Trajectoires développementales des dimensions du profil de dysrégulation (CBCL-DE) – agressivité, anxiété et inattention : éléments prédicteurs de diplomation au secondaire chez les garçons.

Ouvrage réalisé sous la supervision du comité de jury composé des membres suivants: Dre Leila Ben Amor, Dre Diane Sauriol, Daniel Fiset, PhD. & Éric Lacourse PhD.

Marine Engineering Training in India -A Pedagogic Introspection

Indian marine engineers are renowned for employment globally due to their knowledge, skill and reliability. This praiseworthy status has been achieved mainly due to the systematic training imparted to marine engineering cadets. However, in an era of advancing technology, marine engineering training has to remain dynamic to imbibe latest technology as well as to meet the demands of the shipping industry. New subjects of studies have to be included in the curriculum in a timely manner taking into consideration the industry requirements and best practices in shipping. Technical competence of marine engineers also has to be subjected to changes depending upon the needs of the ever growing and over regulated shipping industry. Besides. certain soft skills are to be developed and improved amongst the marine engineers in order to alter or amend the personality traits leading to their career success.If timely corrective action is taken. Indian marine engineers can be in still greater demand for employment in global maritime field. In order to enhance the employability of our mmine engineers by improving their quality, a study of marine engineers in general and class IV marine engineers in particular was conducted based on three distinct surveys, viz., survey among senior marine engineers, survey among employers of marine engineers and survey of class IV marine engineers themselves.The surveys have been planned and questionnaires have been designed to focus the study of marine engineer officer class IV from the point of view of the three distinct groups of maritime personnels. As a result of this, the strength and weakness of class IV marine engineers are identified with regard to their performance on board ships, acquisition of necessary technical skills. employability and career success. The criteria of essential qualities of a marine engineer are classified as academic, technical, social, psychological. physical, mental, emergency responsive, communicative and leadership, and have been assessed for a practicing marine engineer by statistical analysis of data collected from surveys. These are assessed for class IV marine engineers from the point of view of senior marine engineers and employers separately. The Endings are delineated and graphically depicted in this thesis.Besides. six pertinent personality traits of a marine engineer viz. self esteem. learning style. decision making. motivation. team work and listening self inventory have been subjected to study and their correlation with career success have been established wherever possible. This is carried out to develop a theoretical framework to understand what leads a marine engineer to his career attainment. This enables the author to estimate the personality strengths and weaknesses of a serving marine engineer and eventually to deduce possible corrective measures or modifications in marine engineering training in India.Maritime training is largely based on International Conventions on Standard of Training. Certification and Watch keeping for Seafarers 1995. its associated Code and Merchant Shipping (STCW for Seafarers) Rules 1998. Further, Maritime Education, Training and Assessment (META) Manual was subjected to a critical scrutiny and relevant Endings of thc surveys arc superimposed on the existing rule requirement and curriculum. Views of senior marine engineers and executives of various shipping companies are taken into account before arriving at the revision of syllabus of marine engineering courses. Modifications in the pattern of workshop and sea service for graduate mechanical engineering trainees are recommended. Desirable age brackets of junior engineers and chief engineers. use of Training and Assessment Record book (TAR Book) during training etc. have also been evaluated.As a result of the pedagogic introspection of the existing system of marine engineering training in India. in this thesis, a revised pattern of workshop training of six months duration for graduate mechanical engineers. revised pattern of sea service training of one year duration and modified now diagram incorporating the above have been arrived at. Effects of various personality traits on career success have been established along with certain findings for improvement of desirable personality traits of marine engineers.

