Journal articles on the topic 'PETE programme'
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Goossens, Lennert, Roel De Ridder, Greet Cardon, Erik Witvrouw, Ruth Verrelst, and Dirk De Clercq. "Injury prevention in physical education teacher education students: Lessons from sports. A systematic review." European Physical Education Review 25, no. 1 (June 21, 2017): 156–73. http://dx.doi.org/10.1177/1356336x17711675.
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Sports injuries are a considerable problem in physical education teacher education (PETE) students. They have important consequences and might affect the attitude that PETE students have towards sports and physical activity. Up to now, several efficacious injury prevention programmes have been developed for various sports disciplines. There is a high probability that several components of those prevention programmes are transferable to the PETE environment. A systematic review was conducted to identify intrinsic components that are potentially applicable in PETE programmes. The databases PubMed and Web of Science were searched for articles published between 1974 and 1 February 2015. The systematic study selection resulted in the inclusion of 59 studies. Seventeen studies were rated as having a low risk of bias. Efficacy of the applied programme was proven in 11 of these. Analysis led to guidelines for an injury prevention programme for PETE students. A multiple preventive intervention should include an awareness programme, functional strength training, stretching, warm-up, core stability and dynamic stability exercises of the lower limbs. This multiple preventive intervention preferably has a gradual build-up, makes use of no or only simple materials and is executed around three times per week.
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Larsson, Lena, Susanne Linnér, and Katarina Schenker. "The doxa of physical education teacher education – set in stone?" European Physical Education Review 24, no. 1 (September 13, 2016): 114–30. http://dx.doi.org/10.1177/1356336x16668545.
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In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.
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Philpot, Rod Allan. "In search of a critical PETE programme." European Physical Education Review 25, no. 1 (May 3, 2017): 48–64. http://dx.doi.org/10.1177/1356336x17703770.
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For some time now many teacher educators have recognised the need to address issues of social justice and inequality. The challenge of teaching increasingly diverse student populations has led teacher educators to consider practices and pedagogies that move beyond a technical orientation. One of the alternate paradigms, critical teacher education, promotes a model of teacher development that transcends a sole focus on the acquisition of mere technical skills, to practices that foreground awareness of equity issues and socially just teaching practices. Although critical teacher education is not new, most research on teacher education for social justice examines the impact of individual courses on developing pre-service teachers’ awareness of critical issues. The paper presents an analysis of a physical education teacher education (PETE) programme that is underpinned by critically oriented philosophies. Critical discourse analysis of documents was used to reveal consistencies and contradictions between the espoused critical orientation of the programme and the discourse of the individual courses. The findings provide evidence of critical pedagogies across a range of courses in the PETE programme. The significance of this study lies in new possibilities for critical teacher education when the critical orientation is spread across a whole programme rather than concentrated only in individual courses.
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Svendsen, Annemari Munk, and Jesper Tinggaard Svendsen. "Contesting discourses about physical education." European Physical Education Review 23, no. 4 (July 12, 2016): 480–98. http://dx.doi.org/10.1177/1356336x16657279.
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This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as central texts for the reading of such discourses. Fairclough’s and Foucault’s notions of discourse and discourse analysis are applied to identify dominant patterns in those 20 textbooks that are most used in PETE in Denmark. The findings reveal three different discourses that represent contesting philosophies about the value and practice of PE. These are termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. The paper analyses these three discourses critically and concludes that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. The discussion deals with the way that PETE textbooks comprise powerful documents that through their recurrent use of high modality are unequivocal in their suggestions for PE practices, and how pre-service teachers in this way are exposed to antagonistic discourses in PETE textbooks. We suggest that PETE teachers may use textbook analysis in the educational programme as a tool for reflection upon the working of discourses in PE in general and for discussing central ideological dilemmas in PE.
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LI, Chung. "Development of Physical Education Teacher Education in Hong Kong - A Problem Setting Analysis." Asian Journal of Physical Education & Recreation 5, no. 2 (December 1, 1999): 21–27. http://dx.doi.org/10.24112/ajper.51224.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.Ever since Physical Education (PE) became one of electives in the Teacher Education (TE) programme in 1947, it has gradually developed from a practical and professional oriented subject to a theoretical and academic based discipline in the tertiary institutes in Hong Kong. This paper described the 'selected' historical incidents of the development of PETE in Hong Kong. PETE becomes hegemonic towards scientific bias, health-dominated, technocratic and utilitarian-oriented nowadays. It creates tensions of dichotomised issues between PE and sports science; PE and medical science; theoretical and pedagogical orientation; research and practical basis; scholarly and professional discipline; and technocratic and inquiry focus etc. Its development illustrates the differences in directions, status, functions and practices. It intents to identify problems of the present practices and to initiate discussion on alternative directions of the PETE in the coming future.香港的體育師資培訓隨著時代的轉變而發展出不同的配套。本文就其歷史、發展、本質及任務帶引出討論及分析，內容包括體育與運動科學、體育理論與敎學、體育研究及專業地位等等；藉此提出理想方向的探索。
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Jones Couto, Cherese Farrah, Leepile Cyril Motlhaolwa, and Louis Jacobus van Zyl. "Emergency remote learning - the experiences of higher education Physical Education students." Journal of Anthropology of Sport and Physical Education 7, no. 1 (January 15, 2023): 7–11. http://dx.doi.org/10.26773/jaspe.230102.
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The impact of Covid-19 caused significant disruptions to student learning, where online delivery and assessment represent a critical consideration for physical education teacher education (PETE). The Covid-19 pandemic posed a problem with sectoral disruption in higher education, sport, and physical activity. Students specialising in Physical Education (PE) had to experience a temporary shift of instructional delivery in the practical modules to an alternative delivery mode. The improvisation and rapid conversion of delivering learning activities were purely experimental to facilitate student learning. There is a general apprehension about online learning for students in PETE, most notably, the absence of face-to-face education through movement that is difficult to replicate digitally. Emergency remote learning engendered questions and challenges regarding pedagogical approaches. Lecturers explored the effectiveness of emergency remote learning through student experiences. Descriptive research was conducted, following a mixed-method approach to understand students’ experiences, perceptions, and challenges. 140 students specialising in PE completed an online questionnaire. The quantitative data were analysed using the statistical package for the social sciences programme, and the qualitative data was thematically analysed. The majority of the students feel they have successfully reached the outcome of each module respectively. The availability of online class recordings assisted students in their self-paced approach to learning. Collaborative learning was preferred only if the lecturer was involved, as it seemed a significant challenge when student-driven. A PE programme needs a face-to-face approach and can benefit from a blended teaching approach. Educators transitioning suddenly to remote operation can consider adopting a similar pedagogical approach.
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Bliekendaal, Sander, Janine Stubbe, and Evert Verhagen. "Dynamic balance and ankle injury odds: a prospective study in 196 Dutch physical education teacher education students." BMJ Open 9, no. 12 (December 2019): e032155. http://dx.doi.org/10.1136/bmjopen-2019-032155.
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ObjectiveThe aim of this study was to investigate whether dynamic balance, measured with the anterior component of the Star Excursion Balance Test (SEBT-ANT), is a risk factor for ankle injuries in physical education teacher education (PETE) students.Design and settingA prospective monocentre study in first-year PETE students.ParticipantsA total of 196 subjects, of which 137 men (70%) and 59 women (30%).Outcome measuresThis study consisted of measures of the SEBT-ANT at baseline (September 2015) and an injury registration procedure during a follow-up period (September 2015–June 2016). The association between the SEBT-ANT score and subsequent ankle injury was analysed with generalised estimating equations analysis at the leg level.ResultsMen and women had an average SEBT-ANT score of, respectively, 65.1% and 67.7% of leg length. In 20 (15%) subjects, the first injured body site involved the ankle. Across all participants, a below average SEBT-ANT score was not associated with increased ankle injury odds (OR OR=2.43, 95% CI: 0.94 to 6.29, p=0.07). In men, a below average SEBT-ANT score indicated sevenfold increased odds for ankle injury (OR=7.06, 95% CI: 1.43 to 34.92, p=0.02). In women, this relationship was not significant (OR=0.72, 95% CI: 0.19 to 2.71, p=0.62).ConclusionsBelow average normalised SEBT-ANT scores were associated with sevenfold likelihood for ankle injuries in men. In contrast, no relationship was found for the SEBT-ANT score and ankle injuries in woman. These results may provide directions for the implementation of screening tools, as part of an injury prevention programme, to identify male PETE students with an increased likelihood for ankle injuries.
