Relevant bibliographies by topics / Université de Paris VIII

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Université de Paris VIII'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 February 2023

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Journal articles on the topic "Université de Paris VIII"

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Prado Marini, Clarissa. "Entrevista com Michel Riaudel." Belas Infiéis 7, no. 2 (December 31, 2018): 131–49. http://dx.doi.org/10.26512/belasinfieis.v7i2.20552.

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Michel Riaudel é tradutor de literatura brasileira na França. Doutor em Literatura Comparada pela Université Paris X (2007). É mestre em Letras modernas pela Universidade de Paris-Sorbonne IV (1978). É graduado em Letras modernas pela Universidade de Paris-Sorbonne IV (1977) e em Português pela Université Paris VIII Vincennes-Saint-Denis (1985). Atualmente, é professor da Sorbonne Université (ex Paris IV), onde é diretor do departamento de Estudos Lusófonos na Faculdade de Estudos Ibéricos e Latino-americanos . É membro do Centro de Pesquisas Interdisciplinares sobre os Mundos Ibéricos Contemporâneos, o CRIMIC , e membro associado de outros centros de pesquisa em literatura e lusofonia.
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Fausto, Ruy, and Arthur Hussne Bernardo. "Aula 01 (25.10.96) – Curso “Adorno e a Dialética Negativa”." Cadernos de Filosofia Alemã: Crítica e Modernidade 26, no. 2 (November 3, 2021): 133–47. http://dx.doi.org/10.11606/issn.2318-9800.v26i2p133-147.

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Yelles, Mourad. "Colloque "Corps, Signes et Mimésis" Université de (Paris VIII - 28 juin 1997)." Insaniyat / إنسانيات, no. 3 (March 20, 1998): 151–53. http://dx.doi.org/10.4000/insaniyat.11631.

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CONSTANTINOU, COSTAS M. "Communications/excommunications: an interview with Armand Mattelart." Review of International Studies 34, S1 (January 2008): 21–42. http://dx.doi.org/10.1017/s0260210508007766.

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This interview was conducted over the Internet between February and April 2006. Armand Mattelart is Emeritus Professor of Information and Communication Sciences at the University of Paris VIII. From 1962 to 1973 he was Professor of Sociology of Population and Communication at the Catholic University of Chile, Santiago, and United Nations expert in social development. During the Popular Unity period (1970–73), he worked with the Government of President Salvador Allende until the military coup of September 1973, when he was expelled from Chile. Between 1975 and 1982, he taught at the University of Paris VII and Paris VIII, and, between 1983 and 1997, as founding member of the Communications Department at the University of Rennes 2 (Haute-Bretagne). He has carried out numerous research and teaching missions in Africa, Asia, Europe and Latin America. His research interests include communication theory and history, media studies and international communication. He has authored and co-authored numerous books, translated into many languages, including: Advertising International: The Privatization of Public Space (1991); Mapping World Communication: War, Progress, Culture (1994), The Invention of Communication (1996), Networking the World 1794–2000 (2000), The Information Society: An Introduction (2003), and, with Michèle Mattelart, Rethinking Media Theory: Signposts and New Directions (1992); The Carnival of Images: Brazilian Television Fiction (1990) and Theories of Communication: A Short Introduction (1998). His most recent book, published in French, is: La Globalisation de la Surveillance: Aux Origines de l’Ordre Sécuritaire (September 2007).
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Iveković, Rada. "Introduction." Hypatia 15, no. 4 (2000): 221–23. http://dx.doi.org/10.1111/j.1527-2001.2000.tb00363.x.

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A philosopher formerly based in Zagreb, now at the Université de Paris VIII (Saint-Denis), Rada Iveković explains the genesis of her interest in comparative philosophy, situated in the context of a convergence of Asian, Islamic, and European forms of thought which emerged among certain philosophers in the former Yugoslavia. She discusses the relationship between this area of specialization and her work as a feminist philosopher.
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Zanou, Barbara. "Conditions for effective management of a river basin in the European Union." Ekistics and The New Habitat 71, no. 427-429 (December 1, 2004): 282–87. http://dx.doi.org/10.53910/26531313-e200471427-429199.