Professional Services

This is a study on “Professional Services: Civil Liability for Deficiency”. This study is made with special reference to medical profession. The importance of qualitative professional services does not require any emphasis. It is a matter of great concern for the people as they are consumers.This study is divided into 12 chapters. The introductory chapter deals with characteristics of profession, basis of professional liability and international efforts to check abuse of position by professional men. Consumers as laymen can not perceive the intricacies of professional services. As a result professional men could misuse their superior position to expose consumers to hardship through deficient services. This is obvious from the fact that deficiency in professional services has assumed a menacing proportion. It is indicative of failure of internal control through self-regulation to check the abuse of position by the professional men. The professional bodies entrusted with the task of enforcing disciplinary measures show a very callous and indifferent attitude towards the repressive conduct of their members. These bodies are more concerned to protect the interest of their members. They are not free from institutional bias. They have put the interest of consumers into oblivion. In effect remedies through professional bodies has become a myth. All these factors make the external control of professional services mandatory to protect the consumers from the clutches of unscrupulous professional men, who abuse their superior position. The professional men who abuse their position are exposed to liability. Their liability arises under contract, tort and statutory law. The present study substantially concentrates on professional liability of medical men. The obvious reason is that of all professional services medical services are the frequently availed services by the consumers. Medical negligence cases account for bulk of the professional negligence cases. ln India also large number of cases are coming before consumer forae. The legal principles evolved in this sphere of professional service confers an insight into legal control of other professional services as well. The same principles are applied to other professions also, as by and large all the professions share common characteristics. Such principles are modified wherever necessary to make room for differential aspects of particular profession

Legal regime of quality control in goods

It has long been said that market itself is the ideal regulator of all evils that may come up among traders. Free and fair competition among manufacturers in the market will adequately ensure a fair dealing to the consumers. However, these are pious hopes. that markets anywhere in the world could not accomplish so far. Consumers are being sought to be lured by advertisements issued by manufacturers and sellers that are found often false and misleading. Untrue statements and claims about quality and performance of the products virtually deceive them. The plight of the consumers remains as an unheard cry in the wildemess. In this sorry state of affairs, it is quite natural that the consumers look to the governments for a helping hand. It is seen that the governmental endeavours to ensure quality in goods are diversified. Different tools are formulated and put to use, depending upon the requirements necessitated by the facts and circumstances. This thesis is an enquiry into these measures

Jugendliche Alltagsgestaltung und Identitätsbildung mit Fantasy-Rollenspielen - Schule öffnen für Elemente des Spiels und spielerische Aktionsformen

