Les mathématiques chez Musil et Wittgenstein : de la mesure des possibilités à leur invention

Il y a une parenté entre Musil et Wittgenstein dans le rôle central qu’ils accordent à la notion de possibilité. Cet article analyse plus précisément le lien essentiel qu’ils instaurent entre cette notion et les mathématiques : en quoi les probabilités peuvent-elles être définies comme une mesure des possibilités ? Quel est notamment le rapport entre définition fréquentiste et définition logique des probabilités ? En quel sens peut-on dire, par ailleurs, que les mathématiques sont un modèle d’invention de nouvelles possibilités 

The implementation of some prescriptive teaching techniques in reading in the primary grades through in-school materials development

The implementation of prescriptive teaching techniques in reading through in-school materials development took place at St. Pius X Girls School, St. John's, Newfoundland, during May and June of 1974. Although the school is both a primary and elementary school, the focus of the internship was in the primary grades, kindergarten through three. Eight teachers, two at each grade level, and 249 students participated in the program. -- At a preliminary meeting, the principal and the teachers expressed an interest in the need for individualizing and developing learning materials to meet this need. The intern proposed a program to be initiated that would provide development in these two areas. The objectives for the program were formulated from discussions with the teachers about student needs and needs for learning materials in the classroom. -- The proposed program was implemented through the use of a variety of techniques. Classroom observation by the intern focused on teacher rapport with students and teaching style. This aided the intern in identifying specific learning materials that would be most beneficial in individual classrooms. An inventory of all school owned materials was made to determine those that would be adaptable to classroom use as learning aids in reading. All such materials that were not being used in the classroom were organized in a small resource center in the school. Each item was catalogued in a file under its title and the skill area for which it could be used. Materials from the library and teacher-created ideas for materials were also included. In addition, suggestions for classroom use of each item were described. -- Individual teacher conferences focused upon individual needs of particular students and teacher needs for materials. Materials were suggested that would fulfill these needs. Follow-up meetings were held to determine the effectiveness of the materials and further suggestions were made. Some diagnostic testing was done by the intern at the teachers' request to aid them in formulating plans for teaching individual students. -- Large group and grade level meetings were used as evaluation and planning sessions. The effectiveness of materials being used in the classroom and teacher ideas for the adaptation of these materials toward more efficient classroom use were reviewed. After a number of school-owned materials had been assessed and evaluated through classroom use, more current published instructional materials were borrowed from the Language Arts Resources Center and Curriculum Materials Center at Memorial University. These materials were assessed in a similar manner. -- A resource book, Skill Reinforcement Activities and Classroom Games, was compiled by the intern and the teachers. -- This book included ideas that the teachers had found most effective for classroom use from previous experience and from evaluation of the published instructional materials. Each teacher chose ideas from this book which were used to create individual activity kits. These kits were made at a workshop which was held at the end of the internship. -- A conference with the principal, informal teacher conferences; individual and large group, and a questionnaire responded to by the teachers were used to evaluate whether the objectives of the internship had been achieved. The overall response to all three evaluation methods was a positive one. During the conferences, the principal and the teachers expressed the view that the internship had been a beneficial experience which met the proposed objectives. The responses to the questionnaire concurred with the results of the conferences. Of a possible eighty-eight responses, eighty were in the strongly agree and agree categories, only eight were in the undecided category, and there were no responses in the disagree or strongly disagree categories

Enhancing HIV Communication between Parents and Children: Efficacy of the Parents Matter!

We examine efficacy of the Parents Matter! Program (PMP), a program to teach African-American parents of preadolescents sexual communication and HIV-prevention skills, through a multicenter, randomized control trial. A total of 1115 parent-child participants were randomized to one of three intervention arms (enhanced, brief, control). Percentages and 95% confidence intervals compare parents’ perception of child readiness to learn about sexual issues, communication effectiveness, and dyad concordance from baseline to 12 months postintervention. Wilcoxon rank sum tests compare the changes in scores measuring communication content in HIV/ AIDS, abstinence, and condom use. Compared to control, parents in the enhanced arm increased perception of child readiness to learn about sex (16% vs. 29%; p \u3c .001), and a greater proportion of parent-child dyads reported concordant responses on communication topics: HIV/AIDS (15%, 95% CI = 8-21%; p \u3c .001), abstinence (13%, 95% CI = 7-20%; p \u3c .001), condoms (15%, 95% CI = 9-22%; p \u3c .001). Increases in communication scores in HIV/AIDS, abstinence, and condom use were greater in the enhanced arm than control (p \u3c 0.01). We conclude that the enhanced PMP can help parents educate children about HIV and prepare children to avoid sexual risk

Making HIV Prevention Programming Count: Identifying Predictors of Success in a Parent-Based HIV Prevention Program for Youth

