alegre. / Following nearly a decade of the implementation of the Teaching through Formation Cycles (Ensino por Ciclos de Formação - ECF) in Porto Alegre, the present study aims at reviewing the original principles of such educational policy, through performing the analysis of the teaching perspectives applied by six teachers who have been interviewed, regarding curriculum, pedagogic practices and the assessment of the educational knowledge. Such analysis has been performed through the comparison of two distinct periods of time – the time at the implementation of the EFC and the current moment. The analysis was founded on the classification and framing concepts by the sociologist Basil Bernstein and it has pointed out that the curriculum applied in the schools under research shows a proximity trend towards a “collection code” as opposed to an “integration code” that was present in the initial moments of the implementation of said educational policy. The pedagogical practices used by the teachers that have been interviewed, together with the assessment of the educational knowledge performed still consist, basically, of the intrinsic characteristics of the invisible pedagogies. It has been noted that, currently, there is the possibility of the student’s retention at the end of each cycle, possibility that has been identified as a movement performed by the administrative founding agency and that is contrary to the guidelines established for the ECF in Porto Alegre.

Esta tese de doutoramento foi desenvolvida na Linha de Pesquisa "O Sujeito da Educação: conhecimento, linguagem e contextos"; está vinculada ao projeto de pesquisa "Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores" e relaciona à área da educação dois campos do conhecimento: o da sociologia - com a contribuição de Basil Bernstein - e o da linguagem - a partir dos estudos sobre letramentos sociais de Brian Street e sua interlocução com práticas escolares alfabetizadoras. A investigação constitui-se como um estudo de caso e teve por objetivo descrever e analisar a prática pedagógica de uma professora alfabetizadora da Rede Municipal de Ensino de Porto Alegre que se aproximou do modelo de pedagogia mista, proposto por Morais e Neves (2003) a partir da teoria de Bernstein. Durante o ano de 2005, foram observadas duas turmas de segundo ano do primeiro Ciclo de Formação do Ensino Fundamental e, durante o ano de 2006, foram acompanhadas essas mesmas turmas no terceiro ano. Finalizadas as observações, foi selecionada, para análise, a prática pedagógica de uma das professoras do segundo ano do primeiro ciclo tendo se revelado como aquela que produziu mais aprendizagem entre os alunos, no sentido de tornarem-se capazes de elaborar o texto considerado legítimo no contexto escolar. A partir de metodologia qualitativa, a observação participante foi a principal estratégia utilizada para a coleta de dados, com registro de situações interativas entre professora e alunos em um diário de campo e através de um gravador de voz. As unidades de descrição foram os eventos de alfabetização e de letramento, constituídos pelos elementos oralidade, leitura e escrita. Além disso, também foi realizada entrevista em profundidade com as docentes. Os conceitos de classificação e de enquadramento da teoria sociológica possibilitaram a análise de dimensões da prática pedagógica consideradas no modelo da pedagogia mista. Os resultados do estudo corroboraram os indicados pelo modelo: enquanto a seleção do conhecimento em nível macro e os critérios de avaliação manifestaram um enquadramento forte, a seleção em nível micro, a ritmagem e as regras hierárquicas apresentaram um fraco enquadramento. As relações entre os espaços da professora e os dos alunos foram marcadas por uma fraca classificação, assim como as relações entre os conhecimentos intradisciplinares, específicos dos processos de alfabetização e de letramento. No que se refere à área da linguagem, percebeu-se que a prática pedagógica da professora foi fundamentada em distintas perspectivas: na psicogênese da língua escrita, nos estudos sobre letramento e nos estudos sobre consciência fonológica, indicando a necessidade de diferentes metodologias para o ensino da leitura e da escrita. Dentre elas, evidenciou-se, sobretudo, a importância da intervenção pedagógica explícita da professora no que se refere ao processo de alfabetização para possibilitar a aprendizagem dos alunos, partindo dos conhecimentos das crianças para chegar à forma convencional de leitura e de escrita. / This doctoral dissertation was developed within the Research Line "The Subject of Education: knowledge, language and contexts"; it is connected with the research project "Teaching Perspectives in Basic Education: pedagogical practice and teacher training" and relates two fields of knowledge to the educational area: Sociology - with the contribution of Basil Bernstein - and Language - based upon studies on social literacies by Brian Street and their intercommunication with literacy school practices. The investigation was conducted as a case study and aimed at describing and analyzing a teacher's literacy pedagogical practice within the Porto Alegre City Public School System. Such practice was the closest one to the mixed pedagogical model proposed by Morais and Neves (2003) based on Bernstein's theory. During the year 2005, two classes in the second grade of the first cycle of Elementary School were observed, and during the year 2006 the same classes were observed while in their third grade of the same cycle. When the observation phase was over, the pedagogical practice of one of the teachers in the second grade of the first cycle was selected for analysis having been revealed as the practice that produced the best learning results among the students, meaning the students had become capable of elaborating the text accepted as legitimate in the school context. Based upon qualitative methodology, the participant observation was the major strategy applied for data gathering, together with the recording of interactive situations between teacher and students on a field diary and also on a voice recorder. The description units were the literacy events represented by the elements of orality, reading and writing. Besides, interviews in depth were conducted with the teachers. The concepts of classification and framing of the sociological theory have enabled the analysis of the dimensions of the pedagogical practice considered in the mixed pedagogical model. The results of the study have confirmed those indicated by the model: the selection of knowledge at a macro level and the evaluation criteria have manifested a strong framing, whereas the selection at a micro level, the pacing and the hierarchical rules have shown a weak framing. The relations between the teacher's and the students' spaces were marked by a weak classification, as well as the intradisciplinary relations knowledges that are specific to the literacy processes. Regarding the language area, it has been noticed that the teacher's pedagogical practice was founded on distinctive perspectives: on the psychogenesis of the written language, on the studies about literacy and also on the studies about phonological awareness, therefore indicating the necessity of different methodologies for the teaching of reading and writing. Among them, it has become evident the importance of the teacher's explicit pedagogical intervention regarding the literacy process in order to enable the students' learning, starting from the children's knowledge up to the conventional ways of reading and writing.

