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Journal articles on the topic 'Raisten'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Qing, D., and J. Tai. "Raised Eyebrows for Raise the Red Lantern." Public Culture 5, no. 2 (1993): 333–37. http://dx.doi.org/10.1215/08992363-5-2-333.

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2

DeWitt, Amy L. "Returning a Puppy for Dog Guide Training: Factors That Affect Grief in Puppy Raisers and the Decision to Foster Again." Journal of Visual Impairment & Blindness 114, no. 4 (2020): 289–300. http://dx.doi.org/10.1177/0145482x20941324.

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Introduction: Guiding Eyes for the Blind (GEB) breeds, raises, and trains dogs to serve as guides for people with visual impairments (i.e., those who are blind or have low vision). Their puppy raising program enlists volunteers to foster puppies for a year or more, providing socialization, basic skills training, and comfort, so they will grow into confident dogs. The volunteers must ultimately return these dogs to Yorktown Heights, New York, to begin training. For raisers, the emotional toll of this parting can be great. Methods: Utilizing the 2017 GEB Puppy Raiser Survey data, this study analyzed factors that might affect emotional grief and the decision to continue to raise puppies. Cross-tabulation and ordinal regression analyses examined the associations of puppy raiser demographics (i.e., gender, age, marital status, and employment), organizational integration (i.e., number of dogs raised for GEB, perceptions on how well GEB supports raisers in returning a dog, belief that they are part of the GEB community, and formation of friendships), and goal attainment (perceptions on how well GEB communicated progress in training, whether they raised a dog accepted for guide training, and whether they attended a graduation ceremony) with self-reported emotional difficulty, recovery time, and likelihood of raising another puppy. Results: Although the demographics of the raiser had minimal effect on emotional difficulty, recovery time, and likelihood of raising again, factors that measured organization integration and goal attainment were associated with grief and continued participation. Discussion: Raiser demographics are not strong predictors of grief and continued raising; however, a welcoming organization that communicates effectively will inspire volunteers’ commitment. Implications: With a growing need for assistance dogs and puppy raisers, identifying and addressing the challenges that these volunteers face is critical if skilled and dedicated raisers are to be recruited and retained.
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3

Reznik, O. N. "The phenomenon of Canavero." Russian Journal of Transplantology and Artificial Organs 19, no. 4 (2018): 146–50. http://dx.doi.org/10.15825/1995-1191-2017-4-146-150.

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Modern medical technologies raise the problems of the relationship between man and society, medical workers and patients. The ethical problems of medical technologies are nowhere so clearly defi ned as in the established practices of organ donation and transplantation. The project of a head transplant, widely represented in the media recently, raises a number of critical questions to the medical community. The article explores the ethical issues raised by the presentation in the media sphere the project of human head transplantation and risks for current transplant practice.
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4

van Liere, Lucien. "Tell Us Our Story." Exchange 43, no. 2 (2014): 153–73. http://dx.doi.org/10.1163/1572543x-12341315.

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Abstract This article raises the question about how definitions of religion and violence can be understood as links to the context in which they are formulated. The focus is on the context of academic learning. Understanding a definition as a micro-narrative that reflects the cultural ‘archive’, the author uses two academic contexts (i.e. Utrecht, The Netherlands and Jakarta, Indonesia) to show how religion and violence are differently understood. These differences are taken as significant information for understanding how the topic of ‘religion and violence’ is related to cultural understandings of the place of religion in society. The question is raised how ‘narrative learning’ can help as a strategy to raise awareness about the preconditioning of (academic) definitions of ‘religion and violence’.
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5

Bétrancourt, Mireille, and Germain Poizat. "Introduction." Raisons éducatives 21, no. 1 (2017): 5. http://dx.doi.org/10.3917/raised.021.0005.

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6

Poizat, Germain, and Marc Durand. "Réinventer le travail et la formation des adultes à l’ère du numérique : état des lieux critique et prospectif." Raisons éducatives 21, no. 1 (2017): 19. http://dx.doi.org/10.3917/raised.021.0019.

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7

Charlier, Bernadette. "Enjeu pour la formation des adultes : (re)connaître l’Individu Plus." Raisons éducatives 21, no. 1 (2017): 45. http://dx.doi.org/10.3917/raised.021.0045.

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8

Class, Barbara, and François Lombard. "Conception d’une formation de formateurs pilotée par une recherche design : nouveau cycle majeur en vue d’appréhender l’évolution de la technologie métier." Raisons éducatives 21, no. 1 (2017): 61. http://dx.doi.org/10.3917/raised.021.0061.

