scholarly journals Les Obstacles Qui Entravent L’application De L’approche Par Compétences Par Les Enseignants Du Secondaire Qualifiant

2018 ◽  
Vol 14 (4) ◽  
pp. 249
Author(s):  
Abdelali Arbia ◽  
Fatiha Kaddari ◽  
Rida Hajji Hour ◽  
Abdelrhani Elachqar
Keyword(s):  
Educational Research ◽  
Education System ◽  
The Other ◽  
Effective Learning ◽  
Low Level ◽  
The Third ◽  
Full Support ◽  
Spss Software ◽  
And Training

Current educational research is almost unanimous on the fundamental role of the competence approach (CA) for effective learning. In fact, on one hand it promotes a better learning, on the other hand it guarantees less stressful conditions for teachers. To be part of this movement, the Moroccan education system adopted this approach since 2000. Since the implementation of this approach can not succeed without the full support of the faculty, where the questions on the origin of this work: have the teachers adopted this approach, as it actually applied, what are their representations on it. To provide some answers to these questions, we have developed a questionnaire that we sent to the 300 teachers of the Secondary Qualifying cycle of several institutions of the Regional Academy of Education and Training of Fes-Boulemane in Morocco. Analysis of this questionnaire using the SPSS software shows that the main obstacles to the application of CA are four. The first obstacle is the low level of the students, the second obstacle is the overload of the programs the third obstacle is the high number of pupils in the classes and the fourth obstacle is the lack of training of the teachers in the CA. Almost half of teachers report that the objectives of applying the competencybased approach are not being met. Hence the need, to operationalize this approach, to act at all levels namely learners, teachers and curricula.

Role of pro-opiomelanocortin-derived peptides in the regulation of steroid production by human fetal adrenal cells in culture

1983 ◽  
Vol 97 (3) ◽  
pp. 357-367 ◽  
Author(s):  
Andrew Baird ◽  
K. W. Kan ◽  
Samuel Solomon
Keyword(s):  
Peptide Hormones ◽  
The Other ◽  
Dehydroepiandrosterone Sulphate ◽  
Steroid Production ◽  
Adrenal Cells ◽  
The Third ◽  
Cells In Culture

Synthetic (1–39)ACTH, (1–24)ACTH, (18–39)ACTH, α-MSH, met-enkephalin and α-, βand γ-endorphin were tested for their ability to stimulate steroidogenesis by human fetal adrenal cells in culture. Adrenal cells were incubated with peptide hormones for two periods of 24 h. On the third day of the experiment the cells were incubated with progesterone (4 μg/2 ml) for 8 h. At the doses tested only (1–39)ACTH, (1–24)ACTH and α-MSH stimulated steroidogenesis. None of the other peptides had any corticotrophic effect on the formation of cortisol, corticosterone or dehydroepiandrosterone sulphate (DHAS). At the highest doses tested, α-MSH (100 μg/2 ml) had a corticotrophic effect that was not different from that obtained with 20 ng (1–39)ACTH or (1–24)ACTH. At the lower doses (0·2–2 μg/2 ml), α-MSH stimulated the formation of DHAS (P<0·01) without stimulating the formation of cortisol.

Inspiratory elevation of the ribs in the dog: primary role of the parasternals [published errata appear in J Appl Physiol 1991 Aug;71(2):following Table of Contents and 1991 Dec;71(6):following Author Index]

1991 ◽  
Vol 70 (4) ◽  
pp. 1447-1455 ◽  
Author(s):  
A. De Troyer
Keyword(s):  
Quantitative Analysis ◽  
Axial Displacement ◽  
The Other ◽  
Primary Role ◽  
Intercostal Muscles ◽  
The Third ◽  
Inspiratory Activity ◽  
Fourth Rib

To assess the relative contributions of the different groups of inspiratory intercostal muscles to the cranial motion of the ribs in the dog, we have measured the axial displacement of the fourth rib and recorded the electromyograms of the parasternal intercostal, external intercostal, and levator costae in the third interspace in 15 anesthetized animals breathing at rest. In eight animals, the parasternal intercostals were denervated in interspaces 1-5. This procedure caused a marked increase in the amount of external intercostal and levator costae inspiratory activity, and yet the inspiratory cranial motion of the rib was reduced by 55%. On the other hand, the external intercostals in interspaces 1-5 were sectioned in seven animals, and the reduction in the cranial rib motion was only 22%; the amount of parasternal and levator costae activity, however, was unchanged. When the parasternals in these animals were subsequently denervated, the levator costae inspiratory activity increased markedly, but the inspiratory cranial motion of the rib was abolished or reversed into an inspiratory caudal motion. These studies thus confirm that, in the dog breathing at rest, the parasternal intercostals have a larger role than the external intercostals and levator costae in causing the cranial motion of the ribs during inspiration. A quantitative analysis suggests that the parasternal contribution is approximately 80%.

