Thèse par articles / Dans un contexte où les données probantes sont prisées en éducation, cette thèse en didactique du français rappelle la pertinence, pour la recherche et la pratique, de s’intéresser en premier lieu à ce que l’enseignante fait en classe de français. Quelles sont les stratégies pédagogiques utilisées par les enseignantes en classe de français au secondaire québécois qui participent au développement de la compétence scripturale des élèves? Pour répondre à cette question, trois objectifs de recherche spécifiques sont poursuivis dans cette thèse. Chaque objectif fait l’objet d’un article scientifique, qui s’intègre dans un devis séquentiel de méthodes mixtes (Creswell, Plano Clark, Gutmann et Hanson, 2003). Le premier article vise à identifier les stratégies pédagogiques utilisées en classe de français au secondaire québécois liées à l’écriture de meilleurs textes par les élèves. Il repose sur une analyse secondaire (Dale, 1993) de données collectées à grande échelle au secondaire québécois par le groupe DIEPE (1995) (analyses factorielles exploratoires et régressions multiples à deux niveaux). Le deuxième article vise à identifier les stratégies pédagogiques utilisées en classe de français au secondaire québécois qui, selon le savoir d’expérience (Tardif et Lessard, 1999) des enseignantes, participent particulièrement au développement de la compétence scripturale des élèves. Il repose sur un atelier délibératif (Dogba, Dossa et Dagenais, 2017), lors duquel six enseignantes d’expérience choisissent ensemble des stratégies pédagogiques développant particulièrement la compétence scripturale de leurs élèves. Le troisième article vise à décrire comment peuvent être utilisées en classe de français au secondaire québécois les stratégies pédagogiques retenues consensuellement à l’issue de l’atelier délibératif. Il repose sur l’analyse d’observations directes non participantes menées dans la classe d’une enseignante de français du secondaire québécois au moyen d’un synopsis (Blaser, 2007, 2009; Lord, 2012, 2014; Schneuwly et Dolz, 2009) et d’une grille d’analyse complémentaire qui repose sur les gestes didactiques fondamentaux de l’enseignante (Aeby Daghé et Dolz, 2008; Schneuwly, 2000, 2009; Schneuwly et Dolz, 2009). La mise en relation des résultats des trois articles nous conduit à discuter de leur complémentarité et de celle des méthodes employées ainsi qu’à souligner leurs implications pour la recherche et la pratique. Trois constats se dégagent. 1) Faire écrire les élèves permet aux enseignantes de français du secondaire québécois d’enseigner l’écriture, puisque cela leur permet d’utiliser plusieurs stratégies pédagogiques dans le but de développer la compétence scripturale de leurs élèves. 2) Pour développer la compétence scripturale des élèves, plusieurs stratégies pédagogiques peuvent être utilisées en classe, toutes de façons à la fois singulières et plurielles. Ces stratégies pédagogiques reposeraient toutes sur la mise à disposition de textes, que l’enseignante peut fournir aux élèves ou qu’elle peut leur faire écrire, et sur la mise en évidence des dimensions des objets de savoir à enseigner dans ces textes, bref sur des formes spécifiques des gestes didactiques fondamentaux présentifier et pointer (Schneuwly, 2000, 2009). 3) L’enseignante joue un rôle central pour développer la compétence scripturale des élèves en classe de français au secondaire québécois, par l’étayage et la diversification des stratégies pédagogiques. / In the context of evidence-based education, this thesis in French didactics stresses the relevance, for research and practice, of being primarily interested in what teachers do in French class. What are the pedagogical strategies used in class by French teachers within Quebec secondary schools that participate in developing students’ scriptural competence? To answer this question, three specific research objectives are pursued in this thesis. Each objective is the subject of a scientific article, which are all part of a sequential mixed methods research design (Creswell, Plano Clark, Gutmann and Hanson, 2003). The first article aims to identify the pedagogical strategies used in French class that relate to the writing of better texts by students in Quebec secondary schools. It is based on a secondary analysis (Dale, 1993) of large-scale data that were collected in Quebec secondary schools by the DIEPE group (1995) (exploratory factor analysis and two-level multiple regressions). The second article aims to identify the pedagogical strategies used in French class within Quebec secondary schools that specifically participate in developing students’ scriptural competence according to the teacher’s experience knowledge (Tardif and Lessard, 1999). It is based on a deliberative workshop (Dogba, Dossa and Dagenais, 2017), during which six experienced teachers together choose pedagogical strategies that specifically develop the scriptural competence of their students. The third article aims to describe how the pedagogical strategies elected at the end of the deliberative workshop can be used in French class within Quebec secondary schools. It is based on the analysis of direct nonparticipant observations that were conducted in the class of a French secondary school teacher in Quebec using a synopsis (Blaser, 2007, 2009; Lord, 2012, 2014; Schneuwly and Dolz, 2009) and a complementary analysis grid based on the teacher's fundamental didactic gestures (Aeby Daghé and Dolz, 2008; Schneuwly, 2000, 2009; Schneuwly and Dolz, 2009). The results of the three articles are then discussed to explore the complementarity of their results and methods, as well as to highlight their implications for research and practice. Three observations emerge. 1) Having students write allows French secondary school teachers in Quebec to teach writing, as it enables them to use several pedagogical strategies to develop their students’ scriptural competence. 2) To develop students’ scriptural competence, several teaching strategies can be used in class, in ways that are all simultaneously singular and plural. These pedagogical strategies may be based on the provision of texts that the teacher can show to students or that she can have them produce, and on highlighting the knowledge objects’ dimensions that ought to be taught in these texts, in short on specific forms of the fundamental didactic gestures of presentifying and pointing (Schneuwly, 2000, 2009). 3) The teacher plays a central role in developing the scriptural competence of students in French class within Quebec secondary schools, by scaffolding and diversifying pedagogical strategies.

