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This paper discusses the relevance of using physical situations to introduce the concept of angles at elementary school. We compare the effectiveness of two geometry teaching sequences. In the first one (physical sequence), the pupils learned the angle concept by experimenting on the playground (i.e. mesospace) and then modelling the situation. In the second one (paper-and-pencil sequence), the pupils worked solely in the space of a sheet of paper (i.e. microspace). In both sequences, pupils compared areas of space delineated by an angle between two directions. Pupils in two Grade 3 classes were exposed to one of the two teaching sequences. The unfolding of these sequences was videotaped and analyzed, and the pupils were tested individually, before and after teaching, to measure each sequence's effectiveness. Results showed that both sequences are effective to grasp the angle concept: Most pupils overcame the common erroneous conception of comparing angles' sides' lengths instead of angle openness. The comparison of areas of space delineated by an angle between two infinite directions, which is the two sequences' common core, seems to be the key factor underlying angle conceptualization. This paper ends with a discussion of these results' teaching implications and the merits of each sequence.

This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventually held online, a first in ALA's conference history. The current paper engages with contemporary debates of language teaching and learning in two ways. Firstly, it traces recent discussions by presenting key findings from five papers given at the conference, and secondly, via a scoping review of literature focusing on critical lessons from the pandemic regarding language teaching and learning. The review captures recent research from the Australasian region. Key debates identified in the literature include the needs of teachers and learners during the transition to online learning, and how student engagement was affected. The literatures highlight that both educators and students have been developing new practices in teaching and learning resulting from the shift to online and blended modes, which may continue to shape language education and new pedagogies in the future.

We analyze the role of institutional founding conditions and institutional legacy for universities' self-representation in terms of diversity. Based on 374 universities located in the Czech Republic, France, Germany, Hungary, Italy, and Poland, we can differentiate between a more idealistic understanding (logic of inclusion and equality) and a more market-oriented understanding (market logic) of diversity. Our findings show that the founding phase has no significant effect on the likelihood of a university focusing on a market-oriented understanding of diversity--however, we observe an imprinting effect with respect to the adoption of a diversity statement in general and an equity-oriented statement. Moreover, our findings show that there is a socialistic heritage for universities in Central and Eastern European (CEE) countries that is at work and still influences universities' understandings of diversity today.

The aim of this pilot study is to evaluate the relevance of the use of history in mathematics education. This paper presents an experiment carried out in France with sixth-grade students (n=108) in which an ancient number system is used, an approach that is commonly suggested in French sixth-grade textbooks but has previously been unassessed. Based on the data of a pretest and a post-test surrounding an activity on an ancient Chinese numeration system, a statistical analysis using Rasch modeling shows a specific added value of the history of mathematics for students with low abilities in mathematics. For these students, a significant increase in observed abilities of +0.67 logit in mean is measured with a large effect size (Cliff delta +0.52). This effect is then weighted by considering the regression to the mean (RTM) effect, leading to a value around +0.14 logit in mean and a negligible effect size (Cliff delta +0.10). So, this pilot study shows the important effect of RTM, which suggests a very strong rebalancing of students' results. In the last part of the paper, we discuss how RTM can nonetheless be positively interpreted in this specific context where students' disorientation is one of the purposes of history in mathematics education.

What do pupils learn from bilingual interventions of civic education? This paper addresses this question by analyzing survey responses of 301 pupils who participated in a bilingual role-play about a televised debate on the 2022 French presidential election in French foreign language classes. The study shows, first, that the intervention significantly strengthened the specific interest in the election campaign. Second, both internal efficacy and subjective knowledge increased, as did, third, pupils' actual knowledge about the election. Fourth, it appears that the pupils were able to sharpen their understanding of French political culture. However, it should also be noted that all other constructs that can be attributed to intercultural learning did not experience any changes as a result of participation in the intervention. This is also true for participants' general interest in politics, basal and advanced participation intentions, and external efficacy. I identify subjective knowledge about the French presidential election, internal efficacy, advanced participation intentions, and pupils' cultural self-reflexivity as key drivers for strengthening intercultural understanding about the French political culture. Our paper concludes by discussing the limitations of the study and its implications for empirical research and practice in bilingual civic education.

