Academic literature on the topic 'Togolese and French adolescents'
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Journal articles on the topic "Togolese and French adolescents":
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Kpanake, Lonzozou, Valérie Igier, and Maria Teresa Muñoz Sastre. "Cultural Differences in Perceived Appropriateness of Breaking Bad News to Patients: A Direct Comparison of Togo and France." Universitas Psychologica 18, no. 2 (July 15, 2019): 1–7. http://dx.doi.org/10.11144/javeriana.upsy18-2.cdpa.
Abstract:
We examined cross-cultural differences in people’s positions regarding the appropriateness of breaking of bad news to elderly patients. A total of 450 Togolese and French people who had in the past received bad medical news were presented with 72 vignettes depicting communication of bad news to elderly female patients and asked to indicate the appropriateness of physicians’ conduct in each case. The vignettes comprised five pieces of information: (a) the severity of the disease, (b) the patient’s wishes, (c) the level of social support during hospitalization, (d) the patient’s psychological robustness, and (e) the physician’s decision about communicating bad news. Through cluster analysis, six qualitatively different positions were found: (a) Always Tell the Truth to Patients, (b) Tell the Truth to Patients or their Relatives, (c) Depends on Patients’ Wishes, (d) Tell the Truth to the Relatives, (e) Don’t Tell the Truth to Patients, and (f) Undetermined. The French participants reported a stronger tendency to endorse the view that physicians should always tell the truth directly to the patient than the Togolese participants. In contrast, there was a stronger tendency among the Togolese participants to endorse the view that physicians should inform the patient’s family first than among the French. These findings highlight the importance for physicians, at the time of delivering bad news, of considering patients’ cultural values and of tailoring their disclosure approaches to match the diversity of patients’ personal preferences.
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Miesso, Abalo, and Adikou Missiagbeto. "ELITES ET HISTOIRE: LE MOUVEMENT PAN-EWE ET LADMINISTRATION COLONIALE FRANCAISE AU TOGO." International Journal of Advanced Research 11, no. 07 (July 31, 2023): 787–93. http://dx.doi.org/10.21474/ijar01/17285.
Abstract:
This article aims to analyze the stakes of the pan-Ewe movement in the struggle for liberation which, initiated by the Togolese intellectual elites at the end of the First World War, reached its full extent after the Second World War. These elites, considered as pioneers in the history of the country in this period of political, economic and social crises, have been able to play the role that was theirs, accompanied by the brave ladies of Lome and its surroundings. The essence of the pan-Ewe movement comes down to the determination of traditional or modern elites to create a concept of history in connection with the protest movements whose goal is the reunification of the two Togolese. For this research, it is not a question of abstractly extracting from the pan-Ewe movement the theoretical inconsistencies that led to the mixed results in the struggle for liberation, but of analyzing the spiritual principle of this movement in order to avoid the reach of false subjective opinions which constitute an obstacle for the said movement. Because if the pan-Ewe movement did not succeed in bringing together the two Togos (British and French), with its extension known as pan-Togolese, it knew how to play its role in having led French Togo to its sovereignty. international.
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Atitsogbe, Kokou A., Enyonam Y. Kossi, Paboussoum Pari, and Jérôme Rossier. "Decent Work in Sub-Saharan Africa: An Application of Psychology of Working Theory in a Sample of Togolese Primary School Teachers." Journal of Career Assessment 29, no. 1 (June 3, 2020): 36–53. http://dx.doi.org/10.1177/1069072720928255.
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This study examined the validity of Psychology of Working Theory (PWT) in a context of sub-Saharan Africa. A sample of 334 Togolese primary school teachers completed the French versions of the Decent Work Scale (DWS), the Togolese adapted form of the Satisfaction With Life Scale, the Job Satisfaction Scale (JSS), and several items about meaning at work and other personal and contextual variables (e.g., subjective salary conditions). The results suggest that both the DWS and the JSS are valid in this specific cultural setting. Although a person-centered variable (i.e., safe working conditions) was related to job satisfaction, only those variables that would have positive effects on workers’ family members and relatives (i.e., access to health care, adequate compensation, free time and rest, and complementary values) were related to life satisfaction. Overall, the results supported the validity of PWT. Implications for labor policy, individuals, employers, and counseling are discussed.
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Kounou, Kossi B., Eric Bui, Fabrice Brodard, and Laurent Schmitt. "Narcissistic tendencies differences between French and Togolese patients with a major depressive disorder." International Journal of Social Psychiatry 63, no. 3 (May 2017): 278–79. http://dx.doi.org/10.1177/0020764016685120.
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Gehrmann, Susanne. "Emerging Afro-Parisian ‘chick-lit’ by Lauren Ekué and Léonora Miano." Feminist Theory 20, no. 2 (February 24, 2019): 215–28. http://dx.doi.org/10.1177/1464700119831539.
Abstract:
This article examines the novels Icône urbaine (2005, Urban Icon) by French-Togolese writer Lauren Ekué and Blues pour Elise (2010, Blues for Elise) by French-Cameroonian/Afropean writer Léonora Miano, with regard to their contribution to chick-lit in a broad sense. With a focus on urban working women, their love lives and consumerism, these novels fulfil a number of criteria of mainstream chick-lit. At the same time, however, a serious concern for structural power relations is inscribed into these texts. Both novelists make ample use of intermedial writing such as structural borrowing from and references to music, TV formats and the fashion press. I will analyse these narrative strategies and address how far Ekué and Miano copy, rewrite and reinvent the Anglo-American chick-lit genre from the transnational perspective of the African Diaspora in France and considering the peculiarities of black Paris as a space.
