1,721,033 research outputs found
L’institution scolaire a-t-elle les moyens d’agir contre la violence à l’école ?
No full textThe present research aimed to study the importance that can have the functioning of the academic institutions on representing violence as it is experienced by the individuals (pupils and professionals). 26 secondary schools from the Département du Nord (province in the north of France) participated in the study. 3 192 pupils and 361 staff members were so questioned. The data collected have allowed us to understand thinking and action patterns of pupils and institutions ; they were linked to a set of factors which are usually used to explain the occurrences of violence. Then, the most explanatory factors of the representing school violence were based on the cross-examination of those data. Results show that the institutional factor is crucial to the spotting of violence. Moreover, they enhance a singular functioning of the academic institutions involved, one that could hamper their struggle against violence.La recherche porte sur l’importance que peut avoir le mode de fonctionnement institutionnel sur le niveau de violence ressentie par les différents acteurs (élèves et professionnels) au sein d’une structure scolaire. 26 collèges publics français du département du Nord ont participé à l’étude. 3 192 élèves et 361 membres du personnel ont ainsi été interrogés. Les données obtenues permettent d’appréhender les modes de pensée et d’agir des élèves et des institutions ; elles ont été associées à un ensemble de facteurs habituellement utilisés pour tenter d’expliquer les phénomènes de violence. Le croisement de ces données a alors permis de dégager les facteurs susceptibles d’être les plus explicatifs du niveau de violence d’un établissement scolaire. Les résultats montrent que le fonctionnement institutionnel est déterminant dans le repérage de la violence. De plus, ils mettent en évidence un fonctionnement singulier et commun des institutions scolaires interrogées qui est susceptible de les fragiliser dans leur lutte contre la violence.Joing Isabelle, Lorgnier Nicolas, Mikulovic Jacques, Bui-Xuan Gilles. L’institution scolaire a-t-elle les moyens d’agir contre la violence à l’école ?. In: Spiral-E. Revue de recherches en éducation, supplément électronique au n°45, 2010. Supplément au n° 45 : Pédagogie alternatives. Quelles définitions, quels enjeux, quelles réalités ? pp. 3-22
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
The impact of both's teacher's pedagogy and family environment over the child's physical life : a conative approach of health education for primary school teachers
No full textCette recherche a pour objet de mesurer l'impact de la pédagogie de l'enseignant et celui du milieu familial sur la vie physique de l'élève, afin de repérer des modalités d'intervention en éducation à la santé notamment par la mobilisation de l'EPS. L'originalité de ce travail est d'appréhender la domination d'une influence sur une autre, conscient que l'enfant est au carrefour de nombre d'entres elles. Le cadre conceptuel repose sur l'approche conative (ce qui pousse à agir) et la construction d'un curriculum conatif en éducation à la santé comme référentiel des analyses et interprétations. À partir d'un observable identifié (le recours aux projets pluridisciplinaires en éducation à la santé, incluant l'EPS), qui caractérise l'appartenance aux étapes élevées du curriculum, nous montrons que l'influence du professeur est limitée dans le cas où ses élèves sont issus de familles totalement non sportives, ou extrêmement sportives. En revanche, pour les jeunes issus de familles modérément sportives, en fonction de l'étape conative dans laquelle se situe le professeur, on constate que son impact est directement quantifiable en termes de développement de la vie physique des élèves. Le développement de la vie physique est l'une des nombreuses composantes de l'éducation à la santé que nous avons retenue dans cette recherche. Cette thèse amène donc l'enseignant à réfléchir, situer et proposer des actions à mettre en \u9dœuvre pour toucher efficacement les familles plutôt insensibles à l'éducation à la santé. Elle permet également d'observer des pratiques efficaces auprès d'un public modérément sportif.This research aims to measure the impact of both teacher's pedagogy and family environment over the student physical life, in order to find some means of action in terms of health education, especially through the use of sports at school. The originality of this research lies in the apprehension of the domination of one given influence on another one, keeping in mind that the child is at the crossroad of many of them. The conceptual framework is based on the conative approach (what makes you act) and the construction of a conative curriculum in the field of health education as a system of reference of the analyses and interpretations. Starting from a defined observable phenomenon (the use of health education multidisciplinary projects, includind sports at school), which is a feature of the final steps of the curriculum, we prove that the