Purpose: This paper aims to ask how the European Higher Education Area (EHEA) has orchestrated a sustainable development (SD) agenda in its international policy since 2020. Design/methodology/approach: By drawing on theoretical ideas around policy orchestration as a key UN governing strategy and applying them to the analysis of the progression of the SD agenda in the EHEA, the paper conducts a thematic analysis of six recent key EHEA international policy documents and 19 interviews with key Bologna stakeholders in France, Germany and Italy. Findings: The resultant analysis uncovers three overarching key themes that show the EHEA has the capacity to mitigate pitfalls in the UN's SD agenda; some weaknesses of the UN's orchestration of SD are translated into weaknesses in the EHEA's formulation of its SD agenda; and the further development of an SD agenda as an essential direction of EHEA's work. The paper then goes on to discuss how EHEA policies only mention SD discourse, omit concrete plans for its implementation and keep the very meaning of SD ambiguous throughout international policy documents. Originality/value: The authors offer three original recommendations that the EHEA should adopt in an attempt to mitigate the issues raised in the run-up to its 2030 deadline for implementing its policies--the EHEA should develop an explicit definition of SD; recognise the Euro-centredness of EHEA policies and open them up to other voices; and cite academic research when developing policy documents.

The purpose of this focused qualitative study was to examine two urban high school students' perceptions of a study-abroad experience, five years after the fact, with the intention of assessing long-term effects on increased global competency and awareness. The interviewees, selected from 11 participants, brought an already rich intercultural perspective and as such, their experiences illuminated the profound benefits of short-term study abroad experiences. Interviews were designed to elicit whether the principle of global competency could be discerned along two basic criteria, acquisition of cultural knowledge, and capacity/desire for close observation and self-reflection. Viewed through the theories of experiential learning, this paper will explore related pedagogical themes as well as point to the cognitive issues at stake in a longitudinal approach to qualitative research.

Purpose: Self-initiated international placements by students have been largely ignored in the literature on outward mobility in higher education. The support given to self-initiated international placement students, if any, has received even less attention. This study aims to address this lacuna. Design/methodology/approach: Drawing on insights from global mobility literature, we conducted a survey of UK university students who engaged in self-initiated international placements to various countries such as France, China, Brazil and Ghana. Data were analysed using descriptive statistics and thematic content analysis. Findings: Findings reveal that these "voluntary" placements can improve language fluency, increase self-confidence, renew stress management abilities and enhance cross-cultural competencies and intercultural sensitivity. The study problematises the lack of support given to these students particularly in terms of career development. Originality/value: Our paper is one of the first to bring this under-studied population to the attention of career guidance scholars. We propose that scholarly attention should be directed toward the agency of self-initiated international placement students and that targeted career guidance must be provided through more inclusive career services.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

On 17 March 2020, the population in France entered into a strict lockdown due to the critical spreading of COVID-19. Students could no longer go to their learning institutions. The initial 2-week-lockdown lasted overall 10 weeks and higher education institutions remained closed until the end of the academic year, affecting then even longer students' study situation. Many students chose to leave the accommodation they occupied during the study period if they had the opportunity. Our paper explores the effects of the housing situation on students' academic success during this lockdown using two quantitative national surveys (one on students' living and studying conditions before the pandemic and the other on the situation during this lockdown to which 5994 students responded) and 33 semi-structured interviews conducted amongst students living in university halls of residence in the North of France. Our study confirms that in a period of lockdown, housing plays a pivotal and active role in influencing students' psychological distress, study success, and orientation.

