Made available in DSpace on 2016-04-28T18:24:14Z (GMT). No. of bitstreams: 1 Paulo Sergio Rezende.pdf: 4054612 bytes, checksum: 2c6b8eee75eccc25e2d2933ee9aeb901 (MD5) Previous issue date: 2010-02-09 / This study aims at investigating the phenomenon of identity constitution of 21 refugees in São Paulo, revealed and registered during the activities of the in class thematic workshops in a Portuguese as a foreign language course. In class thematic workshops are based on the concept of online thematic workshops (Rezende, 2003) developed from the concept of online workshops suggested by Freire (1998, 200). From the concept of online thematic workshops, I propose in class workshops that also present a thematic structure, considered as an input for discussions and communication in Portuguese, motivated by written and imagetic texts that foster the linguistic production process. This study presents a theoretic-methodological structure that considers complexity (Morin, 1990) as the ground on which experiences occur, as well as two main theoretical constructs: acculturation that is subdivided into immigration and refuge, as discussed by Ogbu (1982); Berry (1995); Gibson (1998) & McBrien (2005) and Identity, considering the possible dialogue that emerges from constructs such as home, territory, ethnic, memory and language, as presented by Cooper (1974); Pollack (1982); Bosi (1987); Hall (1990); Freire (1990); Mey (1998); Nair (1998); Ralha Simões (2001); Haesbaert (2002); Moita Lopes (2002); Rajagopalan (2003) e Cunha (2007). The experiences lived by the participants were registered as written and imagetic texts during a Portuguese as a foreign language course for refugees that started in the first semester of 2005. The course is structured in two 60-hour modules and the activities mentioned in this investigation became part of the regular didactic material used in this course. Considering the Hermeneutical-Phenomenologic Approach, this investigation aimed at describing and interpretating the mentioned phenomenon, by using the textualization and thematization processes proposed by van Manen (1990) and the refining and re-meaning movements outlined by Freire (2007). The experiences interpretation indicated that the phenomenon on focus in this study can be perceived from its two hermeneutical-phenomenological themes. The first, denominated Reflection, points to the way the participants reflect upon their past experiences, lived in their homeland, upon their impressions about the present refuge situation and upon their expectations for the future. The second theme, labeled as Belonging, presents the relations that reinforce the need to be part of a social context, and construct an individual and social history / O objetivo desta tese é investigar o fenômeno da constituição identitária de 21 refugiados em São Paulo, revelada durante a realização de atividades propostas sob o formato de oficinas presenciais temáticas inseridas em um curso de língua portuguesa como língua estrangeira, e incluindo produções textuais e imagéticas dos alunos. As oficinas presenciais temáticas resultam do desdobramento das oficinas virtuais temáticas (Rezende, 2003) desenvolvidas a partir do conceito de oficinas virtuais de Freire (1998, 2000). Partindo do conceito de oficinas virtuais temáticas, proponho com este trabalho uma experiência com oficinas presenciais que também apresentam uma estrutura temática que a partir de textos (escritos e/ou imagéticos) fomenta o processo de produção lingüística. Este estudo apresenta uma fundamentação teórico-metodológica que considera o pensamento complexo de Morin (1990) como o terreno no qual as experiências se desenvolvem, e dois construtos teóricos, a aculturação que se desdobra em imigração e refúgio a partir das discussões de Ogbu (1982); Berry (1995); Gibson (1998) e McBrien (2005) e identidade, considerando o diálogo entre os conceitos de lar, território, etnia, memória e língua a partir das contribuições de Cooper (1974); Pollack (1982); Bosi (1987); Hall (1990); Freire (1990); Mey (1998); Nair (1998); Ralha Simões (2001); Haesbaert (2002); Moita Lopes (2002); Rajagopalan (2003) e Cunha (2007). As experiências vividas pelos participantes foram registradas em textos escritos e imagéticos durante o curso de língua portuguesa para refugiados, iniciado no primeiro semestre de 2005. O curso é composto por dois módulos de 60 horas cada, e as atividades que fizeram parte desta investigação foram incorporadas ao material didático desenvolvido