The Master of the Budnany Altarpiece (in other circumstances also called Master of the Vejprnice Altarpiece) appears to be a painting workshop operating in the 1590s, probably in Prague or hypothetically in Cheb (Eger). It is a construct created by art historians on the basis of a group of surviving works that show significant stylistic similarities. It includes three torsionally preserved painted altarpieces. These are the Budňany altarpiece, the Pruhonice altarpiece and the altarpiece of the Knights of the Cross monastery. Mostly these are works of lower quality, which, according to current interpretation, illustrate the average production of Prague workshops at the end of the 15th century. Stylistically, they are strongly derived from the production of the Nuremberg Painting Centre, but also, allegedly, from the problematically defined contemporary "court" painting in Prague. The so-called "Vejprnice panel", originally the main part of another painted altarpiece, was also included in the group for a time because of its stylistic affinity, which transformed the naming of the anonymous workshop master. The author of this conception was Jaroslav Pešina, who was by far the most active on the subject, most recently in 1978, and this thesis thus partly polemics with his conclusions. The content of this thesis...

The subject of my thesis is the project of Gallery aviation technology and traditions of aviation at the airport Medlánky in Brno. The project also includes urban solution of area airport in Medlánky and linking urban areas Medlánky and Komín by newly designed roads and walking paths. The area of airport consists of the two historic hangars and newly designed buildings for the servise and maintenance of aircraft, for the laboratories and the test room of aviation technology, from the control tower and the gallery aviation technology, in which there is also bistro-cafe. The building with gallery aviation technology formed a compact space for visitors with the other buildings, but at the same time the building is separated from the private area, where the planes are moving freely. In the building with gallery, there are besides the exhibition space designed also the bistro-cafe, areas for management and operation of gallery, technical and sanitary facilities, restoration workshop of historic aircraft, conference halls, meeting and training rooms, clubhouse and accommodation. The building serves as a curtural - public building, wheelchair accessible is available throughout the object.

