Characterizing the mechanical parameters of forward and backward falls as experienced in snowboarding     

Kai-Uwe Schmitt  Diana Wider  Frank I. Michel  Othmar Brügger  Hans Gerber  Jachen Denoth 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(1):57-72

Wrist injuries are frequently observed after falls in snowboarding. In this study, laboratory experiments mimicking forward and backward falls were analysed. In six different falling scenarios, participants self-initiated falls from a static initial position. Eighteen volunteers conducted a total of 741 trials. Measurements were taken for basic parameters describing the kinematics as well as the biomechanical loading during impact, such as impact force, impact acceleration, and velocity. The effective mass affecting the wrist in a fall also was determined. The elbow angle at impact showed a more extended arm in backward falls compared to forward falls, whereas the wrist angle at impact remained similar in forward and backward falls. The study results suggest a new performance standard for wrist guards, indicating the following parameters to characterize an impact: an effective mass acting on one wrist of 3–5 kg, an impact angle of 75° of the forearm relative to the ground, and an impact velocity of 3 m/s.  相似文献   

Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care     

Katrien Van Laere  Michel Vandenbroeck  Griet Roets  Jan Peeters 《Gender and education》2014,26(3):232-245

Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.  相似文献   

Impact des formulations sur la résolution de problèmes additifs chez l’enfant de 6 a 10 ans     

Michel Fayol  Hervé Abdi 《European Journal of Psychology of Education - EJPE》1986,1(1):41-58

An experiment was carried out concerning arithmetical problem solving in children. Three between sujects variables were manipulated. All problems followed the same underlying pattern with an initial state (Ei), two additive transformations (T1 and T2), and a final state (Ef); yet the unknown state concerned either Ef (S1 problems) or Ei (S2 problems). The order of introducing the transformations was counterbalanced: either state first (O1 order) or transformations first (O2). Finally, the question was located either at the end of the problem (Q1) or at its beginning (Q2). One hundred and ninety two subjects (64 six, eight, and ten year-olds) were submitted to 8 different problems of the same type. The difficulties of the numerical series were tentatively controlled on an atempt to render the computations roughly «proportional» to ages. Quantitative and qualitative analysis were conducted. Results show that: a) Problems with final state unknown (S1) are solved more easily and early, whereas problems with initial state unknown (S2) are better solved as the children grow older. b) Introducing the transformations first (O2) and placing the question at the beginning of the problem-text (Q2) yields better performances c) The procedures used to solve the problems are clearly dependant on the wording of the problems. An interpretation is proposed which takes in account both the knowledge available in L.T.M. and the limitations of working memory.  相似文献   

Native Mexican Parents’ Beliefs About Children’s Literacy and Language Development: A Mixed-Methods Study     

Jorge E. Gonzalez  Alain Bengochea  Laura Justice  Gloria Yeomans-Maldonado  Anita McCormick 《Early education and development》2019,30(2):259-279

Research Findings. This study examined Mexican caretaker roles, beliefs, and practices around their child’s language and literacy development. Twenty-six parents in three preschools representing three socioeconomic strata located in Querétaro City, México completed questionnaires and participated in focus groups. We used convergent parallel mixed methods to analyze and compare parent questionnaire quantitative data and qualitative focus group data with a grounded theory approach to identify focus group discussion themes. Four themes were emerged: (a) Goals and expectations regarding reading and socioemotional development, (b) Perceptions and beliefs about children’s oral and written language, (c) Caretaker’s perceived role in children’s language and literacy development, and (d) Home and community learning-related resources and practices. Findings highlighted that Mexican parents highly value supporting their children’s education both socioemotionally and through engagement in literacy routines—evidence of duality in the educacíón value among native Mexican families. These literacy routines were complementary and responsive to teacher classroom instruction. Practice or Policy. Understanding how Latino families instantiate literacy practices to respond to American schooling expectations may be a way to address home-school discontinuities that often reflect lack of familiarity with the U.S. educational system.  相似文献   

Subsidization of higher education versus expansion of primary enrollments: What can a shift of resources achieve in Sub-Saharan Africa?     

Alain Mingat  Jee Peng Tan 《International Journal of Educational Development》1985,5(4):259-268

In many LDCs today, the distribution of public resources for education tends to be inefficient and inequitable in that subsidization often increases rather than decreases with the level of education. To improve efficiency and equity, a shift of resources from higher to primary education should therefore be considered. Such a shift would obviously imply an increase in the private cost of higher education, but its effect could be mitigated through a loan scheme. In this paper, our main purpose is to show what a cut in subsidies to higher education can achieve in terms of expanding primary enrollments. The results show that although the outcome differs from country to country, such a cut would permit a sizable increase in primary enrollments in Sub-Saharan Africa, and especially in Francophone countries. Despite its effectiveness, however, reduction in higher education subsidies alone is unlikely to overcome all the obstacles faced by the poorest countries to attaining universal primary education. Our results only argue that it should be considered as part of the policy package directed towards this goal.  相似文献   

High School Dropout in Proximal Context: The Triggering Role of Stressful Life Events          下载免费PDF全文

Véronique Dupéré  Eric Dion  Tama Leventhal  Isabelle Archambault  Robert Crosnoe  Michel Janosz 《Child development》2018,89(2):e107-e122

Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; M_age = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice.  相似文献   

An Attempt to Model the Teacher’S Action in the Mathematics Class     

Gérard Sensevy  Maria-Luisa Schubauer-Leoni  Alain Mercier  Florence Ligozat  Gérard Perrot 《Educational Studies in Mathematics》2005,59(1-3):153-181

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L'enseignement d'une langue (non-maternelle ou maternelle) aux apprenants en difficulté et aux enfants issus de milieux socialement défavorisés     

