313 research outputs found
A MUSICAL-HISTORICAL STUDY OF ITALIAN INFLUENCES IN THREE \u3cem\u3eREGINA CAELI\u3c/em\u3e OF THE FRENCH BAROQUE PERIOD
The French baroque petit motet was the most prolific genre of seventeenth-century France. In this study, three petits motets, specifically Regina caeli settings of French composers Marc-Antoine Charpentier, Nicolas Bernier and François Couperin are examined with an emphasis on the motetsâ historical context in relation to the French monarchy and the Italian concepts that the composers incorporated into each work. All three Regina caeli settings display some Italian compositional techniques of the stile moderno in various degrees and were written in different contextual ecclesiastic milieux.
The intersections of, as well as distinctions between, musical ideas of traditional French style and Italian innovations was at the center of music and musical discourse during the baroque period. The French were introduced to Italian style by travelling musicians at the court of France; however, when Louis XIV gave Jean-Baptiste Lully the important position of surintendant de la musique, the idea of an authentic unaltered French sound became prevalent among musicians and critics. Lully, strongest defender of âpureâ French style, created a strict environment for musicians at court, and only after his death, did composers gain in freedom. The study suggests that a closer association to Louis XIV permitted musicians to integrate more of the Italian stile moderno techniques than those who did not have this opportunity. Crucial figures of the French monarchy, Louis XIV, Philippe II dâOrlĂ©ans and the duc de Bourgogne were connected to the three composers central to this project and impacted the outcome of their work. With the musical-historical study of three Regina caeli settings, this project demonstrates the importance of the petit motet genre within the repertoire and the need for additional research to increase the accessibility of this inestimable musi
La rĂ©ception affective et comportementale du programme d'ĂCR chez les enseignants du primaire : analyse de l'implantation et de la mise en oeuvre d'une innovation Ă©ducative
Cette thĂšse doctorale, qui prend la forme de quatre articles scientifiques, est une Ă©tude sur la rĂ©ception affective et comportementale du programme « Ăthique et culture religieuse » (ĂCR) chez les enseignants du primaire de la rĂ©gion montrĂ©alaise en lien avec son implantation et sa mise en oeuvre. Les objectifs principaux Ă©taient de 1) Analyser les stades d'intĂ©rĂȘts et de prĂ©occupations dâenseignants en lien avec la mise en oeuvre du programme dâĂCR; 2) DĂ©crire la rĂ©ception et la mise en oeuvre du programme dâĂCR du point de vue dâenseignantes. Ce deuxiĂšme objectif est composĂ© de deux sous-objectifs : A) identifier les niveaux d'utilisation dâenseignants dans le cadre de la mise en oeuvre du programme dâĂCR; B) explorer les perceptions dâenseignants par rapport au programme dâĂCR et Ă sa mise en oeuvre.
Dans le cadre de cette thĂšse, quatre articles en vue dâatteindre lâobjectif de dĂ©part sont prĂ©sentĂ©s. Le premier article constitue une partie du cadre conceptuel, tandis que les trois derniers prĂ©sentent, au chapitre IV, les rĂ©sultats de cette Ă©tude.
Au chapitre premier, la problĂ©matique entourant lâimplantation du programme dâĂCR est mise en relief : dĂ©confessionnalisation du systĂšme Ă©ducatif quĂ©bĂ©cois, contexte social, politique et juridique particulier, approche par compĂ©tences dans laquelle il sâinsĂšre, ressources pĂ©dagogiques et formation limitĂ©es, imposition dâune posture professionnelle, manque de recherches sur les enseignants du primaire et le programme dâĂCR, ainsi que lâimportance de la rĂ©ception affective et comportementale des enseignants dans notre comprĂ©hension du phĂ©nomĂšne Ă lâĂ©tude.
