L’éCOLE PUBLIQUE AU SéNéGAL : APPROCHE PSYCHOSOCIALE DES PRATIQUES PARENTALES DE (NON) SCOLARISATION ET DES EXPéRIENCES éDUCATIVES DES ENFANTS

PUBLIC SCHOOLS IN SENEGAL: ANALYSING THE REASONS FOR (NON) ENROLMENT – This study focuses on Senegal, where the education system is split between traditional Koranic schools and purportedly “modern” public schools, which have been compulsory since 1990 but which are currently attended by only two-thirds of children eligible to enrol. The article argues that a number of psychosocial factors need to be studied in order to understand this issue fully. By analysing responses gathered from 20 parent-child units, the authors reveal: (a) how parental identity strategies affect how they choose to school their children, and (b) how children’s attitudes are shaped in different ways depending on whether they attend “traditional” or “modern” schools.     

DE L'INGÉNIEUR‐ARTISTE AU TECHNOLOGUE: PROCÉDURES DE SÉLECTION ET NOTATION DES ÉLÈVES À L'ÉCOLE DES PONTS ET CHAUSSÉES 1747–1851

During the long transition from the classical to the industrial era, the French engineering profession was gradually recognized as economically and socially important. This manifested itself in the creation of state engineering councils like the ‘Ponts et Chaussées’. The state engineering councils were also among the first to abandon the traditional methods of recruitment (connections and recommendations) in favour of meritocratic procedures. This evolution can be deduced from studies of the schools that prepared students for state engineering careers. The ‘Ecole des Ponts et Chaussées’, which was founded in 1747, is one of the most interesting in this respect. Here we can also observe the gradual change of the profile of the engineers, from the ‘artist’ of the Old Regime to the ‘technologist’ of the industrial era.     

LES MÉCANISMES DE FORMATION DES ÉLITES DE LA MAISON DE SAVOIE. RECRUTEMENT ET SÉLECTION DANS LES ÉCOLES MILITAIRES DU PIÉMONT AU XVIIIE SIÈCLE

From the 1730s to the 1760s, the Piedmontese state was characterized by an absolutist ideology supported by lawyers and administrators of bourgeois origin. They ruled the state and insisted on the primacy of public administration over private institutions. Gradually a rigid system of selection was set up based on talent and skills (excluding the notions of birth or seniority). The military schools, especially the Schools of Artillery established in 1739, played a very peculiar role as social laboratory. In fact, the whole Piedmontese army was affected by this complex phenomenon of social integration implied by meritocracy. This can even be observed within the institutions which were most concerned with rank prerogatives, such as the Royal Academy. So the military reform of 1775 was the result of a process which had been going on for quite some time in the Army.     

MERITOCRATIE ET PROFESSION JURIDIQUE: LES SECRÉTAIRES DE LA CONFÉRENCE DU STAGE DES AVOCATS DE PARIS,UNE ÉTUDE DES PROMOTIONS 1860‐1870 ET 1879–1889

Through a prosopographical study of two generations of ‘secrétaires de la conférence du stage’ of Parisian barristers the author tries to determine the criteria for success in a field without meritocratic procedures of selection. In order to obtain this purely honorary title, candidates had to pass a rhetorical examination based on peer judgement. Social factors in this, after all, bourgeois profession did not play an important role in comparison with other official French ‘concours’. The admission to this club, nevertheless, was very important in order to get a good position at the Bar and in other legal professions or to enter politics. On the other hand, the efficiency of this network depended also on the economic climate, and a comparison between the two generations shows that the title did not cancel out personal shortcomings in periods when the historical setting was unfavourable, e.g. in the early years of the Third Republic.     

LUMIÈRES,LIBÉRALISME ET ÉDUCATION EN ESPAGNE. AUTOUR DE DEUX BICENTENAIRES: LA MORT DE CHARLES III (1788) ET LA RÉVOLUTION FRANÇAISE (1789)

The outstanding events of the years 1988 and 1989 in the field of historical research were the bicentenary of the death of the “enlightened monarch”, Charles III of Spain and that of the French Revolution. Those years were devoted mainly to the Enlightenment (La llustración” in Spain) and the first phase of revolutionary liberalism, the reform movement and the final death throes of the “ancien régime”, the rise of a new liberal social and political order, with diverse viewpoints certainly as far as the placing of the reform movement within a historical perspective is concerned. Differences exist between those who lay the emphasis on the changes and innovations and those who bring out the weaknesses and limitations of the Enlightenment. Compared to the 70s during which the main priority was given to university reform, the work recently carried out has stressed primary and mass education together with the new educational establishments of the Enlightenment era and the reforms undertaken in the fields of secondary, professional and technical education as well as the new scientific institutions and scientific activity in general.     