The main subject of the diploma project was to create architecture study for new building of a Gallery for sport aircrafts and their traditions and other equipment that cooperate with this topic. The Gallery is designed in Brno´s Medlanky municipality and it is incorporated on current local sport airport. This project was preceded by studio project on the same area, which included reconstruction and development of this airport area. In this diploma project I was trying to continue with this development and establish a design which would react to my earlier design. The site has a sloped character and it separated from a dense city area. Starting point for the design was to gently touch the landscape and also trying to find certain references directly in the closest surrounding. From the views to surrounding was created the idea to preserve the horizontal lines and with a landscape and constructions demands was created the main idea to continue with the landscape over the spatial structure. The need to cover large-scale exhibit items like aircrafts and other items from this topic led to a starting point of my design. The structure is formed as a spatial truss structure and dominates the exhibition space. Building is connected by program and structure to services and other areas like conference hall, coffee, study room, work room and administration. As a one building it teems mainly from arrival at the airport area when the roofing is an organic, monolithic surface disappearing in surrounding. But gallery itself emerges from the ground and opens towards the aircraft take off and departure area where it is also direction of a main view to the surrounding. The building is also unique for its entering, such as the main entrance through narrow staircase gap in the roof. This entrance should evoke to people an aircraft landing, where while descent plane dive in to the clouds and appear underneath above a whole new landscape. Thus a person sore in to the roof surface a

This diploma thesis mainly deals with valuation of steel structures from the perspective of an investor. Today there are several types of steel constructions, which assemble is partly done in workshop, so called “bridge-workshop”, and the rest of the assembling is done directly at the building site. That is the main difference from the construction industry. This fact makes financial valuation of whole thesis very difficult, because construction companies often do not state detailed breakdown of their activities. The main goal of this thesis is to suggest procedure how to value steel constructions in a phase of documentation processing, workshop production, transportation and technological equipment construction at the site.

The content of this thesis is the design layout and construction of the building of new fire station in South Moravian Region. It is an object split into two interconnected parts: administrative - two-storey, basementless garage for trucks - single-storey, basementless The object is used to perform the services of eight firefighters per shift and one full-time worker. Architecture was chosen so that the object is functionally meet the requirements of firefighters on duty at both organizational (work on PS) and at the operational (exit) procedure. The building is covered with a flat roof, attic walled building on the peripheral wall with white facade and symbols accentuating the purpose of the building. The inner workings of the object are designed to meet the performance demands of service 24ti - hour shifts. The building is brick, based on the footings and load distribution base. The roof structure is made of reinforced concrete load-bearing concrete slab with heat-waterproofing layers classical arrangement of layers. The building is insulated ETICS. This - the operational part is located on the 1st and 2nd floor of the south-western part of the building, single-storey garage built for trucks in the northeastern part.

This Final thesis deals with the desig of main supporting structure of the precast concrete frame. Calculation of internal forces is made by sofrware system Dlubal RFEM. For the assessment were selected two most loaded beams with corresponding columns and calyx on the pilot. This thesis contains structural design, mounting report, sectional calsulations of selected elements, mounting details, workshop documentation of selected elements.