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Vowles-Sørensen, Kate C. P. "Popular Science Articles and Academic Reports on the Topics of Cultural Commodification and Institutionalised Racism." Leviathan: Interdisciplinary Journal in English, no. 4 (March 1, 2019): 70–83. http://dx.doi.org/10.7146/lev.v0i4.112681.
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This paper examines two aspects within cultural studies, namely that of cultural commodification and institutionalised racism. These are explored through a review style article discussing the commodification and appropriation of indigenous Australian food items on the television cooking programme Masterchef Australia, and in an ‘op-ed’ style piece considering the systemic racism represented by the blackface character of Zwarte Piet (Black Pete) in the Dutch festive tradition of Sinterklaas (St. Nicholas). These two articles are followed by case study reports which analyse how the theories were applied. The arguments in the reports conclude that Masterchef Australia has a responsibility to better represent indigenous Australian culture, and that the tradition of Zwarte Piet clearly exemplifies institutionalised racism and discrimination.
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Lundvall, Suzanne, and Ninitha Maivorsdotter. "Aesthetic aspects in meaning making - an explorative study of dance education in a PETE programme." Designs for Learning 3, no. 1-2 (December 1, 2010): 30. http://dx.doi.org/10.16993/dfl.27.
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Mathers, Pete. "Edward Bond Directs ‘Summer’ at the Cottesloe, 1982." New Theatre Quarterly 2, no. 6 (May 1986): 136–53. http://dx.doi.org/10.1017/s0266464x00002025.
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The early issues of the original Theatre Quarterly carried extensive coverage of the work of Edward Bond – a conscious editorial emphasis, which it became less important to maintain as Bond's work acquired its present international recognition and a corresponding share of critical attention. Yet the very distinctiveness of Bond's dramaturgy demands a no less distinctive approach from its critics – notably, a recognition and evaluation of the many non-literary strands of the ‘text’ as performed, especially when under the author's own direction. Pete Mathers, who teaches in the Film and Drama Division of Bulmershe College, here attempts to assess one of Bond's most recent plays, Summer, in close relationship to its original production by Bond himself, at the National's Cottesloe Theatre in 1982, examining every element through which its audiences experienced that production – including the poster and programme, as well as the more clearly crucial ingredients of design, performance, and the ‘gests’ through which they interconnect.
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Deye, Adam Hassane, Guillaume Duteurtre, and Mahamat Ouagal. "Le Laboratoire de Farcha et les programmes d’éradication de la peste bovine au Tchad de 1949 à 2007 : une synthèse." Revue d’élevage et de médecine vétérinaire des pays tropicaux 74, no. 4 (December 13, 2021): 213–24. http://dx.doi.org/10.19182/remvt.36816.
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Ce travail de synthèse présente le rôle de l’Institut de recherche en élevage pour le développement (IRED), anciennement Laboratoire de Farcha, dans la lutte contre la peste bovine au Tchad. Créé en 1949 par les autorités coloniales, ce laboratoire implanté à N’Djamena joue dès sa création un rôle déterminant dans les recherches sur la peste bovine en Afrique centrale. Dans la première période, ou « temps des vaccins » (1953–1961), les travaux du laboratoire conduisent notamment à la fabrication de plusieurs générations de vaccins. Dans la deuxième période, ou « temps des campagnes » (1962–1985), ces vaccins sont utilisés à grande échelle pour des programmes d’éradication de la maladie. Les vaccins en culture cellulaire produits à Farcha sont en particulier utilisés lors de la campagne lancée par l’Organisation de l’Unité africaine (1962 1976) sous le nom de Programme conjoint n° 15. Ce programme aboutit à l’éradication temporaire de la peste bovine au Tchad. Malheureusement la persistance de foyers de la maladie dans plusieurs zones d’Afrique et l’arrêt des campagnes de vaccination au Tchad à la fin des années 1970 conduisent à son retour à partir de 1982. Suite au redémarrage de la production de vaccins en 1983 puis à la nationalisation du laboratoire en 1985, Farcha reste actif dans la lutte contre la peste bovine. Au cours de la troisième période, ou « temps de la surveillance » (1986–2007), le laboratoire contribue activement à la Campagne panafricaine contre la peste bovine (PARC), puis au Programme panafricain de contrôle des épizooties (PACE), notamment par des activités d’épidémiosurveillance et de sérosurveillance. Ces programmes conduisent à l’éradication définitive de la maladie dans la région. Depuis 2007, le Tchad est déclaré indemne de peste bovine, ce qui a contribué à l’augmentation rapide des effectifs bovins dans le pays et lui a ouvert des opportunités commerciales, surtout en matière d’exportation de bétail sur pied vers ses voisins.
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Suret, Jean-Marc. "Une évaluation des dépenses fiscales et subventions dans le domaine de la capitalisation des entreprises." Articles 69, no. 2 (March 23, 2009): 17–40. http://dx.doi.org/10.7202/602105ar.
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RÉSUMÉ Depuis 1976, le gouvernement québécois a mis en place plusieurs programmes de subventions et de dépenses fiscales destinés à améliorer la capitalisation des entreprises : le Programme d’aide à la capitalisation, les Sociétés de développement de l’entreprise québécoise, le Fonds de solidarité des travailleurs du Québec et le volet « développement » du Régime d’épargne-actions du Québec. Nous proposons une analyse avantages-coûts de ces programmes. Le coût fiscal de ces programmes est estimé à 917,35 millions de $ lorsque les crédits sont accumulés au taux des obligations. La perte d’opportunité des investisseurs, qui est de l’ordre de 215 millions de $, constitue le coût social. Les programmes ont accru les fonds propres des entreprises de 569,8 millions de $. Pour le gouvernement, le coût par $ de capitalisation se situe en moyenne à 1,61 $. Il varie entre 1,13 et 5,85 $ en fonction du programme étudié. Si l’on tient également compte des coûts assumés par les investisseurs, on peut estimer le coût total par $ de capitalisation supplémentaire à 1,99 $ pour l’ensemble des programmes. Cette étude montre également que seulement 3 des entreprises financées dans le cadre de ces programmes ont été des succès (sur 270 cas étudiés), et que 50 % des titres financés ont perdu plus de 80 % de leur valeur initiale en décembre 1990. Ces résultats paraissent de nature à remettre en question l’intervention de l’État dans le domaine de la capitalisation des entreprises au moyen de dépenses fiscales.
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Pez, Virginie, Raphaëlle Butori, and Aïda Mimouni Chaabane. "Le côté sombre de la pression exercée sur les consommateurs par les programmes de fidélité : enjeux éthiques et pratiques." Recherche et Applications en Marketing (French Edition) 32, no. 3 (February 15, 2017): 76–89. http://dx.doi.org/10.1177/0767370116689244.
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Résumé En dépit des effets vertueux de la pression exercée par les programmes de fidélité sur le comportement des clients (augmentation du niveau ou de la fréquence de consommation), la pression ressentie par les consommateurs peut aussi avoir des conséquences négatives sur leur bien-être psychologique. A travers trois études (N=461), nous montrons que la pression perçue peut être source de regret post-achat, d’inconfort dans la relation et de mal-être, et ce, d’autant plus que la valeur perçue du programme est élevée. Trois caractéristiques des programmes susceptibles de générer le plus de pression sont testées : le délai d’expiration des points, le seuil de points à atteindre et la menace de perdre son statut. Seule la perte de statut semble avoir une influence positive sur la pression perçue. Au final, cette recherche milite en faveur d’une évaluation à la fois quantitative et qualitative des programmes, à travers la surveillance du bien-être des clients.
