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Purpose The purpose of this paper is to understand how the creativity of pupils and teachers is nurtured through the use of a virtual world (VW) within a sociotechnical network affecting pupils’ learning in a pilot secondary school. Design/methodology/approach The analysis is the result of a pluri-disciplinary systemic analysis involving didactics, sociology, psychology and management science on an individual, collective and systemic scale. This participatory action research is based on interviews and systematic observations in class, in-world and in the global ecosystem. Linguistic and multimodal analysis is applied to the data, through teacher monographs that hint at the teachers’ activity. Findings Pupils’ and teachers’ creativity appeared to be anchored within four main interdependent nurturing conditions the personal inclinations and professional interactions in the sociotechnical network sustaining the VW; a creative regulation allowing compromises with the institutional constraints of pedagogical control; avatars and 3 D boundary objects that act as a motor of teachers-pupils inquiry and creativity; the sociotechnical network that contributes, through the actors’ play, to bringing the organisational rules of the school towards an innovation trajectory, that in turns mediates success in the use and the adoption of the new technology. Research limitations/implications Although this is a study within a specific school, the findings can be put to use by other pedagogical teams who would wish to integrate a VW to re-engage pupils. Practical implications The participatory design processes taking place within a sociotechnical network support teachers in the building of Virtual World scenarios negotiated with researchers and start-up developers. Social implications The pedagogical use of a virtual world opens new learning engagement opportunities for the pupils through enhanced experiential learning and sustains the transformation of teachers’ professionality. Originality/value The authors’ approach differs from the previous educational VW literature, in that they integrate the teachers’ creativity and their pedagogical scripts into their study, within a systemic approach, thus requiring a wider theoretical framework, necessary for understanding the building of strategies and knowledge that foster teachers’ and pupils’ creativity in educational settings using a VW.

Questions and answers about the estimation of farmer’s celibacy in France This paper aims to understand the disparity of the estimations of farmer’s celibacy through many French scientific publications. This inquiry has been focused on the statistical and sociological construction of celibacy and agriculture. The differences in the definition of farmer’s population, statistical unit, reference person, or celibacy’s indicators are studied in various statistical surveys. Finally this paper suggests an estimation of farmer’s celibacy and a comparison with other professions., L’article cherche à analyser l’origine de la très grande disparité des estimations du célibat en milieu agricole dans la littérature scientifique française en s’intéressant à la construction statistique et sociologique de ce phénomène. Les différences de définition de la population agricole, de l’unité statistique, de la personne de référence de ces unités, ou des indicateurs du célibat sont examinées successivement pour les enquêtes quantitatives de la statistique publique et de la statistique agricole. Enfin l’article propose une estimation du célibat en agriculture et une comparaison de la situation des agriculteurs et des agricultrices par rapport aux autres milieux socioprofessionnels., Giraud Christophe. Là où le célibat blesse. L’estimation du célibat en milieu agricole. In: Revue d’études en Agriculture et Environnement, Vol. 94, N°4, 2013. pp. 367-396.

Consciousness of the specificities of childhood, as we know, has lasted for centuries. However, the history of childhood – in other words, the representation of it – should not be confounded with the history of the children in their everyday reality, although both influence each other. The history of the “discoveries” of childhood can, in fact, be interpreted as historically situated social constructions. And the myriad of “eurekas” that have punctuated the long history of childhood can be considered as a kaleidoscope that has reflected contrasted images of the projections by those who considered themselves as inventors of different faces of childhood. Occidental societies that have generalised education since the nineteenth century have largely disseminated the idea that childhood can be defined as a period specially dedicated to education and learning. In the first part of this paper, the huge phenomenon, with manifold consequences, of the transformation of the children into pupils – girls and boys – not, however, without discrimination, is analysed and contextualised. This phenomenon was accompanied by the appearance of a multitude of new specialists in childhood who scrutinised – as naturalists, experimentalists, social entrepreneurs, internationalist reformers – the conditions of children's development, of their learning and education. The kaleidoscope of images emanating from their observations and discourses is the object of the analysis presented in the second part of this paper. Three “paradigmatic turning points” or “eurekas” that materialise in a particularly significant way the theories, figures and places of such images have been chosen: (1) the spreading of evolutionist theory that invested the child as origin and future of humankind; (2) the pedological blaze that installed the science of the child as queen of the sciences; (3) the so-called “Copernican revolution”, as described by Claparède, that positioned the child – and not the pupil – as the centre around which pedagogy had to turn; consequently, with Piaget, the School of Geneva became a global reference of new theories of development. The analysis presented, based on a wide range of literature and on copious research in archives, led to putting forward the following thesis. Although many emblematic representatives of this new science of the child studied the development of and were interested in childhood because of its evolutionary potentials and capacities for learning, they inclined in their theories to leave aside the questions of teaching and education. The social reality of the learning pupil was hidden in favour of a point of view heavily influenced by a sort of “naturalism” of the child, which postulated and stipulated that nature and its laws were inviolable and prominent. This naturalism was nourished both by a certain form of scientism based on the credo of the experimental approach and on a form of romanticism that regard as sacred “this piece of nature supposedly intact” that should be the prime state of childhood.

Résumé Il est difficile de poser la question de la traduction indépendamment de la technologie et précisément de la traduction automatique intimement liée aux critères de la rapidité, de la fonctionnalité et de la fiabilité. Le présent article entend étudier la recherche terminologique, ainsi que les erreurs de traduction, produites par le logiciel Reverso afin de démontrer de manière exemplifiée non pas l’impuissance de la machine mais dénombrer les différences vis-à-vis des échantillons présentés par les étudiantes du département de traduction de l’Université Princesse Nourah bint Abdulrahman en Arabie Saoudite pour vérifier la façon dont le logiciel gère l’ensemble des problèmes identifiés. Partant du principe selon lequel la traduction automatique n’assure pas toujours la fiabilité requise, ce travail se propose aussi d’envisager un traitement automatisable qui permettrait de surmonter les problèmes d’ordre syntaxique, morphologique et sémantique. Abstract Nowadays technology plays a major role in translators’ professional life. Machine translation for example allows rapidity and ensures functionality and reliability. The present paper is an attempt to study terminological research, and errors in translations generated by Reverso Context software. It will illustrate through an example-based analysis not the machine weaknesses but the differences that exist among students’ translations at the department of translation of Princess Nourah bint Abdulrahman University in Saudi Arabia, in order to check how the software has dealt with the identified problems. Knowing that Machine Translation is yet to be reliable, this work also intends to explore automatable treatments that enable translators to overcome syntactical, morphological and semantic issues. Resumo É difícil colocar a questão da tradução independentemente da tecnologia e especificamente da tradução automática, que está intimamente ligada aos critérios de velocidade, funcionalidade e confiabilidade. Este artigo pretende estudar a pesquisa terminológica, bem como os erros de tradução produzidos pelo software Reverso, a fim de demonstrar de forma exemplificada não a impotência da máquina, mas contar as diferenças com relação às amostras apresentadas pelos estudantes do Departamento de Tradução da Universidade de Princess Nourah bint Abdulrahman em Arábia Saudita, para verificar como o software gerencia todos os problemas identificados. Baseado no princípio de que a tradução automática nem sempre proporciona a confiabilidade necessária, este trabalho também propõe considerar um processamento automatizável que permitiria superar problemas sintáticos, morfológicos e semânticos.

