Opération chloroforme ou la réinvention de l’État rationnel : l’évaluation et les données probantes

L’évaluation de politiques ou de programmes s’est enracinée dans les pratiques de la gestion publique contemporaine. Dans le présent article, nous décrivons les multiples finalités poursuivies par l’évaluation (ex. : production d’information, amélioration des programmes, alimentation du débat démocratique) et les principaux débats qui animent la communauté des évaluateurs. Parmi ces débats, celui sur le courant de la décision fondée sur des données probantes est l’un des plus récents et des plus vifs. Les principales tensions portent sur la hiérarchisation des connaissances évaluatives, l’utilisation contrainte des connaissances et la volonté d’homogénéiser la pratique évaluative. En observant ces développements, nous constatons également une résurgence de la rationalisation des processus de prise de décisions et des principes de gestion publique qui semblent être en décalage avec les aspirations de la population à plus de participation et de transparence. Dans le présent article, nous présentons également les défis auxquels sont confrontés les décideurs et les gestionnaires publiques face à la réinvention de l’État rationnel.Policy or program evaluation is rooted in the practices of contemporary public management. In this article, we describe the many aims pursued by evaluation (e.g. information production, program improvement, the fuelling of democratic debate) and the principal debates that drive the evaluation community. Among these debates, the one that focuses on the trend of evidence based policy is one of the more recent and the most lively. The principal tensions focus on the hierarchical organization of evaluative knowledge, the constrained use of knowledge and the will to homogenize evaluative practice. In observing these developments, we also notice a resurgence in the rationalization of decision-making processes and principles of public management that seems to be out of step with the aspirations of the population for participation and transparency. This article also presents the challenges confronting decision-makers and public administrators when faced with the reinvention of the rational state.La evaluación de políticas o de programas ha arraigado en las prácticas de la gestión pública contemporánea. En este artículo describimos las múltiples finalidades a que aspira dicha evaluación (por ejemplo generar información, mejorar los programas o nutrir el debate democrático) y los principales debates que animan a la comunidad de evaluadores. Entre éstos, el de la corriente de las decisiones basadas en la evidencia es uno de los más recientes e intensos. Las principales tensiones conciernen la jerarquización de los conocimientos evaluativos, la utilización restringida de los conocimientos y el deseo de homogeneizar las prácticas de evaluación. Observando esos desarrollos, constatamos igualmente el resurgimiento de una racionalización en los procesos de toma de decisión y en los principios de gestión pública que parece estar desfasado respecto a las aspiraciones de la población a una mayor participación y transparencia. En este artículo presentamos igualmente los desafíos que enfrentan los responsables de la toma de decisiones y los administradores públicos ante la reinvención del Estado racional

Intrinsic fantasy: motivation and affect in educational games made by children

The concept of intrinsic fantasy has been considered central to the aim of usefully applying the positive affect of computer games to learning. Games with intrinsic fantasy are defined as having “an integral and continuing relationship with the instructional content being presented”, and are claimed as “more interesting and more educational” than extrinsic fantasy games [1]. Studies of children making educational games have shown they usually create extrinsic games for curriculum learning content. In this study, children were encouraged to create non-curriculum games, more easily distanced from the extrinsic preconceptions of formal schooling. Forty, 7-11 year olds took part in this study (17 boys and 23 girls), designing and making their own games at an after-school club. Despite non-curriculum learning content, no more intrinsic games were created than in previous studies. The children failed to create their own pedagogical models for non-curriculum content and did not see the educational value of intrinsic fantasy games. The implications for transfer and learning in intrinsic games are discussed whilst the definition of intrinsic fantasy itself is questioned. It is argued that the integral relationship of fantasy is unlikely to be the most critical means of improving the educational effectiveness of digital games

Docteur Folamour apprivoisé ? Les politiques publiques du risque

Nos sociétés contemporaines affrontent une multiplicité de risques – tant naturels que technologiques et industriels ou encore économiques et sociaux – face auxquels les décideurs politiques sont amenés à formuler des politiques publiques. Ces dernières, malgré la diversité de leur objet, présentent-elles des caractéristiques communes ? Autrement dit, existe-t-il une action publique spécifique à la gestion des risques ? Entre expertise scientifique d’une part et légitimité démocratique de la participation citoyenne d’autre part, ces politiques publiques sont-elles le terrain privilégié d’une coresponsabilisation pour gérer les incertitudes ? C’est à ces questions que cet article s’attache. Dans un premier temps, il expose une vue synthétique des définitions et des typologies du concept du risque. Ensuite, il analyse les particularités des politiques publiques du risque, en se basant sur le cycle de formulation et de mise en oeuvre des politiques. Enfin, il conclut par une lecture transversale des politiques, pour en montrer les points de convergence.Contemporary societies are faced with a multitude of risks from natural, technological, industrial, economic, and social origins, in response to which decision-makers must formulate public policies. Despite the diversity of their intended objects, do these policies involving risk display any common characteristics ? In other words, is there a type of public action specific to risk management ? In terms of scientific expertise on the one hand, and democratically legitimate citizen participation on the other, do these public policies serve as privileged spaces that allow for shared responsibility in uncertainty management ? To address these issues, we first present a synthesis of the definitions and typologies of the concept of risk. Next, we analyse the particularities of public policies involving risk management according to the policy-formulation and implementation phases of the policy cycle. Finally, we conclude with a transversal analysis of these policies, which allows us to demonstrate their points of convergence

School-Based Mental Health: A De Facto Mental Health System for Children

As the nation\u27s schools seek to fulfill the academic imperatives of the federal No Child Left Behind Act and associated state imperatives, they may be forgetting an important missing element in boosting academic achievement: directly confronting the mental health and psychosocial needs that impede a significant percentage of children and adolescents. This article explores the available research on mental health services in schools and the theoretical basis for multiple approaches to the problem. Creating a comprehensive solution to address mental and behavioral barriers to learning could significantly improve academic performance in U.S. primary and secondary schools

Compounds for novel proton conducting membranes and methods of making same

The present invention provides new compounds for use in proton exchangemembranes which are able to operate in a wide variety of temperature ranges, including in the intermediate temperature range of about 100° C. to 700°C., andnew and improved methods of making these compounds. The present invention also provides new and improved methods for making chalcogenide compounds, including, but not limited to, non-protonated sulfide, selenide and telluridecompounds. In one embodiment, the proton conductivity of the compounds is between about 10−8 S/cm and 10−1 S/cm within a temperature range of between about −50 and 500° C