Gerade männliche Jugendliche nutzen in ihrer Pubertät und Adoleszenz zu einer gelingenden Gestaltung ihres Alltags und zur Ausbildung ihrer Identität zahlreiche Erscheinungsformen des Fantasy-Rollenspielens. In einem Prozess von Aneignung und Entäußerung integrieren dabei die Jugendlichen das überaus reiche multimediale Angebot, welches die Spiele bieten, in ihre Alltagsgestaltung, indem sie sich daraus spezifische Medien-, Text- und Ereignisarrangements bauen. Diese dienen einerseits der sozialen Integration und Distinktion, andererseits der Präsentation ihrer Identitätsentwürfe sich und anderen. Die Jugendlichen schaffen sich mittels dieser spezifischen Medien-, Text- und Ereignisarrangements eine in weiten Teilen von ihnen selbst bestimmte Welt, in der sie ihre Phantasie wie Kreativität mit großer Intensität, ja Obsession, innerhalb integrativer und solidarischer Interaktionsformen selbststeuernd und professionell ausleben. Diese Medien-, Text- und Ereignisarrangements zeigen Angebots- und Nutzungsformen, die sich nach einem medienkommunikativen Aneignungs- und Entäußerungsmodell in der Tradition der Cultural Studies (Stuart Hall) beschreiben lassen. Die Langzeitbeobachtung der Jugendlichen zeigt, dass sie alltagspragmatische Kulturtechniken zur selbstbestimmten Gestaltung von Alltag entwickeln: zunächst eine Strukturierung ihrer kognitiven, affektiven und pragmatischen Interaktion nach Kriterien erfolgreicher intrinsischer Interaktion, mit dem Ziel derer Perpetuierung im Flow-Erleben (Mihalyi Csikszentmihalyi), dann eine Ästhetisierung von Alltagswirklichkeit mittels kollektiver Fiktionalisierung in der Tradition des Collective Story Telling (Janet H. Murray). Diese Kulturtechniken stellen vor dem Hintergrund der Enkodierung und Dekodierung sozialer Codes spezifische Adaptionen von Prozessen der Bedeutungszuweisung und Subjekt- bzw. Identitätskonstitution dar. Die sie evozierenden und mit ihnen korrespondierenden handlungsleitenden Themen der Jugendlichen sind der Wunsch nach Rekonstitution von Gesamtheit in einer sich fragmentarisierenden Wirklichkeit, die Affirmation von Selbstbestimmung- und Autonomieerfahrungen, das Erleben von Reintegration und Solidarität für das sich dissoziiert erfahrende Individuum. Das Handeln der Jugendlichen basiert damit auf dem momentan dominanten Prozess einer Individualisierung von Lebenswelt unter den Bedingungen von Reflexivität und Erlebnisrationalität in der postmodernen Gesellschaft. Mit ihren Versuchen selbstbestimmter Gestaltung folgen sie dem aktuellen gesellschaftlichen Auftrag einer weitgehend in eigener Regie vorzunehmenden Lokalisierung dieses Prozesses. Zunehmend tritt diese von den Jugendlichen selbstgesteuerte Sozialisation neben die traditionell heteronome Sozialisation von gesellschaftlichen Instituten wie etwa die von Schule. Damit wird das Handeln der Jugendlichen zu einer Herausforderung an Pädagogik und Schule. Schule muss, wenn sie ihrem eigentlichen Auftrag von Förderung gerecht werden will, eine Sensibilität für diese Eigenständigkeit von Jugendlichen entwickeln und in der Beobachtung ihres Handelns didaktische Innovationen für Lehren und Lernen entwickeln. Im Mittelpunkt steht dabei die Wiederentdeckung des pädagogischen Dialogs, besonders aber die Entwicklung einer individualisierten Lernkultur und die Förderung jugendlicher Gestaltungskompetenzen, welche von deren alltagsästhetischen Erfahrungen und Kompetenzen im Umgang mit multimedialen Kulturprodukten ausgeht. Schule kann und muss für diese Prozesse selbstgesteuerten Lernens angemessene pädagogische Räume bereitstellen, in denen die Jugendlichen innerhalb eines geschützten Kontextes in der Auseinandersetzung mit eigenen wie fremden Entwürfen ihre Identität entwickeln können.

Kompetenzraster aus dem schweizerischen Institut Beatenberg - eine Option für berufliche Schulen in Deutschland?

Der Name einer kleinen Internatsschule im Berner Oberland taucht zunehmend in den Diskussionen über die Gestaltung von selbst organisiertem Lernen auf: Institut Beatenberg. Der Direktor des Instituts, Andreas Müller, und seine Mitarbeiter sind gefragte Referenten auf Veranstaltungen über die Einführung einer Lehr-Lernkultur, die den Lernenden und seine Lernprozesse in den Mittelpunkt der pädagogischen Arbeit stellt. Zudem finden ihre Publikationen zunehmendes Interesse im gesamten deutschsprachigen Raum. Ein Schlüsselinstrument wurde dabei zum Schlagwort: Kompetenzraster. Doch die stellen nur eines der Instrumente dar, die den ‚Wirkungskreislauf des Lernerfolgs’ in Beatenberg stützen. Berufliche Schulen in Hessen und Hamburg haben im Rahmen von Modellprojekten mit der Erarbeitung von Kompetenzrastern nach den Vorbildern in Beatenberg begonnen und versprechen sich damit eine neue, auf selbst organisiertem Lernen aufbauende kompetenzorientierte berufliche Bildung. In dem Beitrag werden die Arbeit mit Kompetenzrastern und den dahinter liegenden ‚Lernlandschaften’ sowie der ‚Wirkungskreislauf den Lernerfolgs’ in Beatenberg kompetenzorientiert dargestellt. Die Dimensionen Definition, Beschreibung, Ordnung, Erwerb, Messung und Anerkennung von Kompetenzen werden herausgearbeitet und die Möglichkeiten von Kompetenzrastern in der beruflichen Bildung kritisch gewürdigt. Der Beitrag ist entlang der genannten Dimensionen gegliedert.