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The author is Coordinator of Socio-Economic Studies at the Institute of Oceanography, Hellenic Centre for Marine Research, Ministry of Development - General Secretariat for Research and Technology (Athens, Greece). She holds a Bachelor's Degree in Economics (University of Piraeus, Greece), a Master's Degree (D.E. A) in Political Economy (Paris VIII and Paris VII University, France), a diploma on Information Technology (Greek Productivity Center EL.KE.PA with four-year studies as an Analyst-Programmer), and six months' training in the Directorate General for the Environment (EU, Brussels). She is currently finishing her Ph. D thesis on the economic evaluation method (Cost-Effectiveness Analysis - CEA) based on the European Water Framework Directive (University of the Aegean, Mytilini, Greece). Ms Zanou has participated in several EU projects and national studies on socio-economic and management issues.
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Couchot, Edmond. "Digital Art: The ’60s to the ’80s, from the Point of View of an Observactor." Leonardo 51, no. 2 (April 2018): 143–44. http://dx.doi.org/10.1162/leon_a_01190.

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In this short biography, Edmond Couchot tells how, after having attempted a plastic-art synthesis between gestural painting and lumino-kineticism, he became interested in cybernetics and visual arts and the participation of the spectator in aesthetic perception. Then we learn how, in the early 1980s, he took part in the creation of a new degree course in art and technology of the image at the University of Paris-VIII.
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Grandcolas, Bernadette, and Nicole Soulé-Susbielles. "The Analysis of the Foreign Language Classroom." Studies in Second Language Acquisition 8, no. 3 (October 1986): 293–308. http://dx.doi.org/10.1017/s027226310000632x.

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In this article the foreign language classroom is argued to be a legitimate and important arena for educational and linguistic research. First, a survey of the research which has been conducted in France on the analysis of the foreign language classroom is presented. Secondly, two research projects currently underway at the University of Paris VIII are discussed. The first looks at the foreign language classroom through diary studies, and the second, through classroom analysis by teachers and pupils.
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Ferreira, Marieta de Moraes. "François Dosse." Revista Brasileira de História 32, no. 64 (December 2012): 341–50. http://dx.doi.org/10.1590/s0102-01882012000200018.

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François Dosse, historiador francês, nasceu em Paris numa família de classe média, e desde cedo se interessou por política, vinculando-se quando jovem ao trotskismo. Estudou sociologia e história na Université de Vincennes - Paris VIII. Aprovado no exame de Agrégation, lecionou vários anos nos liceus de Pontoise e Boulogne-Billancourt. Foi Maître de conférences no IUFM (Instituto de Formação de Mestres) de Versailles e no de Nanterre. Foi aprovado no exame para dirigir pesquisas em 2001, quando produziu um trabalho sobre Michel de Certeau e consolidou sua orientação para a área de teoria da história e historiografia. A convite de Henri Rousseau, vinculou-se ao IHTP, onde participou de vários seminários voltados à epistemologia dos estudos sobre o tempo presente. Publicou inúmeros trabalhos nessa área, focalizando especialmente biografias de intelectuais como Paul Ricoeur e Pierre Nora. Atualmente é Professor no IUFM de Créteil.
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Fontaine, Jacqueline. "S. Karcevski et R. Jakobson, grammairiens de la langue russe à l'époque du Cercle linguistique de Prague." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 9 (April 9, 2022): 77–89. http://dx.doi.org/10.26034/la.cdclsl.1997.1886.

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Jacqueline FONTAINE, Université de Paris-VIII : «Karcevski and Jakobson, grammarians of the Russian Language in the Prague Linguistic Circle» It is always interesting to investigate how people making statements on general principles in linguistics (always better known than their methodology) manage when they work on the concrete field of writing a grammar, where the description will necessarily reveal the choices that they have made. A comparison between Karcevski and Jakobson, whose signatures were several times linked in linguistic manifestos at the time of the Prague Linguistic Circle, shows many convergences and divergences, in both the style and the concepts used to describe the grammar of Russian. Such an analysis throws further light on the diversity of scope, and the autonomy of the researchers who were members of the Prague Circle.
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Dissertations / Theses on the topic "Université de Paris VIII"

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Buchvald, Claude. "Dans le buisson ardent : être artiste dans et hors l'université Paris 8." Paris 8, 2009. http://www.theses.fr/2009PA083717.

