Finding an apprenticeship : hidden curriculum and social consequences

In Switzerland, the majority of students are oriented towards professional training after compulsory schooling. At this stage, one of the biggest challenges for them is to find an apprenticeship position. Matching supply and demand is a complex process that not only excludes some students from having direct access to professional training but also forces them to make early choices regarding their future sector of employment. So, how does one find an apprenticeship? And what do the students' descriptions of their search for apprenticeships reveal about the institutional determinants of social inequalities at play in the system? Based on 29 interviews conducted in 2014 with 23 apprentices and 6 recruiters in the Canton of Vaud, this article interrogates how the dimensions of educational and social trajectories combine to affect access to apprenticeships and are accentuated by recruiters using a "hidden curriculum" during the recruitment process. A hidden curriculum consists of knowledge and skills not taught by the educational institution but which appear decisive in obtaining an apprenticeship. By analysing the contrasting experiences of students in their search for an apprenticeship, we identify four types of trajectories that explain different types of school-to-apprenticeship transitions. We show how these determinants are reinforced by the "hidden curriculum" of recruitment based on the soft skills of feeling, autonomy, anticipation and reflexivity that are assessed in the context of recruitment interactions. The discussion section debates how the criteria that appear to be used to identify the "right apprentice" tend to (re)produce inequalities between students. This not only depends on their academic results but also on their social and cultural skills, their ability to anticipate their choices and, more widely, their ability to be a subject in their recruitment search. "The Subject is neither the individual, nor the self, but the work through which an individual transforms into an actor, meaning an agent able to transform his/her situation instead of reproducing it." (Touraine, 1992, p.476).

Development, physical-chemical stability and release studies of four alcohol-free spironolactone suspensions for use in pediatrics

Dissolution studies have become of great significance because, in most cases, drug dissolution is the rate-limiting step in the absorption process. As occurs with solid oral dosage forms, heterogeneous disperse systems (suspensions) could also have some problems with their in vitro dissolution. The objective of this study was to evaluate influence of the excipients on the release of spironolactone from four alcohol free suspensions (pharmaceutical compounding) of spironolactone 5 mg/mL suitable for pediatric use. Also the comparison of the physical and chemical stability of the suspensions stored at 4, 25 and 40 ºC over a 60- day period has been studied. Rheological behavior, particle size, a prediction of long-term physical stability, pH and assay of spironolactone by HPLC were assessed at prefixed times. The dissolution profile of each suspension was determined and compared with that of the commercial tablets. A microbiological study of the best formula was also performed. Chemically, the four spironolactone suspensions were stable for 60 days stored at three temperatures; Suspension IV had optimum pH values and the highest recovery percentage. In terms of physical stability, sedimentation occurred in Suspension IV and flotation of spironolactone in Suspensions I, II and III. Suspension III had the highest viscosity and the slowest drug release. Suspension IV was also microbiologically stable for 60 days. In conclusion, Suspension IV had the best properties and the least suitable form was Suspension III, as its high viscosity made it difficult to achieve homogeneous redispersion, and it had the slowest dissolution profile.

Bone Mineral Accrual in Physically Active Girls. With Special Reference to Reduction in Physical Activity Level and Use of Oral Contraceptives

Adolescence is an important time for acquiring high peak bone mass. Physical activity is known to be beneficial to bone development. The effect of estrogen-progestin contraceptives (EPC) is still controversial. Altogether 142 (52 gymnasts, 46 runners, and 42 controls) adolescent women participated in this study, which is based on two 7-year (n =142), one 6-year (n =140) and one 4-year (n =122) follow-ups. Information on physical activity, menstrual history, sexual maturation, nutrition, living habits and health status was obtained through questionnaires and interviews. The bone mineral density (BMD) and content (BMC) of lumbar spine (LS) and femoral neck (FN) were measured by dual- energy X-ray absoptiometry. Calcaneal sonographic measurements were also made. The physical activity of the athletes participating in this study decreased after 3-year follow-up. High-impact exercise was beneficial to bones. LS and FN BMC was higher in gymnasts than in controls during the follow-up. Reduction in physical activity had negative effects on bone mass. LS and FN BMC increased less in the group having reduced their physical activity more than 50%, compared with those continuing at the previous level (1.69 g, p=0.021; 0.14 g, p=0.015, respectively). The amount of physical activity was the only significant parameter accounting for the calcaneal sonography measurements at 6-year follow-up (11.3%) and reduced activity level was associated with lower sonographic values. Long-term low-dose EPC use seemed to prevent normal bone mass acquisition. There was a significant trend towards a smaller increase in LS and FN BMC among long-term EPC users. In conclusion, this study confirms that high-impact exercise is beneficial to bones and that the benefits are partly maintained even after a clear reduction in training level at least for 4 years. Continued exercise is needed to retain all acquired benefits. The bone mass gained and maintained can possibly be maximized in adolescence by implementing high-impact exercise for youngsters. The peak bone mass of the young women participating in the study may be reached before the age of 20. Use of low-dose EPCs seems to suppress normal bone mass acquisition.