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9

Vadcard, Lucile. "Réflexions à propos de la conception d’environnements de formation par la simulation : le cas de la formation médico-chirurgicale." Raisons éducatives 21, no. 1 (2017): 81. http://dx.doi.org/10.3917/raised.021.0081.

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10

Allain, Sébastien. "Dispositifs numériques de formation et apprentissage informel." Raisons éducatives 21, no. 1 (2017): 97. http://dx.doi.org/10.3917/raised.021.0097.

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11

Szilas, Nicolas. "Vers les simulations sociales pédagogiques, et au-delà : du réel au virtuel, du social au narratif." Raisons éducatives 21, no. 1 (2017): 113. http://dx.doi.org/10.3917/raised.021.0113.

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12

Prost, Magali, Lorène Prost, and Marianne Cerf. "Les échanges virtuels entre agriculteurs : un soutien à leurs transitions professionnelles ?" Raisons éducatives 21, no. 1 (2017): 129. http://dx.doi.org/10.3917/raised.021.0129.

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13

Ortoleva, Giulia, and Mireille Bétrancourt. "L’écriture participative médiatisée comme vecteur du développement professionnel." Raisons éducatives 21, no. 1 (2017): 155. http://dx.doi.org/10.3917/raised.021.0155.

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14

Molinari, Gaëlle, Sunny Avry, and Guillaume Chanel. "Les émotions dans les situations de collaboration et d’apprentissage collaboratif médiatisées par ordinateur." Raisons éducatives 21, no. 1 (2017): 175. http://dx.doi.org/10.3917/raised.021.0175.

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15

Vrillon, Eléonore. "Comprendre la mobilisation des MOOC dans les trajectoires individuelles : mise au jour de registres d’usages." Raisons éducatives 21, no. 1 (2017): 191. http://dx.doi.org/10.3917/raised.021.0191.

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16

Poellhuber, Bruno, Normand Roy, and Madona Moukhachen. "Les stratégies d’apprentissage et de collaboration déployées par des utilisateurs-clés dans le MOOC « Innovations technopédagogiques en enseignement supérieur (ITES) »." Raisons éducatives 21, no. 1 (2017): 209. http://dx.doi.org/10.3917/raised.021.0209.

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17

Schneider, Daniel, Laure Kloetzer, and Julien DaCosta. "Apprendre en participant à des projets « citizen science » numériques." Raisons éducatives 21, no. 1 (2017): 229. http://dx.doi.org/10.3917/raised.021.0229.

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18

Giuliani, Frédérique, Barbara Fouquet-Chauprade, and Margarita Sanchez-Mazas. "Les recompositions actuelles de l’action éducative : une introduction." Raisons éducatives 22, no. 1 (2018): 5. http://dx.doi.org/10.3917/raised.022.0005.

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19

Fernández-Vavrik, Germán, Filippo Pirone, and Agnès van Zanten. "Discrimination positive, méritocratie et l’inclusion en tension : les « Conventions éducation prioritaire » de Sciences Po." Raisons éducatives 22, no. 1 (2018): 19. http://dx.doi.org/10.3917/raised.022.0019.

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20

Payet, Jean-Paul, Fabien Deshayes, Diane Rufin, and Julie Pelhate. "L’enseignant-e, les parents, les spécialistes : diffusion des savoirs experts et altération de la collaboration avec les parents dans l’enseignement prioritaire." Raisons éducatives 22, no. 1 (2018): 49. http://dx.doi.org/10.3917/raised.022.0049.

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21

Fouquet-Chauprade, Barbara, and Marion Dutrévis. "Analyse du traitement médiatique d’une politique d’éducation prioritaire : la réputation du REP de 2006 à 2017." Raisons éducatives 22, no. 1 (2018): 75. http://dx.doi.org/10.3917/raised.022.0075.

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22

Verhoeven, Marie. "Médiateurs scolaires et travailleurs de l’accrochage scolaire en Belgique francophone : interprétations et négociations autour du partage du travail socioéducatif." Raisons éducatives 22, no. 1 (2018): 103. http://dx.doi.org/10.3917/raised.022.0103.

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23

Droux, Joëlle. "L’éducation surveillée et ses professionnels : archéologie d’une intervention éducative aux marges de l’école (Genève, 1890-1970)." Raisons éducatives 22, no. 1 (2018): 127. http://dx.doi.org/10.3917/raised.022.0127.

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24

Giuliani, Frédérique. "De l’élève « perturbateur » à l’enfant « en souffrance ». Le traitement de la souffrance des enfants à l’école primaire : « agency » ou étiquetage." Raisons éducatives 22, no. 1 (2018): 151. http://dx.doi.org/10.3917/raised.022.0151.

