L’évolution de l’évaluation de la composante linguistique de la compétence à écrire par le ministère de l’Éducation : une étude longitudinale sur les épreuves uniques de 5e secondaire

Cette recherche vise à décrire comment a évolué l’évaluation de la compétence à écrire dans les épreuves uniques d’écriture de 5e secondaire, en portant spécifiquement le regard sur la composante linguistique de cette compétence. Une recherche documentaire a permis de recueillir des épreuves et autres documents les concernant pour une période allant de 1971 à 2012. Bien que notre étude porte en particulier sur les épreuves uniques d’écriture, implantées en 1986, nous avons pu remonter plus loin dans le temps afin de brosser un tableau le plus large possible de l’évaluation certificative de l’écriture en 5e secondaire. Plusieurs aspects sont analysés : le contexte des épreuves, les tâches qu’elles contiennent, les paramètres encadrant leur correction, ainsi que les seuils de réussite relatifs à la langue, les épreuves entières, la compétence à écrire et la matière français, langue d’enseignement. Nous avons également pu observer, à l’échelle provinciale, l’évolution des résultats des élèves aux épreuves uniques d’écriture. À l’aide de divers concepts théoriques reliés à l’évaluation de la compétence écrire et sa composante linguistique, un cadre méthodologique a été développé pour permettre l’analyse des épreuves d’écriture. Celle-ci révèle notamment que la nature des tâches et leurs paramètres sont restés assez constants dans le temps, particulièrement depuis 1986. Le nombre d’erreurs linguistiques permises a augmenté, alors que les résultats des élèves sont restés stables. De plus, le regard historique de cette étude montre comment le ministère de l’Éducation accorde à notre époque une grande importance à l’écriture et à la correction de l’orthographe.

L’encadrement parental des devoirs en lecture d’élèves de 1re année du premier cycle du primaire

Les systèmes éducatifs dans le monde et particulièrement au Québec visent à préparer les élèves à relever les défis de l’avenir et à continuer à apprendre tout au long de leur vie. À cet égard, la lecture est un volet important dans le développement d'un enfant et dans sa capacité de faire des liens avec le monde qui l'entoure. La lecture est un outil d’apprentissage, de communication et de création, et elle peut être une source de plaisir. La plupart des activités quotidiennes font appel à la lecture. Ainsi, elle est nécessaire pour effectuer une tâche, se renseigner ou se divertir. L’élève apprend à lire pour mieux s’intégrer dans la vie scolaire et sociale et pour apprendre dans différents contextes disciplinaires. Dans le but notamment de consolider les apprentissages et d’installer de bonnes habitudes de travail, les enseignants proposent aux élèves des devoirs de lecture à faire à la maison. Les recherches montrent que la participation des parents dans la vie scolaire des enfants, particulièrement lors de l’encadrement des devoirs, peut avoir une influence positive sur la réussite scolaire. La présente recherche vise à étudier la manière dont les parents d’élèves de première année encadrent leur enfant pendant la période des devoirs, notamment pendant la lecture. Notre échantillon est constitué de dix-sept parents d’élèves de première année. Nous avons privilégié l’entrevue semi-dirigée afin de recueillir les commentaires et les perceptions des parents sur le déroulement de la période des devoirs à la maison. Les résultats ont montré que tous les parents interrogés encadrent leur enfant pendant ses devoirs, les mères plus souvent que les pères, et qu’ils établissent une routine lors de cette période. L’encadrement des devoirs se fait majoritairement dans un climat agréable. La plupart des parents soutiennent leur enfant en restant à proximité de lui, en lui donnant des conseils, en l’encourageant et en s’assurant qu’il termine ses devoirs. La majorité des parents estiment avoir les ressources nécessaires pour encadrer leur enfant lors des devoirs. Durant la lecture, les parents écoutent généralement leur enfant et l’aident ou le corrigent s’il n’arrive pas à lire ou s’il fait une erreur. Par ailleurs, même si les parents sont convaincus de l’habileté de leur enfant en lecture, la plupart vérifient sa compréhension en posant des questions. En ce qui a trait aux effets des devoirs, tous les parents pensent que les devoirs favorisent la réussite scolaire de leur enfant et que leur encadrement a un effet positif sur la lecture. Les résultats obtenus ne peuvent être généralisés. Cependant, il serait intéressant de poursuivre ce travail par une recherche complémentaire qui étudierait les perceptions des enseignants et des élèves sur les devoirs de lecture.

