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Achraf Ammar Hamdi Chtourou Khaled Trabelsi Johnny Padulo Mouna Turki Kais El Abed 《Journal of sports sciences》2015,33(4):358-368
The aim of this study was to investigate the performance of an Olympic-Weightlifting session training at three times of the day on the performance related to biochemical responses. Nine weightlifters (21 ± 0.5 years) performed, in randomised order, on three Olympic-Weightlifting training (snatch, clean and jerk) sessions (08:00 a.m., 02:00 p. m., 06:00 p. m.). Blood samples were collected: before, 3 min and 48 h after each training session. Haematological parameters and markers of muscle injury were assessed. Resting oral temperature and rating of perceived exertion (RPE) were also assessed during each session. ANOVA showed that the performance was better (P < 0.001) at 02:00 p. m. with a less RPE (P < 0.01) compared to the morning and the evening sessions while there was higher (P < 0.05) oral temperature at 06:00 p. m. versus 08:00 a.m. and 02:00 p. m. Muscle damage changed immediately (without significant effect after 48 h) after the training sessions with lower values ??in the evening compared to the morning. In conclusion, the afternoon training is more effective than morning or evening sessions for weightlifters. Therefore, coaches and weightlifters should be advised to schedule their training session in the afternoon hour. 相似文献
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Mouna Liliane Samman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(1-2):63-73
Résumé Les migrations internationales ont des implications croissantes dans les pays de départ et les pays d'accueil des migrants. Dans ces derniers, la présence d'étrangers et de membres de leurs familles pose de nos jours des problèmes d'insertion, suscite la polémique et entraine une montée de la xénophobie. Parallèlement aux mesures d'ordre politique, économique et social qui sont prises au niveau des pouvoirs publics pour régler ces problèmes, l'institution éducative doit contribuer à désamorcer les tensions sociales en jouant son rôle dans la préparation des esprits et l'évolution des mentalités.Plus particulièrement, lorsque les programmes d'enseignement aborderont les questions de migrations internationales ils devraient les traiter dans le cadre de l'évolution de l'histoire pour leur donner toute leur signification et les ramener à leur vraie dimension temporelle et spatiale. Il est important aussi que l'accroissement de l'interdépendance entre les pays soit mis en relief, que l'histoire nationale soit placée dans le contexte international et que les véritables enjeux liés à ces mouvements soient clarifiés. Dans ce contexte, une initiation des apprenants aux Droits de l'homme est nécessaire, initiation qui concentrera sur les valeurs morales universelles ou touchant l'individu. Enfin, les questions de migrations internationales sont généralement présentées dans les médias d'une manière sélective et partiale. Et les jeunes qui saisissent l'information, souvent, perçoivent les jugements immédiats portés sur les situations et l'actualité comme des preuves et arguments. Voilà pourquoi tout enseignement sur les questions de migrations internationales devrait être pensé ou repensé par référence à l'action complémentaire ou concurrente des médias.
International migrations have growing implications for both countries of origin and countries of destination. In the latter, the presence of foreigners and of members of their families today creates problems of integration, causes argument and brings mounting xenophobia. Paralleling political, economic and social measures taken by public authorities to respond to these difficulties, education needs to assist in defusing the resulting social tensions by preparing the minds of learners and helping to develop new attitudes.In particular, when educational programmes address questions of international migration, these should be treated in the framework of historical evolution so that their real significance and their true temporal and spatial dimensions become apparent. It is also important that the growing interdependence between countries should be made plain, that national history should be placed in its international context, and that the true consequences of these developments should be made clear. In this context, learners need to be acquainted with Human Rights, thereby stressing universal moral values and the role of the individual. Lastly, questions relating to international migration are usually presented in the media in a selective and partial manner, and the young people who take in this information often accept the hasty judgments which are made of situations as proven facts. This is why all teaching about international migration needs to be considered or reconsidered in the light of the complementary or competing actions of the media.