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Chabrol, Henri, Stacey Callahan, and Natacha Fredaigue. "CANNABIS USE BY FRENCH ADOLESCENTS." Journal of the American Academy of Child & Adolescent Psychiatry 39, no. 4 (April 2000): 400–401. http://dx.doi.org/10.1097/00004583-200004000-00007.
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Kokou-Kpolou, Cyrille Kossigan, Jude Mary Cénat, Pari-Gole Noorishad, Sunyoung Park, and Marie-Frédérique Bacqué. "A comparison of prevalence and risk factor profiles of prolonged grief disorder among French and Togolese bereaved adults." Social Psychiatry and Psychiatric Epidemiology 55, no. 6 (February 12, 2020): 757–64. http://dx.doi.org/10.1007/s00127-020-01840-w.
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Amedegnato, Ozouf Sénamin. "L’Afrique à rebours: la décadence dans un corpus de littérature Togolaise." Nordlit 15, no. 2 (March 26, 2012): 89. http://dx.doi.org/10.7557/13.2046.
Abstract:
During the past fifteen years, the West African country of Togo has witnessed the emergence of a new generation of writers - a third generation since independence from colonisation - working in the French language. Born around 1960, these writers have been making their way onto the literary scene since approximately 1990. A certain number of distinctive traits, which have attracted the attention of critics, unequivocally delineate this generation from the two that preceded it. Among these is a new literary aesthetic that resonates with the fin de siècle - with the end of the twentieth century, but also with the end of the second millennium. Moreover, such ends of time cycles, because they exacerbate apprehension about the future and provoke a desire to re-evaluate the past, are propitious to the development of Decadent literatures.The goal of this contribution is to examine parallels between the nineteenth century Decadence movement and the new literary aesthetic being employed by Togolese writers of the third generation - and to thereby demonstrate that their aesthetic is without question a neo-Decadent one. Not only does it emerge at the end of the century/millennium, a time when humanity is inevitably reflecting on its fate, but it also coincides with the accelerating globalisation of information (the Internet) and of commercial markets, a context worth taking into account in that it represents a symbolic loss of landmarks, and a doing away with traditional frontiers - both themes that have preoccupied Decadents of all times and all places. Using the work of two Togolese writers (Kossi Efoui and Sami Tchak), this article will explore in exactly what ways these writers can be categorized as Decadents, and the different methods of transgression they use to depict their discontent with their society of origin, which, at the end of the twentieth century, is in a situation of political, economic and social decay.
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De Man, A. F., L. Labréche-Gauthier, and C. P. Leduc. "Correlates of Anomie in French-Canadian Adolescents." Journal of Social Psychology 133, no. 2 (April 1993): 141–45. http://dx.doi.org/10.1080/00224545.1993.9712132.
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Werebe, Maria Jose Garcia. "Friendship and dating relationships among French adolescents." Journal of Adolescence 10, no. 3 (September 1987): 269–89. http://dx.doi.org/10.1016/s0140-1971(87)80004-0.
Dissertations / Theses on the topic "Togolese and French adolescents":
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Dogbe, Foli Ayoko Akouavi. "Rapport aux pratiques éducatives parentales et représentations de soi chez des adolescents togolais et français scolarisés en classe de 4ème et de 3ème." Electronic Thesis or Diss., Toulouse 2, 2021. http://www.theses.fr/2021TOU20048.
Abstract:
Depuis de nombreuses années, la question des relations parents-adolescents a suscité un intérêt particulier dans le champ de la recherche en psychologie. Les travaux antérieurs ont montré que les pratiques éducatives parentales ont des effets importants sur le développement à l’adolescence. La construction de l’identité et des représentations de soi constitue l’enjeu majeur de la période adolescente (Erikson, 1972 ; Tap, 1991). Cette thèse promeut la notion de rapport aux pratiques éducatives parentales qui associe aux pratiques perçues, la relation de sens (sentiments de satisfaction / insatisfaction, jugements, attentes…) que le sujet construit à propos des attitudes et conduites de ses parents. L’objectif principal de cette recherche est d’analyser l’influence du rapport aux pratiques éducatives parentales sur le développement des représentations de soi des sujets. L’étude a porté sur 542 sujets scolarisés (429 sujets togolais âgés de 12 à 20 ans et 113 sujets français âgés de 12 à 16 ans). Cinq outils auto-rapportés ont permis de collecter les données. L’Instrument de Mesure des Pratiques Educatives Parentales perçues par l’Adolescent – IMPEPA (Claes et al., 2010) a examiné les pratiques éducatives parentales à partir des perceptions des adolescents. Deux questions ouvertes ont été posées concernant les souhaits relatifs à la relation avec la mère d’une part et avec le père d’autre part. L’Echelle Toulousaine de l’Estime de Soi -ETES (Bardou et al., 2012) a permis d’évaluer l’estime de soi. La technique du : « Qui suis-je ? » a permis d’appréhender les descriptions et réflexions à l’égard de soi. Les principaux résultats montrent que les pratiques éducatives parentales perçues par les sujets togolais et français sont riches et diversifiées. Des liens affectifs importants avec les parents et des pratiques d’encadrement soutenues son mis en évidence. Les adolescents persistent malgré tout à souhaiter des liens affectifs plus forts avec leurs parentsFor many years, the issue of parent-adolescent relationships has generated particular interest in the field