La transition école-travail et l’apprentissage des jeunes aux États-Unis : politiques, possibilités et problèmes

Cet article fait renaître le débat Dewey et Snedden / Prosser du tournant du siècle dernier au sujet de la réforme éducative et du renouveau démocratique. Plusieurs problèmes d'ordre éducatif, sociologique et économique qui ont contribué au développement de la formation professionnelle au début du XXe siècle sont semblables à ceux qui participent au mouvement actuel de transition école-travail. Le potentiel d'initiatives spécifiques de la transition de l'école au travail telles que l'apprentissage des jeunes est reconnu comme solution partielle à ces problèmes. À partir du cadre critique conçu par Dewey et élaboré par des théoriciens contemporains chevronnés, les problèmes démocratiques reliés aux efforts actuels de transition école-travail sont aussi identifiés. Finalement, l'article traitera des possibilités par lesquelles des initiatives de transition école-travail pourraient aider à transformer les lieux d'études et de travail en des communautés plus significatives, plus logiques, plus productives et plus démocratiques.This paper aims to renew the turn of the century debate between Dewey and Snedden/Prosser as a guide to this dissertation which examines educational reform and democratic renewal. The author submits that the various educational, sociological, and economic problems which contributed to the development of professional training programs at the beginning of the 20th century, are similar to those involved in the current movement of school/work transition. Youth apprenticeship is one of the specific inititives with respect to the problems of school/work transitions, that is recognized as a partial solution. Based on a critical frame developed by Dewey and current theoreticians, the author identifes the difficulties in current attempts to provide school to work transition. Finally, the paper presents various possibilities whereby school/work transition initiatives would help to transform the role of both schools and workplaces into a more significant, logical, productive, and more democratic entity within their communities.Este articulo retoma el debate entre Dewey y Snedden-Prosser que tuvo lugar al final del siglo pasado y que alimenta esta disertaciôn, la cual se preocupa por la reforma educativa y la renovacion democrâtica. Se sostiene que muchos problemas de orden educativo, sociologico y economico que contribuyeron al desarrollo de la formacion profesional al principio del siglo XX, son similares a los problemas que motivan al movimiento actual de transicion escuela-trabajo. Se reconoce el potencial de iniciativas especificas de transicion como solucion parcial a estos problemas. A partir del marco crftico concebido por Dewey y elaborado por filosofos contemporàneos con experiencia, se identifican también los problemas democraticos relacionados con los esfuerzos actuales de transicion escuela-trabajo. Finalmente, el articulo examina las posibilidades de ciertas iniciativas de transicion para ayudar a transformar los medios de estudio y trabajo en comunidades mas significativas, mas logicas, mas productivas y mas democrâticas.Mit diesem Artikel wird die um die Jahrhundertwende von Dewey und Snedden / Prosser gefuhrte Débatte, die heute noch diejenigen inspiriert, die sich mit der Erziehungsreform und der neuen Demokratie befassen, wieder aufgegriflfen. Der Autor behauptet, dafi mehrere Erziehungs-, Gesellschafrs- und Wirtschaftsprobleme, die Anfang des 20. Jahrhunderts mit zur Entwicklung des Fachschulunterricht gefuhrt hatten, den Problemen âhneln, die zur heutigen Bewegung des Schule-Arbeit-Ubergangs beitragen. Gewisse spezifische Initiativen dieser Bewegung wie z. B. die Lehre der Jugendlichen kônnen in derTat als Teillôsung dieser Problème gelten. Innerhalb des kritischen Rahmens, der von Dewey konzipiert und von zeitgenôssischen Theoretikern mit grofier Erfahrung durch- gefuhrt wurde, legt dann der Autor die Beintràchtigungen der Demokratie dar, die mit den heutigen Bemiihungen um einen Schule-Arbeit-Ubergang verbunden sind. SchlieElich behandelt der Artikel die Môglichkeiten der Initiativen des Schule-Arbeit-Ubergangs, mit dazu beizutragen, aus den Lehr- und Arbeitsplâtzen bedeutungshaftere, logischere, produktivere und demokratischere Gemeinschaften zu machen

Match running performance during fixture congestion in elite soccer: Research issues and future directions

Match congestion in elite soccer has been proposed to result in residual fatigue and underperformance in ensuing competition due to insufficient recovery time. In this article, matters relating to match congestion and running performance in elite soccer competition are discussed. The authors suggest a need to determine the extent to which elite players are in reality exposed to periods of match congestion hence to potential declines in performance. Despite evidence of exercise-induced muscle damage combined with a decline in physical performance up to 72-hours post-match, research using time-motion analyses suggest running performance represented by distances covered is unaffected over periods of match congestion. The authors recommend analysis of alternative movement variables including accelerations, decelerations and turns that are taxing metabolically and contribute greatly to muscle damage. Moreover, a holistic approach combining subjective ratings with biochemical, hormonal and immunological responses to exercise would be pertinent especially in players frequently exposed to match congestion. Contemporary practitioners typically implement various post-match recovery treatments during dense schedules in an attempt to accelerate recovery and ensure that subsequent running performance is not unduly affected. However, empirical evidence to support their efficacy in maintaining running performance is lacking and the authors recommend controlled intervention studies using match simulations in an attempt to verify their effectiveness. These points are critically addressed using findings from the current scientific literature while gaps in the current body of knowledge and future directions for research are highlighted

