Human relations : a guide for leadership training in the public schools : summary report on a project with the Syracuse, New York, school system.

Cover title.

Historical Consciousness and the Construction of Inter-Group Relations: The Case of Francophone and Anglophone History School Teachers in Quebec

Cette thèse s’intéresse aux effets de la conscience historique sur les négociations de l’ethnicité et la structuration des frontières intergroupes chez les enseignants d’histoire nationale au Québec. L’ambiguïté de dominance ethnique entre Francophones et Anglophones contextualise la façon dont les enseignants de ces groupes historicisent les significations du passé pour se connaître et s’orienter « ethniquement. » Selon leurs constructions des réalités intergroupes, ils peuvent promouvoir la compréhension intergroupe ou préserver une coexistence rigide. Le premier article théorise comment les capacités à historiciser le passé, ou à générer des formes de vie morales pour une orientation temporelle, soutiennent la construction de l’ethnicité. En développant un répertoire des tendances de conscience historique parallèles et égales afin de comprendre les fluctuations dans le maintien des frontières ethniques, l’article souligne l’importance de la volonté à reconnaître l’agentivité morale et historique des humains à rendre les frontières plus perméables. Le deuxième article discute d’une étude sur les attitudes intergroupes et les traitements mutuels entre des enseignants d’histoire Francophones et Anglophones. Alors que la plupart des répondants francophones sont indifférents aux réalités sociales et expériences historiques des Anglo-québécois, tous les répondants anglophones en sont conscients et enseignent celles des Franco-québécois. Cette divergence implique une dissemblance dans la manière dont les relations intergroupes passées sont historicisées. La non-reconnaissance de l’agentivité morale et historique des Anglo-québécois peut expliquer l’indifférence des répondants francophones. Le dernier article présente une étude sur la conscience historique des enseignants d’histoire francophone à l’égard des Anglo-québécois. En mettant le répertoire de conscience historique développé à l’épreuve, l’étude se concentre sur la manière dont les répondants historicisent le changement temporel dans leurs négociations de l’ethnicité et leurs structurations des frontières. Tandis que leurs opinions sur l’« histoire » et leurs historicisations des contextes différents les amènent à renforcer des différences ethnoculturelles et à ne pas reconnaître l’agentivité morale et historique de l’Autre, presque la moitié des répondants démontre une ouverture à apprendre et transmettre les réalités et expériences anglo-québécoises. La dépendance sur les visions historiques préétablies pour construire les réalités intergroupes souligne néanmoins l’exclusion de ce dernier groupe dans le développement d’une identité nationale.

Jew and Mormon; historic group relations and religious outlook.

Mode of access: Internet.

Job Corps Intergroup Relations Program.

Shipping list no.: 91-665-P.

Labor relations training '76-'77 : a catalog of training courses by the U.S. Civil Service Commission.

Mode of access: Internet.

Sociometry in group relations; a manual for teachers.

Mode of access: Internet.

Studies of human relations in the teaching-learning process. v. final report: Evaluation of laboratory human relations training for classroom teachers,

"The research reported ... was performed pursuant to Contract no. 8143 with the cooperative research Branch, United States Office of Education, Department of Health, Education, and Welfare."

America divided, minority group relations in the United States,

Mode of access: Internet.

Education and training of American workers : paper prepared for the OECD National Experts Group on Training Statistics.

"June 1990."

Escuela de gestión social Creciendo Juntos

Reflexió i recopilació de les experiències viscudes i dels aprenentatges adquirits durant les pràctiques realitzades a la comunitat educativa “Creciendo Juntos” a Moreno, dintre de la província de Buenos Aires, a l’Argentina

Escuela de gestión social Creciendo Juntos

Reflexió i recopilació de les experiències viscudes i dels aprenentatges adquirits durant les pràctiques realitzades a la comunitat educativa “Creciendo Juntos” a Moreno, dintre de la província de Buenos Aires, a l’Argentina

Effects of communication training on real practice performance: a role-play module versus a standardized patient module.

This study investigated the effectiveness of modules involving standardized patients and role-plays on training communication skills. The first module involved standardized patients and an Objective Structured Clinical Examination (OSCE); the second module consisted of peer role-plays and a written examination. A randomized posttest-only control group design with first-year nursing students was used. The intervention group received one-to-one communication training with direct oral feedback from the standardized patient. The control group had training with peer role-playing and mutual feedback. The posttest involved students' rating their self-efficacy, and real patients and clinical supervisors evaluated their communication skills. No significant differences were found between self-efficacy and patient ratings. However, the clinical supervisors rated the intervention group's communication skills to be significantly (p < 0.0001) superior. Assessments by clinical supervisors indicate that communication training modules including standardized patients and an OSCE are superior to communication training modules with peer role-playing.

