Implementation of Augmented Reality in a Mechanical Engineering Training Context

Global industry is at the heart of its fourth industrial revolution, being driven by the emergence of new digital solutions: Augmented reality allows us to consider the evolution towards the “the augmented operator”. This technology is currently little used in higher education, especially for mechanical engineers. We believe that it can facilitate learning and develop autonomy. The objective of this work is to assess the relevance of augmented reality in this context, as well as its impact on learning. The difficulties for a student approaching a technical system are related to reading and understanding 2D and even 3D representations, lack of knowledge on components functions, and the analysis of the chain of power transmission and transformation of movement. The research is intended to see if AR technologies are relevant to answer these issues and help beginners get started. To that end, several AR scenarios have been developed on different mechanical systems, using the relevant features of the AR interfaces that we have identified. Otherwise, these experiences have enabled us to identify specific issues linked to the implementation of AR. Our choice of AR devices and software allows us to have an integrated digital chain with digital tools and files used by mechanical engineers. Finally, we sought to assess how this technology made it possible to overcome the difficulties of learners, in different learning situations.

Conditional Control of Instrumental Avoidance by Context Following Extinction

Using rodents, three training arrangements (i.e., ABB vs. ABA, AAA vs. AAB and ABB vs. ABC) explored whether extinction influences the expression of avoidance in a manner controlled by context. Retention testing following extinction showed that more avoidance responding (i.e., renewal) was observed when extinguished cues were tested outside of the context where they had undergone extinction. In contrast, response rates were significantly lower when stimuli were tested within the context where extinction learning had occurred. These findings add to the emerging literature assessing the role of Pavlovian extinction processes in the development of instrumental avoidance responding by demonstrating conditional control over extinguished responding by context. This study was conducted using a within-subjects approach that minimized the potential for context-outcome associations to bias responding, and thus, reflects hierarchical control over behavior based on the specific associative status of each tested cue in each training context.

Using Extinction-Renewal to Circumvent the Memory Strength Boundary Condition in Fear Memory Reconsolidation

Reconsolidation is a process by which memories are destabilized, updated, and then restabilized. Strong memories are resistant to undergoing reconsolidation. Here, we addressed whether an overtrained fear memory could be made susceptible to reconsolidation by first extinguishing, and then renewing, the memory. Rats were trained with ten tone-footshock pairings, followed by eight days of tone extinction in the training context. The next day, rats were placed into a second context and memory for the tone was renewed/reactivated with a single tone presentation. Immediately following reactivation, rats received an injection of midazolam or vehicle. Rats were then tested for freezing to the tone in a third context. Midazolam had no effect in rats that did not undergo tone extinction, but significantly attenuated freezing to the tone in extinguished rats. Thus, rats that received tone extinction underwent tone memory reconsolidation following its renewal. In a second experiment, we administered the reactivation session and midazolam injections prior to extinction. Midazolam had no effect and rats extinguished at a rate similar to controls. These data suggest that strong emotional memories are capable of updating following weakening of memory expression through extinction.

Hamstring Injury Prevention Program and Recommendation for Stride Frequency during Tow-Training Optimization

(1) Background: Although innovations and improvements in towing systems have been available, tow-training method has not been considered favored in the training context. Tow-training may enable high stride frequency if hamstring injuries do not occur. The purpose of this study was to prevent hamstring injuries during supramaximal running and to optimize tow-training. (2) Methods: We investigated the relationship between the number of hamstring injuries that occurred during supramaximal running and the contents of the prevention programs that have been implemented, i.e., 4 years of the baseline programs and 12 years of the intervention. (3) Results: The incidence of hamstring injuries per 1000 sprinters was 57.5 for baseline and 6.7 for intervention. A significant difference was observed in the incidence of hamstring injury between the different combinations of prevention programs (p < 0.01). (4) Conclusions: Tow-training was optimized by (1) preventing hamstring injuries by combination of strength, agility, and flexibility training programs and (2) advising the sprinters to press the leg onto the ground as fast as possible to increase stride frequency and to prevent stride lengthening.