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Ce travail se propose de rendre compte d’une expérience vécue dans le domaine du théâtre où création et enseignement au sein de l’université Paris 8 vont de pair, se sont sans cesse alimentés l’un à l’autre et ne sauraient être dissociés. L’enjeu est de témoigner de cette unité organique du mouvement créateur telle qu’elle s’est imposée à moi dans mon parcours personnel. La première partie de la thèse a pour thème la formation dans ses deux versants : celle que l’on reçoit, celle que l’on transmet en la transformant. La seconde partie aborde l’activité de metteur en scène dans le cadre professionnel comme prolongement et va-et-vient avec l’activité d’enseignement à Paris 8 autour des créations successives qui ponctuent mon parcours, avec plusieurs auteurs ou inspirateurs : d’abord Valère Novarina (le passeur qui me permit de me transporter d’un lieu à l’autre), puis Paul Claudel, François Rabelais et Homère. Une conclusion revient sur ce que fut pour moi l’aventure théâtrale dans la perspective à double foyer (enseignement et création) où je l’ai maintenue : une célébration de la langue dans tous ses états, qui finit par prendre l’allure d’une épopée, d’une odyssée…
This work intends to report an experience lived in the field of theater where creation and teaching within the University Paris 8 go together, are constantly fed to one another and can not be separated. The challenge is to demonstrate the organic unity of creative movement as it has imposed on me in my personal course. The first part of the thesis topic for training in its two sides: the one that we receive, the one that we pass on by transforming it. The second part deals with the stage director’s activity in a professional context as an extension and back-and-forth with the activity of teaching at the University Paris 8 around the successive creations which punctuate my course, with several authors or inspirers: first Valère Novarina (who was for me a sort of ‘mediator’, allowing me to move from one place to another), then Paul Claudel, François Rabelais and Homer. A conclusion returns on the fact that was for me the theatrical adventure in the bifocal perspective (teaching/training and creation) where I have maintained it: a celebration of language in all its forms, which eventually take the shape of an epic, an odyssey. .
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Paivandi, Saeed. "Les étudiants iraniens en France : le cas de l'Université de Paris VIII." Paris 8, 1991. http://www.theses.fr/1991PA081209.

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Astier, Frédéric Brossat Alain. "La philosophie orale de Gilles Deleuze et son rôle dans l'élaboration de son œuvre écrite." Saint-Denis : Université de Paris 8, 2009. http://www.bu.univ-paris8.fr/consult.php?url_these=theses/AstierThese.pdf.

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Astier, Frédéric. "La philosophie orale de Gilles Deleuze et son rôle dans l'élaboration de son œuvre écrite." Paris 8, 2007. http://www.theses.fr/2007PA082865.

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Les archives sonores des cours de Gilles Deleuze à l'Université de Paris 8, 1979-1987 (177 cours, 400 heures) nous transportent, auditeurs et lecteurs, entre les flux et reflux de paroles et les lignes des chapitres du philosophe. Le cours était le moment d'élaborer ou de perfectionner un concept, d'abord à partir d'une problématique abstraite, puis d'exemples concrets qui s'adressaient tant aux spécialistes des idées qu'aux "non philosophes". Un énoncé philosophique se répète d'un cours à l'autre et s'enrichit d'une multiplicité de références artistiques, politiques et scientifiques ; une anecdote agence un mode de vie personnel et une approche conceptuelle. Ces différents points de vue élaborent une expérimentation. Dans un même mouvement, un nouveau régime de la parole philosophique et une pédagogie s'inventent. Éloigné du discours de la philosophie académique, l'enseignement de Gilles Deleuze à Vincennes fait événement, produit une rencontre inédite, inaugure une pensée de la création et du virtuel. Sa philosophie orale constitue le préalable de ses livres et un laboratoire nécessaire pour un "affect du concept", selon un style dialogique. Elle se poursuit aujourd'hui en direction d'un "devenir auditeur" qui renoue ainsi avec la tradition orale, l'écriture créative, la transmission des notions philosophiques et la recherche universitaire vivante
The audiocassette recordings of Gilles Deleuze at the University of Paris 8, 1979-1987 (177 courses, 400 hours) transport us, his listeners and readers, in the ebb and flow of the words lines and chapters of the philosopher. His classes were the moment at which he could sharpen an idea or elaborate a concept out of an abstraction, then create concrete examples that would captivate and address specialists and non-philosophers alike. A philosophical notion repeated in class would enrich itself with a multitude of artistic, political, and scientific references; anecdotes shaped lifestyles as well as conceptual approaches. These various points of view led to a form of experimentation. In the same movement, a new philosophical vocabulary and a pedagogical approach were invented. Far from the academic philosophy, the teachings of Gilles Deleuze at Vincennes resulted in an unprecedented encounter, an inauguration of creative reasoning and the virtual. According to a dialogical style of teaching, his oral philosophy was a prerequisite to his books and a laboratory necessary to the unfolding of the "affect of the concept". Oral philosophy is followed today by the movement towards "become-listener" thus linking with oral tradition, creative writing, the transmission of philosophical notions and living university research
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Maric, Goran. "E-learning : situations et perspectives dans les universités françaises." Paris 13, 2011. http://scbd-sto.univ-paris13.fr/secure/ederasme_th_2011_maric.pdf.