para o curso. A partir da abordagem Hermenêutico-Fenomenológica, esta investigação descreveu e interpretou o fenômeno, tendo como base os processos de textualização e tematização propostos por van Manen (1990) e os movimentos de refinamento e ressignificação propostos por Freire (2007). A interpretação das experiências registradas indicou que o fenômeno em foco pode ser compreendido a partir de dois temas hermenêutico-fenomenológicos. O primeiro, denominado Reflexão, aponta para a maneira como todos os envolvidos refletem sobre as vivências do passado em seus países de origem, sobre as impressões do presente na situação de refúgio e sobre os anseios para o futuro. A segunda, intitulada Pertencimento, indica as relações que reforçam o sentimento de pertencer a um território e o desejo de construir uma história individual e coletiva

Made available in DSpace on 2016-04-28T18:24:19Z (GMT). No. of bitstreams: 1 Juliana Godinho Ragusa Marcicano.pdf: 1199278 bytes, checksum: 937dcab140f2c5f63a232659f098a84b (MD5) Previous issue date: 2010-06-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation lies within the area of the English teacher s reflective development and aims at describing and interpreting the phenomenon English teachers reflection in interactions through e-mail, through the identification of the questions that intrigue these participating teachers. To reach this goal, this investigation describes and interprets the phenomenon above from the point of view of the experience lived by myself, the researcher, as well as by seven participating teachers. The theoretical underpinning for this study is the concept of reflective development, based on the contributions of Dewey (1916, 1910/1933, 1938/1997, 1986/2008) Schön (1983, 1987, 1992a, 1992b), Freire (1970/1983, 1992, 2002, 2004), Vygotsky (1984/1998, 1989/2008), Kemmis (1987), Zeichner (1993, 2003) among others. From a qualitative standpoint, the methodological approach is the hermeneutic-phenomenological one, which aims at associations of retrospective descriptions and (re-)interpretations of lived experience (Ricoeur, 1986, 2002; van Manen, 1990; Freire, 1998, 2006, 2007a, 2007b). The texts which provided the interpretation basis were collected along two different semesters, when through 76 e-mail messages and 5 presential meetings it was possible to: (1) draw the profile of the English teachers who work for public schools and participate in this research, (2) identify the subjects which lead them to reflections upon their practices, and (3) document the reflective process unleashed. The interpretation of the collected texts was made according to the textualization and thematization processes proposed by van Manen (1990), and systematized by the refining and ressignification procedures suggested by Freire (2006, 2007a, 2007b) which show the themes that structure the investigated phenomenon. The interpretation of the texts reveal that English teachers reflection in interactions through e-mail is lived differently by the two groups formed by the participating teachers: in the first one, Caderno, difficulty, time, and identification are the emerging themes; in the second one, identification, practice and lack of time are the themes that display the nature of the experience lived by part of the participants in this research / objetivo descrever e interpretar o fenômeno reflexão de professores de Inglês em interações via e-mail, a partir da identificação de questões que inquietam esses professores. Para atingir esse objetivo, a presente investigação descreve e interpreta o fenômeno citado tendo como referência a experiência vivida por mim, pesquisadora, e pelos sete professores convidados a participar de minha pesquisa, originando os dois grupos focalizados. Fundamenta teoricamente esta pesquisa o conceito geral de formação de professores, tomando-se como base as contribuições de Dewey (1916, 1910/1933, 1938/1997, 1986/2008) Schön (1983, 1987, 1992a, 1992b), Freire (1970/1983, 1992, 2002, 2004), Vygotsky (1984/1998, 1989/2008), Kemmis (1987), Zeichner (1993, 2003), entre outros. De cunho qualitativo, a orientação metodológica é a hermenêutico-fenomenológica, que procura fazer uma associação de descrições retrospectivas e (re-)interpretação de experiências vividas (Ricoeur, 1986, 2002; van Manen, 1990; Freire, 1998, 2006, 2007a, 2007b), visando, assim, a descrever e interpretar um fenômeno da experiência humana. Os textos que serviram de base para a interpretação foram coletados ao longo de