Au deuxiĂšme chapitre, trois perspectives organisationnelles (le rationalisme, le gradualisme et lâhybridation), ainsi que cinq modĂšles de changement et dâinnovations [les modĂšles de Rogers (2003), Cros (2004), Fullan (2007), Lewin (1951) et de Hall & Hord (2014)] sont prĂ©sentĂ©s et critiquĂ©es pour en arriver au choix Ă©pistĂ©mologique. Ensuite, un premier article expose une partie de la thĂ©orie et fait Ă©tat des connaissances sur les facteurs qui peuvent influencer l'adhĂ©sion et la mobilisation des enseignants en contexte d'implantation de rĂ©formes ou de programmes Ă©ducatifs. Ă l'aide d'un important corpus d'Ă©tudes thĂ©oriques et empiriques sur le sujet, est prĂ©sentĂ© bien humblement le modĂšle thĂ©orique FAMCĂ (Facteurs d'adhĂ©sion et de mobilisation au changement Ă©ducatif). Ces facteurs permettent de mieux comprendre la rĂ©ception du changement en Ă©ducation du point de vue des agents d'implantation. Cet article fait suite Ă un premier article de la mĂȘme revue qui critique vivement le concept de rĂ©sistance au changement et y apporte une alternative dans la comprĂ©hension du processus d'implantation de programmes Ă©ducatifs et des agents qui y sont concernĂ©s. Ce chapitre mĂšne Ă la question et objectifs de recherche.
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Le premier article expose une partie de la thĂ©orie et fait Ă©tat des connaissances sur les facteurs qui peuvent influencer l'adhĂ©sion et la mobilisation des enseignants en contexte d'implantation de rĂ©formes ou de programmes Ă©ducatifs. Ă l'aide d'un important corpus d'Ă©tudes thĂ©oriques et empiriques sur le sujet, est prĂ©sentĂ© bien humblement le modĂšle thĂ©orique FAMCĂ (Facteurs d'adhĂ©sion et de mobilisation au changement Ă©ducatif). Ces facteurs permettent de mieux comprendre la rĂ©ception du changement en Ă©ducation du point de vue des agents d'implantation. Cet article fait suite Ă un premier article de la mĂȘme revue qui critique vivement le concept de rĂ©sistance au changement et y apporte une alternative dans la comprĂ©hension du processus d'implantation de programmes Ă©ducatifs et des agents qui y sont concernĂ©s.
Le chapitre III indique la mĂ©thodologie utilisĂ©e dans cette recherche exploratoire mixte avant dâen arriver aux rĂ©sultats qui prennent la forme de trois articles qui sont prĂ©sentĂ©s au chapitre IV.
Le deuxiĂšme article rapporte les rĂ©sultats au questionnaire sur les stades d'intĂ©rĂȘts et de prĂ©occupations [SoC] de 114 enseignants du primaire de la rĂ©gion montrĂ©alaise, ce qui correspond au premier objectif de recherche. Les rĂ©sultats montrent que la plupart des rĂ©pondants sont peu prĂ©occupĂ©s par le programme dâĂCR, qu'ils souhaiteraient avoir davantage d'informations Ă son sujet et que plusieurs pensent Ă le remplacer. La principale recommandation est l'utilisation de ce questionnaire aux directions d'Ă©tablissement afin de mieux comprendre et de mieux gĂ©rer l'implantation d'innovations Ă©ducatives en agissant sur les prĂ©occupations dominantes des enseignants en cours de mise en oeuvre.
Le troisiĂšme article prĂ©sente les niveaux d'utilisation de dix enseignants du primaire de la rĂ©gion montrĂ©alaise en lien avec le programme dâĂCR. Ă l'aide du Branching Interview de Hall & Hord (2014), les niveaux d'utilisation de ces rĂ©pondants seront situĂ©s, ce qui correspond au sous-objectif 2A de cette recherche doctorale. Les donnĂ©es issues des entrevues semi-dirigĂ©es permettent de mieux comprendre plusieurs caractĂ©ristiques pour chacun des niveaux d'utilisation du programme dâĂCR, du point de vue des enseignants interrogĂ©s. Les rĂ©sultats tendent Ă indiquer que la plupart des enseignants interviewĂ©s sont des utilisateurs relativement avancĂ©s du programme dâĂCR, selon les analyses du Branching Interview. La diversitĂ© des caractĂ©ristiques des rĂ©pondants donne matiĂšre Ă discussion en lien avec certaines recherches sur le genre, lâexpĂ©rience et la formation.
