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Copyright of Diá-logos - Revista de Educación is the property of Editorial de la Universidad Don Bosco 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.)

Cette étude vise à comprendre le développement de l’activité des stagiaires en EPS à partir de situations émotionnellement marquantes. La première partie a pour but de dessiner une topographie des situations émotionnellement marquantes provenant de 139 stagiaires en EPS. La deuxième partie, clinique, auprès de cinq stagiaires, vise à comprendre comment les situations émotionnellement marquantes freinent ou favorisent le développement de leur activité. Les résultats montrent que les stagiaires en EPS vivent des situations émotionnellement marquantes qui favorisent surtout un développement par la maîtrise de nouvelles opérations. Les résultats ouvrent des pistes concernant les dispositifs actuels de la formation par alternance, notamment par une prise en compte de la dimension subjective du métier.

In estuarine systems, salinity changes by freshwater inflows and tides affect the survival and behaviour of euryhaline species. Juvenile Chinese mitten crabs, Eriocheir sinensis , are considered to live in fresh water during their complex life history, whilst some are found in coastal wetlands. To understand how juveniles disperse in estuarine residence, we investigated their survival, feed intake and salinity preference after acclimating in three different water situations (i.e., fresh water, salt water and alternation between fresh water and salt water). We supposed that behavioural alternation and salinity preference would play an essential role in their acclimation. Results showed no significant difference in survival and feed intake amongst the three groups of juveniles (P > 0.05) in acclimation trials. However, the feed intake of crabs in each group was declining after changing water every three days. In the salinity preference experiment, crabs from fresh water preferred 0 ‰ and 12 ‰ , whereas those from salinity and alternation treatments showed no preference. The salinity preference seemed to be modified by prior acclimation as well, and juvenile crabs could therefore survive and disperse in the different salinities. Our study helps to explain the complex distribution of juveniles in estuaries and provides arguments for the feasibility of Chinese mitten crabs being reared in low salinity waters. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas 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.)

With the help of a professional autobiography of sixty years of research in adult continuing education, the article explains the references that have philosophically anchored the construction of a “rhythm-formative” problem of adult learning, throughout and in all sectors of life. This construction took place over three transatlantic periods : an initial period in Europe (1959-1969) of entry into adult life (20-30 years) in a laborious researchtraining on the meaning to life ; a second in Quebec (1969-1985) of design, construction and conduct of research programs in continuing education at the Faculty of Continuing Education of the University of Montreal (30-45 years) ; and finally a third, as professor-researcher at the University of Tours (1985-2007), in co-creation of diplomas and university research-training groups for adults (45-67 years). Two preschool philosophical anchors – Plato's cave and Rousseau's Émile – and a post-school and transdisciplinary anchoring of a systemic dialectical epistemology, appear to gradually contribute in a dominant way to the conceptualization of a “rhythm-formative” approach to the course of adult life, in two stages (experiential/formal) and three movements (auto, socio and ecoformation). [ABSTRACT FROM AUTHOR]

Alternating cycle pedagogical system has a growing interest in many countries and at different levels of education, including university. Most of the alternating cycle schools (Family Educational Centers of Alternating Cycle Formation, CEFFA, by its acronym in French) which provide a formal general and vocational training education at pre-university levels, are part of a network present in more than 30 countries worldwide called the International Association of Family Movements for Rural Formation (AIMFR, by its aronym in French). This organization, which was born in Africa under Europe's impulse, currently has its greatest projection in America. It has evolved to consolidate its identity based on the needs of training and to value the principles that inspired its creation. This article reflects on the key elements of the CEFFA that belong to the AIMFR (its "four pillars"). To do this, it starts from a bibliographic review and experiences of CEFFA pedagogy, rather than from conrete facts analyzed under a specific methodology. It provides historical aspects with some descriptive detail, from the first school to today's schools, through the birth and evolution of the AIMFR. It also points out conceptual elements that seek to briefly explain the importance of the "four pillars" of the CEFFA. And it establishes its connection with the territory through local associations of schools, which define themselves as creators of social capital "in action". The latter constitutes a remarkable contribution of the article. The other is the historical and conceptual reflection, which frames the theoretical approach of the text and highlights the importance of the pillars and of the AIMFR. Finally, it points out some keys so that the CEFFAs adhered to the AIMFR can continue to be an integrated and integrating system, anchored in reality, experience and the value of people. [ABSTRACT FROM AUTHOR]

