Dans le cadre du projet FNRAE COTECH, nos travaux avaient pour objectifs d'améliorer le fonctionnement des structures électroniques à haute température d'une technologie SOI (200°C). La technologie choisie pour ce travail est une technologie de puissance intelligente comprenant une bibliothèque CMOS basse tension (5V), des transistors de puissance LDMOS (25V, 45V et 80V) et des transistors bipolaires NPN et PNP. Afin de caractériser cette technologie en température, dans un premier temps, nous avons conçu un véhicule de test en introduisant certaines règles de dessin bénéfiques pour le comportement en température, à la fois pour les composants basse et haute puissance. Nous avons également étudié une nouvelle architecture de composants combinant au sein d'un même composant un composant MOS et un composant IGBT, dans un objectif d'auto-compensation des effets négatifs de la température. Afin d'optimiser la conception de ces composants mixtes MOS-IGBT, la méthodologie que nous avons adoptée s'est appuyée sur des simulations 2D et 3D sur Sentaurus. Dans le cadre de ce travail, deux véhicules de test ont été réalisés et caractérisés. Ces structures mixtes MOS-IGBT ont été proposées en tant que structures de protection contre les décharges électrostatiques (ESD) pour remplacer une structure de protection de type "power clamp". En s'appuyant sur la simulation 3D, nous avons proposé plusieurs solutions, à la fois topologiques et d'architecture, permettant d'augmenter significativement le niveau de ce courant. Ces diverses solutions ont été validées expérimentalement. Enfin, les bonnes performances de ces structures mixtes ont motivé leur étude en tant que structures de puissance.

The world is plagued by a daunting array of interrelated environmental crises, economic instability and social injustice. In order to mitigate these issues for present and future generations we look towards the concept of sustainable development (SD) and hence education for sustainable development (ESD) which supports SD. In this qualitative study, participants from varying roles in Canada, England and Australia were interviewed to determine their perceptions and understanding of current practices, successes, drivers and barriers of ESD and changes over time. The progress of ESD in these three countries was compared and contrasted to discover that although they use different terms to describe the work, and have different structures and sociopolitical situations, there was much agreement about what has been accomplished and what needs to be done. Strong leadership, government policy, financial and staff support were seen as drivers, while lack of time and commitment were seen as barriers.

There is mounting evidence that humanity is facing challenges that call for a strategic approach towards sustainability. The urgency is acknowledged by a growing number of people, but worldwide awareness, collaboration and a shared vision is required to create a sustainable society. Education is a gateway to prepare and engage young minds to be the change that is needed to transform societal systems. Teachers therefore have a grave and important task in engaging their students in learning to make strategic contributions towards a sustainable society. This thesis explores how teachers are already successfully engaging 14-15 year old students and it delivers a model with the essential elements of engagement: Interaction and Participation, Exploration, Relevancy, Engaging and Challenging Instruction, Authentic Assessment and Reflection and Futures Thinking. At the core of this model there is Systems Thinking that feeds into all elements and Fun should inherently be part of all teaching. The model, a tool for teachers to plan their classes strategically, is presented in combination with scientifically based concepts for Strategic Sustainable Development, including backcasting. A set of questions is defined to guide teachers through the process of integrating sustainability into how they already engage their students in learning.

This study aims to investigate teacher-students within social studies interpretation and understanding of the policy assignment regarding sustainable development and their attitudes towards the same assignment. Based on their reasoning about the assignment the aim is to identify how this can affect the future implementation of the policy assignment. This is done with implementation theory, text analysis of the curriculum and semi-structured interviews with students at Umeå University.This thesis established that Education for Sustainable Development (ESD) must be implemented in some way in the social sciences subject. The short formulations and partly implicit content in the curriculum and syllabus prove to be difficult to understand for the interviewees. The fact that teacher students do not understand the policy has proved to be an important explanation of the shortcomings that emerge in their reasoning about the assignment. Informants in this study interpret that the assignment is only to talk about and not for sustainable development. Partly, they also lack certain abilities both in form of knowledge and methods to be able to meet the complexity regarding sustainable development and ESD. The teacher students do not consider themselves to have addressed these issues in their University education, which both can be seen as an explanation for the identified shortcomings and the individual differences between the studentsThe results can be interpreted as that the problems concerning ESD, as research identified among active teachers, are to some extent reproduced in teacher education, which means that this study should encourage further studies based on the results of the thesis.

