Quel cadre épistémologique pour l'ESS ?

http://riuess2014.sciencesconf.org/31268"L'ESS contribue à faire converger les disciplines autour de la résolution de problèmes concrets, ce qui implique un positionnement épistémologique (et méthodologique) spécifique loin de la tradition épistémologique positiviste de l'économie orthodoxe. Les cadres épistémologique et méthodologique de l'ESS méritent ainsi d'être précisés. Il s'agit, de montrer d'abord (partie 1) dans quelle mesure le champ de l'économie sociale et solidaire s'inscrit dans le cadre de l'épistémologie constructiviste. Nous montrerons, par la suite (partie 2), que la pensée complexe (développé par Edgar Morin) à travers sa dimension systémique, est un cadre conceptuel qui permet de rassembler chercheurs, praticiens et citoyens autour de la résolution de problèmes. Une double question demeure que nous envisageons pour finir (partie 3) : comment évaluer la validité de la recherche ? Cette question induit de préciser, dans le cadre conceptuel envisagé, quel est le positionnement éthique du chercheur.".http://riuess2014.sciencesconf.org/3126

Etayage, stratégie d’aide à la compréhension et à la production orales en classe de français langue étrangère (FLE) en milieu universitaire chinois - Le cas de l’Université Normale de Chine du Sud, Canton, Guangdong

International audienceOur study is based on analyses of teaching situations and practices organized in a controlled experience. The focus is on French as a Foreign Language (FFL) Teachers guiding their students during oral sessions and scaffolding. Aim is to observe and evaluate strategies used by teachers to improve oral comprehension and oral production. We have compared four FFL classes two times using same teaching materials conducted by a Chinese teacher and conducted by a French Canadian teacher. Data consists of eight video classes analyzed with observation grid. This study is part of a praxeological research, which aims to define pedagogical and didactical guidelines for French as a Foreign Language (FFL) in Chinese universities.Notre étude porte sur des analyses de situations et de pratiques de classe, mises en place dans le cadre d'une expérience contrôlée. Nous nous penchons sur la manière dont les enseignants de FLE guident leurs apprenants lors de séances de cours d'oral et sur la nature de leur étayage. L'objectif est de mettre en valeur les diverses stratégies d'étayage utilisées par les enseignants et voir en quoi elles favorisent ou non la compréhension et la production orales chez les apprenants. Dans une perspective interactionniste, nous avons choisi de comparer deux fois quatre cours (mêmes supports, même nombre d'apprenants, même niveau linguistique) dispensés par deux enseignants (de culture, nationalité et formation différentes : chinois et québécois). Grâce à la retranscription des cours filmés, nous travaillons sur un corpus, analysé à l'aide d'une grille d'observation et d'analyse de l'étayage, conçue à partir de diverses disciplines, pour les besoins de la recherche. Notre étude s'inscrit dans une recherche praxéologique dont les visées seraient d'apporter des pistes pédagogiques, de faire des propositions didactiques dans le domaine de l'enseignement du FLE en milieu universitaire chinois

An Alternative to State-Market Dualism: The Sharing Economy. Practical and Epistemological Questions

