Bagarres de cours de récréation, socialisation enfantine et régulation des violences

International audienceThe playground is often seen as a violent place, governed by the law of the strongest. Empirical data, collected by observation of the playground, and directly with schoolchildren, based on interviews and questionnaires, however, lead to other analysis. Violence in primary school appears as an emerging form of power relationships between schoolchildren in child's world. Violence is governed by both a logic of domination and a cohesive logic, whose stake is the social recognition by peers. School fonctioning can contribute to produce this social recognition by peers, based on some of the values that underpin socialisation of children, and help to define the role of each in children hierarchies (sense of empowerment, demand for justice). Taking into account logical justice between schoolchildren could then promote a more peaceful regulation of children's relationshipsLa cour de récréation est souvent perçue comme un lieu de violence gratuite où règne la loi du plus fort. Les données empiriques recueillies par observation de la cour de récréation, et directement auprès d'écoliers, par entretiens et questionnaires, conduisent cependant à une autre analyse. La violence à l'école élémentaire apparaît alors comme la forme émergente des jeux et enjeux de pouvoir entre écoliers au sein des univers enfantins. Elle relève à la fois d'une logique de domination et d'une logique de cohésion, dont l'enjeu est celui de la reconnaissance sociale par les pairs. Le fonctionnement scolaire peut contribuer à la production de cette reconnaissance en s'appuyant sur certaines des valeurs qui fondent la socialisation enfantine et qui contribuent à définir la place de chacun dans les hiérarchies enfantines (volonté d'autonomie, exigence de justice...). La prise en compte de la spécificité des logiques de justice enfantines pourrait alors favoriser une régulation plus pacifiée des relations enfantines

Direkter und indirekter Energieeinsatz bei biologischen Betrieben unterschiedlicher Produktionsrichtungen

Die Produktionsrichtungen im Biologischen Landbau erfordern unterschiedlich hohe direkte und indirekte Energieaufwendungen. Indirekte Energieaufwendungen sind durch den Verzicht von synthetischen Dünger- und Pflanzenschutzmitteln geringer. Direkte Energieaufwendungen (Elektrizität und Kraftstoff) können systembedingt hoch sein, wodurch dort Ansätze der Einsparung oder/und Ersatz durch erneuerbare Energieträger (Pflanzenkraftstoffe, Strom aus Bioenergieanlagen) zu forcieren sind

Kraftstoffverbrauch und Reduktionspotenziale

Although Organic Farming has lower CO2-Emission than Conventional Farming, there is a further need to reduce the direct energy input especially in form of fossil fuel consumption. Burning of one liter fossil diesel in an engine emits 2.62 kg fossil CO2. Some selected measurements for increasing the fuel efficiency are presented and discussed. Soil tillage with mould plough is an energy intensive process. Alternative soil tillage systems without plough should be adapted for specific requirements in Organic Farming. The usage of bio fuel (pure plant oil in adapted engines) in Organic Farming should be more promote

Desarrollo de una herramienta de aprendizaje activa y colaborativa docente-alumno

Depto. de Producción AnimalFac. de VeterinariaFALSEsubmitte

School incidents management and beginning teachers’ professional practices: an analysis of Néopass@ction, a French web-based training support

Résumé: Les incidents perturbent le quotidien scolaire (Barrère, 2002). Ils constituent autant d’épreuves pour les enseignants débutants. L’analyse des incidents, réalisée selon une sociologie des acteurs, donne à voir la classe comme un lieu conflictuel engageant les jeunes enseignants dans des rapports de force inter-individuels par le déploiement de « stratégies de survie » (Woods, 1977). Le sentiment d’impuissance exprimé par les jeunes enseignants face aux situations difficiles montre l’importance de la constitution de ressources de formation. Nous analyserons celles qui ont été construites dans le cadre de Néopass@ction (dirigé par L. Ria), l’intérêt de ces ressources numériques, mais aussi leurs limites.School incidents management and beginning teachers’ professional practices: an analysis of Néopass@ction, a French web-based training supportAbstract: Incidents disturb schools’ everyday functioning (Barrère, 2002) and are experienced as ordeals by beginning teachers. When these incidents are analysed from a sociology of actors standpoint, the classroom appear as a polemical space; teachers engage in interpersonal power struggles by developing survival strategies (Woods, 1977). The sense of helplessness expressed by beginning teachers who are coping with critical situations show how important it is to develop training resources. Our aim is to analyse this kind of resources, namely the ones produced in the frame of the Néopass@ction project implemented in France under Luc Ria’s leadership. We will insist on the relevance, but also on the limits, of such resources

On-site early-warning system for bishkek (Kyrgyzstan)

<p>In this work, the development of an on-site early warning system for Bishkek (Kyrgyzstan) is outlined. Several low cost sensors equipped with MEMS accelerometers are installed in eight buildings distributed within the urban area. The different sensing units communicate each other via wireless links and the seismic data are streamed in real-time to the data center using internet. Since each single sensing unit has computing capabilities, software for data processing can be installed to perform decentralized actions. In particular, each sensing unit can perform event detection task and run software for on-site early warning. If a description for the vulnerability of the building is uploaded in the sensing unit, this piece of information can be exploited to introduce the expected probability of damage in the early-warning protocol customized for a specific structure.</p

A cross-cultural study of music in history

Music lives in every culture, yet most investigations into music are based on Western music and Western listeners. This has not only ignored the cultural richness in music itself, but has also limited the impact of research on large varieties of societies. In reality, music is multi-cultural, multi-lingual and multi-facet. Evident in communication, education and healthcare systems, multi-cultural challenges have also merged into many aspects of our historical and contemporary societies. Moreover, rapid changes of the society and fast evolutionary development of media and technology have enriched world wealth of music. In this paper, we demonstrate that music has a rich but cross-cultural foundation in history with significance in linguistics, health and art. Consequently, we present a multi-disciplinary or multi-cultural study of music in history, revealing its significance in linguistics, health and wellbeing

A comparison of British and American treaties with the Klallam

American and British (Hudsons Bay Company) treaties with the Klallam are compared and analyzed for the effects the policies had on culture change ca. 1850-1865. Also included in this study are discussions of aboriginal culture and ethnohistory to 1840\u27s, aboriginal villages and post-contact movements, and an overview of the present- day Klallam communities- Using ethnohistorical materials to determine culture change, it was found that the policies outlined in the American Treaty of Point-No-Point caused the Klallam in Washington Territory to change fairly rapidly while the policies instituted in the British Fort Victoria Treaties allowed the Klallam of Vancouver Island to remain nearer to an aboriginal state