dois semestres diferentes, quando, por meio de 76 mensagens eletrônicas e 5 encontros presenciais, foi possível (1) traçar o perfil dos professores de inglês atuantes em escolas públicas e participantes desta pesquisa, (2) identificar os assuntos que os motivam a refletir sobre suas práticas e (3) documentar o processo reflexivo desencadeado. A interpretação dos registros textuais obtidos foi realizada com base nos processos de textualização e tematização, propostos por van Manen (1990) e operacionalizados pelos procedimentos de refinamento e ressignificação, sugeridos por Freire (2006, 2007a, 2007b), os quais evidenciam os temas que estruturam o fenômeno em foco. A interpretação dos textos revela que a natureza da reflexão de professores de Inglês em interações via e-mail se constituiu, distintamente, nos dois grupos investigados: no primeiro, Caderno, dificuldade, tempo e identificação são os temas que emergem dos registros interpretados; no segundo, os temas identificados são identificação, prática e falta de tempo

Made available in DSpace on 2016-04-28T18:22:49Z (GMT). No. of bitstreams: 1 Barbara Szuparits Silva.pdf: 3006035 bytes, checksum: e527a72d53a93a84f88a698597210a4a (MD5) Previous issue date: 2014-03-14 / This work research aims at describing and interpreting, from hermeneutical-phenomenological approach, the experience lived by me, teacher-researcher, throughout preparing, executing and reflecting on a distance French course, offered on a virtual learning setting, conceived in the light of Complexity theory (MORIN, 1982, 1990, 2000, 2003a, 2003b), aided by "Complex Educational Design" (FREIRE, 2013); this experience was taken as a phenomena. Besides this, my intention is describing and interpreting the experience lived by students who have taken part on this course, named Francês Módulo I. In addition to Complexity theory, some theoretical issues concerning to Distant Education and Teaching and Learning French as a Foreigner Language and as well as to the CED, Complex Educational Design, were taken into account as background for this research. Out of 14 undergraduate students, who have started the Online French course, only 8 have finished it for several reasons. Over the time course, texts (research tools) were written for different purposes (questionnaires, diaries, forums, e-mail messages, video conferences, hermeneutical conversations and Facebook posts) and they allowed me to identify the themes which constitute the essence of the studied phenomena, from the methodological orientation chosen. It was possible for me to present my interpretations about the lived experiences, making them clear to the reader about challenges not only faced by me as a teacher-researcher but also by the students who were enrolled on this course; mainly on three topics: interests, possibilities and motivation. Finally, I bring to the reader my (in)conclusions in which I give an overview about relevant aspects for those teachers who intend to work at distance taking into account Complexity lens / Este trabalho de pesquisa visa a descrever e interpretar, a partir da abordagem hermenêutico-fenomenológica, a experiência vivida por mim, professora-pesquisadora, ao longo da preparação, execução e reflexão sobre um curso de francês a distância, ministrado em ambiente virtual de aprendizagem, concebido sob o viés da complexidade (MORIN, 1982, 1990, 2000, 2003a, 2003b) com auxilio da proposta de desenho educacional complexo (FREIRE, 2013), experiência essa entendida como fenômeno. Além desse fenômeno, viso a descrever e interpretar a experiência vivida pelos alunos que realizaram este curso, nomeado Francês Módulo I. Utilizei como pilares teóricos para esta pesquisa, além do viés da complexidade, questões relacionadas à educação a distância, ao ensino francês como língua estrangeira e ao DEC, desenho educacional complexo. Iniciaram o curso de francês online 14 alunos de graduação, mas apenas 8 o concluíram, por vários motivos. Os textos produzidos no curso (instrumentos de pesquisa) foram gerados por meio de instrumentos diversos (questionários, diários, fóruns, mensagens de e-mails, videoconferências, conversas hermenêuticas e posts no Facebook), os quais me permitiram identificar os temas que constituem a essência dos fenômenos em questão, a partir da orientação metodológica escolhida. Ao concluir este trabalho, foi possível apresentar minhas interpretações acerca das experiências, revelando ao leitor os desafios encontrados tanto no caminho percorrido por mim como nos caminhos percorridos pelos alunos, mostrando, ainda, fatores que revelam a face complementar desse mesmo fenômeno, como interesses, possibilidades e motivação. Por fim, trago ao leitor minhas conclusões (in)conclusivas com um levantamento dos aspectos que considero relevantes para professores que pretendem trabalhar a distância sob o viés da complexidade

