Relevant bibliographies by topics / École de rang

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Academic literature on the topic 'École de rang'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "École de rang"

1

Bricault, Christine, Martine Roberge, and Geneviève Saint-Jacques-Thériault. "Réflexion autour d’une recherche appliquée : l’école no 2 du rang Saint-Jacques renaîtra-t-elle de ses cendres ?" Terrains 4 (April 6, 2010): 39–55. http://dx.doi.org/10.7202/201761ar.

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Cet article propose une réflexion sur la démarche ethnologique dans un contexte de recherche appliquée à partir d’une expérience de terrain, réalisée au trimestre d’hiver 2003 à l’Université Laval, dans le cadre du cours Pratiques ethnologiques. À la suite d’un mandat proposé par le Comité de sauvegarde de l’École n° 2 du rang Saint-Jacques, trois étudiantes ont effectué une enquête ethnohistorique qui avait pour but d’aider à structurer un projet de mise en valeur. L’école, située sur le boulevard Saint-Jacques, en banlieue de la ville de Québec, est la dernière école de rang du territoire de la ville de Québec toujours à son emplacement d’origine. En avril 2002, l’école est fortement endommagée par un incendie. L’article présente entre autres les étapes de réalisation du projet (de la préparation du devis de recherche à la présentation du rapport-synthèse à l’organisme mandataire) tout en insistant sur les diverses actions et démarches politiques entreprises par le comité mandataire dans la poursuite de leur objectif de mise en valeur. Les problématiques de conservation et diffusion du patrimoine culturel sont traitées sur la trame de fond d’une réflexion sur les rôles et l’engagement de l’ethnologue dans la société ou dans la communauté, ainsi que vis-à-vis de ceux qui lui confient un mandat de recherche.
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2

Zumstein, Jean. "Exclusion de la synagogue et construction de l’identité croyante dans les communautés johanniques." Revue de Théologie et de Philosophie 152, no. 4 (January 28, 2021): 379–93. http://dx.doi.org/10.47421/rthph152_4_379-393.

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Même si son déroulement historique exact demeure une énigme, l’exclusion des communautés johanniques de la synagogue a été un accélérateur décisif dans la construction de leur identité croyante. Ce processus peut être décrit d’un double point de vue. Premièrement, il s’effectue à travers une transformation du rapport à la tradition juive. Si l’autorité de la Bible hébraïque n’est pas mise en question, en revanche, les marqueurs identitaires du judaïsme synagogal (le Temple, les prescriptions de pureté rituelle, l’observance du sabbat, la circoncision) sont l’objet d’une profonde réinterprétation, voire d’une abrogation. Deuxièmement, cette redéfinition du rapport à la tradition vétérotestamentaire-juive s’accompagne de l’apparition de nouveaux marqueurs identitaires que sont, par exemple, le baptême et l’eucharistie. À quoi il faut ajouter la naissance d’une école théologique et d’un corpus d’écrits ayant rang d’Écriture, d’une nouvelle définition de l’apostolat, de la création de nouvelles formes d’organisation ecclésiales.
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3

Courrier, Cyril. "Nicolas Tran, Les membres des associations romaines, Le rang social des collegiati en Italie et en Gaules sous le Haut-Empire, Rome, École française de Rome, Collection de l’ÉFR (no 367), 2006, 577 p." Histoire urbaine 20, no. 3 (2007): 174. http://dx.doi.org/10.3917/rhu.020.0174.

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4

Dalley, Phyllis. "Choix scolaires des parents rwandais et congolais à Edmonton (Canada)." Clientèles et interventions 21, no. 1-2 (January 14, 2011): 305–27. http://dx.doi.org/10.7202/045332ar.

