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This paper explores the role of family trajectories during childhood in explaining inequalities by maternal education in children's math and reading skills using harmonized, longitudinal, and nationally representative surveys, which follow children over the course of primary and lower secondary school in four high‐income countries (England, France, Germany, and the United States). As single parenthood and family transitions are more likely among less educated parents and are associated with fewer resources for children, we explore whether growing up outside a stable two‐parent family mediates educational inequalities in math and reading scores. Results show a strong educational gradient in family trajectories in the four countries, but this varies by child age and by country. Children who experience a family transition record lower test scores, although the magnitude differs by the type of postseparation arrangements. Overall, family trajectories are strongly associated with children's math and reading scores but, because of the importance of selectivity in family trajectories, they play only a modest role in explaining the skills gaps by maternal education, considerably less than determinants such as income. The penalties associated with not living within a stable two‐parent family are always larger in the United States and England than in France and Germany. [ABSTRACT FROM AUTHOR]

This paper focuses on marine environmental education in schools in France. From a historical perspective, it studies the initiatives leading to the natural environment, here the coastline, being considered as an educational component in its own right. It details the emergence and subsequent generalisation of two innovative measures within French schools, considered as original in the national education system: the «sea classes» (classes de mer) created in 1964, and the «educational marine areas» (aires marines éducatives), developed in 2012. Based on extensive archival work and unpublished testimonies from actors involved at all stages of the development of these models, this paper sheds light on the way in which these measures concerning marine environmental education were structured and evolved, in terms of both their applicability and their objectives. Above all, it seeks to demonstrate that although these models have long been institutionalised by the French Ministry of National Education and contribute to enriching the country's educational offer, they did not stem directly from an academic desire to reform school curricula. Rather, they originated with local initiatives implemented by stakeholders involved in action networks that enabled their projects to gain prominence and recognition within the school system. Finally, the study shows that the success of these measures and the enthusiasm they generate among educational actors legitimise the role of nature in schools. The interviews conducted, notably with teachers, highlight the fact that the natural environment, considered as a venue for learning, both contributes to the success of the lessons taught and increases the motivation of the learners. This then raises the question of the development of these measures outside of France. [ABSTRACT FROM AUTHOR]

This paper examines the complex relationship between the state, civil society and education through comparative research with young people in France and the UK. Survey data derived from two cohorts of school students in South Wales and Lyon reveal strong differences in their levels of civic and political participation. While our Welsh students have higher levels of 'civic participation', as measured in terms of charitable work and volunteering, our French students have far higher levels of what might be considered 'political engagement', defined in terms of campaigning and demonstrating. We argue that these differences can be accounted for by the different cultural repertoires and priorities of citizenship education which themselves reflect the contrasting historical configurations of education, the state and civil society in these two countries. [ABSTRACT FROM AUTHOR]

Among social policies in France, those concerning childhood are primarily aimed at populations living in deprived neighbourhoods where immigrant families live side by side with disadvantaged native French single mothers, disabled workers and long-term unemployed families. However, immigrant families are 'captives', and they can neither move easily due to lack financial resources nor access private housing markets because some private landlords refuse to accept immigrant tenants. This article is based on in-depth studies using parents' life-stories, family case histories and semi-structured interviews with professionals carried out in various French cities. It was found that immigrant families, most of whom come from former French colonies (North Africa, Black Africa), have expectations about the French health, social and school systems. The future of their children is at the heart of their migration project. This paper shows how these families report making sacrifices for their children to achieve success in French society, in spite of the risks of living in poverty. But one unexpected risk lies in the prejudices of some professionals against their children. The paper sheds light on how immigrant parenting in France is still shaped by colonialism and class, and how it influences the policy response with various consequences. [ABSTRACT FROM AUTHOR]