Supervisión de los contratos estatales en los órganos de las ramas legislativa y judicial

ante la existencia de un marco legal y reglamentario precario, se han identificado algunos problemas en el desarrollo de la función de supervisión e interventoría desde la óptica meramente contractual aplicada en los organismos que hacen parte de las ramas legislativa y judicial. en tal sentido resulta pertinente realizar un análisis comparativo de los instrumentos adoptados al interior de cada entidad, en consecuencia el problema de la presente investigación se plantea a partir del siguiente cuestionamiento: ¿las formas de autorregulación implementadas por los órganos de las ramas legislativa y judicial para el control de la actividad de contratación en defecto de una regulación legal y reglamentaria al respecto les permiten disponer de un marco jurídico apropiado para el ejercicio adecuado de la supervisión?.

Pre-school contributions to future achievements

This paper provides recent evidence about the beneÖts of attending preschool on future performance. A non-parametric matching procedure is used over two outcomes: math and verbal scores at a national mandatory test (Saber11) in Colombia. It is found that students who had the chance of attending preschool obtain higher scores in math (6.7%) and verbal (5.4%) than those who did not. A considerable fraction of these gaps comes from the upper quintiles of studentís performance, suggesting that preschool matters when is done at high quality institutions. When we include the number of years at the preschool, the gap rises up to 12% in verbal and 17% in math.

La pelota no se mancha: Un estudio histórico sobre el desarrollo y la política en FIFA

Esta investigación se centra en la Fédération Internationale de Football Association (FIFA) como organización política. Intenta responder dos interrogantes primordiales: 1) ¿cómo la FIFA ha constituido el poder que tiene actualmente y, así, hacerse del monopolio indiscutido del fútbol? Y 2) ¿cómo ha cambiado en el tiempo la política interna de FIFA y su vínculo con la política internacional? Para lograr esto, se realiza un estudio histórico, basado principalmente en documentos, que intenta caracterizar y analizar los cambios de la organización en el tiempo. Se enfatizan las últimas dos presidencias de FIFA, de João Havelange y Joseph Blatter, como casos de estudio.

Derecho administrativo y autorregulación: la autorregulación regulada

El objeto de esta tesis es el análisis de la autorregulación regulada, es decir, el análisis de las normas y de los controles privados que poseen relevancia para el Derecho público. A pesar de su aparente desvinculación con el Derecho Administrativo, la autorregulación es una tendencia que se percibe cada vez con mayor nitidez; es, claramente, un fenómeno que se asocia principalmente al uso de nuevas tecnologías, pero que desborda con mucho este ámbito. La autorregulación es una noción directamente relacionada con la transformación de las formas de gobernanza impulsada desde la Unión Europea; es una nueva técnica o instrumento que las normas jurídico-públicas, a través de numerosas remisiones a la autorregulación, ponen en manos de la administración para gestionar los fines que ésta tiene encomendados. Existe, sin embargo una clara disociación entre las esperanzas puestas en la autorregulación y la falta de respuestas que ofrece el derecho positivo. Un análisis exhaustivo de la jurisprudencia y de la legislación que utilizan la voz "autorregulación" me ha llegado a concluir que este vocablo es en nuestro ordenamiento, un "término sin concepto". En esta fuentes se asimila la "autorregulación" con la capacidad de autonormación de un sujeto. Es el derecho comunitario el que la autorregulación como una alternativa o un complemento a la desreglamentación estatal y como una manifestación de un traslado de funciones y responsabilidades públicas a la sociedad. Por influencia del Derecho comunitario, el legislador pretende, a través de la autorregulación, alcanzar dos finalidades aparentemente contradictorias: (a) facilitar la función de garante que tiene atribuida el Estado, mediante una intervención más extensa i más intensa en las actividades privadas; (b) hacer efectivo los objetos propuestos con la desregulación, mediante una contención del ejercicio de la potestad reglamentaria y una disminución de los controles, preventivos o represivos, realizados directamente por la Administración. Para salvar esta contradicción, es necesario que el legislador establezca una regulación adecuada de la autorregulación. Dicha regulación es, hoy por hoy, manifiestamente insuficiente. Deberían fijarse con carácter general -y no sólo puntualmente y por sectores- las medidas adecuadas para el fomento de la autorregulación; los efectos públicos que ésta posee en cada caso y, significativamente, las garantías y controles necesarios para contrarrestar tales efectos. Esto es, los principios que rigen la actividad administrativa deberían ser aplicados también a la autorregulación en aquellos casos en los que sus diversas manifestaciones poseen efectos similares a los que son propios de los reglamentos, las inspecciones o las sanciones administrativas. Esta propuesta deja abierta la cuestión acerca de la incidencia recíproca de ambas técnicas; esto es , la incidencia de la regulación pública en la autorregulación de origen privado y, a la inversa, el impacto del desarrollo de la autorregulación regulada en el ejercicio de las potestades reglamentaria, autorizatoria, y sancionadora de la Administración. Esta cuestión sólo puede ser contestada hoy caso por caso, de modo que la respuesta es distinta si se analiza una norma técnica, un código ético, un manual de buenas prácticas, una certificación privada del cumplimiento de normas técnicas, el ejercicio de la potestad disciplinaria privada o el arbritaje. De lo que no cabe duda alguna es que ni la autorregulación es sólo una actividad de interés privado, ni la regulación pública conserva hoy sus rasgos tradicionales.