Bei der Wiederverwertung von Alt- und Abfallgummi stehen Industrie und Forschung im Gegensatz zu den rein thermoplastischen Kunststoffen wie Polypropylen und Polyäthylen immer noch am Anfang. Große Mengen der roh- und werkstofflich wertvollen (Technischen und Sonstigen Elastomerartikel, sogen. TSE-Gummiab- fälle (ca. 400 T Jahrestonnen) werden gegenwärtig noch in Zementöfen und E-Werken verbrannt (thermisch entsorgt). Die werkstoffliche Aufbereitung, d.h. das Mahlen zu Gummigranulat bzw. -mehl ermöglicht es, inbesondere verstärkungsmittelfreies Gummimehl sehr kleiner Partikelgrößen (<0,4 mm) in einem speziellen reaktiven Mischverfahren mit Kunststoffen zu Kompositwerkstoffen (Blends und Elastomerlegierungen) zu verarbeiten. In den Elastomerlegierungen ist das Gummimehl chemisch und physikalisch mit der Kunststoffmarix gekoppelt. Deshalb kommen diese Kompositwerkstoffe in ihren Eigenschaften den der TPE (Thermoplastische Elastomere) sehr nahe. Das Projekt untersucht Einflüsse verschiedener Mahl- prozesse auf die Qualität des Gummimehls und versucht das Mischverhältnis der Ausgangskomponenten und den Mischprozeß zu optimieren. Als Qualitätskriterien für diese experimentellen und theoretischen Arbeiten gelten verschiedene mechanisch-physikalische Eigenschaften von Formteilen, die nach unterschiedlichen Verarbeitungs- methoden (Extrudieren, Formpressen, Spritzgießen) aus den Kompositwerkstoffen hergestellt wurden. Die Arbeitsgruppe um Dr. Michael von der TU Chemnitz prüft die Eignung der Gummimehle, die nach dem noch weitgehend unbekannten und von dem polnischen Projekt- partner entwickelten Mahlverfahren, der sogen. SSSP- Methode (Solid-State Shear Pulverisation) hergestellt wurden, betreffs ihres Einsatzes als Hauptrezepturkomponente in Elastomerlegierungen und speziellen Blends. Im SSSP-Zerkleinerungsprozeß werden die Gummiwerkstoffe höchsten Scherkräften ausgesetzt. Die dadurch ent- stehenden inneren Spannungen führen zur Zerkleinerung des Gummis in feinste Partikel (0,1 …0,3mm) jedoch mit sehr großen Oberflächen. Sowohl die TU Chemnitz als auch die ATL Bydgoszcz sind in der TPE-Forschung, ein Markt mit wachsender Nachfrage, seit Jahren sehr erfolgreich. Ziel des Projektes ist es, zusammen mit dem Fraunhofer Institut UMSICHT Oberhausen, der Greiner RUBBERTEC GmbH Nürtingen und weiteren Firmen der Gummiindustrie Kompetenzen zusammenzuführen und somit neue Erkenntnisse auf dem Gebiet des Kunststoff- und Gummirecyclings zu gewinnen, die kurzfristig in die Praxis umgesetzt werden können. Das Projekt wird als Auftakt gemeinsamer Forschungs- kooperationen verstanden und wird im Rahmen einer gemeinsamen Ausschreibung des Auswärtigen Amtes und des BMBF zum Deutsch-Polnischen Jahr 2005/2006 mit Mitteln des BMBF gefördert.

Jahresbericht der Universitätsbibliothek Chemnitz - Berichtsjahr 2004 / Annual report of the University Library of Chemnitz in 2004

”Varje människa bär på en samling utav kunskap. Tänk om man kunde skapa en miljö där alla människor kunde få slå upp dörrarna till sitt lilla magasin. En miljö där man ser varje människa som en möjlighet. En möjlighet till att lära sig mer. En resurs i Kunskapsfabriken.” Kunskapsfabriken slår upp dörrarna i kvarteret Kronan och välkomnar stadens människor. Som en del utav Sundbyberg centrum bidrar byggnaden med ett center för det icke-formella lärandet där kreativitet, skapande och gemenskap är i fokus. Kunskapsutbytet, praktisk kunskap och tron på att alla människor är en möjlighet till att lära sig mer genomsyrar projektet. Kunskapsfabriken arbetar aktivt med integration och ger plats åt SFI-utbildning i programmet. Den traditionella språkundervisningen kan på så sätt kombineras med ett program för det praktiska lärandet där språket inte är en nödvändighet. Där kroppen och framförallt händerna blir det viktigaste verktyget för lärande. / ”Every individual carries a collection of knowledge. What if you could create a space where everyone could open the doors to their own little depository? A space where every individual is seen as an opportunity. An opportunity to learn more. A resource in the Factory of Knowledge.” The Factory of Knowledge opens its doors and welcomes the people of the city. As a part of central Sundbyberg it acts as a center for non-formal education where creativity, creation and community are the focal points. The sharing of knowledge, practical knowledge and the belief in every individual as an opportunity to learn more permeates the project. The Factory of Knowledge actively strives towards integration and makes space for ”Swedish for Immigrants”-education. The traditional language pedagogy can therefore becombined with a program for practical learning where language is not a necessity. Where our body and above all our hands become the most important tool for learning.