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Analyse micro-architecturale du développement de la marche bipède chez le jeune enfant
No full textLors du développement normal des jeunes enfants des populations actuelles, une marche bipède autonome (MBA) s’acquiert entre les âges de 9 et 18 mois. L’acquisition de cette étape clé du développement psychomoteur montre une variabilité dans les rythmes de sa mise en place qui est, pour une part importante, définie culturellement. Elle est précédée par la mise en place de stratégies alternatives de déplacement, comme la quadrupédie, et entraîne de nombreux changements cinétiques, cinématiques et anatomiques. Il est connu depuis longtemps que la microarchitecture de l’os trabéculaire (MAOT) répond aux changements biomécaniques. De plus, la métaphyse distale du radius, composante de l’articulation du poignet, est fortement sollicitée pendant le développement de la MBA, notamment pendant la période quadrupède. L’hypothèse est faite que la MAOT présente des variations directement liées à la mise en place de la MBA. Ainsi, huit métaphyses distales de radius d’enfants sains âgés de 0 à 3 ans, provenant de la collection de référence de Bologne, ont été microscannées à une résolution de 10,7 μm. L’analyse de ces images a permis de mesurer la fraction volumique osseuse (BV/TV), l’épaisseur, l’espacement et le facteur ellipsoïde trabéculaire (Tb.Th, Tb.Sp et Tb.EF) et d’extraire des cartes 3D de la répartition de l’os trabéculaire. Les résultats obtenus mettent en évidence des modifications importantes de la structure de l’os trabéculaire et de sa répartition entre 7 et 15 mois, période à laquelle quadrupédie et bipédie se succèdent. Ils permettent alors d’identifier comment la MAOT s’adapte aux changements biomécaniques propres à l’utilisation du poignet pendant cette transition locomotrice. L’analyse microarchitecturale de l’acquisition de la MBA donne ainsi d’importantes informations quant aux rythmes du développement des enfants, qui en termes évolutifs, permettraient de comprendre le développement psychomoteur dans les populations du passé et autorisent un lien direct entre biologie et culture
El derecho del trabajador a rehusar la prestación de trabajo en caso de riesgo inminente: una mirada al plexo normativo regional e internacional
No full textRapid Research Review into Civic Socialisation Amongst Pre-Secondary School Age Children
Get PDFThis rapid research review offers oversight of key evidence-based literature exploring civic socialisation amongst pre-secondary school aged children. The dominant themes within this literature suggest that whilst the periods of early and middle childhood are fundamentally important to the civic socialisation of individuals, they are largely overlooked by research, policy and practice, creating a significant gap in our understanding about individuals’ civic journey throughout the life-course.
Drawing on some of the emerging research within the UK and beyond we can begin to consider the opportunities and barriers to civic socialisation for pre-secondary aged children. The existing evidence base tells us the civic socialisation of infant and primary school aged children is key both as citizens of today and as future adult citizens. We know increased pro-active civic engagement at a young age leads to propensity to engage in pro-civic behaviours when older, for example social action, volunteering, charitable giving, philanthropy, and democratic participation. However, the research also points to different approaches having greater impact at different stages. For example, storytelling, role-playing and practicing ‘civic-ness’ in everyday life (such as shared decision-making, critical questioning and thinking, sharing of resources, etc.) within the early and infant years help younger children develop vital political and civil literacies. Whereas experiential, participative, child-led, action-based learning, underpinned by critical thinking and discussions within middle childhood is shown to help children develop as social and political actors within a real-world context.
Although there is some evidence to suggest individual experiential, child-led structured programmes in social action and civic learning are impactful, there is a lack of broader qualitative, quantitative and longitudinal data to draw more conclusive assessment at this point, especially within a UK context. Nonetheless, emerging data suggests, that unlike adolescents who have had wider scale programmes such as the #iwill campaign and National Citizens Service, opportunities for children’s engagement in civic learning are uncoordinated, unequal and commonly not rooted in evidence-based practice, with children from lower socio-economic areas experiencing fewer opportunities for civic engagement. There is also a significant gap in knowledge concerning programmes and initiatives which connect and cohere as children pass through infant and primary school into secondary education, alongside a lack of understanding about the impact of digital technologies on civic engagement.
In conclusion, this review suggest that young children’s civic socialisation should become a research,policy and practice priority
Walking with Ghosts
Get PDFWalking with Ghosts was an original multimedia, immersive artwork and programme of 8 walkshops, interweaving past and present to explore the impact of war on Folkestone over the last 100 years. The whole programme took place over 84 hours: from 11am on Friday 11 November to 11pm on Monday 14 November. Working with our partners at Palm Deaf, British Sign Language and subtitles were embedded throughout the artwork.
Walking with Ghosts was the result of collaboration between numerous artists, community members and schools. It was the first commission from the IWM14-18 NOW Legacy Fund (a national programme of 22 artist commissions inspired by the heritage of conflict) to go live. It reached audiences of around 20,000 people over 84 hours in person, as well as thousands through profile on BBC One's The One Show, BBC SE Today, BBC Radio Kent, and ITV Meridian
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