Le quatriĂšme et dernier article donne voix Ă des enseignants du primaire en lien avec leurs perceptions du programme dâĂCR et de sa mise en oeuvre (sous-objectif 2B). En considĂ©rant les principaux thĂšmes Ă©mergents des dix entrevues exploratoires semi-dirigĂ©es, les rĂ©pondants en viennent Ă discuter de plusieurs Ă©lĂ©ments liĂ©s Ă des thĂšmes dĂ©jĂ abordĂ©s en problĂ©matique tels que la posture professionnelle, la formation reçue, la disponibilitĂ© des ressources matĂ©rielles et humaines, l'Ă©valuation des compĂ©tences, etc. Les rĂ©sultats concordent avec la problĂ©matique et tendent Ă indiquer que les conditions nĂ©fastes dâimplantation du programme dâĂCR ont Ă©tĂ© perçues par les enseignants. Cependant, les rĂ©pondants relĂšvent quelques points positifs du programme dâĂCR sur eux et les Ă©lĂšves. Les rĂ©sultats regroupĂ©s en trois principales catĂ©gories
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amĂšnent Ă explorer les perceptions des enseignants en lien avec les conditions dâimplantation, la mise en oeuvre et les effets perçus sur les Ă©lĂšves et les enseignants du programme dâĂCR.
Au chapitre V sont ensuite synthĂ©tisĂ©s les rĂ©sultats obtenus afin de mettre en relation diffĂ©rentes dĂ©couvertes de cette recherche sur la rĂ©ception affective et comportementale dâenseignants du primaire du programme dâĂCR. Le modĂšle CBAM de Hall & Hord (2014), ainsi que diffĂ©rents modĂšles et thĂ©ories du changement et dâinnovation en Ă©ducation ont permis de traiter et/ou dâenrichir lâanalyse des rĂ©sultats. Plusieurs rĂ©flexions supplĂ©mentaires sont discutĂ©es dans la derniĂšre partie du chapitre avant de conclure avec les limites et contributions de cette Ă©tude. En conclusion, cette thĂšse suggĂšre quâune mauvaise implantation de programme invite lâĂ©chec de sa mise en oeuvre et que lâaspect humain du changement des enseignants doit nĂ©cessairement ĂȘtre pris en compte.This doctoral thesis, comprised of 4 distinct scientific articles, centers around a study on the emotional and comportemental reception of the Ethics and Religious Culture (ERC) program by elementary school teachers of the Montreal area in relation with its adoption and implementation. The main objectives were 1) to analyze the teachersâ stages of interest and concerns related to the implementation of the ERC program; 2) to describe the reception and the implementation of the ERC program from the perspective of elementary teachers. This second objective is further comprised of two sub-objectives: A) to identify the teachersâ levels of use of the ERC program; B) to explore the elementary teachersâ perceptions of the ERC program and its implementation. To achieve these objectives, we first present an article exposing our conceptual framework. The three other articles, collected under chapter IV, present the results of this study.
The first chapter addresses the research problem which highlights issues surrounding the implementation process of the ERC program: the deconfessionalization of Quebecâs educational system, its social, political and judicial context, its alignment with the competency-based approach, its limitations in term of training and teaching resources, the professional posture required, and the lack of research on the specifics of large-scale program implementation in elementary school and the reception of change by teachers.
