Lors de ces travaux de thèse, nous nous sommes intéressés à de nouveaux développements méthodologiques en cycloaddition 1,3-dipolaire de nitrones suivant deux axes principaux :<br />• l'étude de la réactivité des N-alcényloxazolidin-2-ones en tant que nouveaux dipolarophiles aza-substitués en cycloaddition 1,3-dipolaire à demande inverse vis-à-vis de nitrones.<br />• la mise en jeu de nitrones aspartiques originales en cycloaddition vis-à-vis de différents alcènes pour fournir des précurseurs d'aspartates α-substitués par une chaîne fonctionnelle.<br />Dans un premier temps, nous avons mis au point deux méthodes inspirées de celles de la littérature en partant d'une oxazolidin-2-ones pour synthétiser les N-alcényloxazolidin-2-ones: (i) vinylation cupro-catalysée utilisant un bromure d'alcényle, (ii) condensation avec un aldéhyde. Ces méthodes simples, générales, directes et à hauts rendements nous ont permis d'accéder aux N-alcényloxazolidin-2-ones de structure diverse.<br />Ces N-alcényloxazolidin-2-ones ont montré une grande réactivité en tant que dipolarophile vis-à-vis de diverses nitrones dans différentes conditions : thermiques (avec/sans solvant) et promues par TMSOTf. Les 5-aza-isoxazolidines diversement substituées originales ont été obtenues avec des rendements élevés mais de faibles stéréosélectivités. Cette limitation − due à l'instabilité configurationnelle des nitrones activées et à la flexibilité conformationnelle des N-alcényloxazolidin-2-ones − a été résolue par utilisation de la nitrone chirale à géométrie fixe de Tamura : les adduits trans-β sont obtenus avec d'excellents sélectivités<br />La tranformation des adduits issus de la N-benzyl-α-carbonyloxyéthylnitrone en dérivés aspartates carboxy-différenciés a été ensuite étudiée par une séquence en deux étapes (i) ouverture du cycle isoxazolidinique en aspartimide via N-quaternarisation par benzylation (ii) attaque chimiosélective d'un hétéronucléophile sur la fonction amide. Les aspartates carboxy-différenciés ont été obtenus avec de bons rendements, des excès énantiomériques élevés en version non-racémique, et un grand degré de diversité fontionnelle en ω (ester, amide, acide).<br />L'étude a été étendu à la cycloaddition 1,3-dipolaire des N-vinyloxazolidin-2-ones β,β-difluorées originales avec la N-benzyl-α-carbonyloxyéthylnitrone : les 4,4-difluoro-5-aza-isoxazolidines sont obtenues avec de bons rendements malgré une faible stéréosélectivité probablement due à un mécanisme non-concerté.<br />Notre étude a été complétée par l'accès à des dérivés d'α-aminoacides α,α-disubstitués via cycloaddition 1,3-dipolaire mettant en jeu de nouvelles nitrones aspartiques d'une stablilité configurationnelle inédite. Ce type de nitrones − préparé facilement par addition d'une N-benzylhydroxylamine sur un acétylènedicarboxylate – a montré une grande réactivité vis-à-vis d'une large gamme d'alcènes de différents natures électroniques. Les adduits issus des éthers vinyliques ont été obtenus avec de hauts sélectivités trans. L'extension asymétrique utilisant soit un éther vinylique chiral , soit une nitrone chirale a été effectuée et a permis l'obtention facile des adduits diastéréomériquement enrichis. A partie de ces adduits, un premier accès réussi aux dérivés aminoacides α,α-disubstitués a été réalisé en trois étapes. La diversification de cette méthodologie a été effectuée en utilisant une nitrone aspartique carboxy-différenciée.

We consider a simple one-dimensional random dynamical system with two driving vector fields and random switchings between them. We show that this system satisfies a one force - one solution principle and compute its unique invariant density explicitly. We study the limiting behavior of the invariant density as the switching rate approaches zero and infinity and derive analogues of classical probabilistic results such as the central limit theorem and large deviations principle.

