Les Pontchartrain se penchent sur leurs cartes de l’Amérique : les cartes et l’impérialisme, 1690–1712

Les cartes historiques ne sont pas de simples reflets scientifiques de la géographie. Il vaudrait mieux les comprendre comme des « constructions » qui nous révèlent comment les sociétés passées comprenaient leur monde. Elles jouèrent ainsi un rôle important dans la construction d’un « Nouveau Monde de l’esprit » par les ministres français, Louis et Jérôme de Pontchartrain, qui gérèrent le destin du Canada entre 1690 et 1715. Si les cartes de J.-B.-L. Franquelin exposent à la fois le danger et les possibilités d’une politique impérialiste et continentale en Amérique du Nord, les cartes de J.-B. de Couagne nous montrent le choix moins grandiose de Jérôme de Pontchartrain. Ainsi, il nous faut rejeter la thèse d’un impérialisme français de grande envergure dans les dernières années du règne de Louis XIV.Historical maps are not simply scientific reflections of geography. It is better to understand them as « constructions » that show us how past societies understood their world. They played a significant role in the construction of a « New World of the mind » by the French ministers, Louis and Jérôme de Pontchartrain, who governed the destiny of Canada between 1690 and 1715. If the maps of J.-B.-L. Franquelin reveal both the danger and the possibilities of a continental, imperialist policy in North America, the maps of J.-B. de Couagne show us Jérôme’s less grandiose choice. Consequently, we are obliged to reject the thesis of an ambitious imperial policy in the last years of the reign of Louis XIV

Spreading Democracy Everywhere But Here: The Unlikely Prospect of Foreign National Defendants Asserting Treaty Violations in American Courts After \u3cem\u3eSanchez-Llamas v. Oregon\u3c/em\u3e and \u3cem\u3eMedellin v. Dretke\u3c/em\u3e

To squarely address this decisional quagmire, this article examines the binding effect of ICJ orders, entered pursuant to its compulsory jurisdiction, on American courts; earlier decisions of the Supreme Court penalizing foreign nationals for failing to timely raise individual treaty claims; the effect on treaty enforcement in domestic courts after the executive branch’s recent foreign policy decision to withdraw from compulsory ICJ jurisdiction; the current policy disputes dividing the United States and the ICJ; and, the national interest, or lack thereof, in treaty compliance. The article concludes that the government’s current claim that a “long standing presumption” exists to prevent the assertion of individual rights under Article 36 is simply not supported by international law or prior decisions of the Supreme Court

The Convention on Cybercrime: A Harmonized Implementation of International Penal Law: What Prospects for Procedural Due Process?, 23 J. Marshall J. Computer & Info. L. 329 (2005)

The CoE Convention on cybercrime provides a treaty-based framework that imposes on the participating nations the obligation to enact legislation criminalizing certain conduct related to computer systems, create investigative procedures and ensure their availability to domestic law enforcement authorities to investigate cybercrime offenses, including procedures to obtain electronic evidence in all of its forms and create a regime of broad international cooperation, including assistance in extradition of fugitives sought for crimes identified under the CoE Convention. Since there is no internationally recognized legal definition of computer crime, this article briefly presents the generally recognized categories of cybercrime and then proceeds in a presentation of the historical development of International Cybercrime Law as well as the practical impediments to international investigation, enforcement and prosecution including the absence of global consensus on the legal definition of criminal conduct, the transnational character of many cybercrimes and the lack of extradition and mutual legal assistance treaties. A presentation of the CoE Convention provisions follows where special emphasis is given to Procedural Safeguards under the CoE Convention, where it is being noted that while the complicated problem of guaranteeing civil rights protection to citizens living in different cultures and political systems is recognized, no specific minimal procedural guarantees of due process incident to treaty implementation are established, and the methods of collecting evidence under the Convention the CoE Convention which, similarly, do not require the enactment of certain minimal procedures by a party nor do they contain any minimal requirements concerning confidentiality of materials obtained through a production order. Notably, the CoE Convention contains significant restrictive language in the areas of transborder search and seizure and data interception, deferring authority to domestic laws and territorial considerations. The issues of Jurisdiction and Extradition and the relative problems are also being examined as well as the pre-existing mutual legal assistance treaties ( MLATs ) or other reciprocal agreements between parties. Finally the author examines the CoE Convention as a harmonization model and concludes that it does not adequately safeguard procedural due process. Although the decentralized nature of international penal law may explain such flexible harmonization to achieve law enforcement goals aimed at the timely eradication of cybercrime, cybercrime prosecutions will most certainly raise issues relating to concurrent jurisdiction and/or the application of domestic law to foreign nationals especially regarding the means of investigating and prosecuting the conduct. In view of the fact that in its present form, the CoE Convention allows state intrusions into the sphere of individual privacy rights to gather evidence for use in subsequent criminal prosecutions without adequate guarantees of procedural due process, an addition of a Protocol to the treaty is proposed, modeled after the proposed CoE Constitution providing minimal guidelines for procedural due process, extended to citizens of all participating nations