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Sinclair, Christina, and Leonard Jay Thornton. "Exploring preservice teachers’ conceptions after ‘living a hybrid curriculum’." European Physical Education Review 24, no. 2 (September 29, 2016): 133–51. http://dx.doi.org/10.1177/1356336x16669331.
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Physical education reform efforts support constructivist learning theory (CLT) to re-conceptualize K-12 physical education. Advocates of models-based instruction (MBI) indicate that sport education and a tactical games approach are grounded in CLT. A key implication for physical education teacher education (PETE) programmes is to develop preservice teachers (PSTs) capable of implementing MBI. Often, PSTs enter PETE programmes with the pre-conception that learning can only occur through passive transfer of information. As a result, PETE programmes must help PSTs re-conceptualize physical education. The two purposes of this study were to: (a) explore the use of a ‘living the curriculum’ experience to influence PSTs’ conceptions of learning and teaching in physical education; and (b) examine the usefulness of visual methods to further understand students’ experiences in a PETE course. Participants were undergraduate PSTs ( N = 12; five women, seven men) who experienced living a hybrid curriculum. PSTs took five to seven photographs to create a photo-collage that best depicted their experiences in the class. Semi-structured focus group interviews centered on discussion of the PSTs’ photo collages. Data analysis revealed two major themes and sub-themes: (1) Learning in physical education – (a) knowledge is socially constructed and (b) learning is active; and (2) The role of the professor – (a) professor as facilitator and (b) clinging to old conceptions. PSTs experienced cognitive conflict and conceptual addition, suggesting old ideas were not completely extinguished but revised. Overall, the PSTs’ conceptions indicated an openness to and basic understanding of alternate forms of physical education.
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Nabaskues-Lasheras, Itsaso, Oidui Usabiaga, Lorena Lozano-Sufrategui, Kevin J. Drew, and Øyvind Førland Standal. "Sociocultural processes of ability in Physical Education and Physical Education Teacher Education: A systematic review." European Physical Education Review 26, no. 4 (December 23, 2019): 865–84. http://dx.doi.org/10.1177/1356336x19891752.
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The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students’ views about ability, enabling them at the same time to provide more habitable learning environments in their future practice.
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Sala, L., C. Vindreau, S. Sweerts, A. Petit, L. Romo-Desprez, C. Mirabel-Sarron, F. Rouillon, and P. Gorwood. "Mindfulness-Based Cognitive Therapy (MBCT) et boulimie & Binge Eating Disorder." European Psychiatry 30, S2 (November 2015): S103—S104. http://dx.doi.org/10.1016/j.eurpsy.2015.09.194.
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Les approches centrées sur l’autorégulation ainsi que sur l’acceptation des émotions et des sensations désagréables inspirées des programme MBSR et MBCT, représentent une voie intéressante dans la prise en charge des troubles du comportement alimentaire dans lesquels le contrôle et l’évitement sont au premier plan. Ces programmes permettent de travailler les aspects obsessionnels (comme les ruminations) et compulsifs (sur l’alimentation, la réactivité avec perte de contrôle) associés à ces troubles alimentaires. La clinique des maladies mentales et de l’encéphale (CMME), hôpital Sainte-Anne a mis en place un protocole « MBCT Boulimie » en huit séances. Le programme MBCT a été modifié, notamment au niveau des outils cognitifs et de la durée des pratiques de méditation pour des patients présentant un TCA. La recherche s’est réalisée sur vingt-quatre sujets de l’hôpital de jour de la CMME et avait pour objet d’évaluer l’impact du programme MBCT dans une population de sujets souffrant de boulimie et de Binge Eating Disorder.Outils d’évaluationBMI, EDI-2, EAT, BDI-13, BITE, STAI Ya/Yb, le Ruminative Response Scale for Eating Disorder (RRSED), l’Acceptance and Action Questionnaire-II (AAQ-II), le Five Facets Mindfulness Questionnaire (FFMQ), le Mindfulness Attention Awareness Scale (MAAS), le Kentucky Inventory of Mindfulness Skills (KIMS), le Body Shape Questionnaire (BSQ), l’Impulsive Behavior Scale : Urgency, Premeditation, Perseverance, and Sensation Seeking (UPPS), le Cambridge Exeter Repetitive Thinking Scale (CERTS) et le Three Factor Eating Questionnaire (TFEQ). Nous présenterons les résultats préliminaires de cette recherche ainsi que le projet de suite de ce travail de recherche clinique.
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Cardinal, Linda. "Le pouvoir exécutif et la judiciarisation de la politique au Canada. Une étude du Programme de contestation judiciaire." Articles 19, no. 2-3 (November 19, 2008): 43–64. http://dx.doi.org/10.7202/040224ar.
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Résumé Cette étude présente le Programme de contestation judiciaire comme un cas de figure du rôle de l’exécutif dans la judiciarisation de la politique au Canada. Mis en oeuvre par l’exécutif, le programme s’inscrit dans sa stratégie d’unité nationale. L’enthousiasme de l’exécutif pour le programme a toutefois été mis à rude épreuve lorsque les mouvements sociaux ont cherché à se l’approprier pour le mettre au service de leurs intérêts. Ainsi, l’étude du programme permet de nuancer les débats en cours sur la perte du pouvoir législatif au profit du système judiciaire et sert à rappeler le rôle central de l’exécutif dans cette transformation.
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Calderón, Antonio, Lourdes Meroño, and Ann MacPhail. "A student-centred digital technology approach: The relationship between intrinsic motivation, learning climate and academic achievement of physical education pre-service teachers." European Physical Education Review 26, no. 1 (June 3, 2019): 241–62. http://dx.doi.org/10.1177/1356336x19850852.
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There is a lack of research on the use of digital technology in physical education teacher education (PETE) and its relationship with the learning and engagement of pre-service teachers. Furthermore, research reports low engagement of pre-service teachers in digital approaches that do not promote active learning and are mostly teacher-centred. This paper aims to: (a) explore the relationship between a student-centred digital technology approach and the pre-service teachers’ intrinsic motivation, learning climate and academic achievement; and (b) test the relationship between learning climate and intrinsic motivation as possible predictors of academic achievement. The student-centred digital technology approach was designed following an adaptation of the five-phase pedagogical guidelines for teaching with emerging technologies. Two intact classes ( n = 110 students) and one teacher educator were involved in the study. Following a mixed-method approach, quantitative data was collected on pre-service teachers’ intrinsic motivation, learning climate and academic achievement. Qualitative data explored pre-service teachers’ tweets and learning blogs. Choice and novelty were two central tenets that conditioned high levels of intrinsic motivation and academic achievement. The study provides support for the use of active learning environments where pre-service teachers are involved in creative content production using digital technology in PETE programmes. Given the growing role of digital technology for learning in educational policies and new physical education curricula, we advocate for the publication of more research-based experiences on the integration of digital technology in PETE programmes. The transferability of such teaching and learning experiences to pre-service teachers’ and physical education teachers’ practice would be especially worthwhile.
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DeGroot, JM, C. Isaacs, W. Pickett, and RJ Brison. "Profils des renversements mortels de machines en milieu agricole au Canada." Maladies chroniques et blessures au Canada 31, no. 3 (June 2011): 108–13. http://dx.doi.org/10.24095/hpcdp.31.3.03f.
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Introduction Nous avions pour objectif d’examiner les activités et les circonstances liées aux renversements mortels de machines en milieu agricole. Méthodologie Nous avons ciblé les cas de renversements mortels de machines en milieu agricole consignés par le Programme canadien de surveillance des blessures en milieu agricole (PCSBMA) entre 1990 et 2005. Nous avons relevé les renversements de côté et vers l’arrière selon l’âge et le sexe de la victime, l’année, la saison agricole, le type de machine ainsi que l’activité liée à l’accident et le lieu et les circonstances de ce dernier. Résultats Le taux de mortalité annuel lié aux renversements au Canada se situait à 9,1 pour 100 000 exploitations agricoles. Le nombre de renversements mortels a chuté de 30 % par rapport à la valeur de référence au cours de la période de 16 ans étudiée (p = 0,004). Les renversements mortels ont touché plus souvent les hommes de 50 à 69 ans (renversements de côté) et ceux de 60 à 79 ans (renversements vers l’arrière). Analyse Les renversements de côté se produisent lorsque l’opérateur traverse une pente ou roule trop près d’un fossé longeant un chemin ou un champ. Les renversements vers l’arrière se produisent lors de la montée d’une pente, du remorquage d’une machine, du dégagement d’une machine coincée, de l’extraction de souches ou d’arbres et du traînage d’instruments ou de billes de bois. Les programmes de prévention primaire des blessures par renversement devraient cibler ces profils d’accidents.
