NCube/papyrus huggingface dataset:
Modification des propriétés de conduction ionique d'électrolytes pérovskites à base de lithium par substitution

Lithium-ion batteries represent the main energy storage system in portable electronic devices and are widely considered to be amongst the most promising technologies in transport electrification. While these systems were subject to decades of optimization, lithium-ion batteries still present some limitations, notably regarding safety. In fact, cases of thermal runaway, ignition and explosions, while relatively rare, were reported within recent years, which will indubitably slow their expansion if safer lithium-ion systems fail to be developed. These security issues are often attributed to the use of flammable organic electrolytes. This thesis is therefore centered on the study perovskite-type ceramic electrolytes, which are considered safer. Previous studies on Li3/8Sr7/16Ta3/4M1/4O3 (M = Zr, Hf) family of materials demonstrated that this perovskite showed interesting ionic conductivity properties, while still insufficient for commercial battery applications. However, it has been proven many times, and for several types of structures, that atomic substitutions can greatly modulate ionic conductivity in crystalline solids. Hence, based upon data on structure and ionic conduction mechanism in Li3/8Sr7/16Ta3/4M1/4O3 (M = Zr, Hf), we achieved purposeful substitutions and measured their impact on phase purity via X-ray diffraction, ionic conductivity via electrochemical impedance spectroscopy and electronic conductivity with potentiostaic polarization measurements. Substitution of part of the lithium and strontium in the basic composition by calcium, resulting in Li0,344Sr0,433Ca0,02Ta3/4M1/4O3 (M= Zr, Hf), was proven efficient to increase considerably ionic conductivity of this material.

Keyphrases: Pérovskite, DRX, Electrochemistry, Lithium-ion battery, Solid electrolytes, Perovskite, Ionic conductivity
La différenciation pédagogique au cours du regroupement d’élèves de trois enseignantes de sciences au secondaire

This thesis presents an innovative way of analyzing the concept and practice of differentiated instruction. Through a scientific inquiry, it identifies the provisional students’ grouping in an unaltered classroom setting, an aspect which until now has not been examined. Previous research has shown that teachers who use differentiation resort to in-class grouping without having truly explored the context. Using a multi-case study, we describes the process of in-class grouping done by three science teachers at the secondary education level in Quebec who do not purposely use differentiation. Furthermore, it also unveils these teachers perceptions with regard to heterogeneity of groups formation. In a theorical perspective, and guided by our findings, this reaserch develops an empirical model of intuitive differentiation.

Keyphrases: Practices of differentiated instruction, Students grouping in secondary education in Quebec, Conception of teacher heterogeneity, Inquiry, Multicase study
Compatibilité entre troisième lieu et clientèles difficiles : perceptions professionnelles du rôle social des bibliothèques

The mission of the libraries is to promote a universal access for all, without discrimination. They therefore welcome a diversified public, including some who may be seen as “problem patrons”. “Problem patrons” can be defined as a social construction: they are created by an observer “self”, by the construction of an “other” considered from the point of view of our own definition of “normality”. The problem patrons then become a new social group or a new cultural group, like the “indigenous” groups studied by ethnologists such as Claude Lévi-Strauss and Marc Augé. The “other” is a stranger, opposed to the “self” as defined by Denise Jodelet and this social construction varies according to the clienteles what is acceptable in each environment.  That being said, many managers would like to develop a “third place” in libraries, a home away from home and beyond the workplace, as described by Ray Oldenburg, whose concepts were adapted for libraries by Mathilde Servet, among others. The differences between this theoritical model and the perceptions of employees who face the challenges remain relatively unknow and are at the heart of our research.  We therefore conducted 16 semi-structured interviews in six public libraries in three Montreal boroughs. The answers help to understand the issues facing employees who need to respond when problems arise with different types of difficult patrons. They speak about the importance of training and of expert resources from the community. The regulations in place have also been incorporated into our qualitative analysis. The respondents also gave their opinion about the third place and many highlighted the transitional phase in which many libraries find themselves. Most of them see change in a positive way and believe that these initiatives are necessary. Some do point out, however, that new trends should not replace the library's documentary mission. In order to implement a true third place, the respondents specify that investments should be made, both in terms of the physical locations and at the level of human resources.