Emergency situations are generally described as combining both threat and time pressure. Creative solutions to deal with such situations are important. The present studies (N[subscript total] = 1190) investigated how people are able to produce creative solutions in an emergency. Our first study was correlational, and assessed individual creativity and reactions to emergency situations using self-report questionnaires. It was complemented by three experimental studies. In those, critical features of emergency situations were manipulated (i.e., time pressure and/or threat level) to examine their putative impact on individual performance on creative tasks (Alternate Uses Task and Real Life Problem). Three dependent variables systematically qualified individuals' creative performance: "fluency" (i.e., the number of ideas proposed), "originality" (i.e., the average rarity of the ideas proposed), and "originality adjusted for fluency" (i.e., the rarity of the most original idea proposed). Taken together, the results observed tend to indicate that increasing emergency (i.e., increasing time constraint or threat importance) produced an average reduction in the originality of the ideas proposed. These results complement previously obtained results about the effect of stressful situations on creativity through the distinction made in this paper between two key components of emergency situations, namely time pressure and threat level.

Qualitative research has been strongly affected by the COVID-19 pandemic, highlighting the possibilities that Voice over Internet Protocol (VoIP) technologies such as Skype, WhatsApp, and Zoom offer to qualitative scholars. Based on the experience of using such technologies to collect qualitative data for our PhD studies, we present how we dealt with the challenges of this interview mode. Precisely, we discuss problems related to rapport, technology, digital exclusion, and ethics frequently pointed out in the methodological literature on online interviews. Thereby we put forward strategies and techniques that helped us to 1) build a rapport, 2) manage technical difficulties, 3) reflect on risks of digital exclusion, and 4) comply with the ethical standards of our institution. In doing so, we draw on our qualitative data to support the arguments. The aim of this paper is, thus, to deepen the methodological debate on online interviews in social sciences.

Purpose: This paper aims to explore the protective and risk factors involved in student loneliness after the lockdown measures taken limiting social contact during the COVID-19 pandemic in France. Design/methodology/approach: Using a cross-sectional survey methodology, the authors collected data on a sample of 546 students pursuing management education in a French business school in several campuses. Loneliness was measured by the three-item UCLA loneliness scale. Logistic regression analysis examined the factors influencing student loneliness. Findings: The prevalence of loneliness was 23.4%. Risk factors for loneliness were social isolation especially in terms of intensity and isolation from friends (OR: 5.40), having a regular paid activity (OR: 1.62) and not getting academic help from other students (OR: 2.11) or taking meals alone during the lockdowns (OR: 1.94). Being a male student (OR: 0.47), practicing a sport (OR: 0.64) and studying at a specific campus (OR: 0.43) were protective factors. Practical implications: Understanding protective and risk factors affecting student loneliness helps higher education decision-makers to take the necessary actions to enhance student well-being which have an effect on learning processes. Originality/value: Loneliness is a major public health concern among students. Knowledge of the determinants for loneliness are limited and this article attempts to augment this by exploring several protective and risk indicators of loneliness among French students.

Fractions are challenging for both typically achieving children and adults. Although some prior research has focused on fraction difficulties of children with mathematics difficulties (MD), persistent difficulties encountered by adults with MD remain unknown. It is possible that these adults may be able to compensate for some deficits. In this study, we administered an un-timed, paper-based fraction achievement test to French adults with and without MD to compare their knowledge of fractions. Compared with controls, adults with MD performed worse in fraction number lines, fraction concepts, fraction arithmetic, and word problems. However, no difference in performance between the two groups was observed on symbolic representations. This suggests that adults with MD might be able to perform rote procedures such as transcoding from a verbal to a symbolic representation but are severely impaired for fraction number line, fraction concept, and fraction arithmetic. Exploratory error pattern analyses for fraction number line and fraction arithmetic further revealed mistakes similar to those observed in prior studies on children with MD, indicating core deficits in fraction understanding in individuals with MD.

Beginning in the mid-1980s, European governments have increasingly implemented performance-based funding systems for higher education. While a focus on the transnational pressures that contributed to the widespread adoption of performance-based funding in Europe accounts for the impetus for performance-based funding policies, it fails to address how and why the resultant performance-based funding policies are as distinct and different as they are. In this paper, I argue that an institutional logics perspective offers a theoretical account of the performance-based funding policy formation process. I use the United Kingdom (UK), Germany, and France as case studies. I contend that in these three cases, different local logics drove the performance-based funding policy formation process.