The publications on pedagogical practices in work-study programs describes the interactions between the school-system and the work-system (Geay, 1991) and, to do this, uses the concept of interface-system. The main hypothesis put forward by this article is that putting this reliance into perspective is a factor of vigilance, uncertainty, and incessant questioning for those who are its actors. What do we mean by interface? What gaps and what contacts does it seek to translate, to make visible or even to provoke? The question is of urgent topicality at a time when alternation has become institutionalized and generalised, its vocabulary now forming part of a common heritage, the meaning of which must nevertheless continue to challenge us. [ABSTRACT FROM AUTHOR]

Pedagogy is part of a training relationship. It is characterized by an intention to develop the person and to mobilize a configuration of knowledge. The way of implementing produces the matter of the development of the persons and makes the value of the training. In this contribution, we analyze a training system that includes two populations: young apprentices and adults in professional activity. A quantitative and qualitative survey highlights the negotiation of knowledge that takes place in the course and in the action. We demonstrate how value is constructed for the learners and how the pedagogy is implemented. [ABSTRACT FROM AUTHOR]

Considering that a system is a regulating self-organisation, we propose to discuss the modalities of an integrative alternation that we have experimented with in adult training. The regulation is approached from the angle of the training's progressive evaluation and its emancipatory aims worked out in a multiform accompaniment to self-training. As the role of reflexivity is central, we focus here on the critical reading of a tool that we have developed, the Training Experience Index (TEI), in order to gather the representations of the trainees on the way they experience training and to be able to offer them appropriate support. [ABSTRACT FROM AUTHOR]

This article describes and analyzes from the point of view of their major evolutions, the purposes of the work-study training of ruralfamily houses, one of the main private institutions of technical agricultural education in France. This pedagogy of sandwich training comes from agricultural trade unionism which defined modes of intervention of training agents, called monitors. Sandwich training, initially built against public primary education, had the main goal of restoring peasant family as a legitimate educational body, considered to hold the monopoly on the transmission of agricultural knowledge. However, from the 1960s, this initial purpose disappeared. With school massification, work-study programs now play the role of a second-chance school oscillating between professionali%ation function and school remediation function. During a third period, identified from the 1990s, when the urban family homes were created, these two functions came together, as evidenced by the evolution of the role of monitor: he becomes a referent adult and a "tutor" for young people in difficulty preparing to enter adult life. [ABSTRACT FROM AUTHOR]

We give a survey of applications of the ideas and methods of Leonid Kantorovich (1912–1986) to the classical problems of approximation theory. [ABSTRACT FROM AUTHOR]

This article focuses on the links between translation and code-switching in selected songs by Yemi Alade. The songs under study were originally composed and interpreted in English before being translated into French. The original lyrics do not translate the instances where Yoruba and Igbo code-switching occurs, whereas the French versions frequently translate such instances. The article argues that these translations of code-switching serve to re-examine preconceived notions about a song and its translation. The argument demonstrates that it is possible for a song to 'gain' in translation, and this is illustrated by Alade's translated songs. The article also focuses on the extent to which the Derridean perspective of the supplement and that of différance can be applied to music translation. The four songs 'Johnny', 'K-I-S-S-I-N-G', 'Africa' and 'Ferrari' have been chosen because they feature instances of code-switching. The article looks at the degree to which one can talk about loss during translation and the supplementary meanings of language in the four songs. finally, it reflects on the implications of linguistic choices for a musician in postcolonial Africa; ordinarily, African writers are the ones who are interrogated regarding language choice, but the question of language is one which confronts every form of art on the continent. [ABSTRACT FROM AUTHOR]

The Ministry of Agriculture in France has recently decided to renovate its technical education diplomas with a so-called "capacity" entry and the implementation of a type of certification assessment involving an interview based on real-life professional situations. How can an interview be designed to serve the certification of skills in vocational training? On which theoretical and technical corpus should it be based ? Being in charge of councelling teachers across this renovation in agricultural education, we have tried to answer these questions by developing an interview approach, which mobilizes both explicitation as defined by Vermersch and the contributions of professional didactics. We then experimented this interview with future agricultural workers intraining in order to test its relevance and feasibility. We thus propose in the end an approach composed of two distinct phases during which the type of questions, the language rules, the posture and the intentions of the assessor vary. [ABSTRACT FROM AUTHOR]

La communication voit l’anniversaire de ces 50 ans de l’alternance au Brésil, comme un moyen d’opérer une double boucle réflexive sur deux histoires de vie socio-professionnelle avec l’alternance. Elle commence par un survol historique principalement francophone, d’une voie de recherche-formation de l’alternance comme synchroniseur éco-social de temporalités multiples en deux temps (expérientiel/formel) et trois mouvements (auto, socio, écoformation). La deuxième partie expose la philosophie éducative d’un master international Formation et développement durable (2002-2004), construit avec et pour les professionnels de l’alternance au Brésil. Elle présente les 17 mémoires produits selon une structure quadripolaire de l’alternance, croisant deux finalités - développement de la personne et du milieu – avec deux moyens principaux – une pédagogie spécifique et une organisation partenariale. La conclusion évoque l’horizon d’une compétence rythmique existentielle à apprendre par une attention plus grande aux rythmes écologiques qu’aux cours de la bourse, des maîtres et contremaîtres.