Physical-chemical characterization and wet milling yield of four maize hybrids

The influence of physical-chemical characteristics of maize grains and lactic acid concentrations on byproduct yields, generated by conventional wet milling, was studied during steeping, for four maize hybrids and two lactic acid concentrations (0.55 and 1.00%). For physical-chemical characterization, grain dimensions (length, thickness, and width) were determined, as well as mass of 100 grains, percentage of floating grains, volumetric mass, and centesimal composition. Statistical differences were found for percentage of floating grains (2.33 to 24.67%), volumetric mass (0.814 to 0.850 kg.L-1), mass of 100 grains (0.033 to 0.037 kg), water content (11.86 to 12.20%), proteins (8.21 to 9.06%), lipids (3.00 to 4.77%), and ashes (1.07 to 1.26%). There were no relationships of wet milling yields with maize appearance and physical-chemical characteristics. The addition of 1.00% lactic acid did not statistically improve byproduct yields; however, it favored separation of the grain components.

Physical-chemical, caloric and sensory characterization of light jambolan (Syzygium cumini Lamarck) jelly

In Brazil, several little economically explored fruits have good potential as raw material for the agro-industry. This study aimed to produce and determine the physical-chemical and sensory characteristics of light jambolan jelly. This fruit has intense purple color, which gave the jellies - both standard and light - a quite attractive visual aspect. The light jellies exhibited similar physical-chemical characteristics to the ones developed through the conventional method and; with the proportion of sweeteners used, the caloric values of the formulations were reduced to the range of 41 to 53%, attending the requirements of the Brazilian legislation for this type of product. The sensory profile obtained for the 4 light formulations developed, clearly showed the tasters' preference for the jelly elaborated with the association of cyclamate and saccharin. Thus, the results revealed good perspectives for the application of this fruit in the food industry.

Physical, chemical, technological and sensory characteristics of Frankfurter type sausage containing okara flour

The addition of okara flour to an emulsified meat product (Frankfurter type sausage) was evaluated based on the physical, chemical, technological, and sensory characteristics of the final product. Okara, residue from soymilk production, was provided by two soymilk producing companies whose production systems were based on the hot disintegration of the decorticated (company B) or undecorticated (company A) soybeans. The okara was dehydrated using a flash dryer and then ground into flour (>420 µm). However, The okara flours A and B showed approximately the same amount of protein (35 and 40 g.100 g-1 dwb). However, the okara flour A presented higher values (p < 0.05) for all technological functional properties studied (emulsification capacity, emulsion stability, protein solubility, and water hold capacity) than those of okara flour B. The A and B okara flours were used in a frankfurter sausage formulation as substitution of 1.5% and 4% of meat. The results showed that the sausages containing okara flours A and B, as well as the control sausage, were accepted by the sensory panel. Moreover, there were no significant differences (p < 0.05) in the physical (color, objective texture, and emulsion stability) and chemical (pH and proximate composition) measurements of the sausages with and without the okara flour.

Élaboration d’un modèle théorique pour étudier le rapport au savoir en didactique de l’histoire et en éducation à la citoyenneté