France’s reaction to Russia’s invasion of Ukraine was initially conciliatory. However, the current French President’ statements, Macron, gradually changed, suggesting a potential shift in France's stance. The French president recently suggested troops could be sent to Ukraine to fight the Russians, a move that could significantly impact the course of the war. Our paper aims to address this possibility. How feasible would this be from a military perspective? Second, are there any other relevant political actors that will support it? Third, why has Paris changed its position to such a radical stance? We start from the theoretical design of realist constructivism. Postcolonial theories and the concept of locked-in path dependence supported this research. The methods follow the path of historical synthesis, discourse analysis of key political actors, and text analysis of defense white papers. Quantitative military variables are used to understand France’s and the EU’s military-industrial complex capabilities and assess its potential. The collapse of France’s neocolonial empire in Africa and Russia’s growing influence in the region partially explains Macron’s discourse change. This is correlated with the need to follow a more independent European security policy and the worsening military situation in Ukraine. [ABSTRACT FROM AUTHOR]

This paper investigates how political challengers articulate new political divides in European political party systems and with what implications for representative democracy. Focusing on the case of France and the discourse and practices of Emmanuel Macron and Marine Le Pen, the paper identifies three strategies these actors have used to articulate a new political division beyond Left and Right: the discursive rejection of traditional Left/Right politics, the combination of elements from across the Left/Right divide and the identification of each other as opposite sides on a new cleavage. Our analysis also suggests that rather than addressing the democratic pathologies associated with the traditional Left/Right party system, this new divide has largely contributed to deepen them. Specifically, the new dichotomy carries risks in terms of representative deficits, electoral demobilisation and the further legitimation of illiberal politics. [ABSTRACT FROM AUTHOR]

This paper gives thought to the exploitation of Niger's natural resources by France, the European Union (EU), and the United States (US), among other countries. The objective of this paper is to deconstruct the exploitation of Niger's uranium, gold, and coal, among other natural resources, and the surge in terrorism. This paper adopts qualitative secondary research as its methodology and resource curse theory as its theoretical framework. The gap that the paper bridges is that most research about the exploitation of Niger's natural resources and the rise in terrorism ignores the involvement of France among other Western countries. Findings that develop from this paper reveal that France has exploited Niger's natural resources since colonisation. Similarly, the EU and the US, among other countries, have been accomplices in the exploitation of Niger's natural resources. Additionally, Western countries, namely France, the EU, and the US, including Britain and Russia, have been involved in supporting administrations or terrorists that advance their interests in Niger, among other issues. Further results show that successive administrations in Niger and those that took control through the coup in July 2023 enjoy the support of the major global powers. [ABSTRACT FROM AUTHOR]

This paper considers the urban consequences of failing to host Olympic Games. Using the example of Paris and its unsuccessful bids to hosts the Olympic Games of 1992, 2008 and 2012, the paper analyses the pre- and post-bid status of key projected 'Olympic' sites within the context of urban plans and aspirations of the city of Paris. The French capital attracts special attention because of the rapid succession of submissions that proved to be outbid by those presented to the IOC by the cities of Barcelona (1992), Beijing (2008) and London (2012). The paper will briefly outline the reasons for failing to attract the Games but will devote most of its space for an analysis of the siting of the planned Olympic Villages, which often form the most lasting of legacies of Olympic Games in host cities. [ABSTRACT FROM AUTHOR]

The Russian invasion of Ukraine and the recognition of the rising challenge from China have resulted in a closer alignment of American, British and French strategic interests. This policy paper explores how the strategic relationship between the United States, the United Kingdom and France has evolved amid this changed threat environment. The Russia–Ukraine war exposed the limitations of France's policy of 'strategic autonomy' and reasserted the importance of an American role in European security. The war has re-focused attention upon the Lancaster House framework in which the UK and France have the potential to enhance their contribution to European defence. The UK still regards its 'special relationship' with the US as being of critical importance to its foreign policy. But the UK's diminishing military power makes it a less valuable ally to the US whose attention is increasingly upon the Indo-Pacific region. The paper argues that the alignment between the three countries has been closer over the Russian war in Ukraine compared to attitudes towards China, where tensions between France and the 'Anglo-Saxons' persist. France has been unwilling to adopt the American approach towards China and has stuck to its vision of a multipolar world. The AUKUS deal arranged between the US, UK and Australia had the effect of alienating France. The policy paper contends that the temporary alignment between US, UK and French interests will erode as long-standing conflicts of interest re-emerge. In particular, the unpredictability of US leadership will damage the trilateral relationship if Donald Trump regains the presidency in November 2024. [ABSTRACT FROM AUTHOR]