Multi-agent robot systems, especially for mobile robots in dynamic environments interacting with humans, have seen an increased interest over the past years. Many vehicle manufactures (e.g.Volvo GTO) have been following the trend and has started investigating a possible implementation of an autonomous-transport robot system for material delivery in production environments.First implementations of a system have been built using ROS2 and initialising static amounts of participating robots.Throughout this thesis, scalability is emphasised to enhance and add new use cases to the system.This thesis investigates possible improvements for the system by adding a dynamic connection handling, which allows robots to connect and disconnect under the system's run time.Furthermore, the performance of the connection handling in the system is evaluated in simulation for increasing system complexity in terms of the amount of connected robots.The first part of the thesis presents an approach for the dynamic connection and disconnection of robots to the network using service client communication approaches.An implementation is tested in a simulation based on an excerpt from the legacy system.Furthermore, two methods are proposed for detecting possible communication losses. The thesis work simulates the increase of the number of robots in the system at different publishing rates. It compares a many to one communication approach, where multiple robots communicate to a central node over one topic, to the one to one communication approach, where multiple robots communicate over particular topics to a central node.The simulations have shown that with an increase of nodes, the average data age and the data miss ratio in the one to one approach were significantly lower than in the multi to one approach.

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / The purpose of this study was to explore participants' (teachers, students, administrators, and parents) experiences and perceptions regarding the perceived impact a rural high school's one-to-one laptop initiative had on content area literacy, new literacy's, and critical literacy. Through a case study, data were collected through multiple sources and viewpoints to obtain an in-depth perspective of how this rural high school's one-to-one laptop initiative had perceivably impacted teacher's instruction to enhance student learning. Data were collected and analyzed through a blending of direct interpretation and categorical analysis, presenting the following findings. The one-to-one laptop initiative's technology was utilized: (a) by student participants for academic purposes, personal efficiency, and recreational purposes, (b) by teacher participants for educational purposes, and (c) within content area instruction. Resulting from the access to laptop technology, this study documented the purposes of finding information for assignments, facilitating "just in time" learning, and stimulating schema about curricular content. Content area literacy instruction was perceivably effected because of the multiple textual formats the technology provided, and instructional occurrences were documented as developing vocabulary and fostering either content comprehension or reading comprehension. The new literacy's and how they were implemented within the mathematics, language arts, science, and social studies classrooms were discussed. The role of critical literacy was presented in relation to students' sense of agency, and the power dynamic within various content area classes. The majority of participants were documented having a positive perception regarding the one-to-one laptop initiative. Although integration of technology was occurring, there were opportunities lacking that could further develop teachers' instruction to enhance student learning. When considering professional development within schools implementing a one-to-one technology initiative, administrative teams should: (a) consider what will be requisite versus elective technology integration tasks, and (b) ensure professional support is provided to teachers regarding integrating technology within their pedagogical practices. Additionally, teachers should instructionally integrate the technology tools and literacy's that students currently employ. Pedagogically, this study implies that teachers must expand their comfort zones regarding content area literacy, new literacy's, and critical literacy.