influence of the teacher is limited when his students come from either non-athletic families or extremely athletic families. On the other hand, for young people coming from moderately athletic families, and depending on the current teacher's conative step, we note that his impact is directly quantifiable in terms of development of the physical life of the students. The development of the physical life is one of the numerous components of the health education that we have chosen during this research. This thesis invites the teacher to think, place, and propose some actions to implement in order to effectively reach families that are rather insensible to health education. It also gives the opportunity to examine some effective practices towards a moderately sporting audience
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Social representations of the education of children with disabilities in the Burundian educational environment : from the words of decision-makers in education policy and teachers
No full textCette thèse avait pour objectif d’étudier les représentations sociales des acteurs du système éducatif burundais et ainsi dégager les divergences qui se dressent à propos de la scolarisation des enfants en situation de handicap (ESH). L’idée de ce thème a émergé à la suite de la nouvelle politique d’éducation inclusive au Burundi nécessitant que les enseignants se préparent à l’accueil de ces enfants à besoins particuliers. Pour notre étude, nous avons retenu la théorie des représentations sociales de Moscovici pour analyser la position des enquêtés au sujet de l’éducation inclusive. Trois études ont été menées dont deux, par questionnaire, auprès de 138 enseignants ordinaires et de 64 enseignants spécialisés. Une troisième était une étude issue des entretiens menés auprès de 7 responsables du système éducatif burundais, et un expert en éducation inclusive qui est pris comme une personne ressource. Pour les deux premières études, nous avons utilisé le logiciel SPSS pour le traitement des données. Pour la troisième, nous avons fait l’analyse du contenu. A travers les résultats de ces études, la majorité d’enseignants des écoles ordinaires se sont montrés non-favorables à l’accueil de tous les enfants en situation de handicap dans leurs classes ordinaires. De même, ceux des centres spécialisés ont exprimé les mêmes représentations face à la scolarisation des ESH dans les écoles ordinaires. Pour eux, tous les ESH ne peuvent pas apprendre au sein des écoles ordinaires car les enseignants de ces écoles ne sont pas encore préparés pour les accueillir et les accompagner. La troisième étude complémentaire a apporté les mêmes résultats. Néanmoins, quelques divergences sont apparues. Pour les interviewés, certains ESH peuvent apprendre dans les écoles ordinaires et d’autres, dont le handicap est profond, doivent évoluer dans des institutions spécialisées. Ils estiment qu’il y a encore des actions à mener pour pouvoir scolariser tous les ESH en milieu ordinaire. Pour toutes ces études, quelques catégories d’ESH ne pouvant pas être accueillis au sein des écoles ordinaires ont été identifiées.The purpose of this thesis was to study the social representations of the actors in the Burundian education system and thus to identify the divergences that arise with regard to the schooling of children with disabilities (CWD). It emerged as a result of the new policy of inclusive education in Burundi, which requires ordinary teachers to prepare themselves to receive these children with special needs. For our study, we used Moscovici's theory of social representations to analyze the position of respondents on the subject of inclusive education. Three studies were conducted, two of which were questionnaire studies of 138 regular teachers and 64 special education teachers. A third was a study based on interviews with 7 Burundian education officials and an expert in inclusive education who is considered a resource person. For the first two studies, we used SPSS software to process the data. For the third study, we conducted a content analysis. According to the results of these studies, the majority of teachers in ordinary schools were not in favor of accepting all children with disabilities in their ordinary classes. Likewise, those in specialized centers expressed the same views about the enrollment of CWD in regular schools. For them, not all children with disabilities can learn in regular schools because the teachers in these schools are not yet prepared to welcome and accompany them. The third complementary study brought almost the same results. Nevertheless, some discrepancies appeared. According to the interviewees, some CWD can learn in ordinary schools and others with a profound disability must evolve in specialized institutions. They felt that there was still work to be done in order to be able to educate all CWD in a regular environment. For all these studies, a few categories of CWD that cannot be accommodated in regular schools were identified
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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