Gestionnaire de vie privée : un cadre pour la protection de la vie privée dans les interactions entre apprenants

L’évolution continue des besoins d’apprentissage vers plus d’efficacité et plus de personnalisation a favorisé l’émergence de nouveaux outils et dimensions dont l’objectif est de rendre l’apprentissage accessible à tout le monde et adapté aux contextes technologiques et sociaux. Cette évolution a donné naissance à ce que l’on appelle l'apprentissage social en ligne mettant l'accent sur l’interaction entre les apprenants. La considération de l’interaction a apporté de nombreux avantages pour l’apprenant, à savoir établir des connexions, échanger des expériences personnelles et bénéficier d’une assistance lui permettant d’améliorer son apprentissage. Cependant, la quantité d'informations personnelles que les apprenants divulguent parfois lors de ces interactions, mène, à des conséquences souvent désastreuses en matière de vie privée comme la cyberintimidation, le vol d’identité, etc. Malgré les préoccupations soulevées, la vie privée en tant que droit individuel représente une situation idéale, difficilement reconnaissable dans le contexte social d’aujourd’hui. En effet, on est passé d'une conceptualisation de la vie privée comme étant un noyau des données sensibles à protéger des pénétrations extérieures à une nouvelle vision centrée sur la négociation de la divulgation de ces données. L’enjeu pour les environnements sociaux d’apprentissage consiste donc à garantir un niveau maximal d’interaction pour les apprenants tout en préservant leurs vies privées. Au meilleur de nos connaissances, la plupart des innovations dans ces environnements ont porté sur l'élaboration des techniques d’interaction, sans aucune considération pour la vie privée, un élément portant nécessaire afin de créer un environnement favorable à l’apprentissage. Dans ce travail, nous proposons un cadre de vie privée que nous avons appelé « gestionnaire de vie privée». Plus précisément, ce gestionnaire se charge de gérer la protection des données personnelles et de la vie privée de l’apprenant durant ses interactions avec ses co-apprenants. En s’appuyant sur l’idée que l’interaction permet d’accéder à l’aide en ligne, nous analysons l’interaction comme une activité cognitive impliquant des facteurs contextuels, d’autres apprenants, et des aspects socio-émotionnels. L'objectif principal de cette thèse est donc de revoir les processus d’entraide entre les apprenants en mettant en oeuvre des outils nécessaires pour trouver un compromis entre l’interaction et la protection de la vie privée. ii Ceci a été effectué selon trois niveaux : le premier étant de considérer des aspects contextuels et sociaux de l’interaction telle que la confiance entre les apprenants et les émotions qui ont initié le besoin d’interagir. Le deuxième niveau de protection consiste à estimer les risques de cette divulgation et faciliter la décision de protection de la vie privée. Le troisième niveau de protection consiste à détecter toute divulgation de données personnelles en utilisant des techniques d’apprentissage machine et d’analyse sémantique.

Videophone support for an eight-year-old boy undergoing paediatric bone marrow transplantation

We report the use of an Internet-based videophone to support a child undergoing bone marrow transplantation (BMT). Over the Christmas period, an eight-year-old boy with an underlying diagnosis of attention-deficit/hyperactivity disorder (ADHD) and a history of absconding and aggressive non-compliant behaviour was treated by BMT. We installed an Internet-based videophone in the patient's hospital room two days post-transplant. A second videophone was installed in the patient's home and used the existing home telephone line. In all, 14 videophone calls were made over a nine-day period. The videophone improved interfamily social and emotional support, and appeared to reduce some of the inherent anxiety and distress resulting from paediatric bone marrow transplantation.