The purpose with this paper is to study the function of computer, in the teaching of One-to-One.   To get information and answers to the purpose and issues, a number of educators were interviewed. Research and literature in the field have been studied.   The questions discussed are: what strategies do teachers use and develop in their teaching and do they feel that their students reach higher results in One-to-One-teaching. The interviewed teachers have all good or very good computer experience but lack adequate teaching  methods in One-to-One.   The computer's function in the One-to-One is to be an educational tool. It replaces DVD, MP-3, pencil and paper and several other things. The study shows that communication between students and educators increases and leads to higher results. The increased communication will also ease a formative evaluation. God result in teaching requires well planned and structured lessons. You can see some shortcomings in pupils source criticism. The respondents request for a relevant education in One-to-One.   As One-to-One is a relatively new field of research, the research needs further and deeper studies. Research in the area didactics connected to an One-to-One project is an important area. It would be interesting to study how teachers use the computer from a didactic point of view.   Another field that needs to be studied is the question whether ”weak” students benefit from the One-to-One concept or not.   Do the students affects the socioeconomic background. A future research area would be: Are there differences in results based on the students' socioeconomic background, initially as well as by time, with the introduction of One-to-One. / Syftet med detta arbete är att studera vilken funktion datorn får i undervisningen inom En-till-En.   För att få information och svar till syfte och frågeställningar har ett antal pedagoger intervjuats. Forskning och litteratur inom området har studerats.   Frågeställningarna är vilka strategier som lärare använder och utvecklar i sin undervisning samt om pedagogerna upplever att deras elever når ett högre resultat inom En-till-En-undervisningen. De intervjuade pedagogerna har samtliga goda eller mycket goda datorkunskaper men saknar relevant utbildning inom En-till-En.   Datorns funktion inom En-till-En blir ett pedagogiskt redskap. Den ersätter DVD, mp-3, papper och penna och flera andra redskap. Studien visar att kommunikationen mellan elev och pedagog ökar och leder till att elever når högre resultat. Den ökade kommunikationen underlättar även en formativ bedömning. För att undervisningen skall vara givande krävs att lektionerna är grundligt planerade och har en tydlig struktur. En annan pedagogisk vinst är att även brister i elevernas källkritik upptäcks. Relevant fortbildning inom En-till-En efterfrågas.   Då En-till-En är ett relativt nytt forskningsfält pekar studien på ytterligare och djupare studier. Forskning inom området didaktik kopplat till En-till-En är ett angeläget område. Här skulle det vara intressant att se hur pedagoger använder datorn i sin didaktik.   Ett annat fält som vore angeläget att studera vidare är om svaga elever lyckas i lägre grad vid En-till-En i jämförelse med traditionell undervisning.   Ett framtida forskningsfält skulle kunna vara: Finns det skillnader i resultat som grundar sig i elevernas socioekonomiska bakgrund, såväl initialt som efter tid, vid införandet av En-till-En.

This longitudinal study tracks how 5- to 7-year-olds perform with early number skills. The aim of this study is to diagnose at-risk mathematics students by distinguishing the skills that, if not mastered by the end of Kindergarten, lead to greater difficulty in mathematics in 1st grade. This study’s methodology is mixed as it follows an exploratory and inductive path in light of its use of a hypothesis, an interpretive path in light of its interest in the individual student, and a positivist path in light of its focus on developing rules from analyzed data. An oral diagnostic test based on a comprehensive collection of early number skills was used to test students as Kindergarteners and again as 1st graders. The test results created benchmarks, revealing how the majority of the students performed with early number skills. The test results also revealed that each early number skill is highly, moderately, or minimally predictive in terms of student placement by the end of 1st grade. When comparing the individual skill scores of each Kindergarten student to his/her total test results of 1st grade, the predictive power of each skill emerged. Performing poorly with skills that are minimally predictive did not seem to have an impact on how the Kindergarten student finished in 1st grade; performing poorly with moderately predictive skills had a greater impact on 1st grade placement; performing poorly with highly predictive skills in Kindergarten increased the likelihood that the student would finish in the lower attaining group in 1st grade. A third result of the test showed that certain skills serve as preconditions for other skills; success with certain skills usually meant success with other skills. These connections between skills point to a learning model called in this study “simultaneous pathways,” indicating that there are connections between certain skills, and that students can be learning on several pathways simultaneously. The impact of the predictive power of early number skills is that diagnosis becomes more effective. Early diagnosis means early remediation which may prevent at-risk students from falling further behind their peers. The benchmarks developed by this research will help teachers assess their students because they will know the general skill level of Kindergarteners and 1st graders. This oral diagnostic test informs curriculum development. If test results show that students are missing the skills that are highly predictive, teachers can address those gaps in order to insure mastery.

