Journal articles: 'Enseignement à distance – Mozambique'

1

Newman, William. "Enseignement à distance et pédagogie." Revue internationale d'éducation de Sèvres, no. 59 (April 1, 2012): 93–102. http://dx.doi.org/10.4000/ries.2284.

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Sadi, Hocine. "Le berbère : enseignement à distance et formation à distance." Études et Documents Berbères N° 28, no. 1 (January 23, 2009): 155–65. http://dx.doi.org/10.3917/edb.028.0155.

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Siproudhis, L. "Enseignement de la proctologie : distance et compagnonnage." Côlon & Rectum 1, no. 4 (November 2007): 227–28. http://dx.doi.org/10.1007/s11725-007-0055-7.

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Rybak, Stephanie. "Enseignement des langues à distance à L'Open University." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 12, no. 3 (1993): 47–49. http://dx.doi.org/10.3406/apliu.1993.2843.

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Sautron, Christian. "Enseignement à distance en France, record et paradoxe." Sciences et techniques éducatives 1, no. 3 (1994): 405–11. http://dx.doi.org/10.3406/stice.1994.1591.

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Savès, M., P. Barberger-Gateau, G. Palmer, V. Leroy, X. Anglaret, F. Thiessard, P. M. Preux, and G. Chêne. "Évaluation d’un enseignement à distance via Internet en épidémiologie." Revue d'Épidémiologie et de Santé Publique 56, no. 2 (May 2008): 114–15. http://dx.doi.org/10.1016/j.respe.2008.03.059.

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Da Silva Britto, Glaucia, Ivonélia de Puricificação, and Chateaubriand Nunes Amancio. "Enseignement à distance : le dialogue intermittent entre peur et séduction." Distances et savoirs 9, no. 2 (June 30, 2011): 249–56. http://dx.doi.org/10.3166/ds.9.249-256.

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Martin de Guise, Sylvaine. "Enseignement à distance de la musique ou l’e-learning musical." Intersections 29, no. 2 (November 23, 2010): 84–108. http://dx.doi.org/10.7202/1000041ar.

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Aujourd’hui l’e-learning musical est un outil d’apprentissage de la musique en plein essor depuis le développement des technologies tel que le standard MIDI — permettant la communication entre ordinateurs et instruments de musique —, Internet, le Web et les multimédias. Tous ces domaines reliés favorisent la création de cours mis sur logiciels qui peuvent être diffusés sur Internet ou en Intranet dans les écoles. Cette avancée dans l’éducation musicale se constate partout dans le monde et nous verrons dans cet article différents exemples et procédés d’apprentissage à distance de la musique qui sont mis en oeuvre en France et au Canada.

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Vidalenc, Jean-Louis. "Faisabilité d'un enseignement à distance de phénomènes lexicaux et syntaxiques." ASp, no. 23-26 (December 1, 1999): 483–500. http://dx.doi.org/10.4000/asp.2630.

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Terrien, Pascal, and Angelika Güsewell. "Continuité pédagogique et enseignement à distance dans l’enseignement supérieur musical." International Journal of Technologies in Higher Education 18, no. 1 (2021): 139–56. http://dx.doi.org/10.18162/ritpu-2021-v18n1-13.

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Manuel, Alzira, Domingos Buque, and Rosário Quive. "STUDENTS’ PERCEPTIONS ON DISTANCE EDUCATION: A CASE STUDY IN MOZAMBIQUE." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 229–40. http://dx.doi.org/10.33225/pec/21.79.229.

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Education in all societies is one of the requisites for changes and development, particularly in the current context influenced by globalization and rapid changes in which knowledge and technology became essential tools for life. In this context, Mozambique has been and continues promoting education, including Classroom Teaching Adult Education and Distance Adult Education (DAE) to satisfy people’s learning needs and improve their capacities towards changes. DAE is considered a way to open opportunities of education for youth and adults who by different reasons cannot participate in classroom teaching. This study seeks to explore the perceptions of youth and adult students in DAE at Eduardo Mondlane University (EMU), about their learning process. The study applied qualitative approach, based on semi-structured interview administrated to twelve students from the 3rd and 4th years of the undergraduate program in Organization and Management of Education in Distance Education (DE) modality. The findings of this study point out that DAE is perceived as a relevant and useful modality of education, particularly for adult learners. However, the study identifies contextual challenges associated to individual and professional issues, pedagogical and organizational issues as well as gender division of labor within the families, impacting the student’s performance in DE in the selected higher education institution. Keywords: adult education, distance education, lifelong learning, qualitative research

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Cambron-Goulet, Mathilde. "Épicure et l’enseignement à distance." Phronesis 5, no. 2 (December 1, 2016): 4–13. http://dx.doi.org/10.7202/1038135ar.

