Éditeur(s) : Université des Antilles. Service commun de la documentation INCA 5Instituto Nacional de Ciencias Agrícolas), Cuba
Extrait de : 52e congrès annuel de la Société caribéenne des plantes alimentaires / 52nd annual meeting of the Caribbean food crops society (CFCS), du 10 au 16 juillet 2016. INRA, CFCS
Description : The methodology is supported on the basis of the experience acquired by a group of researchers, farmers and technicians from Cuba in the implementation of Participatory Plant Breeding. The proposal presents a number of methodological considerations with the necessary flexibility to allow proper application of the method and follows a logical sequence of activities to be executed in a manner that facilitates their implementation in various contexts in which it is of interest to apply. Its implementation, as such, is a learning process in action for all actors involved in it; also enables participants to understand the scale of the needs of the producers and breeding programs and dissemination of varieties in terms of the real interest of these. The methodology has 4 main phases: 1) diagnosis, 2) Collection of plant genetic resources, 3) Establishment of demonstration plots and development diversity fairs and 4) farmer experimentation. Besides the four basic stages of Participatory Plant Breeding in Cuba other tools that allowed the PPB constitute a successful process were used, these tools are: action learning as interest Schools Farmers Festivals innovation, exchange visits and retreats, capacity building of students on stage in local innovation and creation of local seed banks.
Siècle(s) traité(s) : 21
Droits : CC-BY-NC-ND - Attribution - Pas d'utilisation commerciale - Pas de modification
Permalien : http://www.manioc.org/fichiers/V16317
V16317

Éditeur(s) : HAL CCSD
Résumé : Does the language in which the instructions are formulat- ed affect the execution of a bilingual's motor task? The first experiment studies whether the language used for the instructions influences the motor performances among bilingual children in situation of learning. Eighty bilin-gual French/Creole children (age means 10.4) were distributed into two experimental groups to learn how to perform a motor task. One group received instructions in French and the other one in Creole. The data suggest that the language of presentation affects the execution of a motor task. Both groups had the same performance level at the beginning of the experiment. We noticed that the group taught in Creole obtained better performances than the group taught in French at the end of the learning situation. The results are discussed in terms of their implications to physical education and motor rehabilitation of bilinguals. The two following experiments reported in the present paper concern (i) the differential imagery value of French and Creole and (ii) the influence of language on the recall of sequences of patterned movements in a bilingual population. Creole words were obtained a higher imagery value than French words, certainly because Creole is an oral and vernacular language. Motor recall scores were better when the sequence was presented in Creole compared to French. The generation of visual images by Creole would facilitate the memorization and recall of new sequences of movements. The effect of language on imagery value of words and motor recall among bilingual French–Creole subjects was discussed in terms of nature of information encoding in each language. The goal of the fourt and last study tries to know the language impact on the movement imagery ability of guadeloupean children. A person is able to represent verbal information with an image (Denis, 1989; Paivio, 1986). The language can he influence this ability on bilingual individuals? If Creole has more to do with image than French (Michelot, 2000), this survey considers a distinct language influence on the mental images vividness specified by guadeloupean children. 123 secondary school pupils (average age 13.45) altogether accepted to fill in the Movement Imagery Questionnaire of Hall and Pongrac (1983). This test enables to measure the rapidity of visual and kinaesthetic images. The “Creole” group (59 children; average age 13. 43) got the MIQ translated in Creole and the “French” group (64 children; average age 13.46) the French version of the test. Finally, language does not generally influence the movement imagery capacity. Yet, the kinaesthetic images are more vivid in French than in Creole for the subjects tested, aged from 11 to 13. The subjects aged from 14 to 16 have, only in Creole, more vivid visual images than the subjects aged from 11 to 13. The language affects the movement imagery ability with age of this guadeloupean children.
L'exécution d'une tâche motrice chez des bilingues est-elle affectée par la langue dans laquelle les consignes sont formulées ? Une première expérience a été menée en vue d'analyser si la langue de présentation des consignes influence les performances motrices d'enfants bilingues en situation d'apprentissage. Quatre-vingt bilingues français/créole (âge moyen : 10,4 ans) ont été répartis dans deux groupes expérimentaux afin d'apprendre à réaliser une tâche motrice, l'un recevant les consignes en français et l'autre en créole. Les données suggèrent que la langue de présentation affecte l'exécution d'une tâche motrice. Le groupe enseigné en créole obtient de meilleures performances en fin d'apprentissage comparativement à celles obtenues par le groupe enseigné en français, alors que les deux groupes ont au départ un niveau comparable. Ces résultats sont discutés sur le plan de leur implication pour l'éducation physique et la réadaptation motrice des bilingues. Les deux expérimentations suivantes évaluent (i) la valeur d'imagerie de mots et (ii) le rappel moteur d'enchaînements auprès de bilingues français–créole en faisant varier la langue de présentation. Les mots en créole, supposés susciter plus facilement des images mentales visuelles, car le créole est une langue orale et vernaculaire, ont effectivement obtenu une cote plus élevée que les mots français sur l'échelle de valeur d'imagerie. L'évocation d'images visuelles facilitant la mémorisation et la planification de séquences de mouvements, les performances de rappel obtenues à partir des consignes en créole ont été supérieures à celles obtenues en français. Les effets de la langue de présentation sur la valeur d'imagerie des mots et le rappel moteur d'enchaînements de morphocinèses auprès des participants bilingues sont discutés en termes de nature d'encodage de l'information verbale dans chacune des langues. L'objectif de cette quatrième et dernière recherche est de connaître l'impact de la langue sur la capacité d'imagerie du mouvement d'enfants guadeloupéens. Un individu peut se représenter des informations verbales sous une forme imagée (Denis, 1989; Paivio, 1986). La langue peut-elle influencer cette capacité chez des individus bilingues ? Le créole étant plus imagé que le français (Michelot, 2000), nous prévoyons une influence distincte de la langue sur le degré de vivacité des images mentales. Cent-vingt-trois collégiens guadeloupéens (âge moyen 13.45) ont rempli un questionnaire d'imagerie du mouvement (MIQ de Hall et Pongrac, 1983) mesurant la vivacité d'images visuelles et kinesthésiques. Un groupe «créole» (59 enfants; âge moyen 13.43) l'a passé en créole et un groupe «français» (64 enfants; âge moyen 13.46) en français. Finalement, la langue n'influence pas la capacité d'imagerie mentale de notre échantillon. Mais la vivacité des images kinesthésiques est supérieure en français chez les sujets de 11 à 13 ans et celle des images visuelles des sujets de 14 à 16 ans est supérieure à celle des sujets de 11 à 13 ans seulement en créole. La langue semble influencer la capacité d'imagerie mentale des sujets en fonction de l'âge.
https://tel.archives-ouvertes.fr/tel-00441944