International audience; This paper deals with the way French language and literature teachers have addressed the question of social inequities at school in France from 1959 until today. Classical Humanities, which had constituted the basis of elite education for many centuries, were harshly questioned from the eighteenth century on as being inadequate to a modern world. During the twentieth century, a new criticism was expressed against classical education: it was considered as a way of reproducing the domination of the bourgeoisie by setting up a barrier against the popular pupils, who frequented the so‐called primary schools, and were thus excluded from this classical culture. The democratisation of the French school system, through the transformation of primary and secondary systems from parallel systems (for lower‐class pupils and upper‐class pupils) into sequent degrees, was therefore accompanied by the extension of a new subject: French literature. French authors, read, studied, commented on from the lowest grades of primary schools to the last grades of secondary schools, seemed to offer the common cultural references needed by a democratic society. The creation of the “Agrégation de lettres modernes” in 1959 crowned this controversial evolution, a few months after the Berthoin reform had theoretically opened the secondary schools to every pupil whatever his or her social background. However, far from being a triumphal decade for the French literary studies, the end of the 1960s witnessed violent attacks against this traditional teaching. Considered as a part of bourgeois culture, it was accused of dooming pupils from a popular background to inexorable failure. Just like the Classical Humanities earlier, French literature appeared as an instrument of ideological domination and social reproduction. At the same time, the success of structuralism in linguistics and literary studies opened alternative possibilities to the classical literary history and proposed new ways of analysing texts and literary works. In this context the transformation of the discipline itself appeared to some teachers as both an adequate and legitimate way to democratise secondary schools. This paper describes the rise, the extension, and the abandonment of this original attempt from the 1950s to today. The proposals made by the promoters of the reforms are considered, in this paper, as a complex construction where social experience, political engagement, praxis, and theory are inextricably intertwined, thus questioning the relationship between politics and school culture. This paper also examines how the emergence of didactics as a scientific field at the end of the 1970s, and the subsequent rejection of political considerations from its technical and pedagogical discourse, tended to prevent teachers from grappling directly and efficiently with the issue of social inequities in French literature and language courses. This “de‐politicisation” of the curriculum debates may well have been the symptom of an inability to conceive how culture might be defined and what role it might play in a democratic society.

PurposeThe objective of the paper is to shed light on the prima facie divergence of work values of various ethnic minorities in France. The paper aims to evaluate the influence of entrepreneurial capital on labour market values and outcomes for each ethnic minority.Design/methodology/approachThe study uses a French survey rich in attitudinal variables, matched with the French 1999 census of the population. It hinges on the regional variability of entrepreneurial ethnic networks in order to identify the impact of the latter on work values and professional integration of ethnic minorities.FindingsIt is shown that the contrasted labour market outcomes and work values of immigrants from North Africa and Southern Europe are, statistically, totally explained away by their different levels of entrepreneurial capital.Originality/valueThis study hinges on a recent survey, which contains unusual information about the immigrant population of the first and second generation in France. Statistical analysis is made possible by the over‐representation of these groups in the sample design. This paper is one of the first studies into the subjective work values of immigrants in France. The results enter an unchartered territory and provide original evidence of the importance of entrepreneurial ethnic networks in France.

This paper proposes a comprehensive overview of the ‘economics of language'. This field of research, which is grounded in the discipline of economics, displays a strong interdisciplinary orientation, which places it on the fringes of mainstream economics. It studies the ways in which linguistic and economic processes influence one another. It is also well placed to contribute to the evaluation of public policies regarding language, because it offers analytical tools for the systematic identification and measurement of the advantages and drawbacks of policy alternatives.I begin by discussing the reasons why an economic perspective on language is scientifically and politically relevant; I then review some of the attendant epistemological and methodological issues, before moving on to an overview of the main lines of research in language economics. A full section of this paper is devoted to the economic approach to language policy, and another focuses on an application to education policy, detailing the economics of second or foreign language education. The paper aims at making the key economic tools accessible to readers from varied academic backgrounds; it also emphasises the need to combine disciplines to develop an inclusive methodology for the selection, design, and implementation of language policies.

Le terme « créativité » est utilisé de façon très diversifiée dans le milieu professionnel, technologique, socio-économique ou encore dans le contexte scolaire. Dans une perspective exploratoire, une révision de la littérature scientifique francophone en sciences de l’éducation a permis d’identifier les champs de connaissances qui mobilisent ce concept. L’étude menée a porté sur une analyse descriptive ainsi qu’une analyse de contenu catégorielle. Les résultats de celles-ci nous ont permis de situer le contexte de la créativité et d’identifier cinq champs de connaissances : 1) enseignement et développement personnel, 2) résolution de problèmes et pensée informatique, 3) approche artistique, 4) formations et/ou programmes éducatifs, et 5) facteurs de développement de la créativité., The term “creativity” is used in a wide variety of ways in professional, technological, socio-economical and educational contexts. In this paper, an exploratory literature review of the French-language scientific literature in educational sciences was conducted, revealing the fields of knowledge that mobilize the creativity concept. Both a descriptive and a categorical content analysis were employed. The results of these analyses allowed us to situate the context of creativity and to identify five fields of knowledge: 1) teaching and personal development, 2) problem solving and computational thinking, 3) artistic approach, 4) training and/or educational programs, and 5) creativity development factors.

International audience; The need for students in Work-Integrating Learning (WIL) to reconcile two worlds, academic and work has an impact on their well-being and work engagement. The paper tests the effects of self-esteem (SE), personal self-efficacy (PSE) on psychological well-being and work engagement, and the mediating role of meaning of work. This study was conducted using self-administered questionnaires with WIL students (N = 126). Results showed that meaning at work played a mediating role between SE, PSE, and well-being and work engagement. These findings underline the importance of these processes and their impact on the psychological well-being and on work engagement of WIL students; La nécessité pour les alternant.es de concilier deux mondes, académique et du travail, a des effets sur le bien-être et l’engagement au travail. Cet article teste les effets de l’estime de soi (ES), du sentiment d’efficacité personnelle (SEP) sur le bien-être et l’engagement et le rôle médiateur du sens du travail. Cette étude a été réalisée au moyen de questionnaires auto-administrés auprès d’alternant.es (N = 126). Les résultats indiquent que le sens du travail médiatise les liens entre l’ES, le SEP et, le bien-être psychologique et l’engagement dans le travail. Ils soulignent l’importance de ces processus et leur impact sur le bien-être et l’engagement au travail des alternant.es.