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L’éducation suppose que l’élève apprenne lorsque l’enseignant enseigne : s’il n’y a pas d’apprentissage, il serait absurde de croire qu’il y a eu un enseignement Or, dans le cas de l’enseignement à distance, il s’avère parfois difficile de s’assurer de la participation de l’élève, particulièrement lorsque l’enseignement et l’apprentissage sont décalés. Dans ces cas, l’usage de certains procédés narratifs ou stylistiques susceptibles d’interpeller le lecteur peut amener celui-ci à participer activement au cours qu’il lit L’activité propre du lecteur est ainsi favorisée notamment par le dialogue, qui l’invite à s’identifier à l’un des personnages, qu’il s’agisse du répondant ou plutôt d’un des personnages muets qui assistent le plus souvent à la scène) Le genre épistolaire a le même effet dans la mesure où il évoque, justement, un dialogue. Cette étude vise à examiner les procédés stylistiques employés par Épicure à des fins didactiques, afin de les mettre en parallèle avec des études contemporaines sur l’enseignement à distance.

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Meyer, Florian, Geneviève Lameul, and Simon Bolduc. "Téléprésence, visioconférence ou webconférence : enseignement et apprentissage synchrone et distant." Médiations et médiatisations, no. 3 (April 22, 2020): 3–6. http://dx.doi.org/10.52358/mm.vi3.138.

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Alors que le monde traverse une crise sanitaire transformant les rapports humains et les rapports à la formation, ce numéro spécial propose de questionner la formation à distance et plus spécifiquement la téléprésence en enseignement supérieur. Les auteurs offrent des éclairages nouveaux en plaçant au cœur de leurs préoccupations la dimension humaine des activités d’enseignement et apprentissage synchrone et distant.

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Aupetit, Sylvie Didou. "Enseignement à distance et inégalités au Mexique : les limites de la continuité éducative." International Journal of Technologies in Higher Education 17, no. 2 (2020): 104–21. http://dx.doi.org/10.18162/ritpu-2020-v17n2-11.

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Ramos, Fernando, Gulamo Tajú, and Louisette Canuto. "Promoting distance education in higher education in Cape Verde and Mozambique." Distance Education 32, no. 2 (August 2011): 159–75. http://dx.doi.org/10.1080/01587919.2011.584845.

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Delamotte, Régine, and Richard Sabria. "Distance dans l'enseignement et enseignement à distance d'une langue visuelle-gestuelle. Le cas de la langue des signes française." Distances et savoirs 8, no. 3 (September 30, 2010): 425–45. http://dx.doi.org/10.3166/ds.8.425-445.

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Ayachi-Ghannouchi, Sonia, and Lilia Cheniti-Belcadhi. "Expérience de tutorat dans le cadre d'un enseignement à distance. Témoignage et enseignements tirés." Distances et savoirs 5, no. 4 (December 30, 2007): 547–55. http://dx.doi.org/10.3166/ds.5.547-557.

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Antunes, Luís Frederico Dias. "A Long-Distance Nexus in the Indian Ocean: Gujarati Banias, Brokers, and Middlemen in Eighteenth-Century Portuguese East Africa." Asian Review of World Histories 8, no. 2 (July 14, 2020): 234–54. http://dx.doi.org/10.1163/22879811-12340077.

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Abstract Historiography has long recognized the strategic importance of Diu as a commercial hub in the Indian Ocean, despite the decline it experienced in the last quarter of the seventeenth century. A great deal of Diuese commerce, along with the island’s privileged connections with East Africa (especially Mozambique), was sustained by the activity of the Banias—Hindus and Jain—who had long used this small island as a platform for trade. This article analyzes the forms of organization, commercial and financial techniques, and main roles of the Banias of Gujarat, one of the largest and most important urban merchant communities in India and in other Asian and African markets along the Indian Ocean. In the case of Diu, we seek to understand the extent to which the financial capacity and commercial experience of the local Banias allowed them to dominate most commercial activity in Mozambique from the late seventeenth century onwards. We examine the internal structure of the Banias’ merchant communities, the hierarchical dependencies and trade links between the Banias of Diu and of Mozambique, and, lastly, the adaptation of their experience and commercial techniques to the East African coast.

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Bonnot, F., H. de Franqueville, and E. Lourenço. "Spatial and Spatiotemporal Pattern Analysis of Coconut Lethal Yellowing in Mozambique." Phytopathology® 100, no. 4 (April 2010): 300–312. http://dx.doi.org/10.1094/phyto-100-4-0300.

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Coconut lethal yellowing (LY) is caused by a phytoplasma and is a major threat for coconut production throughout its growing area. Incidence of LY was monitored visually on every coconut tree in six fields in Mozambique for 34 months. Disease progress curves were plotted and average monthly disease incidence was estimated. Spatial patterns of disease incidence were analyzed at six assessment times. Aggregation was tested by the coefficient of spatial autocorrelation of the β-binomial distribution of diseased trees in quadrats. The binary power law was used as an assessment of overdispersion across the six fields. Spatial autocorrelation between symptomatic trees was measured by the BB join count statistic based on the number of pairs of diseased trees separated by a specific distance and orientation, and tested using permutation methods. Aggregation of symptomatic trees was detected in every field in both cumulative and new cases. Spatiotemporal patterns were analyzed with two methods. The proximity of symptomatic trees at two assessment times was investigated using the spatiotemporal BB join count statistic based on the number of pairs of trees separated by a specific distance and orientation and exhibiting the first symptoms of LY at the two times. The semivariogram of times of appearance of LY was calculated to characterize how the lag between times of appearance of LY was related to the distance between symptomatic trees. Both statistics were tested using permutation methods. A tendency for new cases to appear in the proximity of previously diseased trees and a spatially structured pattern of times of appearance of LY within clusters of diseased trees were detected, suggesting secondary spread of the disease.