Keyphrases: libraries, third place, problem patrons, Montreal, library
Qui utilise quoi? : portrait des usages d’une collection de monographies imprimées en contexte de recherche universitaire

The development of university library collections is increasingly oriented towards electronic resources. However recent studies on the preference of print media illustrate the need for an increased knowledge of the uses of these traditional collections. In general, the way researchers use scientific literature in the various disciplines is well documented by citation studies. However, apart from the work of Bulick (1982) and Metz (1983, 2011), few studies have provided a detailed portrait of the use of printed monographs based on the disciplines of researchers for a university library collection of print monographs. With a cross-analysis of the circulation data of printed monographs and the academic profile of researchers, we wanted to know who are the users of printed monograph collections and what are the characteristics of these monographs that they borrowed. To obtain a complete disciplinary portrait, users and print books were categorized into knowledge domain using the OCLC Conspectus subject hierarchy. Our first observation is that, for the period studied, the number of users engaged in a research process has increased, except for professors who have almost abandoned the borrowing of printed monographs from the library. Then, this analysis of the use of printed books in a research context shows that the usage behaviours of these documents are similar to the citation behaviours attributed to researchers in each of the fields of knowledge. In addition to the theoretical aspects related to the informational behaviour of researchers, practical considerations may emerge from our results for collection management in a university library, particularly for the development of print collections and the management of spaces devoted to them.

Keyphrases: Collection evaluation, University libraries, Printed books
La mujer Wayuu, en la cultura colombiana ,tejedora de kanasus y de esperanzas

The intention of this research is to present the Wayuu people and its entourage in a general way, but, whilst making an emphasis towards the Wayuu women and their material and spiritual culture.  I intend to expand the knowledge of the roles played by the Wayuu women in their wide social group in order to preserve the ancestral cultural heritage.  Equally, I intend to interpret the roles that the indigenous women perform, aspiring that their civilization takes advantage of and not reject the changes by the modern technologies despite the many risks they entail. Wayuu women in their culture, in addition to being weavers of kanasu hope to manage and find positive changes for their communities. They try to defend their territory and their people from the threats of violence, destruction and annihilation, which constantly arise, both on the physical plane and in other cultural dimensions. For many reasons today indigenous Wayuu women struggle to respect their own cultural model: their language, their parties, the different ways of earning a living with jobs according to their possibilities, within heterogeneous economic methods that are their very own.  The Wayuu women demand respect for their calendars, their religion along with their ancestral myths, beliefs and traditions; traditions that are shared in a very general way by the Wayuu people. The Wayuu are aware of having a flexible culture, which can accept changes that are favorable, as they have done through and throughout its history.

Keyphrases: culture Wayuu, tradition, Wayuu woman, identity, Wayuu culture, social change, education, Wayuu
Analyse de la gestion et des conditions de la mise en œuvre des cycles d’apprentissage par des directions d’écoles primaires francophones montréalaises

This doctoral thesis focuses on the change management of 21 school administrator’s mandated to implement learning cycles in their school. This complex change, prescribed by the Quebec government in the context of large-scale educational reform, involves major changes in school organization, teaching practices, and professional practices. In order to achieve the implementation of this reform in the early 2000s, the government selected a hybrid implementation model that gives schools leeway to adapt the change to their needs and the specific conditions. However, it seems that implementation of learning cycles remains to be done in most Quebec elementary schools. Difficulties in implementing learning cycles are also present in France and French-speaking Belgium. How to explain such difficulties? Our research suggests some answers to this question by providing a comprehensive analysis of what is involved in learning cycles organization, a relatively new and unclear concept for many school stakeholders. The scope of this change, which affects, among other things, school organization and teachers’ work habits, requires a deep review of practices in schools. A change of this magnitude is difficult to achieve according to the literature presented in this thesis, especially if it’s not a priority for the authorities in place at the various levels of the system (school, school board, Ministry of Education). That being said, some elementary schools in the study are more advanced than others in implementing learning cycles, although none of them work completely in cycles. To learn more about the reasons of these differences, we looked at various reform success factors grouped into five categories: the school principals’ vision of change, their initiatives and strategies to implement the cycles, the general and specific conditions that can influence the process, and the effects of learning cycles in these schools. It appears from this study, that only a minority of school principals consider this change mandatory and have a consistent view of what is a learning cycles organization on a daily basis. Also, the complexity of change has been underestimated, and the implementation’s planning and monitoring was poor. Those findings may explain why this change hasn’t occurred yet.