In the second chapter, we present the three foremost perspectives on organizational change (rationalism, gradualism and hybrid) as well as five specific models of change and innovation [Rogers (2003), Cros (2004), Fullan (2007), Lewin (1951), et Hall & Hord (2014)] in a critical light to better justify our epistemic choices. As mentioned, the first article illustrates the theoretical background and the state of scientific knowledge on the different factors that can influence the adhesion and the mobilization of teachers in the context of implementation of educational programs and reforms. Following the analysis of a large body of theoretical and empirical studies on the subject, we humbly present the FAMEC model (Factors of Adhesion and Mobilization in Educational Change). The inventoried factors allow for a better understanding of the reception of change in educational context from the perspective of the agents responsible for its implementation. This article acts as a response to a precedently published paper in the same journal criticizing the concept of resistance to change and proposes an alternative in explaining the difficulties encountered by agents tasked with implementing new educational programs. This chapter concludes with our research objectives.
The second article, centered around our first objective, reports on results obtained from 114 elementary teachers from the Montreal area with the Stage of Concerns (SoC) questionnaire. Those results show that most participants report little preoccupation with the ERC program, that they would need more information on the subject and that many would like it replaced. Our principal recommendation is directed at principals and supports the use of this questionnaire to foster a better understanding on the implementation of educational innovations and facilitate the follow-up on teachersâ main preoccupations with implementation.
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The third chapter is devoted to the methodological aspect of this exploratory study of mixed methods design. Each of the articles, at Chapter IV, also detail the specific methods used.
The third article investigates the levels of use of the ERC program of ten elementary teachers from the Montreal region. Using the Hall & Hord (2014) branching interview we situated the participants on their level of use as per sub-objective 2A of this thesis.Information obtained from these interviews allows for a better understanding of the current use of the ERC programs by the participants. Results tend to indicate that most interviewees are relatively advanced users of the program. The diversity in personal and professional characteristics of the participants leads to discussions in relation with previous studies on the relation between implementation of change and the gender, professional experience and the level of training of the agents.
The fourth and last article gives voice to the elementary teachers interviewed about their perception of the adoption and implementation of the ERC program (sub-objective 2B). As it pertains to the principal emerging themes from the exploratory semi-directed part of the interview, participants discussed problematic areas such as professional posture, training received, disponibility teaching material and human resources, students assessment, etc. Results were grouped in three principal categories to better explore teachersâ perceptions in relation to condition of implementation, adoption of the program and perceived effects on students and teachers.
Finally, chapter V summarizes the sum of our results from the current study on emotional and comportemental reception of the ERC program by elementary teachers. This global analysis brings forth the Hall & Hord (2014) CBAM model and other theoretical perspectives of change and adoption of innovation in education to better enrich our discussion. Several further reflections are shared in this last part of our study and the limits and contributions of the study are outlined. In conclusion, this doctoral thesis suggests that a lacking implementation process on the part of an educational programâs stakeholders invites a lacking adoption and mobilization on the part of the agents of change, pointing directly to the importance of the human dimension of the implementation process
Le programme de philosophie pour enfants en contexte scolaire comme outil de compréhension des émotions chez les enfants de 5 ans