Biomimicry is a growing field of developing environmental innovations for materials, facade systems, buildings, and urban planning. In France, we observe an extensive diversity of initiatives in biomimicry for the development of regenerative cities. These initiatives blossom in a large range of areas, from education to urban policies, to achieve a major environmental, social and economic paradigm shift. To provide a comprehensive understanding of this development at the national scale, this paper presents and discusses the diversity of the developed initiatives over the last 10 years in six main fields-education, urban policies, fundamental and applied research, design demonstrators, arts, and communication. This research is an opportunistic study based on the analysis of these initiatives enriched by the feedback of the stakeholders collected by the authors working in the field of biomimicry over the last seven years. We identify that biomimicry in France has mainly extended through individual initiatives of teachers, territorial authorities, architectural studios, or researchers rather than through the support of public policies. Putting into perspective developments in biomimicry by other countries, this cross-discipline analysis provides recommendations for the extensive development of regenerative architecture and urbanism at the national scale. [ABSTRACT FROM AUTHOR]

Phenomenon: The urgency of having fair and trustworthy competency-based assessment in medical training is growing. Simulation is increasingly recognized as a potent method for building and assessing applied competencies. The growing use of simulation and its application in summative assessment calls for comprehensive and rigorously designed programs. Defining the current baseline of what is available and feasible is a crucial first step. This paper uses anesthesia and intensive care (AIC) in France as a case study in how to document this baseline. Approach: An IRB-approved, online anonymous closed survey was submitted to AIC residency program directors and AIC simulation program directors in France from January to February 2021. The researcher-developed survey consisted of 65 questions across five sections: centers' characteristics, curricular characteristics, courses' characteristics, instructors' characteristics, and simulation perceptions and perspectives. Findings: The participation rate was 31/31 (100%) with 29 centers affiliated with a university hospital. All centers had AIC simulation activities. Resident training was structured in 94% of centers. Simulation uses were training (100%), research and development (61%), procedural or organizational testing (42%), and summative assessment (13%). Interprofessional full-scale simulation training existed in 90% of centers. Procedural training on simulators prior to clinical patients' care was performed "always" in 16%, "most often" in 45%, "sometimes" in 29% and "rarely" or "not" in 10% of centers. Simulated patients were used in 61% of centers. Main themes were identified for procedural skills, full-scale and simulated patient simulation training. Simulation activity was perceived as increasing in 68% of centers. Centers expressed a desire to participate in developing and using a national common AIC simulation program. Insights: Based on our findings in AIC, we demonstrated a baseline description of nationwide simulation activities. We now have a clearer perspective on a decentralized approach in which individual institutions or regional consortia conduct simulation for a discipline in a relatively homogeneous way, suggesting the feasibility for national guidelines. This approach provides useful clues for AIC and other disciplines to develop a comprehensive and meaningful program matching existing expectations and closing the identified gaps. [ABSTRACT FROM AUTHOR]

Background: As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed. Objectives: The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer‐assisted instruction (CAI). Methods: We addressed this issue experimentally by comparing CAI to conventional teacher‐led classroom instruction with more than 800 middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics. Results and Conclusions: Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher‐led instruction. Takeaways: The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility. Lay Description: What is already known about this topic?: Socioeconomic status affects academic achievement especially in students from disadvantaged backgrounds.Inequal access to digital learning is a by‐product of socioeconomic status.Computer‐assisted instruction is known to yield positive effects on learning. What this paper adds?: It examines the effectiveness of computer‐assisted instruction on reducing the socioeconomic achievement gap when equal access to digital education is guaranteed at the school level.It shows that computer‐assisted instruction (relative to teacher‐led conventional instruction) benefited disadvantaged students and their highly privileged counterparts equally, shifting the socioeconomic achievement gap upward.However, disadvantaged students receiving CAI may reach similar performance level as their highly privileged counterparts receiving conventional instruction, thus compensating the socioeconomic achievement gap. Implications for practice and/or policy: This finding strengthens the importance of targeting teaching methods depending on students' socioeconomic characteristics to allow disadvantaged students to maximize their learning potential and chances to access to higher education. [ABSTRACT FROM AUTHOR]