Apprentissages non formels et développement des compétences professionnelles dans les centres de métiers à Kinshasa

Non-formal apprenticeship opportunities have a clear record of effectiveness, as evidenced by several research studies. After completing short-term vocational training, apprentices demonstrate the required vocational skills. How is learning constructed in a non-formal learning process? What forms of interaction are developed? What are the determinants of the effectiveness demonstrated by apprentices? This article answers these questions by analysing data from a survey that evaluates the elements of the training context and the level of skills acquired by apprentices. It shows that there is great flexibility in the organisation and techniques of learning, as well as permanent interdependence between apprentices, which facilitates the co-construction of skills.

Parent Ratings of Generalized and Indirect Effects of Functional Communication Training for Children with Autism Spectrum Disorder

Functional communication training (FCT) is a behavioral treatment that has been shown to reduce problem behavior and increase appropriate communication in young children with autism spectrum disorder (ASD). In this study, we assessed the effects of FCT on targeted and nontargeted problem behaviors outside of the training context, as well as parent stress, for 30 young children with ASD and their parents. Indirect measures of generalization treatment effects were administered prior to and following FCT treatment delivered via telehealth. Children demonstrated significant improvement on both targeted (measured via observation) and nontargeted (measured via checklist) problem behaviors, both within and outside of the training context, and parent stress was significantly reduced following treatment. These results suggest that the impact of FCT may extend beyond the training context for both the children being treated and the parents delivering treatment, even when generalization is not specifically programmed for during treatment.

Postcolonial theory and Canada’s health care professions: bridging the gap

In recent years there have been several calls in professional and academic journals for healthcare personnel in Canada to raise the profile of postcolonial theory as a theoretical and explanatory framework for their practice with Indigenous people. In this paper I explore some of the challenges that are likely to confront those healthcare personnel in engaging with postcolonial theory in a training context. I consider these challenges in relation to three areas of conflict. First I consider conflicts around paradigms of knowledge, wherein postcolonial theory operates from a different base from most professional knowledge in health care. Second I consider conflicts of ideology, wherein postcolonial theory is largely at odds with Canada’s political and popular cultures. And finally I consider issues around the question of Canada’s legitimacy, which postcolonial theory puts in doubt. I suggest ways in which these conflicts might be addressed and managed in the training context, and also identify potential positive outcomes that would be enabling for healthcare personnel, and might also contribute to an improvement in Canada’s relationship with its indigenous peoples.

Family of Origin as Cultural Messengers in the Training Context

A novel Family of Origin as Supervisory Resource Model that harnesses the family of origin of the therapist-in-training as a cultural supervisory resource in the training paradigm is presented. The format of the model comprises three phases: supervisor’s exploration of the trainee’s professional dilemmas, supervisor’s exploration of the same dilemma through stories narrated by the supervisee’s family of origin members, and supervisee’s presentation of a case that is an example of the dilemma. The application of this training model during supervision strengthens the trainee’s flexibility in divergent family systems and enhances the ability to handle dilemmas and to form a healthy therapeutic alliance.

An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico

The educational journey in postgraduate programs is linked to the actors, processes and results, setting the tone for different approaches from the perspective of characterization, development and evaluation. It is summarized in a sequential manner in four stages: entry to the program, progress within the program, and the final educational stretch, where the instructor/tutor plays an important part and obtaining the diploma or degree. The goal of this research was to evaluate, using the students’ perceptions, formative experiences as a result of their academic journey in postgraduate programs within education in Northern Mexico. We have used a case study based on the focus groups technique, applied to a sample of cases comprised of students enrolled in their final educational stage. The information was analyzed using inductive data analysis. The main results were grouped into three meta categories: (1) development of professional skills for the successful design of the intervention proposal, which unfolded into four categories; (2) the role of the tutor during the formative process, consisting of four analysis categories and (3) contributions of the teaching staff in their profession, consisting of two categories. These trends also evidence the formative abundance in the personal, academic and social training context of the students.