of psychology research. The results of previous work have shown that parenting practices have important effects on development in adolescence. The construction of identity and self-representations is the major issue of the teenage period (Erikson, 1972; Tap, 1991). This thesis promotes the concept of relationship to parenting practices that associates with perceived practices, the relation of meaning (feelings of satisfaction / dissatisfaction, judgments, expectations…) that the subject builds about his parents’ attitudes and behaviors. The main objective of this research is to analyze the influence of the relationship to parenting practices on the development of adolescent self-representations. The study involved 542subjects in school (429 Togolese subjects aged 12 to 20 and 113 French subjects aged 12 to 16). Five self-reported tools were used to collect the data. The Instrument de Mesure des Pratiques Educatives Parentales perçues par l’Adolescent – IMPEPA (Claes et al., 2010) examined parenting educational practices based on adolescent perceptions. Two open-ended questions were asked about the wishes of the relationship with the mother on the one hand and with the father on the other. The ETES (Toulouse Scale of Self-Esteem) (Bardou et al., 2012) was used to assess self-esteem. The technique "Qui suis-je?" (- Who am I) assessed the descriptions and reflections on adolescents’ self. The results show that the parental educational practices perceived by Togolese and French subjects are rich and diverse. They report important emotional ties with their parents and sustained coaching practices. Adolescents still want stronger emotional ties with their parents. They also want more flexible parental controls. However, there are differences: Togolese teenagers report a gendered family education and perceive higher parental coercive discipline
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Ananou, David Koffi. "Comparative adjectives in English, French, and Ewe in Togolese high schools /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436328692.
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Roche, Cindy Lynn. "French Canadian adolescents in a minority milieu." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ33441.pdf.
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Newland, Jane Elizabeth McDonald. "Difference reading : a Deleuzian analysis of contemporary French series fiction for adolescents." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433827.
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Ramasawmy, Sajeda. "Validation of the "French Depression Anxiety Stress Scales" (DASS-21) and predictors of depression in an adolescent Mauritian population." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3001.
Abstract:
La détresse émotionnelle est souvent précurseur au développement des troubles psychologiques. La psychopathologie la plus fréquente dans le monde est la dépression et il a été estimé que d'ici quelques années, son impact économique sera supérieur à celle des maladies courantes telles que les maladies infectieuses et cardio-vasculaires. Des études ont démontré que le niveau de stress et d'anxiété sont des facteurs qui contribuent de façon significative au développement de la dépression et ce dès l'adolescence. L'objectif de cette thèse a été donc d'étudier les propriétés psychométriques de la version française de l'échelle Depression Anxiety Stress (DASS-21; Lovibond & Lovibond, 1995) pour son utilisation éventuelle à l'Île Maurice auprès des adolescents. L'étude de la validité de l'instrument comporte l'exploration de la validité de construit par le biais de la validité factorielle, l'étude de la cohérence interne et enfin par une analyse des validités convergente et divergente. La validité de construit de la DASS-21 a été renforcée puisque le fonctionnement différentiel des items en fonction du genre n'a pas été démontré. Enfin, il s'est avéré que le principal facteur de risque pour la survenue de la dépression chez les sujets mauriciens est le stress perçu (perception subjective de l'événement qualifié de stressant)Depression is among the most common psychopathology for which treatment is sought in psychological and psychiatric practices and its impact at all levels including its economical outlay in the coming years has been estimated on a worldwide scale to surpass that of current illnesses such as infectious diseases and cardiovascular illnesses. Research has demonstrated that stress and anxiety levels, as early as in adolescence, are among factors that contribute to the development of depression. The aim of this research study is therefore to investigate the psychometric properties of the French Depression Anxiety Stress Scales (DASS-21; Lovibond & Lovibond, 1995) for its eventual use in the Mauritian adolescent population as a means to screen for depression, anxiety, and stress. Factor analyses were conducted on 1002 response sets and the three-factor structure of the DASS-21 was supported. Internal consistency was satisfactory and the scales demonstrated concurrent validity with other measures of depression, anxiety and stress. The construct validity of the scales was further strengthened with gender invariance. Finally, appraisal of stress was the psychological dimension which predicted best depression in the Mauritian adolescent population
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Erler, Lynn. "Reading in a foreign language : near-beginner adolescents' experiences of reading French in English secondary schools." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270629.
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McCoubrey, Gail. "Relationships between adolescents' oral language skills, metacognitive knowledge and strategies and reading comprehension in English and French." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114148.