Copyright of Imago Mundi is the property of Routledge 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 paper explores factors that influenced the quality of stay of Chinese-speaking mobile students in France, as the living experience abroad is one of the most-cited difficulties for international students. For practicality, we sieve through previous researches to identify 20 factors (grouped into 4 Dimensions: Personal Dimension Teacher's Effectiveness Dimension, Campus Environment Dimension, and Daily Environment Dimension), which most likely correlated with the quality of the stay of mobile Chinese-speaking students in France. We adopt the DANP (DEMATEL-based ANP) model, i.e., combining the Decision Making and Trial Evaluation Laboratory (DEMATEL) method and the Analysis Network Process (ANP), to construct the Influential Network Relation Maps, identifying the hierarchical structure among the factors and the dimensions. We find that the "Teacher's Effectiveness" is the most influential dimension to the other 3 dimension. Our research can provide more insights on the French educational system improvement, and help define a more effective policy strategy focus. [ABSTRACT FROM AUTHOR]

Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults. [ABSTRACT FROM AUTHOR]

• Individuals' choice between education and fertility can drive sustained growth. • Gender balance is important in depicting the real impact of quality-quantity trade-off. • A unique census-based French county level data is used for empirical analysis. • We find that higher education causes lower fertility and vice versa. • The effects of negative endowment almost disappear at a low level of fertility. • The results are robust to controls, endogeneity and distributional heterogeneity. Recent theoretical developments in growth models, triggered particularly by unified theories of growth, suggest that the child quantity-quality trade-off is a defining element in our explanation of a transition from Malthusian stagnation to a sustained growth path. This paper presents a model and derives a testable empirical framework to investigate the role of gender in the trade-off between education and fertility for 86 French counties during the 19th century. Endogeneity-mitigated mean- and median-based regressions offer robust empirical predictions for gender-empowered quantity-quality trade-off. In particular, we find the existence of a significant and negative association between education and fertility. Further, while gauging the differential effects of schooling on fertility, we find that the short-run differences between male and female are small whilst the long-run effects are large. From policy perspective, our results imply that for stable long-run growth it matters not just that parents educate their children, but specifically that they choose to educate girls. [ABSTRACT FROM AUTHOR]

Background: Several studies revealed that medical students have low performance levels of hand hygiene (HH) and biomedical waste management (BMWM). However, there have been limited interventions directed at young students targeting HH and BMWM enhancement. Given these data, we aimed at assessing HH and BMWM among medical students after two training methods. Methods: We performed a quasi-experimental study from September 2021 to May 2022, which included fifth-year medical students enrolled in the faculty of Medicine of Monastir (Tunisia). We relied on a conventional training based on presentations and simulations guided by the teacher and a student-centred training method based on courses and simulated exercises prepared by students. We used the WHO HH Knowledge Questionnaire and the "BMWM audit" validated by The Nosocomial Infection Control Committee in France. Results: A total of 203 medical students were included (105 in the control group and 98 in the experimental group) with a mean age of 23 ± 0.7 years. Regarding HH, we found a statistically significant increase in post-test scores for both training methods. A higher post-test mean score was noted for student-centred method (14.1 ± 1.9 vs. 13.9 ± 2.3). The overall improvement in good HH knowledge rates was greater after student-centred method compared to conventional training (40.5% vs. 25%). Concerning infectious waste, mean scores were higher after student-centred learning in all hazardous waste management steps (25 ± 3.3 vs. 23.6 ± 5.5). Results: Coupling student-centred teaching and continuous supervision could improve HH and BMWM knowledge and practices among medical students. [ABSTRACT FROM AUTHOR]