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20

Petit, Matthieu. "Supervision de stage à distance à l’aide du numérique." Médiations et médiatisations 1, no. 1 (October 10, 2018): 19–33. http://dx.doi.org/10.52358/mm.v1i1.54.

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Lorsque la supervision de stage en enseignement se fait à distance, l’approche collaborative des acteurs du milieu universitaire et de ceux du milieu scolaire nécessite des ajustements, voire de nouvelles façons de faire au service d’un dialogue favorable au développement professionnel des stagiaires. Si cette collaboration relève à la fois de possibilités et de limites à l’égard de la « présence » lors d’une supervision de stage à distance, notre recherche en révèle certaines caractéristiques selon un contexte particulier. L’objet de cette recherche était initialement le sentiment de présence de stagiaires supervisés à distance; la collaboration entre les superviseurs et les acteurs du milieu scolaire à l’aide des technologies de l’information et de la communication (TIC) s’est imposée au cours de l’analyse des données et cet article y est consacré. Selon le cadre de l’apprentissage collaboratif à distance de Henri et Lundgren-Cayrol (2001), nous en viendrons à proposer un collectif d’accompagnement au sein duquel la collaboration comporte des interactions enseignantes, cognitives et sociales dans un environnement en ligne réunissant entre autres le stagiaire, le superviseur et les acteurs du milieu.

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Delorme, Silvie. "Les bibliothèques universitaires québécoises : retour vers le futur." Documentation et bibliothèques 54, no. 2 (March 26, 2015): 81–86. http://dx.doi.org/10.7202/1029314ar.

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Après avoir présenté le réseau québécois de bibliothèques universitaires, l’auteure en expose les enjeux (mondialisation, recrutement des étudiants, financement, lente croissance démographique, enseignement à distance, etc.). Finalement, elle résume le plan d’action du Sous-comité des bibliothèques de la Conférence des recteurs et des principaux des universités du Québec pour les années 2007 à 2010, lequel englobe, entre autres thèmes, l’accès aux collections, la formation à la recherche, l’accueil de nouveaux lecteurs et la collaboration avec les communautés du voisinage.

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Mignon, Jacques, and Thérèse Reggers. "Mesures d’impact des régulations dans la construction d’un enseignement à distance (EAD) en initiation à l’entomologie." Revue internationale des technologies en pédagogie universitaire 3, no. 2 (2006): 8. http://dx.doi.org/10.18162/ritpu.2006.114.

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23

Maroger, Nicole. "Enseignement à distance et autoformation linguistique en Italie au début du XXe siècle : « Il Poliglotta Moderno »." Documents pour l'histoire du français langue étrangère ou seconde, no. 28 (June 1, 2002): 103–16. http://dx.doi.org/10.4000/dhfles.2665.

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Ferone, Georges, and Jacques Crinon. "Se former à distance de manière collaborative : Le cas du réseau Twictée." Médiations et médiatisations, no. 5 (January 29, 2021): 118–33. http://dx.doi.org/10.52358/mm.vi5.162.

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Les réseaux connectés d’enseignants se sont fortement développés ces dernières années et ils se définissent aujourd’hui comme contribuant à la formation et du développement professionnel de leurs membres. Leurs effets diffèrent toutefois fortement selon le type de collectif et selon les individus. Cette étude concerne le réseau Twictée qui regroupe plusieurs centaines d’enseignants francophones de l’élémentaire et du collège mettant en œuvre un dispositif innovant d’enseignement de l’orthographe et échangeant à distance sur cet enseignement. L’analyse porte sur des entretiens menés avec dix-neuf enseignants sur deux années scolaires. Elle montre que le réseau Twictée peut être défini comme une communauté d’apprentissage professionnelle et elle met en évidence quatre profils de participants selon la nature et l’intensité de leur engagement. Les dynamiques de changement, quand elles existent, touchent surtout aux modes d’organisation pédagogique et à l’intégration du numérique dans les pratiques d’enseignement. Des changements identitaires se produisent chez les acteurs les plus engagés de la communauté.

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Félix, Christine, Pierre-Alain Filippi, Sophie Gebeil, and Perrine Martin. "« Si on avait pu se préparer… » ou les effets d’un enseignement à distance non anticipé." Administration & Éducation N° 169, no. 1 (March 4, 2021): 101–5. http://dx.doi.org/10.3917/admed.169.0101.

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Ho, Jeff C., Kory C. Russel, and Jennifer Davis. "The challenge of global water access monitoring: evaluating straight-line distance versus self-reported travel time among rural households in Mozambique." Journal of Water and Health 12, no. 1 (September 24, 2013): 173–83. http://dx.doi.org/10.2166/wh.2013.042.

