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Copyright of Aequitas: Journal of Human Development, Disability & Social Change / Revue de Développement Humain, Handicap et Changement Social is the property of Reseau international sur le Processus de production du handicap, RIPPH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This project introduces a pedagogical framework to raise awareness of ecological, social, and urban issues through the immersive exploration of urban soundscapes. Building on a methodology combining acoustic and psychoacoustic measurements with questionnaires [11], learners are immersed in a sound environment through binaural recordings and 3D renderings. They analyze physical and perceptual data, comparing objective measures with subjective feelings. This experimental and sensitive approach awakens engaged listening in the face of societal challenges. It develops transversal skills and qualities of attention to the environment. By revealing the complexity of urban soundscapes, this project opens up new perspectives for understanding the interactions between sound, space and society. [ABSTRACT FROM AUTHOR]

The cultic image, the matter par excellence of the relationship between the living and the dead, is not an immediate given, accepted by all and at all times. It has oscillated between iconomachy and iconoduly, between disparaging and justifying discourses, between often contradictory theories and practices. In this article, I use literary sources to take a closer look at the upheavals that images of ancestors and masters underwent over time, from the beginning of the Common Era onwards, blending biological and spiritual genealogies, and the role and type they accorded the representation of the dead. I thus endeavour to analyze the so-called Chinese religions -Confucianism, Taoism and Buddhism - in a transversal manner, so as to bring to light the differentiated regime of the living's worship of the dead. [ABSTRACT FROM AUTHOR]

This contribution would like to answer a double question: how does coordination relate to management? What does all this tell us on current social work practices? The management activity is thus questioned as well as the coordination function, emerging in the field of social work, and presented as an avatar of transversal management. To answer the original question, research-training has been set up within the framework of a professionalizing university training intended for professionals in the social sector already in activity. The results of this approach above all show the extreme diversity of practices in this area in relation to the contexts crossed as much as to the career of the professionals involved. The coordination function is thus illuminated both from the point of view of the dispositions they imply among professionals and the conditions of possibility of this function. A coordination economy is emerging, providing a framework for possible shared learning, through the implementation of this management. [ABSTRACT FROM AUTHOR]

This article addresses the contribution of contemporary artistic creation to the (com)memoration of a conflicted past. The art of recent decades seems to have been permeated by questions of history and memory, to the point of giving rise to a new artistic posture, that of the "artist-historian". Through the prism of France’s Grand Est region, we examine the possible transmission of a complex and ambiguous heritage through recent artworks and exhibitions, combining research (archives) and fiction. In the footsteps of a partially traumatic past, characterized by two annexations by Germany, we postulate, based on the research project Paysage(s) de l’étrange (Landscape(s) of the Strange), that contemporary art can contribute to commemoration and raise awareness of ruptures and gaps in history, while offering a rereading of historical facts through their anchorage in intimate experience. We conclude by putting into perspective an open and transversal history of art, in the manner of Aby Warburg’s Mnemosyne Atlas. [ABSTRACT FROM AUTHOR]

Copyright of Revue d'Histoire des Mathématiques is the property of Societe Mathematique de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In French higher education, the relevance of lectures is regularly a subject of debate, especially with regard to the teaching practices implemented in this teaching environment. While research has repeatedly focused on this type of teaching method, few studies have attempted to describe the interactional practices of teachers during lectures empirically, or to identify the factors that influence these practices. Based on data collected among 276 teachers at a French university, this article aims to describe the nature of these practices but also the links that they have with individual and contextual factors, among which the transversal skills of teachers are considered. Specifically, our results lead to reconsider the idea according to which lectures hinder any form of teacher-students interaction. [ABSTRACT FROM AUTHOR]

Copyright of Anales de Filología Francesa is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Europe is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Synergies Italie is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Quetes Litteraires is the property of Katolicki Uniwersityt Lubelski Jana Pawla II, Wydzial Nauk Humanistycznych, Institut Filologii Romaj and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The major vectors of cultural transfers that we propose to analyze in the context of the formation of centers of enlightened absolutisms through the works of the French Enlightenment - academies - will be, initially, the institutions conveying intellectual movements allowing the formation of these centers. It seemed important to us to give a transversal view of these institutions across enlightened Europe while taking into account the specific position of France at that time. By analyzing the main vectors of these movements - academies, and in particular the evolution of the institution of the Academy in France, we will always remain cautious and will try not to interpret the transfers as simple transplantations of the cultural models of one country to the other while demonstrating that the failure of the political and cultural project of enlightened absolutism can be read through the collapse of the official vectors of cultural transfers. [ABSTRACT FROM AUTHOR]