Ideological Closure : Drug Prevention in a Post-political Society

The aim of this thesis is to critically examine drug prevention as a field of problematizations  – how drug prevention becomes established as a political technology within this field, how it connects to certain modes of governance, how and under which conditions it constitutes it’s problematic, the questions it asks,  it´s implications in terms of political participation and representation, the various bodies of knowledge through which it constitutes the reality upon which it acts, the limits it places on ways of being, questioning, and talking  in the world. The main analyses have been conducted in four separate but interrelated articles. Each article addresses a specific dimension of drug prevention in order to get a grasp of how this field is organized. Article 1 examines the shift that has occurred in the Swedish context during the period 1981–2011 in how drugs have been problematized, what knowledge has grounded the specific modes of problematization and which modes of governance this has enabled. In article 2, the currently dominant scientific discipline in the field of drug prevention – prevention science – is critically examined in terms of how it constructs the “drug problem” and the underlying assumptions it carries in regard to reality and political governance. Article 3 addresses the issue of communities’ democratic participation in drug prevention efforts by analyzing the theoretical foundations of the Communities That Care prevention program. The article seeks to uncover how notions of community empowerment and democratic participation are constructed, and how the “community” is established as a political entity in the program. The fourth and final article critically examines the Swedish Social and Emotional Training (SET) program and the political implications of the relationship the program establishes between the subject and emotions. The argument is made that, within the field of drug prevention, questions of political values and priorities in a problematic way are decoupled from the political field and pose a significant problem in terms of the possibilities to engage in democratic deliberation. Within this field of problematizations it becomes impossible to mobilize a politics against social injustice, poverty and inequality. At the same time, the scientific grounding of this mode of governing the drug “problem” acts to naturalize a specific – highly political – way of engaging with drugs.

Medical students' personal experience of high-stakes failure:case studies using interpretative phenomenological analysis

Abstract (provisional): Background Failing a high-stakes assessment at medical school is a major event for those who go through the experience. Students who fail at medical school may be more likely to struggle in professional practice, therefore helping individuals overcome problems and respond appropriately is important. There is little understanding about what factors influence how individuals experience failure or make sense of the failing experience in remediation. The aim of this study was to investigate the complexity surrounding the failure experience from the student’s perspective using interpretative phenomenological analysis (IPA). Methods The accounts of 3 medical students who had failed final re-sit exams, were subjected to in-depth analysis using IPA methodology. IPA was used to analyse each transcript case-by-case allowing the researcher to make sense of the participant’s subjective world. The analysis process allowed the complexity surrounding the failure to be highlighted, alongside a narrative describing how students made sense of the experience. Results The circumstances surrounding students as they approached assessment and experienced failure at finals were a complex interaction between academic problems, personal problems (specifically finance and relationships), strained relationships with friends, family or faculty, and various mental health problems. Each student experienced multi-dimensional issues, each with their own individual combination of problems, but experienced remediation as a one-dimensional intervention with focus only on improving performance in written exams. What these students needed to be included was help with clinical skills, plus social and emotional support. Fear of termination of the their course was a barrier to open communication with staff. Conclusions These students’ experience of failure was complex. The experience of remediation is influenced by the way in which students make sense of failing. Generic remediation programmes may fail to meet the needs of students for whom personal, social and mental health issues are a part of the picture.

Dietary adequacy in community-dwelling older Chinese adults living in South Florida