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25

LeVasseur, Louis. "L’école québécoise et la gestion de la diversité des élèves : mesures d’intégration et tensions au sein de la division du travail éducatif." Raisons éducatives 22, no. 1 (2018): 173. http://dx.doi.org/10.3917/raised.022.0173.

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26

Clavé-Mercier, Alexandra, and Claire Schiff. "L’école française face aux nouvelles figures de l’immigration : le cas d’enfants de migrants roms bulgares et de réfugiés syriens dans des territoires scolaires contrastés." Raisons éducatives 22, no. 1 (2018): 193. http://dx.doi.org/10.3917/raised.022.0193.

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27

Sanchez-Mazas, Margarita, Nilima Changkakoti, and Geneviève Mottet. "Scolarisation des enfants de demandeurs d’asile : nouvelles pratiques, nouveaux dispositifs, nouveaux « métiers » sous le signe de l’incertitude." Raisons éducatives 22, no. 1 (2018): 223. http://dx.doi.org/10.3917/raised.022.0223.

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28

Bolzman, Claudio, Alexandra Felder, and Antonio Fernandez. "Trajectoires de formation des jeunes migrants en situation juridique précaire : logiques de mobilisation de ressources face à des contraintes multiples." Raisons éducatives 22, no. 1 (2018): 249. http://dx.doi.org/10.3917/raised.022.0249.

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29

Maroy, Christian. "Nouvelles figures du « social » et reconfigurations de la normativité scolaire." Raisons éducatives 22, no. 1 (2018): 277. http://dx.doi.org/10.3917/raised.022.0277.

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30

Balslev, Kristine, Benoît Lenzen, and Christophe Ronveaux. "Introduction. La verbalisation du côté des apprenant?e?s interprètes : un instrument sémiotique multimodal aux vertus réflexives, vraiment ?" Raisons éducatives N°23, no. 1 (2019): 5. http://dx.doi.org/10.3917/raised.023.0005.

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31

Bronckart, Ecaterina Bulea. "Des « jeux sémiologiques » à la base du développement et des apprentissages." Raisons éducatives N°23, no. 1 (2019): 19. http://dx.doi.org/10.3917/raised.023.0019.

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32

Delarue-Breton, Catherine. "Le dialogue scolaire, un genre discursif frontalier." Raisons éducatives N°23, no. 1 (2019): 47. http://dx.doi.org/10.3917/raised.023.0047.

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33

Mattéï-Mieusset, Claire, Aurore Promonet-Thérèse, Fabien Emprin, and Thierry Philippot. "Développement professionnel d’enseignants et verbalisation au sein d’un dispositif d’accompagnement pluriel." Raisons éducatives N°23, no. 1 (2019): 71. http://dx.doi.org/10.3917/raised.023.0071.

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Rémery, Vanessa. "Élaboration de l’expérience et développement en accompagnement à la VAE." Raisons éducatives N°23, no. 1 (2019): 95. http://dx.doi.org/10.3917/raised.023.0095.

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35

Chanudet, Maud. "La place de la verbalisation dans l’activité de résolution de problèmes en mathématiques : le cas du problème des portes de prison." Raisons éducatives N°23, no. 1 (2019): 125. http://dx.doi.org/10.3917/raised.023.0125.

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36

Jaubert, Martine, and Maryse Rebière. "Le scénario langagier didactique, un outil dans le processus de construction des savoirs ? Un exemple : l’enseignement et l’apprentissage de la lecture." Raisons éducatives N°23, no. 1 (2019): 153. http://dx.doi.org/10.3917/raised.023.0153.

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37

Balslev, Kristine, Sandra Pellanda Dieci, and Walther Tessaro. "Verbalisations écrites dans l’alternance : des traces explicites aux indicateurs plus implicites de développement professionnel." Raisons éducatives N°23, no. 1 (2019): 177. http://dx.doi.org/10.3917/raised.023.0177.

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38

Lenzen, Benoît, Claudia Marin-Perez, Philippe Bavarel, Axelle Bouvier, Daniel Deriaz, and Bernard Poussin. "La situation d’institutionnalisation en formation d’enseignant?e?s d’éducation physique, une question de verbalisations et de reconnaissance ?" Raisons éducatives N°23, no. 1 (2019): 205. http://dx.doi.org/10.3917/raised.023.0205.

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39

Heimberg, Charles, Olivier Maulini, and Frédéric Mole. "Introduction : un recul pour mieux sauter ?" Raisons éducatives N°24, no. 1 (2020): 5. http://dx.doi.org/10.3917/raised.024.0005.