Ce mémoire a pour objet d’étude la notion du rapport aux savoirs historiques des élèves de l’ordre secondaire. Plus précisément, il sera question des relations existant entre la conception qu’entretiennent les élèves de l’histoire et du métier de l’historien, leur conception de l’action humaine dans l’histoire et leur sentiment d’être eux-mêmes, aujourd’hui, des acteurs politiques effectifs. Ce sujet est ancré dans le contexte de l’introduction des prescriptions en matière d’éducation à la citoyenneté dans le programme d’histoire de niveau secondaire. Cet ajout a pour conséquence d’introduire de nouveaux objectifs en matière d’éducation à la citoyenneté : l’élève, par l’étude de l’évolution démocratique, doit être amené à comprendre le rôle de l’action humaine dans l’histoire, lui faisant ainsi comprendre la valeur de sa propre participation à la vie sociale et politique. Cela étant dit, les recherches montrent que les enseignants et les enseignantes tardent à adopter la terminologie propre aux compétences du programme de formation en histoire et éducation à la citoyenneté et perpétuent un enseignement de l’histoire-récit qui fait la part belle aux grands évènements et aux grands hommes (Bouhon, 2009; Moisan, 2011). De plus, les manuels utilisés laissent peu de place aux individus ou aux groupes d’individus agissants et présentent rarement leurs actions de manière à rendre compte de leur efficacité (Éthier, 2001; Lefrançois, Éthier et Demers, 2011). Enfin, les recherches montrent que les élèves sont enclins à expliquer les changements à l’aide d’une histoire personnalisante, occupée principalement par les grands hommes et les hauts faits de l’histoire politique et militaire (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). En explorant les conséquences complexes de ces différents constats, nous avons ressenti une insatisfaction à l’égard de la capacité d’explication de ce phénomène qu’offrait le champ conceptuel de didactique de l’histoire. Par conséquent, ce mémoire portera sur le transfert de la notion de rapport au savoir au domaine de la didactique de l’histoire à partir de la sociologie et de l’anthropologie. Le modèle théorique proposé a été obtenu grâce à une recherche spéculative qui a été inspirée des méthodes de Martineau, Simard et Gauthier (2001) et de Van der Maren (1996).

Play and creativity at the center of curriculum and assessment : a New York City School??s Journey to re-think curricular Pedagogy

Resumen tomado de la publicaci??n

Museum Studies Borderlands: negotiating curriculum and competencies

Given ICTOP‘s work on revising the curriculum guide using the competencies approach (2000-2008), the author asks whether it is possible to reflect some of the issues and conceptual underpinnings that are at play in the discourse of museology/museum studies as a field of study and pedagogy when designing curriculum when taking the competencies approach. Until we address this question, ICTOP‘s work will have little relevance for the design of syllabi/curriculum by post-secondary institutions. This presentation lays out some of the professional issues underlying and the role for critical reflexive professionalism which can bridge theory and practice, competencies and epistemological knowledge and s how a way forward. Then it moves to address some of the territories where critical discussion is at work that would extend the curriculum discussions of ICTOP, while pointing to some developments that offer a museology of possibilities.

Interactions between the physical soil environment and a horizontal ground coupled heat pump, for a domestic site in the UK

There is currently an increased interest of Government and Industry in the UK, as well as at the European Community level and International Agencies (i.e. Department of Energy, American International Energy Agency), to improve the performance and uptake of Ground Coupled Heat Pumps (GCHP), in order to meet the 2020 renewable energy target. A sound knowledge base is required to help inform the Government Agencies and advisory bodies; detailed site studies providing reliable data for model verification have an important role to play in this. In this study we summarise the effect of heat extraction by a horizontal ground heat exchanger (installed at 1 m depth) on the soil physical environment (between 0 and 1 m depth) for a site in the south of the UK. Our results show that the slinky influences the surrounding soil by significantly decreasing soil temperatures. Furthermore, soil moisture contents were lower for the GCHP soil profile, most likely due to temperature-gradient related soil moisture migration effects and a decreased hydraulic conductivity, the latter as a result of increased viscosity (caused by the lower temperatures for the GCHP soil profile). The effects also caused considerable differences in soil thermal properties. This is the first detailed mechanistic study conducted in the UK with the aim to understand the interactions between the soil, horizontal heat exchangers and the aboveground environment. An increased understanding of these interactions will help to achieve an optimum and sustainable use of the soil heat resources in the future. The results of this study will help to calibrate and verify a simulation model that will provide UK-wide recommendations to improve future GCHP uptake and performance, while safeguarding the soil physical resources.

The history curriculum and its personal connection to students from minority ethnic backgrounds

Whereas history is seen by some as crucial in developing a sense of identity and fostering social cohesion, it is however, often based around narrowly nationalistic views of the past, and yet little is known about how students relate to the past they are taught. Thus, this paper focuses on the history curriculum and the ways in which students aged 12-14, from different ethnic backgrounds, relate to it. Moreover, the small-scale study which enabled this paper, focused, in particular, on whether students enjoyed and valued history and whether they felt any sense of personal connection to the topics studied. Drawing on survey data collected from 102 students and focus group discussions with 42 students, from two high schools, the findings indicate that although many students enjoy history, they fail to fully understand its value. Additionally most students, especially those from minority ethnic backgrounds, feel a lack of personal connection to the past, as they do not see themselves in the history they are taught.

Nandrolone Decanoate and Physical Effort: Histological and Morphometrical Assessment in Adult Rat Uterus

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)