11 research outputs found
L’expérimentation de l’éducation numerique en Haïti avec l'utilisation du Tableau Numérique Interactif (TNI)
In a context of strong demographic pressure, under-investment, issues surrounding the choice of teaching language, and a lack of qualified staff, Haiti’s education system struggles to meet the demand for schooling. To address this situation, the NGO HaĂŻti Futur launched a digital education program in August 2010, centering on the use of interactive whiteboards (IWBs), the creation of interactive digital lessons for the first 3 years of primary school, and pedagogical training for staff to ensure that they were equal to the task. The program, based on the SankorĂ© initiative,(1) was conducted with HaĂŻti Futur, Haiti’s National Education Ministry, and support from the Fondation de France. After three years of experimentation, it is now possible to stand back and take stock. The main benefit of the IWB appears to lie in the way it radically changes teaching methods from traditional rote-learning to a mode of learning based on children observing, understanding and doing. A program of this kind calls for rigorous and continuous support for teachers, including in the classroom, and the regular supply of digital lessons that correspond to the official curriculum. And the logistical challenges—maintaining the equipment and providing electrical power for schools—should not be overlooked. From 2010 to 2013, HaĂŻti Futur installed some one hundred IWBs in state and private schools and at teacher training centers. Thanks to the French government, Haiti now has 700 IWBs, which are currently being installed with the help of numerous partners. The experiment began as a project in 2010. Now, in 2013, it is set to become a ministerial program. It aims to become a major element of national education policy in order to help reconcile the current universal schooling objectives (the PSUGO program(2)) with the quality goals of primary education.Dans un contexte de forte pression dĂ©mographique, de niveau d’investissement inadĂ©quat, du problème de choix de la langue d’enseignement, de dĂ©ficience en enseignants qualifiĂ©s, le système Ă©ducatif haĂŻtien ne parvient pas Ă rĂ©pondre Ă la demande Ă©ducative. Face Ă ce constat, depuis aoĂ»t 2010, l’association HaĂŻti Futur a lancĂ© un programme d’enseignement numĂ©rique axĂ© sur l’utilisation du tableau numĂ©rique interactif (TNI), la crĂ©ation de cours numĂ©riques interactifs pour les 3 premières annĂ©es de l’enseignement primaire et la formation pĂ©dagogique des enseignants en vue de rĂ©pondre Ă cette problĂ©matique. Ce programme appuyĂ© sur l’expĂ©rience SankorĂ©, a Ă©tĂ© menĂ© avec HaĂŻti Futur, le Ministère de l’Education Nationale haĂŻtien et l’appui de la Fondation de France. Trois annĂ©es d’expĂ©rimentation permettent aujourd’hui d’avoir du recul. Il apparait que le principal atout du TNI est de modifier en profondeur  la pĂ©dagogie et de passer d’un mode d’enseignement traditionnel basĂ© sur le rabâchage Ă un mode d’enseignement basĂ© sur l’observation, la comprĂ©hension et l’action de l’élève. Un tel programme nĂ©cessite un accompagnement rigoureux et continu des enseignants, y compris dans leur classe et de mettre Ă leur disposition les cours numĂ©riques correspondant au programme officiel. Les aspects logistiques, maintenance du matĂ©riel et Ă©lectrification des Ă©coles ne doivent pas non plus ĂŞtre nĂ©gligĂ©s. De 2010 Ă 2013,  HaĂŻti Futur a pu installer une centaine de TNI dans les Ă©coles publiques et privĂ©es et des centres de formation d’enseignants. Grâce au gouvernement français, HaĂŻti dispose aujourd’hui de 700 TNI qui commencent Ă ĂŞtre dĂ©ployĂ©s grâce Ă l’aide de nombreux partenaires. Cette expĂ©rimentation a dĂ©marrĂ© comme un projet en 2010, elle est  en passe de devenir un programme ministĂ©riel en 2013. Ce programme vise Ă devenir un Ă©lĂ©ment majeur de « politique nationale de l’éducation » afin de pouvoir rĂ©concilier les objectifs actuels de massification de l’éducation (programme PSUGO ) et ceux de qualitĂ© de l’enseignement primaire.En un contexto de gran presiĂłn demográfica, de nivel de inversiĂłn inadecuado, del problema de elegir un idioma de enseñanza, de escasez de personal docente cualificado, el sistema educativo haitiano no consigue responder a la demanda educativa. Frente a esta constataciĂłn, desde agosto de 2010, la asociaciĂłn HaĂŻti Futur ha lanzado un programa de enseñanza digital articulado en torno a la