International audienceThe Sharing Economy is much more than collaborative consumption (Botsman and Rogers, 2011) even if this appears as the most visible achievement of this sector. Production, consumption, finance, exchanges are disrupted by the sharing economy revolution. But what are the common points between Airbnb, Uber, Wikipedia, Ulule, Blablacar, Kickstarter, the FabLabs/hackespaces, the Local exchange trading systems (LETS), Linux, etc.?Most of these achievements rely upon digital platforms (Kenney and Zysman, 2015) enabling peer-to-peer exchanges. These digital platforms act as « weapon of mass collaboration » (Tapscott & Williams - 2007), flattening relationships between Internet users and inside organizations (Castells, 1996 ; 2002).Specifying what the sharing economy is isn’t an easy task. For-profit, non-profit, reciprocity, competition can be observed at a stage or another in the sharing economy galaxy. A bright constellation in this galaxy is the think tank Ouishare created in France in 2012. It’s s a « global community that connects people, organizations and ideas around fairness, openness and trust » (ouishare.net). For them collaborative economy deals with five phenomena: collaborative consumption, crowdfunding, open knowledge (open data, open education, open governance), the maker movement (open design and manufacturing, do it yourself), open and horizontal governance (participatory budgeting, open government initiatives, co-operatives, open value networks, do-ocracries, holacracies).Internet seems to enable peer-to-peer exchanges between consumers (Bauwens, 2005) who are also sometimes producers (Tapscot and William - 2007 speak about “prosumers” to stress how the lines have been blurring). Of course Uber and Airbnb’s algorithms are working like digital auctioneers: tiny invisible hands enabling peer-to-peer exchanges. Could this be the return of Smith or Hayek? Why am I asking this question? Because Jimmy Wales, Wikipedia’s founder, pointed out “Hayek’s work on price theory is central to my own thinking about how to manage the Wikipedia project” (Mangu-Ward, 2007). In order to figure out how to understand the complexity of the sharing economy we propose to explore three paths to characterize it. In the first one we’ll distinguish, with Karl Polanyi, two kinds of economy. Then we will try to figure out where to position the sharing economy (1). In the second one we’ll see if all the sharing economy organizations really share everything and how (2). The last way to characterize the sharing economy is around its global political project (3).1) The economic anthropologist Karl Polanyi is known for his opposition to traditional economic thought. He distinguishes two ways to understand economy: formal and substantive (Polanyi, 1944). The formal meaning refers to an economy interested only in minimizing means and maximizing results (in neoclassical words: utility maximization under conditions of scarcity). The substantive meaning refers to how humans make a living interacting within their social and natural environments. In this case the economy is embedded in society. Karl Polanyi identifies four principles (or forms of integration) of economic behavior, three in a substantive meaning (reciprocity, redistribution, domestic administration) and the last in the formal sense (market exchange). These principles will be used to classify sharing economies.2) The sharing economy seems to offer a third way between state and market, the collaborative commons (Rifkin, 2014), which are aimed to produce, innovate, manage, all in common (Ostrom, 1990; Hess & Ostrom, 2007). Some projects or organizations of the sharing economy are managed as common pool resources (Wikipedia, Linux). These projects/organizations have been deeply influenced by the free culture movement (Lessig, 2004 ; Suber, 2012 ; Stallman, 1985) very present in Internet culture (Castells, 1996 ; Benkler 2002) and are close to a an economy in its substantive meaning. The principles of common pool resource management (Ostrom, 1990) are, according to us, useful tools to characterize sharing economy projects.3) Proponents of the sharing economy advocate action. This is to participate in the creation of a new world by being an agent of change. Acting is a way to test ideas and overcome the internal contradictions of the movement. 3D printers, laser cutters, digital milling machine found in all FabLabs provide access to a new form of bricolage, an interconnected DIY (Anderson, 2012 ; Lallement, 2015). More than a political project, a way of being: to not be a passive consumer and join the ranks of the makers (Anderson, 2012). The concept of bricolage (Levi-Strauss, 1962 ; Duymedian et Rüling, 2010 ; Gundry et al., 2003 ; Garud et Karnøe, 2003) could help us in identifying the real spirit of the sharing economy.On the one hand the culture of open access (Suber, 2012) where peers gather behind a socially useful project and produce in common; on the other huge corporations that take advantage of the opportunities opened up by the internet to establish a " netarchical capitalism” (Bauwens and Kostakis, 2014). The sharing economy concentrates contradictions. We hope to give, in this paper, some guidelines to identify sharing economies

Le chirurgien Thomas Bates et les vaches malades : une heureuse gestion de l'épizootie de peste bovine en 1714 ?

Sommaire : après un bref rappel sur les circonstances dans lesquelles une épizootie de peste bovine survint dans la région de Londres en 1714, rapport et quelques commentaires sur les mesures qui furent préconisées par Thomas Bates pour combattre l’épizootie et l’éradiquèrent en quelques mois. En annexe, la traduction française d’une partie (pages 873 à 885) du rapport original de Bates intitulé Bref compte rendu de la maladie contagieuse qui a fait rage parmi les vaches laitières près de Londres en 1714 et des méthodes adoptées pour la supprimer. Communication à la Société Royale, par Thomas Bates Esq., Chirurgien de la Maison de Sa Majesté et Membre de la Société Royale.*** URL : http://www.histoire-medecine-veterinaire.fr/wp-content/uploads/2014/02/Bull-soc-fr-hist-med-sci-vet-2006-03.pdf (consulté le 03/03/2016

Une nécessaire contextualisation : le cas d'une étude de la stratégie enseignante d'étayage, en classe de FLE, en milieu universitaire chinois

International audienceThis study deals with the analyses of teaching practices during a controlled experiment in a Chinese university. We focus on the way French as a Foreign Language (FFL) teachers guide their students during oral sessions and as well on the nature of their scaffolding. Our aim is to enhance the main strategies used by the teachers and to see how these strategies improve the students’ oral comprehension and oral production. We focused on two groups of students with a different teacher for each group (one conducted by a Chinese teacher and the other conducted by a French Canadian teacher). We observed two classes for two groups. With the aid of the analysis grid, we assess the way FFL teachers guide their students during oral sessions in the context of a Chinese university. Our results confirm that it is crucial to take the context into account. This is the reason why our research lies within and advocates a contextualized approach of modern languages teaching/learning.L'étude présentée porte sur des analyses de pratiques de classe, mises en place dans le cadre d'une expérience contrôlée en milieu universitaire chinois. Nous nous penchons sur la manière dont les enseignants de FLE guident leurs apprenants lors de séances de cours d'oral et sur la nature de leur étayage. L'objectif est de mettre en valeur les diverses stratégies d'étayage utilisées par les enseignants et voir dans quelle mesure elles favorisent la compréhension et la production orales chez les apprenants. Dans une perspective de regards croisés, nous mettons en parallèle deux fois quatre cours (mêmes supports, même nombre d'apprenants, même niveau linguistique) dispensés par deux enseignantes (de culture, nationalité et formation différentes : chinoise et québécoise). La mise en parallèle de pratiques enseignantes permet de nous interroger sur l'efficacité de ces techniques d'enseignement, notamment au regard du contexte d'apprentissage bien spécifique qu'est le contexte chinois. Les résultats obtenus confirment que la prise en compte du contexte est cruciale, c'est la raison pour laquelle la recherche s'inscrit et prône une approche contextualisée de l'enseignement/apprentissage des langues

Archiving and disseminating integrative structure models.