L’intégration des TIC a connu un essor considérable dans les dernières années et des chercheurs à travers le monde y accordent une importance sans cesse croissante ; le sujet des TIC en éducation est ainsi répandu au sein des écrits depuis maintenant plusieurs années (Istance & Kools, 2013; Storz & Hoffman, 2013). Dans un monde où les technologies sont omniprésentes dans la plupart des sphères d’activités, il ne s’agit plus de savoir si les technologies doivent être intégrées dans les activités d’enseignement et d’apprentissage, mais bien de quelle façon elles doivent l’être. Comme les TIC présentent de nombreux avantages, notamment en ce qui concerne la motivation scolaire et la réduction du fossé numérique, les différents intervenants du monde de l’éducation sont généralement conscients de l’importance de bien utiliser les technologies de l’information et de la communication (TIC) en éducation, mais ne savent pas toujours par où commencer. La présente recherche s’intéresse à une forme particulière d’intégration des TIC en éducation, soit les projets portables. Les projets portables se différencient par le fait que l’enseignant et chaque élève disposent de leur propre ordinateur portable dans le but d’une utilisation pédagogique. Cette thèse de doctorat tente de détailler, à travers un langage clair et accessible, les défis qu’il est possible de rencontrer à l’intérieur de tels projets, de même que ce qui peut être fait pour en limiter les impacts. En vue de déterminer les conditions pouvant favoriser le succès global des projets portables au Québec, voire ailleurs, une recension des écrits exhaustive a permis de relever quatre catégories de facteurs principales dans lesquelles l’ensemble des défis identifiés semblent pouvoir être classés : les facteurs relatifs à la gestion du projet, les facteurs internes à l’enseignant, les facteurs relatifs au cadre de travail de même que les facteurs relatifs à l’infrastructure et au matériel. Ces diverses catégories de facteurs sont abordées en détails à l’intérieur du cadre théorique de cette thèse de doctorat. En vue d’atteindre les objectifs, un questionnaire a été mis au point et plus de 300 enseignants d’une commission scolaire où a lieu un projet portable à grand déploiement y ont répondu. Les données de nature mixte (données quantitatives et qualitatives) ont été analysées à l’aide de logiciels spécialisés et ceci a permis de vérifier la pertinence des éléments rencontrés dans la recension des écrits, de même que d’en découvrir de nouveaux. Il a été trouvé que de nombreux défis sont susceptibles d’être rencontrés. Les plus importants ont trait à la qualité du matériel utilisé, à l’importance de la formation des enseignants relativement aux TIC, et à l’importance de mettre au point une vision claire assurant la pleine adhésion des enseignants. Il a aussi été déterminé que l’enseignant doit pouvoir accéder à un soutien pédagogique ainsi qu’à un soutien technique facilement. Enfin, il a été découvert que la nature des projets à grand déploiement fait en sorte qu’il importe de porter une attention particulière aux besoins locaux des enseignants, qui peuvent varier selon le contexte de travail de ceux-ci. / ICT integration in education has grown considerably in the recent years, and researchers around the world have devoted it an increasing interest; the subject of ICT in education has now been prevalent within the literature for many years (Istance & Kools, 2013; Storz & Hoffman, 2013). In a world where technologies are ubiquitous in most spheres of activity, it is no longer whether technology should be integrated in education, but rather how it should be. As ICT have proven to offer many advantages, especially regarding student motivation and engagement, and also in reducing the digital divide, the various stakeholders in education are generally aware of the importance of using information and communication technologies (ICT) in education, but do not always know where to start. This thesis focuses on a particular form of integration of ICT in education, mainly referred to as “one-to-one computing projects” or “1:1 projects”. Those projects differ in that the teacher and each student have their own laptop for use in an educational context. This thesis attempts to show, through a clear and accessible language, the challenges that may be encountered in such projects, as well as what can be done to limit their negative impacts. In order to determine the conditions that promote the overall success of one-to-one computing projects in Quebec, or even elsewhere, a comprehensive literature review has identified four main categories of factors in which the identified challenges may be classified: factors related to the project management, factors that are internal to the teacher, factors related to their work environment as well as factors related to the infrastructure and equipment. Those diverse categories of factors are discussed in detail within the theoretical framework of this thesis. In order to achieve the objectives, a questionnaire was developed and more than 300 teachers of a school board currently involved in a large-scale one-to-one computing project have responded. The mixed data (quantitative as well as qualitative) that came out of the questionnaire was analyzed using specialized software and this has allowed to verify the relevance of the challenges found in the literature review, and it allowed the finding of new additional elements. It has been found that many challenges are likely to be encountered. The most significant ones are the quality of the equipment used, the importance of teacher training in relation to ICT and the importance of developing a clear vision to ensure the full support of teachers. It was also determined that the teachers should have access to pedagogical support as well as technical support easily. Finally, it was found that the nature of large-scale one-to-one computing projects is such that it is important to take into account the local needs of teachers, which may vary depending on the context in which they work.