The berth allocation problem at port terminals : a column generation framework

Le problème d'allocation de postes d'amarrage (PAPA) est l'un des principaux problèmes de décision aux terminaux portuaires qui a été largement étudié. Dans des recherches antérieures, le PAPA a été reformulé comme étant un problème de partitionnement généralisé (PPG) et résolu en utilisant un solveur standard. Les affectations (colonnes) ont été générées a priori de manière statique et fournies comme entrée au modèle %d'optimisation. Cette méthode est capable de fournir une solution optimale au problème pour des instances de tailles moyennes. Cependant, son inconvénient principal est l'explosion du nombre d'affectations avec l'augmentation de la taille du problème, qui fait en sorte que le solveur d'optimisation se trouve à court de mémoire. Dans ce mémoire, nous nous intéressons aux limites de la reformulation PPG. Nous présentons un cadre de génération de colonnes où les affectations sont générées de manière dynamique pour résoudre les grandes instances du PAPA. Nous proposons un algorithme de génération de colonnes qui peut être facilement adapté pour résoudre toutes les variantes du PAPA en se basant sur différents attributs spatiaux et temporels. Nous avons testé notre méthode sur un modèle d'allocation dans lequel les postes d'amarrage sont considérés discrets, l'arrivée des navires est dynamique et finalement les temps de manutention dépendent des postes d'amarrage où les bateaux vont être amarrés. Les résultats expérimentaux des tests sur un ensemble d'instances artificielles indiquent que la méthode proposée permet de fournir une solution optimale ou proche de l'optimalité même pour des problème de très grandes tailles en seulement quelques minutes.

Modèles et méthodes pour la planification de la récolte forestière

Ce projet de recherche a été réalisé avec la collaboration de FPInnovations. Une part des travaux concernant le problème de récolte chilien a été effectuée à l'Instituto Sistemas Complejos de Ingeniería (ISCI) à Santiago (Chili).

Studies on Some Simple and Zeolite-Y Encapsulated 3d-Transition Metal Complexes of Schiff Bases Derived From 2-Aminobenzothiazole

In this regard Schiff base complexes have attracted wide attention. Furthermore, such complexes are found to play important role in analytical chemistry, organic synthesis, metallurgy, refining of metals, electroplating and photography. Many Schiff base complexes are reported in literature. Their properties depend on the nature of the metal ion as well as on the nature of the ligand. By altering the ligands it is possible to obtain desired electronic environment around the metal ion. Thus there is a continuing interest in the synthesis of simple and zeolite encapsulated Schiff base complexes of metal ions. Zeolites have a number of striking structural similarities to the protein portion of natural enzymes. Zeolite based catalysts are known for their remarkable ability of mimicking the chemistry of biological systems. In view of the importance of catalysts in all the areas of modern chemical industries, an effort has been made to synthesize some simple Schiff base complexes, heterogenize them by encapsulating within the supercages of zeoliteY cavities and to study their applications. The thesis deals with studies on the synthesis and characterization of some simple and zeoliteY encapsulated Mn(II), Fe(III), Co(II), Ni(II) and Cu(II) complexes and on the catalytic activity of these complexes on some oxidation reactions. Simple complexes were prepared from the Schiff base ligands SBT derived from 2-aminobenzothiazole and salicylaldehyde and the ligand VBT derived from 2-aminobenzothiazole and vanillin (4-hydroxy-3- methoxybenzaldehyde). ZeoliteY encapsulated Mn(II), Fe(III), Co(II), Ni(II) and Cu(II) complexes of Schiff base ligands SBT and VBT and also of 2-aminobenzothiazole were synthesized. All the prepared complexes were characterized using the physico-chemical techniques such as chemical analysis (employing AAS and CHN analyses), magnetic moment studies, conductance measurements and electronic and FTIR spectra. EPR spectra of the Cu(II) complexes were also carried out to know the probable structures and nature of Cu(II) complexes. Thermogravimetric analyses were carried out to obtain the information regarding the thermal stability of various complexes. The successful encapsulations of the complexes within the cavities of zeoliteY were ascertained by XRD, surface area and pore volume analysis. Assignments of geometries of simple and zeoliteY encapsulated complexes are given in all the cases. Both simple and zeoliteY encapsulated complexes were screened for catalytic activity towards oxidation reactions such as decomposition of hydrogen peroxide, oxidation of benzaldehyde, benzyl alcohol, 1-propanol, 2-propanol and cyclohexanol.

Photoacoustic detection of two photon absorption in formaldehyde using pulsed dye laser

Absorption spectra of formaldehyde molecule in the gas phase have been recorded using photoacoustic (PA) technique with pulsed dye laser at various power levels. The spectral profiles at higher power levels are found to be different from that obtained at lower laser powers. Two photon absorption (TPA) is found to be responsible for the photoacoustic signal at higher laser power while the absorption at lower laser power level is attributed to one photon absorption (OPA) process. Probable assignments for the different transitions are given in this paper.