Limitations in the applicability, accuracy, and precision of individual structure characterization methods can sometimes be overcome via an integrative modeling approach that relies on information from all available sources, including all available experimental data and prior models. The open-source Integrative Modeling Platform (IMP) is one piece of software that implements all computational aspects of integrative modeling. To maximize the impact of integrative structures, the coordinates should be made publicly available, as is already the case for structures based on X-ray crystallography, NMR spectroscopy, and electron microscopy. Moreover, the associated experimental data and modeling protocols should also be archived, such that the original results can easily be reproduced. Finally, it is essential that the integrative structures are validated as part of their publication and deposition. A number of research groups have already developed software to implement integrative modeling and have generated a number of structures, prompting the formation of an Integrative/Hybrid Methods Task Force. Following the recommendations of this task force, the existing PDBx/mmCIF data representation used for atomic PDB structures has been extended to address the requirements for archiving integrative structural models. This IHM-dictionary adds a flexible model representation, including coarse graining, models in multiple states and/or related by time or other order, and multiple input experimental information sources. A prototype archiving system called PDB-Dev ( https://pdb-dev.wwpdb.org ) has also been created to archive integrative structural models, together with a Python library to facilitate handling of integrative models in PDBx/mmCIF format

Vaccination as a tool to reduce antimicrobial resistance worldwide

Antimicrobial resistance is a global human and animal health concern that is influenced by the non-appropriate use of antimicrobial agents in both human and veterinary medicine, as well as in the plant sector. To combat antimicrobial resistance, the World Organisation for Animal health (OIE) has developed science-based intergovernmental standards and guidelines covering terrestrial animals and aquaculture. The OIE also contributed to the development of the WHO Global Action Plan on Antimicrobial Resistance, adopted in 2015 by the World Health Assembly. The 180 Member Countries of the OIE expressed their support to this plan of action through a Resolution, unanimously adopted in May 2015. As a contribution to the global actions to address antimicrobial resistance, and in consideration of the use of vaccines to prevent diseases as one of the possible options to reduce the use of antimicrobial agents at the global level, the OIE convened an ad hoc Group on Prioritisation of Diseases for which Vaccines could Reduce Antimicrobial Use in Animals in April 2015. Animal diseases for which availability and use of vaccines could reduce the use of antimicrobial agents in animals were identified and recommendations were made to better target research programmes for new or improved vaccines. The Group focused on pigs, poultry and fish as a first step and reviewed the main reasons for antibiotic use. Key diseases, including some viral diseases, driving antibiotic use in animals were considered, and areas for research, where investment could lead to new or improved vaccines with the potential to reduce antibiotic use were identified. The outcome of this work, which will be presented with more details, was the development of tables of ranked priority diseases per species considered with the aim of providing direction to policy makers and research communities and industry on where to invest to reduce the need for antimicrobial use in animals with a focus on vaccines. References: Report of the ad hoc Group on Prioritisation of Disease for which Vaccines could reduce Antimicrobial Use in Animals (Annex 5 http://www.oie.int/fileadmin/Home/eng/Internationa_Standard_Setting/docs/pdf/SCAD/A_SCAD_Sept2015.pdf

Les acteurs du harcèlement scolaire :: les représentations des enseignants

Le thème que j’ai choisi d’étudier pour ce travail de bachelor est celui du harcèlement scolaire. J’ai focalisé ma recherche sur la représentation que les enseignants ont du harcèlement, ainsi que sur les différents acteurs qui y jouent un rôle, cela au cycle 2. Dans la première partie de ce travail, j’explique les raisons qui m’ont poussée à choisir cette thématique pour mon travail de mémoire. Je fais ensuite un état de la question, dans lequel je définis quelques notions clés du harcèlement. Au terme de cette première partie, je définis ma question de recherche, ainsi que mes objectifs au terme de ce travail. Dans la deuxième partie, j’explique quel outil j’ai choisi d’utiliser pour effectuer ma récolte de données, ainsi que la manière dont je vais les analyser. La troisième partie de ce travail est dédiée à l’analyse de mes données, ainsi qu’à une comparaison avec ce qui figure dans la littérature. Pour terminer, je conclus ce travail en répondant à ma question de recherche et en faisant une mise en perspective avec ma future pratique professionnelle