Cette recherche s’inscrit dans les études sur l’efficacité de la formation professionnelle formelle, considérée comme une préoccupation majeure pour les organisations. Dans le cadre de ce travail, notre objectif final est d’identifier les facteurs susceptibles d’affecter le transfert proximal des apprentissages de la formation formelle, comme première étape d’un processus plus long, cruciale pour sa réussite. L’absence de recherches consacrées spécifiquement aux déterminants du transfert proximal des apprentissages de la formation formelle dans le contexte des centres d’appels nous a conduits à supposer l’existence d’un ensemble de déterminants, dont le rapport à l’évaluation, qui, en conjonction avec les spécificités de ce type de transfert et de celles des téléopérateurs exerçant dans ces centres, vont servir à évaluer son efficacité. Une revue de la littérature des déterminants du transfert des apprentissages enrichie par l’intégration de déterminants relatifs au rapport à l’évaluation, comme relation de pouvoir, nous a permis de faire l’inventaire théorique des facteurs probables d’influence et de proposer un modèle motivationnel théorique. Une première étude qualitative exploratoire, par étude d’un cas unique, nous a permis de cerner les facteurs d’influence spécifiques, de proposer des hypothèses de recherche et un modèle contextualisé à tester. L’analyse des données collectées par une multi angulation de méthodes, alliant entretiens individuels, focus groupe, observations non participante et recherche documentaire, nous a permis d’adapter les échelles de mesures existantes et de créer deux échelles de mesure pour les déterminants inhérents au rapport à l’évaluation (types d'évaluation et types de pouvoir de l'évaluateur). Une seconde étude quantitative a été menée à l’aide d’une enquête par questionnaire auprès de deux échantillons de téléopérateurs. Le premier échantillon nous a servi pour les analyses exploratoires et le deuxième pour les analyses confirmatoires. Des analyses factorielles en axes principaux et des analyses factorielles confirmatoires ont été réalisées pour tester la fiabilité et la valider des échelles de mesure. Des analyses par la méthode des équations structurelles ont été réalisées pour valider le modèle de structure et tester les hypothèses de recherche et des tests de type bootstrap ont été effectués pour vérifier les effets médiateurs des variables motivationnelles. Au terme de ce travail, nous avons pu élaborer un modèle explicatif du transfert proximal des apprentissages de la formation formelle propre au contexte des centres d’appels du grand Tunis. Un modèle intégrant quatre variables inhérentes au rapport à l’évaluation, trois motivationnelles, une liées à la formation et trois liés à l’environnement de travail. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2017-09-21T21:10:08Z No. of bitstreams: 2 Tese - Yuri Rafael Leite Pereira - 2017.pdf: 2066899 bytes, checksum: e1bbe4df9a2a43e1074b83920a833ced (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-22T11:44:33Z (GMT) No. of bitstreams: 2 Tese - Yuri Rafael Leite Pereira - 2017.pdf: 2066899 bytes, checksum: e1bbe4df9a2a43e1074b83920a833ced (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-22T11:44:33Z (GMT). No. of bitstreams: 2 Tese - Yuri Rafael Leite Pereira - 2017.pdf: 2066899 bytes, checksum: e1bbe4df9a2a43e1074b83920a833ced (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this work, we will analyze three types of method to solve vector optimization problems in different types of context. First, we will present the trust region method for multiobjective optimization in the Riemannian context, which retrieves the classical trust region method for minimizing scalar functions. Under mild assumptions, we will show that each accumulation point of the generated sequences by the method, if any, is Pareto critical. Next, the proximal point method for vector optimization and its inexact version will be extended from Euclidean space to the Riemannian context. Under suitable assumptions on the objective function, the well-definedness of the methods will be established. Besides, the convergence of any generated