Conceptualisation de l’activité pédagogique en contexte d’apprentissage hybride et développement professionnel des enseignant(e)s universitaires

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université.

ABC Project

This paper describes the goals and objectives of the ABC Project: Goal I: Increase delivery of quality arts education and arts integrated learning for all South Carolina students. GOAL II: Affect the creation of and maintenance of local, state, and national policy that ensures a quality, sequential, standards-based arts education for all of South Carolina students. Goal III: Leverage local, state, and national partnerships that advance education in and through the arts for all South Carolina students.

Prática de ensino supervisionada em Pré-escolar e em 1.º ciclo do ensino básico: organização de ambientes educativos promotores da educação em ciências naturais

O presente relatório, elaborado no âmbito Prática de Ensino Supervisionada em Pré-Escolar e em 1.º Ciclo do Ensino Básico dá a conhecer os processos de aprendizagem imanentes à prática desenvolvida em contexto. Em Educação Pré- Escolar elaborei um memorial de formação que permitiu refletir sobre as experiências vividas no estágio, possibilitando a aquisição de conhecimentos e aprendizagens profissionais. No 1º Ciclo do Ensino Básico o estágio também assumiu uma perspetiva reflexiva que me permitiu aprender a profissão, mas a dinâmica do trabalho com as crianças possibilitou, igualmente, a realização de um projeto alinhado com a investigação-ação. Os contextos foram diferenciados pela sua especificidade, quer pela situação geográfica e cultural das instituições, quer pelo nível de ensino em que se desenvolveram. A prática educativa em 1º Ciclo do Ensino Básico ocorreu na escola EB/JI Galopim de Carvalho em Évora, já a prática em Pré-Escolar ocorreu no Núcleo de Educação Infantil Colônia Z-11, na cidade de Florianópolis no Brasil. No que respeita à dimensão investigativa, dediquei especial atenção à “Organização de Ambientes Educativos Promotores da Educação em Ciências Naturais”, com vista a compreender como é que aprender ciências pode contribuir para a literacia científica das crianças tendo em vista o exercício de uma cidadania informada. Para tal as crianças envolveram-se ativamente no processo de construção do seu próprio conhecimento. Recorri a autores que me deram contributos para conceber, planear e fundamentar as práticas, quer do ponto de vista pedagógico quer do ponto de vista dos conteúdos curriculares. Para a recolha e tratamento da informação, atendi aos contextos onde o trabalho se realizou, bem como às observações dos diversos intervenientes na supervisão dos estágios, a planificações e reflexões semanais que fui elaborando e me permitiram concretizar uma análise imprescindível para as aprendizagens concretizadas e apresentadas no presente Relatório; REPORT OF SUPERVISED TEACHING PRACTICE IN PRE-SCHOOL EDUCATION AND THE 1ST CYCLE OF PRIMARY EDUCATION: ORGANIZATION OF EDUCATIONAL ENVIRONMENTS PROMOTERS OF EDUCATION IN NATURAL SCIENCES Abstract: The present report, elaborated in the scope of the Practice of Supervised Teaching in Pre-School and in the Primary Education, makes to known the learning processes inherent to the practice developed in context. In Pre-School Education, I created a training memorial that allowed me to reflect on the experiences I had live in the internship, making possible the acquisition of professional’s knowledges and learnings. In Primary School the internship also assumed a reflexive perspective which allowed me to learn the profession, but the dynamic of the work with the children allowed me to, equally, the realization of a project lined up with the action-research. The contexts where differentiated by their specificity, by the institutions geographic location, by the cultural situation and by the learning level where they were developed. The educational practice in Primary School occurred in the school EB/JI Galopim de Carvalho in Évora and the Pre-School practice occurred in Núcleo de Educação Infantil Colônia Z-11, in Brazil in the city of Florianopolis. In the matter of the investigative dimension, I dedicated special attention to the “Organization of Educative Environments Promoters of Natural Sciences Education���, to understand how learning sciences can contribute to scientifically literacy of the children, having in view the exercise of an informed citizenship. For this the children involved actively in the process of building their own knowledge. I resorted to authors who give me contributes to conceive, to plan and to fundament the practices, both from the pedagogical point of view and from the curricular contents point of view. To the collect and treat of data, I attend to the contexts where the work were realized, to the observations of the diverse actors in the internship supervision, to the daily plans and weekly reflections which I had been elaborating and which allowed me to concretize an indispensable analysis to the learnings achieve and presented in the present report.

