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Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

CNESCO recently put forward a study regarding the correlation between the quality of the school experience and the quality of the learning showing the importance of student well-being. The pedagogical well-being, (defined as the adjustment of the student accompaniment to their psychoaffective needs, improves the quality of the school experience, allows the personal development and yields happiness from being at school (De la Garanderie, 2013). Our action research, in a shared view of well-being was focused on the student's working comfort in Cycle 3, with the establishment of an experimental device whose objective was to take care of children, while supporting their teachers in this approach with accompaniment. A charter of pedagogical welfare (Loton, 2020), from the medical world, and translated into professional teaching practices suitable to the needs of each one, has allowed the implementation of a pedagogical accompaniment practice in regards to well-being. The collection of school experiences has been done by using a tool created specifically to measure the quality of experience of children: a Scale of Measurement of School Experiences (Habib et Bidal, 2016), has led to results that reveal an increase in personal development and validates the capacity of the welfare system put in place to produce educational well-being. [ABSTRACT FROM AUTHOR]

Since 2017, the Homework Done in Colleges program has been in place to help every student succeed. But what success are we talking about? In this article, we refer to educational success, referring to academic criteria as well as to well-being, self-confidence, sociability or personal development. To measure this success, we are building on area 2 (work organisation and cooperation) of the common curriculum of knowledge, skills and culture. We seek to identify how Homework Done promotes student educational success. In this review, the results of research and reports highlight the impact of this device on student behaviour, leading to progress and a sense of well-being. This is made possible by working conditions, by interactions between pupils or between pupils and teachers and by the importance attached to continuity between school and family times. [ABSTRACT FROM AUTHOR]

Copyright of Ethnologie Française is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When, why and according to what criteria can we say of a system, of a device that is educational or formative? What are the argumentative locus, the rhetorical “topoi” of our judgments on training? And on what philosophical principles are they based? Dewey has endeavored to make explicit the educational principles and criteria of the contemporary educational experience. It will be a question of whether this framework makes it possible to base the approving and critical judgments made by trainers, trainees or external evaluators on training courses. Education, for Dewey, is an experience, a praxis, open to other experiences and to the experiences of others which can only fully develop within a framework of social democracy. This education is divided into three objectives: development, culture and social utility. I will articulate these objectives to training’s triangle model and its three logics: training someone (logic of personal development), to something (didactic logic), for something (logic of socio-economic adaptation). The goal would be, from this articulation, to define a system of rhetorical locus, a repertoire of arguments (Aristotle) serving to feed critical judgments in matters of training. I will try to illustrate this model on three types of training: professional teachers training, personal development training and university training. By focusing on critical judgments, it would be a question of understanding, in what Freud's words, the profession of trainer or educator of adults is an impossible profession, or at least perceived as such. [ABSTRACT FROM AUTHOR]

Copyright of Enfances, Familles, Generations is the property of Enfances, Familles, Generations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue d'Ètudes Proustiennes is the property of Classiques Garnier and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Résumé: Objectifs: Évaluer l’efficacité et la sécurité de l’utilisation répétée du dispositif intravaginal de dinoprostone à libération prolongée (Propess®) pour la maturation cervicale à terme. Patientes et méthodes: Étude observationnelle unicentrique réalisée dans une maternité du niveau III du 1er juillet 2007 au 31 octobre 2011. La population sélectionnée concernait les patientes devant bénéficier d’une maturation cervicale par 2 Propess®. Les éléments étudiés étaient le déroulement du travail, le succès de maturation, les échecs de maturation et de déclenchement, le mode d’accouchement, la morbidité maternelle et néonatale. Résultats: Cent onze patientes ont bénéficié d’une maturation cervicale par 2 Propess®. Le taux de nullipare était de 84/111 (75,7 %). Les principales indications de déclenchement étaient grossesse prolongée dans 38/111 (34,3 %) et une rupture prématurée des membranes dans 28/111 (25,2 %). Le taux d’accouchement voie basse était de 59/111 (53,1 %). L’indication de la césarienne était le plus souvent due à l’absence de mise en travail dans 27/52 (51,9 %) et aux anomalies du rythme cardiaque fœtal dans 17/52 (32,7 %). Les facteurs de risques significatifs de la césarienne étaient l’indication du déclenchement, la nulliparité (44 [84,6 %] versus 40 [67,8 %] ; p =0,04), le score de Bishop initial (2,2±1,2 versus 2,9±1,2 ; p =0,04) avant la pose du 1er et du 2e Propess® (3,3±1,4 versus 4,0±1,2 ; p =0,05). Discussion et conclusion: Dans plus de la moitié des cas, la maturation cervicale par 2 Propess® permet un accouchement par voie basse. Cette pratique ne semble pas augmenter la morbidité maternelle ou néonatale. [ABSTRACT FROM AUTHOR]