Zusammenfassung Internationale Völkerwanderungen haben sowohl auf das Heimatland als auch auf das Aufnahmeland wachsenden Einfluß. Im letzteren bringt die Präsenz von Ausländern und ihren Familienmitgliedern Integrationsprobleme mit sich und führt zu öffentlichen Debatten und wachsender Ausländerfeindlichkeit. Parallel zu den von den öffentlichen Behörden ergriffenen politischen, ökonomischen und sozialen Maßnahmen zur Lösung dieser Probleme, sollte der Bildungssektor beim Abbau der aufgebauten sozialen Spannungen helfen, indem Schüler entsprechend vorbereitet werden und die Entwicklung neuer Ansichten gefördert wird.Besonders dann, wenn Bildungsprogramme Fragen nach internationalen Völkerwanderungen aufwerfen, sollten diese im Rahmen der historischen Evolution entwickelt werden, damit ihre wahre Bedeutung und die genauen Zeit- und Raumdimensionen herausgestellt werden.Außerdem sollte die wachsende Interpendenz zwischen den Ländern aufgezeigt, die nationale Geschichte in ihren internationalen Kontext gebracht und die wahren Konsequenzen dieser Entwicklungen deutlich herausgestellt werden. In diesem Kontext müssen die Lernenden mit den Menschenrechten, insbesondere den universellen moralischen Werten und der Rolle des Einzelnen vertraut gemacht werden. Im letzten Teil werden Fragen unter dem Aspekt internationaler Völkerwanderungen aufgeworfen, die im allgemeinen nur selektiv und unvollständig in den Medien präsentiert werden. Junge Menschen, die diese Informationen aufnehmen, verinnerlichen die überstürzten Beurteilungen häufig, in denen Situationen als gegebene Fakten dargestellt werden. Darum müssen alle Lehransätze über internationale Völkerwanderungen berücksichtigt oder unter dem Aspekt von Konkurrenz-oder Ergänzungsaktionen der Medien neu betrachtet werden.相似文献
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Turki Abduallh S. Alquraini 《International Journal of Disability, Development & Education》2018,65(1):108-122
Educators all over the world are trying to revise and/or build their teacher education programmes to ensure pre-service teachers working on their teaching credentials are competent and ready to manage classrooms from day one. This study surveyed 179 faculty from 30 colleges and universities in Saudi Arabia to find out the extent to which they agreed that their coursework included various skills and knowledge sets leading to competent teachers. Teacher education programmes offering special education teacher preparation programmes at undergraduate level strive to base their curriculum on standards recommended by Council for Exceptional Children. The results showed a moderately strong agreement on most items under the various competency areas. Academic ranks of faculty did not have any significant effect on the extent of agreement. However, faculty from newer programmes, and those with degrees obtained in Saudi Arabia showed a better agreement. This article discusses findings, implications for the special education teacher preparation programmes in Saudi universities, and recommendations for future research. 相似文献
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Financial literacy is a key element in financial decision making and well-being, which may affect all areas of our lives. Inadequate levels of financial literacy, particularly among young adults, is a global problem. This study addresses the following questions: are young adults financially literate, and how can this be measured? This study examines financial literacy and economics education among university students in Tunisia. The findings suggest that university students have inadequate knowledge of personal investment. Most importantly, the authors find that financial illiteracy is prevalent. Although this study was limited to Tunisian students, applications to broader young adult populations, particularly in the assessment method, are easily made. 相似文献
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Turki A. Alquraini 《Journal of Research in Special Educational Needs》2012,12(3):170-182
In Saudi Arabia, the majority of students with severe intellectual disabilities are still educated in special schools that do not meet their unique needs for interaction with their typically developing peers in public schools settings where they could improve social, communication and academic skills. One of the most significant obstacles to inclusion of this group of students is teachers' perspectives regarding inclusive education for this category of students. As a result, this study examined teachers' perspectives regarding the inclusion of students with severe intellectual disabilities using a quantitative approach. In addition, this study also examined the relationship between teachers' perspectives regarding the inclusion of students with severe intellectual disabilities and current teaching position, training, teacher's levels of education, previous teaching experience with any kind of disabilities in inclusive settings, grade level being taught, teacher's