Predictors of change in the number of sexual topics parents discussed and responsiveness during sex communication with their preadolescent after participating in a five-session sexual risk reduction intervention for parents were examined. Data were from 339 African American parents of preadolescents enrolled in the intervention arm of a randomized-controlled trial of the Parents’ Matter! Program (PMP). Four categories of predictors of success were examined: time and resource constraints, personal characteristics, the parent-child relationship, and parent perceptions of child readiness for sex communication. There were only sporadic associations between success and time and resource constraints for either outcome. Parent perception of child readiness for sex communication was positively associated with discussions of sex topics (b = 1.11, confidence interval [CI]: 0.24-1.97) and parental responsiveness (b = .68, CI: 0.22-1.15). Although parents face time and resource constraints, most attended at least four sessions, and demographics such as income had limited effects on program success

A Case of Tacrolimus-Induced Posterior Reversible Encephalopathy Syndrome Initially Presenting as a Bilateral Optic Neuropathy

Purpose: To report a case of asymmetric bilateral optic neuropathy in a patient receiving tacrolimus for immunosuppression after kidney transplantation with subsequent stroke-like symptoms of posterior reversible encephalopathy syndrome (PRES). Method: Case report. In a 54-year-old Hispanic male receiving tacrolimus after orthotropic kidney transplantation, serial ophthalmologic examinations, laboratory studies, and imaging were performed. Results: The patient had deterioration of vision in the left eye with subclinical optic neuropathy in the right eye, with clinical features resembling ischemic optic neuropathy. Additionally, he developed a change in mental state with weakness of extremities. After the cessation of tacrolimus, the visual loss remained but the other neurologic symptoms resolved. Conclusion: Tacrolimus may be associated with optic neuropathy and PRES at the initial presentation to an ophthalmologist

Efficacy of an Adapted HIV and Sexually Transmitted Infection Prevention Intervention for Incarcerated Women: A Randomized Controlled Trial

Objectives. We tested the efficacy of an adapted evidence-based HIV–sexually transmitted infection (STI) behavioral intervention (Providing Opportunities for Women’s Empowerment, Risk-Reduction, and Relationships, or POWER) among incarcerated women

Sexual Double Standard: A Psychometric Study From a Macropsychological Perspective Among the Spanish Heterosexual Population

We would like to thank all participants who took part in the study.The datasets for this study can be found in the https://figshare.com/articles/Data_set_of_the_paper_A_proposal _of_a_societal_sexual_double_standard_measure_/7523138.The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpsyg. 2019.01869/full#supplementary-materialIn the context of heterosexual relationships, the sexual double standard (SDS) leads to a more negative assessment of women than men when they exhibit the same sexual behavior. This work assumes that in Western democratic societies, the individual attitude toward SDS takes different forms due to the processes of conviction regarding the social norm that exists on this matter. Therefore, the individual attitude toward SDS will depend on the person’s perception of what others think about that topic. We distinguish between self-referred response, it refers to subjects’ personal endorsement of the SDS, and responses hetero-referred, subjects’ perception of sexual societal double standard. This paper presents a version of the Double Standard Scale (SDSS) that assesses the subjective perception of society’s support for the SDS. We examine its psychometric properties in a sample of Spanish population heterosexual of 1,206 individuals (50% males), distributed across three groups (18–34, 35–49, and 50 years old or older). We performed Exploratory and Confirmatory Factor Analysis. The final version consists of 18 item distributed into three factors (Acceptance for Male Sexual Shyness, Acceptance for Female Sexual Freedom and Acceptance for Traditional Double Standard). Said three-factor structure does not match with the two-factor structure of the self-referred form. Internal consistency, temporal stability and validity evidence are reported. This version of the SDSS is reliable and valid. No gender differences are found in the SDSS-H. However, the results show that the context of group membership, based on education and age, is differently associated with the response to SDSS-H. That is, higher scores are found for individuals with the highest education and for the youngest participants. We discuss the usefulness of this measure to improve the prediction of individual attitude toward SDS, as well as, to evaluate the SDS phenomenon at a level of macropsychological analysis.This study was funded through a research project granted by the Spanish Ministry of Economy and Competitiveness (Grant Number PSI2014-58035-R)

"Les Recherches philosophiques"

International audienc

La connaissance littéraire de l'amour

International audienc

Programme du séminaire Les limites de la représentation 2023-2024

Université Paris 1 Panthéon-Sorbonne UMR 8103 ISJPS, PhiCo-EXeCO IRP RPRCT IUF Séminaire de recherche 2023-2024 organisé par Jocelyn Benoist (Paris 1, ISJPS, PhiCo-EXeCO, IUF) une fois par mois le samedi de 10h30 à 12h30 Sorbonne, Escalier C, 1er étage, habituellement en Salle Lalande Qu’y a-t-il après la représentation ? Selon une conception de l’esprit que nous héritons des Temps Modernes, notre rapport aux choses est essentiellement médiatisé par des représentations. Unités de compte du me..