Droits : info:eu-repo/semantics/OpenAccess
tel-00441944
https://tel.archives-ouvertes.fr/tel-00441944
https://tel.archives-ouvertes.fr/tel-00441944/document
https://tel.archives-ouvertes.fr/tel-00441944/file/These_Anciaux_2003_L_enfant_le_creole_et_l_EPS.pdf

Éditeur(s) : HAL CCSD Institute of Electrical and Electronics Engineers
Résumé : International audience
This paper presents our response to the first interna- tional challenge on Facial Emotion Recognition and Analysis. We propose to combine different types of features to automatically detect Action Units in facial images. We use one multi-kernel SVM for each Action Unit we want to detect. The first kernel matrix is computed using Local Gabor Binary Pattern histograms and a histogram intersection kernel. The second kernel matrix is computed from AAM coefficients and an RBF kernel. During the training step, we combine these two types of features using the recently proposed SimpleMKL algorithm. SVM outputs are then averaged to exploit temporal information in the sequence. To eval- uate our system, we perform deep experimentations on several key issues: influence of features and kernel function in histogram- based SVM approaches, influence of spatially-independent in- formation versus geometric local appearance information and benefits of combining both, sensitivity to training data and interest of temporal context adaptation. We also compare our results to those of the other participants and try to explain why our method had the best performance during the FERA challenge.
ISSN: 1083-4419

hal-00731864
http://hal.upmc.fr/hal-00731864
http://hal.upmc.fr/hal-00731864/document
http://hal.upmc.fr/hal-00731864/file/senechal12tsmc_preprint.pdf
DOI : 10.1109/TSMCB.2012.2193567

Résumé : (System Details) Mode of access: World Wide Web.
(Dates or Sequential Designation) Began in 2009
Title from home page (viewed November 12, 2014).
At head of title: Exhibits from the Unviersity of Florida libraries & Partners.
"An Island Luminous is a site to help readers learn about Haiti's history. Created by historian Adam M. Silvia and hosted online by Digital Library of the Caribbean, An Island Luminous combines rare books, manuscripts, and photos scanned by archives and libraries in Haiti and the United States with commentary by over one hundred (100) authors from universities around the world."
(Statement of Responsibility) / created by Adam M. Silvia
Haiti

Droits : Permission granted to University of Florida to digitize and display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
895664809
ocn895664809
http://ufdc.ufl.edu/AA00027181/00001