This paper examines wage rate differentials that set off speakers of Italian (Switzerland’s third national language community) from the rest of the population. Although second language skills are used here as control variables, the focus is on agents’ first language, which can be interpreted as a proxy for ethnicity. This paper uses a unique data set, and to our knowledge, is the first paper, to address the issue of language‐based inequality in Switzerland. Our chief aim is to provide an overview and to identify priorities for further research. The methodology is accordingly kept simple. After presenting general information on Switzerland′s Italian‐speaking community, we discuss the conceptual and methodological issues involved in the identification and operationalization of the data necessary to assess its relative socio‐economic status. Results show that outside the predominantly Italian‐language region of Tessin, male speakers of Italian are at a significant disadvantage on the labour market, even after controlling for the effect of other determinants of earnings, including competence in Switzerland’s other national languages. Therefore, the Swiss way of dealing with linguistic diversity, which relies on the territoriality principle (i.e., a one‐to‐one correspondence between language and territory, making for fairly homogeneous language regions), is not just an institutional arrangement; it also appears to be backed up by labour market outcomes, because interregional mobility may carry a significant cost.

Cet article présente une proposition de situation éducative résultant d’une recherche de développement théorique centrée sur l’analyse de thèses proposant des modèles du développement humain (ontogenèse) où les liens à l’environnement (éco) sont pris en considération (Berryman, 2002). La proposition résulte notamment de l’analyse des thèses et modèles de développement de Louise Chawla, de David Hutchison, de Harold Searles, de Paul Shepard et de David Sobel. L’analyse des thèses et la proposition de situation éducative sont faites en comparant les relations à l’environnement durant la petite enfance, l’enfance et l’adolescence. L’éco-ontogenèse devient ainsi un autre prisme permettant entre autres de questionner et d’enrichir le champ théorique ainsi que les pratiques d’éducation relative à l’environnement. This paper presents an educational proposal that stems from a theoretical development research based on the analysis of human development models (ontogenesis) where links to the environment (eco) are taken into account (Berryman, 2002). The proposal stems, among others, from the analysis of the theses and models of development by Louise Chawla, by David Hutchison, by Harold Searles, by Paul Shepard and by David Sobel. The analysis of the models and the educational proposal are made by comparing the links with the environment during early childhood, middle childhood and adolescence. Eco-ontogenesis thus becomes another lens through which we can question and further build the theoretical and practical fields of environmental education.

International audience; This paper precedes fieldwork conducted in Scotland between 2015 and 2016. 'Mother Tongue Other Tongue' is a multilingual poetry competition which aims to promote language learning at school. By exposing and valuing local multilingual reality, all languages included, our hypothesis was that this competition enables children to adopt a more positive and inclusive approach to languages in a minority situation –a necessary vision for language learning, in step with a world where mobility as a phenomenon becomes more and more commonplace and more and more complex.; L’article pose les jalons d’une enquête menée en Écosse entre 2015 et 2016. 'Mother Tongue Other Tongue' est un concours de poésie multilingue inscrit dans une démarche de promotion de l’apprentissage des langues à l’école. En exposant et en valorisant la réalité multilingue locale, toutes langues confondues, nous faisions l’hypothèse que ce concours permet aux enfants d’adopter une approche plus positive et inclusive des langues en situation minoritaire ; une vision nécessaire pour l’apprentissage des langues dans un monde où la mobilité est un phénomène de plus en plus courant et de plus en plus complexe.

Cet article traite du rôle du quotidien Comoedia dans la formation du premier groupe surréaliste. Il montre que les prises de position des anciens dadaïstes se sont souvent exprimées dans la grande presse, et non pas seulement dans les petites revues du champ littéraire restreint. Sur le plan méthodologique, l’article plaide en faveur d’une analyse sociologique de l’avant-garde en relation avec les autres secteurs de la production littéraire, eux-mêmes liés aux contacts internationaux et intermédiatiques des écrivains. This article deals with the role of the daily paper Comoedia in the formation of the first surrealist group. It shows that the stands of the former Dadaists often expressed themselves in the popular press, and not only in the small reviews of the restricted literary field. On the methodological plan, the article pleads in favor of a sociological analysis of the avant-garde in connection with the other sectors of the literary production, which were connected to the international and intermedia contacts of the writers.

Résumé Cet article aborde l'immigration de femmes d´Amérique latine et d´Europe de l'Est allant travailler dans les soins à domicile de personnes âgées en Italie. Fondé sur une recherche de terrain menée à Bologne auprès de soignants et de leurs employeurs, il discute: (1) les configurations de ce nouveau marché en expansion qui répond au vieillissement rapide de la population mondiale; (2) la façon dont genre, âge et nationalité produisent des catégories de différenciation et d'inégalité; (3) la manière dont la visibilité acquise par ces deux populations indésirables, personnes âgées et ,immigrés, redéfinit les formes de dépendance et donne de nouveaux sens aux relations familiales, aux droits et obligations de l'État et à la vie domestique. Abstract This article focuses on the migration of women from Latin America and Eastern Europe to work with home care of the elderly in Italy. Through an ethnographic approach and based on field research conducted in Bologna with caregivers and their employers the aim of this paper is to discuss: (1) the configuration of this new growing market that responds to the rapid aging of the world's population; (2) how gender, age and nationality produce categories of differentiation and inequality; (3) how the visibility gained by the duo combining two unwanted populations - the elderly and immigrants - redefines forms of dependence, gives new meaning to family relationships, to obligations of the state and to domestic life. Resumo O artigo focaliza a imigração de mulheres da América Latina e da Europa do leste para trabalhar com o cuidado à domicílio de idosos na Itália. Tendo como base uma etnografia realizada na cidade de Bolonha com cuidadoras e seus empregadores, o objetivo do artigo é discutir: (1) as configurações deste novo mercado em expansão que responde ao envelhecimento acelerado da população mundial; (2) o modo pelo qual gênero, idade e nacionalidade produzem categorias de diferenciação e de desigualdade; (3) o modo como a visibilidade deste duo envolvendo grupos discriminados - imigrantes e idosos - redefine formas de dependência e dá novos significados às relações familiares, aos direitos e obrigações do estado e à vida doméstica.

This paper explores two new perspectives for the research on higher education. Building on the case of Europe with a special focus on France, it first addresses the trend toward more competition and more differentiation that can be observed in countries that traditionally were more egalitarian and the strong implication of European states in reshaping their higher education and research systems. It also questions the social role of higher education while knowledge economies are engaged in a competitive race. Finally, it looks at the capacity of higher education studies to address such issues and critically questions how should this domain further develop.