Abstract:
This thesis examined bilingual reading comprehension within the parameters of two theories of second language (L2) reading comprehension performance: the Linguistic Interdependence Hypothesis (LIH) and the Linguistic Threshold Hypothesis (LTH). The oral language skills and metacognitive knowledge and reading strategies that relate to L2 reading comprehension are first described. The shortcomings of previous research in L2 reading comprehension are then discussed. The following four research questions are then posed: (1) What oral language skills contribute to reading comprehension in English (L1) and French (L2)?; (2) How does metacognitive knowledge and strategies for reading comprehension compare and contrast in English and French?; (3) What type of metacogitive knowledge and skills contribute to reading comprehension in English and French?; and (4) What is the relative influence of oral language and metacognitive knowledge and strategies on reading comprehension in English and French? Based on the research results, a fifth question was addressed in the Discussion: Which theoretical framework (LIH; LTH) provides a better explanation for the results of this study? Participants were 48 bilingual adolescents who spoke English (L1) and French (L2), enrolled in grade 10, and attended mainstream anglophone high schools in Quebec. They completed oral language and reading comprehension tasks in English and French, and questionnaires about their strategies for reading comprehension in both languages. Multiple linear regression analyses revealed that vocabulary skills contributed to reading comprehension in both English and French. Furthermore, word-reading difficulty was a metacognitive factor that related to reading in English and French. Perceived difficulty of word reading in English significantly related to English reading comprehension. Although participants' repertoire of French metacognitive components was more strategic and reader-directed compared to the English strategies, none of the French strategies significantly related to French or English reading comprehension. When only the significant oral language and metacognitive factors were entered into one analysis, French vocabulary predicted English and French reading comprehension. More support was found for the LIH in light of L2 vocabulary predicting both L1 and L2 reading. Differences between the curricula for L1 and L2 language learning were discussed and set the parameters for an explanation of the absence of cross-language transfer of metacognitive reading strategies.Cette recherche avait pour but l'évaluation de la compréhension en lecture en langue seconde (L2) selon deux théories: le Linguistic Interdependence Hypothesis (LIH) et le Linguistic Threshold Hypothesis (LTH). Les habiletés en langue orale et les stratégies métacognitives en lecture en L2 ont été décrites. Ceci a été suivi par une discussion des principaux désavantages des études antérieures. Quatre questions ont été posées dans cette recherche: (a) Quelles habiletés en langue orale contribuent à la compréhension en lecture en anglais (L1) et en français?; (b) Comment se comparent les stratégies métacognitives pour la compréhension en lecture en anglais et en français?; (c) Quels types de stratégies métacognitives contribuent à la compréhension en lecture en anglais et en français?; (d) Quelle est l'influence relative des habiletés orales et les stratégies métacognitives sur la compréhension en lecture en anglais et en français? Une cinquième question a été posée au cours de la Discussion car elle est basée sur les résultats des quatre premières questions: Quelle théorie est mieux appuyée selon les résultats de cette recherche? Les participants(es) furent un groupe de 48 adolescents(es) fréquentant l'école anglaise régulière au Québec. Tous ont accompli un ensemble de tâches en langage oral et en compréhension en lecture. Ils ont répondu à des questionnaires portant sur leurs stratégies métacognitives en lecture en anglais et en français. Leur fonctionnement intellectuel non-verbal et leur habileté à lire des listes de mots ont aussi été évalués. Les connaissances en vocabulaire en L1 et en L2 ont contribué à la compréhension en lecture dans les deux langues. Des aspects touchant la difficulté en lecture de mots étaitent un facteur commun en L1 et en L2. Ce facteur a contribué à la compréhension en lecture en anglais. Bien que le répertoire de stratégies métacognitives en français semblait plus centré vers le lecteur comparé aux stratégies en anglais, aucune des stratégies en français n'a contribué à la performance en lecture en français ou en anglais. Une analyse comparant seulement les habiletés orales et les stratégies métacognitives significatives a révélé que le vocabulaire en français pouvait prédire les performances en lecture en anglais et en français. Le LIH offre une meilleure explication des résultats obtenus dans cette étude car cette théorie permet à la recherche de constater l'habileté du transfert non seulement de L1 à L2, mais aussi d'un plan inversé–de L2 à L1.
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Gotin, Jacques. "Education thérapeutique du patient asthmatique bilingue français-créole en Guadeloupe : Quels outils, quel impact ?" Thesis, Antilles-Guyane, 2015. http://www.theses.fr/2015AGUY0827/document.