Introduction

Legal educators increasingly use the classroom to import expertise from scientists and social scientists to better prepare law students to engage in specialized and collaborative fields of practice. Indeed, this project grew out of a paper course on Scientific Evidence in Civil and Criminal Cases offered during the spring 2006 semester at the law school. Students heard from accident reconstruction experts, DNA scientists, forensic pathologist and medical malpractice experts. In February 2006, Dr. Aaron Lazare, Dean and Chancellor at the University of Massachusetts, addressed the law school on a cutting-edge legal theory from his recently published book, “On Apology.” Stimulated by this flow of information from scientists and social scientists, the journal staff invited articles from various scientific and non-scientific disciplines in an effort to identify new forensic theories and consider their relevance and possible application to the law

Profils de représentations des élèves du secondaire de la littérature et de la lecture littéraire en classe de français : une analyse de classes latentes

Ce mémoire s'inscrit dans la foulée des recherches sur la lecture littéraire en contexte scolaire. La question qui le sous-tend est celle-ci : Quelles sont les représentations des élèves de la littérature et de la lecture littéraire telles qu'envisagées dans la classe de français? La démarche employée pour y répondre est celle de la classification des participants selon leur profil de représentations, qui est réalisée statistiquement par analyse de classes latentes. Les participants (n=484) ont été appelés à se positionner face à des indicateurs de représentations créés aux fins de la recherche, qui concernent la sélection et la prescription des corpus littéraires scolaires, les finalités de l'enseignement de la littérature et les postures de lecture privilégiées dans le cadre de la lecture littéraire en classe de français. L'analyse des réponses des participants a permis de faire émerger quatre profils de représentations au sein de l'échantillon: La lecture littéraire en classe de français : une lecture scolaire assujettie, La lecture littéraire en classe de français : une lecture d'épanouissement culturel et personnel, La lecture littéraire en classe de français : une lecture de plaisir personnelle et subjective et La lecture littéraire en classe de français : un mal nécessaire. Les représentations de chacun de ces profils sont décrites, ainsi que les facteurs sociodémographiques qui prédisent l'appartenance à chacun d'entre eux pour un élève donné, notamment le degré de défavorisation de l'école qu'il fréquente, son genre et la place du livre et de la lecture dans sa famille. Les représentations auxquelles les participants de l'ensemble de l'échantillon adhèrent le plus fortement et le plus faiblement font également l'objet d'une analyse. Les résultats de cette recherche entraînent des implications didactiques et sociales, notamment la pertinence de la valorisation de l'investissement subjectif des élèves en contexte scolaire et de la diversification des corpus littéraires scolaires, ainsi que l'importance des programmes d'éveil à la lecture en milieu défavorisé.\ud ______________________________________________________________________________ \ud MOTS-CLÉS DE L’AUTEUR : Lecture littéraire, littérature, représentations, didactique, analyse de classes latentes

Ser para saber: Os conceitos de língua inglesa nos entremeios das práticas pedagógicas

Este trabalho objetiva discutir os conceitos de língua inglesa que alicerçam a prática docente em um contexto de ensino regular. Partindo da esquematização de Kumaravadivelu (2006), que propõe três conceitos distintos de língua para se pensarem práticas pedagógicas no ensino de inglês, o texto busca fazer uma análise tanto de documentos nacionais norteadores quanto de entrevistas realizadas com professoras da rede pública e privada de ensino. O percurso investigativo realizado permite refletir que, ainda que se reconheça a importância de enxergar o ensino da língua inglesa a partir de um viés crítico-analítico, especialmente tendo em mente que este é um idioma marcado por processos de colonialidade e violência, a práxis educativa se desenrola através de uma multiplicidade de fatores que, por vezes, encontram-se em posições tensionadas. Nesse sentido, faz-se necessário avançar em formações e repertórios que promovam uma educação linguística em língua inglesa de modo a, ao mesmo tempo, reconhecer o status da língua sem perder de vista os elementos interseccionais que a constituem