A challenge facing nutrition care providers and the Chinese community is how to improve and maintain dietary adequacy (DA) and quality of life (QoL) in older Chinese Americans. Little is known about the factors contributing to DA and the relationships between DA and QoL among community-dwelling older Chinese adults in South Florida. A DA model and a QoL model were hypothesized. ^ Structured interviews with 100 Chinese Floridians, ages ≥60, provided data to test the hypothesized models, using structured equation modeling. Participants (mean age ± SD = 70.9 + 6.8 years) included 59% females, 98% foreign-born, 23% non-English speakers, and 68% residents of Florida for 20 years or more. The findings supported the study hypotheses: an excellent goodness-of-fit of the DA model (χ2/DF (7) = .286; CFI = 1.000; TLI = 1.704; NFI = .934; RMSEA < .001, 90% CI < .0001 to < .001; SRMR = .033; AIC = 30.000; and BIC = 66.472) and an excellent goodness-of-fit of the QoL model (χ2/DF (6) = .811; CFI = 1.000; TLI = 1.013; NFI = .979; RMSEA < .001, 90% CI < .001 to .116; SRMR = .0429; AIC = 34.869; and BIC = 73.946). ^ The DA model consisted of a structure of four indicators (i.e. Body Mass Index, food practices, diet satisfaction, and appetite) and one intervening variable (i.e. combining nutrient adequacy with nutritional risk). BMI was the strongest, most reliable indicator of DA with the highest predictability coefficient (.63) and the ability to differentiate between participants with different DA levels. The QoL model consisted of a two-dimensional construct with one indicator (i.e. physical function) and one intervening variable (i.e. combining loneliness with social resources, depression, social function, and mental health). Physical function had the strongest predictability coefficient (.89), while other indicators contributed to QoL indirectly. When integrating the DA model to the QoL model, DA appears to influence QoL via indirect pathways. ^ It is necessary to include a precise measure of BMI as the basis for assessing DA in this population. Important goals of dietary interventions should be improving physical function and alleviating social and emotional isolation. ^

An Exploratory Analysis of John Dewey's Writings: Implications for School Leaders

The purpose of this study was to synthesize the operational definition of education through an exploratory analysis of John Dewey’s writings. Dewey’s definition of education changed from 1938 to 1896. Findings suggest that schools promote more social and emotional learning through instructional activities such as service-learning.

Assessment of policies for innovative financing in infrastructure systems

Infrastructure systems are drivers of the economy in the nation. A dollar spent on infrastructure development yields roughly double the initial spending in ultimate economic output in the short term; and over a twenty-year period, and generalized ‘public investment’ produces an aggregated $3.21 of economic activity per $1.00 spent [1]. Thus, formulation of policies pertaining to infrastructure investment and development is of significance affecting the social and economic wellbeing of the nation. The aim of this policy brief is to evaluate innovative financing in infrastructure systems from two different perspectives: (1) through consideration of the current condition of infrastructure in the U.S., the current trends in public spending, and the emerging innovative financing tools; (2) through evaluation of the roles and interactions of different agencies in the creation and the diffusion of innovative financing tools. Then using the example of transportation financing, the policy brief provides an assessment of policy landscapes which could lead to the closure of infrastructure financing gap in the U.S and proposes strategies for citizen involvement to gain public support of innovative financing.

História oral de vida de pessoas com úlcera venosa nos serviços de atenção primária à saúde

The Chronic Venous insufficiency is characterized as a set of physical changes including how most serious complication of venous ulcers, characterized by irregular and progressive loss of continuity of the skin. The occurrence of venous ulcers in people with chronic venous insufficiency generates dependence on them with health services, with long-term treatments that cause limitations and high-impact changes, affecting their quality of life, affecting the physical, psychological, social, cultural and spiritual as an important public health problem. This study aimed to describe the experience of having a venous ulcer, in the scenario of primary health care services to Health, which includes Primary Care Units and Family Health Strategy in the city of Natal / RN, based on the life histories of users. This is a qualitative study, exploratory and descriptive, with the Oral History of Life as a methodological framework. From the ponto zero was the recruitment of participants who formed the network, totaling six employees, of both sexes and aged between 57 and 79 years. After approval by the Research Ethics Committee - UFRN under the Protocol 653 788/2014 and CAAE 30408014.0.0000.5537 was held data collection, between the months of July and August, through interviews, using identification and characterization of the instrument employees and open questions. Interviews were recorded, transcribed, transcriadas and returned to employees for a conference. The narratives were subjected to Content thematic analysis technique, according to Bardin, allowing the construction of three themes that encompass categories, namely: Axis I - Perspectives on the changes: the impact wound in social relations (changes with ulcer venous, venous ulcer and social and family relationships); Axis II - Brands in body and soul: the story of being hurt (conceptions of the body injured; therapeutic itinerary in primary care services); and Axis III - Reconstruction of being hurt: coping mechanisms (redefinition of the wounded body, resilience to chronic wound). The impact of having a chronic venous ulcer generates impact of physical, psychological and social order. As aspects related to changes after the appearance of venous ulcers, survey participants reported the presence of pain, physical limitations, psychological distress, social and emotional isolation, incapacity, aesthetic discomfort and dependency on health services; the family was the aspect thatshowed no significant change after the occurrence of wound for most participants, an ally in the therapeutic process as a support network. The redefinition of the body and the wound are the main coping mechanism of chronic condition. The services in the Primary Care Network play a fundamental role in the rehabilitation of patients with venous ulcers, although there are difficulties in accessing appropriate treatment and need for expanded services, with permanent professional training of health teams and providing the resources managers to strengthen the comprehensive care of people with venous ulcers in Health Primary Care.