Notre recherche porte sur les connaissances et opinions d’étudiants de maîtrise sur les nanotechnologies. Des recherches ont souligné l’importance de connaissances sur les modes d’élaboration des sciences dans la compréhension par élèves et étudiants de différents discours experts autour de controverses qui mobilisent des membres de collectifs divers (scientifiques, experts, associations…) et divisent ces collectifs entre eux. Dans le cadre théorique du design-based research (Cobb et al., 2003), nous avons élaboré et mis en œuvre un module d’enseignement intégrant une formation à l’histoire sociale et culturelle des sciences et des techniques et une initiation aux science studies. Dans une perspective analytique, nous avons identifié les connaissances mobilisées par les étudiants pour étudier les controverses sur les nanotechnologies. Les étudiants ont analysé les controverses sur les nanotechnologies par une étude critique des savoirs et pratiques de scientifiques et d’experts et ont formulé une opinion raisonnée et documentée sur les nanotechnologies. Based on Masters students’s knowledge and opinions of nanotechnologies, this paper underlines how a pupil’s and student’s grasp of the way science is developed affects the extent to which s/he understands various expert opinions on certain controversies. The controversies in question concerned and interested various groups (scientists, specialists, associations, etc) that were themselves divided on the subject.Using “design-based research” (Cobb and al. ; 2003) this study prepared and put to use a teaching workshop which included subject material on a social and cultural history of the sciences and techniques as well as an introduction to “science studies”. The knowledge used by the students was analysed in order to better understand nanotechnology controversies. The students themselves had analysed controversies surrounding nanotechnologies through a critical study of the knowledge and practices that scientists and experts use, which led to a coherent and informed opinion on the subject. Unsere Untersuchung handelt von Kenntnissen und Meinungen über die Nanotechnologien bei Magisterstudenten. Untersuchungen haben betont, wie wichtig es für Schüler und Studenten ist, verstehen zu können, wie wissenschaftlichen Kenntnisse erweitert werden. Dies ermöglicht ihnen, die verschiedenen Argumentationsweisen innerhalb dieser Kontroversen zu verstehen, die die Mitglieder verschiedener Gruppierungen (Wissenschaftler, Experten, Vereine) mobilisieren und spalten.Im theoretischen Rahmen der design-based research (Cobb et al., 2003) haben wir ein Unterrichtsmodul ausgearbeitet und eingesetzt, das Sozial- und Kulturgeschichte der Wissenschaft und Technik sowie eine Einführung in die science studies beinhaltet. In einer analytischen Perspektive haben wir die von den Studenten eingesetzten Kenntnisse identifiziert, um die Kontroversen zum Thema Nanotechnologien zu untersuchen. Die Studenten haben die Kontroversen anhand einer kritischen Untersuchung von Kenntnissen und Praktiken der Wissenschaftler und Experten analysiert und eine recherchierte, reflektierte Meinung über die Nanotechnologien formuliert. Nuestra investigación trata de los conocimientos y opiniones de estudiantes de tesina sobre las nanotecnologías. Algunas investigaciones han subrayado la importancia de conocimientos acerca de los modos de elaboración de las ciencias en la comprensión por los alumnos y estudiantes de diferentes discursos expertos en cuanto a controversias que movilizan a miembros de diversos colectivos (científicos, expertos, asociaciones…) y dividen dichos colectivos entre sí. En el marco teórico del design-based research (Cobb et al., 2003), hemos elaborado y puesto en práctica un modelo de enseñanza que integra una formación en historia social y cultural de las ciencias y de las técnicas, y una iniciación a las science studies. En una perspectiva analítica, hemos identificado los conocimientos movilizados por los estudiantes para estudiar las controversias sobre las nanotecnologías. Los estudiantes han analizado las controversias sobre las nanotecnologías por el medio de un estudio critico de los saberes y prácticas de científicos y de expertos y han formulado una opinión razonada y documentada sobre las nanotecnologías.

In the context of education, "open(ness)" has become the watermark for a fast growing number of learning materials and associated platforms and practices from a variety of institutions and individuals. Open Educational Resources (OER), Massive Open Online Courses (MOOC), and more recently, initiatives such as Coursera are just some of the forms this movement has embraced under the "open" banner. Yet, ongoing calls to discuss and elucidate the "meaning" and particularities of openness in education point to a lack of clarity around the concept. "Open" in education is currently mostly debated in the context of the technological developments that allowed it to emerge in its current forms. More in-depth explorations of the philosophical underpinnings are moved to the backstage. Therefore, this paper proposes a historical approach to bring clarity to the concept and unmask the tensions that have played out in the past. It will then show how this knowledge can inform current debates around different open initiatives. First publication: http://dx.doi.org/10.5944/openpraxis.5.1.23

This paper reviews some of the methodological issues surrounding international studies of comparative educational achievement. It is argued that many of the claims made for these studies are unjustified and that their use for guiding educational policy is limited, especially because they lack longitudinal data on students. Este artículo estudia algunos problemas metodológicos relativos a los estudios comparativos internacionales sobre las experiencias de los alumnos. El artículo muestra que muchas de las afirmaciones relativas al potencial de estos estudios no son justificadas y en particular que es muy limitada su utilidad en la elaboración de las políticas educativas, principalmente por falta de datos longitudinales sobre los resultados de los alumnos. Dieser Artikel untersucht einige methodologischen Probleme, die die internationalen vergleichenden Untersuchungen über die Aneignungen der Schüler betreffen. Der Artikel zeigt, dass viele Behauptungen über das Potential dieser Untersuchungen nicht gerechtfertigt sind, und dass insbesondere ihre Nützlichkeit in der Ausarbeitung der Erziehungspolitik sehr begrenzt ist, hauptsächlich auf Grund mangelnder Daten über die Leistungen der Schüler.

L’article a pour but de montrer comment la découverte du lexique spécialisé au travers de documents authentiques étudiés en cours de traduction spécialisée ainsi que son acquisition à la fois linguistique et pragmatique s’inscrivent dans un processus pédagogique original. Ce dernier favorise une approche socioconstructiviste de l’apprentissage médiatisé, par un instrument cognitif essentiellement langagier qui est l’outil de partage et de gestion de signets.Une première partie est consacrée aux définitions du social bookmarking (le partage des signets) et des folksonomies et à leur impact sur l’apprentissage en ligne. L’article examine ensuite plus en détail des objectifs méthodologiques, linguistiques et pragmatiques mis au point en fonction de tâches précises qui tiennent compte des fonctionnalités de l’outil utilisé (Diigo). En conclusion, la démarche pédagogique opérée permet de voir la création d’un environnement de gestion personnalisée des connaissances(Personal Knowledge Management) et l’ouverture de perspectives de co-construction, de co-expertise et de partage de savoirs et de savoir-faire, en somme d’une intelligence collective à visée professionnelle. The purpose of this paper is to present an original pedagogical process, implemented during a specialized translation course promoting a social constructivist approach to mediated learning through the use of an essentially linguistic cognitive tool such as a social bookmarking service. We will study how the discovery of vocabulary for specific purposes through authentic documents and the acquisition of both its linguistic and pragmatic aspects is involved in this process.In the first part, the definitions of social bookmarking and folksonomies and their impact on online learning will be considered. Then, the methodological, linguistic and pragmatic issues pertaining to the use of specific features of the tool used (Diigo) during the tasks will be examined in detail. Finally, the pedagogical approach will be shown to reflect social tagging’s potential as a new tool for Personal Knowledge Management and new perspectives of co-construction, co-expertise and sharing knowledge, leading to a collective intelligence for professional purposes.

