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21.
Érico Ribas Machado José Leonardo Rolim de Lima Severo 《Journal of Latinos & Education》2015,14(2):116-124
As relações entre as políticas educacionais no Brasil e as discussões da Pedagogia Social se evidenciam a partir da análise crítica da implementação da Educação Integral em escolas brasileiras. Neste trabalho, a abordagem da análise documental permitiu acessar os conteúdos das políticas para relacioná-lo aos fundamentos da Pedagogia Social. Uma das conclusões é que a escola e as políticas que a ela se dirigem consideram cada vez mais aspectos sociais, gerando novas demandas formativas e a outra é referente ao debate nacional atual sobre a formação dos Educadores Sociais para atuarem em diferentes espaços educativos, incluindo o escolar. 相似文献
22.
Luc Laberge Élise Ledoux Julie Auclair Marco Gaudreault 《Mind, Brain, and Education》2014,8(4):220-226
Adolescents who work while attending school are reported to sleep less than those who do not. This study aimed to identify factors associated with short sleep duration in students who work during the school year. A cross‐sectional survey aiming to describe working conditions and occupational safety and health was completed by representative samples of Quebec high school students aged 12–19 years from three administrative regions (n = 3,871). A multiple stepwise regression analysis was performed with sleep duration as the dependent variable, and sociodemographic, school, occupational, and health factors as potential explanatory variables. Significant factors associated with shorter sleep duration were later bedtimes (p < .001), shorter weekend oversleep (p < .001), higher physical work factors related to handling efforts (p < .001), and female gender (p < .01). Addressing work conditions of student workers may help prevent sleep deprivation. Special efforts should also target girls combining work and study. 相似文献
23.
Éric Binet 《Prospects》1999,29(3):444-454
Conclusion Her brief experience of paediatrics and her subsequent discovery of psychoanalysis gave Fran?oise Dolto access to a therapeutic
practice enabling her to apply ethical principles that were in conformity with her view of the human person. This path led
her to develop a prophylaxis, put to the test in various institutional projects, with a ‘socializing’ or ‘educational’ value.
Psychoanalysis thus not only enabled her to bring the light of ethics stemming from it to bear on the therapeutic process,
but also stimulated her in her educational and spiritual activity.
It was, no doubt, that feature of her thinking that prompted Dolto, in her relations with others, always to use speech for
the benefit of the person by calling or recalling each person to his or her archaic desire. This is perhaps the origin of
what prompted in her readers and listeners that jubilant enthusiasm so decried thereafter. There is a paradox here between
the rejection of any claim to set standards and any imitation, and the power to attract an extensive readership or audience
that ‘imitated’ and ‘set standards’, and, above all, was not steeped in the ethical convictions that she alone knew to be
essential to any application of her ‘advice’.
The very inner distinctiveness of her therapeutic, educational and spiritual action no doubt explains the absence, as Dolto
saw it, of pupils to whom she might have taught the essence of her practice, since her subjectivity—the sense of her genius,
her faith—is not something that can be taught.
Original language: French
éric Binet (France) Clinical psychologist in the public child welfare department of the département of Hauts-de-Seine, Paris, and mother and
child welfare service for the City of Paris. He is also an instructor at the National Childhood and Family Institute, Centre
d'Innovation et de Recherche dans le Champ Social, Paris. He is at present working for a doctorate in the educational sciences
at the Université Lyon II, under Professor Guy Avanzini, and completing a thesis on the educational thinking of Fran?oise
Dolto.
I wish to thank Colette Parcheminier, who is in charge of the association ‘Archives et documentation Fran?oise Dolto’ [Fran?oise
Dolto: records and documents], for her invaluable assistance in this work. 相似文献
24.