Cet article questionne la durabilité des dispositifs de formation professionnelle par alternance que sont les Centres Éducatifs Familiaux de Formation par Alternance (CEFFA) en Afrique en général et, de manière particulière au Cameroun, où ils sont confrontés aux difficultés réelles pour assurer leur autonomisation. Les CEFFA, dont la formule d’éducation va se répandre à travers le monde tel un essaim d’abeilles grâce à la coopération entre la France et des pays partenaires, peinent encore à s’enraciner ou à s’ancrer dans le territoire. L’analyse est davantage focalisée sur la viabilité financière, en tant qu’aptitude des associations promotrices de CEFFA à assurer leur autonomie de fonctionnement en disposant des ressources nécessaires pour couvrir toutes les charges. L’article est à la fois un travail de recherche historique et d’analyse des principales difficultés d’ancrage territorial des CEFFA dans le contexte africain et des défis liés à une implantation durable des CEFFA au Cameroun.

Copyright of Moroccan Journal of Quantitative & Qualitative Research is the property of National Association for Applied Sciences - Academy of Researchers 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.)

In the paramedical training establishments and institutes of Northern Gironde, all stakeholders are mobilizing to enhance the attractiveness of healthcare professions. The human resources department and the general coordination of care activities are implementing a proactive social and managerial policy in connection with training institutes that are working to attract learners to a peri-urban and rural area. Like an invitation to live an epic, a commitment to share an adventure with passion, that of discovering the caring professions., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

Cet article porte sur la formation professionnelle en France et donne les informations nécessaires à la compréhension actuelle du système dans ses dimensions historiques et institutionnelles. Un ensemble de textes organise les parcours professionnels initiaux et continus dans un cadre national valorisant l’alternance et ayant pour finalité l’insertion professionnelle, le maintien en emploi, la réorientation professionnelle, l’autonomie des personnes. Cet outil majeur à la disposition de tous révèle des zones d’ombre et des insuffisances que tentent de pallier des réformes successives.

This article focuses on the training/operation course offered at the Nurse and Pediatric Nurse school of Montpellier University Hospital aiming to develop a training program based on a construction of learning through professional situations. Thinking differently the training system based on alternation between course and internship and questioning the meaning of professionalization is an opportunity to be seized in the context of health formations reengineering. In that respect, offering a dialectical-learning alternation in and through a situated and problematized activity is a judicious perspective for Nurses and Pediatric Nurses training in order to give meaning to work-study by giving a real ambition for professional learning. [ABSTRACT FROM AUTHOR]

Copyright of Signes, Discours et Societes is the property of Signes, Discours et Societes 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.)

The problem of the greatest possible absolute value of the kth derivative of an algebraic polynomial of order n > k with real coefficients at a given point of the complex plane is considered. It is assumed that the polynomial is bounded by 1 on the interval [-1,1]. It is shown that the solution is attained for the polynomial κ · Tσ, where Tσ is one of the Zolotarev or Chebyshev polynomials and κ is a number. [ABSTRACT FROM AUTHOR]

Cet article a un double objectif. D’une part, il s’agira de mieux comprendre les interactions plurilingues en classe. D’autre part, il vise contribuer à la discussion actuelle sur le paradigme émergent de ce qu’il est convenu d’appeler la « didactique du plurilinguisme ». A la croisée des dynamiques d’interaction et des approches didactiques, des notions centrales comme contact, alternance et intégration seront abordées. Les questions théoriques seront illustrées par l’analyse des pratiques effectives d’une classe Calandreta (programme d’immersion en occitan, considéré comme une langue régionale en France). Une attention particulière sera accordée à l’utilisation du manuel Euromania, qui propose une démarche plurilingue originale, stimulant des stratégies d’intercompréhension pour travailler différentes matières scolaires (sciences, histoire, mathématiques, technologie). Cette approche s’appelle intercompréhension intégrée.