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Bourgeois, Isabelle. "Volkswagen : programme en 7 points de Peter Hartz." Regards sur l’économie allemande, no. 68 (October 1, 2004): 34–35. http://dx.doi.org/10.4000/rea.3634.
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Piot, Peter. "Entretien avec Peter Piot, Directeur du programme ONUSIDA." Natures Sciences Sociétés 4, no. 3 (July 1996): 244–47. http://dx.doi.org/10.1051/nss/19960403244.
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Fitriyanti, Selvie, Lindawati Kartika, and Hardiana Widyastuti. "Strategi Daya Saing Output Melalui Program Kemahasiswaan Di Departemen Manajemen IPB." JAS-PT Jurnal Analisis Sistem Pendidikan Tinggi 2, no. 2 (December 26, 2018): 95. http://dx.doi.org/10.36339/jaspt.v2i2.126.
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Abstrak
Departemen Manajemen IPB sebagai salah satu pelaksana akademik dengan tiga program studi yaitu Program Sarjana, Program Sarjana Alih Jenis Manajemen serta Program Pascasarjana Mayor Ilmu Manajemen. Departemen Manajemen FEM IPB didirikan dengan tujuan mendukung harapan yang direncanakan oleh IPB salah satunya meningkatkan pencapaian di bidang kemahasiswaan yang masih dinilai rendah oleh Kemenristekdikti. Oleh karena itu dibutuhkan evaluasi dan strategi untuk peningkatan daya saing program kemahasiswaan yang mengaitkan Berdasarkan permasalahan ini maka perlu dilakukan pengukuran kinerja menggunakan metode Balanced Scorecard. Tujuan penelitian adalah (1) Mengidentifikasi gambaran umum program kemahasiswaan di Departemen Manajemen FEM IPB pada tahun 2014-2017. (2) Menyusun peta strategi berdasarkan pendekatan BSC pada program kemahasiswaan di Departemen Manajemen FEM IPB. (3) Mengukur pencapaian kinerja dan inisiatif strategis yang tepat untuk meningkatkan kualitas output mahasiswa di Departemen Manajemen FEM IPB.
Kata kunci : balanced scorecard, pengukuran kinerja, peta strategi.
Abstract
Management Department of FEM IPB is one of the academic unit consisting three programme studies: Degree Programme, Shift Degree Programme of Management, and Postgraduate Major Programme of Management Studies. Management Department was established to support the vision and mission of IPB; increase the achievements in students' field which is currently being rated poorly by Kemenristekdikti. Consequently, evaluation and strategy are complimentary for the elevation in the competitiveness among relevant student programme. Based on this issue, measuring the working performance using Balanced Scorecard is required. The aim of this research are (1)Identify the general concept of student programme in Management Department of IPB on 2014 - 2017, (2)Contrive a strategy map based on the BSC to student programs in the Management Department of FEM IPB, (3)To measure performance achievement and initiate strategy for the elevation of competitiveness among the students programme in Management Department of IPB. The results of this research prove that the performance get 63.32% and it was categorized as good performance. Performance can be improved by implementing a strategic program on indicators that are still have low value.
Keywords: balanced scorecard, working performance measurement, strategy maps
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Yim, Su Yon. "A study of pre-service teachers’ English experiences in an overseas practicum programme." Korea Association of Primary English Education 24, no. 4 (December 31, 2018): 191–207. http://dx.doi.org/10.25231/pee.2018.24.4.191.
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Dubois, Carl-Ardy. "Réjean Hébert, André Tourigny, and Maxime Gagnon (Eds.). Integrated Service Delivery to Ensure Persons' Functional Autonomy. Saint-Hyacinthe, QC: Edisem, 2005." Canadian Journal on Aging / La Revue canadienne du vieillissement 26, no. 3 (2007): 291–93. http://dx.doi.org/10.3138/cja.26.3.291.
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RÉSUMÉCet ouvrage porte sur PRISMA, un programme de recherche sur l'intégration des services de maintien de l'autonomie. S'appuyant sur un partenariat entre chercheurs, gestionnaires et cliniciens, PRISMA a permis de développer, d'implanter et d'évaluer un modèle organisationnel original visant à assurer l'intégration des soins aux personnes âgées en perte d'autonomie. Les mécanismes et outils inhérents au programme incluent, entre autres, une porte d'entrée unique, un processus de gestion par cas; un plan de service individualisé et un ensemble de mécanismes de gouvernance. En plus de fournir une gamme d'options pour renforcer l'intégration, cet ouvrage illustre comment une action concertée entre chercheurs et praticiens peut faciliter des changements organisationnels.
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Banu, Georges, and Claire Carre. "Peter Brook." Peripeti 1, no. 2 (December 2, 2021): 45–50. http://dx.doi.org/10.7146/peri.v1i2.107490.
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Peter Brook Why a Theatre Laboratory? It includes the programme of a three days’ international symposium from October 4th through 6th 2004. This is the first initiative taken by the Centre for Theatre Laboratory Studies (CTLS), a newly inaugurated centre under Aarhus University in cooperation with Nordisk Teaterlaboratorium. Peripeti include articles on Stanislavski, Meyerhold, Copeau, Decroux, Grotowski, Peter Brook, Théâtre du Soleil, and Odin Teatret and the theatre laboratory praxis of these masters and inventors, including, of course, reflections on their function and effect. In the last article, Eugenio Barba reflects on the creative process of Odin Teatret over the last 40 years. In addition, we also include the curriculum vitae on those participating in the symposium. The occasion of the symposium is to celebrate the 40th anniversary in October 2004 of Nordisk Teaterlaboratorium/Odin Teatret. Congratulations.
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MacPhail, Ann. "Enhancing physical education pre-service teachers' experiencies in physical education (PETE) programmes." cultura_ciencia_deporte 8, no. 24 (November 1, 2013): 167–68. http://dx.doi.org/10.12800/ccd.v8i24.354.
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Septima S, Richasanty, Ira Zulfa, and Muhammad Ihsan. "Visualisasi Data Terbuka Ketahanan dan Kerentanan Pangan Desa Uning Berawang Ramung Menggunakan Peta Tematik." Jurnal Pengabdian Pada Masyarakat Indonesia 1, no. 6 (November 8, 2022): 01–16. http://dx.doi.org/10.55542/jppmi.v1i6.387.
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Dengan jumlah penduduk sekitar 291 jiwa yang tersebar di dua dusun, desa Uning Berawang Ramung adalah salah satu desa yang tingkat ketahanan pangan dan kerentanan pangannya terletak dilevel 3, kurangnya kualitas pangan dan juga penuaan pada infrastruktur ditambah dengan kurangnya investasi dalam pembangunan infrastruktur dipandang sebagai penghalang utama untuk mencapai pertumbuhan ekonomi yang diharapkan. Dalam upaya meningkatkan ketahanan pangan dan gizi, sangat penting untuk memahami tentang siapa dan berapa banyak yang rentan terhadap kerawanan pangan dan gizi, dimana mereka tinggal dan apa yang membuat mereka rentan. Sejak tahun 2003, Pemerintah Indonesia bekerja sama dengan salah satu Badan Perserikatan Bangsa-Bangsa, World Food Programme (WFP), untuk memperkuat pemahaman melalui pengembangan peta ketahanan pangan dan gizi. Peta ini berfungsi sebagai alat yang ampuh untuk meningkatkan pencapaian sasaran dan memberi informasi kepada proses pembuatan kebijakan di bidang ketahanan pangan dan gizi Pembuatan peta ketahanan dan kerentanan pangan didasarkan pada kerangka konseptual ketahanan pangan dan gizi yang dibangun berdasarkan tiga pilar ketahanan pangan yaitu ketersediaan pangan, akses pangan dan pemanfaatan pangan serta mengintegrasikan gizi dan kerentanan di dalam keseluruhan pilar tersebut. Kerentanan dalam peta ini merujuk pada kerentanan terhadap kerawanan pangan dan gizi. Tingkat kerawanan individu, rumah tangga atau kelompok masyarakat yang ditentukan oleh pemahaman terhadap faktor-faktor risiko dan kemampuan untuk mengatasi situasi tertekan.