This research aims to account for people daily mobility to adequately measure relationship between characteristics of residential neighbourhood and health. From a statistical analysis of data collected in 2005 among 3000 inhabitants living in 50 neighbourhoods in the Paris metropolitan area, I showed that residential neighbourhood effects on health-seeking behaviours and on mental health should not be measured independently from individual activity space. People with a limited activity space were indeed found to be more vulnerable to characteristics of their residential neighbourhood than people with a large activity space. While the importance of neighbourhood of residence is currently questioned because of the extension and the fragmentation of individual life spaces, this paper underlined that neighbourhood of residence remains a key space, specifically for less mobile residents, De quelle manière la mobilité quotidienne des individus interfère-t-elle dans l'influence que le quartier de résidence exerce sur les comportements de santé des individus ? Ce texte fournit des éléments de réponse à cette question à partir de l'étude des symptômes dépressifs et des dépistages des cancers féminins dans l 'agglomération parisienne. L 'analyse statistique de données recueillies en 2005 auprès de 3000 habitants de 50 quartiers de l'agglomération montre que les caractéristiques sociales et physiques des quartiers de résidence influencent plus fortement la santé des habitants les moins mobiles (i.e. avec un espace limité d'activité). Une mobilité spatialement restreinte ne donne en effet pas aux individus l'opportunité d'échapper aux contraintes sociales et physiques de leur quartier de résidence. A l'heure où l'importance du quartier de résidence se trouve remise en question face à l'extension et à la fragmentation des espaces de vie, cette recherche en géographie de la santé souligne à quel point le quartier de résidence demeure un espace clef notamment pour la frange peu mobile de la population., Vallée Julie. L'influence croisée des espaces de résidence et de mobilité sur la santé. L'exemple des recours aux soins de prévention et de la dépression dans l'agglomération parisienne. (Cross-influence of residential space and mobility space on health. The example of the recourse to preventive healthcare and depression care in the Paris urban area). In: Bulletin de l'Association de géographes français, 89e année, 2012-2. La géographie de la santé en France, sous la direction de Jeanne-Marie Amat-Roze. pp. 269-275.

Dans un contexte professionnel de mondialisation, il ne s’agit pas d’apporter aux apprenants d’anglais de spécialité des compétences ou un savoir uniquement culturels mais bien une compétence interculturelle complexe intégrant « savoir », « savoir-faire » et surtout « savoir-être » qui dépend largement de l’individu et de son histoire. Cette réflexion s’appuie sur plusieurs expériences d’enseignement qui ont permis d’aller plus avant dans l’étude transdisciplinaire de la compétence de médiation interculturelle. L’anthropologie, l’ethnologie et surtout la neurobiologie permettent de mieux comprendre les mécanismes de la mise en place et du développement de cette compétence où l’expérience personnelle et sa verbalisation jouent un rôle essentiel. Les récentes découvertes, dans les neurosciences en particulier, peuvent éclairer d’un jour nouveau les comportements des apprenants face à cette compétence très personnelle : ne parle-t-on pas aujourd’hui d’intelligence émotionnelle ou même d’intelligence sociale pour lesquelles les neurones miroirs en particulier joueraient un rôle primordial ? Nous nous attacherons à démontrer l’apport indispensable de ces disciplines dans la recherche sur l’acquisition de la compétence interculturelle en anglais de spécialité. In today’s professional context of globalization, learners of English for specific purposes need a complex intercultural competence more than simple cultural knowledge. This competence must integrate cultural knowledge but also “know-how” and above all “know-how-to-be”. The research is based on varied teaching experience which has enabled furthering the transdisciplinary study of intercultural competence. Anthropology, ethnology and above all neurobiology allow for a better understanding of the ways this skill is developed, where personal experience and its verbalization play an essential role. Recent discoveries, especially in neurosciences, may help to uncover new approaches to learners’ behaviors in this very personal skill. Today emotional and social intelligence are both subjects where mirror neurons play key roles. This paper will underline the indispensable contribution made by these disciplines in research on intercultural competence.

In ancient Greece, the representation of the divine and heroic world is characterised by a very sophisticated anthropomorphism. However, the supra‐human world is more than the lifelike projection of a human society into a higher sphere. In the discrepancies between socio‐history and representation, some aspects of a divine specificity can be discerned. Accordingly, the respective roles of mother and wet nurse are not human types transported as such in the society of Greek gods. These types of human experience are “translated” at a higher level to suggest some aspects of the relationship that men want to establish with their gods. In return – and taking into account the discrepancies mentioned above – the narrative plots that feature such roles among the gods and heroes can reflect on their human counterparts and some current practices within Greek society. This paper addresses the role of the wet nurse respectively endorsed by the goddess Demeter taking care of a human baby and by the goddess Hera sucklin...

Le succès de Google a révolutionné en dix ans la manière dont nous cherchons l’information. Malgré la facilité de maniement des moteurs de recherche, les étudiants ont besoin d’être formés non seulement aux outils techniques de recherche documentaire mais aussi à la prise de recul vis-à-vis de l’information en ligne (évaluation et vérification des documents, réflexion sur le média). Cette note de pédagogie se fonde sur une expérience de quatre ans d’enseignement d’un module de formation à la recherche documentaire en master de traduction, l’observation des pratiques étudiantes et le dépouillement annuel d’un questionnaire. Elle a permis de dégager à la fois des objectifs pédagogiques spécifiques à la recherche lexicale en ligne et des exemples d’exercices (apprentissage par binômes, travail sur le lexique émergent, création de bases de données). Over the last decade Google has radically transformed the manner in which we retrieve information. Beyond a mere technical training in IT tools, students need to be encouraged to develop a critical approach to online information : they should be able to assess and check the information posted online and to reflect on the nature of online media. This paper is based on a four-year experience in teaching information retrieval techniques to students in a translation master’s degree, during which the observation of student practice was backed by annual surveys. Working with online lexical information presupposes we define specific pedagogical goals and may benefit from the implementation of exercises such as group work, identifying and producing emerging lexicon or the creation of databases.

The study of online learning, whether aimed at understanding this form of situated human learning, at evaluating relevant pedagogical scenarios and settings or at improving technological environments, requires the availability of interaction data from all participants in the learning situations. However, usually data are either inaccessible, or of limited access to those who were not involved in the original project. Moreover data are fragmented, therefore decontextualized with respect to the original teaching / learning settings. Sometimes there are buried in a proprietary format within the technological environment. The consequence is that research lacks a scientific basis. In the literature comparisons are often attempted between objects that are ill-defined and may in fact be different. The processes of scientific enquiry, such as re-analyzing, replicating, verifying, refuting or extending the original findings, are therefore disabled. To address this anomaly, we propose to create and disseminate a new type of corpus, contextualized learner corpus, entitled "LEarning and TEaching Corpus" (LETEC). Such corpora include not only the data that correspond to output of learner activity in online courses, but also their context. Sharing LETEC corpora within the research community implies that: (1) corpora are formatted and structured according to a new model which is compatible with existing standards for corpora and for learning design specifications; (2) corpora are placed on a server offering cross-platform compatibility and free access; (3) an ethics policy is formulated as well as copyright-licences. This paper presents the answers brought by our Mulce project to these questions from a theoretical and methodological standpoint. We give examples extracted from two learning and teaching corpora (Simuligne and Copéas). We show how data structured accordingly to the Mulce format can be transformed and processed by analysis tools available in different research communities. The article sheds light on the potential of such tools for the study of polyfocalisation and multimodal writing. It concludes with the scientific benefits researchers way expect at an institutional level when collecting and structuring data.; La recherche sur les interactions en ligne en situation d'apprentissage offre encore trop peu souvent la possibilité d'accéder aux données à partir desquelles les chercheurs ont élaboré les analyses présentées dans les publications. Cela restreint, d'une part, la compréhension des phénomènes étudiés et, d'autre part, empêche toute réplication dans le but de comparaisons, d'analyses cumulatives ou contrastives. Dans le projet Mulce, nous défendons le point de vue méthodologique suivant : pour permettre une analyse des interactions situées, il convient de relier les différentes données issues de formations en ligne pour construire un objet d'analyse, exploitable par différentes équipes et disciplines. Le constat actuel est que les données sont souvent décontextualisées, parcellaires ou simplement inaccessibles à la communauté des chercheurs. Nous proposons donc de structurer les données en corpus d'apprentissage (LETEC) de façon à rendre possible leur échange et la capitalisation des analyses. Le protocole de recherche, le scénario pédagogique, les interactions, productions et traces, les licences et les analyses capitalisables en sont les constituants. Cet article présente, dans un premier temps, les questionnements, à la fois théoriques, techniques et méthodologiques soulevés par la conception d'un tel projet. Dans un deuxième temps, nous illustrerons notre démarche à partir d'exemples issus des formations " Simuligne " et "Copéas", en indiquant les processus simples de transformation du format Mulce aux formats requis par deux logiciels d'aide à l'analyse (l'un sur les forums, l'autre sur l'alignement vidéo et transcription). Nous insistons plus particulièrement sur l'intérêt de ces outils pour l'analyse des phénomènes de polyfocalisation et d'écriture multimodale dans l'analyse des interactions multimodales, caractéristiques des environnements d'apprentissage en ligne. Nous conclurons notre propos sur les modes de valorisation scientifique du travail du chercheur confronté à la collecte et à la structuration de corpus d'apprentissage.