A shock wave study of Coconino sandstone

Hugoniot equation of state measurements from shock wave loading study of Coconino sandston

A CONCEPTUAL FRAMEWORK FOR GREEN CAREER AND TECHNICAL EDUCATION: SUSTAINABILITY AND THE DEVELOPMENT OF A GREEN-COLLAR WORKFORCE

Background/Context: In this paper sustainability is explored as an emerging paradigm for career and technical education (CTE). The current context of the sustainability or green movement is discussed and CTE is compared to environmental education. A sustainability literacy conceptual framework is then applied to career and technical education. Purpose/Focus of Study: An argument is presented that CTE programs should green their curriculum and instruction to meet the needs of students, employers, business/industry and the environment. It is then argued that a sustainability literacy conceptual framework is needed to assess current efforts by CTE programs to green their curriculum and instruction, shape and inform future efforts and to assess sustainability efforts in CTE. Research Design: This paper is an analytic essay in which the historical, philosophical, and theoretical foundations of CTE are reviewed and then related to environmental education. Sustainability is defined, examined and applied through a sustainability literacy conceptual framework to CTE. Conclusion: Green CTE represents a new paradigm for the field and sustainability is a complex not yet well understood concept. This paper is intended to stimulate conversation about the purpose(s) of CTE as well as the possible role CTE has in contributing to sustainability through local actions

The relationship between parental education and children's schooling in a time of economic turmoil: The case of East Zimbabwe, 2001 to 2011.

Using data collected from 1998 to 2011 in a general population cohort study in eastern Zimbabwe, we describe education trends and the relationship between parental education and children's schooling during the Zimbabwean economic collapse of the 2000s. During this period, the previously-rising trend in education stalled, with girls suffering disproportionately; however, female enrolment increased as the economy began to recover. Throughout the period, children with more educated parents continued to have better outcomes such that, at the population level, an underlying increase in the proportion of children with more educated parents may have helped to maintain the upwards education trend

Learning and Collaboration in Professional Development for Career and Technical Education Teachers: A Qualitative Multi-Case Study

This multi-case study explored the learning and collaboration of six Career and Technical Education (CTE) teachers in two different types of professional development experiences: (a) a course on integrating reading, writing, and mathematics skills into CTE curricula, delivered by a master teacher; and (b) a small teacher study group that met regularly for the purpose of improving teaching practice. Both professional development experiences occurred at a comprehensive senior high school and involved CTE and academic teachers. The study found that different types of teacher learning and collaboration occurred, depending on the context, process, content and structure of the professional development experience. While the integration course emphasized building knowledge and pedagogical expertise about integration, the study group focused on building professional knowledge and community through sharing and support. Both professional development activities provided teachers with opportunities to collaborate and to grow as professionals

Career and Technical Education for Sustainability: A Multiple Case Study of Innovative Community College Programs

This multiple case study explored Career and Technical Education (CTE) programs that were identified as having a focus on sustainability. Using the Association for the Advancement of Sustainability in Higher Education, Sustainability Tracking, Assessment, and Rating System (AASHE STARS) as a conceptual framework, the researchers interpreted whether the social, economic, and environmental concepts of sustainability were included in these programs\u27 curriculum. Findings suggested that several factors impacted program curriculum: (1) attentiveness to industry trends; (2) sustainability as an institutional core value; (3) geographic location of urban versus rural; (4) program maturity; and (5) advisory committee influence. Findings also suggested a unifying definition for sustainability was lacking among these programs though participants demonstrated understanding of some common sustainability concepts

Social contact structures and time use patterns in the Manicaland Province of Zimbabwe.

BACKGROUND: Patterns of person-to-person contacts relevant for infectious diseases transmission are still poorly quantified in Sub-Saharan Africa (SSA), where socio-demographic structures and behavioral attitudes are expected to be different from those of more developed countries. METHODS AND FINDINGS: We conducted a diary-based survey on daily contacts and time-use of individuals of different ages in one rural and one peri-urban site of Manicaland, Zimbabwe. A total of 2,490 diaries were collected and used to derive age-structured contact matrices, to analyze time spent by individuals in different settings, and to identify the key determinants of individuals' mixing patterns. Overall 10.8 contacts per person/day were reported, with a significant difference between the peri-urban and the rural site (11.6 versus 10.2). A strong age-assortativeness characterized contacts of school-aged children, whereas the high proportion of extended families and the young population age-structure led to a significant intergenerational mixing at older ages. Individuals spent on average 67% of daytime at home, 2% at work, and 9% at school. Active participation in school and work resulted the key drivers of the number of contacts and, similarly, household size, class size, and time spent at work influenced the number of home, school, and work contacts, respectively. We found that the heterogeneous nature of home contacts is critical for an epidemic transmission chain. In particular, our results suggest that, during the initial phase of an epidemic, about 50% of infections are expected to occur among individuals younger than 12 years and less than 20% among individuals older than 35 years. CONCLUSIONS: With the current work, we have gathered data and information on the ways through which individuals in SSA interact, and on the factors that mostly facilitate this interaction. Monitoring these processes is critical to realistically predict the effects of interventions on infectious diseases dynamics