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Support is growing for the incorporation of fetching time and/or distance considerations in the definition of access to improved water supply used for global monitoring. Current efforts typically rely on self-reported distance and/or travel time data that have been shown to be unreliable. To date, however, there has been no head-to-head comparison of such indicators with other possible distance/time metrics. This study provides such a comparison. We examine the association between both straight-line distance and self-reported one-way travel time with measured route distances to water sources for 1,103 households in Nampula province, Mozambique. We find straight-line, or Euclidean, distance to be a good proxy for route distance (R2 = 0.98), while self-reported travel time is a poor proxy (R2 = 0.12). We also apply a variety of time- and distance-based indicators proposed in the literature to our sample data, finding that the share of households classified as having versus lacking access would differ by more than 70 percentage points depending on the particular indicator employed. This work highlights the importance of the ongoing debate regarding valid, reliable, and feasible strategies for monitoring progress in the provision of improved water supply services.

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27

Ross, Robert. "The Portuguese and the Dutch in Southern Africa. Some Comparisons." Itinerario 15, no. 1 (March 1991): 29–35. http://dx.doi.org/10.1017/s0165115300005751.

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During the first decade of the Dutch East India Company's existence, it made a number of vain attempts to drive the Portuguese out of their main base in East Africa, Mozambique island. Within a few years, though, the Dutch discovered that they could reach their destinations in the East more quickly by setting a course far to the south of Madagascar. Since they no longer needed to frequent the Mozambique channel, they saw no particular reason to dislodge the Portuguese from its shores. Except for one final Dutch attempt to capture Mozambique island, in 1668, the two imperial powers kept their distance from each other, at least in Africa. The Dutch did not even know the simplest details of the political or economic situation in East Africa, while Portuguese visitors to the Dutch sphere of influence in the Cape Colony were entirely those of transients and traders, particularly in slaves. They were not competitors, and therefore were not attempting to solve the same questions. Nevertheless, the problems with which they were faced on the African mainland were analogous, so that it is possible to make comparisons between their activities.

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Dridi, Houssine, and Roch Chouinard. "La transformation de l’université : vers une université virtuelle." Articles 29, no. 2 (July 4, 2005): 439–58. http://dx.doi.org/10.7202/011041ar.

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Résumé Cet article propose une description de l’université virtuelle, portant sur la diffusion du savoir à l’aide des nouvelles technologies et de l’internet, qui se développe rapidement depuis quelques années dans les pays développés. Il traite des caractéristiques administratives et pédagogiques d’une telle université, de la concurrence internationale qui pousse les décideurs à continuer dans la voie d’un développement accéléré de la formation en réseau, des méthodes pédagogiques et de leur adaptation spécifique aux exigences d’un enseignement à distance et en ligne. La conclusion porte sur les conditions du développement d’une université virtuelle dans une perspective de généralisation de la formation universitaire en mode virtuel.

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Roque, Dionísio Virgílio, Thomas Göttert, Valério António Macandza, and Ulrich Zeller. "Assessing Distribution Patterns and the Relative Abundance of Reintroduced Large Herbivores in the Limpopo National Park, Mozambique." Diversity 13, no. 10 (September 22, 2021): 456. http://dx.doi.org/10.3390/d13100456.

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This study is the first systematic assessment of large herbivore (LH) communities in Limpopo National Park (LNP) in Mozambique, an area where most LH species were extinct until the early 2000s. We investigate whether LH community parameters are linked with the availability of habitat types or the distance between sampling sites and the origin of LH resettlement. We placed camera traps in five habitat types in resettled and not-resettled areas to compare species richness, relative abundance index, grazers–browsers–mixed feeder and naïve occupancy of 15 LH species. While the richness decreased along the distance gradient of LH resettlement, relative abundance index strongly responded to habitat features. The grazer–browser–mixed feeder ratio oscillated, while from resettled to not-resettled areas, the ratio increased. Most species show a wide distribution range. The associations of most LH community parameters with habitat types rather than distance to initial release, together with the species-specific and guild-specific response patterns of LH, suggest LNP to already be in an intermediate stage of restoration. Our results highlight the importance of post-release monitoring of reintroduced wildlife as a tool to assess the success of ecological restoration initiatives in transboundary conservation areas.

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Hardy, Marcelle, and Pierre Côté. "Appropriation du savoir scolaire des fils et des filles d’ouvriers, d’agriculteurs et d’artisans." Revue des sciences de l'éducation 12, no. 3 (December 7, 2009): 345–60. http://dx.doi.org/10.7202/900539ar.

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Résumé La dynamique de l’appropriation du savoir scolaire est expliquée, ici, à partir du rapport au savoir scolaire des fils et des filles d’ouvriers, d’agriculteurs et d’artisans classés en enseignement général ou professionnel long en les comparant à leurs confrères et consoeurs du secondaire pratique ou professionnel court. Le sens de l’expérience scolaire est scruté en termes de valorisation/dévalorisation de soi dans l’appropriation du savoir pour soi et d’un savoir social, d’implication/résistance au procès de socialisation scolaire, de distance socio-culturelle entre l’école et la famille. Ceci conduit à une analyse de la concurrence entre la socialisation scolaire et la socialisation professionnelle plus manifeste chez les garçons de la formation professionnelle longue.

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Zacarias, A. M., A. M. Botha, M. T. Labuschagne, and I. R. M. Benesi. "Characterization and genetic distance analysis of cassava (Manihot esculenta Crantz) germplasm from Mozambique using RAPD fingerprinting." Euphytica 138, no. 1 (2004): 49–53. http://dx.doi.org/10.1023/b:euph.0000047057.05642.74.