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Augusto de Souza, Paulo Ramalho, Maria do CarmoRomeiro, and Luíz Paulo Bresciani. "Características del ofrecimiento de microcrédito en el programa brasileño de microcrédito en São Paulo." Revista científica Pensamiento y Gestión, no. 38 (June 15, 2015): 77–94. http://dx.doi.org/10.14482/pege.38.7701.
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Lippel, Katherine, and Claudyne Bienvenu. "Les dommages fantômes : l'indemnisation des victimes de lésions professionnelles pour l'incapacité d'effectuer le travail domestique." Les Cahiers de droit 36, no. 1 (April 12, 2005): 161–208. http://dx.doi.org/10.7202/043327ar.
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La valeur du travail domestique, effectué surtout par les femmes, a, depuis toujours, été ignorée tant par notre système juridique que par notre système économique. L'entrée massive des femmes sur le marché du travail n'a pas nécessairement réduit d'autant l'importance de leur travail domestique. Dans les provinces où s'applique la common law, on a récemment constaté une nouvelle ouverture par rapport aux demandes provenant de femmes qui réclament des dommages pour leur perte de capacité à effectuer le travail domestique. Cette ouverture ne s'est pas encore manifestée en droit civil québécois. Les auteures examinent ici où en est la reconnaissance du travail domestique dans le contexte de la Loi sur les accidents du travailet les maladies professionnelles. Elles examinent précisément trois programmes de réadaptation sociale relatifs à l'aide personnelle à domicile, aux frais de garde d'enfants et aux travaux d'entretien courant du domicile. Elles concluent qu'il existe une inadéquation entre les besoins des travailleuses et le soutien fourni dans le cadre de ces trois programmes, que la perte de capacité à l'égard du travail domestique n'est pas adéquatement réparée et que cet état de fait constitue une discrimination systémique à l'égard des travailleuses.
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Merrem, Anne M., and Matthew D. Curtner-Smith. "Acculturation of prospective German physical education teachers." European Physical Education Review 25, no. 1 (May 4, 2017): 125–42. http://dx.doi.org/10.1177/1356336x17706620.
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Studies of prospective physical education teachers’ (PPETs’) acculturation have been useful in terms of facilitating the development of effective physical education teacher education (PETE) programmes because they provide teacher education faculty with a description of incoming recruits’ values and beliefs and an understanding of how these values and beliefs are shaped. Research exclusively focused on the acculturation of PPETs is, however, scarce. Research on pre-service and in-service physical education (PE) teachers that has included an acculturation component has mostly been completed in the United States. The purpose of this study, therefore, was to examine the acculturation of 10 German PPETs. The two research questions we attempted to answer were: (a) “What were the PPETs’ values, beliefs, and perspectives regarding PE?” and (b) “What factors shaped these values, beliefs and perspectives?” Data were collected using three types of interviewing. Analysis involved coding and categorizing data with analytic induction and constant comparison and reducing them to meaningful themes. Findings revealed that eight PPETs had well-developed and comparatively sophisticated conservative teaching orientations primarily focused on teaching traditional German sports. Two PPETs had more progressive teaching orientations in that they favored teaching a wider range of content and were more focused on health-related fitness. The key subsidiary attractors to a career in PE for this group of PPETs were remaining connected to sport and working with young people. Three factors that shaped the PPETs’ values and beliefs were similar to those revealed in previous research. These were family and friends, the apprenticeship of observation, and youth sport. The people and institutions that comprised these factors, however, operated in different modes within the German context. In addition, PPETs’ career choices were solidified by their experiences of teaching, coaching, and officiating, and the type of teaching orientation they possessed reflected the timing of these choices. The study also revealed that the PPETs entered PETE with a solid foundation of beliefs, values and perspectives regarding PE on which faculty could build. Findings also suggested, however, that German PETE faculty may have to deconstruct their charges’ conservative teaching orientations to some extent in order to create space in which to teach them new instructional models. The most important implication of this study for PETE in other countries is that the PPETs’ teaching orientations resulted primarily from a system that did not pit curricular PE against extracurricular sport.
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Meier, Stefan. "Pedagogical content knowledge in students majoring in physical education vs. sport science. The same but different?" German Journal of Exercise and Sport Research 51, no. 3 (June 28, 2021): 269–76. http://dx.doi.org/10.1007/s12662-021-00725-7.
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AbstractPedagogical content knowledge (PCK) is a special feature providing the teacher with knowledge to transform the content in ways that make it understandable to learners. This is of special importance in physical education (PE), since it is significantly different to other school subjects in many ways i.e., it is the only subject whereby physical activity (PA) is a primary means of accomplishing educational objectives. Given the importance of PCK, it is of special interest to explore the specificity of PCK in in the field of sport science. As research on PCK in German speaking countries is still at the beginning, a cross-sectional study was conducted among 622 students to explore potential differences in relation to education programmes (PE Teacher Education n = 431, sport science n = 191). Measurement invariance (MI) between the groups was carried out using multigroup confirmatory factor analysis models to ensure latent mean scores can be compared meaningfully. The progressive evaluation of MI confirms that it is possible to measure the PCK (scalar) equivalently across PETE and sport science students, along with additional variables relevant to PCK. PETE students outperformed sport science students in terms of the “instruction” subdimension (also in different stages of study), whereas not in the “student” subdimension. Prior experience in the field of PA is an advantage for high scores only in the “instruction” subdimension. Finally, the study provides first insights into the specificity of PCK in the field of sport science.
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Fousséni, Gbadamassi, Ouorou Barre F. Imorou, Gbadamassi Massouhoudou, and Vodounou Jean Bosco. "Modélisation Territoriale des Types de Labour dans le Bassin Versant d’Affon-Donga au Bénin." European Scientific Journal, ESJ 18, no. 13 (April 30, 2022): 168. http://dx.doi.org/10.19044/esj.2022.v18n13p168.
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L’objectif de cette étude est d’évaluer l’effet d’un programme thérapeutique de développement des compétences psychosociales (émotivocognitivo-comportemental) sur la diminution du comportement hostile et la capacité de régulation des émotions chez des avocats adhérents à l’association Tunisienne de fierté et dignité. Cette adhésion nous a permis de trouver un échantillon accessible au travail. L’échantillon de l’étude comptait 120 avocats ayant un degré élevé d’hostilité selon le questionnaire de l’hostilité, âgés de 25 à 60 ans. Les participants ont été randomisés dans un programme de vingt-deux séances de 120 minutes de psychothérapie basée sur la régulation du comportement hostile avec ses différentes composantes (émotionnelles, cognitives et comportementales). Les participants du groupe témoin n’ont pas participé au programme. La mesure principale était d’évaluer le programme de développement des compétences psychosociales (variable indépendante), le comportement hostile (variable dépendante, évaluée par l’échelle d’Hostilité et la capacité de régulation des émotions (variable médiatrice). Les principaux effets du programme proposé dans cette étude étaient efficaces. Les séances ont permis de contrôler et de diminuer significativement le comportement hostile, ainsi que d’améliorer la capacité de régulation des émotions chez les avocats participants à la recherche.