While socio-economic gradients in newborn health are well established (Currie, Am. Econ. Rev. 101(3), 1–22, 2011), understanding what produces these inequalities, and in particular the unique contribution of inter-connected mechanisms, remains difficult to estimate. We adapt decomposition methods proposed by Rothe (J. Bus. Econ. Stat. 33(3), 323–337, 2015), which isolate the marginal contribution of potential explanatory variables, to explore differences in birthweight by maternal education, in France and the UK. These methods allow looking at the whole birthweight distribution rather than binary indicators of low birthweight, and the adaptation we propose allows grouping covariates into sets that tap into the same concept, providing a better measurement of the overall role of each potential mechanism in explaining health gaps. Analyses are applied to rich, nationally representative data for infants in France and the UK. Beyond differences in birthweight distributions by maternal education, differences in group characteristics (health behaviours during the pregnancy; maternal work condition; social support; demographic and economic factors) explain much of the gaps in birthweight across educational groups in both countries, but especially France. Smoking appears to be the largest source of inequality in both countries. However, differences between countries emerge, such as the importance of social support and mental well-being in the UK, suggesting that national contexts may matter in generating differences in birth health across education groups. [ABSTRACT FROM AUTHOR]

This article examines the integration of Education for Sustainable Development (ESD) in the French educational system and more especially in primary schooling. The research question concerns the purposes, the form of integration and the definition of the content of ESD. To answer these questions, I present and analyse the main features of these three questions as presented in the official texts of the Ministry of Education. I also draw on a case study focusing on the integration of ESD at primary level. Thirty-four semi-directive interviews were carried out with local ESD actors working in two communes in southern France. In this study, the interviews were subjected to thematic analysis using NVivo 12 software. The results show that, both in the official texts and in the discourse of the interviewees, the purposes of ESD tend to be civic and emancipatory. Furthermore, while the choice of content is left to the actors on the ground, the incoherence and lack of clarity of the official texts complicates their task. They thus have difficulty in setting ESD projects within an interdisciplinary approach. [ABSTRACT FROM AUTHOR]

While the importance of Nature-Based Solutions for climate change adaptation (NBaS) is being increasingly acknowledged, very few studies investigate the status of these solutions in higher education syllabi. In an effort to bridge this gap, this study assessed the position of the NBaS notion in French Master's programs. Based on a survey questionnaire, several interviews and a text mining analysis of the Master's contents, this paper identified, localised and analysed the French Masters that presented links with NBaS related concepts. This analysis revealed that the notion of NBaS is far from being mastered. This might be caused by a conceptual misunderstanding of definitions. While text mining revealed that the building blocks of the NBaS framework are present, much still needs to be done for connecting them together. A combined analysis of the findings derived from this study led to recommendations to better introduce NBaS in Masters programs in the future. • The term of Nature-Based (adaptation) Solution is far for being well mastered. • Based on the existing definition, the concept should also be better explained. • Few courses are actually dedicated to climate change and how to adapt to it. • The complexity of the environments across scales has to be taken into account. • NBaS require a transition from silo approaches to multidisciplinary frameworks. [ABSTRACT FROM AUTHOR]

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.)

Purpose: A previous survey conducted in 2012 showed that 82% of radiation oncology residents felt they were not receiving optimal brachytherapy training. With almost 10 years of hindsight, the aim was to update these results. Material and methods: An anonymized questionnaire based on the 2012 survey was submitted to the 161 French residents enrolled in the 2021 French Society of Young Radiation Oncologists (Société Française des Jeunes Radiothérapeutes Oncologues - SFJRO) national brachytherapy courses. Results: With a participation rate of 73%, 86% of the residents were interested in brachytherapy, but 80% consider their training in brachytherapy insufficient. 88% and 69% of the residents stated that they knew gynecological and prostate brachytherapy indications correctly, respectively. The residents have achieved proficiency in the technique of brachytherapy of vaginal vault in 36% (compared with 21% in 2012), utero-vaginal in 13% (12% in 2012), including 4% with interstitial implants, and prostate in only 4% (4% in 2012). In their brachytherapy internships, 18% of the residents declared having no role or an observational role. The main obstacles to training were the need to go to several centers to see several indications (85%), lack of brachytherapy activity in the center (72%), and the difficulty of freeing themselves from hospital duties (71%). Conclusions: With results globally stable compared with 2012, brachytherapy training needs improvement. In the absence of a mandatory internship in a reference center or dedicated fellowships, residents must have protected access to training sites by favoring inter-hospital exchanges. [ABSTRACT FROM AUTHOR]

