La Science des réseaux est apparue comme un domaine d'étude fondamental pour modéliser un grand nombre de systèmes synthétiques ou du monde réel.La découverte du graphe petit monde et du graphe sans échelle dans ces réseaux a révolutionné la façon d'étudier, d'analyser, de modéliser et de traiter ces réseaux. Dans cette thèse, nous nous intéressons à l'étude des réseaux ayant ces propriétés et souvent qualifiés de réseaux complexes.A notre avis, les recherches menées dans ce domaine peuvent être regroupées en quatre catégories: l'analyse, la structure, le processus/organisation et la visualisation.Nous abordons des problèmes relatifs à chacune de ces catégories tout au long de cette thèse. (...) / Network science has emerged as a fundamental field of study to model many physicaland real world systems around us. The discovery of small world and scale free propertiesof these real world networks has revolutionized the way we study, analyze, model andprocess these networks. In this thesis, we are interested in the study of networks havingthese properties often termed as complex networks. In our opinion, research conducted inthis field can be grouped into four categories, Analysis, Structure, Processes-Organizationand Visualization. We address problems pertaining to each of these categories throughoutthis thesis. (...)

Made available in DSpace on 2016-04-28T20:57:57Z (GMT). No. of bitstreams: 1 Virginia Mara Prospero da Cunha.pdf: 1877208 bytes, checksum: f6788bf3d8c2a4e86956c21c259f26c9 (MD5) Previous issue date: 2009-06-05 / This thesis aimed at investigating the feelings and the meanings of the evaluation of school learning of the teachers graduated at the licentiate course in physical education. The research was made in a college, midsize city in São Paulo state, with teachers graduated at the licentiate course in physical education. It was based on the assumption that evaluative practices developed by the teachers on the formation course enabled to students experiences that had influenced on the construction of the future evaluative practices. The instruments for the data collection were a questionnaire and a semi-structured interview. The questionnaire, with 07 closed questions and 08 open questions, was inspired by researches on the learning evaluation in the context of higher education and applied to all teachers that minister classes in the licentiate course of physical education on the institution. The information of the questionnaire was used to analyze the meaning attributed by the graduated teachers to the evaluation of the school learning and also to the choice of the interviewees. The semi-structured interview has been realized with four teachers, which allowed us to get closer the feelings areas of these teachers in relation to the school learning evaluation, providing a deepening of the issues that permeate it. In light of the socio-historical psychology, whose theoretical foundations are based on historical-dialectical materialism, having the theoretical reference in Lev S. Vigotski, the data information have been grouped into pre-indicators, indicators and signification nucleus, where the last expressed the central points that showed the determination of the subjects. It was found that the teachers design the school learning evaluation as a diagnosis, used to detect the students difficulties and that the evaluative practices developed by the teachers have an formative role. The results also show that the teachers are concerned about the teacher formation of their students, being concerned in integrates the evaluative process with the teaching-learning process. In general, this study represented the possibility of thinking critically on evaluative process that are submitted the future teachers that will act in basic education, in the physical education discipline, which leads to the reflection about the formation of teachers. We conclude that, from the experiences lived in their initial formation course; it will create bases for the future teacher acting / Na presente tese, objetivou-se investigar os sentidos e significados da avaliação da aprendizagem escolar dos professores formadores do curso de licenciatura em Educação Física. A pesquisa realizou-se em uma instituição de ensino superior, no interior do Estado de São Paulo, com professores do curso de licenciatura em Educação Física. Partiu-se do pressuposto de que as práticas avaliativas desenvolvidas pelos professores nos cursos de formação possibilitavam aos alunos experiências que influenciariam na construção nas futuras práticas avaliativas. Os instrumentos de coleta de dados foram questionário e entrevista semi-estruturada. O questionário, com 07 questões fechadas e 08 questões abertas, foi inspirado em pesquisas realizadas sobre a avaliação da aprendizagem no contexto do ensino superior e aplicado a todos os professores que ministram aulas no curso de licenciatura em Educação Física da instituição. Os dados do questionário foram utilizados para analisarmos o significado atribuído pelos professores formadores à avaliação da aprendizagem escolar e também para a escolha dos entrevistados. A entrevista semi-estruturada foi realizada com quatro professores, o que permitiu nos aproximarmos das zonas de sentidos desses professores em relação à avaliação da aprendizagem escolar, proporcionando um aprofundamento das questões que a permeiam. À luz da psicologia sóciohistórica, cujas bases teóricas estão assentadas no materialismo históricodialético, tendo o referencial teórico em Lev S. Vigotski, os dados foram agrupados em pré-indicadores, indicadores e núcleos de significação, sendo que este último expressou os pontos centrais que revelaram as determinações dos sujeitos. Constatou-se que os professores concebem a avaliação da aprendizagem escolar como um diagnóstico, utilizada para detectar as dificuldades dos alunos e que as práticas avaliativas desenvolvidas pelos professores têm um papel formativo. Os resultados obtidos também nos mostram que os professores preocupam-se com a formação docente de seus alunos, preocupando-se em integrar o processo avaliativo ao processo de ensino-aprendizagem. Em linhas gerais, este estudo representou a possibilidade de pensarmos criticamente os processos avaliativos a que são submetidos os futuros docentes que atuarão na educação básica, na disciplina de Educação Física, o que leva à reflexão sobre a formação de professores. Concluímos que, a partir das experiências vivenciadas em seus cursos de formação inicial, serão criadas bases para a futura atuação docente

