Suchergebnisse

Résumé Les bulletins du recensement et de l'état civil ne renseignent pas sur l'ascendance des personnes intéressées, mais les résultats statistiques peuvent être utilisés à des calculs concernant le passage d'une génération à l'autre. En particulier, l'allongement de la vie et la réduction du nombre d'enfants par famille depuis deux siècles ont profondément modifié le phénomène des « successions », ce mot étant pris dans son sens le plus général. M. Jean Fourastié avait précédemment donné d'utiles indications sur le calendrier démographique de l'homme moyen au XVIIIe siècle. M. Hervé Le Bras aborde la question de façon plus générale et, dans cet article étudie les modifications de l'ascendance, depuis cette époque; une comparaison est faite avec le Venezuela contemporain.

In contemporary years, there has been an incremental realization that urbanization is set to accelerate with India's transition to faster economic growth, but there is still an inadequate understanding about the need to plan for urbanization. As a result, the urban centres became a source of exclusion of many sections in the manifold. Frequently, the children are one of most affected section with exclusion from their basic rights in rapid expansion of urban centres.At this point, the majorconcern is relatable to the deprived children in urban centres. For the most part, the urban government is unable to ensure the right of education of children who are in very deprived conditions in urban slums. Predominantly, the governments have much responsibility in discharging basic rights to all sections with an inclusive approach. In the whole phenomena of urbanization, the children, particularly from deprived experience, occupies very crucial part in policy discussion of both government and research domain. While it has been a major challenge to the government in urban centres of India.The present paper makes an attempt to assess the challenges in providing education for deprived children in urban centres of India. It, further, focuses on what are the immediate areas of attention by the government and researchers for betterment of educational opportunities of the children.Â

Professionals who conduct intervention programs for parents of hearing impaired children often make assumptions about the informational needs of the parents; their programs provide information on specific topics, in particular order and level of detail. Mismatches between professionals' and parents' views of parental needs could undermine program effectiveness, leaving parents feeling the programs are unresponsive to their needs and wants. A survey of parents and professionals revealed that the two groups agreed that communication and education constitute the most important topics, a reflection of the general concordance between the two groups. Some differences of opinion did emerge, particularly regarding the timing of delivery of some categories of information. Implications for program design are discussed.

Summary In an action research project to develop an empowering mode of parent education in Hong Kong, premised on an empowerment discourse and a social constructionist epistemology, a pilot design was developed through a series of four "reflective seminars". These seminars engaged parents and professionals in a process of participatory inquiry, three parent groups with Chinese parents, followed by two focused group interviews and six individual interviews to tap participants' narratives of their learning experience. Findings Although parent empowerment has been widely advocated in parenting work, the authority of expert knowledge as perceived by participants and the power imbalance between parent educators and parents posed a new "empowerment paradox". In our attempt to practice a new empowering mode of parent education for local parents was developed. Addressing this "empowerment paradox" requires a paradigm shift from the education model to an approach based on reflexive practice. Applications Parent educators need to be sensitive to social, cultural, discursive and institutional forces in order to negotiate a power relation that is characterized by collaboration and partnership but is also responsive to parents' pedagogical expectation in the Chinese cultural context.