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40

Charmillot, Maryvonne. "Le rapport à la vérité dans une perspective transactionnelle participative : l’expérience contre la production de l’ignorance." Raisons éducatives N°24, no. 1 (2020): 31. http://dx.doi.org/10.3917/raised.024.0031.

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Bozec, Géraldine. "Vérité, neutralité et conflits de valeurs : les dilemmes de l’éducation civique aujourd’hui." Raisons éducatives N°24, no. 1 (2020): 55. http://dx.doi.org/10.3917/raised.024.0055.

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42

Heimberg, Charles, Sosthène Meboma, and Alexia Panagiotounakos. "Mythistoires et contre-vérités dans l’histoire et les mémoires : quelle histoire apprendre et enseigner ?" Raisons éducatives N°24, no. 1 (2020): 75. http://dx.doi.org/10.3917/raised.024.0075.

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43

Paulin, Fabienne, and Sylvain Charlat. "L’épistémologie des sciences biologiques et géologiques : une occasion d’enseigner l’incertitude ?" Raisons éducatives N°24, no. 1 (2020): 101. http://dx.doi.org/10.3917/raised.024.0101.

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44

Muller, Alain, Valérie Opériol, and Bruno Védrines. "Le rapport à la vérité dans l’enseignement. Deux cas spécifiques : histoire et littérature." Raisons éducatives N°24, no. 1 (2020): 127. http://dx.doi.org/10.3917/raised.024.0127.

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45

Grivet Bonzon, Catherine. "Du rapport à l’erreur et à la vérité dans l’enseignement/apprentissage de l’improvisation au clavier : le cas de la séance initiale d’une master class." Raisons éducatives N°24, no. 1 (2020): 149. http://dx.doi.org/10.3917/raised.024.0149.

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46

Mole, Frédéric. "Des régimes de vérité en tensions dans le champ des sciences de l’éducation (Suisse romande, années 1910 – 1920)." Raisons éducatives N°24, no. 1 (2020): 179. http://dx.doi.org/10.3917/raised.024.0179.

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47

Capitanescu Benetti, Andreea, and Olivier Maulini. "Entre faillibilisme et convivialité : le rapport aux vérités professionnelles en formation des enseignant.e.s." Raisons éducatives N°24, no. 1 (2020): 203. http://dx.doi.org/10.3917/raised.024.0203.

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48

Gevrek, Deniz, Marilyn Spencer, David Hudgins, and Valrie Chambers. "I can’t get no satisfaction." Personnel Review 46, no. 5 (2017): 1019–43. http://dx.doi.org/10.1108/pr-06-2015-0189.

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Purpose The purpose of this paper is to explore the role of salary raises and employees’ perception of these salary raises on their intended retention and turnover. By using a survey data set from a representative American public university, this study investigates a novel hypothesis that faculty perceptions of salary raises, relative to their perceptions of other faculty members’ assessments of the raises, influence their intended labor supply. Design/methodology/approach Using both ordered probit and OLS modeling frameworks, the authors focus on the impact of salary raises and the relative perception of these raises on intended labor supply behavior. They explore a hypothesis that a mismatch between one’s ranking of the salary raise and the perception of others’ rankings causes dissatisfaction. Findings The results provide evidence that salary raises themselves are effective monetary tools to reduce intended turnover; however, the results also suggest that relative deprivation as a comparison of one’s own perceptions of a salary raise with others affects employee intended retention. The authors find that employees who have less favorable perceptions of salary adjustments, compared to what they believe their colleagues think, are more likely to consider another employer, holding their own perception of raises constant. Conversely, more favorable views of salary raises, compared to how faculty members think other’s perceived the salary raises, does not have a statistically significant impact on intended retention. Originality/value This is the first study that explores an employee’s satisfaction with salary raises relative to perceptions of other employees’ satisfaction with their own salary raises, and the resulting intended labor supply in an American university. The results indicate that monetary rewards in the form of salary raises do impact faculty intended retention; however, perception of fairness of these salary raises is more important than the actual raises. Given the high cost of job turnover, these findings suggest that employers may benefit from devoting resources toward ensuring that salary- and raise-determining procedures are generally perceived by the vast majority of employees as being fair.
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49

Geller, Xuan Zhou, Kalpana Prathipati, Sripriya Kanigiluppai, and Xiaoming Chen. "Raising data for improved support in rule mining: How to raise and how far to raise1." Intelligent Data Analysis 9, no. 4 (2005): 397–415. http://dx.doi.org/10.3233/ida-2005-9406.

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50

Père, François. "Raison médicale et raison d'État." VST - Vie sociale et traitements 81, no. 1 (2004): 99. http://dx.doi.org/10.3917/vst.081.0099.

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