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Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Yoga as a mind–body activity and clinical studies on yoga's effects on physical and mental health have produced encouraging results. However, there is little research done on the population's perception and interest toward practicing yoga in KSA. Thus, the current study was undertaken to evaluate the perception, interest, and barriers of learning and practicing yoga with levels of stress in life among residents of Saudi Arabia. Methodology: This is an observational, cross-sectional study in which people were polled using questionnaires. The study included people of both genders aged 18–70, and Google Forms were distributed through various online platforms. The collected data were statistically analyzed. Results: The study included 906 subjects in total. Participants were mostly female (64%) and non-Saudi residents (70.9%) between the ages of 31 and 51 years, with moderate levels of stress in life. About 58.6% of the study participants were aware of the benefits of yoga. The Chi-square analysis shows low-stress subjects (67.5%) knew more about yoga and meditation, whereas no-stress subjects (35.7%) practiced yoga. About 14.9% of high-stressed people consulted a yoga therapist. The majority of high (15.3%), medium (12%), and no-stressed (19.6%) did yoga for mental health and focus, whereas the low-stressed (19.3%) did it for physical health. C onclusion: Most of the study population knew yoga's physical, psychological, and spiritual benefits. The study found a relationship between the everyday stress levels of Saudi Arabian citizens and their opinions about, interest in, and obstacles to taking up yoga. More experimental and longitudinal studies are needed to confirm this hypothesis. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

One of the problems in the teaching-learning process that requires special attention is the difficulty of university students, especially those who study theoretical courses, such as communication, law, psychology and others like that, to be able to express their ideas in a clear and direct way, as well as to solve problems, both everyday ones and academic. The objective of this brief communication is to draw attention to this problem by explaining the main neuropsychological processes that lead to this difficulty, which, although it is easier to identify in theoretical courses, but it also affects the student's performance in their academic area in any career he/she pursues and further ahead of the professional daily life and consequently in his/her work. Consequently, parameters are given for future research and a probable solution is proposed. Furthermore, language is emphasized as a mediator of thought and a basis for problem solving. The concept that language is a social product is not left aside, as well as is taking into account the importance of the intentionality of communication. It is also exposed that language management is developed from birth, and that its acquisition and its subsequent derivations, such as writing or reading, follow a process that goes beyond the tangible teaching of literacy. [ABSTRACT FROM AUTHOR]

This article aims to contemplate the learning disabilities covered in the DSM-V, surveying their characteristics, but mainly what these disabilities entail in emotional terms in a child's development. As we observe that cognitive aspects are more frequently considered as the main targets of diagnosis and treatment, we intend to illuminate the emotional characteristics that are present in these disabilities. The concept of frustration will also be addressed in this article, as we understand that it reflects the emotional difficulties faced as well as ways to overcome obstacles to tolerance and resilience. Furthermore, we will propose dialectical behavioral therapy (DBT) techniques to emotionally embrace and treat these children diagnosed with these disabilities, including a role play to illustrate the techniques presented. We believe that reason and emotion are part of an inseparable continuum of human development, therefore we will highlight the emotional bias implicit in learning disabilities, highlighting this fundamental part for adequate management and treatment. [ABSTRACT FROM AUTHOR]

The construction industry accounts for 18 per cent of Canada's greenhouse gas emissions. There is extensive evidence that this can be reduced significantly by implementing aggressive net zero building practices. However, the way the industry is organized impedes this achievement because it fails to promote the development of a broadly based, highly qualified, climate-literate workforce. Successful low carbon construction requires enhancement of workers' knowledge, skills, and competencies because it requires much higher energy performance standards than traditional construction practice. Yet the industry remains wedded to the current system of low-bid, low-quality construction to cut costs. The organization of much construction work reflects a Taylorist approach, with extensive piecework and subcontracting that relies heavily on precarious, unskilled, and semi-skilled workers. Most employers avoid investing in trades training, leaving it to governments, unions, and individual workers to fund workforce development. Committed to a deregulated market with minimal government interference in their profit-making activities, many contractors oppose tougher building and energy regulations while lobbying against higher labour standards, occupational certification requirements, and union organizing. To meet their net zero targets, governments must recognize that market forces are inadequate to create the well-trained, highly skilled workforce needed. Major policy interventions are required to force industry to make the necessary changes in vocational education and training (vet) and employment practices – changes designed to upskill the construction workforce and give workers and unions a greater voice in shaping climate-informed building practice. [ABSTRACT FROM AUTHOR]