Made available in DSpace on 2016-04-28T18:22:49Z (GMT). No. of bitstreams: 1 Sandra Harumi Shiokawa de Simone.pdf: 5398263 bytes, checksum: dd231bd6a8229ff41d7bdc18301c61f5 (MD5) Previous issue date: 2014-03-18 / Secretaria da Educação do Estado de São Paulo / This research has the target of describing and interpreting the phenomenon reading of texts in English taken from three different sources by High School students from a public state school, with the aims of confronting the view that students have about reading texts in English with the teacher s view; considering what the learners think learning is; and understanding the way they really read in English. To reach these purposes, the following research question was asked: What is involved in the experience of reading texts in English taken from three different sources by High School students from a state public school? The methodology used in this investigation was the Hermeneutic-Phenomenological Approach (FREIRE, 2006, 2007, 2010, 2012), and the corpus of this research was composed by the texts produced by the students when they answered the following questions suggested after the reading of each text in English: (a) Describe the experience of reading a text taken from a textbook/ a specialized magazine/ a North-American magazine; (b) What have you learned with/from the text?; (c) Which strategies have you used to understand the text? The theoretical background of this study was the perspective of Complexity, based on Morin (1982/1990, 1990/2001, 2000, 2003), Capra (1996), Moraes (1996/2012), and Mariotti (2007); the topics related to reading and its development were grounded on Freire P. (1981/2006), Koch & Elias (2006), Rojo (2009), Santaella (2012), Grabe & Stoller (2011), Nardi (2010), and on the Official Documents: Lei de Diretrizes e Bases (BRASIL,1996), Parâmetros Curriculares Nacionais - Língua Estrangeira (BRASIL, 1998) e Parâmetros Curriculares Nacionais Ensino Médio (BRASIL,1999). The themes that emerged from the interpretation of the students´ texts showed a positive change of attitude regarding reading in English after their participation in this research, because they discovered their own potential, which they had not noticed until then. That fact provoked a rupture in their beliefs for they did not know or were not convinced they had enough knowledge to read texts in English. The themes also showed that the awareness of their potential for learning increased their self stem, promoting more confidence in themselves and in the quality of the teaching offered for them, besides their participation in the decisions related to their classes, leading the teacher to a reflection about the her attitude as a professional and a human being / Esta pesquisa tem como objetivo descrever e interpretar o fenômeno leitura de textos em inglês de três fontes diferentes por alunos do Ensino Médio de uma escola pública estadual com o intuito de confrontar a visão que os alunos têm de leitura de diferentes textos em inglês com a visão que a professora tem sobre leitura em inglês; compreender o que é considerado como aprendizagem pelos alunos, e perceber o modo como os alunos, de fato, leem em inglês. Para atingir esse objetivo, foi elaborada a seguinte pergunta de pesquisa: O que está envolvido na experiência de ler textos em inglês de três fontes diferentes por alunos do Ensino Médio de uma escola pública estadual? A metodologia usada nesta investigação foi a abordagem hermenêutico-fenomenológica (FREIRE, 2006, 2007, 2010, 2012) e o corpus desta pesquisa foi formado pelos textos produzidos pelos alunos em resposta às seguintes perguntas que foram feitas após a leitura de cada texto em inglês: (a) Descreva a experiência de ter lido um texto retirado de livro didático/ revista especializada/ revista norte-americana; (b) O que você aprendeu com o texto?; (c) Quais foram as estratégias que você usou para entender o texto? O pano de fundo para este trabalho foi o viés da Complexidade com base em Morin (1982/1990, 1990/2001, 2000, 2003), Capra (1996), Moraes (1996) e Mariotti (2007); as questões relacionadas à leitura e seu desenvolvimento