419 research outputs found
From the Olive Flower to the Drupe: Flower Types, Pollination, Self and Inter-Compatibility and Fruit Set
Automotive technology & trade
Origin and History of the Olive
AGAP : Ă©quipe DAVEMInternational audienc
CrĂ©er le dĂ©jĂ -lĂ , un paradoxe fĂ©cond pour penser lâactivitĂ© scripturale et scientifique de lâauteur de mĂ©moire de master MEEF
Les Ă©tudiants qui se destinent aux mĂ©tiers de lâenseignement doivent produire un mĂ©moire de master, dont le genre relĂšve Ă la fois du scientifique, pour ce qui est du cadre thĂ©orique et de lâanalyse des donnĂ©es, et du professionnel pour ce qui est de lâobjet de recherche. Le cadre thĂ©orique de ce mĂ©moire, autrement dit son soubassement conceptuel, est constituĂ© dâĂ©noncĂ©s qui puisent chez dâautres auteurs, et Ă ce titre participe dâune forme particuliĂšre de dĂ©jĂ -lĂ dans lâĂ©criture. Mais par ailleurs, le corpus Ă©tudiĂ©, qui peut ĂȘtre constituĂ© de propos enregistrĂ©s en classe, de paroles dâacteurs, constitue Ă©galement une autre forme de dĂ©jĂ -lĂ , qui doit ĂȘtre pris en charge dans le mĂ©moire. LâĂ©criture de ce mĂ©moire convoque donc plusieurs niveaux de dĂ©jĂ -lĂ , qui font autant de plans du discours quâil convient de textualiser. La prĂ©sente contribution se propose, Ă partir de lâĂ©tude de 14 mĂ©moires achevĂ©s de master MEEF, de se pencher plus particuliĂšrement sur les questions suivantes : Quel usage est fait du dĂ©jĂ -lĂ Â ? Comment caractĂ©riser le nouveau dans lâusage du dĂ©jĂ -lĂ Â ? De quoi est fait le nouveau de la pensĂ©e dâun auteur apprenti chercheur ? Quelles marques linguistiques permettent dâaffirmer que se dĂ©veloppe la pensĂ©e propre dâun auteur, qui cite et reformule autrui ? Dans quelle mesure lâajustement des matĂ©riaux linguistiques « fait texte », autrement dit oĂč commence la textualisation ? Peut-on affirmer que le document produit ne fait parfois pas « texte », et nâest constituĂ© que dâune juxtaposition dâĂ©noncĂ©s ? Lâanalyse prĂ©sentĂ©e montre que ces 14 mĂ©moires, qui ont Ă©tĂ© Ă©laborĂ©s Ă partir de cadres thĂ©oriques comparables et ont analysĂ© des donnĂ©es identiques, sont pourtant constituĂ©s de textes fort diffĂ©rents, aux plans simultanĂ©ment conceptuel, scriptural et scientifique.The students who plan to work in teaching professions have to write a thesis of Masterâs degree, which is both scientific, as for the theoretical frame and the data analysis, and professional as for the object of search. The theoretical frame of this thesis, that is its abstract base, consists of statements which have their source at other authors, and as such participates of a particular shape of already-there in the writing. But besides, the studied corpus which can gather discussions recorded in class, actorsâ words, also represents another shape of already-there, which must be taken care of within the thesis. Thus, the writing of this thesis convenes several levels of already-there, which make so many various speeches that writers should textualize. With references to 14 theses of MEEF Masterâs degree, this paper suggests dealing more particularly with the following issues: Which use is made of the already-there? How to characterize the new in the use of the already-there? Whatâs the new made of in the thought of an author who is a researcher apprentice? Which linguistic markers enable to assert that the proper thought of an author has been developing, when this author quotes and reformulates others? âą To what extent does the adjustment of linguistic materials âmake/create a textâ, in other words where does textualization begin? Can we assert that the document which is produced doesnât sometimes âmake textâ, and consists only in a juxtaposition of statements? This analysis shows that these 14 theses, which were developed from comparable conceptual frameworks and analyzed the same data, are however made up of very different texts, simultaneously to conceptual, scriptural and scientific plans
HĂ©tĂ©rogĂ©nĂ©itĂ©, tensions implicites et influences sur les formats de travail proposĂ©s aux Ă©lĂšves dans lâenseignement/apprentissage de la langue premiĂšre Ă lâĂ©cole