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L’accès à l’espace scolaire francophone est un élément important dans le parcours de ceux qui voudraient se joindre aux rangs de la francophonie canadienne, voire simplement maintenir leur compétence à communiquer en français. Le choix ou non de l’école de langue française par les parents immigrants revêt donc une importance pour le maintien et l’enrichissement du capital linguistique de leurs enfants. Cet article fait état des résultats d’une recherche qualitative dont le premier objectif était d’explorer les facteurs influant sur les choix scolaires d’un groupe de parents immigrants francophones à Edmonton. Quatre critères principaux semblent guider les choix scolaires. Le premier est la question de la langue: la sauvegarde de la langue française pour ceux qui choisissent l’école francophone et le programme d’immersion ou la maîtrise coûte que coûte de l’anglais pour ceux qui optent pour l’école anglophone. La continuité linguistique et scolaire est également une considération importante pour les parents: les jeunes qui ne parlent pas anglais ou qui ont fait leur scolarité antérieure en français sont inscrits à l’école de langue française. Le troisième critère concerne l’accueil ressenti au sein de l’école par soi-même, ses enfants ou son entourage. Enfin, l’âge des enfants à leur arrivée à Edmonton constitue un autre facteur qui n’est pas sans influence. La langue d’enseignement, l’accueil, le parcours pré-migratoire des jeunes et l’excellence académique sont au centre des préoccupations des parents rencontrés dans le cadre de cette recherche. Celle-ci avait également un second objectif: identifier des moyens pour répondre aux besoins, tant d’apprentissage que d’inclusion, des élèves issus de l’immigration, notamment au sein des écoles de la minorité francophone. Ceux-ci touchent, entre autres, à la mise en place de services divers, spécifiquement financés, à la formation, initiale et continue, du personnel des écoles francophones, ainsi qu’à la facilitation d’un dialogue interculturel parent / école, planifié et inscrit dans la vie communautaire.
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Liu, Jinyu. "N. Tran, Les Membres des Associations Romaines. Le Rang Social des Collegiati en Italie et en Gaule, Sous le Haut-Empire (Collection de l'École française de Rome 367). Rome: École française de Rome, 2006. Pp. 577. ISBN 2-7283-0556-0. €60.00. - F. Diosono, Collegia. Le Associazioni Professionali nel Mondo Romano. Rome: Quasar, 2007. Pp. 118, 73 illus. ISBN 8-87140-319-3. €12.90." Journal of Roman Studies 98 (November 1, 2008): 214–16. http://dx.doi.org/10.1017/s0075435800001982.

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Métraux, Jean-François, and Thomas Zumbrunnen. "Valeurs sûres et besoin de changement dans les formations forestières (essai)." Schweizerische Zeitschrift fur Forstwesen 164, no. 5 (May 1, 2013): 130–34. http://dx.doi.org/10.3188/szf.2013.0130.

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Solid foundations and necessary change in forestry training (essay) With climate change and new demands from the public, the framework conditions of forestry work have changed significantly. More and more, foresters' competences must be wide, sound and interdisciplinary. For training, the biggest change has been the opening of a technical high school (Haute école specialisée) pathway in the space between the technical school (Ecole supérieure specialisée) and the Swiss Federal Institute of Technology in Zurich (ETH). The forest services would like to see pathways open up at Zollikofen towards a Masters in Life Sciences or other postgraduate qualifications (Master of Advanced Studies, specialised Certificates of Advanced Studies), so as to complete the range of training opportunities, from basic to postgraduate, which is necessary to understand the complexity of the forest system and hold responsible jobs. As for ETH Zurich, the forestry training has changed name and image, and is not well known to the public. It is therefore necessary to put it under the spotlight and promote it.
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Sinou, Jean-Jacques, and Fabrice Thouverez. "Experimental Study of a Flexible Rotor and Its Dependency on the Rolling-Bearing Temperature." International Journal of Rotating Machinery 2006 (2006): 1–8. http://dx.doi.org/10.1155/ijrm/2006/38595.

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An experimental study of the effects of the bearing temperature on rotor unbalance responses and on the first forward and backward critical speeds is presented. Experimental tests consisted in run-ups and run-downs are realized to a flexible rotor developed and built at the Laboratoire de Tribologie et Dynamique des Systèmes, UMR CNRS 5513, École Centrale de Lyon, France. This flexible rotor is supported by two rolling bearings on flexible supports. It will be demonstrated that rolling-element bearing temperature has no-negligible effects of the amplitude and values of the forward and backward first critical speeds of the flexible rotor. In addition to the investigation of the influences of the bearing temperature on the dynamics of the flexible rotor at the first critical speeds, a brief investigation into the complete dynamic within the speed range of interest is also conducted. The purpose of this is to examine in detail the vibrational phenomena of the flexible rotor and to detect some characteristics dynamic behaviour due to the presence of rolling-element bearings.
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Miao, Changxing, and Jiqiang Zheng. "Scattering theory below energy space for two-dimensional nonlinear Schrödinger equation." Communications in Contemporary Mathematics 17, no. 06 (October 29, 2015): 1450052. http://dx.doi.org/10.1142/s0219199714500527.

