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The article focuses on the environment and nursing knowledge were at the heart of this half-day training, called pre-conference, organized by the University of Laval, Quebec. Topics include considered the six speakers, Clémence Dallaire, Thierno Diallo, Marie-Soleil Hardy, Nisrine Moubarak, Bruno Pilote and Nicolas Vonarx, took turns in an innovative educational exercise.

This text offers a portrait of the Belgian musicologist Harry Halbreich through "twenty glimpses" ["vingt regards"] that evoke his publications, his activities as a lecturer and as a teacher, and his active participation in the world of contemporary music along with personal memories linked to the man and his private life. [ABSTRACT FROM AUTHOR]

It is common to read or hear that the varieties of Breton spoken by traditional speakers and those used by new speakers are diametrically opposed, particularly in phonological and lexical terms. Native speakers have sometimes been considered as the only legitimate users of Breton. The use of an identical glossonym for traditional varieties and those of new speakers has even been questioned. However, researchers, not only based in Brittany but also abroad, while not ignoring these problems, have largely put them into perspective. Isn’t it the case that Breton audiovisual media have diverse speakers converse quite fluently on a daily basis, although their differences in origin, age and language acquisition are supposed to cause an irremediable impossibility of mutual understanding? Through the analysis of a dual corpus of radio speech (a traditional presenter on the one hand, a new speaker presenter on the other) we will see that, far from the unequivocal depiction of a post-vernacular situation of total rupture resulting in neo-Cornish-style revernacularization, there are reasons to think that Breton is in the process of being transferred rather smoothly to a new generation of speakers. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Europe is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The definite and indefinite articles have been studied by scholars from different backgrounds and perspectives. In this paper we take a close insight into basic terms such as definiteness--indefiniteness, specificity--non-specificity. The paper is also concerned with the (in)definite reference of a noun phrase which is the head of a relative clause in Spanish. Speakers and hearers do not share any knowledge of the referent on the basis of previously mentioned (anaphora) or situational uses. There is something about the relative clause which makes a first-mention definite article possible. We take an insight into the contents of the description conveyed by such relatives. [ABSTRACT FROM AUTHOR]

Many academic curricula suffer from a teacher-centred focus on knowledge transfer and do not consider the societal needs for competences. This paper reflects on the transformation from theory-centred towards competency-oriented curricula at three Vietnamese Agriculture Universities with support of a Netherlands-funded project. Experts guided the implementation, from analysis of labour market to evaluation of new courses. Based on students' evaluation and lecturers' experiences, both types of respondents reported that after having been exposed to a series of trainings and hands-on experience in and outside classrooms, they gained new sets of knowledge and skills. However, some issues emerged in the process. Among these are the lack of competence among lecturers to design curricula based on outcomes, particularly addressing competence of students' knowledge, skills and attitudes; lack of staff to develop and implement a competence-based curricula; non- aggregation of closely related courses in modules that avoid repetitions and provides time for training of skills and attitudes. There is also a need to train students for competency in performing more complex learning outcomes, such as critical thinking. For this change to happen, lecturers need continuous training in didactics for active teaching, and Universities need to provide means for participative learning.

Here is a transcript of the presentation made in Shanghai during a study tour organized by Asmaf-Efa, presentation made by Professor Zhou Dian, specialized in cosmetology, lecturer in pharmacopoeia, massage and acupuncture in this area. [ABSTRACT FROM AUTHOR]

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article summarises the papers presented at the "Digital Libraries at the Crossroads of Disciplines and Institutions" symposium, held during the ACFAS conference, from May 8-10 2013. The organisers of the symposium summarize the concerns and issues raised by the speakers during their presentations. [ABSTRACT FROM AUTHOR]