Music education or education through music, a means of emancipation of new generations. To what extent can the education of future teachers be directly responsible for the ideals of tomorrow's multicultural society? This article aims to open up a vision of education, a solution among solutions, based on the development of a curriculum centered around the values of equality and equity, around the principles of freedom and secularism. The intellectual preparation and training of future education professionals is a process of continuous transformation, adaptation and multidisciplinary transversal training, in which the Common Core is the common stem of knowledge and skills needed to educate teachers and students at the same time. [ABSTRACT FROM AUTHOR]

Economist turned entrepreneur Say was uncertain about his future in 1814 when he was commissioned by the French government to document British industrial progress at a critical point of the industrial takeoff. This trip offered the opportunity to observe the economic life of a different country and to deepen his knowledge of the economic consequences of parliamentarism or the Corn Laws. He also developed a specific understanding of the changes occurring in Britain stressing economies of scale, the role of coal for steam, and the horrific situation of the working class. As key causes, he identified British naval domination of the seas and, more surprisingly, the general distortion induced by very heavy taxation. Through his travel, Say also imported new views about education that he disseminated in France before turning himself to the teaching of economics, starting, at forty-eight years of age, an academic career. [ABSTRACT FROM AUTHOR]

Wallis and Futuna are a French overseas collectivity in Oceania. In 1969, the French state formally ceded responsibility for the territory's primary education to the Catholic mission and reimburses related expenses. Against this backdrop, this article uses the negotiations about primary education between these two non‐sovereign island territories and their colonial metropole to explore islanders' views of the relationship. We conducted interviews with eight representatives of local institutions associated with primary education and we analyzed relevant official agreements. Our analysis suggests that, from the islanders' perspective, the negotiations with metropolitan France about policies and funding for primary education are driven by different identities located within a shared national identity. We find these identities are not merely different, but complementary in a non‐hierarchical fashion. We also find that these identities seem to be mutually constituted between metropolitans and islanders through negotiations that are often adversarial and—from the islanders' view—predicated on detailed knowledge of the history of these negotiations. In addition, the resulting education policies regularly see primary schools receiving unequal treatment in comparison to schools in metropolitan France. However, in counterweight, islanders can also succeed in giving unequal treatment to metropolitan regulations by bending them to suit local interests or values. [ABSTRACT FROM AUTHOR]

Background: The 'AntibioCharte' randomised controlled study aimed at assessing the impact of a multifaceted antibiotic stewardship intervention targeting French general practitioners with higher-than-average antibiotic use. The intervention included a public commitment charter signed by the general practitioner, a non-prescription pad, and a patient information leaflet. Objectives: We conducted a qualitative study to evaluate general practitioners' fidelity in the intervention and its acceptability by patients and general practitioners. Methods: This investigation was performed in northeastern France from July 2019 to May 2020, among the AntibioCharte intervention group after a 1-year implementation period. General practitioners' fidelity in the charter was assessed by direct observations; general practitioners' fidelity in the other tools, and acceptability of both general practitioners and patients were assessed through semi-structured face-to-face individual interviews. Results: Twenty-seven general practitioners and 14 patients participated. General practitioners' fidelity varied according to the tool: the charter was clearly displayed in most waiting rooms; the non-prescription pad was used throughout the intervention period by most general practitioners while the leaflet was used by fewer general practitioners. Both general practitioners and patients found the charter's content and form relevant, but few general practitioners felt themselves publicly engaged. The waiting room may not be appropriate to display the charter as some general practitioners forgot it and patients did not always read the displayed documents. General practitioners appreciated the pad and found that it could help them change their practices. It was perceived as a good tool to educate patients and manage their expectations for antibiotics. Patients appreciated the pad too, especially information on the infections' symptoms and their duration. Still, some patients feared that it could encourage doctors not to prescribe antibiotics. Unlike general practitioners, who considered the leaflet redundant with the information given during the consultation, patients found it useful to raise awareness on antibiotics' specificities and risks, and remind them of good practices. Conclusions: The AntibioCharte intervention was overall well accepted by general practitioners and patients. The non-prescription pad was the best perceived tool. Trial registration number ClinicalTrials.gov: NCT04562571. [ABSTRACT FROM AUTHOR]