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Pridmore, Pat, and Chris Yates. "Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL)." Comparative Education Review 49, no. 4 (November 2005): 490–511. http://dx.doi.org/10.1086/454371.

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Pridmore and Yates. "Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning (ODFL)." Comparative Education Review 49, no. 4 (2005): 490. http://dx.doi.org/10.2307/3541983.

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Botão, Carlos, Roberta Z. Horth, Heidi Frank, Beverley Cummings, Celso Inguane, Isabel Sathane, Willi McFarland, H. Fisher Raymond, and Peter W. Young. "Prevalence of HIV and Associated Risk Factors Among Long Distance Truck Drivers in Inchope, Mozambique, 2012." AIDS and Behavior 20, no. 4 (September 22, 2015): 811–20. http://dx.doi.org/10.1007/s10461-015-1194-8.

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Bolduc, Simon, Matthieu Petit, Florian Meyer, Denis Bédard, and Rana Challah. "Se former à l’usage des dispositifs de téléprésence, visioconférence et webconférence en enseignement supérieur." Médiations et médiatisations, no. 3 (April 22, 2020): 39–58. http://dx.doi.org/10.52358/mm.vi3.113.

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Les dispositifs technopédagogiques de type visioconférence sont des technologies émergentes de plus en plus utilisées en enseignement supérieur. Certains établissements d’enseignement investissent largement dans leur implantation et dans leur déploiement au service de la formation à distance. Mais qu’en est-il des usages qu’en font les formateurs? Qu’en est-il du rôle des conseillers/ingénieurs pédagogiques dans un tel contexte? Le présent article traite d’une étude réalisée dans le cadre du projet TOPIC (Téléprésence comme OPportunité d’Innovation dans la Conception de formation) tiré d’un travail conjoint entre l’Université de Sherbrooke (Canada) et l’Université Bretagne Loire (France). Il s’agit d’une enquête en ligne réalisée auprès de 174 formateurs des deux universités partenaires pour répondre à la question : « Quels sont les usages actuels, le niveau d’aisance et les attentes des formateurs face aux dispositifs technopédagogiques de type visioconférence? ». L’enquête fait ressortir que les dispositifs de visioconférence sont peu utilisés et que les formateurs sont peu formés à leur utilisation. Malgré tout, une majorité des répondants se dit à l’aise avec leur capacité d’enseigner avec le numérique. En termes de formations, il ressort de l’enquête que les formateurs privilégient des ressources propices à l’autoformation, à un accompagnement personnalisé ou à une combinaison de ressources et d’accompagnement.

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Deaudelin, Colette, Matthieu Petit, and Louis Brouillette. "Assurer la présence enseignante en formation à distance : des résultats de recherche pour guider la pratique en enseignement supérieur." Tréma, no. 44 (May 1, 2016): 79–100. http://dx.doi.org/10.4000/trema.3411.

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Kozarenko, Olga. "Enseignement à distance lors de la pandémie de COVID-19 : enjeux d’enseignants de français langue étrangère (FLE) de Russie." Formation et profession 28, no. 4 hors-série (December 2020): 1. http://dx.doi.org/10.18162/fp.2020.731.

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Billot, Dominique. "Élaboration et expérimentation d'un module « promotion et éducation pour la santé » dans le cadre d'un enseignement à distance en ligne." Santé Publique 19, no. 1 (2007): 53. http://dx.doi.org/10.3917/spub.071.0053.

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VACHER, Yann. "Evaluation, norme et accompagnement : effets d’un dispositif de développement de l’analyse réflexive des professeurs stagiaires en enseignement." Varia 6, no. 4 (March 19, 2018): 114–30. http://dx.doi.org/10.7202/1043985ar.

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L’accompagnement, dans la pluralité de ses déclinaisons, apparaît comme une alternative ou un complément aux modèles traditionnels de formation. Dans ces modèles, la place de l’évaluation certificative et de la norme à atteindre est historiquement définie. Qu’en est-il dans le processus d’accompagnement ? A travers l’étude des effets d’un dispositif d’accompagnement par de développement de la pratique réflexive des enseignants en formation initiale, nous tenterons de répondre à cette question. Afin d’étayer les réponses proposées, les déplacements du rapport à la norme et à l’évaluation qui sont mis en lumière, sont mis en perspective avec les stratégies de conception de ce dispositif d’analyse de pratiques professionnelles. La sécurisation de l’activité des participants ou encore les processus de mise à distance affective et cognitive d’avec la pratique professionnelle constituent quelques-uns des éléments à l’origine de ces déplacements et qui sont présentés dans ce texte. Le cadre théorique, le contexte de la recherche, la présentation des résultats et leur interprétation constituent le coeur de cet article.

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REICHARD, MARTIN. "Nothobranchius kadleci (Cyprinodontiformes: Nothobranchiidae), a new species of annual killifish from central Mozambique." Zootaxa 2332, no. 1 (January 11, 2010): 49. http://dx.doi.org/10.11646/zootaxa.2332.1.4.