Le rapport entre les recherches en Ă©ducation et les formats de travail proposĂ©s aux Ă©lĂšves au sein de la classe conserve, en ce qui concerne lâenseignement/apprentissage de la langue premiĂšre, une certaine opacitĂ©. Occupant une position intermĂ©diaire entre didactiques et formats de travail scolaires, les pratiques enseignantes, confrontĂ©es au sein de la classe Ă un rĂ©el hĂ©tĂ©rogĂšne et mouvant, mais Ă©galement assujetties Ă des prescriptions souvent peu homogĂšnes, ajoutent une dimension centrale Ă la complexitĂ© de lâanalyse. Nous proposons ici dâĂ©voquer quelques-uns des phĂ©nomĂšnes rĂ©currents susceptibles de donner forme Ă la pratique pĂ©dagogique, et, par consĂ©quent, dâinflĂ©chir les formats de travail proposĂ©s aux Ă©lĂšves. Ceux-ci sâinscrivent dans une hĂ©tĂ©rogĂ©nĂ©itĂ© ou dans des tensions risquant, parce quâelles sâexercent Ă lâinsu des acteurs, de nuire Ă la cohĂ©rence de leurs interventions ; elles se situent donc, tout en nây Ă©tant pas complĂštement Ă©trangĂšres, en deçà des querelles explicites qui donnent parfois lieu dans la sphĂšre sociale Ă des polĂ©miques, et agissent dâune maniĂšre plus souterraine, mais non moins puissante. Certaines dâentre elles sont inhĂ©rentes Ă lâobjet enseignĂ©, la langue premiĂšre ; dâautres sont davantage liĂ©es Ă la spĂ©cificitĂ© de la relation pĂ©dagogique, et concernent notamment la mise en Ćuvre des dispositifs dâapprentissage.The relationship between educational research and the working formats as proposed to the pupils within the class is, as regards the teaching/learning of the first language, rather opaque. Occupying an intermediate position between didactics and school working formats, the teaching practices, confronted within the class with a heterogeneous and unstable reality, but also often liable to prescriptions which present little homogeneity, add a central dimension to the complexity of the analysis. We suggest here evoking some of the recurring phenomena susceptible to embody the educational practice, and, consequently, to impact the working formats proposed to the pupils. These come within the scope of a certain heterogeneity or of tensions which risk, because they are applied without the actors being aware of them, to damage the coherence of their interventions; they are thus situated, while being not totally foreign to them, below explicit quarrels which sometimes give rise in the social sphere to debates. They act in a more subterranean, but no less powerful way. Some of them are inherent to the taught object, the first language; others are rather connected to the specificity of the educational relation, and concern in particular the implementation of the devices of learning
Mon/notre/leur corps est toujours un champ de bataille : Discours féministes et queers libertaires au Québec, 2000-2007
Les auteures se livrent Ă une analyse des discours produits et diffusĂ©s par des groupes et des personnes qui luttent contre le patriarcat et lâhĂ©tĂ©rosexisme en prioritĂ© et qui semblent avoir une certaine culture libertaire. Une lecture des zines, des brochures, des journaux, des compilations vidĂ©o/DVD, des albums de musique et des sites Web leur a permis de mettre en Ă©vidence trois tendances : la premiĂšre regroupe les fĂ©ministes radicales, clairement en continuitĂ© avec la gĂ©nĂ©ration politique prĂ©cĂ©dente; la deuxiĂšme tendance sâapparente au women-of-color feminism; et la troisiĂšme est reprĂ©sentĂ©e par des groupes queers radicaux qui, tout en tentant de dĂ©construire lâidentitĂ© sexuelle femme, invente un militantisme de multiples identifications.In this article we share an analysis of the discourse produced and distributed by groups and individuals struggling against patriarchy and heterosexism who share an anti-authoritarian analysis and organisational form. Out of our reading of zines, brochures, newspapers, video/DVD compilations, music albums and Internet sites, have emerged three trends: the first produced by materialist feminists that is clearly in continuity with the previous political generation, the second that relates to women-of-color feminism and a third, produced by radical queer groups, who attempt to deconstruct woman as a sexual identity and to invent a politics of multiple identification
LittĂ©ratie scolaire : ambitions exigeantes, difficultĂ©s de mise en Ćuvre