Michel Wambach 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(2):175-190

Résumé Les statistiques officielles révèlent des taux importants d'échec scolaire à l'école fondamentale belge notamment chez les enfants issus de milieux socialement défavorisés francophones ou étrangers. D'autre part, le pourcentage d'analphabètes adultes est en hausse. Ces situations relèvent d'une cause commune: la méthodologie de la langue maternelle à l'école et l'approche de l'écrit en particulier. Après avoir défini l'objectif psychologique d'un cours de langue, l'étude présentée propose une méthodologie, synthèse des courants psycho-pédagogiques, linguistiques et (neuro) biologiques actuels. Les données de ces recherches ont permis de vérifier les hypothèses de travail élaborées et corrigées pendant les vingt dernières années. Une place importante dans la méthodologie préconisée est occupée par la libération de la parole. Cette étape initiale accroît et renforce les dispositions créatives chez l'enfant et préparent les activités langagières proprement dites. Celles-ci amènent l'enfant à une facilité de communication et un apprentissage fonctionnel de la langue. La méthodologie de la lecture tient compte des recherches sur le fonctionnement de la mémoire et sur l'activité sélective du cerveau. Une première évaluation de la méthodologie a vérifié les hypothèses de départ. De plus, les élèves des classes expérimentales ont obtenu des scores nettement supérieurs dans les épreuves de compréhension à la lecture, l'élaboration d'un texte et dans celles qui demandent de l'imagination et de la créativité.

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Official statistics reveal a high percentage of school failure at primary-school level in Belgium, notably among children from socially disadvantaged backgrounds, be they francophone or foreign. Furthermore, the percentage of adult illiteracy is rising. These situations share a common root: the methodology of the mother tongue at school and the approach to the written language in particular. After defining the psychological objective of a language course the present study proposes a methodology, a synthesis of up-to-date psycho-pedagogical, linguistic and (neuro) biological trends. The data from this research make it possible to verify the working hypotheses which have been elaborated and revised over the last twenty years. Within the recommended methodology, thelibération de la parole (liberation of speech) occupies an important place. This initial stage increases and reinforces the creative dispositions in the child and prepares for real language activities. These help the child to communicate and enable a functional learning of the language. The methodology of reading takes into account research conducted on the operation of the memory and the selective activity of the brain. A first evaluation of the methodology has verified the working hypotheses. Moreover, the pupils in the experimental classes obtained markedly higher grades in tests such as reading comprehension, elaborating texts and in those tests calling for imagination and creativity.

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Zusammenfassung Die offiziellen Statistiken weisen prozentual erhebliche schulische Fehlleistungen in der belgischen Grundschule besonders bei den Kindern auf, die aus sozial benachteiligten Schichten kommen, unabhängig davon, ob sie französisch-oder fremdsprachig sind. Hinzu kommt, daß der Prozentsatz der erwachsenen Analphabeten steigt. Diese Situationen haben eine gemeinsame Ursache: die Methodik der Muttersprache im allgemeinen und der der Schriftsprache im besonderen. Im Anschluß an die Definition des psychologischen Ziels eines Sprachkurses wird in der vorliegenden Studie eine Methodik vorgeschlagen, die eine Synthese der aktuellen psycho-pädagogischen, linguistischen und (neuro) biologischen Strömungen darstellt. Die Daten dieser Untersuchungen ermöglichen es, die Arbeitshypothesen zu verifizieren, die während der letzten zwanzig Jahren sorgfältig ausgearbeitet und verbessert wurden. In der vorgeschlagenen Methodik nimmt die sogenanntelibération de la parole (Befreiung des Sprechens) eine wichtige Stellung ein. Die damit in dieser Anfangsphase verknüpften Aktivitäten erweitern und verstärken die kreativen Anlagen des Kindes und bereiten den Weg für authentische sprachliche Aktivitäten. Diese verhelfen dem Kind zur Kommunikationsfähigkeit und zu einem funktionalen Erlernen der Sprache. Die Methodik des Lesens stützt sich auf Untersuchungen der Funktionsweise des Gedächtnisses und der selektiven Tätigkeit des Gehirns. Eine erste Auswertung der Methodik hat die Arbeitshypothese verifiziert. Darüberhinaus erzielten die Schüler der Versuchsklassen im Lesen, der Ausarbeitung von Texten und in Tests, die Phantasie und Kreativität voraussetzen, deutlich bessere Resultate.

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Policy and Partnerships for the Development of the Infoculture — Information at the Centre of a New Form of Solidarity     

Jean Michel 《International Information and Library Review》2013,45(3-4):465-478

The development of digital technologies for the production, processing, dissemination and use of information is leading to the emergence of a new society based on a far reaching transformation in the relationship between people and institutions and on a radical change in many professional, economic, educational or cultural practices. The crucial question facing us today is whether our traditional societies are ready for such a shift in ways of thinking, communicating and acting. Are people sufficiently aware and adequately equipped to become citizens of this new information society? Are they prepared to be active, efficient and responsible participants in the new communities living on information exchange? Are we really ready to be part of a new culture based on a swifter and broader flow of information, ideas and knowledge? The development of that special culture, or infoculture, depends first and foremost on education, both general and vocational, and on initial and continuing training as well as on raising awareness among the public at large. Achieving a real infoculture calls for full-scale mobilization of all those who in their various ways are involved in the information society. Partnerships must be encouraged; national, regional or world projects must be given support; there is more than ever a need for a new form of solidarity to develop the infoculture.  相似文献   

Story Circle: Digital Storytelling Around the World     

Michel Dupagne Ph.D. 《广播与电子媒介杂志》2013,57(3):532-533

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