Changement linguistique et périodisation du francąis (pré)classique: Deux études de cas à partir des corpus du RCFC

RÉSUMÉCette étude propose d’explorer et d’identifier des moments particuliers où le changement linguistique se produit, afin de confirmer ou de rejeter l’idée d’une période spécifique désignée par le terme « français préclassique », avec une rupture – ou frontière chronolectale – détectable autour de 1630 (cf. Ayres-Bennett et Caron, 2016). Afin de vérifier dans quelle mesure cette chronologie peut être confirmée, il est nécessaire de multiplier des analyses fines et pointues sur des traits linguistiques qui ont subi des changements à l’époque en question et d’interroger une gamme de textes qui reflètent la variation discursive et pragmatique, au lieu de consulter le canon des traditions textuelles actuellement disponibles sur des bases numérisées, qui sont essentiellement littéraires. C’est pourquoi nous avons consulté des sources de nature différente, qui pourraient attester des usages émergents, à savoir les corpus du Réseau Corpus Français Préclassique et Classique (RCFC). Seront présentés les résultats de deux études de cas (la recatégorisation des formesdedans/dessous/dessus/dehorset la montée des clitiques), abondamment discutés par les remarqueurs.</jats:p

The Search for Invariance: Repeated Positive Testing Serves the Goals of Causal Learning

Positive testing is characteristic of exploratory behavior, yet it seems to be at odds with the aim of information seeking. After all, repeated demonstrations of one’s current hypothesis often produce the same evidence and fail to distinguish it from potential alternatives. Research on the development of scientific reasoning and adult rule learning have both documented and attempted to explain this behavior. The current chapter reviews this prior work and introduces a novel theoretical account—the Search for Invariance (SI) hypothesis—which suggests that producing multiple positive examples serves the goals of causal learning. This hypothesis draws on the interventionist framework of causal reasoning, which suggests that causal learners are concerned with the invariance of candidate hypotheses. In a probabilistic and interdependent causal world, our primary goal is to determine whether, and in what contexts, our causal hypotheses provide accurate foundations for inference and intervention—not to disconfirm their alternatives. By recognizing the central role of invariance in causal learning, the phenomenon of positive testing may be reinterpreted as a rational information-seeking strategy

A PCR-based screening program to assess the prevalence of Taylorella equigenitalis in breeding stallions in South Africa

The first outbreak of Contagious Equine Metritis (CEM) due to Taylorella equigenitalis in South Africa was reported to the OIE in May 2011 subsequent to importation of a stallion, the index case. Two additional positive stallions were identified on an initial trace-back. The outbreak-response prompted determination of the national prevalence and distribution of CEM. A nation-wide PCR-based screening of all breeding stallions motivated by a previous outbreak report [1] was implemented via a mandatory CEM-negative clearance certificate prior to use for natural breeding or semen collection. Compliance from breeders was facilitated by developing a web-based system providing an easily-accessed, rapid and costeffective sampling, testing and reporting process on www.cemsa.co.za. A submission form, information, a breed-indexed list of stallions achieving CEM-clearance and a method for obtaining and submitting two sets of swabs (with an interval > 7d) from the external genitalia were accessible on the website. A duplex PCR was chosen as the assay method due to potential for submission of samples with minimal restrictions on transit time and temperature criteria and rapid, high throughput, cost-effi-ciency and reported sensitivity *1,2+. A clearance certificate was issued via the website after negative results from both sets of samples.http://www.journals.elsevier.com/journal-of-equine-veterinary-sciencehb2016Equine Research Centr

Learning in the European Union: Theoretical Lenses and Meta-Theory

notes: This paper is based on research carried out with the support of the European Research Council grant on Analysis of Learning in Regulatory Governance, ALREG http://centres.exeter.ac.uk/ceg/research/ALREG/index.php. The authors wish to express their gratitude to the other authors in this special edition and in particular its editor, Nikos Zaharaidis and X anonymous referees.publication-status: AcceptedThe European Union may well be a learning organization, yet there is still confusion about the nature of learning, its causal structure and the normative implications. In this article we select four perspectives that address complexity, governance, the agency-structure nexus, and how learning occurs or may be blocked by institutional features. They are transactional theory, purposeful opportunism, experimental governance, and the joint decision trap. We use the four cases to investigate how history and disciplinary traditions inform theory; the core causal arguments about learning; the normative implications of the analysis; the types of learning that are theoretically predicted; the meta-theoretical aspects and the lessons for better theories of the policy process and political scientists more generally

Systematizing Policy Learning: From Monolith to Dimensions

notes: The authors wish to express their gratitude to the Norwegian Political Science Association Annual Conference, 6 January 2010, University of Agder, Kristiansand, participants of the ‘Establishing Causality in Policy Learning’ panel at the American Political Science Association (APSA) annual meeting,2–5 September 2010,Washington DC, and the European Consortium of Political Research (ECPR) Joint Sessions, St Gallen, 12–17 April 2011, workshop 2. Dunlop and Radaelli gratefully acknowledge the support of the European Research Council, grant on Analysis of Learning in Regulatory Governance, ALREG, http://centres.exeter.ac.uk/ceg/research/ALREG/index.php.publication-status: AcceptedThe definitive version is available at www.blackwell-synergy.com and also from DOI: 10.1111/j.1467-9248.2012.00982.xThe field of policy learning is characterised by concept stretching and lack of systematic findings. To systematize them, we combine the classic Sartorian approach to classification with the more recent insights on explanatory typologies. At the outset, we classify per genus et differentiam – distinguishing between the genus and the different species within it. By drawing on the technique of explanatory typologies to introduce a basic model of policy learning, we identify four major genera in the literature. We then generate variation within each cell by using rigorous concepts drawn from adult education research. Specifically, we conceptualize learning as control over the contents and goals of knowledge. By looking at learning through the lenses of knowledge utilization, we show that the basic model can be expanded to reveal sixteen different species. These types are all conceptually possible, but are not all empirically established in the literature. Up until now the scope conditions and connections among types have not been clarified. Our reconstruction of the field sheds light on mechanisms and relations associated with alternatives operationalizations of learning and the role of actors in the process of knowledge construction and utilization. By providing a comprehensive typology, we mitigate concept stretching problems and aim to lay the foundations for the systematic comparison across and within cases of policy learning.European Research Council, grant no 230267 on Analysis of Learning in Regulatory Governance, ALREG