This paper focuses on analysing three sessions of cross-comprehension training in romance languages which took place using similar scenarii on the e-learning platform "Galanet"."Galanet" learning schemes assemble large groups of students (from one to two hundred in general) who are geographically located in different universities and committed to completing common tasks the final objective of which is to create a quadrilingual press file publication online.The present study will be developed along two complementary axes: 1. a quantitative analysis of the messages posted on the forum page of the platform for each session. 2. a qualitative analysis of sample interventions generated in one of these sessions.On the one hand, the quantitative approach will allow for the highlighting of certain salient features of the e-learning experience as a whole, including how sessions function and their impact on both students and tutors.On the other hand, the qualitative approach will allow to examine and understand more fully the discursive practices elicited by the learning scenario and the plurilinguistic dimension of the forum exchanges.; Cette contribution s'attache à analyser trois sessions de formation à l'intercompréhension en langues romanes qui se sont déroulées selon un scénario semblable depuis une plateforme Internet spécifiquement développée pour cet usage : la plateforme Galanet.Les formations Galanet réunissent un nombre important d'étudiants (entre cent et deux cents en général), répartis au sein de plusieurs établissements universitaires et investis dans un projet à réaliser en commun, soit un "dossier de presse" quadrilingue publié sur la Toile.Nous mènerons notre étude selon deux axes complémentaires : une analyse quantitative des messages déposés, pour chacune des sessions, dans l'espace forum de la plateforme et une analyse qualitative d'un échantillon d'interventions générées dans une de ces sessions. La première approche, quantitative et comparative, devrait nous permettre de tirer un certain nombre d'enseignements sur le déroulement de la formation dans ses grandes lignes, ainsi que sur l'action de ses participants (étudiants et tuteurs). La seconde nous permettra en revanche de mieux cerner les pratiques discursives suscitées par le scénario pédagogique et la dimension plurilingue des échanges.

The paper examines the child feeding and caring practices of mothers in an informal economy in Kampala City, using qualitative data collected in 1996. It was found that the supplementary feeding of children in this context started as early as three weeks despite the widespread belief among mothers that full breast feeding should go on up to at least three months. This action was justified in terms of insufficient milk, working away from home, maternal illness, increased appetite of the child, sex of the child, child illness and contraception. This discussion, therefore, explores the ways in which, due to financial constraints, relatives as childcare providers are normally relied on heavily by working mothers. Resume Cet article s'interesse aux pratiques en cours concernant l'alimentation et les soins assures par les meres, dans le secteur informel, a Kampala, en Ouganda. L'analyse est basee sur des donnees qualitatives collectees en 1996. L'etude revele que dans ce cas de figure, l'alimentation complementaire des enfants commence des les trois semaines de celui-ci, meme s'il est etabli que l'alimentation exclusive au sein doit etre pratiquee au moins jusqu'aux trois mois de l'enfant. Les raisons invoquees etaient l'insuffisance de lait, les activites pratiquees loin du domicile, les maladies maternelles, une augmentation de l'appetit du nourrisson, le sexe de l'enfant, les maladies infantiles et la contraception. Cette contribution montre bien la dependance des meres actives envers les membres de leur famille qu'elles chargent de prendre soin de leurs enfants. Africa Development/Afrique et developpement Vol.XXIX, No 3, 2004: 114-130

This paper presents the birth and development of clinical ethics in the United States. Since 1992, JCAHO mandates hospitals to have clinical ethics committee to help resolve ethical problems in patient' s care. This trend has led to an institutionalisation of clinical ethics. In contrast with France, where there is little link between bioethics and clinical ethics (bedside ethics), these two elements of the American bioethical movement (the patient subjected to medical experimentation and the patient in medical practice) have evolved around the same notions of autonomy and informed consent. Still, empirical literature is scant on the debates and the ethical process involved in ethics consultations. We analyze here the « ethical work » of ethicists and the way different references are used and how this collective moral experience takes place. The observed clinical ethical enterprise reveals a constant tension between the recognition of the patient as a subject and the medicalization of ethics; between subjectivity and rationalization. This process can be viewed as a shift in the classical medical paradigm., Résumé. Ce texte présente l'émergence et le développement aux États-Unis d'une approche nouvelle, l'éthique clinique. Depuis 1992, l'accréditation hospitalière rend obligatoire la mise en place de procédures formelles destinées à résoudre les problèmes éthiques liés à la prise en charge du patient, institutionnalisant de fait le recours à l'éthique clinique. Nous montrons qu'à la différence de la France (où peu de liens existent entre la pensée bioéthique et l'expérience clinique quotidienne), les deux versants du mouvement bioéthique américain (la réflexion sur l'expérimentation médicale et celle consacrée au sujet malade de la clinique) se sont développés de conserve autour des notions d'autonomie et de consentement éclairé. Pour autant, il existe peu d'études empiriques sur les processus de production éthique au sein des débats liés aux consultations d'éthique. Nous analysons ici le « travail » éthique en question, et notamment la mobilisation des diverses catégories de la pratique et l'expérience morale collective en jeu. Le projet de l'éthique clinique ainsi observé s'inscrit dans une tension constante entre une reconnaissance du sujet et une médicalisation de l'éthique, entre subjectivité et rationalisation, préfigurant sans doute un nouveau type de paradigme médical., El nacimiento de la ética clínica : política del sujeto o nueva categoría clínica ? El desarrollo y la institucionalización de la ética clínica en los Estados Unidos han sido poco estudiados por los sociólogos y no han sido analizados como un problema social. Damos cuenta al principio, del nacimiento y del roi particular de la ética clínica dentro del movimiento más general de la Bioética. Analizamos después el « trabajo ético » tal como se expresa en el seno de las deliberaciones colectivas que acompañan a la consulta de ética clínica. A partir del análisis de un caso concreto típico, damos cuenta de los procesos de esta experiencia moral colectiva que se convierte en un agente de legitimación social. Nos interrogamos finalmente sobre la naturaleza misma de este fenómeno : confirma una real apertura de la sociedad civil y una política del sujeto en el seno de lo « médico » o bien, en el fondo, no es sino una nueva categorfa de la clínica ?, Orfali Kristina. L'émergence de l'éthique clinique : politique du sujet ou nouvelle catégorie clinique ?. In: Sciences sociales et santé. Volume 21, n°2, 2003. pp. 39-70.

