Ce travail se place dans le contexte des recherches sur les mémoires quantiques pour la lumière. L'information quantique est stockée dans un état de superposition atomique, dont la durée de vie détermine le temps maximum de stockage.On s'intéresse particulièrement aux matériaux capables de capturer la lumière par excitation résonnante d'une raie d'absorption, puis de conserver l'information quantique dans un état de superposition du fondamental électronique.Dans Tm3+:YAG, l'information est enregistrée dans un état de spin nucléaire. Cependant le champ magnétique qui lève la dégénérescence nucléaire entraîne les différents spins à des vitesses de précession différentes, ce qui tend à détruire l'aimantation initiale, porteuse de l'information.Une étude quantique du cristal est réalisée lors du premier chapitre de ce manuscrit. Les trois chapitres suivants traitent des différents mécanismes conduisant au déphasage des spins nucléaires. On y trouvera différente analyses théoriques qui seront confirmées par un ensemble de résultats expérimentaux, ainsi qu'une description détaillée du dispositif expérimental. Enfin le dernier chapitre, prospectif, exploite les outils développés au cours de la thèse pour préserver les cohérences optiques. Il présente quelques résultats expérimentaux prometteurs sur l'allongement du temps de vie de ces cohérences optiques.

This dissertation examines theatre and film in Ireland between 1988 and 2005, focusing on the plays of Sebastian Barry and Marina Carr, as well as a select group of films from this period. Employing a method of analysis that couples close-readings with attention to socio-cultural context, aesthetic form, and issues of representation, the dissertation demonstrates how theatre and film work to complicate conventional Irish historical narratives and thereby encourages a reassessment of contemporary constructs of Irish identity. The introduction provides a contextual framework for significant contemporaneous social, cultural and economic changes in Ireland, and includes a case study of ‘The Spire,’ a monument unveiled on Dublin’s central boulevard in 2003, which I argue is the architectural metonym for the transitional nature of Celtic Tiger Ireland. The case study explores the aesthetics of the monument, as well as the politicised public debate that ensued, and thereby provides a snapshot of issues relevant to the readings pursued in dissertation’s remaining chapters. The discussion of Sebastian Barry’s ‘family plays’ reveals the playwright’s effort to refuse traditional binary conceptions of identity and to proffer, instead, a dramatic landscape that similarly refuses to allow conflict to dominate. Barry’s use of a non-conflictual dramatic form supports his narrative interest in compassion and peaceful resolution, and provides a model for living with otherness that could prove useful in an increasingly diverse and globalised Ireland. Marina Carr’s plays share Barry’s desire to represent aspects of Irish character anew, but they also dramatise how cultural transitions are difficult and never linear, and how the conventional pull of memory and the past has a residual presence in the ‘new’ Ireland. Taken together, these chapters reveal Barry’s hopefulness as an antidote to Carr’s tragic endings. The final chapter provides close readings of several ‘Celtic Tiger’ films, arguing that the representation of landscape is the key lens through which Irish film communicates shifting images of Irish identity. A cycle of films from the first years of the new millennium ekes out a space for new modes of representation through a critical dialogue with major tropes in Irish film history.

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This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

This thesis presents a educational and historical analysis of the contribution of Edward Wilmot Blyden, Henry Rawlinson Carr and Julius Kambarage Nyerere towards educational innovation in Africa. These African educational thinkers made a profound intellectual and educational innovation which relates to Western education which was imposed by Western countries on Africa since the past centuries. The inadequacies of such inherited education were taken as the point of departure in their educational innovation. In analyzing their contribution to educational innovation in Africa, it has been essential to look into the inseparable relationship which exists between the African culture and American culture; and between African and American worldviews and educational innovation. This served to throw light on the reasons why educational innovation in Africa is unable to proceed as it ought to. It was, however, necessary to identify and refer to factors which inhibited the development of intellectual and educational innovation in Africa. The major educational matters which Blyden, Carr and Nyerere innovated were carefully selected and presented and meaningfully compared as intellectual and educational innovation in Africac:is a unity. Therefore it has been possible in this thesis to refer to the following matters: Aim of education, curriculum, primary education, secondary education, women's education, secular education, school management, higher education, supplementary education and improvement of educational standards. Although their innovations were originally made in West and East Africa, it was, however, necessary to show that they were not only limited to the said areas but have direct relevance to the rest of Africa as this continent has adopted Western education in its schools. It is, however, necessary to point out that an analysis of Blyden, Carr and Nyerere's contributions to educational innovation would not be complete if it excluded the current 1997, envisaged educational innovation in the RSA. By explaining the link existing between West Afiican, East Afiican and South Afiican educational innovation, the unity in educational innovation referred to earlier becomes clearly articulated. This indicates the benefit derived from Blyden, Carr and Nyerere's educational innovation. Finally, to conclude this thesis, recommendations regarding the future educational innovation in Africa were given. / Educational Studies / D. Ed. (History of Education)

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This thesis analyses the figure of Arthur, in a period spanning the mid-nineteenth to mid-twentieth centuries, when that figure became increasingly protean and multifaceted, and the audience for the Arthurian legend grew in both size and variety. It argues that many authors wrote through Arthur, as well as about Arthur, using the figure to understand and test their own ideas about ideals (e.g. of manliness, kingship, or heroism) as well as problems (such as war, despotism, or ungodliness). This thesis analyses Arthur by considering him as a 'type', using a definition of the term that highlights a paradox: a type, in a scientific sense, is both perfect (an exemplary model) and normal (common enough to be representative). When applied to Arthur, it means that he is both a perfect, or near perfect, example, but is also to some extent a 'normal' human being. Different authors analysed in this thesis emphasise different aspects of the figure, according to whether they focus on Arthur's perfection or his normality. Other meanings of the word 'type' are also applied when relevant: the idea is not to force all versions of Arthur into a single or definitive category, but to retain the complexity of how Arthur is characterised and written about in texts. The ultimate aim of this thesis is to put the figure of Arthur into critical focus, and explain why he has been returned to so often in history.

This thesis is focused on application methods of dendrochronology on various ecological and historical aspects of forest communities, human management practices, and historical utilization of wood. Studies revealed growth responses of trees in various type of forest vegetation represented by spruce forest, alder carr and alluvial forests and involved autochthonous tree species with all morphological types of wood. These works demonstrated necessity of dynamic evolving of the regional chronologies for the Czech Republic.