L’élaboration d’une politique de gestion durable des terres agricoles par les décideurs s’avère d’une importance capitale pour les agriculteurs. La territorialisation de l’agriculture doit être vulgarisée suite à l’identification des terres aptes à l’agriculture durable. La présente étude vise à élaborer un modèle territorial des types de labour dans le bassin versant d’Affon-Donga (au Bénin) pour une pérennisation des terres en vue d’asseoir une agriculture durable. L’usage du modèle RUSLE a permis de localiser les secteurs exposés à l’érosion hydrique dans ledit bassin versant. La carte issue du modèle RUSLE, la carte d’épaisseur du sol et la carte d’occupation du sol ont été utilisées comme facteurs dans le modèle de superposition pondéré pour déterminer les zones aptes aux différents types de labour. Les résultats obtenus révèlent que 13,45 % de la superficie du bassin versant représente les sols relativement profonds où tout type de labour est possible ; 17,92 % du bassin versant correspond aux sols aptes au labour en billons perpendiculaires à la pente pour éviter considérablement l’érosion hydrique ; 56,17 % du bassin versant représente les sols aptes au labour en planches perpendiculaires à la pente pour pratiquer les cultures maraîchères uniquement dans les bas-fonds et 12,45 % du bassin versant représente les sols qui ne sont pas destinés aux labours. Pourtant, la production des fourrages y est possible. Pour la pérennité des terres agricoles, le modèle de la territorialisation des types de labour permet aux décideurs d’orienter les agriculteurs sur les terres agricoles aptes.
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Davies, E., C. Anyaike, N. Akpan, Y. A. Saka, A. Suleiman, O. S. Ogunsaya, I. L. George, et al. "Status of Lymphatic Filariasis in Security Challenged Areas of Borno State, Nigeria." Nigerian Journal of Parasitology 42, no. 2 (October 15, 2021): 389–93. http://dx.doi.org/10.4314/njpar.v42i2.25.
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National lymphatic filariasis elimination programme (NLFEP) of Federal Ministry of Health sets to provide status of LF in the country before 2020. Borno State, situated in the North East political zone of Nigeria with an estimated population of 4.1million had been enmeshed in insurgency for over a decade. Following an initial mapping between 2008 and 2016 in 16 LGAs out of 27 LGAs, it became imperative that the status of LF in the remaining 11 LGAs of Borno State be ascertained in order to have complete data for planning and policy. Using stratified sampling method, eleven communities were selected from the 11 LGAs namely: Abadam, Ngala, Guzamala, Ngazai, Gubio, Mafa, Jere, Biu, Bayo, Askirin/Uba, and Kwayar Kusar. Blood samples were obtained from consented 990 participants and filarial test strip (FTS) were employed to determine their LF status between November 2017 and February 2018. Of the 990 consented participants only 15 (1.5%) were positive for lymphatic filariasis. Ten cases of hydrocele in men were observed in 4 communities namely Bunari (3), Peta (3), Zaramiramga (2) and Uba (2). Considering the number of positive cases by FTS and hydrocele, result showed that hydrocele accounted for 66.7% of the total positive cases within the positive communities. It is advised that the State health workers should continue to properly educate communities on health programmes including LF preventive measures. Also both Federal Ministry of Health and State Ministry of Health sensitize health partners to start LF treatment and morbidity management in all positive communities to fast track elimination of LF.
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Kushinga, Katrina. "The PEPE project: Trialling a German epilepsy education programme for english use." Learning Disability Practice 10, no. 5 (June 2007): 10–13. http://dx.doi.org/10.7748/ldp.10.5.10.s12.
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Adamakis, Manolis, and Aspasia Dania. "Are pre-service teachers’ beliefs toward curricular outcomes challenged by teaching methods modules and school placement? Evidence from three Greek physical education faculties." European Physical Education Review 26, no. 4 (October 15, 2019): 729–46. http://dx.doi.org/10.1177/1356336x19880574.
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Current research on physical education teacher education (PETE) has shown that pre-service teachers’ beliefs concerning the scope of physical education (PE) remain highly influential during their studies. However, undergraduate programmes seem to have a limited effect on pre-service teachers’ teaching priorities, and this situation is left unchallenged. Therefore, the aim of the present study was to examine the impact of two PE teaching methods modules, which included school placement experiences, over one academic year, on pre-service PE teachers’ belief systems towards four important curricular outcomes. A total of 373 undergraduate pre-service teachers (238 males, 135 females; mean = 21.02, standard deviation = 2.33 years) from three major Greek faculties of PE and sport science twice completed a previously validated four-factor instrument. The results indicated that pre-service teachers shared some similar beliefs about the outcome goals of PE, as they all classified physical activity and fitness as the most important one. The teaching methods modules had a positive impact on their beliefs, which were reinforced; however, their classification did not change over time. Both teaching- and coaching-oriented pre-service teachers classified the curricular outcomes in an identical way. Data suggested that PETE recruits prioritized the fitness learning outcomes, and this was in alignment with utilitarian approaches proposed recently in PE, which forward measurable PE learning outcomes. Also, participants preferred to hold and reinforce their personal belief structures and were not willing to change them, complying with faculty staff dispositions. Implications of these findings and recommendations for more effective school placement experiences are discussed.
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Chong, Oi Min, and Mohammad Tahir Mapa. "SMK DATUK PETER MOJUNTIN STUDENTS PERCEPTIONS REGARDING RECYCLING PROGRAM." International Journal of Education, Psychology and Counseling 5, no. 35 (June 15, 2020): 270–88. http://dx.doi.org/10.35631/ijepc.5350023.
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This study was conducted to evaluate the perception of secondary school students on recycling programs at Datuk Peter Mojuntin's school in Penampang, Sabah. The study involved quantitative methods with questionnaires used to collect data and also qualitatively to examine students' perceptions of recycling programs and recycling bins. A total of 180 respondents were assigned through simple random sampling and the selection of respondents was fourth-grade students studying in this school. Descriptive statistics by percentage were obtained for use in the analysis of the study. The selected study sample represents the entire student body of the school which aims to provide feedback on the implementation of various recycling programs to foster recycling practices within the students. The results show that schoolchildren are aware of the various recycling programs and they are also aware of the importance of recycling but putting this into practice is difficult. Overall analysis shows that students' perceptions and involvement in recycling programs are low. Therefore, all parties in the school district should work together and work hard to ensure that students are aware of the importance of implementing recycling programs in order to address the problem of waste in schools which in turn promotes recycling practices in students. It is hoped that such a program will transform the practice and attract students' attention and interest in various recycling programs, while also educating students to love the environment and to maintain the cleanliness of the school.
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Nielsen, Lauge Olaf. "The Intelligibility of Faith and the Nature of Theology: Peter Auriole's Theological Programme." Studia Theologica - Nordic Journal of Theology 53, no. 1 (November 1999): 26–39. http://dx.doi.org/10.1080/00393389950136993.
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Lavefve, L., J. Branchu, B. Breil, F. Depeint, P. Pouillart, C. N. Niamba, H. Younes, C. Buche-Foissy, and A. K. Illner. "Auton’Al 60 : Programme de Prévention de la perte d’autonomie des seniors de l’Oise." Nutrition Clinique et Métabolisme 33, no. 1 (March 2019): 59. http://dx.doi.org/10.1016/j.nupar.2019.01.329.
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NIEDBALSKI, WIESŁAW, ANDRZEJ FITZNER, KRZYSZTOF BULENGER, and ANDRZEJ KĘSY. "Peste des petits ruminants – crucial challenges for the successful disease eradication." Medycyna Weterynaryjna 78, no. 4 (2022): 159–64. http://dx.doi.org/10.21521/mw.6635.