utilizaciĂłn de la Pizarra Digital Interactiva (PDI), la creaciĂłn de clases digitales interactivas para los 3 primeros cursos de primaria y la formaciĂłn pedagĂłgica de docentes para responder a esta problemática. Este programa, apoyado en la experiencia SankorĂ©(1), se ha desarrollado con la ayuda de HaĂŻti Futur, el Ministerio de EducaciĂłn haitiano y el apoyo de la Fondation de France. Tras tres años de experimentaciĂłn, ya se pueden sacar conclusiones. Parece que la principal baza de la PDI consiste en modificar y profundizar en la pedagogĂa y pasar de un modo de enseñanza tradicional basado en la memorizaciĂłn pura y dura de conocimientos a un modo de enseñanza basado en la observaciĂłn, la comprensiĂłn y la acciĂłn del alumno. Un programa de este tipo exige un acompañamiento riguroso y continuo de los docentes, incluso dentro del aula, y poner a su disposiciĂłn las clases digitales que corresponden al programa oficial. Los aspectos logĂsticos, mantenimiento del material y cableado de las escuelas no tienen por quĂ© considerarse algo secundario. De 2010 a 2013, HaĂŻti Futur ha podido instalar un centenar de PDI en los colegios pĂşblicos y privados y centros de formaciĂłn de enseñantes. Gracias al gobierno francĂ©s, HaitĂ dispone en la actualidad de 700 PDI a las que empieza a sacarse partido gracias al apoyo de un gran nĂşmero de colaboradores. Este experimento se iniciaba como un proyecto en 2010 y, en 2013, se está transformando en programa ministerial. Dicho programa trata de convertirse en un elemento primordial en la “polĂtica nacional de educaciĂłn” para poder aunar los objetivos actuales de masificaciĂłn de la educaciĂłn (programa PSUGO(2)) con los de calidad de la enseñanza primaria
L’expérimentation de l’éducation numerique en Haïti avec l'utilisation du Tableau Numérique Interactif (TNI)
In a context of strong demographic pressure, under-investment, issues surrounding the choice of teaching language, and a lack of qualified staff, Haiti’s education system struggles to meet the demand for schooling. To address this situation, the NGO Haïti Futur launched a digital education program in August 2010, centering on the use of interactive whiteboards (IWBs), the creation of interactive digital lessons for the first 3 years of primary school, and pedagogical training for staff to ensure that they were equal to the task. The program, based on the Sankoré initiative,(1) was conducted with Haïti Futur, Haiti’s National Education Ministry, and support from the Fondation de France. After three years of experimentation, it is now possible to stand back and take stock. The main benefit of the IWB appears to lie in the way it radically changes teaching methods from traditional rote-learning to a mode of learning based on children observing, understanding and doing. A program of this kind calls for rigorous and continuous support for teachers, including in the classroom, and the regular supply of digital lessons that correspond to the official curriculum. And the logistical challenges—maintaining the equipment and providing electrical power for schools—should not be overlooked. From 2010 to 2013, Haïti Futur installed some one hundred IWBs in state and private schools and at teacher training centers. Thanks to the French government, Haiti now has 700 IWBs, which are currently being installed with the help of numerous partners. The experiment began as a project in 2010. Now, in 2013, it is set to become a ministerial program. It aims to become a major element of national education policy in order to help reconcile the current universal schooling objectives (the PSUGO program(2)) with the quality goals of primary education
Spleen cell IFN-Îł production in response to <i>M</i>. <i>avium</i> culture filtrate (5 ÎĽg/mL) in BALB/c mice infected for 5 weeks (filled bars) or 20 weeks (striped bars) with the different <i>Mah</i> isolates.
<p>Results represent mean IFN-γ levels (pg/mL) ± SEM of 3–5 mice tested individually. Statistical significance is depicted for each human or porcine strain as compared to respectively Hu<b>91</b> or Po<b>91</b> (*: p<0.05). N.A.: not available.</p
IFN-Îł response of BALB/c mice infected intranasally with porcine MST12 isolate (Po12).
<p>Mice (n = 5) were sacrificed 5 weeks post-infection and pooled spleen cells were stimulated for 72h with each of the 35 <i>Map</i> antigens (5 ÎĽg/mL). IFN-Îł levels are expressed in pg/mL.</p
Genes present at 100% identity in the sequenced <i>Mah</i> strains.