La thérapie cognitive-comportementale dans le traitement du TDAH chez l'adulte: état des connaissances

Essai doctoral présenté à la Faculté des Arts et des Sciences en vue de l'obtention du grade de doctorat en psychologie clinique (D.psy.)

La thérapie cognitive-comportementale dans le traitement du TDAH chez l'adulte: état des connaissances

Essai doctoral présenté à la Faculté des Arts et des Sciences en vue de l'obtention du grade de doctorat en psychologie clinique (D.psy.)

Skolan är en lättköpt arena - livskunskap i kritisk belysning

During the last decade a school subject with the designation of Life Competence Education ("Livskunskap" in Swedish) has emerged in many Swedish schools. The aim of this article is to describe and analyse the subject Life Competence Education, its historical and ideological roots and current place in the curricula of some selected schools. The article is based on analyses of policy documents, interviews and participant observations from fieldwork in two upper secondary schools and in one course for further training of teachers arranged by a municipality. Work by Foucault, especially on governmentality, is used as an analytic tool, as well as work developed from Foucault by Nicolas Rose and Stephen J. Ball. The analyses show that the subject Life Competence Education is constructed in many varied ways in Swedish schools due to different influences, both from the state, but also from private policy entrepreneurs (Ball, 2006). It is also shown that the SET-programme, which is only one example of programmes used for this type of education, is quite widely used in Life Competence Education in Swedish schools. In light of analyses from Foucault and Rose, I suggest that these programmes can be seen as the "psy", i.e. the "psychological domains" (Rose, 1999), entering into the educational arena and with the help of behaviouristic theories constructing "governable subjects" (Foucault, 1988, 1991). This raises questions regarding what kind of subjects are constructed in Life Competence Education, with what kind of methods, as well as how these methods are construed in the light of the Swedish National Curriculum

Motivação: estratégias de ação nas artes visuais

A ausência de motivação, na generalidade, é uma questão atual na escola, patente nas diversas vertentes de ensino, em alunos e professores. Assim, o presente trabalho surge no âmbito do Mestrado em Ensino de Artes Visuais no 3.º ciclo do Ensino Básico e no Ensino Secundário, com o propósito de estudar este problema, em particular nas Artes Visuais. Pretende-se fornecer informações, de modo a ser possível identificar e solucionar problemas relativos à motivação, de professores e alunos, especificamente, na disciplina de Educação Visual. A escolha desta temática partiu da preocupação, sentida não só enquanto aluna, mas também enquanto professora, com a confrontação de falta de motivação em sala de aula. Partindo do princípio que a prática do ensino deve estar em consonância com necessidades emocionais, sociais e cognitivas, foi elaborado o presente estudo que, em simultâneo, sustentou a prática de ensino supervisionada. Nesta pesquisa, procura-se compreender o domínio emocional, ainda que inferiorizado, nas relações existentes na sala de aula, de modo a que estas deem o seu contributo para o processo de aprendizagem. Com particular ênfase na problemática da motivação, são estruturadas estratégias de ação para uso em contexto escolar. Este estudo é complementado com o trabalho prático, decorrido em contexto sala de aula, de forma a verificar o potencial dos conceitos teóricos investigados. Para tal, foram realizados quatro projetos, em duas turmas de diferentes níveis de escolaridade e caraterísticas singulares. Recolhidos e analisados dados, obtidos nesta componente prática, procurou-se validar as vantagens do ensino que responde a necessidades não só cognitivas, como também sociais e emocionais.

