Développement d'une approche expérimentale permettant l'évaluation de la cinématique tridimensionnelle de l'articulation glénohumérale

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Développement d'une approche expérimentale permettant l'évaluation de la cinématique tridimensionnelle de l'articulation glénohumérale

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Développement d'un modèle expérimental in vitro et analyse d'une cinématique anormale de l'épaule

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Développement d'un modèle expérimental in vitro et analyse d'une cinématique anormale de l'épaule

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Leveraging sponsorships on the Internet: Activation, congruence, and articulation

This paper considers how the Internet can be used to leverage commercial sponsorships to enhance audience attitudes toward the sponsor. Definitions are offered that distinguish the terms leverage and activation with respect to sponsorship-linked marketing; leveraging encompasses all marketing communications collateral to the sponsorship investment, whereas activation relates to those communications that encourage interaction with the sponsor. Although activation in many instances may be limited to the immediate event-based audience, leveraging sponsorships via sponsors' Web sites enables activation at the mass-media audience level. Results of a Web site navigation experiment demonstrate that activational sponsor Web sites promote more favorable attitudes than do nonactivational Web sites. It is also shown that sponsorsponsee congruence effects generalize to the online environment, and that the effects of sponsorship articulation on audience attitudes are moderated by the commerciality of the explanation for the sponsor-sponsee relationship. Importantly, the study reveals that attitudinal effects associated with variations in leveraging, congruence, and orientation of articulation may be sustained across time.

Youth theatre and the articulation of cultural capital : refocusing Bourdieu through ethnography

This study of working-class and middle-class youth theatre workshops examines the processes through which this cultural form is appropriated by different class groups. Whereas the middle-class workshop proceeded efficiently and harmoniously, the working-class group resisted a number of institutional constraints traditionally associated with play rehearsal and performance. The processes of such symbolic struggle in the working-class group appeared to differ from Bourdieu's account of cultural domination. The article explores the explanatory contribution of the ethnographic case study to the analysis of the class basis of cultural tastes and practices and suggest that Bourdieu's account of class relations would gain from inclusion of this level of analysis. The situated study of the youth theatre workshops suggests that at this level, there is possibly more scope for symbolic struggle between the classes than was found by Bourdieu.

Sponsorship-linked marketing: The role of articulation in memory

Corporate sponsorship of events contributes significantly to marketing aims, including brand awareness as measured by recall and recognition of sponsor‐event pairings. Unfortunately, resultant advantages accrue disproportionately to brands having a natural or congruent fit with the available sponsorship properties. In three cued‐recall experiments, the effect of articulation of sponsorship fit on memory for sponsor‐event pairings is examined. While congruent sponsors have a natural memory advantage, results demonstrate that memory improvements via articulation are possible for incongruent sponsor‐event pairings. These improvements are, however, affected by the presence of competitor brands and the way in which memory is accessed.

Articulation in property programs : an international multi-campus tertiary model

This paper will present program developers and institutional administrators with a program delivery model suitable for cross cultural international delivery developing students from industry through to master’s level tertiary qualifications. The model was designed to meet the needs of property professionals from an industry where technical qualifications are the norm and tertiary qualifications are emerging. A further need was to develop and deliver a program that enhanced the University’s current program profile in both the domestic and international arenas. Early identification of international educational partners, industry need and the ability to service the program were vital to the successful development of Master of Property program. The educational foundations of the program rest in educational partners, local tutorial support, international course management, cultural awareness of and in content, online communication fora, with a delivery focus on problem-based learning, self-directed study, teamwork and the development of a global understanding and awareness of the international property markets. In enrolling students from a diverse cultural background with technical qualifications and/or extensive work experience there are a number of educational barriers to be overcome for all students to successfully progress and complete the program. These barriers disappear when the following mechanisms are employed: individual student pathways, tutorial support by qualified peers, enculturation into tertiary practice, assessment tasks that recognise cultural norms and values, and finally that value is placed on the experiential knowledge, cultural practices and belief systems of the students.

La formation discursive eurorégionale. Articulation et approche sémantique d’un corpus multilingue

L’objectif de cet article est double :il s’agit, d’une part, de présenter un nouveau corpus permettant d’envisager le phénomène émergent de la communication transfrontalière en Europe et, d’autre part, de formuler trois questionnements utiles au cadrage de son analyse sémantique. À partir du corpus eurorégional – multilingue et multigenre - nous posons les questions de la dispersion des discours en ligne, de l’hétérogénéité des données et de la contextualisation de l’analyse. Notre démarche consiste à construire progressivement un modèle d’analyse adapté à l’appréhension, tantôt automatique et tantôt manuelle, de la diversité des textes. Enfin, nous proposons d’illustrer la démarche en l’appliquant à la mobilité, observable récurrent du corpus.