Régimen jurídico de la seguridad alimentaria. De la policía administrativa a la gestión de riesgos

La policia administrativa, una de les més clàssiques formes d'intervenció pública en l'esfera jurídica dels particulars, ha vingut caracteritzant fins a temps recents l'acció administrativa en el sector dels aliments. No obstant, les limitacions que sembla presentar aquesta forma d'intervenció davant el riscos que avui emergeixen de tal sector, i en particular de l'industria alimentària, han propiciat la construcció d´un nou i, fins a cert punt, complex sistema, caracteritzat a grans trets per la intersecció entre agents públics i privats: els sistema d´anàlisis i gestió de riscos.

Autoavaliação de um agrupamento : um percurso de melhoria da qualidade de gestão e do serviço educativo da escola

Com o propósito de acompanhar a mudança da sociedade, em Portugal decorre a implementação de várias reformas entre as quais a da Administração Pública. Melhorar o serviço educativo prestado pelas escolas é condição essencial para o aumento da qualificação dos alunos. A Avaliação e a Auto Avaliação (AA) do desempenho da escola tornam-se cada vez mais importantes no sentido de acompanhar e garantir a evolução e o progresso do sistema educativo. Desta forma, torna-se imprescindível uma reflexão sobre os procedimentos desenvolvidos que visam suprir as necessidades das escolas. Este projeto de investigação, no âmbito do Mestrado em Ciências da Educação, especialização em Administração Escolar, tem como finalidade dar o seu contributo para esse debate, através da apresentação e discussão dos resultados de dois ciclos avaliativos, tendo sido aplicado, o modelo CAF (Common Assessment Framework). Neste sentido, pretendeu-se averiguar de que forma a AA (Auto Avaliação) contribui para o processo global de gestão da escola. Fazendo recurso à metodologia de estudo de caso, num Agrupamento de Escolas no interior do país, utilizou-se o paradigma qualitativo para a recolha de dados. Pela análise dos dados foi possível concluir que a aplicação do primeiro ciclo de avaliação, através do desenvolvimento de processos de melhoria da qualidade de serviço prestado, influenciou o segundo ciclo avaliativo. Esta influência foi evidente na melhoria dos planos de ação para colmatar pontos negativos detetados no ciclo avaliativo anterior contribuindo, consequentemente, para a melhoria do processo de gestão da escola. Desta forma, a experiência adquirida, as alterações introduzidas, a convição dos órgãos de gestão da escola e de quase todas as pessoas que nela exercem a sua atividade permitem concluir que é imprescindível a autorregulação e que a mesma proporcionou benefícios que levaram à melhoria da qualidade de gestão da escola.