Keyphrases: School principal, School administrator, Learning cycles, Change management, Elementary school, Educational reform, Large-scale reform
Migrants in Lauchringen : how national identity shapes the perception of integration among the local population

In Germany, in the past few years, notably since the fall of 2015, a debate about migration and integration has gained a dominant position in the national public discourse. The opposing stances in that discourse are represented by, on one side, the rejection or limitation of migration, and on the other side, the welcoming of migrants and refugees. The former side usually supports claims which demand the newcomers to assimilate into the German society and culture. The latter prefers and desires a symmetric learning process. The debate usually is accompanied by discussions about how the German society defines its own national identity and its culture. Within those discussions, the opposing poles are represented by (1) the idea of an – by tendency -ethnic and religious more or less homogenic national identity based on a core leading culture (Leitkultur), and by (2) a multicultural, multi-ethnic and multi-religious approach which stands on the foundation of common basic values and norms (conviviality). As a consequence of the debate, the meaning of notions such as identity, nation, and citizenship are discussed and redefined. This thesis questions how the perception of national identity shapes the opinion and approach on the integration debate among the local population. I conducted research in Lauchringen, Germany, a village of around 8000 inhabitants near the Swiss border. I discovered that all participants, from a moral standpoint, agreed on helping and taking in those who need help. However, the opinions on how the integration process should take place and be played out differed significantly for participants, depending on how the participants national identity was displayed. Participants who tend to support an homogenic and rather exclusive approach of Leitkultur expressed themselves in favor of assimilation, often in combination with devaluating comments about the culture and religion of newcomers from predominantly Muslim countries. Differently, a symmetric learning process to achieve a successful integration is usually promoted by participants who embody a multicultural, inclusive, and civic national identity.

Keyphrases: alterity, national identity, integration, Leitkultur, conviviality, host-society, immigration, Germany
Rapports sociaux de sexe et féminisation du corps enseignant au Québec : tendances longues et dynamiques actuelles

In order to go beyond the debate about the presumed link between the presence of men and the academic success of boys, this research focuses on factors that explain the gender composition of teachers over time and the dynamics of these relationships in Quebec elementary schools. The overall goal is to analyze the gender composition of the faculty in a sociological perspective. To do so, two questions were analyzed: 1) What is the fluctuation of the gender composition of the elementary school teachers during the history of the Quebec’s education system from the year 1615 to 2015 and 2) How do gender-related social interactions take place within a given school in Quebec' society today?  In order to answer these questions, the study draws on the sociology of gender and proposes to examine four concepts (gender, gender relations, sexual division of labor and male domination) within the primary education. The approach is, on the one hand, to approach the gender perspective by analyzing history of the Quebec education system and on the other hand, to analyze the dynamics of social gender relations within the present primary school. Our methodological approach is based on a synthesis of the historical statistics currently available. Furthermore, our study is based on a qualitative analysis of 22 interviews conducted in two elementary schools with teachers, principals and student’s parents.  The obtained results indicate that the feminization of the teaching profession in Quebec began a long time ago and was influenced by factors such as: church dominance, state control, financing methods, teacher wages, employment opportunities and cultural aspects in rural communities.  The results also reflect that the beliefs and influence of teachers, parents and school principals maintained in elementary schools influence gender composition, teachers' practices, and the relations with students and parents.

Keyphrases: male teachers, gender, gender relations, school system, elementary teaching, gender equality, gender identity
Entre le Saguenay et la Huronie : les perles de verre du lac Abitibi et la route du Nord au XVIIe siècle