Éditeur(s) : HAL CCSD Elsevier
Résumé : International audience
Since the Shea, J.B. and Morgan (1979) study, investigators have repeatedly shown that the learning of a set of movement patterns (as evaluated in a retention test) is enhanced when acquisition occurred under a random rather than a blocked schedule of practice. Supposedly, this is the case because a random schedule of practice necessitates more elaborate cognitive activities than a blocked schedule before each acquisition trial can be initiated. Our main objective was to determine whether the advantage for learning found for random practice increases as a function of the number of acquisition trials. During acquisition, the results indicated a general tendency for smaller movement reproduction errors under a blocked rather than a random schedule of practice. However, this effect disappeared with larger amount of acquisition trials. In retention, larger errors were observed when acquisition occurred under a blocked rather than a random schedule of practice. Finally, the disadvantage for learning observed for the blocked schedule of practice disappeared under a block-repeated condition in which each movement pattern was first practiced under a blocked schedule which was then repeated a second time. The results are discussed in terms of the so-called contextual interference effect and indicates some of its limitations.
ISSN: 0001-6918

hal-01662846
https://hal.archives-ouvertes.fr/hal-01662846
DOI : 10.1080/00222895.1994.9941657
PUBMED : 8165923

Éditeur(s) : HAL CCSD
Résumé : International audience
In this paper we propose a hybrid approach using mutual information and multi-objective optimization for feature subset selection problem. The hybrid aspect is due to the sequence of a filter method and a wrapper method in order to take advantages of both. The filter method reduces the exploration space by keeping subsets having good internal properties and the wrapper method chooses among the remaining subsets with a classification performances criterion. In the filter step, the subsets are evaluated in a multi-objective way to ensure diversity within the subsets. The evaluation is based on the mutual information to estimate the dependency between features and classes and the redundancy between features within the same subset. We kept the non-dominated (Pareto optimal) subsets for the second step. In the wrapper step, the selection is made according to the stability of the subsets regarding classification performances during learning stage on a set of classifiers to avoid the specialization of the selected subsets for a given classifiers. The proposed hybrid approach is experimented on a variety of reference data sets and compared to the classical feature selection methods FSDD and mRMR. The resulting algorithm outperforms these algorithms and the computation complexity remains acceptable even if it increases with regards to these two fast selection methods.
Journal of Informatics and Mathematical Sciences

hal-01375982
https://hal.archives-ouvertes.fr/hal-01375982

Éditeur(s) : HAL CCSD SAGE Publications (UK and US)
Résumé : International audience
Amelogenin gene organization varies from 6 exons (1,2,3,5,6,7) in amphibians and sauropsids to 10 in rodents. The additional exons are exons 4, 8, 9, and ``4b'', the latter being as yet unidentified in AMELX transcripts. To learn more about the evolutionary origin of these exons, we used an in silico approach to find them in 39 tetrapod genomes. AMEL organization with 6 exons was the ancestral condition. Exon 4 was created in an ancestral therian (marsupials + placentals), then exon 9 in an ancestral placental, and finally exons ``4b'' and 8 in rodents, after divergence of the squirrel lineage. These exons were either inactivated in some lineages or remained functional: Exon 4 is functional from artiodactyls onward; exon 9 is known, to date, only in rodents, but could be coding in various mammals; and exon ``4b'' was probably coding in some rodents. We performed PCR of cDNA isolated from mouse and human tooth buds to identify the presence of these transcripts. A sequence analogous to exon ``4b'', and to exon 9, could not be amplified from the respective tooth cDNA, indicating that even though sequences similar to these exons are present, they are not transcribed in these species.
ISSN: 0022-0345

hal-01545487
https://hal.archives-ouvertes.fr/hal-01545487
DOI : 10.1177/0022034511423399

Éditeur(s) : HAL CCSD
Résumé : International audience
The paper focuses on the determinants that impact teacher's didactic activity in class. These determinants are the result of interaction between internal and external processes that have effects on teacher practices and the differences between those practices may create inequalitie. The relationships between context and situation are examined using didactical and sociological approaches. In this perspective, the context is no longer considered as a notion that ''likely imposes, conditions, configures situations and thus determines actions (especially of a didactic order) to be carried out'' but rather, as a ''notion which would contribute to reflect on the situations and suggest interpretations'' (Castelloti, 2014). " Contextualization processes " are thus defined as ''the set of interactive relationships between the teacher and the context while practicing'' (Marcel, 2002). This definition allows us to ponder on the following: where does the context take place and what is the role of the actors during a teaching and learning sequence. In that line the contextualization work of the teacher, which means his competency to associate different scales of context (dispositional, subjective contextual and situational) consists of understanding and acting appropriately with regard to students' activities. The data come from a comparative study of two PE teachers teaching table tennis lessons in disadvantaged schools. Qualitative analyses of videotaped lessons and teacher's semi-directive interviews conducted through self-confrontation point out various forms of " professional gestures of contextualization " that are specific to each teacher. These contextualization competencies vary according to how much they are anchored with the culture, the implicit norms of the institution, and the professional history and experience of each teacher. Teaching in disadvantaged school requires teachers to adapt their actions
AIESEP World Conference-Disciplines, Interactions: Contextualizing Diversity in Physical Activities and Physical education
Le Gosier, France

hal-01620922
https://hal.univ-antilles.fr/hal-01620922