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Peste des petits ruminants (PPR) is a highly infectious and economically important, viral disease of small ruminants caused by the peste des petits ruminants virus (PPRV), which belongs to the genus Morbilivirus in the family Paramyxoviridae. PPR control is mostly achieved through vaccination and/or slaughter of susceptible animals coupled with clinical or laboratory-based diagnosis. The control and eventual eradication of PPR is now one of the top priorities for the Food and Agriculture Organization (FAO) and the World Organization for Animal Health (OIE). In April 2015, the international community agreed on a global strategy for PPR eradication, setting 2030 as a target date for the elimination of the disease. There is a strong and lasting international consensus to eradicate PPR in order to protect the livelihoods of the world’s poorest populations. There are several crucial challenges to the eradication campaign programme: understanding small ruminant production, facilitating research to support the eradication campaign, improvement of laboratory diagnostics, optimizing vaccine delivery and novel vaccines, improving epidemiological understanding of the virus, defining infection of wildlife and other species, developing better control and animal movement, heightening serological monitoring, understanding socio-economic impact, and garnering funding and political actions.
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Zabaleta González, Rebeca, Fernando Lezcano Barbero, and Mª Victoria Perea Bartolomé. "Programas de formación para el apoyo entre iguales en salud mental en España." Interdisciplinaria Revista de Psicología y Ciencias Afines 38, no. 2 (January 19, 2021): 183–98. http://dx.doi.org/10.16888/interd.2021.38.2.12.
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Los problemas de salud mental son un tema relevante en todo el mundo. Pese a los avances, es necesario continuar trabajando para mejorar la calidad de vida del colectivo. La educación y el apoyo entre iguales son estrategias muy adecuadas para contribuir a su integración socio-laboral. Se ha realizado una revisión bibliográfica en bases de datos y páginas web para identificar experiencias españolas de formación de personas con Trastorno Mental Severo (TMS) basadas en el apoyo entre iguales. Se han encontrado siete experiencias de formación para el colectivo, cinco de ellas centradas en el apoyo entre iguales y otras en la figura de el/la asistente personal. El número de experiencias encontradas en España es muy reducido. Aunque los objetivos son comunes, se observan enfoques diferentes (entorno sanitario, laboral, social) que pueden ser muy relevantes para el diseño y aplicación de otras experiencias en diferentes contextos.
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Koefoed, Minoo. "Constructive Resistance in Northern Kurdistan: Exploring the Peace, Development and Resistance Nexus." Journal of Peacebuilding & Development 12, no. 3 (December 2017): 39–53. http://dx.doi.org/10.1080/15423166.2017.1366352.
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Cultural and linguistic repression of Kurdish ethnic identity rests at the heart of the conflict between the Turkish state and the Kurdish movement in Turkey's Kurdish region, also known as Northern Kurdistan. Inspired by Peet and Hartwick's conceptualisation of alternative development, combined with Gandhi's idea of the constructive programme and Galtung's conceptualisation of positive peace, this article investigates intersections between peace, development and resistance. The discussion is informed and developed by illuminating two empirical cases of what will be argued should be seen as ‘constructive resistance’ conducted by the Kurdish movement. Both cases seek to undermine repressive Turkish assimilation policies. This article shows how social movements, through constructive resistance practices, can be understood as central actors in processes of social and political transformation, termed ‘self-organised development’.
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Legnardi, Matteo, Eran Raizman, Daniel Beltran-Alcrudo, Giuseppina Cinardi, Timothy Robinson, Laura C. Falzon, Hervé Kapnang Djomgang, et al. "Peste des Petits Ruminants in Central and Eastern Asia/West Eurasia: Epidemiological Situation and Status of Control and Eradication Activities after the First Phase of the PPR Global Eradication Programme (2017–2021)." Animals 12, no. 16 (August 10, 2022): 2030. http://dx.doi.org/10.3390/ani12162030.
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Peste des petits ruminants (PPR) is a highly contagious infectious disease of small ruminants caused by peste des petits ruminants virus (PPRV). PPR poses a significant threat to sheep and goat systems in over 65 endemic countries across Africa, the Middle East and Asia. It is also responsible for devastating outbreaks in susceptible wildlife, threatening biodiversity. For these reasons, PPR is the target of the Global Eradication Programme (PPR GEP), launched in 2016, which is aimed at eradicating the disease by 2030. The end of the first five-year phase of the PPR GEP (2017–2021) provides an ideal opportunity to assess the status of the stepwise control and eradication process. This review analyses 13 countries belonging to Eastern Europe, Transcaucasia, and Central and East Asia. Substantial heterogeneity is apparent in terms of PPR presence and control strategies implemented by different countries. Within this region, one country is officially recognised as PPR-free, seven countries have never reported PPR, and two have had no outbreaks in the last five years. Therefore, there is real potential for countries in this region to move forward in a coordinated manner to secure official PPR freedom status and thus reap the trade and socioeconomic benefits of PPR eradication.
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Antonelli-Ponti, Mayra, Fabiana Maris Versuti, and Maria Teresa Machado Vilaça. "Concepções, práticas docentes e desempenho em ciências: uma possível sequência de influências." Pesquisas e Práticas Educativas 1 (November 27, 2020): e202028. http://dx.doi.org/10.47321/pepe.2675-5149.2020.1.e202028.
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Considerando a hipótese de que as formas como professores concebem os comportamentos dos seus alunos influencia em suas práticas educativas e estas influenciam o desempenho dos estudantes, investigou-se, primeiro, as concepções docentes explícitas e implícitas sobre a origem dos comportamentos humanos e as práticas docentes grupais e personalizadas relatadas por 77 professores de Ciências. Após, utilizando dados de 21.141 estudantes que responderam ao Programme for International Student Assessment (PISA) investigou-se práticas docentes positivas e negativas relatadas pelos estudantes e o desempenho destes em Ciências. No primeiro estudo constatou-se que as concepções implícitas menos deterministas influenciam a maior frequência de práticas docentes grupais e personalizadas. No segundo estudo verificou-se que as práticas positivas são neutras, mas as práticas negativas têm impacto desfavorável no desempenho dos estudantes em Ciências. O incentivo a concepções menos deterministas pode, portanto, aumentar a frequência de práticas docentes positivas, as quais podem preencher espaços ocupados pelas negativas, diminuindo assim o impacto negativo causado por estas últimas.
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Abdellaoui, B., A. Merzouk, M. Aberkan, and J. Albergel. "Bilan hydrologique et envasement du barrage Saboun (Maroc)." Revue des sciences de l'eau 15, no. 4 (April 12, 2005): 737–48. http://dx.doi.org/10.7202/705478ar.
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La présente étude s'inscrit dans le cadre d'un programme de recherche sur la gestion des lacs et barrages collinaires en zone méditerranéenne HYDROMED. Elle a pour objectif le suivi hydrologique et la sédimentation du barrage collinaire Saboun, situé dans la zone de Tanger au Nord-Ouest du Maroc. Un dispositif hydro-pluviométrique automatique a été installé à ce sujet depuis novembre1997. Il a permis le suivi du bilan en eau de la retenue et l'analyse de son fonctionnement hydrologique. Parallèlement, une étude de la bathymétrie par sondage ponctuel a montré que le taux de sédimentation est de l'ordre de 2% par an. Cette perte en eau de la capacité totale de la retenue est une conséquence directe d'une forte dégradation des sols du bassin versant estimée à 115 T/ha/an.
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Lau, Garnet, Marize Ibrahim, Suzanne O'Brien, and Carmen Loiselle. "Fragilité osseuse due au traitement du cancer du sein : rôle essentiel des infirmières dans l’élaboration, la mise en œuvre et l’évaluation d’un programme pour la santé des os." Canadian Oncology Nursing Journal 32, no. 3 (July 19, 2022): 408–15. http://dx.doi.org/10.5737/23688076323408.