Les Ă©volutions curriculaires de lâĂ©cole, en lien avec lâĂ©volution de la sociĂ©tĂ©, ont conduit Ă promouvoir, aussi bien pour les Ă©lĂšves du premier que du second degrĂ©, le dĂ©veloppement de compĂ©tences littĂ©ratiĂ©es dâordres et de niveaux diffĂ©rents, comme prĂ©lever des informations dans des textes divers, mais Ă©galement interprĂ©ter ces textes, les mettre en relation afin de les utiliser comme ressources pour penser et Ă©laborer des connaissances. Or, les Ă©valuations internationales montrent que si les Ă©lĂšves scolarisĂ©s dans les Ă©tablissements relevant de lâĂ©ducation prioritaire parviennent Ă prĂ©lever des informations, ils sont loin de maitriser lâensemble des compĂ©tences attendues. La prĂ©sente contribution vise ainsi dâune part Ă montrer, Ă partir dâune analyse du programme français de 2015 pour lâĂ©cole Ă©lĂ©mentaire et le collĂšge, lâambition forte de lâĂ©cole en matiĂšre dâapprentissages littĂ©ratiĂ©s. Elle vise dâautre part Ă prĂ©senter un certain nombre dâhypothĂšses concernant les facteurs qui contribuent Ă maintenir, voire aggraver les difficultĂ©s dâune partie importante des Ă©lĂšves, au sein mĂȘme de lâĂ©cole.Curricular developments in schools, in parallel with the evolution of society, have led to promoting, the development of literacy skills of different orders and levels for primary and secondary school pupils. Students have to be able to collect information in various texts, but also interpret and connect them, in order to use them as resources for thinking and developing knowledge. International assessments show that students enrolled in priority education schools are able to collect information. However, they are far from mastering all of the expected skills. Thus, using an analysis of the 2015 French curriculum for elementary and secondary schools, this contribution aims on one hand, at showing the strong ambition of school in terms of literacy learning and on the other hand, at presenting a number of hypotheses concerning the factors that contribute to maintain or even make worse the difficulties of a significant proportion of pupils within the school itself
Circulation, déambulation et textes hétérogÚnes
On se propose ici de montrer quelques aspects de la maniĂšre dont les Ă©lĂšves Ă©tablissent â ou non â une certaine continuitĂ© entre des Ă©lĂ©ments hĂ©tĂ©rogĂšnes, au cours dâactivitĂ©s de lecture de textes composites (Bautier et al., 2012), donc non linĂ©aires, plurisĂ©miotisĂ©s ou prĂ©sentant des Ă©noncĂ©s de statuts variĂ©s. Il sâagit notamment de mettre en Ă©vidence la labilitĂ© de certains Ă©lĂšves â mais aussi la difficultĂ© des autres â Ă Ă©tablir une continuitĂ© entre des Ă©lĂ©ments divers issus de ces supports, mais aussi entre les Ă©lĂ©ments Ă©voquĂ©s et dâautres Ă©lĂ©ments issus de leur expĂ©rience propre. Le rĂŽle de lâenseignant dans ce contexte, et plus particuliĂšrement la maniĂšre dont il contribue â ou non â Ă lâĂ©laboration de cette continuitĂ©, sera Ă©galement questionnĂ©, Ă plusieurs niveaux : le choix du support ; le choix (conception et/ou mise en Ćuvre) du dispositif mis en place ; lâarbitrage des interactions langagiĂšres avec les Ă©lĂšves et entre Ă©lĂšves ; la nature de la prise en compte de lâexpĂ©rience propre des Ă©lĂšves.In this study, we aim to highlight some ways in which students manage or fail to establish connections (between heterogeneous elements when reading composite â therefore non-linear â texts (Bautier et al., 2012), and when using multiple semiotic systems or verbal statements with various targets. In particular, we want to show that some studentsâ are able to establish continuity between the various elements coming from these materials, while others find it more difficult. We also examine their ability to link various elements coming from these materials or other elements from their own experience. In this context, the teacherâs role will be studied, especially the way he/she helps students make connections. We will analyse:the choice of material; the choice of educational devices (implementation, development); the arbitration during the studentsâ verbal exchanges; the way each studentâs personal experience is taken into account
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