Le dĂ©veloppement de la comprĂ©hension qu'ont les enfants de cinq ans des Ă©motions est peu ciblĂ© par les programmes en contexte scolaire, considĂ©rant son importance dans l'Ă©volution globale de l'enfant. En effet, de plus en plus d'auteurs s'accordent sur le lien intrinsĂšque entre la cognition et les Ă©motions chez l'ĂȘtre humain. Par contre, des Ă©tudes rĂ©vĂšlent que les enfants, ainsi que les adultes, Ă©prouvent des difficultĂ©s Ă identifier leurs Ă©motions de base. Le programme de Philosophie pour enfants de Matthew Lipman a fait l'objet de plusieurs Ă©tudes qui ont, pour la plupart, dĂ©montrĂ© des effets positifs concernant diffĂ©rentes sphĂšres constituantes de l'enfant. Ce mĂ©moire vise l'application d'un programme en contexte scolaire qui permette le dĂ©veloppement de la comprĂ©hension des Ă©motions chez l'enfant de cinq ans. Deux tests Ă©prouvĂ©s sur la comprĂ©hension et la reconnaissance des Ă©motions ont Ă©tĂ© passĂ©s auprĂšs d'un Ă©chantillonnage de 35 rĂ©pondants de niveau prĂ©scolaire. D'abord en prĂ©-tests, puis en post-tests, ces Ă©valuations quantitatives nous ont permis de voir les retombĂ©es de l'expĂ©rimentation du programme de Philosophie pour enfants, et ce, sur une pĂ©riode de plus de six mois, en lien avec la comprĂ©hension des Ă©motions. Les rĂ©sultats de cette recherche tendent Ă dĂ©montrer un gain superieur au test de reconnaissance des Ă©motions chez les enfants du groupe expĂ©rimental par rapport Ă ceux du groupe contrĂŽle. Ainsi, les enfants ayant expĂ©rimentĂ© la Philosophie pour enfants semblent en avoir bĂ©nĂ©ficiĂ© puisqu'on constate une amĂ©lioration de la comprĂ©hension des Ă©motions supĂ©rieure Ă celle du groupe tĂ©moin. L'application d'une telle approche en contexte scolaire pourrait s'avĂ©rer positive chez les enfants de cinq ans en lien avec le dĂ©veloppement de la comprĂ©hension des Ă©motions. ______________________________________________________________________________ MOTS-CLĂS DE LâAUTEUR : Philosophie pour enfants, Cognition, Ămotions
The impact of poor sleep on cognition and activities of daily living after traumatic brain injury : a review
Background/aim : Patients frequently report sleep disrup-tions or insomnia during their hospital stay, particularlyafter a traumatic brain injury (TBI). The consequences ofthese sleep disturbances on everyday activities are not welldocumented and are therefore not considered in the evalu-ation of independence in activities of daily living (ADLs).The goal of this narrative review is to explore the conse-quences of poor sleep quality on cognition and ADLs inthe acute and subacute stages of a moderate and severeTBI, when patients are in acute care or inpatient rehabili-tation.Methods:We will present an overview of normal sleepand its role in cognitive functioning, and then present thefindings of studies that have investigated sleep characteris-tics in hospital settings and the consequences of sleep dis-turbances on ADLs.Results:During hospitalisation, TBI patients presentsevere sleep disturbances such as insomnia and sleepfragmentation, which are probably influenced by both themedical condition and the hospital or rehabilitation environ-ment. Sleep disruption is associated with several cognitivedeficits, including attention, memory and executive func-tion impairments. Poor quality and/or insufficient quantityof sleep in acute TBI probably affect general functioningand ADLs calling for these cognitive functions.Conclusions and Significance:The cognitive impair-ments present following TBI are probably exacerbated bypoor sleep quality and sleep deprivation during hospitali-sation, which in turn impact ADLs among this popula-tion. Health-care personnel should further consider sleepdisturbances among people with TBI and a sleep protocolshould be established
Global immunization: status, progress, challenges and future
Vaccines have made a major contribution to public health, including the eradication of one deadly disease, small pox, and the near eradication of another, poliomyelitis.Through the introduction of new vaccines, such as those against rotavirus and pneumococcal diseases, and with further improvements in coverage, vaccination can significantly contribute to the achievement of the health-related United Nations Millennium Development Goals.The Global Immunization Vision and Strategy (GIVS) was developed by WHO and UNICEF as a framework for strengthening national immunization programmes and protect as many people as possible against more diseases by expanding the reach of immunization, including new vaccines, to every eligible person.This paper briefly reviews global progress and challenges with respect to public vaccination programmes
Evolution of severe sleep-wake cycle disturbances following traumatic brain injury: a case study in both acute and subacute phases post-injury
Abstract
Background
Sleep-wake disturbances are frequently reported following traumatic brain injury (TBI), but they remain poorly documented in the acute stage of injury. Little is known about their origin and evolution.
