Hábitos lingüísticos en un contexto social diglósico: El caso del Baix Cinca

El problema de la enseñanza y dominio de una lengua alternativa se plantea con frecuencia con criterios estrictamente escolares o de competencia lingüística. Aquí se hace una aproximación claramente funcional, investigando los usos sociales reales de las lenguas en cuestión para cada uno de los ámbitos de la vida del niño en un intento de acercarse a las raíces del fenómeno de la diglosia.     

La Mesure des Effets Pédagogiques des TIC : Pièges et Illusions du Découpage du Réel et de L'administration de la Preuve

La forte incitation actuelle de la part des autorités scolaires À recourir aux médias numériques en classe pose une nouvelle fois la question des arguments mis en avant. Et comme À l'occasion d'incitations antérieures (télévision scolaire, audiovisuel, informatique éducative), partisans et détracteurs s'appuient sur différents travaux qui attestent ou non de telle ou telle amélioration ou dégradation. Cette contribution se propose de montrer que les concepts et les modèles convoqués dans certains travaux, y compris les nÔtres et notamment le programme IN-TELE (Internet-Based Teaching and Learning), établissent entre les situations d'enseignement-apprentissage considérés comme classiques et celles qui sont supposées innovantes des distinctions parfois non pertinentes, qui se traduisent par des résultats outrageusement significatifs ou non significatifs. C'est donc le schéma modèle-observation-interprétation que nous interrogeons en suggérant que les outils de pensée disponibles et les procédés d'observation mis en m uvre aujourd'hui dans les différentes disciplines académiques qui s'intéressent aux usages pédagogiques des TIC contraignent, voire altèrent, notre compréhension des phénomènes éducatifs induits par les 'nouveaux' médias. Measuring the pedagogic effects of CIT: traps and illusions of cutting out actuality, and the

administration of proof. The strong current encouragement of school authorities to have recourse to digital media in the classroom poses once again the question of the arguments that have been advanced. And, as at the tine of earlier encouragement, (for school television, audiovisual, educational informatics), partisans and detractors rely on different works which support, or not, such-and-such a praise or detraction. This contribution attempts to show that the concepts and the models brought together in certain works, including our own and notably the IN-TEL (Internet-Based Teaching and Learning) programme, which establish between the teaching-training situations considered as classic and those which are supposed to be innovative, distinctions which sometimes are not pertinent, which are translated into results which are outrageously significant – or non-significant. It is, then, the schema of model-observation-interpretation that we question in suggesting that the mental tools available and the observational procedures used today in the different academic disciplines which are interested in the pedagogic use of CIT constrain us to see, may even, alter our understanding of the educational phenomenon introduced by the 'new' media. Analyse der pädagogischen Auswirkungen von ICT (Information and Communcation Technologies) : Fallen und Illusionen aus der Wirklichkeit, sowie die Beweisführung. Die gegenwärtig stark geförderte Umstellung des Unterrichtsmaterials auf digitale Medien durch die Schulbehörden, stellt erneut die bereits vorgebrachten Argumente in Frage. Und wie schon bei vorangegangenen Einführungen (von Schulfernsehen, Audiovision, pädagogische Informatik) beziehen sich Befürworter und Gegner auf verschiedene Studien, die den Nutzen oder Unnutzen attestieren. Dieser Beitrag versucht aufzuzeigen, dass herangezogene Konzepte und Modelle in verschiedenen Arbeiten - einschliesslich der unseren und insbesondere des Programms IN-TELE (Internet-Based Teaching and Learning) - sich zwischen klassischen Bildungssituationen und denen als innovativ angenommenen wiederfinden - auch wenn diese Unterscheidung nicht immer treffend ist. Wir stellen also das Schema Modell-Observation-Interpretation in Frage, indem wir suggerieren, dass die heute applizierten Denkmodelle und Observationsverfahren - der verschiedenen akademischen Disziplinen, die sich für den pädagogischen Gebrauch von ICT interessieren - für unser Verständnis des pädagogischen Einflusses durch Multimedia hinderlich sind, ja wenn nicht sogar deren Gebrauch nachteilig beeinflussen.     

Review of several optical non-destructive analyses of an easel painting. Complementarity and crosschecking of the results

Five optical analyses of a given work of art are presented, using multispectral imaging, optical coherence tomography, goniophometry, UV-fluorescence emission spectroscopy and diffuse reflectance spectroscopy. All these methods are non-destructive, contactless, and implementable in situ. They all lead to results in quasi-real time. The multispectral camera allows imaging of the whole painting with very high definition and recording of 240 millions of spectra. Optical coherence tomography allows local 2D and 3D imaging with in-face and in depth stratigraphies inside the painting with a micrometric accuracy. It allows the evaluation of the pigment volume concentration inside a layer, the measurement of the thickness of one or two varnish layers, the detection and measurements of gaps inside the paint layer, the depth of varnish micro-cracks. Goniophotometry allows the measurement of the upper surface state of the painting in different locations, by quantifying the mean slope of the facets making up the surface. UV-fluorescence emission spectroscopy allows the identification of the resin, the binder and the ageing state of varnishes by use of databases of reference varnishes. Diffuse reflectance spectroscopy leads to pigment, pigment mixture and dye identifications again by use of databases. The three last methods are implemented with the same portable multi-function instrument. It allows time saving, locations on request in front of the artwork and easy use by non-scientists. Each instrument is described with its protocol and accuracy. The studied painting is a portrait of a lady painted by the Austrian artist Franz Strotszberg, chosen for its several restorations. The five kinds of results are successively detailed, analysed and compared between themselves. It is shown that the different results are complementary and their crosschecking brings thorough information. For example, the shape of the network of varnish micro-cracks detected on the surface with the multispectral camera is added to the measurement of their depth with optical coherence tomography. Another example allows connecting two different surface states of the upper varnished surface measured by goniophotometry with the identification of these varnish with UV-fluorescence and with their thicknesses measured with optical coherence tomography.     