gender and whether they have a family member with a disability. Three hundred and three teachers responded to the Opinions Relative to inclusion of Students with Disabilities (ORI: Arabic version) survey, including 161 males and 139 females, and three non‐specified gender. A two‐way analysis of covariance (ANCOVA), a one‐way analysis of variance (ANOVA) and an independent t‐test were used to answer the research questions. The findings of the study indicate that teachers have slightly negative perspectives towards the inclusive education of students with severe intellectual disabilities. Significant factors regarding teachers' perspectives towards the inclusion of this group of students included their current teaching position, previous teaching experience with students who had any kind of disability in inclusive settings and the teacher's gender. 相似文献
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Mouna Torjmen-Khemakhem Karen Pinel-Sauvagnat Mohand Boughanem 《Information processing & management》2013
Multimedia objects can be retrieved using their context that can be for instance the text surrounding them in documents. This text may be either near or far from the searched objects. Our goal in this paper is to study the impact, in term of effectiveness, of text position relatively to searched objects. The multimedia objects we consider are described in structured documents such as XML ones. The document structure is therefore exploited to provide this text position in documents. Although structural information has been shown to be an effective source of evidence in textual information retrieval, only a few works investigated its interest in multimedia retrieval. More precisely, the task we are interested in this paper is to retrieve multimedia fragments (i.e. XML elements having at least one multimedia object). Our general approach is built on two steps: we first retrieve XML elements containing multimedia objects, and we then explore the surrounding information to retrieve relevant multimedia fragments. In both cases, we study the impact of the surrounding information using the documents structure. 相似文献
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Turki Abdullah Alquraini 《Journal of Research in Special Educational Needs》2013,13(2):152-158
The lack of clear language in the Individuals with Disabilities Education Act (IDEA), which is the federal law that governs the provision of special education and related services to children with disabilities in the USA, has led to inconsistencies in school districts' decisions regarding the least restrictive environment (LRE). This uncertainty in determining an appropriate LRE has become a significant obstacle to educating students with disabilities. Therefore, this paper examines a number of court cases that have challenged school districts to provide the LRE for students with disabilities and have handed down decisions that define specific standards that are useful for school teams to implement the mandate of the LRE. Through the synthesis of these cases, the author provides criteria for determining the LRE for students with disabilities that could enhance inclusive education for these students. Finally, the author suggests that legislators should reconsider the language of LRE, make it more specific regarding the determination of LRE, and apply the standards defined in these cases and others to state a clear formula for developing LRE that could be utilised in school districts throughout the country. 相似文献
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Turki Alquraini Ali Al-Odaib Hesham Al-Dhalaan Haniah Merza 《International Journal of Disability, Development & Education》2019,66(3):233-248
ABSTRACTThis investigation examined the consequences and effects of the severity of mothers psychosocial functioning as assessed by measures parenting stress and depression in a randomised control trial of a Relationship-based Intervention (RBI) called Responsive Teaching (RT). The sample included 28 parents and preschool aged children with Autism from Saudi Arabia. RT subjects received weekly parent–child intervention sessions for 4 months. Dependent variables were mothers’ style of interaction as assessed by the PICCOLO at post intervention as well as pre- and post-measures of parenting stress and depression. There were three findings from this study. First, mothers who participated in this study had extremely high levels of psychosocial dysfunction. Nearly all reported clinical levels of parenting stress and more than 40% reported clinical levels of depressive symptoms. Second, high levels of psychosocial dysfunction did not prevent mothers from participating in RT as indicated by their ability to integrate RT strategies into their interactions with their children. Third, RT was associated with substantial improvements in mother’s parenting stress and depression. Implication for early intervention practice are discussed. 相似文献
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