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Nothobranchius kadleci, a new African annual killifish species, is described from the drainages of the Save, Gorongose, Pungwe and Zangue Rivers in the Sofala Province of central Mozambique. Nothobranchius kadleci is similar to Nothobranchius furzeri from which it is distinguished by colouration (red pelvic fins, red lips, more extensive red colouration on body) and morphology (larger distance between pectoral and pelvic fins, shorter anal and dorsal fins, and shorter base of the anal fin). The currently known distribution of these two species is allopatric, with the N. kadleci range north of the N. furzeri range. Nothobranchius kadleci occurs sympatrically with Nothobranchius orthonotus and Nothobranchius rachovii, from which it can clearly be distinguished by different colour patterns of the fins and body, head shape and morphometric characteristics. A total of 12 populations were recorded between the northern bank of the Save River and southern bank of the Zambezi during collection trips in February 2008 and February 2009.

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Charrua, Alberto Bento, Rajchandar Padmanaban, Pedro Cabral, Salomão Bandeira, and Maria M. Romeiras. "Impacts of the Tropical Cyclone Idai in Mozambique: A Multi-Temporal Landsat Satellite Imagery Analysis." Remote Sensing 13, no. 2 (January 8, 2021): 201. http://dx.doi.org/10.3390/rs13020201.

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The Central Region of Mozambique (Sofala Province) bordering on the active cyclone area of the southwestern Indian Ocean has been particularly affected by climate hazards. The Cyclone Idai, which hit the region in March 2019 with strong winds causing extensive flooding and a massive loss of life, was the strongest recorded tropical cyclone in the Southern Hemisphere. The aim of this study was to use pre- and post-cyclone Idai Landsat satellite images to analyze temporal changes in Land Use and Land Cover (LULC) across the Sofala Province. Specifically, we aimed—(i) to quantify and map the changes in LULC between 2012 and 2019; (ii) to investigate the correlation between the distance to Idai’s trajectory and the degree of vegetation damage, and (iii) to determine the damage caused by Idai on different LULC. We used Landsat 7 and 8 images (with 30 m resolution) taken during the month of April for the 8-year period. The April Average Normalized Difference Vegetation Index (NDVI) over the aforementioned period (2012–2018, pre-cyclone) was compared with the values of April 2019 (post-cyclone). The results showed a decreasing trend of the productivity (NDVI 0.5 to 0.8) and an abrupt decrease after the cyclone. The most devastated land use classes were dense vegetation (decreased by 59%), followed by wetland vegetation (−57%) and shrub land (−56%). The least damaged areas were barren land (−23%), barren vegetation (−27%), and grassland and dambos (−27%). The Northeastern, Central and Southern regions of Sofala were the most devastated areas. The Pearson Correlation Coefficient between the relative vegetation change activity after Idai (NDVI%) and the distance to Idai’s trajectory was 0.95 (R-square 0.91), suggesting a strong positive linear correlation. Our study also indicated that the LULC type (vegetation physiognomy) might have influenced the degree of LULC damage. This study provides new insights for the management and conservation of natural habitats threatened by climate hazards and human factors and might accelerate ongoing recovery processes in the Sofala Province.

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Charrua, Alberto Bento, Rajchandar Padmanaban, Pedro Cabral, Salomão Bandeira, and Maria M. Romeiras. "Impacts of the Tropical Cyclone Idai in Mozambique: A Multi-Temporal Landsat Satellite Imagery Analysis." Remote Sensing 13, no. 2 (January 8, 2021): 201. http://dx.doi.org/10.3390/rs13020201.

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The Central Region of Mozambique (Sofala Province) bordering on the active cyclone area of the southwestern Indian Ocean has been particularly affected by climate hazards. The Cyclone Idai, which hit the region in March 2019 with strong winds causing extensive flooding and a massive loss of life, was the strongest recorded tropical cyclone in the Southern Hemisphere. The aim of this study was to use pre- and post-cyclone Idai Landsat satellite images to analyze temporal changes in Land Use and Land Cover (LULC) across the Sofala Province. Specifically, we aimed—(i) to quantify and map the changes in LULC between 2012 and 2019; (ii) to investigate the correlation between the distance to Idai’s trajectory and the degree of vegetation damage, and (iii) to determine the damage caused by Idai on different LULC. We used Landsat 7 and 8 images (with 30 m resolution) taken during the month of April for the 8-year period. The April Average Normalized Difference Vegetation Index (NDVI) over the aforementioned period (2012–2018, pre-cyclone) was compared with the values of April 2019 (post-cyclone). The results showed a decreasing trend of the productivity (NDVI 0.5 to 0.8) and an abrupt decrease after the cyclone. The most devastated land use classes were dense vegetation (decreased by 59%), followed by wetland vegetation (−57%) and shrub land (−56%). The least damaged areas were barren land (−23%), barren vegetation (−27%), and grassland and dambos (−27%). The Northeastern, Central and Southern regions of Sofala were the most devastated areas. The Pearson Correlation Coefficient between the relative vegetation change activity after Idai (NDVI%) and the distance to Idai’s trajectory was 0.95 (R-square 0.91), suggesting a strong positive linear correlation. Our study also indicated that the LULC type (vegetation physiognomy) might have influenced the degree of LULC damage. This study provides new insights for the management and conservation of natural habitats threatened by climate hazards and human factors and might accelerate ongoing recovery processes in the Sofala Province.