In the introduction of the study, reference is made to the internships in the early childhood education degree and the value and meaning of these internships for students is also explained. During the third and fourth years, future teachers go to the classroom and experience formative knowledge that moves away from exclusively theoretical stances. They learn in situations, in specific realities together with early childhood education professionals. Therefore, for this study we opted for a qualitative methodology and shared the voice of all the trainees involved in the internship. A questionnaire validated by university lecturers was used, which was administered using technological resources to make participation more flexible. The results are organized around nine centers of interest that coincide with thematic cores (waiting, fears, experience, diversity, the future, usefulness, internships - in two parts - and the future). The discussion provides answers to the various research questions posed, according to the meaning acquired by the experience and its practical usefulness. Besides, it should be noted that considerations such as the fact that internships are fundamental to their training, development and vocation are emphasized. [ABSTRACT FROM AUTHOR]

Dans cet article, nous explorons le croisement possible entre littérature, apprentissage, migration et approche ludique. Nous commençons par expliciter trois postulats de départ, selon lesquels il est possible et pertinent d’adopter une approche ludique en lien avec des sujets sérieux ; d’aborder en classe la littérature par le jeu ; d’aborder la littérature, l'apprentissage et la migration au prisme du jeu. Nous proposons ensuite cinq principes pédagogiques incontournables pour une praxis ludique réussie. Nous finissons par l’identification de cinq pistes pratiques pour la classe de langue, de littérature ou de médiation culturelle.

Copyright of Canadian Journal for the Study of Adult Education is the property of Canadian Journal for the Study of Adult Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article a pour objectif de mettre en lumière la situation de l'enseignement et apprentissage universitaire du français langue étrangère au Yémen. Il s'agit tout d'abord de montrer le début de l'insertion du programme du FLE aux universités yéménites. Ce programme, qui a démarré il y a trente ans, se voit ces dernières années, disparaitre de la liste des programmes actifs d'enseignement universitaire. Certes, la faible demande a conduit certaines universités à suspendre ou fermer leurs programmes du FLE. Il importe ainsi de savoir pourquoi l'on est arrivé à cette situation tout en prenant connaissance des causes pour pouvoir ensuit y apporter des réponses.

Dans le programme national de la RDC, à l’enseignement Primaire, Secondaire et Professionnel (EPST), l’Anglais est institué comme langue d’apprentissage, mais aussi comme discipline d’enseignement au même titre que toutes les disciplines de formation inscrites dans ce programme. Ainsi compris, l’anglais accompagne l’apprenant congolais pendant toute la durée de son cursus de formation. Mais que constatons-nous ? Au terme de ce cursus, l’apprenant congolais se révèle incapable de pratiquer correctement cette langue d’apprentissage.

There have never been more favourable conditions for drawing Indigenous workers into the unionized building trades. The construction industry needs to replenish and diversify its overwhelmingly white, male, and aging workforce to meet skilled labour demands in the next few decades, when major civil infrastructure, mining, and green energy developments are expected to occur in northern Indigenous territories. These projects will be mandated by impact benefit agreements to employ a significant number of Indigenous workers who will first need to be trained. At the same time, Indigenous peoples are the fastest-growing population in Canada and have shown a propensity for pursuing trades education. In recent years, Ontario's largest building trade unions have taken significant steps to recruit, train, and employ northern Indigenous workers, including in Nunavut. In collaboration with various stakeholders, the unions' efforts are starting to show positive results. But are their methods and goals informed by decolonization, reconciliation, and Indigenization? This article reflects on this question while examining the case of the International Union of Operating Engineers Local 793, which has been a leader among building trades unions when it comes to establishing relationships with Indigenous partners, training Indigenous workers, and contributing to their economic self-determination. [ABSTRACT FROM AUTHOR]

Against St. Augustine's position, Thomas Aquinas claims that man can teach his own science to someone else. His theory on the teaching of science is developed in Summa Theologica, I, q. 117, a. 1 and in Quaestiones disputatae de veritate, q. 11, a. 1. This paper aims to explain, considering this doctrine, why Aquinas admits the Aristotelian thesis of Metaphysics, I, according to which the distinctive mark of science is that it can be taught. I argue that, according to Thomas, science can be taught, in the one hand, because of its derivative nature and, on the other because it is grounded on certain principles that are both true and evident. [ABSTRACT FROM AUTHOR]