The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

The primary aim of the study was to design a model for changing teachers' attitudes towards the value of teaching critical thinking skills. Currently, information regarding the conceptualisation of this topic is inadequate and vague. In this study the nature of the complexities involved in the management and implementation of the teaching of critical thinking skills were researched through a literature study and an empirical investigation. A model was then designed for the effective management of the implementation thereof. The findings from the research indicated that teachers' attitudes towards the value of teaching critical thinking skills to learners are negative. It also became evident that the school principal should manage the implementation of the teaching of critical thinking skills to learners. The focus of the proposed model is on how teachers' attitudes towards the value of teaching critical thinking skills can be changed to ensure quality educative teaching and learning in and outside of the classroom. The study therefore serves to present a useable model for the management of the implementation of teaching critical thinking skills to learners. The study is further based on a well balanced opinion as experiences of teachers in the senior phase (grades 7, 8, & 9) were investigated by means of structured questionnaires. Recommendations regarding research findings were made for stakeholders and education departmental officials to note. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

Thesis (PhD)--Macquarie University. Macquarie Graduate School of Management. / Bibliography: p. 286-324. / The contribution of this thesis is to present a framework to analyse firms controlled by more than one board. The literature survey of Chapter 2 revealed that there is little recognition of this phenomenon and no accepted way to investigate firms governed by multiple control centres described as a "compound board". The framework is developed in Chapter 3. The historical emergence of compound boards is outlined in Chapter 4 with examples of their architecture described in Chapters 5 and 6. Chapter 7 shows how the framework provides insights not available from other theories of the firm and how selfyes governance can be furthered by utilising contrary human attributes of competition/co-operation, trust/suspicion and self-interest/altruism. / The framework is described as transaction byte analysis (TBA) as it is based on the limited and inconsistent ability of humans to transact units of information described as "bytes". TBA identifies cybernetic principles and strategies that can mitigate human limitations in processing bytes. These provide organisational design criteria for firms to obtain operating advantages. As information is a common element in varies theories of the firm, TBA relates and subsumes them while allowing any type of organisation to be analysed. / Propositions are presented in Chapter 7 for illustrating how TBA provides insights into explaining: (i) why non-trivial employee owned industrial firms have more than one board; (ii) why self-regulation and self-governance of non-trivial firms cannot be assured without a compound board; (iii) how compound boards can simplify the role, knowledge, duties and liabilities of directors; (iv) the competitive advantages of appropriate compound boards in relation to unitary control systems; (v) how to compare and evaluate the relative advantages and disadvantages of firms with different ownership and control structures; (vi) how to compare the relative efficacy of hierarchical and non-hierarchical firms be they in the private or public sector. / Mode of access: World Wide Web. / x, 324 p. ill