Huntington's disease patients have selective problems with insight

The objective of this study was to determine insight in patients with Huntington's disease (HD) by contrasting patients' ability to rate their own behavior with their ability to rate a person other than themselves. HD patients and carers completed the Dysexecutive Questionnaire (DEX), rating themselves and each other at two time points. The temporal stability of these ratings was initially examined using these two time points since there is no published test-retest reliability of the DEX with this Population to date. This was followed by a comparison of patients' self-ratings and carer's independent ratings of patients by performing correlations with patients' disease variables, and in exploratory factor analysis was conducted on both sets of ratings. The DEX showed good test-retest reliability, with patients consistently and persistently underestimating the degree of their dysexecutive behavior, but not that of their carers. Patients' self-ratings and caters' ratings of patients both showed that dysexecutive behavior in HD can be fractionated into three underlying components (Cognition, Self-regulation, Insight), and the relative ranking of these factors was similar for both data sets. HD patients consistently underestimated the extent of only their own dysexecutive behaviors relative to carers' ratings by 26%, but were similar in ascribing ranks to the components of dysexecutive behavior. (c) 2005 Movement Disorder Society.

Improving insight and non-insight problem solving with brief interventions

Developing brief training interventions that benefit different forms of problem solving is challenging. In earlier research, Chrysikou (2006) showed that engaging in a task requiring generation of alternative uses of common objects improved subsequent insight problem solving. These benefits were attributed to a form of implicit transfer of processing involving enhanced construction of impromptu, on-the-spot or ‘ad hoc’ goal-directed categorizations of the problem elements. Following this, it is predicted that the alternative uses exercise should benefit abilities that govern goal-directed behaviour, such as fluid intelligence and executive functions. Similarly, an indirect intervention – self-affirmation (SA) – that has been shown to enhance cognitive and executive performance after self-regulation challenge and when under stereotype threat, may also increase adaptive goal-directed thinking and likewise should bolster problem-solving performance. In Experiment 1, brief single-session interventions, involving either alternative uses generation or SA, significantly enhanced both subsequent insight and visual–spatial fluid reasoning problem solving. In Experiment 2, we replicated the finding of benefits of both alternative uses generation and SA on subsequent insight problem-solving performance, and demonstrated that the underlying mechanism likely involves improved executive functioning. Even brief cognitive– and social–psychological interventions may substantially bolster different types of problem solving and may exert largely similar facilitatory effects on goal-directed behaviours.

iPad use in fieldwork: formal and informal use to enhance pedagogical practice in a bring your own technology world

We report on use of iPads (and other IOS devices) for student fieldwork use and as electronic field notebooks and to promote active. We have used questionnaires and interviews of tutors and students to elicit their views and technology and iPad use for fieldwork. There is some reluctance for academic staff to relinquish paper notebooks for iPad use, whether in the classroom or on fieldwork, as well as use them for observational and measurement purposes. Students too are largely unaware of the potential of iPads for enhancing fieldwork. Apps can be configured for a wide variety of specific uses that make iPads useful for educational as well as social uses. Such abilities should be used to enhance existing practice as well as make new functionality. For example, for disabled students who find it difficult to use conventional note taking. iPads can be used to develop student self-directed learning and for group contributions. The technology becomes part of the students’ personal learning environments as well as at the heart of their knowledge spaces – academic and social. This blurring of boundaries is due to iPads’ usability to cultivate field use, instruction, assessment and feedback processes. iPads can become field microscopes and entries to citizen science and we see the iPad as the main ‘computing’ device for students in the near future. As part of the Bring Your Own Technology/Device (BYOD) the iPad has much to offer although, both staff and students need to be guided in the most effective use for self-directed education via development of Personal Learning Environments. A more student-oriented pedagogy is suggested to correspond to the increasing use of tablet technologies by students