Climate change is arguably the greatest challenge facing cities today. Its severe consequences have created the need for sustainable urban planning. In this regard, Sustainable Drainage Systems (SuDS) have contributed in recent years to alleviating environmental problems caused by soil sealing and enhancing the resilience of cities to climate change. However, in most cases, the level of implementation is limited to solving environmental problems caused by inadequate urban planning. To change this, in recent years some countries have proposed recommendations to integrate these systems into their urban planning regulations, but these have been general and have not defined specific measures. This paper proposes to achieve this goal by using case studies of three countries with similar characteristics (Spain, Italy and France). A common framework for the integration of SuDS in planning has been proposed that can be exported to other similar places. The urban scales of intervention have been defined (city, neighborhood and street), as well as the actions to be carried out (analysis, planning and regulatory measures) and the urban plans to which they should be applied. This proposal represents an advancement in the application of SuDS as a primary control measure. This breakthrough will significantly improve the resilience of the cities of the future, making them more resilient to the effects of weather and climate change. [ABSTRACT FROM AUTHOR]

This article focuses on the history of the Rodez printing firm in provincial France from 1624 to 1820 (although the firm ran until 1984). In contrast to the world of clandestine printing and bookselling, very little is known about the lives of ordinary sedentary printers in ancien-régime France. The paper is organized in three parts and considers the following issues. How did the firm operate, who worked in it, what training was required, and what was produced? How did this change over time? Secondly, this was a family firm, so we may ask how was it kept in the family, and how did the family fare as it made a living out of printing? Here we have an insight into the history of an artisan family over nearly 200 years, the ascension of an artisanal family to the level of respectable bourgeoisie. The third area considered is the possible contribution to understanding the cultural world of a provincial town. The firm printed and sold books, and account books and order books give us further information, though of a fragmentary nature. From this it is possible to raise questions about recent research on the starkly contrasting world of Enlightenment bestsellers. [ABSTRACT FROM AUTHOR]

Background: Non-invasive prenatal testing (NIPT), which can screen for aneuploidies such as trisomy 21, is being implemented in several public healthcare systems across Europe. Comprehensive communication and information have been highlighted in the literature as important elements in supporting women's reproductive decision-making and addressing relevant ethical concerns such as routinisation. Countries such as England and France are adopting broadly similar implementation models, offering NIPT for pregnancies with high aneuploidy probability. However, we do not have a deeper understanding of how professionals' counselling values and practices may differ between these contexts. Methods: In this paper, we explore how professionals in England and France support patient decision-making in the provision of NIPT and critically compare professional practices and values. We draw on data from semi-structured interviews with healthcare professionals. Results: Both English and French professionals emphasised values relating to patient choice and consent. However, understandings and application of these values into the practice of NIPT provision differed. English interviewees placed a stronger emphasis on interpreting and describing the process of counselling patients and clinical care through a "principle" lens. Their focus was on non-directiveness, standardisation, and the healthcare professional as "decision-facilitator" for patients. French interviewees described their approach through a "procedural" lens. Their focus was on formal consent, information, and the healthcare professional as "information-giver". Both English and French professionals indicated that insufficient resources were a key barrier in effectively translating their values into practice. Conclusion: Our findings illustrate that supporting patient choice in the provision of NIPT may be held as an important value in common on a surface level, but can be understood and translated into practice in different ways. Our findings can guide further research and beneficially inform practice and policy around NIPT provision. [ABSTRACT FROM AUTHOR]