scholarly journals Association between spectator and other roles in school bullying

2016 ◽  
Vol 26 (3) ◽  
pp. 352
Author(s):  
Marcela Almeida Zequinão ◽  
Pâmella De Medeiros ◽  
Beatriz Pereira ◽  
Fernando Luiz Cardoso
Keyword(s):  
Public Schools ◽  
Negative Reinforcement ◽  
Strong Association ◽  
School Bullying ◽  
The Other ◽  
Seventh Grade ◽  
Santa Catarina ◽  
The Third ◽  
Aggressive Behaviours

Introduction: The school bullying is characterized by repetitiveness of aggression and the intentionality to injure or cause suffering to others. The bystanders to this phenomenon tend to be mainly responsible for the course that bullying will take and its results. Objective: To analyse the association between the role of bystander with the other possible roles played in bullying. Method: A total of 409 children from the third to seventh grade participated in this study, with an average age of 11 years (SD = 1.61), enrolled in two municipal public schools in Florianópolis, Santa Catarina, Brazil. The instruments used were: one of the scales of the Questionnaire for the Study of Violence Among Peers, to identify bystanders, and the Olweus Questionnaire, to describe the possible roles played in school bullying. Results: It was found that most of the participants assumed the role of bystander in school bullying. However, an association was found with regard to gender and being a bystander. Also, strong association was found between being a bystander and the other roles played in bullying, primarily in relation to the bullies. Conclusion: These results reinforce the importance of bystanders in these aggressions, not only because they represent most of the participants, but mainly because of the positive or negative reinforcement they can offer in these aggressive behaviours. Therefore, the incentive and the encouragement of these students to denounce the aggressors, as well as defending the victims is essential to reduce school bullying.

scholarly journals The Other Side of Goal Orientation and Training Outcomes: Mediating Role of Training Motivation

2015 ◽  
Vol 08 (05) ◽  
pp. 726-740 ◽  
Author(s):  
Hassan Rasool ◽  
Fuwad Bashir ◽  
&nbsp Rauf-i-Azam ◽  
Zafar Moeen Nasir
Keyword(s):  
Goal Orientation ◽  
The Other ◽  
Training Outcomes ◽  
Mediating Role ◽  
Training Motivation ◽  
And Training

How People Learn with Computer Simulations

2010 ◽  
pp. 485-504 ◽  
Author(s):  
Douglas L. Holton
Keyword(s):  
Learning Environment ◽  
Educational Research ◽  
Computer Simulations ◽  
Careful Consideration ◽  
Effective Learning ◽  
Learner Centered ◽  
How People Learn ◽  
And Training

Using the four lenses of the How People Learn (HPL) framework, this chapter reviews research on the use of computer simulations for pedagogical purposes. Deciding when and how to support effective learning with simulations requires careful consideration of learner-centered, assessment-centered, knowledge-centered, and community-centered issues. By reviewing educational research on simulations from these four perspectives, one may then be better equipped to incorporate simulations into instruction and training in a manner that can align and balance all four perspectives, resulting in a more effective learning environment.

Socio-Cognitive Model of Trust

2009 ◽  
pp. 2316-2323
Author(s):  
Rino Falcone ◽  
Cristiano Castelfranchi
Keyword(s):  
Decision Making ◽  
Cognitive Model ◽  
Frame Of Reference ◽  
The Other ◽  
The Internet ◽  
The Third ◽  
Interaction Traces ◽  
Cooperative Models ◽  
Support Decision Making

Humans have learned to cooperate in many ways and in many environments, on different tasks, and for achieving different and several goals. Collaboration and cooperation in their more general sense (and, in particular, negotiation, exchange, help, delegation, adoption, and so on) are important characteristics - or better, the most foundational aspects - of human societies (Tuomela, 1995). In the evolution of cooperative models, a fundamental role has been played by diverse constructs of various kinds (purely interactional, technical-legal, organizational, socio-cognitive, etc.), opportunely introduced (or spontaneously emerged) to support decision making in collaborative situations. The new scenarios we are destined to meet in the third millennium transfigure the old frame of reference, in that we have to consider new channels and infrastructures (i.e., the Internet), new artificial entities for cooperating with artificial or software agents, and new modalities of interaction (suggested/imposed by both the new channels and the new entities). In fact, it is changing the identification of the potential partners, the perception of the other agents, the space-temporal context in which interaction happen, the nature of the interaction traces, the kind and role of the authorities and guarantees, etc. For coping with these scenarios, it will be necessary to update the traditional supporting decision-making constructs. This effort will be necessary especially to develop the new cybersocieties in such a way as not to miss some of the important cooperative characteristics that are so relevant in human societies.