The experience presented here relates to 2020, a particularly timely year for plant disease‐related communication (International Year of Plant Health, IYPH2020), but also a unique year because of the COVID‐19 pandemic. Our goal was to illustrate the diversity and beauty of fungal plant pathogens through a naturalist approach that could be followed by any amateur. We achieved this end through "phytopathological strolls", in which we observed and determined the origin of symptoms on diseased plants found in our garden, in the local streets, and in nearby open spaces, and shared this matter with a broad public. The lockdown imposed in France created an additional motivation to take up the challenge, and to involve our children, even under strong constraints such as movement restrictions. We observed and described fungal pathogens through hundreds of photographs, shared our findings with a large audience on Twitter, and received feedback. The material used was deliberately simple and transportable: a digital reflex camera, an old microscope, a mobile phone, some books, and an internet connection. Between 17 March 2020 and 20 June 2021 we found 196 plant pathogens, including 97 rusts, 27 powdery mildews, and 28 septoria‐like diseases. We discuss here the importance of promoting searches for plant pathogens, their description and conservation, through a combination of classical approaches and digital tools in tune with the times, such as Twitter, by treating pathogen identification like a detective game and, more surprisingly, by making use of the addictive nature of collection approaches, drawing a parallel with Pokémon GO. [ABSTRACT FROM AUTHOR]

This article analyses the development of inequalities across the lifespan and generations in France using a pseudo-panel developed from successive waves of the French Household Expenditure Survey that took place between 1979 and 2011. The standard of living of individuals, evaluated using individualised disposable income or private consumption, including housing costs, is decomposed by sex and educational attainment. Our Age-Period-Cohort models reveal that men with lower education levels who were born after 1950 experienced a significant decline in disposable income compared to those born between 1918 and 1950. Conversely, we observe no decline in disposable income when the whole population of men is considered. The evolution is rather different for women: those with lower education levels did not experience any decline, whereas the overall population of women benefitted from a strong increase in disposable income across generations. [ABSTRACT FROM AUTHOR]

This article analyses results of reforms and revisions of the system for recognition of prior learning outcomes in France (Validation des acquis de l'expérience, VAE), especially from a quantitative perspective. The development of the recognition of prior learning system in France is reviewed and described. The analysis presented focuses on reasons for a decrease in the number of applicants over the previous decade. An important factor is that earlier generations of applicants were better suited and better prepared for recognition of prior learning outcomes and for participating in the VAE system. Applicants are no longer as ready for participating in the VAE process. Provision of supplementary modular learning has not met the need to complete the qualification process and achieve a full qualification for applicants who are not VAE‐ready. The VAE system has been struggling to reach and validate the less VAE‐ready layers of the population seeking or needing a qualification. Therefore, the number of participants in VAE has continued to decrease. Sustained challenges for a further development of the VAE system include a lack of in‐depth guidance, appropriate provision of top‐up modular training, as well as access and scheduling—so that adults can enrol despite occupational and personal constraints. The article concludes by discussing reasons for this decrease in the number of VAE applicants in France and possible ways forward as France moves towards adopting practices for awarding certificates for labour market competences, i.e., certificates that are not in the main National Qualifications Catalogue. [ABSTRACT FROM AUTHOR]