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Le traitement du cancer du sein modifie les taux d’œstrogène et entraîne une importante perte osseuse, de l’ostéoporose et des risques de fracture. Bien qu’il existe des lignes directrices sur les soins des os soient, les personnes à risque ne bénéficient pas systématiquement des interventions en ce sens. Le présent article fait état du processus de conception et de mise en œuvre d’un Programme Santé seins et os (PSSO) bilingue et dirigé par des infirmières, offert en personne et en ligne dans un centre de cancérologie de Montréal, dans la province de Québec (https://santeseinsetos.ca/). Le PSSO propose des interventions personnalisées pour préserver la santé des os : évaluation des risques, information sur la réadaptation, prescription d’exercices, conseils nutritionnels et accompagnement pour l’adoption d’un mode de vie sain. Pendant 2 ans, des femmes traitées pour un cancer du sein (N = 430) ont pris part au programme. De ce nombre, 40 % (n = 97) ont dit au départ ignorer que certains traitements anticancéreux pouvaient fragiliser considérablement les os. À la suite de la première séance d’information avec l’infirmière responsable du PSSO, leurs connaissances autoévaluées à ce sujet se sont grandement améliorées, et 96 % ont dit en savoir suffisamment pour gérer leur santé osseuse. Le PSSO a été créé à l’intention des professionnels de la santé et des femmes atteintes de cancer du sein. Il offre une évaluation du risque en ligne et en personne ainsi que des activités et des outils visant à promouvoir la bonne santé des os. Le présent article décrit le contexte ayant mené à l’élaboration et à la mise en œuvre du PSSO, de même que l’évaluation préliminaire du programme.
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MACAL, Isabelle. "Vers un programme d'éducation thérapeutique pour les enfants qui grandissent auprès d'un parent malade chronique ?" Revue Education, Santé, Sociétés, Vol. 8, No. 1, Volume 8, Numéro 1 (December 1, 2021): 91–110. http://dx.doi.org/10.17184/eac.5351.
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Malade chronique, mère de deux enfants très jeunes à l’époque où la maladie a surgi dans leurs existences et actuellement Cadre Coordinatrice d’une Plateforme d’ETP et formatrice, notre réorientation professionnelle en Éducation Thérapeutique a pour origine une bifurcation de notre histoire de vie. Le choix du sujet de notre mémoire de Master, sur lequel nous avons souhaité porter notre réflexion, a été vécu de l’intérieur. En effet, la maladie a un impact violent sur le malade, comme sur son entourage. Elle engage un vécu de la douleur, une rupture de communication, le repli sur soi et la difficulté d’expliquer et rassurer réellement ses enfants, le malade se sentant lui-même en perte totale de repères. A travers les divers témoignages de ce mémoire, on ressent le manque de prise en compte des enfants face à la maladie de leur parent, au quotidien, ce que certains expriment aujourd’hui qu’ils sont devenus jeunes adultes. L’analyse des besoins éducatifs de ce jeune public révèle l’impact de la maladie de leur parent, sur sa vie. L’accompagnement pédagogique du malade et de ses proches aidants, dans une démarche d’éducation thérapeutique, permet de cerner les attentes, les besoins de ces enfants, aidants-naturels et limiter peut-être la propagation de la perturbation à l’image des ronds dans l’eau, ceci jusque dans leur vie d’adulte.
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House, James A. "Recommandations pour l’utilisation de vaccins contre la peste équine dans des régions non endémiques." Revue d’élevage et de médecine vétérinaire des pays tropicaux 46, no. 1-2 (January 1, 1993): 77–81. http://dx.doi.org/10.19182/remvt.9402.
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La peste équine (PE) est causée par des orbivirus et transmise par des Culicoides; elle détermine une mortalité jusqu'à 95 %. Le but d'un programme de lutte et d'éradication est d'empêcher la propagation du virus par le vecteur biologique. Les mesures de lutte comprennent l'abattage des animaux infectés, la mise en étable étanche aux insectes des animaux suspects d'infection et la vaccination. Le vaccin doit être facilement disponible, soit par une production régulière dans des installations répondant aux normes internationales, soit dans une banque de vaccin. Des banques de stocks de vaccins vivants modifiés ou de vaccins inactivés concentrés permettent de disposer d'un vaccin contre la PE lors d'épizooties futures. Un test diagnostique a été développé récemment pour distinguer les animaux vaccinés d'animaux infectés naturellement, et fournit de l'information utile aux services officiels pour le contrôle de la PE.
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Carranza Diez, Koldo Edorta, Rosario Arquero Avilés, and Eva Alberdi Zubiaurre. "bibliotecas como agentes de desarrollo ante la incidencia de la COVID-19 en la brecha digital." Ibersid: revista de sistemas de información y documentación 15, no. 2 (November 21, 2021): 37–46. http://dx.doi.org/10.54886/ibersid.v15i2.4752.
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Los recursos bibliotecarios son herramientas de gran utilidad para reducir la brecha digital, aspecto contemplado en la Declaración sobre Bibliotecas y Desarrollo de IFLA (International Federation of Library Associations and Institutions), y acentuado por la COVID-19. Pese a que desde las instituciones se ha luchado por el acceso de familias vulnerables a las TIC (Tecnologías de la Información y la Comunicación) se hace patente la necesidad de proyectos que aseguren la igualdad de oportunidades de los sectores más desfavorecidos. A dicho enfoque se vincula el estudio de caso que se presenta. Se ha desarrollado una prueba piloto, basada en integrar el planteamiento del International Advocacy Programme (IAP) de IFLA y la perspectiva de la dirección y gestión de proyectos en Unidades de Información y Documentación (UIDs) en un escenario real: la Biblioteca Pública Municipal Juan San Martín de Eibar, Guipúzcoa.
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Lavers, Katie, and Jon Burtt. "BLAKflip and Beyond: Aboriginal Performers and Contemporary Circus in Australia." New Theatre Quarterly 33, no. 4 (October 11, 2017): 307–19. http://dx.doi.org/10.1017/s0266464x17000458.
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In this article Katie Lavers and Jon Burtt investigate BLAKflip and Beyond, a programme of workshops set up by the Australian circus company Circus Oz to mentor and support young Aboriginal performers by providing training and pathways into professional circus. Their analysis is contextualized through an examination of the thirty-year history of Circus Oz, most significantly its roots in the progressive and radical politics of the 1970s. The history of notable and successful Aboriginal performers in nineteenth- and twentieth-century Australian circus is also examined, questioning why, given the relative success of Aboriginal circus performers in the recent past, there are almost none working today. Whiteness as a pervasive characteristic of contemporary Australian performance is offered as a possible cause of this absence, while hopes for the future of Aboriginal circus are discussed with Davey Thompson, the new Aboriginal and Torres Strait Island Programme Manager at Circus Oz. Katie Lavers is an adjunct faculty member at Edith Cowan University, author of numerous journal articles, and co-editor (with Peta Tait) of The Routledge Circus Studies Reader (2016). Jon Burtt is a lecturer in Dance and Performance Studies at Macquarie University. He is the author of numerous articles on circus pedagogy, and is an advanced-level circus trainer. Lavers and Burtt are currently co-authoring (with Louis Patrick Leroux) a book on contemporary circus (forthcoming 2019).
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Macher, Marie-Alice, Robert Novo, and Véronique Baudouin. "Transition de soins de l’enfance et de l’adolescence à l’âge adulte en néphrologie." médecine/sciences 38, no. 2 (February 2022): 182–90. http://dx.doi.org/10.1051/medsci/2022003.
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Pour un jeune adulte atteint d’une maladie chronique, le passage de la médecine pédiatrique à la médecine pour adultes est une étape délicate, avec un risque élevé de mauvaise adhésion thérapeutique et de perte de suivi, dont les conséquences peuvent être dramatiques. Une meilleure connaissance de ces risques a conduit, depuis une dizaine d’années, à une forte mobilisation des pédiatres et des équipes médicales pour adultes. La notion de transition de soins enfant-adulte se substitue au simple transfert. La transition est un processus par étapes, durant plusieurs années, qui vise à préparer un adolescent à devenir un jeune adulte autonome et responsable de sa maladie, et qui inclut un accompagnement après le changement d’équipe du suivi médical. Les maladies rénales chroniques ayant débuté dans l’enfance ont une répartition étiologique bien différente de celles qui surviennent à l’âge adulte, et ce sont souvent des maladies rares bénéficiant des filières de soin spécifiques. C’est surtout pour l’insuffisance rénale sévère et, singulièrement, pour les jeunes transplantés que se sont développés des programmes de transition. Nous décrivons dans cet article les principales recommandations et les programmes existant actuellement.