This paper examines two linking strategies (observable in spoken syntax) that involve the repetition of a speech fragment. To this end, I use categories from traditional grammar as well as categories from online-syntax (Auer 2000, 2009), especially retraction, suggesting a distinction between retraction and recycling. The first pattern is a technique used by speakers to make informational content more explicit, as a two-step strategy of topical elaboration. One general and, from a referential point of view, under-determinated constituent (a) precedes another constituent that clarifies the content of the first constituent; this second constituent (b) contains the focal information supporting the assertion of the whole utterance, as in (a) ils pourraient être sympa (b) ils pourraient nous les donner avant les vacances de pâques. The second pattern is similar to the pseudo-cleft construction and consists of two constituents. The first is a verbal phrase containing a cataphoric pronoun as a direct object (a); the second is a duplication of this verbal phrase containing a constituent in the object slot that is co-referent to the cataphoric pronoun (b), as in (a) on pourrait dire ça (b) on pourrait dire que les bourgeois à l'heure actuelle peuvent beaucoup voyager. I show that the repetition functions as a contextualization cue, working in concert with other information, such as prosodic cues, that highlight patterns of speech organization, making them "visible". [ABSTRACT FROM AUTHOR]

Intercomprehension is an innovative technique for teaching and learning based on the ability of speakers quickly to master techniques for transferring competences between related languages, principally with respect to comprehension. This methodology relies on activities contrasting with those communicative practices that have become the rule in the area of teaching language and cultures, such as translation, contrastive grammar, the importance of writing. The methodological common denominator is that of a plurilingual and pluricultural pedagogy. Learning French thus opens a door to a range of romance languages spoken by more than 500 million people throughout the world. For French-speakers, intercomprehension represents a means of rapid access to related languages and cultures, at the same time encouraging reflexive observation of the first language. The practice of intercomprehension educates for plurilingualism. It targets the development of a new relationship with languages, by means of an active practice of observation, which makes it possible to justify the acquisition of partial competencies in a language as a valid goal for learning. [ABSTRACT FROM AUTHOR]

The conversation we chose to analyze in this article contains several unfinished turns. Our purpose is to provide a detailed description of these instances of hesitations and to make certain hypotheses concerning their sources. Thus we have identified unfinished turns that are linked to the indecision of the speaker to talk openly about his inner thoughts and others which are linked to the desire of the speaker to let his interlocutor guess his thoughts and complete himself the unfinished sentence. But we also think that both the categories identified represent a way to keep the viewer in suspense. [ABSTRACT FROM AUTHOR]

Copyright of Dialogue: Canadian Philosophical Review is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Réseaux (07517971) is the property of Editions La Decouverte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Politique et Sociétés is the property of Politique et Societes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Society & Leisure / Loisir & Société is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents information on the first congress of the French Association of Sociology, where 1015 speakers gathered and proposed a communication in a network set of themes, in addition to the participation of invited lecturers. Among them 127 benefited from the occasion to present two at four communications, whereas some made a presentation grouped on a total of 1168 communications. This congress is the occasion to give a synthetic image of the subjects for conversation which animate sociologists in France. At the congress complementary aspects of an open lexical analysis and an accumulation of closed variables were discussed. The lexical analysis is based on a census of occurrences of words, syntagms or groups words between them, without holding account, initially at least, of the variables which are likely to support these occurrences. It results from the families of lexical forms, devoid forms in themselves of signification, but which they can then reconstruct by attributing a clean logic to a continuity of frequent words.

Copyright of Langage & Societe is the property of Fondation Maison des Sciences de l'Homme and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes an attempt to define -- on an experimentally measurable basis -- the limits and makeup of speech communities and to observe socio-linguistic change in a context of migration, rapid urbanization, and industrialization. (Fieldwork was carried out in Martigues, Fos-sur-Mer, Bouches-du-Rhóne.) The main hypothesis is the following: linguistic differences, even though statistically significant within the matrix used, do not necessarily convey any functional signification for the speaker's categorization; a linguistic community is rather a 'cognitive community' whose members share common ways of representing one's physical and social environment, that give rise to an evaluative discrimination between in-group and out-group members. The experimental results confirm the above-mentioned hypothesis: speakers of Southern French are significantly underestimated only by 'fudges' who are not south-born (and vice-versa). Hence, natives and newcomers do not share the same rules of interpretation (or of conduct) either of Southern or of nonlocal French and therefore cannot be considered as belonging to the same linguistic community. An ongoing change was observed: social and regional categories which until now had been clearcut tended to merge. As a consequence, only newcomers belonging to the working class adopt features of Southern French. [ABSTRACT FROM AUTHOR]