fundamentaram-se em Freire, P. (1981/2006), Koch & Elias (2006), Rojo (2009), Santaella (2012), Grabe & Stoller (2011), Nardi (2010), e nos seguintes documentos oficiais: Lei de Diretrizes e Bases (BRASIL,1996), Parâmetros Curriculares Nacionais - Língua Estrangeira (BRASIL,1998) e Parâmetros Curriculares Nacionais Ensino Médio (BRASIL,1999). Os temas que emergiram da interpretação dos textos dos alunos demonstram uma mudança de atitude positiva em relação à leitura em Língua Inglesa após a participação nesta pesquisa, pelo fato de terem se dado conta de seu próprio potencial, que não reconheciam até então, provocando uma desconstrução de sua crença de que não tinham conhecimento suficiente para ler textos em inglês. Os temas também demonstram que a conscientização sobre seu próprio potencial para aprendizagem gerou um aumento da autoestima dos alunos, promovendo mais confiança em si mesmos e na qualidade do ensino oferecido, além da participação nas decisões relativas às aulas, levando a professora uma reflexão sobre sua postura como profissional da educação e ser humano

本研究旨在探討未婚男性的愛情觀。探究個人的愛情經驗在他們的生活中所扮演的整體角色，以歸納出愛情對他們個人的意義。並以研究所獲得的結果為基礎，進一步比較當代相關的理論，發展符合本土愛情現象的論述。 　　研究方法以現象學探索個人「生命世界」的方式為出發點，採用深度訪談及焦點團體來蒐集資料，邀請十一位受訪者參與訪談。訪談資料以現象學方法為基礎發展出基本架構，輔以研究者的主觀知識來完成整體男性愛情觀的詮釋與討論。主要的研究發現如下： 一、受訪的男性在青少年時期大多缺乏兩性親密互動的經驗，他們往往會藉由追求愛情來肯定自己、探索兩性關係。男性在挑選對象時相當注重外表，女性美麗的外表對他們個人的意義，在於帶給他們愉快的感受、性的快感，自我肯定，他們並會藉著女性的外表來判斷她們的內在。 二、男性在愛情關係中常扮演主動的追求者，在不斷追求愛情的經驗中，他們漸漸累積了對真實兩性關係的瞭解，以及兩性互動深刻的體驗。在愛情經驗的累積中，他們滿足自己的需求，像是自我肯定、自我成長、征服感、被關愛、被照顧、擺脫孤獨、性需求等等。透過這些需求的滿足，他們感到愛情的意義。但是對於維繫長期關係所需要的付出、犧牲自由、情慾限制、卻常讓他們感到痛苦。並且無論在他們的內心，以及他們和女友的互動中，都容易會產生不少的衝突。這樣的衝突本身不易解決，往往他們期待脫離當下的親密關係，尋找更適合自己的愛情。 三、整體來說，男性的愛情中包含了以性為主體的親密感，這樣的親密感不只是一種慾力的宣洩，而是包含著身體與心理的親密互動，甚至是一種能達到精神安定的對話關係。此外，愛情還是男性們滿足各種個人需求與成長的一個過程，端看他當下所期待的需求與成長是什麼。而在愛情關係中所獲得的成長，往往也是一種改變，推動他們再尋找最適合他們的愛情關係。 　　最後依據以上的研究發現，提出有關於男性、女性、諮商者以及未來研究的建議。 目 錄 第一章 緒論 1 第一節 研究動機與目的 1 第二節 研究範圍的界定 12 第三節 本研究的限制 13 第二章 文獻探討 15 第一節 愛情的本質 15 第二節 愛情的來源 20 第三節 愛情的過程 24 第四節 兩性特質及其社會化影響因素 28 第五節 相關知識在本研究中的定位 33 第三章 研究方法 34 第一節 研究進行的架構 34 第二節 研究對象的選取 37 第三節 研究者自我涉入與自我檢核 42 第四節 蒐集資料的程序 45 第五節 資料整理與分析 56 第四章 研究發現 64 第一節 對象的挑選 64 第二節 愛情的追求 80 第三節 關係的發展 96 第四節 愛情的意義 109 第五章 結論、討論與建議 125 第一節 研究結論與討論 125 第二節 建議 156 參考書目 162 附錄 169 附錄一 訪談邀請函 169 附錄二 焦點團體邀請函 171 附錄三 訪談契約書 173 附錄四 個別訪談大綱 174 附錄五 田野日誌 175 附錄六 焦點團體訪談大綱 176 附錄七 個別訪談意義單元編輯舉例 177 附錄八 D的中心主題、開放編碼舉例 179 附錄九 個別訪談核心單元編輯舉例 180 附錄十 個別訪談的初步分析結果大綱 182 附錄十一 焦點團體訪談稿意義單元編輯舉例 184 附錄十二 研究方法的背景哲學 191 附表目次 表一 張老師近年求助問題前三名摘錄表 1 表二 台北市「生命線」近年求助問題統計資料 2 表三 愛情的內涵 3 表四 本土心理學界的愛情質性研究 6 表五 愛情的來源 22 表六 愛情的過程 27 表七 台灣男女兩性的特質 29 表八 研究對象的個人基本資料 37 表九 不同文化下的男女特質差異 136 附圖 圖一 研究進行的基本架構 35 圖二 資料分析的步驟 57 圖三 研究發現的初步架構 60 圖四 加入焦點團體資料後的研究發現架構 62 / The purpose of this study is to acquire the awareness of love of single males. This study tries to find the role of love in their lives to define their attitudes toward love. After all, this study compares the finding with contemporary theories, and tries to produce some discourse of romances in Taiwan. 　　Eleven interviewers have participated in this study. The phenomenological deep interview and focus group were adopted to collect data, along with the method of Phenomenological Psychology to analyze data. Finally, some hermeneutic approaches were used to illuminate the finding. The main findings were as the following. 　　First, most interviewed males lacked experience of mutually sexual interaction at their teens. They used to confine themselves and explore bi-sexual relations through the pursuing of love. Males intended to care about the appearance of females, as the beautiful appearance is of significance for them. Males judged the existence of females by the appearance of females, as it accommodated males with delighted feeling, sexual contentment, and self-confidence. 　　Secondly, Males frequently played an aggressive role in the process. Males accumulated their understandings of sexual relationship and experience of impressing sexual interaction. They were mentally and physically fulfilled with self-ascertain, self-growth, sense of conquering, being loved, being cared, and sexual interaction. Through the satisfaction of these needs, they aware the meanings of love. They, however, felt uncomfortable with the consistently long term giving, sacrifice of freedom, and control of sexual desires Such conflicts were not easily resolved, and they led males to pursue more suitable love under the present expectations. Literally speaking, love attitude of bachelors consists of intimacy mainly. Such intimacy contains physical and mental interactions and even the achievement of dialogue relations of spiritual comfort, rather than an outlet of desires. 　　Furthermore, love is also the process of various needs and self-growth at the moment of what makes expect to obtain and to be. The growth mostly in love relations is a change as well. It motivates males to define a more suitable relationship among themselves and others. 　　Based on the above findings, comments are made for males, females, consolers, and future advanced research.