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Cette thèse part du constat que le e-learning s'est, sous des formes diverses et en quelques années, largement diffusé au sein des universités traditionnelles françaises. Une première partie (analyse macro) nous conduit à nous interroger sur le lien entre cette forme nouvelle d'enseignement et les politiques gouvernementales ainsi que celles des universités traditionnelles : par quels compromis une innovation si importante a-t-elle pu se développer si rapidement ? En relation avec cette question, nous posons aussi celle de savoir s'il existe un e-learning à la française. Et si oui, quelles en sont les caractéristiques générales ? Une deuxième partie (analyse méso) nous conduit du côté des acteurs du e-learning. La recherche consiste alors à identifier les fondements économiques, institutionnels, pédagogiques et technologiques de leurs stratégies : entre souci de réduire les coûts et réalités structurelles, comment se situent-ils ? Dans une troisième partie (analyse micro), nous tentons une évaluation de quelques réalisations concrètes à partir de la question suivante : d'où vient que certaines formations en e-learning semblent avoir réussi à s'inscrire dans le paysage universitaire, tandis que d'autres n'y sont pas parvenues du tout ?
This thesis was thought from the report that the e-learning widely spread, under diverse forms and in some years, within the French traditional universities. Its first part (macro analysis) leads us to wonder about the link between this new way of teaching and the governmental policies, as well as those of the traditional universities: by what compromises was an innovation so important able to develop so quickly? In connection with this question, we also put that to know if there is a French-style e-learning. If yes, what are its general characteristics? The second part (méso analysis) drives us towards the actors of the e-learning. The search consists then in identifying the economic, institutional, educational and technological foundations of their strategies: between the concern of reducing costs and the structural realities, where do they stand? In the third part (micro analysis), we try an evaluation of some concrete realizations from the following question: how is it that certain e-learning formations seem to have managed to join the university landscape, whereas the others did not reach it at all?
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Salazar, Contreras Gabriel. "Le numérique et le virtuel et ses applications dans l'enseignement universitaire : conception et mise en oeuvre de la “Spécialisation en image numérique et réalité virtuelle” dans l'École nationale d'arts plastiques de l'Université nationale autonome du Mexique." Paris 8, 2008. http://www.theses.fr/2008PA083634.

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L'enseignement en Art Numérique est la résultante de l'arrivée des technologies de l'information qui ont transformé la réalité elle-même. Ce travail propose un Programme d'Études dont l’objectif est l’implantation d’une "Spécialisation en Image Numérique et Réalité Virtuelle" à l'École Nationale des Arts Plastiques de l'Université Nationale Autonome du Mexique. Pour l'élaboration des objectifs pédagogiques de ce programme, les plans d'étude du Département d'Art et Technologie de l'Image de l'Université de Paris 8 Vincennes Saint-Denis, France, ont servi de modèles. L’objectif pédagogique et scientifique est de former à la recherche et de dispenser aux étudiants des connaissances approfondies sur l’image numérique, fondées sur une double compétence artistique et technique. Comment ? En utilisant des logiciels de synthèse et d'animation 3D, de réalité virtuelle, de création de jeux, de multimédia, en réalisant des projets 3D: films d'animation, installations interactives, jeux vidéo, réalisation multimédia et sur réseau. Le développement de cette qualification dans son volet technologique ne saurait être séparé de la question artistique. Les aspects historiques et esthétiques de l'évolution de la technologie et des arts numériques seront aussi considérés, tout comme les Arts Plastiques dans leur rapport aux nouvelles technologies. Pour les fondements académiques du projet, des concepts ont été empruntés à l’ouvrage sur l’"Art Numérique" d'Edmond Couchot et de Norbert Hillaire et à "Introduction à la Créativité Artistique" de Juan Acha, qui présente sa pensée sur le processus d’apprentissage artistique en Amérique Latine. Cette thèse propose d’apporter des solutions permettant de couvrir les besoins éducatifs en Art Numérique de l'Université mexicaine
Because of the upsurge of the New Technologies (ITC), it became necessary to introduce a teaching in Numeric Art. My thesis described the guidelines of a research program which target is the introduction of a Speciality in Numeric Image and Virtual Reality at the National School of Plastic Arts included in the National University of Mexico. To reach the educational goals of this program, we used as model the guidelines of research of the Department of Art and Technology in the area of the Image at the University of Paris 8, Vincennes Saint-Denis, France. The both educational and scientific target is to train in research the students but also in detailed knowledge in numeric picture based on artistic and technical skills. How is it functioning? At first, it is possible to use a computer-generated image software and an animation 3D software for virtual reality, games and multimedia; and secondly in creating 3D projects: movies, interactive installations, video games, network and multimedia works. It is essential to heavily link the technical aspects to the artistic issues. The historical and aesthetic aspects concerning the evolution of the technology and the numeric arts will be considered while understanding the development of plastic arts facing to the new technologies. The main concepts of the project are described in many books such as “L’art Numérique” in French of Edmond Couchot and Norbert Hillaire and “Introduction à la Créativité Artistique” of Juan Acha. In this last book, he developed his main ideas on the process of artistic learning by doing in Latin America. Our work has the target to bring solutions to cover the educational needs in the area of numeric art of the Mexican university
La enseñanza del arte digital es el resultado de la llegada de las tecnologías de la información que transformaron la realidad. Este trabajo es una propuesta de un programa de estudios para implementar "la especialización en imagen digital y realidad virtual" en la Escuela Nacional de Artes Plásticas de la Universidad Nacional Autónoma de México. Para la elaboración de los objetivos pedagógicos de este programa, sirvieron de modelos los planes de estudio del Departamento de Arte y Tecnología de la Imagen de la Universidad de París 8 Vincennes Saint-Denis, Francia. El objetivo pedagógico y científico consiste en formar y dar a los estudiantes conocimientos profundos sobre la imagen digital basados en una doble competencia artística y técnica. Para realizar proyectos 3D: películas de animación, instalaciones interactivas, juegos de vídeo, realización multimedia y en la red. Esta compentencia a nivel tecnológico no esta separada de la cuestión artistíca, de los aspectos históricos y estéticos de la evolución de la tecnología y las artes numéricas, de la artes plásticas ante las nuevas tecnologías. Para los fundamentos académicos del proyecto, se tomaron algunos conceptos del libro "Arte Digital" de Edmond Couchot y Norbert Hillaire y de "Introducción a la Creatividad Artística" de Juan Acha, quien presenta su pasamiento sobre el proceso de aprendizaje artístico en América Latina. Esta tesis propone cubrir la necesidades educativas de arte digital de la universidad mexicana
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Desvignes, Arnaud. "Vers l’autonomie des universités en France. Les acteurs universitaires, politiques et syndicaux face à la réforme (1968-1984)." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040219.

