Racer Sunbeam 1800 HP [bateau de course, vue sur le moteur] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60371

Régates amateurs en Angleterre, une fin de course dames [barques propulsées avec une perche] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60439

[Course cycliste] Bordeaux-Paris-Bordeaux, virage à Longchamp : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60506

[Course cycliste] Bordeaux-Paris-Bordeaux, virage autour de Longchamp : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60507

Mâcon, vue générale après [une] course interscolaire [aviron, 15/8/20] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60528

Deauville, 15/8/20, [le cheval de course] Tullamore gagnant du grand prix [monté par le jockey Jennings] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60543

22/8/20, stade Pershing, passage [de la] course de l'heure [championnats de France professionnels d'athlétisme] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60667

22/8/20, course de l'heure [des championnats de France professionnels d'athlétisme, stade Pershing, Jean Vermeulen (n°36) en tête] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60668

Anvers, course par équipe [4x100 m] US gagnant [avec les coureurs] Paddock, Scholz, Murchison, Kirksey [Jeux olympiques, 22/8/20] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60699

Anvers, départ [de la] course d'équipe [3000 m, Jeux olympiques, 22/8/20] : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60700

Parc des Princes, 24/10/20, course de 800 m relais, équipe 1 : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 61671

Gaining a better understanding of how Outward Bound Western Canada course outcomes are achieved : a research study /

This study examined how Outward Bound Western Canada (OBWC) course outcomes are achieved by exploring the relationships among course components, students' characteristics, and course outcomes. OBWC is a wilderness-based adventure education organization that helps students achieve outcomes such as increased self-awareness, self-confidence, motivation, interpersonal skills, concern for others, and concern for the environment. This study explored the ways in which the various components of courses and the characteristics of students contribute to determining the outcomes students experience as a result of their courses. The purpose of the study was to gain a better understanding of how OBWC course outcomes are achieved in order to strengthen adventure education theory, enhance practice at OBWC and other adventure education organizations, and provide a foundation for further research on this topic. As an interpretive case study, this study sought to describe how OBWC course outcomes are achieved and to provide interpretations of the research findings. Data was gathered from OBWC students and instructors using the quantitative and qualitative data collection techniques of questionnaire, interview, and observation. Data collected from 98 participants ensured a considerable breadth to the study, while interviews with a number of participants also enabled the collection of in-depth data. Analysis and triangulation of the data from the various sources allowed discernment of the research findings. A comprehensive and detailed picture of how course outcomes are achieved emerged from the findings. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, the physical environment, instructors, and the group. The findings indicated that certain course components were most influential in determining increases to students' self-awareness, self-confidence, self-reliance, self-esteem, self-concept, motivation, self-responsibility, interpersonal skills, concern for others, and concern for the environment. A number of course components were found to indirectly contribute to positive course outcomes by helping maximize the effectiveness of other components, by increasing students' motivation while on course, or by facilitating the processing and transference of new information. The findings also suggested that several course components either directly or indirectly affected course outcomes in negative ways. In addition, the gender, age, population, and expectations of students were found to play a role in determining the course outcomes they experienced and in determining which course components caused those outcomes. Interpretation of the findings resulted in the generation of research-based theory. The main theoretical argument derived from the results of the study was that course outcomes are influenced by a combination of course components and characteristics of students. More specifically, the theory generated by the study indicated that five groupings of factors contribute to course outcomes, including course activities, the physical environment, instructors, the group, and students' characteristics. The study was considered in relation to existing adventure education literature and larger theoretical issues. The generated theory and research findings were then used to develop suggestions for improving practice at OBWC and other adventure education organizations, as well as for enhancing future research studies.

Learning and healing: a wellness pedagogy for Aboriginal teacher education /

During the last 30 years Aboriginal peoples in Canada have made steady progress in reclaiming the responsibility for the education of their young people, especially in primary and secondary school. In comparison the education and or training of adult populations has not kept pace and many socioeconomic and sociocultural indicators demonstrate a ' , continued confinement of those populations to the margins of the dominant society of Canada. It is the adults, the mothers and the fathers, the grandmothers and grandfathers, the aunties and uncles that are the first teachers of the next generation and the nature of these relationships replicates the culture of unwellness in each subsequent generation through those teachers. There are few examples in the Aboriginal adult education literatures that give voice to the educational experience of the Learner. This study addresses that gap by exploring the perspectives embedded in the stories of a Circle of Learners who are, or were enrolled in the Bachelor of Education in Aboriginal Adult Education program at Brock University. That Circle of 1 participants included 9 women and 1 man, 6 of whom were from various i Anishinabek nations while 4 represented the Hotinonshd:ni nations in southern Ontario. They are an eclectic group, representing many professions, age groups, spiritual traditions, and backgrounds. This then is their story, the story of the heaming and Healing pedagogy and an expanded vision of Aboriginal education and research at Brock University.