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The purpose of this paper is to illustrate the I-method by studying low-regularity solutions of the nonlinear Schrödinger equation in two space dimensions. By applying this method, together with the interaction Morawetz estimate, (see [J. Colliander, M. Grillakis and N. Tzirakis, Tensor products and correlation estimates with applications to nonlinear Schrödinger equations, Commun. Pure Appl. Math.62 (2009) 920–968; F. Planchon and L. Vega, Bilinear virial identities and applications, Ann. Sci. École Norm. Sup.42 (2009) 261–290]), we establish global well-posedness and scattering for low-regularity solutions of the equation iut+ Δu = λ1|u|p1u + λ2|u|p2u under certain assumptions on parameters. This is the first result of this type for an equation which is not scale-invariant. In the first step, we establish global well-posedness and scattering for low regularity solutions of the equation iut+ Δu = |u|pu, for a suitable range of the exponent p extending the result of Colliander, Grillakis and Tzirakis [Commun. Pure Appl. Math.62 (2009) 920–968].
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9

Mitchell, Kevin. "Lessons From Practice: Architectural Education and the Notion of Critical Inquiry." Open House International 31, no. 3 (September 1, 2006): 17–24. http://dx.doi.org/10.1108/ohi-03-2006-b0003.

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The second-year studio presented here investigates the potential of reducing the gaps between the academy and professional practice by using the results of practice as a teaching tool. Part of a two-semester sequence intended to introduce students to the fundamentals of architectural form and space, the design studio emphasizes discipline-specific notions of inquiry, exploration and process. The range of fundamental concerns is addressed through in-depth analyses of exemplary buildings in order to discover how practicing architects have incorporated basic design principles into overall design strategies. The “design in the style of” methods that characterized architectural education at the École des Beaux Arts and the pattern books which served as sources for 19th and early 20th century practice in North America provided definitive models that were subject to limited interpretation. In contrast, the analyses projects described here do not provide “answers” to questions regarding style, but rather focus questions on a range of concerns which are fundamental to architectural practice. Employing exemplary projects in beginning-level studios assists in demonstrating that highly regarded practitioners aspire to a synthesis of program/use requirements, conceptual ideas, structural solutions and constructional systems. The fact that the students were able to make concrete connections between their activities and the profession resulted in an intensity and sense of purpose that is evident in both the process and products of the studio.
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10

Truffa Giachet, Miriam, Julie Schröter, and Laura Brambilla. "Characterization and Identification of Varnishes on Copper Alloys by Means of UV Imaging and FTIR." Coatings 11, no. 3 (March 5, 2021): 298. http://dx.doi.org/10.3390/coatings11030298.

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The application of varnishes on the surface of metal objects has been a very common practice since antiquity, both for protective and aesthetic purposes. One specific case concerns the use of tinted varnishes on copper alloys in order to mimic gilding. This practice, especially flourishing in the 19th century for scientific instruments, decorative objects, and liturgical items, results in large museum collections of varnished copper alloys that need to be preserved. One of the main challenges for conservators and restorers deals with the identification of the varnishes through non-invasive and affordable analytical techniques. We hereby present the experimental methodology developed in the framework of the LacCA and VERILOR projects at the Haute École ARC of Neuchâtel for the identification of gold varnishes on brass. After extensive documentary research and analytical campaigns on varnished museum objects, various historic shellac-based varnishes were created and applied by different methods on a range of brass substrates with different finishes. The samples were then characterized by UV imaging and infrared spectroscopy before and after artificial ageing. The comparative study of these two techniques was performed for different thicknesses of the same varnish and for different shellac grades in order to implement an identification methodology based on simple non-invasive examination and analytical tools, which are accessible to conservators.
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Dissertations / Theses on the topic "École de rang"

1

Lafrenière, Hélène. "Histoire et histoires de vie des écoles de rang." Thèse, Université du Québec à Trois-Rivières, 1997. http://depot-e.uqtr.ca/4784/1/000637391.pdf.

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Tiano, Sarah. "Sortir du rang ? : l"ouverture sociale" en lycée de la Défense, entre diversification des élites militaires et renouvellement du rôle éducatif et scolaire des armées." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0114.