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Le premier objectif de cette thèse est de réfléchir aux conditions de la genèse des grandes réformes universitaires à travers l’étude de la loi Faure de 1968 et de la loi Savary de 1984. Il s’agit d’essayer d’évaluer les rôles des différents acteurs, selon leur fonction et leur mode de pensée, dans le cadre du processus d’élaboration de la réforme. L’autre ambition assignée à ce travail est de tenter d’évaluer le degré d’application de la loi Faure de 1968 dans les universités. Une telle étude revêt une importance toute particulière dans la mesure où les historiens ont montré que cette loi est la première qui offre les moyens aux universités de devenir autonomes. Jusqu’à cette date, et malgré les réformes républicaines de la fin du XIXe siècle, l’enseignement supérieur français est resté tributaire de la « tyrannie des facultés » instituée par Napoléon en 1808. Nous avons donc cherché à évaluer le degré d’autonomie dont disposent les universités au lendemain de la loi de 1968 dans les domaines des diplômes, des finances et de la participation. Les sources autorisant la conduite d’une telle analyse sont très variées : dossiers des ministres en charge des universités, archives de l’Élysée, de différents rectorats, transcriptions des débats tenus à l’Assemblée nationale et au Sénat, rapport des commissions parlementaires, témoignages oraux a posteriori, etc... Pour ce qui concerne les sources émanant des universités, nous avons axé nos recherches sur les archives relatives à trois établissements : Paris VII, Rennes I et l’université de Picardie
Our project strives for pondering the conditions for gradually implementing self-governance in the French universities. From this point of view however, the time frame spanning 1968 to 1984 is apparently a great opportunity for reflection. In fact the laws advocated by the Ministers Faure and Savary can be considered as the first steps towards practical autonomy of the universities.. History shows abundantly that despite republican reforms passed by the end of the 19th century, until 1968 the French higher education systems remained dependent on the “Colleges’ tyranny” established by Napoleon in 1808. A description of the French education system before 1968 will shed light on the administrative burdens on the universities, which may have aroused a willingness to change in some individuals. But in most cases, a reform derives from a trade-off whose origin may be tracked by historians. For such a quest, the sources of information flow from politicians of the time, or from their assistants, from academics or from teachers unions: proceedings of the Parliament or the Senate, reports from ministerial staffs, university bodies, ex post facto oral evidence etc…Confronting the material should allow one to gauge the part played in the reform preparation process by the various stakeholders, according to their function and mindset
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Bellot, Laurence. "La maison pompéienne de SAI le prince Napoléon : Alfred-Nicolas Normand architecte : 18 avenue Montaigne Paris VIII, 1855-1891 : inventaire photographique /." Paris : L. Bellot, 1998. http://catalogue.bnf.fr/ark:/12148/cb37068112s.