‘Med Hondo’s Sarraounia: The musical articulation of cultural transformation’

This article examines music in Med Hondo’s Sarraounia, considering how it contributes to the dramatic form of the movie while concurrently articulating narratives regarding cultural transformation through both its extrinsic (cultural) and intrinsic (formal) dimensions. Examining how the use of traditional and contemporary African music politicises diegetic space by referring us to the relationships between indigenous musical forms and their global, culturally hybrid descendents, it then demonstrates the complex manner in which the film uses the formal specificities of African and Western musical idioms to articulate a narrative regarding the cultural transformations that occur when an oral culture (Africa) encounters a literate, modernised culture (the West).

Savoirs, affectivité et comportements : articulation de trois dimensions pour comprendre comment se construisent les apprentissages dans le contexte de l'éducation à la biodiversité. Le cas de l'étude d'arthropodes à l'école primaire en France

En France, l'éducation à la biodiversité est devenue une priorité au regard de la dégradation de la diversité biologique. À l'école primaire, elle est rattachée à la fois aux disciplines scientifiques et au développement durable. Les apprentissages attendus suivent essentiellement deux dimensions : les savoirs bioécologiques et les comportements escomptés reliés à ces savoirs. Cependant, de nombreuses recherches font apparaître l'importance de la dimension affective dans ces apprentissages notamment au regard du rapport émotionnel entretenu avec les objets d'étude. Dans ce contexte, cette thèse explore les dimensions cognitive, affective et comportementale des apprentissages en éducation à la biodiversité. Le champ de recherche est restreint à l'étude d'arthropodes à l'école primaire. Quels sont les apprentissages d'élèves du primaire en éducation à la biodiversité dans le cas de l'étude d'arthropodes, selon la description, l'analyse et l'articulation de trois dimensions : savoir, affectivité et comportements ? Pour répondre à cette question, le cadre conceptuel s'appuie sur l'analyse des savoirs, sur le modèle de la maturité affective vis-à-vis des objets étudiés et sur l'opérationnalisation des comportements par les prises de position et intentions d'agir. Quatre objectifs sont poursuivis pour répondre à cette question : a) décrire et analyser chacune des trois dimensions, b) dégager les corrélations éventuelles entre les trois dimensions, c) identifier des profils particuliers d'apprenants, d) vérifier les effets d'une étude des arthropodes sur les apprentissages selon ces trois dimensions. La méthodologie utilisée suit deux perspectives : quantitative par une analyse multivariée des réponses à un questionnaire et qualitative par une analyse de réponses à la suite d'entretiens semi-dirigés. Les résultats obtenus ont permis de clarifier les trois dimensions considérées et d'éclairer leur articulation. La mesure et l'analyse de chaque dimension ont montré des différences significatives en fonction du type d'enseignement reçu en classe. Entre les dimensions analysées il existe des corrélations remarquables entre les savoirs, la maturité affective et les comportements. Des profils particuliers d'apprenants interreliant savoirs et affectivité ont pu être identifiés, ainsi que des profils généraux impliquant les trois dimensions. Nous avons pu constater l'importance de la relation affective avec les objets d'apprentissage qui, loin de perturber l'appropriation des savoirs aurait au contraire tendance à les renforcer tout en contribuant à construire des comportements citoyens et responsables.

Phonological and articulation treatment approaches in Portuguese children with speech and language impairments: a randomized controlled intervention study

Background: In Portugal, the routine clinical practice of speech and language therapists (SLTs) in treating children with all types of speech sound disorder (SSD) continues to be articulation therapy (AT). There is limited use of phonological therapy (PT) or phonological awareness training in Portugal. Additionally, at an international level there is a focus on collecting information on and differentiating between the effectiveness of PT and AT for children with different types of phonologically based SSD, as well as on the role of phonological awareness in remediating SSD. It is important to collect more evidence for the most effective and efficient type of intervention approach for different SSDs and for these data to be collected from diverse linguistic and cultural perspectives. Aims: To evaluate the effectiveness of a PT and AT approach for treatment of 14 Portuguese children, aged 4.0–6.7 years, with a phonologically based SSD. Methods & Procedures: The children were randomly assigned to one of the two treatment approaches (seven children in each group). All children were treated by the same SLT, blind to the aims of the study, over three blocks of a total of 25 weekly sessions of intervention. Outcome measures of phonological ability (percentage of consonants correct (PCC), percentage occurrence of different phonological processes and phonetic inventory) were taken before and after intervention. A qualitative assessment of intervention effectiveness from the perspective of the parents of participants was included. Outcomes & Results: Both treatments were effective in improving the participants’ speech, with the children receiving PT showing a more significant improvement in PCC score than those receiving the AT. Children in the PT group also showed greater generalization to untreated words than those receiving AT. Parents reported both intervention approaches to be as effective in improving their children’s speech. Conclusions & Implications: The PT (combination of expressive phonological tasks, phonological awareness, listening and discrimination activities) proved to be an effective integrated method of improving phonological SSD in children. These findings provide some evidence for Portuguese SLTs to employ PT with children with phonologically based SSD