The subject matter of the thesis is the stringing out one-member limited liability companies and its prohibition by Czech Law. The thesis is composed of six chapters. Chapter One is introductory and defines basic terminology used in the thesis: stringing out, one-member limited liability company, prohibition of stringing out one-member limited liability and its purpose. Chapter Two examines the development of relevant Czech and European legislation. Chapter Three investigate the interpretation of relevant provisions in the Commercial Code in relation to First and Twelfth Directive. Chapter Four concentrates on legal consequences of the breach of prohibition. Chapter Five discusses whether the prohibition is useful or not in Czech Law. The thesis comes to the conclusion that the existence of the prohibition of stringing out one-member limited liability companies is rather justified in Czech Law. Therefore, the thesis argues for the maintenance of the provision in Commercial Code at least until European Community suggests to the contrary.

Master thesis "Reporting across the Hemispheres: Conceptual Comparison of the Most Viewed Newscasts in the Czech Republic and New Zealand" describes contemporary valid and frequently used concepts of television news shows of the most viewed newscasts in the Czech Republic and New Zealand, which are Televizní noviny airing on TV Nova and One News airing on TV One. It compares both technical and especially the content-related aspects of newscasts during a one-month-long period (January 2014) in order to find general scheme for the choice of the topics, their processing, arrangement and their final presentation in each show. The thesis then puts ascertained findings into the broader national, historical and cultural context of the media sphere in both countries and furthermore, it compares both media systems and their newscast contents and explains why some factors used in them are the same and other differs.

Les synthèses « one pot » multi-étapes efficaces et éco-compatibles ont été envisagées pour la synthèse de molécules potentiellement bioactives tels que les systèmes bis(bibenzyliques) et leurs précurseurs stilbéniques ou bibenzyliques par catalyse hétérogène au palladium. Une synthèse « one-pot » impliquant une réaction de couplage de Heck suivie d’une hydrogénation des stilbènes ainsi formés a été mise au point en présence de Pd/C. Cette stratégie c’est révélée être limitée lors de l’application à des substrats désactivés et stériquement encombrées. Couplée au manque de disponibilité commerciale d’oléfines aromatiques intéressantes pour nos objectifs, nous avons mis au point une synthèse de styrènes par catalyse hétérogène à partir d’halogénures d’aryles et du vinyltrifluoroborate de potassium impliquant un couplage de Suzuki-Miyaura. Cette vinylation hétérogène a été ensuite appliquée à la synthèse « one-pot » de stilbènes. Des études d’optimisation de ce procédé sont encore en cours. Les stilbènes ainsi obtenus ont été utilisée pour la synthèse de bis(bibenzyles) ouverts et fermés. Pour ce faire différentes stratégies « one-pot » ont été évaluées au cours de ces travaux et des bis(stilbènes) ont été obtenus avec des rendements compris entre 30% et 50%. Les bis(stilbènes) ainsi obtenus ont été l’objet d’études en hydrogénation. A ce jour aucune de nos tentatives n’a permis l’obtention de bis(bibenzyles) quelles que soient les conditions employées. Des études sont en cours pour comprendre les raisons de ces résultats et obtenir les bis(bibenzyles) cibles de nos travaux / “One-pot” strategy, powerful tools for the creation of molecular complexity, has been applied in the synthesis of possible bioactive molecules such bis(bibenzyls) systems and their precursors stilbenes and bibenzyles using heterogeneous palladium catalysts. In this work a “one-pot” synthesis concerning a Heck coupling reaction followed by in situ hydrogenation with Pd/C has been studied for the synthesis of bibenzyl derivates. We have observed limitations for deactivated and hindered substrates. Moreover due to the low commercially availability of aromatic styrenes we focused our attention on the development of new heterogeneous vinylation reaction starting from aromatic halides and potassium vinyltrifluoroborate through a Suzuki coupling reaction. This strategy was then applied to “one-pot” stilbenes synthesis. The study is still under investigation in our laboratory. The synthesized stilbenes have been used as precursors in the synthesis of cyclic or acyclic bis(bibenzyls) derivates. Many different “one-pot” strategies have been developed that allowed to reach yields of bis(stilbenes) between 30% and 50% in only one step. Bis(stilbenes) have been objects of investigation as what concerned the hydrogenation. However every effort has not yet been successful under our reaction conditions. Studies are still in progress to understand the reasons of these results and to obtain bis(bibenzyls) systems, target of our research