This article examines the architectural dimensions of the remise, a courtly ceremony that marked the moment when a royal bride departed her homeland to be given into her new husband's possession. Staged in frontier zones, this ritual was often facilitated by ephemeral structures such as bridges and pavilions that, as part of their ritual function, marked out firm boundaries where none existed before. This study focuses on the remise staged in 1745 on a disputed island, the Isle of Pheasants, for the marriage of Princess Maria Teresa Rafaela of Spain to the French dauphin Louis-Ferdinand. Using state papers, contracts, and ceremonial texts, the article reconstructs the ephemeral spaces in which the handover was transacted. In doing so, this study reveals both the architectural stage management of the Franco-Spanish relationship and, more broadly, the spatial and ritual practices that undergirded early modern European diplomacy. [ABSTRACT FROM AUTHOR]

A list of the first Jews deported from Compiègne, France on 27 March 1942 to Auschwitz-Birkenau was never found. Similarly, there is no known arrival list for this convoy. All the 1112 men entered the camp, were assigned prisoner numbers, and were then tattooed. In 1978, Serge Klarsfeld created a list by assembling sub-lists from WWII and immediate post-war sources. Despite significant ongoing research by Klarsfeld and others, no definitive list was ever compiled. Material recorded and maintained by the Nazis (daily count book, death registers, entry cards) pertaining to this early period does exist. This paper demonstrates how systematic use of Auschwitz prisoner numbers combined with French censuses and metrical records enabled us to significantly revise our records of who was deported in this transport, by eliminating dozens of names, amending many more, and adding several others. [ABSTRACT FROM AUTHOR]

This paper investigates the socio-political implications of sceptical metaphors in French discourse about the climate crisis. Existing literature has demonstrated the prevalence of religion metaphors in English sceptical discourse. Yet, in France, religious references in language use are limited as such references have been considered "anti-revolutionary" since the storming of the Bastille, in 1789. I thus ask to what extent sceptical metaphors in French climate crisis discourse differ from English sceptical metaphors. To this aim, I conduct a corpus-based study relying on texts published in the extreme-right wing French newspaper "Valeurs Actuelles". The metaphors identified in this corpus are analysed so as to uncover the mini-narratives related to sceptical metaphor scenarios. Consistent with existing literature, the analysis establishes the prevalence of the religion scenario. However, the research highlights significant argumentative exploitations: metaphor users define the source concept according to cultural viewpoints on religion and ideological understanding of the religious lexicon. I demonstrate that religion metaphors prevail because associated source concepts (environmentalism as islam) are not conceived as being part of the domain of religion, according to these (extreme-right-wing) discourse producers. [ABSTRACT FROM AUTHOR]

The French Wars of Religion, and in particular the period after the massacre of Saint Bartholomew, saw the emergence of a concept of popular sovereignty, whose most influential proponents were the so-called (to use the expression of Ralph Giesey) "monarchomach triumvirs", François Hotman (1524-1590), Theodore Beza (1519-1605) and Philippe Duplessis-Mornay (1549-1623) as the presumed author of the treatise Vindiciae, contra tyrannos. This occurred in the context of the collapse of the mutual trust between the French Crown and its (Huguenot) subjects, which led to the discredit of the previous medieval model of a monarchy relying on the king's willing adherence to commonly agreed ethical principles in order to prevent any abuse of power. The main feature of this concept of popular sovereignty, which had made the object of much discussion in the historiography of the French Wars of Religion and of the sixteenth-century political thought, the right of resistance and deposition was, however, only one aspect of the monarchomachs' political model. Even though the monarchomach treatises were intended to provide a way to address the political crisis generated by unchecked tyranny, their authors also had to describe how the government of a kingdom where the sovereignty belonged to the people was supposed to function. This paper intends thus to move the historiographical focus from the specific issues of resistance and deposition of tyrants (but, obviously, without excluding them from the analysis) to the overall picture of the monarchomachs' "constitution", explaining the relationship between a king and a sovereign people and how power was to be exercised in such a kingdom, according to the vision of the three above-mentioned authors. [ABSTRACT FROM AUTHOR]

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