Documents found
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116892.
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116894.More information
The main aim of the present study was to identify motor difficulties in Greek preschoolers. Secondary aims were to identify possible differences in prevalence of motor difficulties related to gender, age, body mass index, place of residence, and hand preference. 302 preschoolers were assessed using the first age band (3–6 years) of the Movement Assessment Battery for Children (2nd edition). The results showed high prevalence of significant (12.3%) and moderate (12.3%) motor difficulties in preschool children. Moreover, gender, age, BMI, residence, and hand preference effects showed no statistically significant differences (p > 0.05) and need further consideration among preschool children. However, there was evidence that some differences may exist between boys and girls, 4- and 5-year-old children, children with high and typical body mass index, children living in rural or urban areas, and right and left-handed children, regarding the occurrence of motor difficulties. These findings highlighted the need for early assessment in domains of motor development, such as hand dexterity, ball skills and balance in order for developmentally appropriate preschool physical education programs to be applied, with the aim to help preschoolers improve their difficulties and be physically active later in life.
Keywords: motor skills, motricité, trouble de la coordination du développement (DCD), Developmental Coordination Disorder (DCD), batterie d'évaluation du mouvement pour les enfants (2e édition ; MABC-2), Movement Assessment Battery for Children (2nd edition; MABC-2), ball skills, habiletés avec le ballon, hand dexterity, dextérité manuelle, balance, équilibre
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116896.More information
This study proposes to present a very singular case, analyzed here for the first time. In 1966-1967, the French painter Jean Vimenet embodied, for Mouchette, a film by Robert Bresson, one of the main roles, that of the gamekeeper Mathieu. From the trying experience of the filming will be born, in the form of drawings, canvases and painted stones, what Vimenet will call the "portrait of a film". This series, unique in the history of modern and contemporary painting, questions the dialectic that is established between the film work of Bresson and the graphic and pictorial work of Vimenet. Beyond that, it engages us to understand the transmutations and aesthetic codifications that will be born. Vimenet, in "searching" for Bresson, discovers "the fantastic world of cinema never approached in painting". His quest pushes him to reconnect with the old problem of the representation of daylight, modified by the presence of powerful modern projectors. And, focusing his work around the gaze, the eye, the shot, the composition of the frame and chromatism, he ends up pictorially exposing all of Bresson’s mechanics. From the third eye to cinematographic rhetoric, from force and form to light and colour values, and as if echoing certain remarks by Gilles Deleuze and Jacques Aumont, the two disciplines observe each other like opposing statues.
Keywords: Robert Bresson, Robert Bresson, Jean Vimenet, Jean Vimenet, model, modèle, third eye, troisième oeil, frame, cadrage, shape and form, forme
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116897.More information
This article is part of broader research on the well-being of teachers in Quebec; more specifically, assessing their socio-emotional competencies (SEC), which are poorly documented. In the absence of questionnaires in French (Yoder, 2014) to assess them, it was proposed to develop a new questionnaire following the seven-step approach of Frenette et al. (2019), which maximizes obtaining validity evidence. A sample of 401 teachers allowed us to accumulate various validity evidence supporting the use of this questionnaire. The analyses showed that the two-factor (intrapersonal and interpersonal) conceptual model fits the data well. According to the perception of Quebec teachers, the results highlight three findings: (1) SEC are used occasionally in classroom, (2) the interpersonal component is more present in their interventions than the intrapersonal one, and (3) young teachers present lower averages for the intrapersonal component compared to their older colleagues. Future research is needed to support these findings and justify the importance of introducing SEC into teacher training in Quebec.
Keywords: compétences socioémotionnelles, socio-emotional competencies, CASEL, CASEL, enseignant, teacher, questionnaire, questionnaire, processus de validation, validation process
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116898.More information
This study reports on how one can examine a second language (L2) speech corpus in order to define which of many possible features of L2 utterance fluency (i.e., speech fluidity) should be the focus of an L2 fluency gains investigation. Participants were 100 adult English-speakers enrolled in a French immersion program. Data from 50 randomly selected participants were assigned to Sample A for Analysis 1 and the remainder to Sample B for Analysis 2. In Analysis 1, 23 candidate speech features, drawn from the literature at large, were examined in Sample A through a series of logical and statistical steps and systematically reduced to four features as constituting a core set of L2 utterance fluency features. In Analysis 2, these four features were examined in the Sample B corpus for gains after 5 weeks of immersion. Results indicated strong gains on all four. In Analysis 3, by way of replication, we reversed the process by using the Sample B data to first define the target fluency features and then the Sample A data to test for fluency gains. The main results replicated those of Analyses 1 and 2. The four features that emerged as core L2 utterance fluency features were mean syllable run length and mean phonation run length between silent pauses, and mean syllable duration and mean silent pause duration. Mean filled pause duration did not meet the criteria for belonging to the same fluency construct. Overall, the results showed that it is possible (a) to operationally define L2 fluency markers without reference to fluency gains, and (b) to then use these fluency markers to study L2 fluency gains without the gains data having shaped the operational definition of fluency in the first place, thereby avoiding the circularity of post hoc identification of relevant variables.
Keywords: second language, utterance fluency, oral fluency, development of oral competence, adult immersion
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116899.More information
Online learning in civic education (OLCE) has been going on since the 2000s. It has become an increasingly interesting topic in light of recent technological advances and emergencies, and it contributes to improving the quality of learning processes and outcomes. This study aimed to track the publication trends of OLCE in the Scopus database (2005–2024). The method used was bibliometric, with VOSviewer software analysis. The investigation found 123 documents, half of which were articles, and the rest distributed among conference papers, book chapters, conference reviews, books, and notes. These publications were written by 320 authors from 39 different countries and used nearly 800 keywords. The number of OLCE publications increased significantly in 2021 and reached its highest peak in 2024. VOSviewer analysis showed that civic education was connected to the keywords “online learning” and “e-learning” in the case of large nodes and close distances. However, other strategic keywords, such as “MOOC,” “digital citizenship,” “artificial intelligence,” and “social media” were detected in small nodes and far distances. The keyword “global citizenship education” was not directly connected; even “ChatGPT,” the most influential OpenAI today, was not seen at all. This could mean that the development of several strategic keywords would make for a potential research study in future. This research provides new insights for researchers and institutions involved in OLCE publication mapping for future development.
Keywords: online learning, civic education, OLCE, citizenship education, bibliometric analysis
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116900.More information
In the context of academicization of paramedical training method with dual graduation (State Diploma and University Bachelor's degree) and the introduction of modality experimentation allowing the strengthening of exchanges between health training courses within the University of Caen-Normandy, new standards (bachelor's degree in care sciences) and professional training models are being produced for six paramedical professions. A new pedagogical engineering approach must be invented, taking into account hybrid training methods. This article analyzes the training engineering put in place for the collective design of a training module dedicated to clinical reasoning. The creation and pedagogical innovation process undertaken is based on the collective work experiences of professionals. It enables us to identify the activity invariants in clinical reasoning, from the trainers’s point of view, by identifying classes of emblematic situations from different professional fields that are transferable to the 6 professions. The collaboratively produced sequence leads to the staging of a work situation common for working professionals, responding to their training challenges: meeting the patient and analyzing their deficiencies and/or needs.
Keywords: training engineering, engenharia de formação, ingénierie de formation, ingeniería de formación, formação paramédica, formación paramédica, paramedical training, formation paramédicale, academización, universitarisation, academicization, criatividade, didática profissional, creatividad, creativity, créativité, professional didactics, didactique professionnelle, didáctica profesional