In this paper, we offer a succinct overview of the Swiss context and the experience of Switzerland with bilingual education. In Section 1, we briefly characterise the issue at a general level, providing some deŽfinitions necessary for the ensuing discussion. In Section 2, we review the main features of ‘linguistic governance' in Switzerland, with reference to its demolinguistic, geolinguistic and historical context. Section 3 presents the main traits of language education in Switzerland, while Section 4 is devoted to a descriptive overview of the (very few) cases of bilingual education in this country; in Section 5, we attempt to assess these experiments. In a concluding Section 6, we discuss the parallels and differences between the respective language education challenges of Switzerland and Latvia.

The paper compares several types of pluridisciplinarity research practices, referred to as multi-referentiality, inter-disciplinarity, trans-disciplinarity and meta-disciplinarity. Then it introduces co-disciplinarity, i.e., the kind of practice we are committed to in our own research teams. In particular, it describes the specific conditions under which a co-thinking space can be constructed inside a research group and the various obstacles that a co-disciplinarity work in this space could meet., Blanchard-Laville Claudine. De la co-disciplinarité en sciences de l'éducation. In: Revue française de pédagogie, volume 132, 2000. Evaluation, suivi pédagogique et portfolio. pp. 55-66.

« Endogenous growth theories » exhibit different models in which growth is assumed to come from the accumulation of a particular factor (human capital, technology, public infrastructures, etc.). However, due to its newness, the real term of « endogenous growth » seems to playdown old theories.This paper intends to put right this position and demonstrate that relations displayed by current models are only formalizations stemming from the developments of classical economists. In the end, we demonstrate that their analysis yields new viewpoints for analysts. Overall, we wish to reinforce theendogenous nature of the dynamic analysis among classical economist's writings., Les nouvelles théories de la croissance, dites « théories de la croissance endogène », se proposent de mettre en exergue différents modèles dans lesquels la croissance est assurée par l'accumulation d'un facteur particulier (capital humain, technologie, infrastructures publiques, etc.).Or, par sa nouveauté, le terme même de « croissance endogène » tend à dévaluer les anciennes théories. Ce papier de recherche entend corriger ce point et démontrer que les relations présentées par les modèles actuels ne sont que des formalisations issues des développements des économistesclassiques. En cela, nous montrons que l'analyse des auteurs classiques s'avère même offrir des perspectives nouvelles pour les analystes. Par dessus tout, nous souhaitons affirmer le caractère endogène de l'analyse dynamique chez les économistes classiques.

This paper relates an action-research experiment conducted with first year art history students. Confronted with large groups of unmotivated students, a lack of objectives and minimal hours of teaching, we hypothesised that developing an ESP type of teaching, based on CALL materials, would at the same time improve the students’ motivation and their language learning strategies. We first describe how we developed and implemented CALL lessons for that public. The data collected have enabled us to study some of the learning strategies used by our students, and to evaluate their supposed cognitive and metacognitive acquisitions at the outcome of the experiment., Cet article relate une expérience de recherche-action, entreprise dans le cadre d’un enseignement de l’anglais à des étudiants d’Histoire de l’art de DEUG 1e année. Confronté à une situation peu favorable (effectifs nombreux et peu motivés, pas d’objectifs définis par l’institution, horaires restreints), nous avons formulé l’hypothèse qu’un enseignement spécifique s’appuyant sur un support de type EAO pouvait répondre au défi de cette situation et améliorer à la fois la motivation de nos étudiants et leurs stratégies d’apprentissage de la langue. Après avoir décrit notre travail de conception et de réalisation de leçons d’EAO à l’intention de ce public, nous analysons les résultats de notre expérience qui s’avère très positive sur le plan de la motivation. À travers les données de nos fichiers de «trace » , nous observons les stratégies d’apprentissage mises en oeuvre par nos étudiants, opérations mentales dont ces données sont la trace visible. Nous évaluons enfin les acquis cognitifs et métacognitifs supposés de notre public à l’issue de l’expérience., Rézeau Joseph. De Socrate à Negroponte en passant par Van Eyck. In: Cahiers de l'APLIUT, volume 16, numéro 3, 1997. Stratégies d’apprentissage. pp. 94-103.

Declining public school enrolments have in recent years been accompanied by the sustained growth of non-public schools. Among these the fastest growing are Christian schools, which form the largest part of the Christian School Movement. Underlying this movement is the claim that churches and parents exclusively have the right and responsibility of educating the youth. This paper shows that the Christian School Movement is highly controversial., Ben Barka Mokhtar. Évangélisme et enseignement : le Christian School Movement. In: Revue Française d'Etudes Américaines, N°74, octobre 1997. Enseignement primaire et secondaire aux Etats-Unis. pp. 40-52.

During the last 15 years, French society has been the setting for the development of two cross-cutting phenomena : the settlement of an important non-native population (particularly, more than 3 million from Maghreb) and a severe economic and social crisis (massive unemployment and erosion of social protections). The crisis shatters former certitudes and destroys the symbolic devices constructed during some thirty years of exceptional development and modernization. The coincidence of the two phenomena brings about a rise of xenophobia. The foreigner, being the principal carrier of the social « negative », thus becomes the central reference for natives who attempt to expel poverty and dependency, both of which have become omnipresent while people had imagined they had been eradicated. The paper tries to define this process as it takes place in the everyday life of urban peripheries.