Summary: Objectives: Continuity of care is a major challenge for young people living with HIV, especially when transitioning from pediatric to adult care. A qualitative study was conducted in an attempt to explore and describe the transitions resulting from this change of care and to identify factors influencing this process. Patients and methods: Seven young adults, HIV-infected since childhood, with a median age of 25 years, with more than 2 years of experience since transitioning to adult care, participated in this qualitative research. Data were collected through semi-structured interviews. Results: Becoming an adult has depended upon a double change in perception: leaving the cocoon of the pediatric ward made them feel more adult, but entering the adult universe where the disease is more visible and the environment more “cold” and “unfamiliar” made them feel more vulnerable. This “clash of worlds” creates a transformation leading to adulthood, where a relation based on mutual trust remains fundamental for the continuity of care and for pursuing the youth''s personal development in the social and affective spheres. Conclusion: Self-construction on various levels (identity, social, affective) while maintaining regular medical care is the challenge of youth transitioning to adult care. A specific nurse-based consultation could be a useful tool for helping young people through this difficult process. [Copyright &y& Elsevier]

Abstract: Advances in fetal medicine are now extending the assumptions of Freud and reflections of Bion to allow continuity of thought between life prenatal and postnatal life. Sequential maturation of fetal sensory gives a basis for the reconstructive assumption of Maiello on the existence of a first “sound object” prenatal. From there, the author proposes a theory of trauma in three stages, including a prenatal time and making us able to maintain the theory of the deferred action in the field of very early traumas. [Copyright &y& Elsevier]

Copyright of Pratiques Psychologiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revue Nouvelle is the property of Revue Nouvelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary: Recent progress in neuroscience has yielded major findings regarding brain maturation during adolescence. Unlike the body, which reaches adult size and morphology during this period, the adolescent brain is still maturing. The prefrontal cortex appears to be an important locus of maturational change subserving executive functions that may regulate emotional and motivational issues. The recent expansion of the adolescent period has increased the lag between the onset of emotional and motivational changes activated by puberty and the completion of cognitive development–the maturation of self-regulatory capacities and skills that are continuing to develop long after puberty has occurred. This “disconnect” predicts risk for a broad set of behavioral and emotional problems. Adolescence is a critical period for high-level cognitive functions such as socialization that rely on maturation of the prefrontal cortex. Intervention during the period of adolescent brain development provides opportunities and requires an interdisciplinary approach. [ABSTRACT FROM AUTHOR]

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: The author, a school psychologist, proposes to question the relevance of the latency concept in the education of primary school children. In today''s context, is this concept useful to teachers? Three short case illustrations and a discussion about the possible causes of academic difficulties in elementary school children support the idea that teachers need to recognize and encourage the psychological maturation that is at stake for children this age. Latency is at the core of this psychological maturation and therefore remains a fertile concept. [Copyright &y& Elsevier]

Copyright of Pratiques Psychologiques is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Factors of intellectual talent as well as physiological and psychological characteristics are little known. However, giftedness is now a social problem and the knowledge of precocity hallmarks should permit the diagnosis in order to undertake the adequate educational orientation of these children. From questionnaires given anonymously to parents, this work showed comparative results between a population of gifted children and a control one. Objectives. – The aim of this study was to present precocity hallmarks in the gifted population, following factorial analysis of socio-economic and familial parameters, as well as medical and psycho-physiological variables linked with the children’s post-natal life. Population. – Four hundred and twelve children aged eight to 11 years, from Lyon, have been used in the survey: 217 children (control group) were included after a random selection in schools, and 195 children (gifted group, IQ >130, Wechsler test) were enrolled after clinician’s diagnoses in four medical departments. Results. – Regression analysis allowed to draw relation between several factors and giftedness: abnormal pregnancy (CR =3.205, P =0.009), perinatal stress (CR =2.166, P =0.003), and presence of migraine (CR =3.169, P =0.001). Parents living together (married or not) (CR =2.100, P =0.080) with a good and superior level of learning (CR =5.464, P =0.0002) were also linked with giftedness. Conclusion. – Our results indicate that precocity hallmarks are multifactorial. These data confirm some socio-economic and medical physiological features correlated with giftedness, and suggest that psychological factors may bear on the etiology of intellectual talent. We focus on the hypothesis than early stress may play a role on central nervous system maturation in these children. [Copyright &y& Elsevier]

Copyright of Psychologie Française is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Implantodontie is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Standing at the crossroads of pedagogy and psychology, the author reflects on the normal and pathological development of infantile thought during its confrontation with the school experience of learning. As clinical psychologist and psychotherapist, the author has been working both with groups of teachers in the regular school system and with multi-professional teams in mental health facilities. Drawing from this experience, she explores and develops the role and dynamics of group phenomena in the classroom as facilitating or disturbing processes at the particular time of child development. [Copyright &y& Elsevier]

Objectives. – The purpose of this literature review is to describe the effects of intensive gymnastic training in young international girls.Topics. – Studies on female international gymnasts show that intense and precocious training have significantly incidence on physiological parameters. Growth and pubertal maturation were significantly slowed down. It has been suggested that physical training may increase bone mineral density. Gymnasts might apply more force to their skeleton, mainly to their limbs: arms and legs. Compared to these studies, our results suggest that gymnastic seems to be well supported by young athletes. If deleterious effects of this intensive practice exists (on growth, pubertal maturation, body composition), there are few and translate an inappropriate and excessive physical training.Future prospects. – According to the different studies, the substantial differences of results could be explained by the magnitude of individual variations. Intensive and precocious training effects need to be studied to evaluate possible osteo-articular injuries and growth disorders. [Copyright &y& Elsevier]

Copyright of Industrial Relations / Relations Industrielles is the property of Universite Laval, Department of Industrial Relations and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)