Overtone Spectra of 1,2-Dichloro-And Dibromo-Ethanes in the Near Infrared Region

The vibrational overtone spectra 0f the liquid phase 1,2-dichloroethane and 1,2-dibromoethane in the spectral regions of CH stretching local mode overtones corresponding to delta v CH= = 2 to delta v CH=5 are reported. The observed spectral features are assigned using the local mode model. LocaI mode frequencies WCH and diagonal local mode anharmonicities XCH are obtained from an analysis of the spectra. The local-local combinations observed are interpreted on the basis of a coupled CH oscillator model hamiltonian. Local-normal combinations show complex structures and their possible assignments are given.

Phenylethynylarene Based Donor-Acceptor Systems: Design, Synthesis and Photophysical Studies

This thesis Entitled phenylethynylarene based Donor-Acceptor systems:Desigh,Synthesis and Photophysical studies. A strategy for the design of donor-acceptor dyads, wherein decay of the charge separated (CS) state to low lying local triplet levels could possibly be prevented, is proposed. In order to examine this strategy, a linked donor-acceptor dyad BPEPPT with bis(phenylethYlly/)pyrene (BPEP) as the light absorber and acceptor and phenothiazine (PT) as donor was designed and photoinduced electron transfer in the dyad investigated. Absorption spectra of the dyad can be obtained by adding contributions due 10 the BPEP and PT moieties indicating that the constituents do not interact in the ground stale. Fluorescence of the BPEP moiety was efficiently quenched by the PT donor and this was attributed to electron lransfer from PT to BPEP. Picosecond transient absorption studies suggested formation of a charge separated state directly from the singlet excited state of BPEP. Nanosecond flash photolysis experiments gave long-ived transient absorptions assignable to PT radical cation and BPEP radical anion. These assignments were confirmed by oxygen quenching studies and secondary electron transfer experiments. Based on the available data, energy level diagram for BPEP-PT was constructed. The long lifetime of the charge separated state was attributed to the inverted region effects. The CS state did not undergo decay to low lying BPEP triplet indicating the success of our strategy

Photoionization of Kr near 4s threshold: II. Intermediate-coupling theory

The Kr 4s-electron photoionization cross section as a function of the exciting-photon energy in the range between 30 eV and 90 eV was calculated using the configuration interaction (CI) technique in intermediate coupling. In the calculations the 4p spin-orbital interaction and corrections due to higher orders of perturbation theory (the so-called Coulomb interaction correlational decrease) were considered. Energies of Kr II states were calculated and agree with spectroscopic data within less than 10 meV. For some of the Kr II states new assignments were suggested on the basis of the largest component among the calculated CI wavefunctions.

Further investigations on doubly excited four-electron ions: beam-foil experiment and MCDF theory

In continuation of our previous work on the quintet transitions 1s2s2p^2 ^5 P-1s2s2p3d ^5 P^0, ^5 D^0, results on other n = 2 - n' = 3 quintet transitions for elements N, 0 and F are presented. Assignments have been established by comparison with Multi-Configuration Dirac-Fock calculations. High spectral resolution on beam-foil spectroscopy was essential for the identification of most of the lines. For some of the quintet lines decay curves were measured, and the lifetimes extracted were found to be in reasonable agreement with MCDF calculations.

First results of experimental and theoretical investigations on sextet states of doubly-excited five-electron ions

In continuation of our previous work on doubly-excited ions with three and four electrons we present the first results on optical transitions in the term system of doubly-excited ions with five electrons. Transitions between such sextet states were identified in beam-foil spectra of the ions nitrogen, oxygen and fluorine. Assignments were first established by comparison with Multi-Configuration Dirac-Fock calculations. Later assignments were aided by Multi-Configuration Hartree-Fock calculations (see the contribution by G. Miecznik et al. in this issue). Decay curves were recorded for all six candidate lines. The lifetime results are compared to theoretical values which confirm most of the assignments qualitatively.