The ambition of alternation as an organizational and pedagogical configuration is closely linked to the question of time. However, no alternation model, no didactic-pedagogical configuration expressing the alternation project, seems to be unanimous among the actors involved in this engineering, whether they are trainers, training managers, "alternates", company tutors. Therefore, to have an expanded view on the possibilities for alternation it seems necessary to questioning the meaning of the temporality and the spaces, by soliciting the situation concept and considering the contribution of the digital resources to elaborate a formation that can create the conditions for professional learning. The dual issue of temporality and spaces of alternating training is considering through the paradigm of learning by exploiting the evaluative moments constitutive of a professionalization process. This paper is a draft of deliberative and learning assessment. It is also revealed another approach to training alternation considering the contribution of digital resources.

The article assesses some aspects regarding the post Presidential elections momentum in Romania with a view to the collaboration between the two Executive actors: President and Prime Minister. Focusing on the perspectives of an impossible cohabitation within the institutional Romanian framework the article points out at several challenges revealed by recent institutional practice. It proposes to be considered the specific French constitutional arrangements existing for more than a half century because they were accordingly adapted to institutional developments which could not be imagined when the fundamental text was elaborated.

In approximation theory, logarithmic derivatives of complex polynomials are called simple partial fractions (SPFs) as suggested by Dolzhenko. Many solved and unsolved extremal problems, related to SPFs, are traced back to works of Boole, Macintyre, Fuchs, Marstrand, Gorin, Gonchar, and Dolzhenko. Now many authors systematically develop methods for approximation and interpolation by SPFs and their modifications. Simultaneously, related problems, being of independent interest, arise for SPFs: obtaining inequalities of different metrics, estimation of derivatives, separation of singularities, etc.In introduction to this survey, we systematize some of these problems. In themain part, we formulate principal results and outline methods to prove them whenever possible. [ABSTRACT FROM AUTHOR]

The alternance has been, is and will be, for some time, a project and an ideal of formation carried by a doctrine and an ideological discourse. Nevertheless, it is hoped for as a pedagogy and as a philosophy of human experience. Indeed, today we tend to enclose alternation in the issue of the adequacy of training and employment. This article proposes to break with this fragmented, managerial, organizational, strategic and bureaucratic approach of alternation to think of it as an alternative look at the relations between people and society under the benevolent attitude of pedagogical posture and philosophy education. This text is based on a speculative perspective based on a methodology of analysis of some excerpts from Dewey’s work. There was nothing like summoning this author, who, by inventing a humanist reading of the relationship between the individual and his environment, sought to reconcile nature and culture.

Copyright of Synergies Pays Riverains du Mékong is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) 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 International Journal of Organizations / Revista Internacional de Organizaciones (RIO) is the property of Analisi Social i Organitzativa grup de recerca 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.)

In this paper, we derive conditions for best uniform approximation by fixed knots polynomial splines with weighting functions. The theory of Chebyshev approximation for fixed knots polynomial functions is very elegant and complete. Necessary and sufficient optimality conditions have been developed leading to efficient algorithms for constructing optimal spline approximations. The optimality conditions are based on the notion of alternance (maximal deviation points with alternating deviation signs). In this paper, we extend these results to the case when the model function is a product of fixed knots polynomial splines (whose parameters are subject to optimization) and other functions (whose parameters are predefined). This problem is nonsmooth, and therefore, we make use of convex and nonsmooth analysis to solve it. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem 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.)

This article proposes to break with the idealized approach of alternation. Far from political injunctions, organizational, strategic, managerial and bureaucratic after all, we propose a different reading of the alternating student in terms of pedagogy. By locating our thinking in a conception of pedagogy as expressed in teachers claiming the principles and values of the New Education, we invite you to exceed the formatted design of alternating considering it as a reflection on the relationship between education and culture. [ABSTRACT FROM AUTHOR]

The various academic works about the analysis of the actual functionning of alternation in professionnal training reveal a great descrepancy with the prescriptive model, qualified institutionnal or organisationnal model. In order to take some distance from this technical coordinative model of alternation in training, the hypothesis is made that the alternant is the one creating bonds.The results of an active resarch, based on the experimentation of a pro-training arrangement made to support this bonding work, are presented and put in perspective with the initial hypothesis. This bonding work is considered a reliance activity of the alternants. Also, the pro-training arrangement built from the richness of the class-group, born from the commitment of the alternants, creates a typical dynamic which we chose to call actor-network. [ABSTRACT FROM AUTHOR]