<p>Genes present at 100% identity in the sequenced <i>Mah</i> strains.</p
List of 35 recombinant <i>M</i>. <i>avium</i> subsp. <i>paratuberculosis</i> antigens.
<p>List of 35 recombinant <i>M</i>. <i>avium</i> subsp. <i>paratuberculosis</i> antigens.</p
SerdĂĽlĹ‘k egĂ©szsĂ©gi állapotának nemzetközi összehasonlĂtĂł vizsgálata | International comparative study on health condition of young people
BevezetĂ©s: Az egĂ©szsĂ©gi állapot kapcsolata a megkĂĽzdĂ©si stratĂ©giákkal (coping), illetve az Ă©rzelmi intelligenciával, nemzetközileg szĂ©les körben kutatott, azonban erdĂ©lyi Ă©s magyarországi serdĂĽlĹ‘kkel vĂ©gzett összehasonlĂtĂł vizsgálati adatok a szakirodalomban nem állnak rendelkezĂ©sre. CĂ©lkitűzĂ©s: SerdĂĽlĹ‘k egĂ©szsĂ©gindikátorainak, Ă©rzelmi intelligenciájának Ă©s megkĂĽzdĂ©si stratĂ©giáinak elemzĂ©se Ă©s e tĂ©nyezĹ‘knek az egĂ©szsĂ©gi állapottal valĂł összefĂĽggĂ©seinek vizsgálata egy nemzetközi kutatás keretĂ©ben. MĂłdszer: A szerzĹ‘k 390, 13–19 Ă©ves debreceni Ă©s Ă©rmihályfalvi serdĂĽlĹ‘ egĂ©szsĂ©gi állapotát, megkĂĽzdĂ©si stratĂ©giáit Ă©s Ă©rzelmi intelligenciáját vizsgálták. EredmĂ©nyek: A stresszhelyzetben alkalmazott adaptĂv (azaz problĂ©mafĂłkuszĂş) megkĂĽzdĂ©si mechanizmusok alacsonyabb depresszióértĂ©kkel, valamint jobb pszichĂ©s közĂ©rzettel jártak egyĂĽtt, mint a maladaptĂvak (Ăşgymint emĂłciĂłkiĂĽrĂtĂ©s, önbĂĽntetĂ©s, figyelemelterelĂ©s). A magasabb Ă©rzelmi intelligenciával rendelkezĹ‘ serdĂĽlĹ‘k alacsonyabb depressziĂłszinttel Ă©s jobb pszichĂ©s közĂ©rzettel rendelkeztek, mint társaik. KövetkeztetĂ©sek: Komoly prevenciĂłs Ă©s intervenciĂłs nĂ©pegĂ©szsĂ©gĂĽgyi program lehet a minĂ©l fiatalabb Ă©letkorban intĂ©zmĂ©nyileg elindĂtott Ă©rzelmi intelligencia Ă©s coping kĂ©szsĂ©gfejlesztĂ©s. Ez primer prevenciĂłs szinten megalapozza a fiataloknál az egĂ©szsĂ©gtudatos szemlĂ©let kialakulását Ă©s a szemĂ©lyisĂ©gfejlesztĹ‘ hatást. Orv. Hetil., 2014, 155(34), 1353–1360.
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Introduction: The connection between physical condition, coping strategies and emotional intelligence is widely studied in the international literature, but comparative research data collected among Transylvanian and Hungarian adolescents are not available in contemporary psychological literature. Aim: The aim of the authors was to study health indicators, emotional intelligence and coping strategies among adolescents and analyse connections between these factors and physical condition as part of an international research. Method: The physical condition, coping strategies and emotional intelligence of 390 individuals, aged between 13 and 19 years living in Debrecen (Hungary) and Érmihályfalva (Romania) were observed. Results: adaptive (i. e. problem-focused) coping strategies used in stressful situations resulted in lower depression rates, as well as better mental well-being than the maladaptive ones such as emotional clearing, self-punishment, distraction of attention. Adolescents showing higher emotional intelligence had lower depression levels and better mental well-being. Conclusions: Institutionally initiated emotional intelligence and coping strategy development for young people may prove to be an important preventive interventional public health programme. This may serve as a basis to assist health-consciousness and personality formatting. Orv. Hetil., 2014, 155(34), 1353–1360