Abstract:
Cette étude a pour missions essentielles de comprendre et d’expliquer comment le passage d’une langue à une autre voire le mélange des deux codes langagiers qui se côtoient au sein de la population de la Guadeloupe, département français d’outre-mer, le français et le créole, peuvent, dans le cadre des échanges médicaux éducatifs, influencer la compréhension des mécanismes de la maladie par le patient, son acceptation et sa gestion.La justification de cette étude tient du constat que la prévalence de cette maladie chronique en Guadeloupe, l’asthme bronchique, est relativement importante, que la prise en charge reste perfectible malgré les recommandations de bonnes pratiques édictées par les sociétés savantes, et que certains patients ont du mal à comprendre les termes utilisés en français par leur médecin lors de l’annonce du diagnostic, ainsi que par les éducateurs chargés de leur apporter les outils de bonne gestion de cette maladie, ce qui n’est pas sans incidents en termes de morbidité et de mortalité.L’auteur décompose sa recherche autour de cinq grands thèmes :- La description du territoire d’étude, sur le plan géographico-climatique, historico-économique, sanitaire et social, la naissance d’une ère culturelle nouvelle générant une langue partagée par plus de 95% de la population et transmise au sein des familles et dans la communauté.- La présentation de l’éducation thérapeutique, démarche considérée par la communauté scientifique comme essentielle pour améliorer la prise en charge du patient et l’autogestion de la maladie, les plans gouvernementaux successifs traitant de cette matière.- L’état des connaissances sur l’asthme bronchique en France, dans le monde et en Guadeloupe plus particulièrement.- L’impact de la langue créole dans le processus de compréhension de la maladie à travers la relation soignant-soigné, et ses conséquences chez les natifs bilingues en termes d’acquisitions des outils d’autogestion en comparaison à l’utilisation du français.- La formulation de propositions de contextualisation didactique, tant en termes de formation des professionnels de santé par la préconisation de l’utilisation de la langue créole, par l’adaptation des outils psychopédagogiques au contexte local, que d’encouragement du patient à utiliser sa langue maternelle dans l’expression de ses ressentis.La recherche montre que la langue créole, utilisée autant au cours de la consultation par le médecin traitant et par le malade que pendant les séances d’éducation thérapeutique par les éducateurs et le public, influence les indicateurs de gestion de cette maladie.En conclusion, l’auteur défend l’hypothèse selon laquelle l’utilisation de la langue créole dans les échanges médicaux éducatifs chez les adolescents asthmatiques bilingues français-créole favoriserait la compréhension des mécanismes de la maladie asthmatique, la prise de conscience de sa gravité et la nécessité de se soigner pour éviter les complications, corollaire d’une bonne qualité de vieIn Guadeloupe, a French Overseas Territory, the population uses French and Creole linguistic codes. The main goals of this thesis are to understand and to explain how a better use of French and Creole, within the framework of educational medical exchanges, can improve the understanding of the mechanisms of the disease by the patient, its acceptance and its management.The bronchial asthma is a chronic disease, which affects an important part of the Guadeloupian population. In spite of the recommendations promulgated by the medical scholars, the care of the patients can be improved in Guadeloupe. Certain patients have difficulty understanding the terms used in French by their doctor during the announcement of the diagnosis, as well as by the educators in charge of bringing them the tools of good management of this disease what is not without incidents in terms of morbidity and mortality.The author elaborates his research around five main themes:- The thorough description of the space studied in this thesis; the geography of the land, the history of the population, the impact of the economic; the presentation of the social and health care infrastructures; and furthermore the birth of a new cultural era generating a language shared by more than 95 % of the population and passed on within families and communities.- The presentation of the therapeutic education, the approach considered by the scientific community as essential to improve the management of the patient and the self-management of the disease, the successive governmental plans dealing with this subject.- The state of the knowledge on the bronchial asthma in France, in the world and in Guadeloupe more particularly.- The impact of the Creole language in the process of understanding of the disease within the healthcare relationships and its consequences at the bilingual natives in terms of acquisitions of the tools of self-management in comparison to the use of French.- The formulation of proposals of didactic contextualization regarding the training of the healthcare professionals; the recommendation to the healthcare workers to use the Creole language; the adaptation of the psycho-pedagogical tools to the local context; the encouragement to the patients to use their native language in the expression of their feelings.- Researches show that the Creole language used during the consultation by the regular doctor, but also during the educational sessions therapeutics by the educators influence the indicators of management of this disease. In conclusion, the author defends the hypothesis according to which, the use of the Creole language in the educational medical exchanges at the bilingual asthmatic teenagers French-Creole would favor the understanding of the mechanisms of the asthmatic disease, the awareness of its gravity and the necessity of looking after oneself to avoid the complications, corollary of a good quality of life
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Prawucki, Rubens. ""Ganhar peso provoca alucinações"? : uma escuta discursiva das relações entre corpo, mídia e sociedade na escrita tecida por adolescentes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/37810.
Abstract:
O objetivo deste estudo é analisar, através dos pressupostos teórico-metodológicos da Análise de Discurso Francesa, como se dá a construção de sentidos sobre as relações entre corpo, mídia e sociedade na escrita de adolescentes estudantes do ensino médio. O que motivou a escrita desses adolescentes foi uma peça publicitária que explora o culto ao corpo, extraída da mídia brasileira contemporânea. As seguintes perguntas norteiam este estudo: 1- Como os adolescentes constroem, na escrita, seus gestos de interpretação, quando são abordadas questões sobre o corpo em uma peça publicitária? 2- Como os registros psíquicos desses adolescentes – real, simbólico e imaginário – juntamente com o cruzamento entre interdiscurso – ‘o já dito’ e o intradiscurso – ‘o que está se dizendo’, fazem revelar, na escrita, diferentes efeitos de sentido sobre questões de corpo, mídia e sociedade? Que efeitos de sentido são esses? 3- O que esses efeitos de sentidos podem dizer sobre as posições-sujeito desses adolescentes frente à formação discursiva na qual se encontra inserida a peça publicitária em questão? As analises mostram que os mecanismos para a produção de sentidos sobre a questão do corpo na escrita dos adolescentes geram efeitos de sentidos muitas vezes contraditórios, resultado dos contextos social, histórico e ideológico também serem marcados por contradições.The objective of this study is to analyse, through theoretical and methodological principles of French Discourse Analysis, how the construction of meanings about the relationship between body, media and society happens in the writing of adolescent high school students. What motivated the writing of these adolescents was an advertising that explores the body cult taken from contemporary Brazilian media. The following questions guide this study: 1- How do adolescents build, in their writing, their interpretation gestures, when issues are addressed to the body in an advertisement? 2- How do the psychic records of these adolescents – real, symbolic and imaginary – together with the concepts of interdiscourse – the ‘already said’ and intradiscourse – ‘what is said’, reveal, in their writing, different meanings about body, media and society issues? What are these meaning effects? 3- What can these meaning effects tell about the subject-positions of these adolescents towards the discursive formation in which the advertisement is inserted? The analyses show that the mechanisms for the production of meanings about body issues in the writing of the adolescents generate many times contradictory meaning effects due to the social, historical and ideological contexts also be determined by contradictions.