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Van Driessche, Charlotte D., Nakia Cullain, Yara Tibiriçá, and Ian O'Connor. "Fine-scale habitat use by humpback whales (Megaptera novaeangliae) in Zavora Bay, Mozambique." Western Indian Ocean Journal of Marine Science 19, no. 2 (April 2, 2021): 131–47. http://dx.doi.org/10.4314/wiojms.v19i2.10.

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Little is known about the humpback whales (Megaptera novaeangliae) of the East-African Coast genetic sub-unit (C1). With an estimated population size of 7000 whales, they demonstrate the resilience of the species after commercial whaling caused population numbers to decline drastically. Zavora Bay, Mozambique offers an ideal observation point of the passage of the whales during their annual migration towards the breeding ground of southern Africa and serves as an operating base to monitor this population. This study aimed at identifying the importance of Zavora Bay as part of this breeding ground and the core regions for humpback whale use within the study area. Results showed the waters off the coast of Zavora are actively used for breeding and do not merely serve as passage towards the wintering habitats. A mother-calf pair separation with a preference for shallower waters closer to shore was observed. Besides depth and distance to shore, slope also proved to have a significant influence on the distribution of adult humpback whales. Increased survey effort and more detailed investigation of the threats to humpback whales within the waters of Zavora are recommended.

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Laheij, Christian. "Dangerous neighbours: sorcery, conspicuous exchange and proximity among urban migrants in northern Mozambique." Africa 88, S1 (March 2018): S31—S50. http://dx.doi.org/10.1017/s0001972017001139.

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AbstractUrban migrants in Nampula City, northern Mozambique, perceive themselves to be living in an environment where they are particularly vulnerable to sorcery attacks. Key to this sense of vulnerability are Makhuwa notions of matrilineal descent and relatedness, which work to locate sorcery fears in the interstices of two kinds of proximity, namely social and physical. Accordingly, people fear the translocal reach of the ill will of kin residing in the countryside, with whose well-being they remain connected regardless of the physical distance. Simultaneously, there are threats posed by urban neighbours who, due to their proximity in physical terms but separation in social terms, are considered dangerous. This article analyses practices of conspicuous exchange as one of the strategies urban migrants employ in coping with these anxieties. Specifically, it draws on the life histories of two women in one neighbourhood of Nampula City to explore the challenges they experience in meeting demands for material assistance from rural kin and urban neighbours. The analysis shows that their accounts of sorcery are structured by the difficulty of balancing such demands in a setting of poverty and socio-economic inequality. This finding has implications for anthropological theories of sorcery, misfortune and urban migration.

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Syachbudy, Qiki Qilang, Muhammad Firdaus, and Heny Kuswanti Suwarsinah Daryanto. "ANALISIS FAKTOR-FAKTOR EKSPOR PRODUK PERTANIAN INDONESIA KE NEGARA KURANG BERKEMBANG." Jurnal Agribisnis Indonesia 5, no. 1 (February 14, 2018): 57. http://dx.doi.org/10.29244/jai.2017.5.1.57-74.

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<em>This study aims to analyze the potential of new export markets for Indonesian agricultural products and analyze the factors that affect the export of agricultural products LDCs. The method used was Export Product Dynamics (EPD) and Gravity Model. The study focused on Indonesian agricultural exports to 36 countries which have a GDP per capita below US$ 3.500. The study found that Indonesia has relationships that is different among commodities. For tea, Indonesia has trade relation with Cambodia, Kenya, and Pakistan. For palm oil, Indonesia has trade relation with Bangladesh, Togo, Sierra Leone, Guinea, Benin, Mozambique, Tanzania, Nigeria, Yemen, Cameroon, Senegal, Pakistan, and Ghana. For coconut, Indonesia has good trade relation with Bangladesh, Tanzania, and Pakistan. For Sugar, Indonesia has trade relation to Madagascar, Kenya, Yemen, Cambodia, Bangladesh, Ghana, and Pakistan. Factors affecting the demand of tea are gross domestic product of importer countries and economics distance. Furthermore, factor influencing the trading of palm oil are world price, gross domestic product of importer countries and economics distance. While, coconut and sugar trading is affected by world price and economics distance. Thus, it can be said that the potential for new export markets for Indonesian agricultural products in the context of South-South Cooperation has a good chances.</em>

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Verquin Savarieau, Béatrice, Stéphane Simonian, and Jacques Béziat. "Pérennité et mutations en formation à distance à l’université : Retour sur le vécu des vingt années d’existence du campus numérique FORSE." Médiations et médiatisations, no. 6 (June 24, 2021): 48–67. http://dx.doi.org/10.52358/mm.vi6.196.