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Alibert, Jean-Louis. "Dissertation sur les fièvres pernicieuses, ou ataxiques intermittentes présentée et soutenue à l'Ecole de Médecine de Paris, le 28 Brumaire an VIII /." Paris : BIUM, 2003. http://www.bium.univ-paris5.fr/histmed/medica/cote?TPAR1799x014.

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"Mise en place d'un circuit de traitement des dons au service Commun de la Documentation de l'Université Paris-8 /." Villeurbanne : ENSSIB, 2001. http://www.enssib.fr/bibliotheque/documents/dcb/M-2001-PRO-09-web.pdf.

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Rapport de projet (DCB) : Ecole nationale supérieure des sciences de l'information et des bibliothèques : Villeurbanne (France) : 2001.
DCB = Diplôme de Conservateur de Bibliothèque. Notes bibliogr.
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Books on the topic "Université de Paris VIII"

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Jean-Michel, Djian, ed. Vincennes: Une aventure de la pensée critique. [Paris]: Flammarion, 2009.

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1947-, Hess Rémi, and Lapassade Georges, eds. L' université en transe. Paris: Syros, 1987.

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éd, Clément Bruno, and Escola Marc éd, eds. Le malentendu: Généalogie du geste herméneutique : actes du colloque, Paris, la Sorbonne et Saint-Denis, Université de Paris VIII, février 2002. Saint-Denis: Presses universitaires de Vincennes, 2003.

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Bruno, Drweski, ed. Octobre 1917: Causes, impact, prolongements : Colloque international, Espaces Marx, Université Paris VIII, 14-16 novembre 1997. Paris: Presses universitaires de France, 1999.

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1939-, Arzalier Francis, Suret-Canale Jean, Association française d'amitié et de solidarité avec les peuples d'Afrique., and Colloque "Madagascar 1947" (1997 : Université Paris VIII-Saint-Denis), eds. Madagascar 1947: La tragédie oubliée : colloque AFASPA des 9-11 octobre 1997, Université Paris VIII-Saint Denis : actes. Pantin: Temps des cerises, 1999.

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Le phénomène institutionnel international dans tous ses états: Transformation, déformation ou reformation? : actes du colloque, Université de Cergy-Pontoise et Université de Paris VIII. Paris: Pedone, 2014.

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Andre, Tuilier, and Universite de Paris, eds. L' Universite de Paris, la Sorbonne et la re volution. Paris: Publications de la Sorbonne, 1989.

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Les 40 ans du Laboratoire de changement social. Paris: L'Harmattan, 2013.

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Universités dans la ville: Università in città = Universities in the city. Bruxelles: AAM Editions, 2009.

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Hamit, Abdoulhadi. La piste du commerce transsaharien Tripoli-Lac Tchad: Étude d'anthropologie économique et historique, thèse de doctorat en anthropologie, Université de Paris VIII-Vincennes, UFR territoires, économies, sociétés, Département d'anthropologie et sociologie du politique, juin 1998. Villeneuve d'Ascq: Presses universitaires du Septentrion, 2001.

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Book chapters on the topic "Université de Paris VIII"

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Lanigan, Richard L. "Thomas D’Aquin and the Semiotic Phenomenology of Discourse at the Universite de Paris." In Semiotics, 61–70. Semiotic Society of America, 1991. http://dx.doi.org/10.5840/cpsem199141.

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"Chapter VIII. The British Colony In Paris." In Paris in 1789-94, 324–63. Piscataway, NJ, USA: Gorgias Press, 2011. http://dx.doi.org/10.31826/9781463228354-011.

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"VIII. MONEY AND POLITICS." In Napoleon III and the Rebuilding of Paris, 174–209. Princeton University Press, 2019. http://dx.doi.org/10.1515/9780691196732-010.

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Braddon, Mary Elizabeth. "Chapter VIII." In Aurora Floyd. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199555161.003.0009.

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John Mellish grew weary of the great city of Paris. Better love, and contentment, and a crust in a mansarde, than stalled oxen or other costly food in the loftiest saloons au premier,* with the most obsequious waiters...
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Zola, Émile. "Chapter VIII." In Money. Oxford University Press, 2014. http://dx.doi.org/10.1093/owc/9780199608379.003.0009.