Writing processing occurs at different levels of analysis: phonological, orthographic, morphosyntactic and semantic. In writing, as in reading, the lexical route is used for the transcription of more frequent words while the phonological route allows the phoneme-grapheme association of each unknown word component. During the literacy process, errors are common and demonstrate what hypotheses about writing the student raises at that moment. There are several classifications of spelling errors in the literature and this study seeks to classify them according to the phonological, orthographic, morphosyntactic and semantic levels and also according to three processes: substitution, omission or addition and word junction or segmentation. With these criteria, the spelling profile of typical students from the 2nd to 5th year of elementary school was outlined. The assessment was carried out by dictation of noun phrases applied to groups of 10 children at school. The dictations were analyzed by a panel made up of a speech therapist and a linguist and the errors were classified into 23 categories, subsequently analyzed by item response theory and invariance analysis. The behavior of errors throughout the school years was analyzed using Fisher's exact test. Errors in the substitution process decreased throughout school progression, while errors in the omission and addition process showed a statistically significant difference between the alphabetical phase and the orthographic phase of literacy, and word junction and segmentation errors had statistical significance between the 2nd year and the subsequent years. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Environmental Education is the property of Canadian Journal of Environmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Review of Science Mathematics & ICT Education is the property of Library & Information Center and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cet article examine l’utilisation de l'image comme outil didactique dans l'enseignement de la langue française en cinquième année primaire. L'étude se concentre sur l'efficacité des images présentes dans le manuel scolaire algérien pour faciliter l'apprentissage du français langue étrangère (FLE). Nous nous interrogeons sur la place et l'importance de l'image dans le processus d'enseignement et d'apprentissage du FLE, et cherchons à déterminer si son intégration dans l'enseignement primaire améliore l'apprentissage et agit comme un moyen de motivation. Les résultats indiquent que l'image permet une meilleure compréhension du texte, facilite la mémorisation et encourage les apprenants à s'exprimer avec enthousiasme. Elle est considérée comme un support efficace pour accéder aux connaissances enseignées par la langue. En conclusion, l'étude confirme que l'image joue un rôle de facilitateur pédagogique et sémantique dans la compréhension et la mémorisation du FLE. Elle permet aux apprenants d'exploiter leur imagination, de développer leur raisonnement et leur auto-évaluation. Elle joue un rôle essentiel dans la compréhension et la production écrite et orale. Le manuel scolaire algérien de la cinquième année primaire accorde une place importante aux images qui sont considérées comme des supports efficaces dans l'enseignement du FLE.

Résumé Objectif- Evaluer l’intérêt de l’utilisation des technologies de l’information et de la communication éducatives dans la formation des étudiants à la Faculté de Médecine Dentaire de Monastir. Matériels et méthodes- Il s’agissait d’une étude descriptive menée auprès des appre­nants en sixième année. Les données ont été collectées par un questionnaire, composé de quatre parties et mis en ligne en 2022 sur les pages Facebook de la promotion. Résultats-Sur les 253 apprenants, 208 ont répondu parmi lesquels 31 questionnaires ont été exclus. Cent soixante dix-sept réponses ont été retenues. Les participants étaient tout le temps ou presque connectés sur internet, mais 26,1% passaient moins de 30 minutes par jour dans le cadre de leurs études. Les principaux moteurs de recherche étaient Google (93,8%) et Wikipédia (48%) ; Facebook était le principal réseau social (91%) utilisé lors de l’apprentissage. La moitié des apprenants connaissaient les plate­formes e-learning bien que 72% d’entre eux n’aient pas eu d’expériences antérieures. Ils préféraient les cours en lignes aux cours magistraux (68,4%). 90% des apprenants mécon­naissaient les MOOCs (Massive Open Online Courses). Conclusion-Cette étude a permis de démontrer l’intérêt des technologies de l’informa­tion et de la communication dans le cursus universitaire. Abstract Objective- Evaluate the interest of the use of Information and Educational Technologies in the initial training of dental medicine students at the faculty of dental medicine of Monastir. Methods- This was a descriptive study conducted at the FDMM in 2022. Data was collected through a questionnaire. It was composed of four parts and posted beteween May 1st and June 30th, 2022. Results- Of the 253 interns, 208 responded and 177 responsers were retained. The survey participants were connected to the internet almost all the time but 26.1% spent less than 30 minutes a day on their studies, mainly to access online courses or conduct literature research. The principle search engine were Google (93.8%) and Wikipedia (48%); Facebook was the principal social media (91%) used during learning. Almost half of the internal trainees were familiar with e-learning platforms although 72% of them had no previous experience. They preferred online courses to lectures (68.4 %) in order to consult the course at any time. More than 90% of respondents were unaware of MOOCs (Massive Open Online Courses). Conclusion- This study demonstrated the importance of the introduction of the Information and Educational Technologies in the university curriculum.

Cet article décrit le dispositif d’un cours de marketing de premier cycle universitaire dont l’objectif est de travailler l’innovation et le développement de produit ou de service par un concours international qui récompense les productions les plus prometteuses. Chaque année les sujets changent et, pour cette édition, les travaux doivent porter sur le métavers, la réalité virtuelle, la réalité augmentée, l’intelligence artificielle, le gaming ou les NFT (jeton non fongible). Afin de s’assurer que les étudiants aient les connaissances et la compréhension nécessaires de ces thématiques pour effectuer leur travail de création, un dispositif de formation complet en quatre temps répartis sur une quinzaine de périodes de cours a été créé, basé sur un design pédagogique en trois parties : étudiant, contexte et employabilité. L’objectif est de s’assurer que les étudiants comprennent les notions avant de les utiliser pour le développement de produit. Cet article démontre les apprentissages effectifs réalisés et l’importance de confronter les étudiants aux technologies numériques émergentes.