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Delisle, Richard. "La lecture romanesque comme déclencheur de l'écriture poétique : développement, validation et essai d'un outil pédagogique et papier-crayon pour favoriser l'expression des émotions chez les adolescents /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2006. http://theses.uqac.ca.
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Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2006.La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation (M.A.). CaQCU Bibliogr.: f. [76]-81. Document électronique également accessible en format PDF. CaQCU
Books on the topic "Togolese and French adolescents":
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Mensah-Amendah, Rita. Faits divers et d'espoir: Nouvelles. Lomé, Togo: Éditions Graines de Pensées, 2011.
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Vondoly, Kodzo A. L'hymne d'un prince sans royaume: Poemès. [Lomé]: Editions Awoudy, 2011.
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Inandjo, Moïse Olouwadara. Lys-Marita ou le viol d'une mineure: Nouvelle. Lomé, Togo: Éditions Awoudy, 2011.
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Essenam, Kouevi Kokoè. Myriam ou la rose noire: Roman. Lomè,Togo: Editions Awoudy, 2011.
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Elista, Oncle Sam. Paroles du poete rescape de Cabinda. Lomé, Togo?]: Editions Haho, 2000.
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Azialé, Serge. Retour vers l'amour. [Lomé, Togo]: Editions Awoudy, 2010.
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Azialé, Serge. Rose & Eros: Conte de fées des temps modernes. Lomé, Togo]: Awoudy, 2010.
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Inandjo, Moïse Olouwadara. Sur les routes sanglantes de l'exil: Roman. Lomé, Togo: Editions Continents, 2014.
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Inandjo, Moïse Olouwadara. Le journal intime d'un étudiant séropositif. Lomé: Editions Saint-Augustin Afrique, 2010.
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Dabla, Jean-Jacques S. Malmonde. Senegal]: Panafrika/Silex/Nouvelles du Sud, 2014.
Book chapters on the topic "Togolese and French adolescents":
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Hamann, Cornelia, and Laurie Tuller. "Intervention effects in the spontaneous production of relative clauses in (a)typical language development of French children and adolescents." In Linguistik Aktuell/Linguistics Today, 321–42. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/la.223.15ham.
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Yakimova, Sonya, Célia Maintenant, and Anne Taillandier-Schmitt. "EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS." In Advances in Psychology and Psychological Trends, 255–67. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad23.
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Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.
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Roché, Sebastian, Omer Bilen, and Sandrine Astor. "Determinants of Pre-Radicalization: Religious or Rebel-Without-a-Cause Hypothesis? An Empirical Test Among French Adolescents." In NATO Science for Peace and Security Series – E: Human and Societal Dynamics. IOS Press, 2021. http://dx.doi.org/10.3233/nhsdp200082.
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The study of the profiles of young adults involved in attacks and bombings in 2015 and 2016 in France highlighted a violent rejection of Western lifestyle and national identification. The question arises whether conflicting religious beliefs (religion hypothesis) and delinquent subculture (rebel-without-a-cause hypothesis) characterize a handful of violent attackers only or, rather, reflect social divides in the general youth population. We propose, based on literature, that there are known two features of a pre-radicalization stage: rejection of national community and justification of political violence. We intend to focus on what explains them in France. For that purpose, we use a large representative sample (n = 9.700) of adolescents, and structural equation modeling. Overall, our findings suggest that pre-radicalization reflects larger societal cleavages. Weak identification with the national community in France appears mainly driven by religious identity, and not religious fundamentalism. Justification of violence against outgroups/agents enforcing order is not predicted by religion, neither as belief system nor as identity. The sources of legitimation of violence are mainly found in espousing a delinquent subculture, and repeat exposure to state violence in the form of pretextual police stops.
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Ferling, John. "“America Is Ours”: Vict Ory At Yorkt Own, 1781." In Almost A Miracle, 523–39. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195181210.003.0023.
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Abstract High summer bore down in the northern states as the French army began its trek from Rhode Island to New York to link up with Washington’s Continentals. Moving along under a merciless sun, and in great swirling clouds of dust, the French soldiers found New England’s climate so hot that Rochambeau for the most part terminated each day’s march at noon, though some of the afternoon hours were spent in finding food. “The Americans sup- plied us with nothing,” said one disgusted soldier, and he added that the French “were obliged to purchase everything and to provide ourselves with the most trifling things.” Near White Plains on July 6—eighteen days after starting out, and eleven months after their arrival in America, the French army joined with the Continental army. The Americans spontaneously cheered and applauded the sight of their allies in their white uniforms. The next day, the French passed in review before Washington and Rochambeau, and the following day, under a pale blue sky, the Continentals reciprocated with a parade of their own. One French officer thought the rebels looked “rather good,” though another observed that many American soldiers were barefoot and an alarming number were either barely adolescents or somewhat old for the rigors of military service. He thought it hopeful that “a quarter of them were negroes, merry confident, and sturdy.”