Much like pottery, glass beads represent important chronotypological markers within archaeological collections in the North American Northeast. However, their potential has not always been fully exploited, leaving hundreds of glass bead assemblages unstudied, and creating a gap in our knowledge relating to the dating of beads in Quebec, to their role in intercultural relations, and on the trade routes by which they moved through the territory. This thesis examines 4,518 glass beads found on three archaeological sites on the shores of Lake Abitibi, in the Abitibi-Témiscamingue region. Beginning with their typological identification, this analysis parses out the beads’ distribution within the sites themselves, ascertains their chronology, and conceptualises the relations between First Nations and French traders by theorising their role within these relations. The movement of these beads through space will be examined with respect to George Hunt’s and Bruce Trigger’s idea of a Northern Route, a vast exchange network linking Huronia to the Saguenay–Lac-Saint-Jean region (Trigger 1976a : 271). The interactions between the French and First Nations will be explored using Richard White’s idea of Middle Ground and Gilles Havard’s complementary concept of “Empire du milieu.” The use of the Kidd classification system and the Kenyon chronotypological system reveals that the majority of the glass beads from the Bérubé (DdGt-5), Margot (DdGt-6), and Louis (DdGu-7) sites date to an interval between 1600 and 1625/1630. The spatial distribution analysis of the beads at Bérubé reveals two patterns, one diffuse and one highly concentrated. Lastly, by integrating historical data, we see that glass beads were much more than a commodity of exchange. Although their economic function cannot be negated, they held a performative role within intercultural relationships, and represented the adherence to certain First Nations’ protocols by the French during the first half of the 17th century.

Keyphrases: Abitibi-Témiscamingue, XVIIe siècle, Middle Ground, Contact, Archaeology, Glass beads, 17th century, Intercultural relations, Colonialism, Contact, First Nations, French
Hey! Ho! Let’s Go [Back to Islam]! : Exploring the Interplay of Punk and Piety in Java, Indonesia

During the 1990s, punk music made its entry into Indonesian society. Coinciding with a nationwide political struggle against President Suharto’s New Order regime, punk was quickly adopted as a rallying point for expressing discontent towards the current repressive government. In 2018, two decades after the fall of Suharto, punk continues to entice with its unapologetic attitude, nonconformist style, and independent ethos. Yet in Java, Indonesia’s central island, punk has gained a new and rather unexpected function: proselytism. The Muslim Punk trend reveals that conservative religious groups are adopting punk ethos and imagery for proselytism, that a growing number of punks are becoming religious authorities, and that a thriving market is rendering both punk and Islamic symbols into commodities. The curious interplay between the realms of punk and Islam raises numerous questions about what it means to be punk and be Muslim, not only in the age of consumer culture and globalization, but also in the wake of the Islamic Revival.   Drawing on the results of a three-month ethnographic sojourn in Java, I question how Javanese punks articulate the individualism of punk with the normativity of Islam. In sum, the Muslim Punk phenomenon invites us to reassess the discursive boundaries we commonly use to circumscribe the rhetorical worlds of ‘punk’ and ‘Islam’, and opens up a new debate about the parameters and paradoxes of punk proselytism. My thesis analyses and confirms the dynamic interrelation between religion, market economy, and popular culture in the 21st century.

Keyphrases: Punk, Islam, Java, Indonesia, Popular culture, Piety, Conservatism, Neoliberalism, Consumerism, Islamic market
Estudio de la influencia del proceso de formación docente sobre el sistema de creencias hacia el trabajo matemático del concepto de área, en estudiantes de pedagogía en matemáticas

This research is conducted in the educational context of the Universidad Católica de la Santísima Concepción of Chile and focuses on the process of training secondary school pedagogy students in mathematics. By the time the student begins school, he or she already has his or her own belief system about mathematical work, including how mathematics was taught in the school system. This belief system is likely to change as a result of interventions in his initial training as a mathematics teacher. Then, he must practice his pedagogical practice in an educational institution where he will have to teach a mathematical concept implementing his own belief system. In this thesis, changes in the student's belief system are explained when he/she teaches the concept of quadrilateral area from the time he/she arrives in the training program until he/she begins his/her professional practice. In this study three scenarios are observed: initial scenario, before beginning; simulated scenario at university, and real scenario, at school. The Theory of Didactic Situations and Mathematical Workspace Theory are the theoretical references from which the influence of the training program on the teaching belief system is analyzed in relation to the concept of area. The results we obtained show that students are changing their belief systems towards mathematical work, moving from a practice that we call traditional with mainly definitions and examples of content, to one in which material support, real-world situations, the use of tools and devolution are integrated to establish definitions and properties in relation to the concept of area.

Keyphrases: Belief system on mathematical work, process of training teachers of mathematics in secondary school, didactics of geometry, theory of didactic situations, mathematical work space.