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It was on 1 April that the Universal Exhibition of 1867 opened,* with great celebrations and ostentatious splendour. It was the start of the grand season of the Empire, a season of supreme festivity that would turn Paris into the hostelry of...
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Nevitt, Turner, and Brian Davies. "Quodlibet VII." In Thomas Aquinas's Quodlibetal Questions, 1–51. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190069520.003.0001.

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This chapter presents Thomas Aquinas’s Quodlibet XI, which dates from the first time that Aquinas functioned as a master of theology at the University of Paris. It contains Aquinas’s answers to questions about God, angels, and human beings. Specifically, it deals with: God’s infinity; God’s knowledge; God’s predestination; angels: Do they move in an instant?; the human soul: Are the sensitive and intellective soul one and the same substance?; the human body: Will the numerically same body rise again?; the sacrament of confirmation; the sacrament of the Eucharist; the sacrament of marriage; and fraternal correction.
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Reid, Donald. "Chapitre VIII. Désordre à la surface, ordre souterrain." In Égouts et égoutiers de Paris, 141–59. Presses universitaires de Rennes, 2014. http://dx.doi.org/10.4000/books.pur.49352.

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"I. Die Italienfrage im Spannungsfeld von Herrschaftsbildung und Kunstpatronage: Von Karl VIII. bis Ludwig XIV." In Paris und Rom, 1–50. Akademie Verlag, 2004. http://dx.doi.org/10.1524/9783050082134.1.

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Jakobowicz, Nathalie. "Chapitre VIII. Production de l’identité ouvrière par le journal." In 1830, le peuple de Paris, 257–78. Presses universitaires de Rennes, 2009. http://dx.doi.org/10.4000/books.pur.100245.

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Nagaï, Nobuhito. "Chapitre VIII. Enracinement local." In Les conseillers municipaux de Paris sous la Troisième République (1871-1914), 209–26. Éditions de la Sorbonne, 2002. http://dx.doi.org/10.4000/books.psorbonne.1323.

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Conference papers on the topic "Université de Paris VIII"

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Perez, Joaquin, Adrian Suarez, Jose Torres, Miguel Garcia Pineda, Antonio Soriano Asensi, Raimundo Garcia Olcina, Santiago Felici Castell, Pedro Antonio Martinez, Andrea Amaro, and Abraham Menéndez. "{Análisis del aprendizaje práctico mediante plataformas profesionales ópticas y de radio en base a proyectos en el grado en ingeniería electrónica de telecomunicaciones de la Universitat de València." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15824.

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El uso de herramientas didácticas que permita emular tareas que el alumnado puede llevar a cabo en sus futuras profesiones, suele ser un elemento motivador. Por ello, puede resultar interesante incorporar nuevos métodos de enseñanza más cercanos a la labor profesional de la Ingeniería. Una de las salidas profesionales más habituales para las titulaciones de Ingeniería en Telecomunicaciones o Electrónica está relacionada las comunicaciones, su diseño y su gestión. La combinación de sesiones prácticas cercanas, con una metodología basada en proyectos (ABP) y una implementación en diferentes niveles del grado de GIET de la ETSE-UV ha permitido analizar el impacto en la motivación y la dedicación del alumnado. La propuesta innovadora radica en la propia ABP, la flexibilidad en la dedicación, la evaluación formativa y por pares y su desarrollo a lo largo de 3 cuatrimestres con contextos sociales que han cambiado radicalmente la docencia previa. Los resultados muestran que la introducción de estas innovaciones mejora la dedicación y motivación de los 3 grupos de alumnos estudiados. Y que la aplicación de conceptos ópticos es un objeto de valor motivador como se muestra en el aumento neto en las dimensiones de satisfacción, dedicación y motivación para el último grupo comparado con el primero. Se observan incrementos de las valoraciones de la innovación en todos las dimensiones evaluadas de 15-20 %.
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Belda-Miquel, Sergio, Ana Vázquez-Cañete, Elena Mut-Montalvà, and Enric Sigalat-Signes. "Implicaciones de la ética del cuidado para la supervisión del TFG en Trabajo Social: hacia una mirada transformadora de la sostenibilidad." In IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15836.