Deux points de vue sont souvent opposés dans le cadre de la modélisation des systèmes complexes.D’un côté, une modélisation microscopique cherche à reproduire précisément le comportement des nombreuses entités qui composent le système, ce qui impose des temps de calculs prohibitifs pour le passage à l’échelle de système réels. À l’inverse, l’approche phénoménologique consiste à nous concentrer sur le comportement global du système. Ces modèles macroscopiques reposent sur des lois descriptives qui autorisent des simulations plus rapides mais impliquent l’introduction de paramètres qui peuvent être difficilement identifiables dans le contexte. Pour répondre à ce problème, nous proposons de combiner les différents points de vue de modélisation et d’utiliser des simulations microscopiques pour nourrir un modèle macroscopique incomplet.L’objectif est d’obtenir une simulation descriptive rapide tout en profitant de la précision d’un modèle microscopique. Pour cela, nous proposons une architecture logicielle qui s’appuie sur la technique de la co-simulation pour généraliser la démarche de simulation redondante d’échelles de modélisation hétérogènes.Nous distinguons deux stratégies de co-simulation qui permettent de piloter un modèle macroscopique en cours de simulation. La première consiste à estimer dynamiquement, et de manière explicite, de nouvelles valeurs pour un paramètre critique donné à l’aide d’un simulateur microscopique dédié. La seconde stratégie permet de déterminer implicitement un jeu de paramètres interdépendants sur la base d’une sortie commune des différents niveaux de description simulés. Nous appliquons nos travaux au problème concret du design de structures offshore pour des conditions polaires. Nous détaillons dans un premier temps l’implémentation d’un simulateur phénoménologique d’interactions glace-structure. Dans un second temps, nous illustrons l’intérêt et l’intégration de nos stratégies de co-simulation pour, d’une part améliorer la précision des simulations des phénomènes hydrodynamiques, et d’autre part guider un modèle de plus haut niveau à des fins de prototypage rapide. / There are usually two opposite points of view for the modelling of complex systems. First, microscopical models aim at reproducing precisely the behavior of each entity of the system. In general, their great number is a major obstacle both to simulate the model in a reasonable time and to identify global behaviors. By contrast, the phenomenological approach allows the construction of efficient models from a macroscopic point of view as a superposition of phenomena. A drawback is that we often have to set empirical parameters in these descriptive models. To respond to this problem, we want to make joint use of different levels of description and to use microscopical simulations to feed incomplete macroscopical models.We would then obtain enhanced descriptive simulations with the precision of microscopical models in this way. To this end, we propose a redundant multiscale architecture which is based on the co-simulation methodology in order to generalize the redundant multiscale approach. We suggest two specific co-simulation strategies to guide a macroscopical simulation.The first one consists in dynamically and explicitly estimating critical parameters of a macroscopical model thanks to a dedicated microscopical simulator The second one allows to implicitly determine a full set of dependant parameters on the basis of an output shared by the different levels of description. Then we apply our works to the effective problem of the design offshore structures for arctic conditions. We first describe the implementation of an ice-structure simulation tool by means of a phenomenological and multi-model approach. In a second phase, we show the benefits of our co-simulation strategies to improve the precision of hydrodynamics simulations on the one hand, and on the other to pilot a more macroscopical model for the purpose of fast prototyping.