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Depuis 2007 le ministère de la Défense met en œuvre son Plan Égalité des Chances (PEC) constitué de huit actions bénéficiant à près de trente mille jeunes. Le PEC s’inscrit en 2008 dans un mouvement plus large impulsé par la dynamique Espoir-Banlieue, visant à la diversification sociale des étudiants de l’enseignement supérieur. L’action qui fait l’objet de la recherche présentée ici s’intitule « L’ouverture sociale des lycées de la Défense ». Les lycées de la Défense scolarisant des élèves sous statut civil sont cogérés par le ministère de l’Éducation nationale et celui de la Défense. Si le PEC et son action visent de manière large des élèves boursiers, la labellisation « Cordée de la réussite » de deux dispositifs « Officier pourquoi pas ? » et « Internat pourquoi pas ? » mise en place dans un lycée de la Défense introduit un critère d’éligibilité : celui d’être issu d’un établissement partenaire. Ces dispositifs reposent sur un partenariat entre un lycée de la Défense et certains collèges et lycées relevant de l’éducation prioritaire ou situés dans un quartier relevant de la politique de la ville. Il s’agit pour le dispositif « Officier pourquoi pas ? » d’orienter des élèves boursiers, issus de terminale scientifique, « méritants » et ayant un « potentiel » vers une classe préparatoire aux études supérieures. Le second dispositif « Internat pourquoi pas ? » cible des élèves boursiers de troisième et de niveau scolaire « moyen-bon ».Notre enquête sociologique de type qualitative porte à la fois sur les modalités institutionnelles et organisationnelles d’implémentation de ces deux dispositifs d’ouverture sociale, et sur la socialisation secondaire des élèves concernés
Since 2007, the French Ministry of Defense has implemented an Equal Opportunity Plan (Plan Égalité des Chances or PEC in French) which consists in eight actions benefitting more than thirty thousand young people. It integrates the wider dynamic of the Espoir-Banlieue (Hope-Suburbs) plan in 2008 designed to promote social diversity in the access to higher education. The present study focuses on one of these actions entitled “Social Inclusion in Defense High Schools”. As they enroll students with a civilian status, the Defense high schools are managed jointly by the Ministry of National Education and the Ministry of Defense. Although the PEC and its action are aimed at scholarship pupils, the label “Cordée de la réussite” of two schemes “Officier pourquoi pas ?” and “Internat pourquoi pas?” developed in a Defense high school introduces an eligibility criteria: coming from a partner establishment. These schemes rely on a partnership between the Defense establishment and a number of secondary and high schools located in underprivileged areas with specific educational or urban policy programmes. The first scheme “Officier pourquoi pas ?” aims to guide the career of “deserving” scholarship students who originate from scientific final year classes with the “potential” to integrate preparatory classes for higher education. The second scheme “Internat pourquoi pas?” targets scholarship final year secondary school students with “average to good” educational achievements. Our qualitative sociological study focuses on both the institutional and organisational implementation modalities of these two social opening schemes, and on the secondary socialisation of the students concerned
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Books on the topic "École de rang"

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Dionne, Yves. L' école de rang d'Authier: L'éducation en Abitibi de 1910 à 1964. Rouyn [Québec]: Collège de l'Abitibi-Témiscamingue, 1985.

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2

MacMaster, Marion. The Schools of the Glens: A history of the one-room schools of Lochiel and Northeast Kenyon of Glengarry County and the fringes of Prescott County by the teachers and students of those schools. Vankleek Hill, Ont: L.A. Sproule, 1992.

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3

1967-, Dauxois T. (Thierry), Ruffo Stefano 1954-, and Cugliandolo, L. F. (Leticia F.), eds. Long-range interacting systems: École d'été des Houches, session XC, 4-29 August 2008, École thématique du CNRS. Oxford: Oxford University Press, 2010.

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4

Boutcher, Warren. The Essais Framed for Modern Intellectual Life. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739661.003.0007.

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The core topic of 2.6 is two modern reader-writers of Donald Frame’s American translation of the Essais (Gore Vidal and David Denby). We consider a range of related intellectual contexts for Frame’s work, a product of the culture of liberal education and of American liberal individualism: modern, pedagogical versions of ‘human philosophy’; the educational goals of elite institutions such as the École Normale Supérieure and Columbia University; the legacy of Pierre Villey’s work in twentieth-century Montaigne studies. We see how twentieth-century humanists in America and Europe called up the real person ‘Montaigne’ from behind his text and made him explain that text’s value to idealist programmes of general literary education. The chapter includes discussions of figures in the German idealist tradition such as Auerbach,and Burckhardt, as well as the critic of Renaissance ‘self-fashioning’, Stephen Greenblatt, and the British critic Terence Cave.
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Knight, Diana, ed. Interdisciplinary Barthes. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266670.001.0001.