Le patrimoine reçoit des investissements importants dans plusieurs villes de France. Ce que l’on constate à Marseille, dont l’histoire qui vieille de 2.600 ans est souvent racontée dans ses musées. Dans le cadre de la méthodologie qualitative, une recherche bibliographique et des observations non-participatives ont été menée en 2022-2023 dans le Musée d’Histoire de Marseille et dans le Musée des Enfants Préau des Accoules, afin de répondre la question : comment faire connaître le patrimoine au musée par le jeu ? La rencontre entre le patrimoine et le public de façon légère, amusante, et éducative a permis de conclure qu’effectivement les jeux sont dans la programmation de ces deux musées, comme espaces qui favorisent l’apprentissage et la rencontre avec le patrimoine.

Copyright of Accounting Perspectives is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to examine the scientific production on the impact on education of technologies related to Artificial Intelligence (AI), between the years 2013 and 2023, to parameterize existing data and provide relevant information to researchers on: scientific publications, the influence they have had, and the frequency with which they have been referenced. This study adopts a descriptive research design and a non-experimental approach in the form of a systematic investigation. The sample consisted of 939 documents. When performing the bibliometric analysis, the co-occurrence of the descriptors allowed the selection of 50 words, generating 6 co-occurrence clusters. Although a total of 2,649 authors were identified in the network of co-authors, only authors who had been cited at least twice were selected. Following this refinement, 63 authors were shortlisted. Finally, we focused our analysis on 15 authors as they were the ones concentrating the largest set of connected elements in the author co-citation network. Following the analysis of the documents, it is concluded that the use of AI in education constitutes an unparalleled opportunity for both education and its stakeholders to adjust to current technological trends. In this context, teachers, students, and families need to update themselves to respond to the challenges posed by available AI tools when it comes to potentiating teaching and learning processes. [ABSTRACT FROM AUTHOR]

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethnologie Française is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethnologie Française is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on a new type of online data, danmu comments, this article examines the reception of the English-dubbed Chinese drama Journey to the West (Season II). This drama was adapted from a classic Chinese novel of the same title. Studies on dubbing reception have focused on how audiences understand and appreciate dubbing products. However, this article approaches dubbing reception from the perspective of usability, conceiving reception as using translations for certain purposes. I first collected danmu comments on the dubbed version from Bilibili, the most popular danmu video-sharing website in China. A multimodal discourse analysis of these comments shows that the dubbed Journey has been used for Chinese viewers to learn English. Danmu interface functions like a "blackboard" to provide back translations for viewers, helping them better understand the English lines. By proposing the concept "danmu-assisted learning through back translation," this study argues that dubbed material could be useful in language learning. Such informal language learning may inspire the industry to develop a danmu-based learning software for foreign languages, which could be applied in a pedagogical setting. This article reveals new temporal features of danmu subtitling, including antecedent, concurrent, and delayed danmu translations, potentially facilitating learning in various ways. It also contributes methodologically to AVT reception studies by using danmu comments to study viewers in a naturalistic setting without researcher intervention. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of African Higher Education is the property of International Network for Higher Education in Africa (INHEA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Al-Adab / Al-ādāb is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With specific reference to Shanghai city in China, this study investigates elite middle school students' citizenship competence learning – political identity, scientific spirit, legal awareness, and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses, and interviews to collect data and identifies three patterns of students' citizenship competence learning. This study provides empirical data that supplement the existing literature on elite students' citizenship learning in the context of China. [ABSTRACT FROM AUTHOR]

Copyright of Annales Historiques de la Révolution Française is the property of Librairie Armand Colin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Geografía de la Universidad Complutense is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cette recherche a eu pour objectif d’identifier les principaux usages des TIC chez les étudiants de la Faculté de Psychologie et des Sciences de l’Education de l’Université de Kinshasa et de les mettre en relation avec leur rendement académique. Pour ce faire, une enquête appuyée par des échelles et un questionnaire a été réalisée auprès de 328 étudiants de la faculté susmentionnée. Les résultats obtenus, à l’issue de l’enquête, peuvent se résumer comme suit : (1) les sujets de l’étude utilisent les TIC pour des usages tant académiques (pédagogiques) que distractifs ; (2) 147 sujets (44,8%) ont un usage préférentiel des TIC fortement pédagogique contre 181 sujets (55,2 %) pour un usage préférentiel des TIC fortement distractif ; (3) les sujets utilisant fortement les TIC pour les activités académiques ont un rendement moyen statistiquement supérieur à celui des sujets utilisant préférentiellement les TIC pour les usages distractifs. Ces résultats confirment donc un lien positif et significatif entre les usages pédagogiques des TIC et le rendement académique des sujets de l’étude.