Curriculum design in multimedia in practice. The steps involved in creating an independent study kit for a multimedia programme in english DUT TC The creation of an independent study kit poses numerous questions and difficulties for a teacher embarking upon a programme of distance learning, however competent she/ he may be in the discipline concerned. Following a brief description of the context which occasioned a request by France Télécom for a multimedia programme DUT TC, as well as a rapid overview of the nature of distance learning, this paper traces the main steps of the preparation involved in the English course. Among the phases of conceptualisation considered : attribution of content to distance and on-site sequences, breakdown of subject matter into units, identification of the objectives for each unit, specifications of material for the video component, allotment of visuals for each video sequence, establishing the composition of a teacher’s manual and the student’s book. The task of realising a video for students of English challenges a teacher to evaluate her/ his teaching practices and to reconsider course content. This case study may well demonstrate the limit of the media used, but it also confirms that distance learning is destined for great future., La réalisation d’une mallette d’apprentissage de l’anglais à distance soulève de nombreuses difficultés et questions à tout enseignant d’anglais néophyte, fût-il compétent dans sa discipline. Après avoir dessiné le contexte qui a prévalu à la demande de France Télécom d’élaborer une formation à distance DUT TC Multimédia, l’article fournira, à travers cette étude de cas, les principales étapes de la scénarisation qui emprunte beaucoup à la technique de l’adaptation de romans au cinéma : découpage du contenu du cours en parties distantes et présentielles, découpage de la partie distante en unités, identification des objectifs de chaque unité, identification de ce qui sera enregistré en vidéo, identification des visuels pour chaque partie vidéo, identification du contenu des livrets élève et enseignant. La réalisation d’une vidéo d’apprentissage de l’anglais amène l’enseignant à remettre en question ses actes pédagogiques et à repenser ses cours. Une expérience qui montre aussi les limites du média utilisé, mais qui confirme que la formation à distance est vouée à un grand développement., Misery Véronique, Selbach Gérard. Scénarisation : pratique du multimédia. Les étapes de la réalisation d’une mallette d’auto-formation à l’anglais (DUT TC multimédia). In: Cahiers de l'APLIUT, volume 16, numéro 1, 1996. pp. 47-60.

The purpose of this paper is to analyze from a theoretical, methodological and practical point of view the talent detection strategy and a recent approach of sport expertise development. Talent detection strategy is founded from a determinist way of thinking, where its application on sport remains problematic. In contrast, utilization of qualitative methods for the study of high level athletes evolution during their careers appears to be full of promise, particularly the new perspective based on the works of Bloom (1985), Csikszentmihalyi et al. (1993) and Ericsson et al. (1993). In regards to the development of sport expertise, a considerable importance has been given to personal and contextual factors like the athletes deliberate practice, family support, and creativity of their educational evironment., Cet article analyse d'un point de vue théorique, méthodologique et pratique les procédures classiques de détection des talents et les approches récentes du développement de l'expertise en sport. La détection des talents est fondée sur un mode de pensée déterministe dont l'application en sport demeure problématique. Par contre l'emploi de méthodes qualitatives pour l'étude de l'évolution des athlètes de haut niveau au cours de leur carrière se révèle prometteuse. Notamment, les nouvelles perspectives de recherche inspirées par les travaux de Bloom (1985), Csikszentmihalyi et al. (1993) et Ericsson et al. (1993) accordent du poids dans le développement de l'expertise en sport à des facteurs personnels et contextuels tels que la pratique délibérée de l'athlète, le soutien de ses parents et la créativité de son environnement éducatif., Salmela John H., Durand-Bush Nathalie, Durand Marc. La détection des talents ou le développement de l'expertise en sport. In: Enfance, n°2-3, 1994. pp. 233-245.

Firstly, this paper points out the low interest in health education of French specialists in educational sciences, in comparison with English-speaking ones. A reason for such a situation could be a misconception of health. Therefore the author suggests a preliminary discussion about definitions of health an health education. He then presents some theoretical models in health education in order to exemplify the different available approaches : from individual to social target, from non implicated to participating target. It is an opportunity to improve French readers' knowledge about North American models such as « self efficacy »or « health belief model ». It is also an opportunity to present a new sociopolitical model conceived with J.-P. Pages. The conclusion provides an example of implementation of such models with an health education action performed in the Hérault department., Cet article, tout d'abord, constate le peu d'intérêt que les spécialistes français des sciences de l'éducation ont accordé jusqu'à présent à l'éducation pour la santé, comparé à ce qui peut être observé dans les pays anglophones. Une raison possible de cet état de fait pourrait être une conception restrictive de la santé. L'auteur propose donc, comme préalable, une réflexion sur les définitions de la santé et de l'éducation pour la santé. Il présente ensuite quelques modèles en éducation pour la santé qui illustrent les différentes approches possibles : l'action visant l'individu ou le groupe social, la cible étant passive ou participant à l'action. C'est l'occasion de faire mieux connaître des modèles nord-américains tels que le « self efficacy » ou le « health belief model ». C'est aussi l'occasion de présenter un modèle original de type sociopolitique conçu lors d'une collaboration entre J.-P. Pages et l'auteur. En conclusion l'article donne un exemple d'utilisation de ces modèles dans une action d'éducation pour la santé réalisée dans le département de l'Hérault., Manderscheid Jean-Claude. Modèles et principes en éducation pour la santé. In: Revue française de pédagogie, volume 107, 1994. pp. 81-96.

Rouen: spatial extension and quantitative slackening of counter-urbanization Central Pays de Caux (cantons of Fauville and Yvetot) is very representative of the inversion of population growth at the expense of towns and to the benefit of country, which occurred in France during the decade 1970-1980. Because demographic rural growth is basically the result of a positive migratory balance, the analysis of migrations is particularly instructive. The first stage of the study is a systemic exploratory model in which immigration mainly consists in «rurbanisation» (counterurbanisation) from large cities, in return of adults born in country and in population coming from "deep Caux" (the more rural and urban-distant part of Caux), while emigration is essentially made up of young people. Two communes (Allouville-Bellefosse and Alvimare) have been selected for an analysis of migrations based on several sources: a special survey (a quarter of the households), the study of election file and planning permission file. The nature of migrants is first investigated (where are they coming from? where are they going to?, what are their age structure and occupations?) before the analysis of their motivations. Considering the results r of surveys, some premises of the model must be challenged. Counterurbanisation from Rouen is quite negligible and migration from "deep Caux" has been strongly reduced recently. Three main immigration shifts may be observed: The settling of workers coming from Yvetot and small industrial towns in the neighbouring Seine valley and more recently from Le Havre, because of cheap building land for sale in housing estates; a return of adults born in country (expected in the model, but less important than the first flow) which are settling preferably outside the housing estates, particularly the "white collars"; at last the coming of tertiary population mainly employed in services induced in villages by the population growth. Emigrants are mainly the young less than 25 years old who are leaving considering the lack of cheap rental houses in rural space, but also the elderly, because of the lack of amenities in scattered hamlets. The paper ends with an interrogation on prospects of population growth in suburban rural spaces. It seems that paradoxically the movement is quantitatively and globally slowing down, but carries on its spatial extension., Fruit Jean-Pierre. Migrations résidentielles en milieu rural péri-urbain : le Pays de Caux Central. In: Espace, populations, sociétés, 1985-1. Migrations et urbanisation - Migrations and cities. pp. 150-159.

PIP: This paper discusses the social, political and cultural status of women in Brazil. In 1976 only 29.6% of Brazilian women participated in economic activities; 54.3% of these were still employed as laborers in the countryside, while only 6% were employed in urban and industrial jobs. The greatest concentration of female labor is in the category of the very badly paid domestic employment. Man is traditionally the head of the family, even when he is not the breadwinner. Illiteracy has decreased in Brazil to 24.3%, but female analphabetism is 26.5% versus 21.9% male analphabetism. Schools are open to males and females at all levels, but the traditional and cultural structure of Brazilian society considers the home, not the school, as the only proper place for young girls, and maternity is still the primary social function of women. Politically Brazilian women have very little power, even if they make up 44% of the electoral body. Sex education does not exist in the school or in the home, and any sexuality exercised outside the bonds of marriage is considered as deviant.