How French counsellors treat school violence: An adult-centered approach

This article explores characteristics of school violence inFrance and the privileged means by which school counsellors can address this increasinglywidespread problem. In the first section, the status of counsellors in theFrench schools is outlined, and it is shown that counselling activities are reallyonly undertaken for students in junior high or high school. Two importantcharacteristics of the French view of school violence are: The experts in psychology takelittle interest in problems of school violence; and adults, rather than students,are seen as the primary victims. In this context, counsellors try to reduceschool violence primarily through training and reflecting with school staff. Severalempirical arguments suggest, in effect, that the adults' perceptions of the students is adetermining factor in the social regulation of school violence. This violence consistsmostly of incivilities that are only slightly reprehensible but oftenunbearable for certain teachers. Depending on whether the school staff try to understandthe incivilities or can only see them as pure savagery, they either try to controlthem through education or they lose confidence in their professional mission.The goal of counsellors is both to help the personnel develop theircapacities and motivate them to analyze the students' behavior, and to engender a senseof team spirit.     

Development and fertility studies on post-bio-electrosprayed Drosophila melanogaster embryos

Bio-electrosprays (BESs) provide a means of precisely manipulating cells and thus have the potential for many clinical uses such as the generation of artificial tissues∕organs. Previously we tested the biological safety of this technology with a variety of living cells and also embryos from the vertebrate model organisms Danio rerio (zebrafish) and Xenopus tropicalis (frog). However, the viability and fertility of the treated embryos could not be fully assessed due to animal licensing laws. Here we assay the viability and fertility of Drosophila melanogaster (fruit fly) embryos in conjunction with the bio-electrospray procedure. Bio-electrosprayed Drosophila embryos developed into fully fertile adult flies that were indistinguishable from wild-type. Thus, we demonstrate that the bio-electrospray procedure does not induce genetic or physical damage that significantly affects the development or fertility of a multicellular organism. This study along with our previous investigations demonstrates the potential of this approach to be developed for the precise manipulation of sensitive biological materials.     

The influence of trained peer tutoring on tutors' motivation and performance in a French boxing setting

The aim of this study was to examine the potential motivational and behavioural benefits of two peer tutoring programmes for tutors in a sport setting. Differences between the sexes were also explored. Thirty two college-age males and females, all novices on a French boxing task, were assigned to a 2 x 2 [sex x training type: physical practice associated with trained peer tutoring (TPT) vs physical practice associated with untrained peer tutoring (UPT)] factorial design. All participants were given six French boxing lessons of 2 h each. The TPT programme included structured methods to prepare the participants to fulfil their role of tutors, whereas the UPT programme did not. The results demonstrated that the TPT programme resulted in higher scores for coaching skills. Furthermore, interaction effects revealed that the TPT programme yielded better offensive outcomes for males and better defensive outcomes for females. Although the UPT participants expressed higher self-efficacy, no differences emerged for intrinsic motivation and causal attributions. Finally, male tutors displayed higher self-efficacy and offensive outcomes than female tutors. The results are discussed in the light of previous findings in the educational and sport psychology literature.     

The influence of socioeconomic status,working memory and academic self-concept on academic achievement

European Journal of Psychology of Education - There is today ample evidence that academic achievement depends on individual disparities in socioeconomic status (SES), working memory (WM) and...     

A match between university professors and school inspectors? Innovation and stagnation in the physical education curriculum

During the 1960s and 1970s, “traditional” secondary educational systems in various Western European countries made way for comprehensive education curricula. In contrast to the reforms within the “intellectual” subjects, the field of physical education (PE) remained largely underexposed in research. This study focuses on PE reform in Belgium, the first country in the world (apart from Sweden itself) to introduce, in 1908, so-called “Swedish gymnastics” in all levels of state public education and, in 1968, the last country apart from Portugal to abandon it. The question arises as to who was responsible for Swedish gymnastics being applied for so long and, ultimately, how and by whom reform was implemented. The results show that the power of the past and the positions of “Swedists” in the Government Inspectorate, universities and professional associations, perpetuated the domination of Swedish gymnastics in Belgian education. The final “dynamisation” of the subject of PE around 1968 did not come about through “revolution” but a “natural” generational transition, whereby a new guard of young government inspectors with a drive for reform took over from their Swedish-minded predecessors. The educational climate prevailing in Belgium at the end of the 1960s facilitated this reform. The state university PE institutes lost their position as pedagogical profile keepers during this process of transformation, while the hidden curriculum of the (Catholic) university institute in Leuven implicitly shaped the educational climate. Further comparative international research into the (changed) profile, position and power of school inspectors in educational reform appears necessary.