Sosioemotionaalisten vaikeuksien yhteys leikkikäyttäytymiseen.

Tässä tutkimuksessa selvitetään, ovatko 18 ja 36 kuukauden ikäisenä arvioidut sosioemotionaalisen kehityksen vaikeudet yhteydessä vuorovaikutukselliseen, häiritsevään tai vetäytyvään leikkikäyttäytymiseen neljävuotiaana. Tutkimus on osa Hyvän kasvun avaimet -seurantatutkimusta (ks. Lagström 2013), jossa on mukana noin 1820 lasta Varsinais-Suomen sairaanhoitopiiriin kuuluvista kunnista. Tutkimuksessa käytetyt mittarit ovat BITSEA (the Brief Infant-Toddler Social and Emotional Assesment) ja PIPPS (the Penn Interactive Peer Play Scale). Standardoitu BITSEA on tarkoitettu 12 kuukauden iästä 35 kuukauden 30 päivän ikäisten lasten sosioemotionaalisen kompetenssin, viiveen tai vaikeuksien sekä käyttäytymisongelmien selvittämiseen. PIPPSin avulla puolestaan arvioidaan lapsen sosiaalista kompetenssia leikin aikana. Kummankin mittarin muuttujista muodostettiin summamuuttujat, joiden välisiä yhteyksiä tutkittiin riippumattomien otosten t-testin ja khin neliötestin avulla. Tutkimustulosten mukaan tilastollisesti merkitsevä yhteys on näkyvissä sosioemotionaalisten vaikeuksien ja häiritsevän leikkikäyttäytymisen sekä vetäytyvän leikkikäyttäytymisen välillä. Tämän tutkimuksen mukaan tilastollisesti merkitsevää yhteyttä sosioemotionaalisten vaikeuksien ja vuorovaikutuksellisen leikin välillä ei ole 18 kuukauden ikäisillä, vaikka tämä yhteys on näkyvissä 36 kuukauden ikäisillä lapsilla. Mikäli lapsen sosioemotionaalinen kehitys on arvioitu iänmukaiseksi 18 kuukauden iässä, se näyttää olevan iänmukainen myös 36 kuukauden iässä. Sukupuolen yhteys leikkikäyttäytymiseen näkyy siten, että tyttöjen leikki on tilastollisesti merkitsevästi enemmän vuorovaikutuksellista kuin poikien, kun taas poikien leikkikäyttäytyminen on enemmän häiritsevää kuin tyttöjen. Aiemmissa tutkimuksissa (Pihlaja 2003, Laine & Neitola 2005) on tullut esiin, että sosioemotionaalisen kehityksen vaikeudet hankaloittavat lapsen vertaissuhteiden luomista, ryhmään tai leikkiin liittymistä. Vaikeudet ilmenevät sekä sisäisinä että ulkoisina aiheuttaen myös torjuntaa. Sosiaalisen kompetenssin kehityksessä tärkeä rooli onkin kaverisuhteilla ja leikillä, jota tulisi käyttää positiivisen vuorovaikutuksen

A construção de um profissional docente sustentada numa prática articulada, ajustada e diversificada

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

A promoção de competências sociais e emocionais em contexto pré-escolar

Relatório de estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.