Comparação dos indicadores funcionais e bioquimicos em homens de meia-idade submetidos a treinamento aerobio e corredores de longa distancia

Universidade Estadual de Campinas . Faculdade de Educação Física

Metodologia para analise cinematica de volumes respiratorios parciais de nadadores

Universidade Estadual de Campinas . Faculdade de Educação Física

Ciclimo de velocidade : uma proposta de controle da preparação fisica especial

Universidade Estadual de Campinas . Faculdade de Educação Física

Da preparação preliminar ao nivel olimpico : um estudo de caso no remo brasileiro feminino

Universidade Estadual de Campinas . Faculdade de Educação Física

A relevancia do treinamento complexo no desempenho de nadadores competitivos

Universidade Estadual de Campinas . Faculdade de Educação Física

Sistema de periodização em blocos : efeitos de um modelo de treinamento sobre o desempenho de nadadores velocistas de alto nivel

Universidade Estadual de Campinas . Faculdade de Educação Física

Visual contrast sensitivity in tonic-clonic epileptic patients

We measured the effects of epilepsy on visual contrast sensitivity to linear and vertical sine-wave gratings. Sixteen female adults, aged 21 to 50 years, comprised the sample in this study, including eight adults with generalized tonic-clonic seizure-type epilepsy and eight age-matched controls without epilepsy. Contrast threshold was measured using a temporal two-alternative forced-choice binocular psychophysical method at a distance of 150 cm from the stimuli, with a mean luminance of 40.1 cd/m². A one-way analysis of variance (ANOVA) applied to the linear contrast threshold showed significant differences between groups (F[3,188] = 14.829; p < .05). Adults with epilepsy had higher contrast thresholds (1.45, 1.04, and 1.18 times for frequencies of 0.25, 2.0, and 8.0 cycles per degree of visual angle, respectively). The Tukey Honestly Significant Difference post hoc test showed significant differences (p < .05) for all of the tested spatial frequencies. The largest difference between groups was in the lowest spatial frequency. Therefore, epilepsy may cause more damage to the neural pathways that process low spatial frequencies. However, epilepsy probably alters both the magnocellular visual pathway, which processes low spatial frequencies, and the parvocellular visual pathway, which processes high spatial frequencies. The experimental group had lower visual contrast sensitivity to all tested spatial frequencies.

Diffractive phase-shift lithography photomask operating in proximity printing mode

A phase shift proximity printing lithographic mask is designed, manufactured and tested. Its design is based on a Fresnel computer-generated hologram, employing the scalar diffraction theory. The obtained amplitude and phase distributions were mapped into discrete levels. In addition, a coding scheme using sub-cells structure was employed in order to increase the number of discrete levels, thus increasing the degree of freedom in the resulting mask. The mask is fabricated on a fused silica substrate and an amorphous hydrogenated carbon (a:C-H) thin film which act as amplitude modulation agent. The lithographic image is projected onto a resist coated silicon wafer, placed at a distance of 50 mu m behind the mask. The results show a improvement of the achieved resolution - linewidth as good as 1.5 mu m - what is impossible to obtain with traditional binary masks in proximity printing mode. Such achieved dimensions can be used in the fabrication of MEMS and MOEMS devices. These results are obtained with a UV laser but also with a small arc lamp light source exploring the partial coherence of this source. (C) 2010 Optical Society of America

QTL mapping for yield components in a tropical maize population using microsatellite markers