sequence, to a weak efficient point, will be obtained. The last method to be investigated is the Newton method to solve vector optimization problem with respect to variable ordering structure. Variable ordering structures are set-valued map with cone values that to each element associates an ordering. In this analyze we will prove the convergence of the sequence generated by the algorithm of Newton method and, moreover, we also will obtain the rate of convergence under variable ordering structures satisfying mild hypothesis. / Neste trabalho, analisaremos três tipos de métodos para resolver problemas de otimização vetorial em diferentes tipos contextos. Primeiro, apresentaremos o método da Região de Confiança para resolver problemas multiobjetivo no contexto Riemanniano, o qual recupera o método da Região de Confiança clássica para minimizar funções escalares. Sob determinadas suposições, mostraremos que cada ponto de acumulação das sequências geradas pelo método, se houver, é Pareto crítico. Em seguida, o método do ponto proximal para otimização vetorial e sua versão inexata serão estendidos do espaço Euclidiano para o contexto Riemanniano. Sob adequados pressupostos sobre a função objetiva, a boas definições dos métodos serão estabelecidos. Além disso, a convergência de qualquer sequência gerada, para um ponto fracamente eficiente, é obtida. O último método a ser investigado é o método de Newton para resolver o problema de otimização vetorial com respeito a estruturas de ordem variável. Estruturas de ordem variável são aplicações ponto-conjunto cujas imagens são cones que para cada elemento associa uma ordem. Nesta análise, provaremos a convergência da sequência gerada pelo algoritmo do método de Newton e, além disso, também obteremos a taxa de convergência sob estruturas de ordem variável satisfazendo adequadas hipóteses.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-02-22T12:12:47Z No. of bitstreams: 2 Tese - Valdinês Leite de Sousa Júnior - 2017.pdf: 2145153 bytes, checksum: 388666d9bc1ff5aa261882785a3cc5e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-02-22T13:04:40Z (GMT) No. of bitstreams: 2 Tese - Valdinês Leite de Sousa Júnior - 2017.pdf: 2145153 bytes, checksum: 388666d9bc1ff5aa261882785a3cc5e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-02-22T13:04:40Z (GMT). No. of bitstreams: 2 Tese - Valdinês Leite de Sousa Júnior - 2017.pdf: 2145153 bytes, checksum: 388666d9bc1ff5aa261882785a3cc5e0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this work, we investigate four different types of descent methods: a dual descent method in the scalar context and a multiobjective proximal point methods (one exact and two inexact versions). The first one is restricted to functions that satisfy the Kurdyka-Lojasiewicz property, where it is used a quasi-distance as a regularization function. In the next three methods, the objective is to study the convergence of a multiobjective proximal methods (exact an inexact) for a particular class of multiobjective functions that are not necessarily differentiable. For the inexact methods, we choose a proximal distance as the regularization term. Such a well-known distance allows us to analyze the convergence of the method under various settings. Applications in behavioral sciences are analyzed in the sense of the variational rationality approach. / Neste trabalho, investigaremos quatro tipos diferentes de métodos de descida: um método de descida dual e três versões do método do ponto proximal (exato e inexato) em otimização multiobjetivo. No primeiro, a análise de convergência será restrita a funções que satisfazem a propriedade Kurdyka-Lojasiewicz, onde é usada uma quase-distância como função regularizadora. Nos seguintes, o objetivo é estudar a convergência de uma versão exata e duas versões inexatas do método de ponto proximal em otimização multiobjetivo para uma classe particular de funções multiobjetivo que não são necessariamente diferenciáveis. Para os métodos inexatos, escolhemos uma distância proximal como termo regularizador. Aplicações em ciência comportamental serão analisadas no sentido da abordagem da teoria de racionalidade variacional.