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Como en otras áreas, la sostenibilidad está atrayendo cada vez más atención en el campo de la enseñanza del trabajo social. Sin embargo, varias voces consideran que se necesita una perspectiva más radical de la sostenibilidad que la se pueda inspirar únicamente en la Agenda 2030. En este contexto, la investigación e innovación llevadas a cabo tratan de explorar el potencial e implaciones de la ética del cuidado para adoptar una perspectiva más transformadora de la sostenibilidad. Para ello, se propone un marco basado en ideas clave de la ética del cuidado que pueda ser relevante para explorar las implicaciones en la enseñanza del trabajo social. A continuación, se explora el caso de los estudios de trabajo social en la Universitat de València. Concretamente, se aborda cómo la ética del cuidado puede ser adoptada o está siendo ya adoptada en la supervisión del Trabajo Final de Grado (TFG). Esta exploración se basa en la perspectiva de expertas y de profesorado del Departamento de Trabajo Social. Los resultados sugieren que adoptar una ética del cuidado en la enseñanza del trabajo social puede tener implicaciones en distintos aspectos, del compromiso político y la construcción de identidades a las relaciones con los pares, con el profesorado, la comunidad y el entorno natural.
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Haeri, Navid, and Brian A. Cornah. "Repercussion of Autofrettage on the Fatigue Crack Growth in the Vicinity of Catalyst Entry Opening for Polyethylene Autoclave Reactor." In ASME 2015 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/pvp2015-45402.

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Background. The authors conducted a study to analyse the impact of autofrettage practice on the fatigue crack growth in the vicinity of the catalyst entry nozzle in a MK.15 ICI LDPE autoclave reactor. Methods. The authors created 3-D finite element models of the quadrant of the opening. Elastic-plastic analysis was carried out to evaluate the residual stresses from the autofrettage which were then used as an input to the fracture mechanics analysis. Linear Elastic Fracture Mechanics (LEFM) methodology was then deployed associating a Radial Direction, Quarter-Circular Corner Crack pattern as per API 579/ASME VIII Div.3 for the purpose of calculating the crack tip stress intensity. A number of hypothetical pressure cycles were considered in order to calculate the crack growth rate as per ASME Div.3 (Paris’ Law) both with and without residual stresses from autofrettage analysis. Results. The study results showed the change in the crack behaviour as a result of adding the autofrettage residual stresses onto the model and discussed the implications of such a practice on the design life for autoclave reactors.
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Sifford, Curtis, and Ali Shirani. "Fracture Mechanics Fatigue Evaluation of a Flowline Clamp Connector Using Finite Element Modeling of a Crack." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-85164.

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This paper presents the application of the rules from ASME Section VIII, Division 3 of the ASME Boiler and Pressure Vessel Code for a fracture mechanics evaluation to determine the damage tolerance and fatigue life of a flowline clamp connector. The guidelines from API 579-1 / ASME FFS-1 Fitness-For-Service for the stress analysis of a crack-like flaw have been considered for this assessment. The crack tip is modeled using a refined mesh around the crack tip that is referred to as a focused mesh approach in API 579-1 / ASME FFS-1. The driving force method is used as an alternative to the failure assessment diagram method to account for the influence of crack tip plasticity. The J integral is determined using elastic-plastic finite element analysis and converted to an equivalent stress intensity factor to be compared to the fracture toughness of the material. The fatigue life is calculated using the Paris Law equation and the stress intensity factor calculated from the finite element analysis. The allowable number of design cycles is determined using the safety factors required from Division 3 of the ASME Pressure Vessel Code.
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Sifford, Curtis, and Ali Shirani. "Fracture Mechanics Fatigue Evaluation of a Flowline Clamp Connector Using Finite Element Modeling of a Crack." In ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-94077.

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Abstract This paper presents the application of the rules from ASME Section VIII, Division 3 of the ASME Boiler and Pressure Vessel Code for a fracture mechanics evaluation to determine the damage tolerance and fatigue life of a flowline clamp connector. The guidelines from API 579-1 / ASME FFS-1 Fitness-For-Service for the stress analysis of a crack-like flaw have been considered for this assessment. The crack tip is modeled using a refined mesh around the crack tip that is referred to as a focused mesh approach in API 579-1 / ASME FFS-1. The driving force method is used as an alternative to the failure assessment diagram method to account for the influence of crack tip plasticity. The J integral is determined using elastic-plastic finite element analysis and converted to an equivalent stress intensity factor to be compared to the fracture toughness of the material. The fatigue life is calculated using the Paris Law equation and the stress intensity factor calculated from the finite element analysis. The allowable number of design cycles is determined using the safety factors required from Division 3 of the ASME Pressure Vessel Code.
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Reports on the topic "Université de Paris VIII"

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Finch, C. (Collaboration with the Institut de Physique Nucleaire, Universite de Paris Sud, on use of skull melting techniques to grow ZrO/sub 2/ crystals doped with divalent ions, Orsay, France, March 2--6, 1989): Foreign trip report. Office of Scientific and Technical Information (OSTI), July 1989. http://dx.doi.org/10.2172/5820741.

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