Le Réseau Rachel

Pôle associé de la BnF depuis 2004, le Réseau Rachel assure un rôle pivot entre le monde des bibliothèques françaises et celui d’Israël. Une coopération active et continue qui a trouvé dans les nouvelles technologies un auxiliaire décisif

Obtaining High Engagement Short Vertical Format Videos from Long Horizontal Videos

Online video content platforms host short-form videos in vertical format. Many content platforms also host long-form horizontal videos. For content creators of long-form videos to be able to provide videos in short-form vertical format, they need to dedicate resources to identify appropriate portions of their content and generate cropped short-form videos. This disclosure describes techniques to automatically identify the most suitable segments of long-form content for conversion to short-form content and to generate short-form vertical videos for such segments. The suitable segments are identified using audience engagement metrics provided by the platform that hosts the video content. Object detection and tracking techniques are used to identify the largest object in a segment and to identify a center of the largest object as the focus point. The focus point is adjusted as the object shifts position within video frames of the segment. The horizontal long-form video is cropped using a boundary determined based on the focus point to obtain a short-form video that is free of glitches

Nutritional management of children with cerebral palsy: a practical guide

Peer reviewedFinal Published versio

The Trajectories of Adolescents’ Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems During the Middle School Years

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/90306/1/jora763.pd

Life Experiences of Black Student-Athletes in Revenue-Producing Sports: A Descriptive Empirical Analysis

Recent NCAA reform (Propositions 48 and 42) have made imperative a better understanding of the social and psychological factor affecting black student-athletes in revenue-producing sports. This study focused on the college experience of black student-athletes at 42 NCAA Division I schools in comparison to white student-athletes and other black college students in four areas: demographic and academic background; college life experience; mental health; and social support. Black student-athletes differed from both comparison groups across all four topic areas. Results of the comparison were discissed, and policy recommendations were presented. The present study examined data from a national representative sample of full-time undergraduate student-athletes at Division I institutions commissioned by the Presidents Commission of the NCAA. Forty-two of the 291 Division I institutions for 1987-1988 were randomly selected to participate. lnstitutions were relatively evenly distributed across the NCAA's geographic districts and regions and were representative on a variety of indicators of institutional and student body characteristics, as well as sports history and involvement. A total of 5123 student-athletes and students was sampled. This study focused on three subgroups within the sample: black student-athletes participating in revenue-producing sports n=847); white student-athletes participating in revenue-producing sports (n=1161); and a random sample of black students who were not members of an athletic team (n=511). The participants' informed consent was obtained. Questionnaires were administered in group of four or five students, with at least one data collector present. They had four categories: demographic and academic background, college life experiences, mental health status, and social support. Results suggested that black student-athletes enter the university with very different educational and socio-cultural backgrounds than both white student-athletes and other black students. Black student-athletes have significantly lower family income and less educated parents. Greater differences erre found when comparing black student-athletes with other black students than with white student-athletes. Black and white student-athletes do not differ in the importance they ascribe to earning a degree, their satisfaction in their relationship with coaches, and their overall satisfaction with life

Infusing Community Psychology Practice Competencies into Doctoral Training

Since 2008, the Georgia State University doctoral training program in Community Psychology has made several modifications to coursework requirements, qualifying examinations, community practicum requirements, and advisement processes. Recognizing that graduates pursue trajectories ranging from independent consulting practice to academia, the primary goal was to provide greater flexibility in shaping training to match the types of careers that students envision. Accordingly, the Community Psychology Practice Competencies and the closely aligned Community Psychology Value Proposition provide a useful framework for helping guide students and advisors in selecting relevant coursework and field experiences that match the students’ training goals. In this paper, we focus on two specific areas in which we have infused the Competencies. The first area is practicum field-work, for which we have created a process built around the Value Proposition: students identify a potential field experience, work with community contacts to develop a statement of work focused on building experience and expertise in as many as four competency areas, and negotiate relevant deliverables. The second is advisement: Students are asked in their year-end progress reports to reflect on the extent to which they have gained experience with each competency during the year, and to identify a subset of focal competencies to gain experience and expertise in the coming year. With their advisors, students can then use this information to map out and modify their training plans. The paper describes the materials we have developed and provides preliminary quantitative and qualitative information about how the use of the Competencies is beginning to benefit students, advisors, and community partners. We describe successes and challenges we are encountering and conclude with the next steps we anticipate in the evolution of our training program

Infusing Community Psychology Practice Competencies into Doctoral Training

Since 2008, the Georgia State University doctoral training program in Community Psychology has made several modifications to coursework requirements, qualifying examinations, community practicum requirements, and advisement processes. Recognizing that graduates pursue trajectories ranging from independent consulting practice to academia, the primary goal was to provide greater flexibility in shaping training to match the types of careers that students envision. Accordingly, the Community Psychology Practice Competencies and the closely aligned Community Psychology Value Proposition provide a useful framework for helping guide students and advisors in selecting relevant coursework and field experiences that match the students’ training goals. In this paper, we focus on two specific areas in which we have infused the Competencies. The first area is practicum field-work, for which we have created a process built around the Value Proposition: students identify a potential field experience, work with community contacts to develop a statement of work focused on building experience and expertise in as many as four competency areas, and negotiate relevant deliverables. The second is advisement: Students are asked in their year-end progress reports to reflect on the extent to which they have gained experience with each competency during the year, and to identify a subset of focal competencies to gain experience and expertise in the coming year. With their advisors, students can then use this information to map out and modify their training plans. The paper describes the materials we have developed and provides preliminary quantitative and qualitative information about how the use of the Competencies is beginning to benefit students, advisors, and community partners. We describe successes and challenges we are encountering and conclude with the next steps we anticipate in the evolution of our training program