Vilma Éri 《Higher Education in Europe》1990,15(4):29-36
Environmental catastrophes can be avoided and sustainable development can be achieved only if starting from early childhood people are educated to appreciate environmental values, to understand environmental processes, to recognize environmental risks, and to adopt environmentally conscious attitudes, as consumers, as professionals, and as citizens. The development of environmental education in Hungary over the last twenty years has been characterized by the extension of environmental education to an increasing number of university faculties and colleges. A great variety of postgraduate courses in environmental studies have been established. Environmental blocks and special environmental subjects have been integrated into general curricula. The experience gained in postgraduate courses has been applied to undergraduate courses. The principle being followed is that environmental education should be a part of all suitable disciplines at all levels, including the disciplines of the social sciences and of the humanities. Existing shortcomings stem from the highly specialized nature, the inflexibility, and other general aspects of Hungarian higher education and from the failure to pursue positive tendencies. Consequently, environmental studies have not been integrated into all possible disciplines. Except in the cases of course programmes for professional environmentalists, the environmental education offered may not be sufficiently comprehensive. Moreover, it tends to be concentrated in technical and vocational training programmes, while lagging behind in the humanities and the social sciences, except in the case of economics. Hungary must seize the opportunity offered by the PHARE (Po‐logne Hongrie Aide à la Recherche et à l'Edu‐cation)Programme of the European Communities to speed up advances in environmental education.
25.
DOMINIQUE MARCHIO JÈRÔME ADNOT IRÉNE ARDITI 《European Journal of Engineering Education》1997,22(4):411-419
Part-time vocational engineering curricula provide a response to a number of present-day demands related to economic developments. Their aim is to transform experienced higher technicians into engineering managers through a combination of knowledge derived from past experience in working positions and in new situations, with courses and activities in an academic institution. Synergy between the two streams can be achieved by specific means such as dual tutoring by the academic institution and the company, training in the capacity of synthesis regarding technological developments in progress, observation and analysis by the learner of his/her own work station, field research on team management and the writing of a final professional dissertation in the company. 相似文献
26.
Norbert Maïonchi-Pino Bruno de Cara Jean Écalle Annie Magnan 《Scientific Studies of Reading》2013,17(6):550-562
This article queries whether consonant sonority (sonorant vs. obstruent) and status (coda vs. onset) within intervocalic clusters influence syllable-based segmentation strategies. We used a modified version of the illusory conjunction paradigm to test whether French beginning, intermediate, and advanced readers were sensitive to an optimal “sonorant coda–obstruent onset” sonority profile within the syllable boundaries as a cue for a syllable-based segmentation. Data showed that children used a syllable-based segmentation that improved with reading skills and age. The results are discussed to support that the visual letter detection within pseudowords primarily and early relies on acoustic-phonetic cues within the syllable boundaries, whereas the syllable effect seems to be developmentally constrained by reading skills and age. 相似文献
27.
ERIC DORÉ PASCALE DUCHÉ DAVID ROUFFET SÉBASTIEN RATEL MARIO BEDU EMMANUEL VAN PRAAGH 《Journal of sports sciences》2013,31(2):135-142
The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8±0.5 and 24.4±4.3 years, respectively; mean±s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025±219 vs 1069±243 W; P<0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation ~3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children. 相似文献
28.
Science & Education - This article presents and discusses an innovative pedagogical device designed for training pre-service teachers on the nature of science. We endorse an approach according... 相似文献
29.
ANDRÉ GRELON 《European Journal of Engineering Education》1988,13(1):17-23
Two ancient traditions in Europe once dominated the engineering profession: the first guided the nomadic engineer who travelled freely from country to country and practised in various fields of scientific lore, the other pertained to the engineer who confined his activity to one geographical region and one specialty. Over the years, one or the other tradition dominated the development of science. During the Middle Ages and the Renaissance engineers were general practitioners offering their services to various and sundry noblemen. They supplied the needs of the period for innovation in the production of goods. With the advent of the modern state, engineers joined the technical services of royal governments and gradually specialised their activities. A new golden age appeared with the industrial revolution. Engineers led the way in developing mechanical production and building the modem world. But with the coming of sophisticated technology engineers were transformed into specialists in the service of applied science. Engineers were no longer considered the counsellors of ruling powers, but in most cases became ordinary employees and consequently victims of the great depression of the 1930s. Today, in building a unified Europe, engineers are attempting to develop a new image for themselves, and to prepare the profession for the future. 相似文献
30.
LUISA VALLÉS FERRER 《欧洲师范教育杂志》1989,12(2):97-106
We all learn language. This does not mean, however, that we have a clear‐cut picture of how the language learning process takes place, nor what it looks like. Over the centuries implicitly or explicitly we have used theories of language learning and consequently theories of teaching them. One such theory which has its roots in the past is the basis of the free oral expression approach. In this approach, the learner and his acquisition process are the centre of the teacher's interventions. Logically such an approach entails consequences for the training and education of language teachers. 相似文献