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Les appels à projets « campus numériques français » au début des années 2000 soulignent une volonté politique d’impulser le développement de la formation à distance en enseignement supérieur. Après un bref retour historique sur les faits marquants de cette époque, les auteurs reviennent sur le destin singulier du premier campus numérique francophone en Sciences de l’éducation FORSE (Formations et ressources en Sciences de l'éducation), qui fêtera ses vingt ans en 2021. Cette vision rétroactive conduit à retenir tout d’abord l’idée d’un passage de la notion de « paysage », qui implique une approche verticale du changement en éducation et en formation, à celle « d’écosystème » du numérique, dans lequel dominent des interrelations fortes et constantes entre l’ensemble des membres d’un groupe projet et le politique. À partir de ce cadre d’analyse, les auteurs explorent divers aspects de l’intégration de la formation à distance jusqu’à l’assimilation dans les pratiques ordinaires universitaires : le rapport entre l’humain et les objets techniques; les relations asymétriques et les intérêts partagés entre acteurs à des postes complémentaires qui favorisent une collaboration fructueuse; enfin le développement des activités technopédagogiques qui se jouent également dans l’expérimentation et la recherche-action. Ainsi, l’importance de la prise en compte du réel de l’activité et de ses dimensions contextuelles comme conditions essentielles des rapports stabilisés entre les pratiques humaines et les objets techniques.

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Allina, Eric. "“Fallacious Mirrors:” Colonial Anxiety and Images of African Labor in Mozambique, ca. 1929." History in Africa 24 (January 1997): 9–52. http://dx.doi.org/10.2307/3172017.

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African historiography has over the past decade begun to pay increasing attention to photographs as a source for African history. A growing body of work has raised a number of methodological and theoretical questions about how scholars can and should work with images. From their experience with written documents, historians are aware of the ideologically charged conditions under which colonial knowledge was produced. This awareness has armed scholars with a skepticism to look beyond the image itself and examine the physical and technological environment in which photographers worked. Posed studio shots that create “natural” settings and post-event retouching are only some of the practices photographers used to endow their images with a greater semblance of accuracy.Andrew Roberts and David Killingray's “outline” of photography in Africa charts the development of photographic techniques and how their use created specific kinds of images of Africa; Virginia-Lee Webb emphasizes photographers' manipulation of not only their subjects, but also the environment in which they were photographed. What this work has produced is an oft-spoken axiom that photographic images of Africa (or any other place) ought not be taken at face value. This axiom has guided a significant amount of scholarship, although Beatrix Heintze wisely cautions against overinterpretation.Scholars who work with written documentary evidence from the colonial period have well established the ways in which administrators, missionaries, and other Europeans represented Africans as an “other,” as they sought to create cultural and social distance between themselves and Africans. Still other scholars have combined written and oral materials to show how Africans established their own identities and interpreted colonial discourses to create alternative, liberating discursive spaces.

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Hochart, Jean-Jacques. "Mise en forme multimédia d'une pédagogie de l'anglais pour spécialistes d'une autre discipline : son intégration à un enseignement présentiel et à distance à l'IUT d'Annecy." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 20, no. 1 (2000): 32–45. http://dx.doi.org/10.3406/apliu.2000.3031.

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Grisouard, N., and C. Staquet. "Numerical simulations of the local generation of internal solitary waves in the Bay of Biscay." Nonlinear Processes in Geophysics 17, no. 5 (October 13, 2010): 575–84. http://dx.doi.org/10.5194/npg-17-575-2010.

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Abstract. Oceanic observations from the Bay of Biscay, Portugal, Mozambique Channel and Mascarene Ridge have provided evidence of the generation of internal solitary waves due to an internal tidal beam impinging on the thermocline from below – a process referred to as "local generation". Here we present two-dimensional numerical simulations with a fully nonlinear nonhydrostatic model of situations that are relevant for the Bay of Biscay in summer. We show that a beam impinging on a thermocline initially at rest can induce a displacement of the isopycnals, large enough for internal solitary waves to be generated. These internal solitary waves however differ from those observed in the Bay of Biscay through their amplitude and distance between wave trains. We then show that the latter feature is recovered when the background flow around the thermocline as found in the Bay of Biscay is included in the forcing, thereby yielding a more accurate view on the local generation mechanism.

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Weimerskirch, Henri, Matthieu Le Corre, Francis Marsac, Christophe Barbraud, Olivier Tostain, and Olivier Chastel. "Postbreeding Movements of Frigatebirds Tracked with Satellite Telemetry." Condor 108, no. 1 (February 1, 2006): 220–25. http://dx.doi.org/10.1093/condor/108.1.220.

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Abstract Using satellite telemetry, we studied the postbreeding movements of Great (Fregata minor) and Magnificent Frigatebirds (F. magnificens) at two breeding colonies in the Indian and Atlantic Oceans. After breeding failure, 67% of the birds with satellite transmitters remained on the breeding colonies and continued to perform foraging trips similar to those undertaken while breeding. Two Magnificent Frigatebirds that bred at a colony off the coast of French Guiana moved west along the coast of South America, and one of the two reached Trinidad 1400 km away. One Great Frigatebird moved 4400 km from Europa Island in the Mozambique Channel to the Maldive Islands. It roosted there for at least four months, making foraging trips of up to 240 km, mainly to an area known for its high concentration of tuna. These results show that frigatebirds are able to make rapid and directed long-distance dispersal movements to other colonies or roosting sites, although the majority of birds remain based on breeding colonies.

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Journal articles on the topic 'Enseignement à distance – Mozambique'

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