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Kocayörük, Ercan, Ömer Faruk Şimşek, Bekir Çelik, Pelin Buruk, and Emin Altintas. "Measuring the Relationship Between Time Perspective and Well-Being." In Managing Screen Time in an Online Society, 291–310. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8163-5.ch013.
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The aim of this chapter is to examine the relations between time perspective and well-being considering two groups with different cultural backgrounds between Turkish and French. Instruments tapping into positive and negative affect, ontological well-being, flourishing, and five types of time perspective were administered to 615 late adolescents ages between 18 and 24 (Mean of age= 20.95, SD= 3.28). In this study, a recently created subjective well-being construct, known as ontological well-being (OWB), was utilized for measuring eudaimonic happiness based on time perspective in a cross-cultural study. Cluster analysis showed that Turkish people had higher levels of positive affect, negative affect, and psychological flourishing compared to French people, but the levels of regret and nothingness were similar in both groups. Differences between clusters in terms of negative affect were mainly driven by differences in ontological well-being (OWB).
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Silver, Brian L. "Scipio’s Dream." In The Ascent of Science, 169–80. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195116991.003.0014.
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Abstract Those who are not permanently hunting for food or money have time to hunt for meaning. Philosophers, introspective adolescents, French film directors, poets, and HMS all seek an underlying or overbearing order. The search for natural order in the physical world, the drive to detect pattern, may in the end be a consequence of the computer architecture (the way our brains are wired) or of the computer software (the way our brains are programmed). Undeniably, our attempt to understand the cosmos has been driven by far more than the wish to improve our standard of living.
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Mougeon, Raymond, and Édouard Beniak. "Covert Interference." In Linguistic Consequences of Language Contact and Restriction, 159–80. Oxford University PressOxford, 1991. http://dx.doi.org/10.1093/oso/9780198248279.003.0009.
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Abstract The present chapter is, as it were, transitional between the previous ones-all of which were concerned with system-internal developments-and the following ones-all of which will be concerned with interference-related developments in the speech of Franco-Ontarian adolescents. We examine here a rather complex case of variability in th, prepositional subsystem of this regional variety of Canadian French. The variable expresses the basic notions of movement to/location at a person’s dwelling and is realized by two types of variants: the simple prepositions chez, sur, and à (e.g. je suis chez moi ‘I’m at home’) and prepositional phrases involving the noun maison (e.g. je vais à la maison ‘I’m going home’).
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Cohn, Jr., Samuel K. "Varieties of Revolt (ii): Leaders, Hate, Nobles, Ritual, Children, the Popolo." In Popular Protest and Ideals of Democracy in Late Renaissance Italy, 153–78. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192849472.003.0008.
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First, as in late medieval Italy, popular revolt, 1494 to 1559, did not depend on leaders from outside their ranks—the clergy, mayors, or the nobility—as social scientists have asserted for ‘pre-modern’ revolts generally and may have become increasingly the case in seventeenth-century France. However, enigmatically, chroniclers and commentators named these Italian leaders from the rank-and-file of commoners less often than they had during the Middle Ages. Second, given the military occupation, the abuses of foreign troops towards residential populations, and the destructive billeting of troops, waves of foreign hatred rarely passed from resistance against foreign troops to massacres of foreign civilians and never approached the trans-territorial slaughter of the French during the Sicilian Vespers of 1282. On the other hand, popular strife among nonelites against their local nobilities was more frequent than in the Middle Ages. Yet these revolts did not manifest blind fury or a ‘negative class consciousness’ as R.H. Hilton has argued for late medieval Europe. Third, children and adolescents continued to appear in popular revolt but never comprised a prominent feature of these revolts. As seen with late medieval Italy, their appearance as rebels was not ‘something of a biological truism’ as some historians have alleged for early modern Europe. Finally, by 1494 the centre of gravity of popular revolt had shifted from what it had been in the late fourteenth century, away from the disenfranchised popolo minuto towards skilled, guild-based artisans, shopkeepers, and petty merchants but which also could include poorer even starving populations.
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"AIDS-awareness campaigns have often employed imagery and messages designed for gay men, women, or adolescents but have targeted middle-aged heterosexual men less commonly. This poster from the Swiss “Stop AIDS” campaign addresses itself directly to the latter group with the message, in French: “I’ve never kept faithful to any woman. But always to the condom.”." In Encyclopedia of AIDS, 428–39. Routledge, 1998. http://dx.doi.org/10.4324/9780203305492-84.
Conference papers on the topic "Togolese and French adolescents":
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Bosmans, Daniel. "AN EXPLORATION OF FOREIGN LANGUAGE CLASSROOM ANXIETY IN YOUNG ADOLESCENTS IN FRENCH-SPEAKING SWITZERLAND." In 18th International Technology, Education and Development Conference. IATED, 2024. http://dx.doi.org/10.21125/inted.2024.0304.
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"DEVELOPING THE VOICE OF A HISTORIAN IN FRENCH-MEDIUM CLIL HISTORY COURSES: A STUDY AMONG FLEMISH ADOLESCENTS." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202138.