Knowledge Building in Landscape Architecture

The objective of this study was to develop an internet-based seminar framework applicable for landscape architecture education. This process was accompanied by various aims. The basic expectation was to keep the main characteristics of landscape architecture education also in the online format. On top of that, four further objectives were anticipated: (1) training of competences for virtual team work, (2) fostering intercultural competence, (3) creation of equal opportunities for education through internet-based open access and (4) synergy effects and learning processes across institutional boundaries. This work started with the hypothesis that these four expected advantages would compensate for additional organisational efforts caused by the online delivery of the seminars and thus lead to a sustainable integration of this new learning mode into landscape architecture curricula. This rationale was followed by a presentation of four areas of knowledge to which the seminar development was directly related (1) landscape architecture as a subject and its pedagogy, (2) general learning theories, (3) developments in the ICT sector and (4) wider societal driving forces such as global citizenship and the increase of open educational resources. The research design took the shape of a pedagogical action research cycle. This approach was constructive: The author herself is teaching international landscape architecture students so that the model could directly be applied in practice. Seven online seminars were implemented in the period from 2008 to 2013 and this experience represents the core of this study. The seminars were conducted with varying themes while its pedagogy, organisation and the technological tools remained widely identical. The research design is further based on three levels of observation: (1) the seminar design on the basis of theory and methods from the learning sciences, in particular educational constructivism, (2) the seminar evaluation and (3) the evaluation of the seminars’ long term impact. The seminar model itself basically consists of four elements: (1) the taxonomy of learning objectives, (2) ICT tools and their application and pedagogy, (3) process models and (4) the case study framework. The seminar framework was followed by the presentation of the evaluation findings. The major findings of this study can be summed up as follows: Implementing online seminars across educational and national boundaries was possible both in term of organisation and technology. In particular, a high level of cultural diversity among the seminar participants has definitively been achieved. However, there were also obvious obstacles. These were primarily competing study commitments and incompatible schedules among the students attending from different academic programmes, partly even in different time zones. Both factors had negative impact on the individual and working group performances. With respect to the technical framework it can be concluded that the majority of the participants were able to use the tools either directly without any problem or after overcoming some smaller problems. Also the seminar wiki was intensively used for completing the seminar assignments. However, too less truly collaborative text production was observed which could be improved by changing the requirements for the collaborative task. Two different process models have been applied for guiding the collaboration of the small groups and both were in general successful. However, it needs to be said that even if the students were able to follow the collaborative task and to co-construct and compare case studies, most of them were not able to synthesize the knowledge they had compiled. This means that the area of consideration often remained on the level of the case and further reflections, generalisations and critique were largely missing. This shows that the seminar model needs to find better ways for triggering knowledge building and critical reflection. It was also suggested to have a more differentiated group building strategy in future seminars. A comparison of pre- and post seminar concept maps showed that an increase of factual and conceptual knowledge on the individual level was widely recognizable. Also the evaluation of the case studies (the major seminar output) revealed that the students have undergone developments of both the factual and the conceptual knowledge domain. Also their self-assessment with respect to individual learning development showed that the highest consensus was achieved in the field of subject-specific knowledge. The participants were much more doubtful with regard to the progress of generic competences such as analysis, communication and organisation. However, 50% of the participants confirmed that they perceived individual development on all competence areas the survey had asked for. Have the additional four targets been met? Concerning the competences for working in a virtual team it can be concluded that the vast majority was able to use the internet-based tools and to work with them in a target-oriented way. However, there were obvious differences regarding the intensity and activity of participation, both because of external and personal factors. A very positive aspect is the achievement of a high cultural diversity supporting the participants’ intercultural competence. Learning from group members was obviously a success factor for the working groups. Regarding the possibilities for better accessibility of educational opportunities it became clear that a significant number of participants were not able to go abroad during their studies because of financial or personal reasons. They confirmed that the online seminar was to some extent a compensation for not having been abroad for studying. Inter-institutional learning and synergy was achieved in so far that many teachers from different countries contributed with individual lectures. However, those teachers hardly ever followed more than one session. Therefore, the learning effect remained largely within the seminar learning group. Looking back at the research design it can be said that the pedagogical action research cycle was an appropriate and valuable approach allowing for strong interaction between theory and practice. However, some more external evaluation from peers in particular regarding the participants’ products would have been valuable.

Incremental Verification of Timing Constraints for Real-Time Systems

Testing constraints for real-time systems are usually verified through the satisfiability of propositional formulae. In this paper, we propose an alternative where the verification of timing constraints can be done by counting the number of truth assignments instead of boolean satisfiability. This number can also tell us how “far away” is a given specification from satisfying its safety assertion. Furthermore, specifications and safety assertions are often modified in an incremental fashion, where problematic bugs are fixed one at a time. To support this development, we propose an incremental algorithm for counting satisfiability. Our proposed incremental algorithm is optimal as no unnecessary nodes are created during each counting. This works for the class of path RTL. To illustrate this application, we show how incremental satisfiability counting can be applied to a well-known rail-road crossing example, particularly when its specification is still being refined.

Writing essays

This is a 13 min 29 second audio recording produced by the University of Southampton. The podcast is designed to help students develop their skills in planning their academic work in writing assignments and essays. You can choose from an MP3 version or WMA version of this item. A transcript of the audio recording is also provided.

Using Turnitin to Deter Plagiarism

This animated PowerPoint shows how the Turnitin system can be used to check students' assignments againast a database of internet sources, journal articles and previous assignments.