Group growth and educational dynamics /

Cover title.

Time course of strength and power recovery after resistance training with different movement velocities

Ide, BN, Leme, TCF, Lopes, CR, Moreira, A, Dechechi, CJ, Sarraipa, MF, da Mota, GR, Brenzikofer, R, and Macedo, DV. Time course of strength and power recovery after resistance training with different movement velocities. J Strength Cond Res 25(7): 2025-2033, 2011-The purpose of this study was to evaluate the time course of strength and power recovery after a single bout of strength training designed with fast and slow contraction velocities. Nineteen male subjects were randomly divided into 2 groups: the slow-velocity contraction (SV) group and the fast velocity contraction (FV) group. Resistance training protocols consisted of 5 sets of 12 repetition maximum (5 x 12RM) with 50 seconds of rest between sets and 2 minutes between exercises. Contraction velocity was controlled by the execution time for each repetition (SV-6 seconds to complete concentric and eccentric phases and for FV-1.5 seconds). Leg Press 45 degrees 1RM (LP 1RM), horizontal countermovement jump (HCMJ), and right thigh circumference (TC) were accessed in 6 distinct moments: base (1 week before exercise), 0 (immediately after exercises), 24, 48, 72, and 96 hours after exercise protocol. The SV and FV presented significant LP 1RM decrements at 0, and these were still evident 24-48 hours postexercise. The magnitude of decline was significantly (p<0.05) higher for FV. The SV and FV presented significant HCMJ decrements at 0, but only for FV were these still evident 24-72 hours postexercise. The SV and FV presented significant TC increments at 0, and these were still evident 24-48 hours postexercise for SV but for FV it continued up to 96 hours. The magnitude of increase was significantly (p<0.05) higher for FV. In conclusion, the fast contraction velocity protocol resulted in greater decreases in LP 1RM and HCMJ performance, when compared with slow velocity. The results lead us to interpret that this variable may exert direct influence on acute muscle strength and power generation capacity.

Low-Intensity Swimming Training Partially Inhibits Lipopolysaccharide-Induced Acute Lung Injury

RAMOS, D. S. C. R. OLIVO. F. D. QUIRINO SANTOS LOPES, A. C. TOLEDO, M. A. MARTINS, R. A. LAZO OSORIO. M. DOLHNIKOFF, W. RIBEIRO, and R. R VIEIRA. Low-Intensity Swimming Training Partially Inhibits Lipopolysaccharide-Induced Acute Lung Injury. Med. Sci. Sports Exerc.. Vol. 42, No. 1, pp. 113-119, 2010. Background: Aerobic exercise-decreases pulmonary inflammation and remodeling in experimental models of allergic asthma. However, the effects of aerobic exercise oil pulmonary inflammation of nonallergic Origin, such as in experimental models of acute long injury induced by lipopolysaccharide (LPS), have not been evaluated. Objective: The present study evaluated file effects of aerobic exercise in a model of LPS-induced acute lung injury. Methods: BALB/c mice were divided into four groups: Control, Aerobic Exercise, LPS, and Aerobic Exercise + LPS. Swimming tests were conducted at baseline and at 3 and 6 wk. Low-Intensity swimming training was performed for 6 wk, four times per week, 60 min per session. Intranasal LPS (1 mg.kg(-1) (60 mu g per mouse)) was instilled 24 It after the last swimming physical test in the LPS and Aerobic Exercise + LPS mice, and the animals were studied 24 It after LPS instillation. Exhaled nitric oxide, respiratory mechanics, total and differential cell Counts in bronchoalveolar lavage, and lung parenchymal inflammation and remodeling were evaluated. Results: LPS instillation resulted in increased levels of exhaled nitric oxide (P < 0.001), higher numbers of neutrophils in file bronchoalveolar lavage (P < 0.001) and in the lung parenchyma (P < 0.001), and decreased lung tissue resistance (P < 0.05) and volume proportion of elastic fibers (P < 0.01) compared with the Control group. Swim training in LPS-instilled animals resulted in significantly lower exhaled nitric oxide levels (P < 0.001) and fewer nelltrophils in the bronchoalveolar lavage (P < 0.001) and the lung parenchyma (P < 0.01) compared with the LPS group. Conclusions: These results Suggest that low-intensity swimming training inhibits lung neutrophilic inflammation, but not remodeling and impaired lung mechanics, in a model of LPS-induced acute lung injury.