The role of artificial intelligence in learning and professional development for healthcare professionals

2019 ◽  
Vol 33 (1) ◽  
pp. 19-24 ◽  
Author(s):  
Gurprit K. Randhawa ◽  
Mary Jackson
Keyword(s):  
Artificial Intelligence ◽  
Professional Development ◽  
Education System ◽  
Healthcare Professionals ◽  
Education And Training ◽  
Healthcare Education ◽  
Clinical Educators ◽  
History Of ◽  
And Training

This article discusses the emerging role of Artificial Intelligence (AI) in the learning and professional development of healthcare professionals. It provides a brief history of AI, current and past applications in healthcare education and training, and discusses why and how health leaders can revolutionize education system practices using AI in healthcare education. It also discusses potential implications of AI on human educators like clinical educators and provides recommendations for health leaders to support the application of AI in the learning and professional development of healthcare professionals.

scholarly journals The role of second coordination-sphere interactions in incommensurately modulated structures, using β-K5Yb(MoO4)4 as an example

2005 ◽  
Vol 61 (4) ◽  
pp. 400-406 ◽  
Author(s):  
Alla Arakcheeva ◽  
Gervais Chapuis ◽  
Vâclav Petricek ◽  
Vladimir Morozov
Keyword(s):  
Coordination Sphere ◽  
Driving Force ◽  
The Other ◽  
Structure Model ◽  
Unit Cell Parameters ◽  
Cell Parameters ◽  
The Third ◽  
Modulated Structures ◽  
Coordination Spheres

The incommensurate palmierite-like structure of β-K5Yb(MoO4)4, potassium ytterbium tetramolydate, has been refined in the (3 + 1)-dimensional monoclinic superspace group X2/m(0ρ0)00, with X = [0 0 0 0; ½ ½ 0 0; 0 0 ½ ½; ½ ½ ½ ½] and the unit-cell parameters a = 10.4054 (16), b = 6.1157 (12), c = 19.7751 (18) Å, β = 136.625 (10)°; q = 0.6354 (30)b*. The occupations of the K and Yb atomic positions are described by crenel functions. The structure model reveals a balanced interaction between the atoms of the first and second coordination spheres. It is shown that the third coordination sphere should not be neglected in studies of modulated structures. The ordering of the K and Yb atoms appears to be the driving force for the modulation of all the other atoms.

scholarly journals Transnational Spaces of Resistance

2021 ◽  
pp. 49-82
Author(s):  
Selin Çağatay ◽  
Mia Liinason ◽  
Olga Sasunkevich
Keyword(s):  
Civil Society ◽  
Social Movement ◽  
Large Scale ◽  
Theoretical Foundation ◽  
Small Scale ◽  
Low Level ◽  
The Third ◽  
Political Struggles ◽  
Spaces Of Resistance

AbstractThis chapter lays out the theoretical foundation of the book. It conceptualizes resistance as a space in-between small-scale mundane practices with a low level of collective organizing and large-scale protest activities which often exemplify resistance in social movement studies. In line with feminist and queer conceptualization of resistance, the authors suggest to examine multi-scalarity of resistant practices. The chapter attends to three scales of feminist and LGBTI+  activism in Russia, Turkey, and Scandinavia. The first scale analyzes activism in relation to the civil society-state-market triad. The second scale problematizes the notion of solidarity in relations between feminist and LGBTI+  activists from different geopolitical regions and countries as well as between small- and large-scale activist organizations and groups. Finally, the third scale focuses on individual resistant practices and the role of individual bodies in emergence of collective political struggles.

scholarly journals Strategies of behavior in conflict as indicators of satisfaction with the professional activity of university teachers

2021 ◽  
Vol 15 (2) ◽  
pp. 248
Author(s):  
Karina F. Mirakyan ◽  
Alexander A. Karpov
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Point Of View ◽  
Professional Activity ◽  
Behavioral Strategies ◽  
University Teachers ◽  
Professional Activities ◽  
The Third ◽  
Level Of Satisfaction

The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization. The provisions on strengthening the influence of the role of behavioral strategies in conflicts in the assessment of professional satisfaction at the third and fourth stages of professionalization are formulated.

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