No description available.

Ce mémoire porte sur le rapport élèves-institution en milieux défavorisés et, plus spécifiquement, sur les expériences scolaires d’élèves montréalais qui fréquentent le programme régulier d’une école secondaire publique. Au moyen d’une approche phénoménologique et en nous basant sur l’expérience scolaire de Dubet (1994), nous avons identifié certains types d’expériences scolaires ayant émergé de notre corpus composé d’entretiens semi-dirigés menés auprès de 8 élèves du secondaire. Ces différents types d’expériences scolaires nous ont permis de construire une typologie. Dans un premier temps, nous nous sommes intéressés à l’expérience que ces jeunes ont du marché scolaire montréalais. Dans un deuxième temps, nous avons analysé la manière dont ces élèves vivent leur scolarisation, en nous basant sur la façon dont ils mettent en mots leurs expériences scolaires. Trois types d’expériences scolaires ont été identifiées : 1. L’expérience d’intégration facilitée : une intériorisation des normes scolaires attendues; 2. L’expérience d’intégration sous tensions à finalité stratégique : l’agentivité des élèves malgré les obstacles sociaux et scolaires; 3. L’expérience critique suivie d’une intégration stratégique : le dépassement de la résistance et la réussite stratégique grâce au groupe de pairs. Les résultats, allant dans le même sens que la littérature existante au sujet des élèves issus de milieux défavorisés, révèlent diverses expériences stigmatisantes rencontrées par ces élèves tout au long de leurs parcours scolaire et académique. Notre recherche révèle aussi l’agentivité et la résilience dont ces élèves font preuve pour persévérer dans un système scolaire qui leur fait parfois violence. Les recommandations qui émanent de notre analyse se rapportent principalement à l’importance d’un meilleur travail de sensibilisation auprès des acteurs des établissements scolaires quant aux réalités vécues par les élèves issus de milieux défavorisés. De plus, quelques pistes de recherches sont identifiées afin de poursuivre des recherches qualitatives et des recherches-actions sur le thème des marchés scolaires et des expériences scolaires des élèves. / The purpose of this thesis is to analyze the student-institution relationship in disadvantaged environments. To do so, we examined the schooling experiences of Montreal students who attend the regular program of a public high school. Using a phenomenological approach and based on Dubet's school experience (1994), we identified certain types of school experiences that emerged from our interviews. These different types of school experiences allowed us to construct a typology. This typology is the result of 8 semi-directed interviews conducted with 8 high school students. First, we were interested in the experience that these young people have of the Montreal school market in which they navigate. Secondly, we analyzed the way in which these students live their schooling, based on the way in which they put their school experiences into words. There are three types of school experiences: 1. the experience of easy integration: an internalization of expected school norms 2. The experience of integration under tension with a strategic purpose: students' agentivity despite social and academic obstacles 3. The critical experience followed by strategic integration: overcoming resistance and strategic success through the peer group. The results are consistent with the existing literature on students from disadvantaged backgrounds and reveal a variety of stigmatizing experiences encountered by these students throughout their school and academic careers. Our research also reveals the agenticity and resilience that these students demonstrate in persevering in a school system that is sometimes violent to them. The recommendations that emerge from our analysis relate primarily to the importance of raising awareness among school stakeholders about the realities experienced by students from disadvantaged backgrounds. In addition, we recommend that qualitative and action research be continued on school markets and students' school experiences

Made available in DSpace on 2016-04-28T18:24:12Z (GMT). No. of bitstreams: 1 Renata Almeida Martins.pdf: 1453359 bytes, checksum: 8034082e67cead89b15f3a1453d9a0a1 (MD5) Previous issue date: 2009-10-09 / Secretaria da Educação do Estado de São Paulo / This research aims at describing and interpreting the phenomenon of participation of public school English teachers in a continuing education course. It is justified by the need to also understand what involves my own participation in many continuing education courses with the purpose of gathering subsidies that provide me directing, coordinating, supervising, and developing courses of this kind. This research is theoretically grounded on studies about pre-service teacher education (Imbernon, 2000, Vianna, 2004; Martins, 2004, Santos and Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006, Contreras, 2002; Brazil, 2002) ; continuing teacher education (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002; Smyth, 1991); English teachers education (Celani, 2002; Paiva, 2005; Dutra, 2003, Brazil, 2001, Castro, 1999 ; Celani and Collins, 2003) and concepts of reflection (Schön, 1995, 2000). The methodological approach adopted in this study was the hermeneutic-phenomenological one (van Manen, 1990, Freire, 2007). The description and interpretation of the phenomenon in focus was undertaken through textual registers obtained through questionnaires answered by 57 student-teachers enrolled in a three-semester continuing education course offered to public school English teachers. The research results reveal that participation of public school English teachers in that continuing education courses is unique, since it results in a constant search for improvement and also in change related to practice. The results also allow me to say that the research phenomenon was experienced in three different ways because each semester was played by a different group of student-teachers who was in a different period of the course and into a different reflective moment as well / Esta pesquisa tem por objetivo descrever e interpretar o fenômeno da participação de professores de inglês da rede pública de ensino em um curso de formação contínua e justifica-se pela necessidade de também entender o que envolve a minha participação em vários cursos de formação contínua com a finalidade de obter subsídios que me proporcionem dirigir, coordenar, supervisionar, bem como elaborar cursos dessa natureza. Fundamentam teoricamente esta pesquisa, estudos sobre: formação inicial (Imbernón, 2000; Vianna, 2004; Martins, 2004; Santos e Mendes Sobrinho, 2006; Gómez, 1995; Mizukami, 2002; Brito, 2006; Contreras, 2002; Brasil, 2002); formação contínua (Marin, 1995; Mizukami, 2002; Destro, 1995; Contreras, 2002); formação de professores de inglês (Celani, 2002; Paiva, 2005; Dutra, 2003; Brasil, 2001; Castro, 1999; Celani e Collins, 2003) e conceitos sobre reflexão (Schön, 1995, 2000) A abordagem metodológica adotada nessa pesquisa foi a hermenêutico-fenomenológica (van Manen, 1990; Freire, 2007). A descrição e interpretação do fenômeno em foco foi feita a partir de registros textuais, obtidos por meio de questionários respondidos por 57 professores-alunos, participantes dos três semestres de um curso de formação contínua oferecido a professores de inglês da rede pública de ensino. Os resultados da pesquisa revelam que a participação de professores de inglês da rede pública de ensino em cursos de formação contínua é único, pois decorre de uma constante busca por aprimoramento e mudança em relação à prática. Os resultados também me permitem afirmar que o fenômeno investigado foi vivenciado de três formas diferentes, pois cada semestre foi vivido por um grupo de professores-alunos que se encontravam em um momento diferente do curso e também em um momento reflexivo diferente

Detailed information about the oceanic environment is essential for many applications in the field of marine geology, marine biology, coastal engineering, and marine operations. Especially, knowledge of the properties of the sediment body is often required. Acoustic remote sensing techniques have become highly attractive for classifying the sea bottom and for mapping the sediment properties, due to their high coverage capabilities and low costs compared to common sampling methods. In the last decades, a number of different acoustic devices and related techniques for analyzing their signals have evolved. Each sensor has its specific application due to limitations in the frequency range and resolution. In practice, often a single acoustic tool is chosen based on the current application, supported by other non-acoustic data where required. However, different acoustic remote sensing techniques can supplement each other, as shown in this thesis. Even more, a combination of complementary approaches can contribute to the proper understanding of sound propagation, which is essential when using sound for environmental classification purposes. This includes the knowledge of the relation between acoustics and sediment properties, the focus of this thesis. Providing a detailed three dimensional picture of the sea bottom sediments that allows for gaining maximum insight into this relation is aimed at.<p><p><p>Chapters 4 and 5 are adapted from published work, with permission:<p>DOI:10.1121/1.3569718 (link: http://asadl.org/jasa/resource/1/jasman/v129/i5/p2878_s1) and<p>DOI:10.1109/JOE.2010.2066711 (link: http://ieeexplore.ieee.org/xpl/articleDetails.jsp?tp=&arnumber=5618582&queryText%3Dsiemes)<p>In reference to IEEE copyrighted material which is used with permission in this thesis, the IEEE does not endorse any of the Université libre de Bruxelles' products or services.<p> / Doctorat en Sciences de l'ingénieur / info:eu-repo/semantics/nonPublished