Uma proporção significativa dos alunos dos cursos de graduação em Geografia do IGDEMA/UFAL apresenta dificuldades na aprendizagem de Cartografia, particularmente de escala cartográfica linear. Pouquíssimos trabalhos apresentaram situações similares em outras universidades do Brasil e propuseram alternativas mitigadoras, embora com ênfase no curso de licenciatura. Nesse contexto, o presente trabalho tomou como objetivo desenvolver um procedimento de otimização da aprendizagem de escala cartográfica linear por meio da conscientização e motivação prévias discentes e contrapartidas bilaterais na aplicação de um processo de ensino-aprendizagem junto aos alunos do segundo período de graduação em Geografia do IGDEMA/UFAL em 2013/2. As bases teóricas adotadas para tal foram um conceito da psicologia pedagógica processo educativo trilateral , dois conceitos da teoria socioconstrutivista internalização das funções psicológicas superiores e zona de desenvolvimento proximal e a teoria da andragogia. Coerente com o objetivo e com respaldos das bases teóricas, foi aplicado o método de aula expositiva adaptado à implementação do processo pedagógico. Este processo envolveu a fase de avaliação prévia (exposição e prática preparatórias e posterior diálogo) e a fase de avaliação definitiva (exposições e práticas mais concentradas). Por ser preponderante, a avaliação definitiva precisou atender às exigências de planejamento e procedimentos administrativos, a fim de se minimizar a relativa falta de fidedignidade de seus escores para, em seguida, submeter-se a duas etapas obrigatórias do processo da sua validação. A primeira, que foi a verificação do requisito da validade, se deu por processo qualitativo em prol da representatividade de seu conteúdo mediante o universo Escala Cartográfica e dessa aprendizagem; e a segunda etapa, verificação do requisito da fidedignidade, processou-se pela análise estatística de consistência interna entre seus quesitos. Como a avaliação definitiva atendeu a esses requisitos de validação, as suas medidas de aprendizagem se tornaram confiáveis para os testes de diferenças aplicados conjuntamente com as medidas de aprendizagem similares da avaliação prévia. Assim, obteve-se o nível de êxito do processo pedagógico aplicado. Como resultado, a comparação dos dados das duas avaliações não indicou evolução esperada das notas de cada aluno. Então como causas desse resultado, em função da parte expressiva dos alunos, podem ser citadas: o processo aplicado se revelou ambicioso, a prática de variados exercícios mesmo com auxílio de demonstrações de cálculos revelou-se um desafio e modificações de escala cartográfica se revelaram problemática. Dessa forma, a conclusão é que esse processo de ensino-aprendizagem precisa ser revisto em parte, ou seja, revelam-se necessários procedimentos pedagógicos para esses estudantes ainda dependentes em virtude de fatores limitantes, particularmente a base matemática ineficiente. / A significant proportion of the undergraduates in the geography courses of the IGDEMA/UFAL present learning difficulties, particularly in relation to liner cartographic scale. Very few papers have identified similar situations in other universities in Brazil and have proposed mitigation alternatives, although with an emphasis on teaching degree courses. In this context, this work aimed at developing a learning procedure in order to optimize the learning of linear cartographic scale through awareness development and previous student motivation, as well as through bilateral counterparts in implementing a teaching/learning process focused on the se undergraduates of the second term in the first year of studies in Geography course of the IGDEMA/UFAL program, in 2013/2. The theoretical framework of the study included one concept of the pedagogical psychology trilateral educational process , two concepts of the social constructivist theory internalization of higher psychological functions, and proximal development zone as well as the andragogy theory. In order to be coherent with the study objective and the adopted theoretical framework, the expositive teaching method was used, although adapted to the target pedagogical process. This process involved a prior evaluation phase (presentation and preparatory practices and subsequent dialogue) and the phase of final assessment (presentations and more focused practices). Because it is preponderant, the definitive assessment had to meet planning requirements and administrative procedures, in order to minimize the relative unreliability of the scores, so that it could undergo the two mandatory steps of the process of validation. The first step verification of the validity requirement was implemented through a qualitative process, observing the representativeness of its content, based upon the Cartographic Scale universe and related learning; and the second step, verification of the reliability requirement, was developed through statistical analysis for the internal consistency of the adopted questions. As the final evaluation met these validation requirements, their learning measures were considered to be reliable for testing differences, applied within the similar learning measures of the prior assessment. As a result, the comparative data of both evaluations did not indicate the expected evolution in the students grades. Then, as those results reasons, considering the biggest amount of the students, we may cite: the applied process was too much ambitious, the practice of varied exercises though with calculation demonstrations, could be considered a challenge, and cartographic scale changes seemed to cause problems to them. Hence, the conclusion is that this teaching/learning process needs to be revised in part, which means, pedagogical proceeds might be necessary for those still dependent students, considering these limitation factors, particularly the insufficient mathematics basis.