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The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role in the emergence of interdisciplinarity. But Barthes was alert to its recuperation by the technocratic higher-education reforms of 1968, referring to ‘the myth of interdisciplinarity’. He was equally wary of a federation of disciplines that would leave each one comfortably unchanged, rather than overturning the intellectual landscape. A more fertile interdisciplinarity originates in Barthes’s intensive reading of Michelet in the sanatorium. It is tracked through his euphoric discovery of structuralism to his teaching at the École pratique des hautes études, and his idiosyncratic aspirations for a ‘peripatetic’ chair of literary semiology at the Collège de France. Barthes was interested in the historically shifting hierarchies of disciplines, noting the equal status of the trivium and quadrivium within the medieval septenium, and bemoaning the downgrading of language to mere instrumentality within the contemporary human sciences. Literature, which already contains within it all forms of knowledge, is proposed as a transformative discipline despite its current exclusion, a corrective for the refusal of the human sciences to pay attention to their discourse.
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Book chapters on the topic "École de rang"

1

Newman, C. M., and D. L. Stein. "Course 6 Short-range spin glasses: Selected open problems." In Mathematical statistical physics, École d'ÉtÉ de physique des houches session LXXXIII, 273–93. Elsevier, 2006. http://dx.doi.org/10.1016/s0924-8099(06)80043-0.

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Parisi, Giorgio. "Course 7 Computing the number of metastable states in infinite-range models." In Mathematical statistical physics, École d'ÉtÉ de physique des houches session LXXXIII, 295–329. Elsevier, 2006. http://dx.doi.org/10.1016/s0924-8099(06)80044-2.

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Bann, Stephen. "The Intelligible versus the Real: Barthes’s Historiographical Option." In Interdisciplinary Barthes, 58–71. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266670.003.0004.

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Roland Barthes’s ‘Le discours de l’histoire’ was first published in France in 1967, in a journal sponsored by the École pratique des hautes études where he was teaching at the time. It appeared in English translations in 1970 and 1981, and soon came to rank as a source comparable to Hayden White’s Metahistory (1973) in so far as it proposed a radically new mode of analysing historical writings. This chapter explains the broad international context in which the article was initially produced, and subsequently gained its reputation. Although critical approaches to the language of historiography were hardly practised at all in France in the 1960s, a fellow member of the Hautes Études such as Le Roy Ladurie was already coming forward as a spokesman for the new methods of ‘quantitative history’. Barthes’s own critical procedure was, however, notably indebted to the discourse analysis of the French linguistician, Émile Benveniste. It is argued that Barthes’s stated preference for the ‘intelligible’ as opposed to the ‘real’ as a criterion for historical analysis is a logical outcome of his cultural and political stance at the time. His seemingly perverse categorisation of the approach of the nineteenth-century historian Augustin Thierry is an unfortunate consequence.
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"Introduction: Roland Barthes, an Interdisciplinary Subject." In Interdisciplinary Barthes, edited by Diana Knight, 1–22. British Academy, 2020. http://dx.doi.org/10.5871/bacad/9780197266670.003.0001.

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The disciplinary range of Barthes’s work is unusually diverse, as is that of its reception. An energetic contributor to the human sciences in postwar France, Barthes is credited with a pivotal role in the emergence of interdisciplinarity. But Barthes was alert to its recuperation by the technocratic higher-education reforms of 1968, referring to ‘the myth of interdisciplinarity’. He was equally wary of a federation of disciplines that would leave each one comfortably unchanged, rather than overturning the intellectual landscape. A more fertile interdisciplinarity originates in Barthes’s intensive reading of Michelet in the sanatorium. It is tracked through his euphoric discovery of structuralism to his teaching at the École pratique des hautes études, and his idiosyncratic aspirations for a ‘peripatetic’ chair of literary semiology at the Collège de France. Barthes was interested in the historically shifting hierarchies of disciplines, noting the equal status of the trivium and quadrivium within the medieval septenium, and bemoaning the downgrading of language to mere instrumentality within the contemporary human sciences. Literature, which already contains within it all forms of knowledge, is proposed as a transformative discipline despite its current exclusion, a corrective for the refusal of the human sciences to pay attention to their discourse.
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