Prendre en compte l'aspect sémantique des données textuelles lors de la tâche de classification s'est imposé comme un réel défi ces dix dernières années. Cette difficulté vient s'ajouter au fait que la plupart des données disponibles sur les réseaux sociaux sont des textes courts, ce qui a notamment pour conséquence de rendre les méthodes basées sur la représentation "bag of words" peu efficientes. L'approche proposée dans ce projet de recherche est différente des approches proposées dans les travaux antérieurs sur l'enrichissement des messages courts et ce pour trois raisons. Tout d'abord, nous n'utilisons pas des bases de connaissances externes comme Wikipedia parce que généralement les messages courts qui sont traités par l'entreprise proveniennent des domaines spécifiques. Deuxièment, les données à traiter ne sont pas utilisées pour la constitution de ressources à cause du fonctionnement de l'outil. Troisièment, à notre connaissance il n'existe pas des travaux d'une part qui exploitent des données structurées comme celles de l'entreprise pour constituer des ressources sémantiques, et d'autre part qui mesurent l'impact de l'enrichissement sur un système interactif de regroupement de flux de textes. Dans cette thèse, nous proposons la création de ressources permettant d'enrichir les messages courts afin d'améliorer la performance de l'outil du regroupement sémantique de l'entreprise Succeed Together. Ce dernier implémente des méthodes de classification supervisée et non supervisée. Pour constituer ces ressources, nous utilisons des techniques de fouille de données séquentielles. / Taking into account the semantic aspect of the textual data during the classification task has become a real challenge in the last ten years. This difficulty is in addition to the fact that most of the data available on social networks are short texts, which in particular results in making methods based on the "bag of words" representation inefficient. The approach proposed in this research project is different from the approaches proposed in previous work on the enrichment of short messages for three reasons. First, we do not use external knowledge like Wikipedia because typically short messages that are processed by the company come from specific domains. Secondly, the data to be processed are not used for the creation of resources because of the operation of the tool. Thirdly, to our knowledge there is no work on the one hand, which uses structured data such as the company's data to constitute semantic resources, and on the other hand, which measure the impact of enrichment on a system Interactive grouping of text flows. In this thesis, we propose the creation of resources enabling to enrich the short messages in order to improve the performance of the tool of the semantic grouping of the company Succeed Together. The tool implements supervised and unsupervised classification methods. To build these resources, we use sequential data mining techniques.

The diploma thesis deals with analysis of the highest and best use of a Building at Vojtova 541/12 in Brno. The theoretical part describes problematics of property valuation, which is closely related to this analysis. In addition, there are the tests underlying the analysis which are: Legal permissibility, Physical possibility, Financial feasibility, Maximum productivity. In the practical part of the diploma thesis are these tests applied of the valued property and then determined the highest and best use.

The problem discussed in this thesis is the optimization of the process of planning, tracking and evaluating tasks in the management area of the department Corporate Technology in Siemens, Brno. Having studied theories of CMMI and principles of ISO 9001, the given process is optimized by automating certain manual tasks. As Corporate Technology uses a SharePoint server to manage tasks, the application is developed to improve his functionality. This application has therefore been tested in the environment of the organization with real-life data and complies to all necessary requirements to be able to save at least 50 % of time in the optimized process. The results of this thesis prove the usability of automating manual repetitive tasks being conducted in the processes of the organization and introduce possibility of increasing process level by preventing human errors.

Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to prospective teachers before evaluating the hoax websites. Seventy‑two prospective teachers from undergraduate education courses completed an online questionnaire, where they evaluated four websites (two hoaxes and two credible) and completed questions regarding their epistemic beliefs. Two groups of prospective teachers were selected. Group A was the control group and Group B was the experiment group. Group A simply took the online questionnaire. However, Group B was provided with an overview of a specific web evaluation strategy, the WWWDOT Framework, before taking the online questionnaire. Sixteen participants were interviewed. Interestingly, almost half of the participants (48.6%), trusted at least one of the hoax websites. The study concluded that teaching the WWWDOT Framework helped to increase the number of people that did not trust the aesthetically appealing hoax website in Group B. Regarding epistemic beliefs, prospective teachers, who displayed feeling‑based epistemic beliefs, tended to trust the hoax website that was aesthetically appealing in Group A. The qualitative results provided additional insights and supported the quantitative data. The qualitative research suggests that lateral reading, spending sufficient time to read and evaluate and knowing the definition of a hoax website as being the most important web evaluation strategies displayed by those that did not trust the hoax websites.

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