Case presentation
This study presents the case of a patient in the acute phase of a severe TBI. The patient was injured at work when falling 12 m into a mine and was hospitalized in the regular wards of a level I trauma centre. From days 31 to 45 post-injury, once he had reached a level of medical stability and continuous analgosedation had been ceased, his sleep-wake cycle was monitored using actigraphy. Results showed significant sleep-wake disturbances and severe sleep deprivation. Indeed, the patient had an average nighttime sleep efficiency of 32.7â±â15.4 %, and only an average of 4.8â±â1.3 h of sleep per 24-h period. After hospital discharge to the rehabilitation centre, where he remained for 5 days, the patient was readmitted to the same neurological unit for paranoid delusions. During his second hospital stay, actigraphy recordings resumed from days 69 to 75 post-injury. A major improvement in his sleep-wake cycle was observed during this second stay, with an average nighttime sleep efficiency of 96.3â±â0.9 % and an average of 14.1â±â0.9 h of sleep per 24-h period.
Conclusion
This study is the first to extensively document sleep-wake disturbances in both the acute and subacute phases of severe TBI. Results show that prolonged sleep deprivation can be observed after TBI, and suggest that the hospital environment only partially contributes to sleep-wake disturbances. Continuous actigraphic monitoring may prove to be a useful clinical tool in the monitoring of patients hospitalized after severe TBI in order to detect severe sleep deprivation requiring intervention. The direct impact of sleep-wake disturbances on physiological and cognitive recovery is not well understood within this population, but is worth investigating and improving
Evolution of severe sleep-wake cycle disturbances following traumatic brain injury: a case study in both acute and subacute phases post-injury.
BACKGROUND: Sleep-wake disturbances are frequently reported following traumatic brain injury (TBI), but they remain poorly documented in the acute stage of injury. Little is known about their origin and evolution. CASE PRESENTATION: This study presents the case of a patient in the acute phase of a severe TBI. The patient was injured at work when falling 12 m into a mine and was hospitalized in the regular wards of a level I trauma centre. From days 31 to 45 post-injury, once he had reached a level of medical stability and continuous analgosedation had been ceased, his sleep-wake cycle was monitored using actigraphy. Results showed significant sleep-wake disturbances and severe sleep deprivation. Indeed, the patient had an average nighttime sleep efficiency of 32.7â±â15.4 %, and only an average of 4.8â±â1.3 h of sleep per 24-h period. After hospital discharge to the rehabilitation centre, where he remained for 5 days, the patient was readmitted to the same neurological unit for paranoid delusions. During his second hospital stay, actigraphy recordings resumed from days 69 to 75 post-injury. A major improvement in his sleep-wake cycle was observed during this second stay, with an average nighttime sleep efficiency of 96.3â±â0.9 % and an average of 14.1â±â0.9 h of sleep per 24-h period. CONCLUSION: This study is the first to extensively document sleep-wake disturbances in both the acute and subacute phases of severe TBI. Results show that prolonged sleep deprivation can be observed after TBI, and suggest that the hospital environment only partially contributes to sleep-wake disturbances. Continuous actigraphic monitoring may prove to be a useful clinical tool in the monitoring of patients hospitalized after severe TBI in order to detect severe sleep deprivation requiring intervention. The direct impact of sleep-wake disturbances on physiological and cognitive recovery is not well understood within this population, but is worth investigating and improving
De lâutilitĂ© du « texte enfant » au musĂ©e
Il ne sâagit pas ici de donner des « recettes » Ă propos des Ă©crits dâaide Ă la visite destinĂ©s au public enfant en gĂ©nĂ©ral mais plutĂŽt de livrer quelques pistes de rĂ©flexion et de revenir sur certains clichĂ©s Ă propos du « texte enfant » dans les musĂ©es de sociĂ©tĂ© en sâappuyant sur une Ă©tude menĂ©e au musĂ©e Dauphinois de Grenoble sur les Ă©crits informatifs destinĂ©s aux huit-douze ans dans lâexposition « Gens de lâalpe ».It is not a question in this article of giving ârecipesâ on helpful texts aimed at child-visitors, but rather to give a few avenues of exploration and to come back on certain clichĂ©s about âchild-targeted textsâ in museums. This exploration is based on a study on informative texts aimed at eight to twelve year olds in the âPeople of the Alpsâ exhibition that took place in the Dauphinois museum in Grenoble
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