Les propriétés des ensembles localement prox-réguliers ont été étudiées par R.A. Poliquin, R.T. Rockafellar et L. Thibault. Le concept de fonction ''primal lower nice'' a été introduit en dimension finie par R.A. Poliquin et étendu au cadre Hilbertien par A.B. Levy, R.A. Poliquin et L. Thibault. Dans cette thèse, la première partie est consacrée à une étude des outils et des objets géométriques de l'Analyse non lisse tels que les fonctions primal lower nice et les ensembles localement prox-réguliers. On donnera une définition quantifiée de la prox-régularité locale. La deuxième partie établit des résultats d'existence et d'unicité de solutions d'inéquations variationnelles se présentant sous forme d'inclusions différentielles associées au cône normal d'un ensemble localement prox-régulier. / The properties of locally prox-regular sets have been studied by R.A. Poliquin, R.T. Rockafellar and L. Thibault. R.A. Poliquin also introduced the concept of ``primal lower nice function. This dissertation is devoted, on one hand to the study of primal lower nice functions and locally prox-regular sets and, on the other hand, to show existence and uniqueness of solutions of differential variational inequalities involwing such sets. Concerning the first part, we introduce a quantified viewpoint of local-prox-regularity and establish a series of characterizations for set satisfying this property. In the second part, we study differential variational inequalities with locally prox-regular sets and we show the relevance of our quantified viewpoint to prove existence results of solutions.

La première partie de cette thèse (articles I et II) est consacrée à l'étude du comportement asymptotique des solutions d'un système dynamique du second ordre avec dissipation évanescente. Le système dynamique est étudié dans sa version continue et dans sa version discrète via un algorithme.La deuxième partie de cette thèse (articles III à VI) est consacrée à l'étude de plusieurs algorithmes de type proximal. Nous montrons que ces algorithmes convergent vers des solutions de certains problèmes de minimisation. Dans chaque cas, une application est donnée dans le cadre de la décomposition de domaine pour les EDP. / The first part of this thesis is devoted to the study of the asymptotic behavior of solutions of a second order dynamic system with vanishing dissipation. The dynamic system is studied in its continuous version and in its discrete version via an algorithm.The second part is about the study of several proximal-type algorithms. We show that these algorithms converge to solutions of some minimization problems. In each case, an application is given in the area of domain decomposition for PDE's.

Vi har undersökt hur instruktionernas utformning inför deltagande i en kamratrespons påverkar högstadieelevers motivation att lära sig samt måluppfyllelse av kunskapskravet att utforma egen undersökning i ämnet biologi. Efter en kort genomgång av hur en egen undersökning ska utformas fick eleverna från tre åk 7 klasser och två åk 8 klasser i uppgift att utforma en egen undersökning i ämnet biologi. Uppgiften var utformad efter nationella provet del 3 från 2017. Vid nästa lektion blev elever indelade i par efter likvärdig måluppfyllelse. Slumpmässigt fick elevparen antingen förenklade, ospecificerade instruktioner som inbjöd till öppen, elevledd dialog eller detaljerade, punktformade instruktioner som uppmuntrade till en specifik innehåll och samtalsstruktur. Vi genomförde en enkät före och efter deltagandet i kamratresponsen som uppmätte elevens motivation att lära sig de olika kunskapskraven för biologi i högstadiet samt elevens upplevelse av deltagandet och sitt eget lärande. Uppgiften bedömdes efter Skolverkets bedömningsmall för rättning av nationella prov. Vi fann inga belägg för att elevers motivation att lära sig kunskapsmålen i ämnet biologi påverkades av varken kamratrespons som helhet eller instruktionernas utformning. Däremot fann vi en högre förbättringsgrad av måluppfyllelse bland de elever som fick de detaljerade, strukturerade instruktionerna jämfört med de förenklade, öppna instruktionerna. Vi drar slutsatserna att kamratrespons är ett användbart pedagogisk verktyg för att ge individuell formativ bedömning som leder till förbättrad måluppfyllelse under arbetes gång i kunskapskravet att forma egen undersökning och att utformningen av instruktionerna bör vara tydliga och detaljerade för att nå maximal resultat.