Partnerships in education developed in schools in the 1990s to bring answers to new socio-educational problems. Nevertheless, for the teachers of the sandwich training, they establish for a long time the indispensable condition of a really professional co-op education program. By using the sociology of the actor-network and to the concept of social relationships, we would like to qualify this speech. From the analysis of two university co-op programs, we highlight that an almost fusional partnership with an occupational environment does not guarantee necessarily a harmonious professional development, and that the absence of partnership is not still the synonym for an absence of professionalization. [ABSTRACT FROM AUTHOR]

Inside vocational training systems, like those implemented in health and social sector, overcoming the gap and tensions between the times and different places of the training are the periods of practical training in the field and institute training sequences calls for the establishment of cooperation between stakeholders: trainees, trainers and tutors. The latter, regarded as lighting built-reliance, takes different forms and uses different means (educational devices, booklets, portfolios, etc.). The study of some of them showed that they can be located with reference to two poles having value paradigms: one referring to a technical vision of the training and practice of the profession (and a «technician identity), the other in a clinical approach to training and a «clinician identity» of the professions. [ABSTRACT FROM AUTHOR]

Although the context, such as the social policies or the professional world in mutation, highlights the emergence of a new professional project for educators of young children during their training period, the process of professionalization and the identity building involved during the training period will be more especially studied, in relation to the practical experience gathered during the internships (Wittorski, 2009). This experience awakes in the subject a reflection and a situation of identity building through the encounter and the interactions with practical communities. While confronting with others, the student involves the realization, the self-continuity. Emotions and biographical facts are involved as well (Bourgeois et Barbier, 2006), thus maintaining the subject's continuity and identity uniqueness through the perception of others. In this article, we will relate the process of professionalization and identity building to the concept of reliance, developed by Bolle de Bal (2003), within the scope of block-release training of educators of young children. [ABSTRACT FROM AUTHOR]

The learnings (apprenticeships) and the transformations in the alternation call up to renewed conceptions (disings). The cooperation can be there when it arouses the reliance and authorizes the emergence. It questions its ends (purposes), its practices and the sense (direction) of its productions, its epistemology. [ABSTRACT FROM AUTHOR]

[es] El desarrollo rural no se entiende de la misma manera en ámbitos tan diversos como el europeo y el latinoamericano. Algunas instituciones hablan de una Nueva Ruralidad en América Latina, basada en conceptos como desarrollo humano, capital social y crecimiento económico con equidad. La agricultura latinoamericana es cada vez más multifuncional y el desarrollo rural comienza a tener un claro enfoque territorial que refuerza los efectos sociales. Pero, en cualquier contexto rural, los procesos de desarrollo sostenible se favorecen, en primer lugar, con la permanencia de personas en el medio; y, en segundo lugar, cuando los protagonistas del cambio tienen una formación adecuada. Este artículo describe un sistema educativo peculiar -la alternancia- que se basa en alternar períodos de formación en el entorno socioprofesional y en el aula. Propone también un modelo para la evaluación del impacto de dicha formación que se aplica a una zona rural latinoamericana y que permite comprobar resultados muy satisfactorios para la calidad de vida, el empleo, la sostenibilidad de la agricultura y el equilibrio territorial. Concretamente, se estudia el caso de Colombia y se analiza cómo los jóvenes formados son capaces de influir en la generación de procesos de desarrollo porque se convierten en líderes locales y contribuyen a crear tejido social. [fr] Le développement rural n'est pas compris de la même manière dans des contextes aussi différents que l'Europe et l'Amérique latine. Quelques Institutions parlent d'ime Nouvelle Ruralité en Amérique latine, basée sur les concepts de développement humain, capital social et développement économique avec équité. L'agriculture en Amérique latine est, de plus en plus, multifonctionnelle, et son développement rural a une approche territoriale qui renforce des aspects sociaux. Mais, dans n'importe quel milieu, les procès durables du développement sont favorisés, tout d'abord, par la permanence des personnes dans les espaces ruraux. Et, en deuxième lieu, si les protagonistes du changement reçoivent l'éducation et la formation appropriées. Cet article explique un système éducatif basé sur l´alternance des stages de formation entre le milieu socioprofessionnel et l'école. Il propose aussi un modèle d'évaluation d'impact qui s'applique dans une zone rurale d'Amérique latine. Ceci nous permet de vérifier des résultats satisfaisants pour la qualité de vie, l'emploi, la durabilité de l'agriculture et l'équilibre territorial. Pour le cas concret de la Colombie, il analyse la manière dont les jeunes qui ont été formés avec ce système, peuvent influencer d'une façon décisive sur la génération des processus de développement local, justement parce qu'ils deviennent des leaders de leurs communautés et participent activement à la construction du tissu social.