Purpose -The objective of this study is to observe and document the transfer of a train the trainers program in knife sharpening and steeling. This knowledge transfer involved two groups of researchers: the experts and the learners. These groups are from geographically dispersed regions and evolve in distinct contexts by their language and culture. Design/methodology/approach -The paper favors the learning history (LH) technique, a methodology that enabled the different participants to share their experience through reiterate interviews.Findings -Based on the dynamic knowledge transfer capacity model, the absorptive capacity of the train the trainers process appears to have been mobilized. Although there were a number of hitches, people are confident that the project will be successful and that they will put what they have learned to good use in upcoming phases to transfer this program to other organizations.Research limitations/implications -The conclusions apply solely to a context of interprovincial transfer of a train the trainers program. It is believed that it is important to complete the first-phase interviews "before" project start-up. Being unilingual may have prevented some individuals from participating fully when asked to react to the summary documents. Originality/value -The model is explicit enough to encompass the overall dimensions required to understand the dynamics of knowledge transfer. In a short and geographically dispersed context it was found that adjustments to the methodology were necessary, there was a wealth of data and that LH has fostered necessary adjustments that in turn have mobilized the actors.

This case study reviews the knowledge transfer (KT) process of implementing a knife sharpening and steeling program into a poultry processing plant via a participatory ergonomics intervention. This ergonomics intervention required stakeholder participation at the company level to move a 'train-the-trainer' program, developed in Québec, Canada, into action on the plant's deboning line. Communications and exchanges with key stakeholders, as well as changes in steeling and production behaviours were recorded. The intervention was assumed to be at least partially successful because positive changes in work operations occurred. Ergonomic-related changes such as those documented have been cited in the academic literature as beneficial to worker health. However, several components cited in literature that are associated with a successful participatory ergonomics intervention were not attained during the project. A Dynamic Knowledge Transfer Model was used to identify KT issues that impacted on the success of train-the-trainer program. A debriefing analysis reveals that a failure to consider key participatory ergonomics factors necessary for success were related to capacity deficits in the knowledge dissemination strategy.

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Au Québec, pour la majorité des enfants, l’entrée à l’éducation préscolaire se fera sans problème. Pour d’autres, les difficultés rencontrées auront des conséquences qui se répercuteront tout au long de leur scolarité. Pour mieux répondre aux besoins de ces élèves, plusieurs mesures de soutien peuvent être mises en place, dont le coenseignement. Très peu de recherches sur le coenseignement portent sur les pratiques effectives du personnel enseignant, surtout à l’éducation préscolaire. Cette étude de cas a comme objectif d’identifier et d’analyser les pratiques de différenciation au sein du groupe-classe afin de prendre en considération les besoins spécifiques des élèves à risque, handicapés ou en difficulté d’adaptation ou d’apprentissage. Cette recherche s’est réalisée auprès de deux enseignantes d’éducation préscolaire (5ans) de la région de Québec–Chaudière-Appalaches faisant du coenseignement à temps plein. Dix situations d’enseignement-apprentissage ont été observées entre janvier et mai 2018 toutes les deux semaines. Les données ont été recueillies par des observations filmées et des entretiens d’autoconfrontation. Les résultats montrent que le coenseignement à temps plein à l’éducation préscolaire constitue une forme de collaboration inclusive et permet la différenciation pédagogique des apprentissages et de l’enseignement pour répondre aux besoins des élèves de la classe.

The Bochner integral is a generalization of the Lebesgue integral, for functions taking their values in a Banach space. Therefore, both its mathematical definition and its formalization in the Coq proof assistant are more challenging as we cannot rely on the properties of real numbers. Our contributions include an original formalization of simple functions, Bochner integrability defined by a dependent type, and the construction of the proof of the integrability of measurable functions under mild hypotheses (weak separability). Then, we define the Bochner integral and prove several theorems, including dominated convergence and the equivalence with an existing formalization of Lebesgue integral for nonnegative functions.