QTL mapping provides usefull information for breeding programs since it allows the estimation of genomic locations and genetic effects of chromossomal regions related to the expression of quantitative traits. The objective of this study was to map QTL related to several agronomic important traits associated with grain yield: ear weight (EW), prolificacy (PROL), ear number (NE), ear length (EL) and diameter (ED), number of rows on the ear (NRE) and number of kernels per row on the ear (NKPR). Four hundred F-2:3 tropical maize progenies were evaluated in five environments in Piracicaba, Sao Paulo, Brazil. The genetic map was previously estimated and had 117 microssatelite loci with average distance of 14 cM. Data was analysed using Composite Interval Mapping for each trait. Thirty six QTL were mapped and related to the expression of EW (2), PROL (3), NE (2), EL (5), ED (5), NRE (10), NKPR (5). Few QTL were mapped since there was high GxE interaction. Traits EW, PROL and EN showed high genetic correlation with grain yield and several QTL mapped to similar genomic regions, which could cause the observed correlation. However, further analysis using apropriate statistical models are required to separate linked versus pleiotropic QTL. Five QTL (named Ew1, Ne1, Ed3, Nre3 and Nre10) had high genetic effects, explaining from 10.8% (Nre3) to 16.9% (Nre10) of the phenotypic variance, and could be considered in further studies.

Amorphous HfO(2) and Hf(1-x)Si(x)O via a melt-and-quench scheme using ab initio molecular dynamics

We have performed ab initio molecular dynamics simulations to generate an atomic structure model of amorphous hafnium oxide (a-HfO(2)) via a melt-and-quench scheme. This structure is analyzed via bond-angle and partial pair distribution functions. These results give a Hf-O average nearest-neighbor distance of 2.2 angstrom, which should be compared to the bulk value, which ranges from 1.96 to 2.54 angstrom. We have also investigated the neutral O vacancy and a substitutional Si impurity for various sites, as well as the amorphous phase of Hf(1-x)Si(x)O(2) for x=0.25, 0375, and 0.5.

The clusters Abell 222 and Abell 223: a multi-wavelength view

Context. The Abell 222 and 223 clusters are located at an average redshift z similar to 0.21 and are separated by 0.26 deg. Signatures of mergers have been previously found in these clusters, both in X-rays and at optical wavelengths, thus motivating our study. In X-rays, they are relatively bright, and Abell 223 shows a double structure. A filament has also been detected between the clusters both at optical and X-ray wavelengths. Aims. We analyse the optical properties of these two clusters based on deep imaging in two bands, derive their galaxy luminosity functions (GLFs) and correlate these properties with X-ray characteristics derived from XMM-Newton data. Methods. The optical part of our study is based on archive images obtained with the CFHT Megaprime/Megacam camera, covering a total region of about 1 deg(2), or 12.3 x 12.3 Mpc(2) at a redshift of 0.21. The X-ray analysis is based on archive XMM-Newton images. Results. The GLFs of Abell 222 in the g' and r' bands are well fit by a Schechter function; the GLF is steeper in r' than in g'. For Abell 223, the GLFs in both bands require a second component at bright magnitudes, added to a Schechter function; they are similar in both bands. The Serna & Gerbal method allows to separate well the two clusters. No obvious filamentary structures are detected at very large scales around the clusters, but a third cluster at the same redshift, Abell 209, is located at a projected distance of 19.2 Mpc. X-ray temperature and metallicity maps reveal that the temperature and metallicity of the X-ray gas are quite homogeneous in Abell 222, while they are very perturbed in Abell 223. Conclusions. The Abell 222/Abell 223 system is complex. The two clusters that form this structure present very different dynamical states. Abell 222 is a smaller, less massive and almost isothermal cluster. On the other hand, Abell 223 is more massive and has most probably been crossed by a subcluster on its way to the northeast. As a consequence, the temperature distribution is very inhomogeneous. Signs of recent interactions are also detected in the optical data where this cluster shows a ""perturbed"" GLF. In summary, the multiwavelength analyses of Abell 222 and Abell 223 are used to investigate the connection between the ICM and the cluster galaxy properties in an interacting system.

N-(3-chlorophenyl) maleimide

The title compound, C10H6ClNO2, has a dihedral angle of 46.46 (5)degrees between the benzene and maleimide rings. A short intermolecular halogen-oxygen contact is observed, with a Cl center dot center dot center dot O distance of 3.0966 (13) angstrom. Both CO groups are involved in two C-H center dot center dot center dot O interactions, which gives rise to sheets parallel to (100). In addition, these sheets exhibit a pi-pi stacking interaction between the benzene and maleimide rings [mean interplanar distance of 3.337 (3) angstrom].