Följande studie presenterar hur verksamma lärare för årskurs 1–3 beskriver sitt arbete för att gynna den muntliga utvecklingen samt läs- och skrivutvecklingen för flerspråkiga elever. Den teoretiska utgångspunkten utgörs av det sociokulturella perspektivet, med särskilt fokus på stöttning och proximal utvecklingszon. Materialet består av åtta semistrukturerade intervjuer med lärare på fem skolor och i fyra kommuner. Det insamlade materialet har transkriberats och sedan analyserats med hjälp av en kvalitativ innehållsanalys. Studiens resultat visar att samtliga lärare använder elevens förstaspråk som resurs i svenskundervisningen både för muntlig utveckling och läs- och skrivutveckling genom varierade arbetssätt. En likhet i lärarnas svar är att samtliga lärare arbetar med stöttning i undervisningen, till exempel bildstöd, cirkelmodellen och digitala hjälpmedel. En skillnad i lärarnas svar var att några beskrev att de använde sig av lekar och rörelser i undervisningen för de flerspråkiga eleverna, medan andra lärare inte nämner att de använder den typen av arbetssätt.

Syftet med den här studien var att undersöka vilka arbetssätt lärare upplever bidrar till att elever känner motivation till läsning av skönlitteratur samt att ta reda på vilka utmaningar lärare står inför i det arbetet. Studien genomfördes med en kvalitativ metod med semistrukturerade intervjuer med tio informanter. Den tidigare forskningen som ligger till grund för studien handlar om hur skönlitteratur och läsning hänger ihop, hur läsning och motivation hänger ihop samt hur lärare arbetar med läsning. Studiens teoretiska grund bygger på den sociokulturella teorin av Lev Vygotskij samt expectancy-value theory som är grundad av Jacquelynne Eccles och hennes kollegor. Det resultat som studien visade var att lärarna som deltog i studien har flera metoder för att försöka ge eleverna motivation till läsning av skönlitteratur som placering, arbete med val av böcker, använda yttre aktörer och högläsning. De utmaningar som lärare upplever beskriver de som arbetet mot hemmen, elevens sociala situation, gruppstorleken samt dynamiken i gruppen. / The purpose of this study was to explore what working methods teachers consider having a contribution to the feeling of motivation in students regarding reading fiction and also what challenges teachers face with this work. This study was conducted using a qualitative method with semi-structured interviews with ten informants. The previous research that is the foundation for this study reflects how reading of fiction and reading are connected, how reading and motivation are connected and how teachers work with reading in the classroom. The study's theoretical basis is based on the sociocultural theory of Lev Vygotsky and expectancy-value theory, which was founded by Jacquelynne Eccles and her colleagues. The result of this study showed that the teachers that were participating used multiple methods in their work trying to motivate students to read fiction. Among these are placement in the classroom, thought into choosing books, the usage of external actors and reading aloud. The challenges that teachers face are described by the informers in this study as the collaboration with the home, the students social situation, group size and the dynamic of the group.

Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic motivation when it comes to second language learning through literature, where the novel To kill a Mockingbird by Harper Lee served as an example. The study started off by presenting a definition of the so called intrinsic and extrinsic motivation respectively, as well as the three perspectives psychodynamic, cognitive and socio-cultural by which it was discussed, in order to cement the framework of it and problematize its boundaries accordingly. It later focused on where and how intrinsic and extrinsic motivation respectively came into play, and what possible outcome the two different types might result in when discussing language learning. The applied method was to do a qualitative hermeneutic study by presenting earlier research and having it as a basis when hypothesizing in order to solve the research questions. This study was limited to discussing intrinsic and extrinsic motivation respectively in order to ascertain how both phenomena manifest themselves and ultimately how they affect learning, and by presenting numerous examples in the analysis it was concluded that: a) extrinsic and intrinsic motivation tend to inescapably intertwine during the process of learning and thereby end up being in need of each other, and b) that the order to how one musters extrinsic motivation, when undertaking in the educational enterprise of reading a novel, was opposite from that of the intrinsic motivation as extrinsic motivation is based on an external source of reward and therefore merely in need of an external source rather than an intrinsic curiosity. Keywords Intrinsic motivation, Extrinsic motivation, Cognitive perspective, Psychodynamic perspective, Sociocultural perspective, Zone of proximal development, Efferent reading, Aesthetic reading.