A presente tese, integrante da linha de pesquisa - O sujeito da educação: conhecimento, linguagem e contextos, na temática Sociologia e Educação, e do projeto de pesquisa Perspectivas de Ensino na Educação Básica: prática pedagógica e formação de professores, coordenado pela professora doutora Maria Helena Degani Veit, é o registro de uma pesquisa-ação que toma como base uma formação em serviço, promovida pela pesquisadora, oferecida a 14 professoras do ensino fundamental, no município de Igrejinha (RS), no ano de 2006. Reflete sobre a integração de diferentes campos de conhecimento, numa ação transdisciplinar que objetiva uma interpretação contextual da realidade do Século XXI, especialmente, das questões ambientais próprias da contemporaneidade, a partir de conteúdos de Arte. Enfatiza o compromisso da educação, na formação de um sujeito consciente de sua responsabilidade na preservação de condições de vida no planeta. Constitui uma auto-avaliação da formação promovida fundamentada em referencial teórico do sociólogo Basil Bernstein. Reflete sobre a modalidade pedagógica desenvolvida pela investigadora e sua relação com desempenhos evidenciados em posterior prática docente das educadoras integrantes da formação, analisada com base nos mesmos conceitos. Os resultados da pesquisa ressaltam a necessidade de acompanhamento posterior, assessorando a prática pedagógica das docentes de forma a garantir a aplicação dos princípios e conceitos desenvolvidos na formação. Ressaltam a necessidade de investimento em seus saberes teóricos e o desenvolvimento de modalidades pedagógicas, fundamentadas em relações democráticas, e em critérios de avaliação explícitos. Contempla o grau de aquisição de regras de reconhecimento, inferido pelas evidencias quanto às regras de realização, observado nas práticas das professoras; e como Rosa (2007), defende a presença de um discurso regulador planejado de modo a oferecer condições de desenvolvimento a um discurso instrucional capaz de promover efetiva aprendizagem. / This dissertation is part of the research line, “The Subject of Education: Knowledge, Language and Contexts”, under the theme, “Sociology and Education”, and part of the research project, “Perspectives of Teaching in Basic Education: Pedagogical Practice and Teacher Training”, which is coordinated by Professor Maria Helena Degani Veit. It discusses a research-action project based on a training course offered by the author to 14 elementary school teachers in the municipality of Igrejinha, state of Rio Grande do Sul, Brazil, in 2006. The dissertation reflects on the integration of different fields of knowledge in a transdisciplinary action designed to give a contextual interpretation of the reality of the 21st century, particularly of contemporary environmental issues, on the basis of art. It emphasizes the commitment of education to the training of subjects aware of their responsibility for the preservation of the Earth. It is a self-evaluation of the training course based on a theoretical framework provided by Basil Bernstein. It reflects on the pedagogical model developed by the author and its relation with the later teaching practice of the educators who participated in the training course, which is analyzed on the basis of the same concepts. Its results indicate the need for follow-up of the teachers’ practice in order to guarantee the application of the principles developed in the training course. These results highlight the need for investment in their theorical knowledge and the development of pedagogical models based on democratic relations and explicit assessment criteria. The dissertation discusses the degree of the acquisition of recognition rules inferred by evidences as to the realization rules observed in the teachers’ practices as Rosa (2007), it argues for the presence of a regulative discourse planned to offer conditions for the development of an instructional discourse capable of promoting an effective learning.