京都大学 / 0048 / 新制・論文博士 / 博士(地球環境学) / 乙第12964号 / 論地環博第12号 / 新制||地環||29(附属図書館) / 32363 / (主査)教授 ショウ ラジブ, 教授 岡﨑 健二, 准教授 西前 出 / 学位規則第4条第2項該当 / Doctor of Global Environmental Studies / Kyoto University / DFAM

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Mit der Entdeckung des Gleichrichter-Effekts 1873 wurde der theoretische Grundstein für die Halbleiter-Diode gelegt. Heutzutage sind Dioden auf nahezu allen elektronischen Schaltungen zu finden. Sie erfüllen dabei unterschiedlichste Aufgaben und finden Anwendung zum Beispiel als Gleichrichter, RF-Widerstand oder ESD-Schutzstruktur. Dioden basieren auf einem p/n-Übergang, welcher den Stromfluss in eine Richtung passieren lässt und in die andere Richtung sperrt. Bei PIN-Dioden wird zwischen der p-dotierten und der n-dotierten Zone noch ein intrinsisches bzw. niedrig dotiertes Gebiet eingefügt. Im Rahmen dieser Arbeit wurden Silizium- und GaAs- basierte PIN-Dioden für den Einsatz als ESD-Schutzstruktur und für Anwendungen in der Leistungselektronik untersucht. Mit Hilfe von TCAD-Simulationen wurden verschiedene Eigenschaften der PIN-Dioden unter Einwirkung eines ESD-Ereignisses analysiert. Die Bildung und Bewegung von Stromfilamenten konnte dabei beobachtet werden. Es stellte sich heraus, dass die Geometrie der Schutzdiode einen direkten Einfluss auf deren Lebensdauer hat. Es konnten Designvorschläge für ein optimiertes ESD-Schutzverhalten gemacht werden. Zur Validierung der Ergebnisse wurden verschiedene PIN-Dioden hergestellt und mittels TLP-Messung charakterisiert. Bei sehr schmalen Strukturgrößen konnten mehrere Spannungsabfälle beobachtet werden, was auf das Vorhandensein mehrerer Stromfilamente hindeutet. Diese Vermutung konnte anhand von TCAD-Simulationen bestätigt werden. Zur Analyse eines Layouts auf dessen ESD-Robustheit sind zeitintensive TCAD-Simulationen ungeeignet. Aus diesem Grund wurden auf Basis der TLP-Messungen und TCAD-Simulationen layoutabhängige Kompaktmodelle entwickelt. Diese ermöglichen eine schnelle Simulation der rückläufigen Kennlinie einer in Sperrrichtung vorgespannten PIN-Diode. Zusätzlich konnten die Bildung und Bewegung eines Stromfilaments nachgebildet werden. Im Hinblick auf Anwendungsmöglichkeiten in der Leistungselektronik, wurden Untersuchungen an GaAs-basierten PIN-Dioden durchgeführt. Diese zeichnen sich vor allem durch deutlich höhere Durchbruchspannungen aus. Mit TCAD-Simulationen und Hochspannungsmessungen wurden die Dioden charakterisiert. Aus den gewonnenen Erkenntnissen konnte ein analytisches Modell abgeleitet werden, was eine Optimierung der Diodenstruktur im Hinblick auf die Durchbruchspannung ermöglichte.

The concept Sustainable Development has a prominent role in today’s Swedish curricula for biology, geography, domestic science, chemistry and physics. The 20 years that education for sustainable development has been under discussion has resulted in many different interpretations of how the content takes shape when put into education. In this study I will discuss and examine some of these interpretations by recording interviews where students talk about and discuss sustainable development under influence of pictures and videos within the subject. The prior research presented show both critical but also constructive aspects on Teaching for Sustainable Development, and these will be put into relation to the statements the pupils who participated in this study expressed.

The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.

This study aims to investigate current attitudes towards Sustainable Development among students and evaluate their correlation with two theories of Education for Sustainable Development (ESD). Namely, the Triple Bottom Line (TBL) theory, that emphasises the intersection of three pillars: Profit, People, and Planet; and the Four Components theory, which integrates Socio-economic, Environmental, Legal, and Moral & Ethical dimensions.   The Four Component theory is a recently developed approach that builds upon similar concepts from the TBL model but also incorporates additional critical factors. The research seeks to explore the extent to which these theories influence students' attitudes towards Sustainable Development.   This study intends to provide insights into the role of educational theories in shaping students' attitudes towards Sustainable Development, highlighting potential gaps in current educational practices and the need for more comprehensive approaches to education for sustainable development, ESD. By performing a quantitative study using a self-completion questionnaire, data were collected and analysed with the programme IBM SPSS. The results showed a significant impact on the attitudes towards sustainable development among students from the factors of: People, Socio-economic, Environmental and Legal. The Legal factor yielded a negative impact on the attitudes towards sustainable development whereas the others yielded a positive impact.    The study concluded that neither one of the frameworks, Triple Bottom Line or The Components, offered a complete structure for education for sustainable development on their own. A discussion was brought up imploring the potential of a new framework incorporating the People dimension from Triple Bottom Line together with the Socio-economic-, and Environmental components from the Four Components theory. This framework shows a potential way forward for education for sustainable development and the need for it based on the positive attitudes attained during the study.