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Lammel, Annamária, and Eduardo Márquez. "Comparative Study on Concept Construction for Violence, Intelligence and Religion in Early Adolescence in the Parisian Suburbs." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2009. http://dx.doi.org/10.4087/oinq8514.
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Based on association tasks, we focused our research on the process of concept construction and on the nature of the semantic structure network of three important concepts in the lives of young adolescents in the Parisian suburbs: violence, religion and intelligence. In this exploratory study, we were interested in identifying similarities and differences in the organization of these social concepts between adolescents with French parents and adolescents with immigrant parents. Despite the fact that these children share common “eco-cultural” experiences, we supposed that the different cultural guidelines in the family settings might influence the construction and the semantic organization of the concepts. Subjects were all born in France (N=228), and they share the same social environment and low socioeconomic status. Analyses of representational fields and of semantic networks were conducted and evidence for some similarities as well as for major differences between the two groups in concept construction and in semantic organization was present. Our findings showed a more homogeneous organization in children with immigrant parents; meanwhile French children’s structures of concepts are more heterogeneous. Major differences can also be observed at the semantic level. The findings are discussed in respect to the concept formation literature and the eco-cultural approach of human development.
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Kamin, W., and MG Sória. "Efficacy and tolerability of EPs® 7630 for children and adolescents with acute bronchitis." In 67th International Congress and Annual Meeting of the Society for Medicinal Plant and Natural Product Research (GA) in cooperation with the French Society of Pharmacognosy AFERP. © Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-3399724.
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Mohammed, Sara, Nosheen Meer, Saima Sheikh, and Abdelhamid Kerkadi. "Association between Sleep Duration, Food Consumption Patterns and Obesity among Adolescents in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0221.
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Background: Recent research suggests that sleep duration contributes towards developing unhealthy dietary habits, which can lead to obesity. Further study in this field can provide a new direction in addressing this epidemic. Objective: To examine the association between sleep duration, food consumption pattern, and obesity in adolescents in Qatar. Hypothesis: Sleep duration and unhealthy dietary pattern may be positively correlated to obesity. Methods: This is a cross-sectional, descriptive and analytical study including 1161 adolescents aged 14-19 years from a representative sample of independent secondary schools in the state of Qatar. Validated questionnaire was used to collect data on sleep duration and frequency of intake of foods. Sleep duration was classified as short (< 6 hrs), sufficient (7-8 hrs) and long (> 9 hrs). Anthropometric indicators included body weight, height and waist circumference (WC) that were measured using standardized procedures. General obesity was defined according to International Obesity Task Force (IOTF) ageand gender-specific body mass index (BMI) reference values. Agespecific cutoff values for WC were used to define abdominal obesity. Factor loading matrix was used to categorize healthy and unhealthy foods. The association between the study variables was assessed using multiple regression analysis. Results: The mean frequency of food consumption was lower for students of shorter sleep duration regardless of the day of the week. Students who reported long sleep duration had higher mean frequency of consumption of unhealthy food (fast food, French fries, cakes/donuts, candy/chocolates, sugar-sweetened beverages). Females showed an unhealthier eating pattern as compared to males. Multiple regression analysis revealed that as the WC and BMI increased, consumption of healthy eating pattern decreased by 25% and 10 % respectively (p<0.001) Conclusion: Lack of sufficient sleep and decreased consumption of healthy foods have an association with increased risk of being obese among adolescents.
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Kubiszewski, Violaine, Marie Murcia, Roger Fontaine, Emmanuel Rüsch, and Eric Hazouard. "Negative Effects Of Electronic Tools (ET) On Sleep Habits And Quality: An Academic-week’ Follow-up Study In A 400 French Adolescents Population." In American Thoracic Society 2010 International Conference, May 14-19, 2010 • New Orleans. American Thoracic Society, 2010. http://dx.doi.org/10.1164/ajrccm-conference.2010.181.1_meetingabstracts.a6528.
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Vrasmas, Ecaterina, and Traian Vrasmas. "INTERNET RESOURCES FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-062.
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Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.
Reports on the topic "Togolese and French adolescents":
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Owens, Janine, G. Hussein Rassool, Josh Bernstein, Sara Latif, and Basil H. Aboul-Enein. Interventions using the Qur'an to protect and promote mental health: A systematic scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0065.
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Review question / Objective: The aim of the study is to to identify interventions using the Qur'an to support mental health in Muslims. The question is How do interventions use the Qur'an to reduce psychological distress and promote mental health and wellbeing in Muslims? Eligibility criteria: Inclusion criteria: Evidence up to 31/03/22; Intervention studies; RCTs, quasi-experimental, longitudinal, cross-sectional and qualitative studies in English, French, or Arabic; Adults ≥18 years, Pregnant females attaining marriageable age ≥14; Studies focusing on the Qur’an, hadith and/or surah as a primary mental health intervention or Studies focusing on the Qur’an, hadith and/or surah as an additional form of therapy for mental health interventions. Exclusion criteria: Commentaries, narratives, editorial communications, opinion pieces, conference papers, government reports, guidance documents, book reviews, theses and dissertations, systematic, scoping, rapid and literature reviews, case studies; evidence in languages other than English, French or Arabic; Other types of studies focusing on children or adolescents; Studies excluding interventions using the Qur’an, hadith or surah or failing to differentiate between these areas and other interventions; Studies mentioning Qur’an, hadith or surah as an afterthought in the discussion.