AUX ORIGINES DU SYSTÈME DE MÉRITE. FORMATION,RECRUTEMENT ET SÉLECTION DES OFFICIERS DE CHANCELLERIE DE QUELQUES GRANDES MAGISTRATURES PUBLIQUES ITALIENNES XVIIE‐XVIIIE SIÈCLES

This article is based on research into the procedures of competitive examinations for the enrolment of chancellery assistants in Milan, Venice and Bologna in the seventeenth and eighteenth centuries. The growing success of candidats from the middle classes was the result of attempts to improve the quality of the office administration as well as to reduce the influence of the aristocracy. Quality, however, was only used as a selection criterion in the beginning of the candidates’ career; not when it came to promotion. So merit and political patronage were very closely related in this kind of “mixed system”. They were not only the main characteristics of the new Italian administrative machine, but also conditioned its subsequent development.     

INSPIRATION,INSTRUCTION, COMPETENCE? QUESTIONS AUTOUR DE LA SÉLECTION DES PASTEURS RÉFORMÉS AUX PAYS‐BAS,XVIE‐XVIIE SIÈCLES

Ignorance was one of the major blames put upon the medieval clergy by the Protestant Reformation. The new Protestant ministers were supposed to be experts of the Divine Word and had to be able to explain it eloquently. Normally this requisite would have put the theological faculties at the forefront of ecclesiastical policy. But in the Northern Netherlands, the Reformed Church remained cautious, even suspicious, towards a too powerful impact of university training. It refused the monopoly of university examinations for the recruitment to the ministry. The author explains the reasons for this aloofness and shows how it brought about a clear distinction between formal training and individual qualities, the latter being the decisive factor in the admission procedure. This distinction may have contributed to the ideology of merit.     

THE CONFINEMENT OF BEGGARS IN EIGHTEENTH‐CENTURY FRANCE: THE POPULATION OF SOME ‘HÔPITAUX GÉNÉRAUX’ AND ‘DÉPÔTS DE MENDICITÉ’

In order to master the social problem of the transient beggars and vagrants, the eighteenth‐century French state promoted the establishment of hôpitaux généraux and dépôts de mendicité. These repressive institutions, bulwarks of the ‘great confinement’, fulfilled various social functions in the regional context. Comparing the findings of recent research on the inmates of these workhouses and asylums the author looks at some promising hypotheses on the nature and functions of these institutions. The numbers, geographical origins and the age and sex structure of the inmates are put into relation with the nature of the local and regional economy. It appears that both the local elites and the begging poor themselves used these institutions differently according to their specific Interests and social conditions.     

Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments

Reading and Writing - This study investigates the relationship between three discourse synthesis skills (i.e., quotation, summarization, and connection) and students’ overall integrated...     

化合物[Cu(I)2(L)2(HL)2]2(H2 Mo8 P26)(Ⅰ)(L:3-(2'-吡啶基)吡唑)(Ⅰ)的合成和结构表征

通过水热合成方法,得到一个新的化合物:化合物[Cu(I)2(L)2(HL)2]2(H2 Mo8 P26)(Ⅰ)(L:3-(2'-吡啶基)吡唑)(Ⅰ).单晶衍射数据显示,化合物Ⅰ是由双核单元Cu(I)2 L2(HL)2和ε-[H2 Mo8 P26]簇组成.Cu(I)2L2(HL)2具有中心对称性,其中铜离子被有机配体3-(2'-吡啶基)吡唑的2位氮原子和吡啶氮原子螯合.同时,3-(2'-吡啶基)吡唑的1位氮原子连接另外一个金属铜离子.由此形成了一个CuNNCuNN六边形结构,两个铜的距离为3.907A.晶体数据:C32H28Cu2Mo4N12O13,Mr=1299.50,Triclinic,P-1,α=12.388(3),b=12.893(3),c=15.408(3)A,V=2125.8(11)A3,Z=2,Dc=2.030g/cm3,F(000)=1268,μ=2.202mm-1,R1=0.0214 and wR2=0.0584[I>2σ(I)].     

Confucius’ Junzi (君子): The conceptions of self in Confucian

Confucius reinvented the concept of Junzi （君子）, an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi （君子）is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in forming and constituting the self because self always reflects the bounds and conventions of its history. The term Junzi （君子）is harnessed to make the individual a significant element for the state through the exercise of a form of power. So this kind of self-mastery incorporates notions of governmentality, freedom and the historical–social context to understandings of the self. So if we understand that the essence of civil society consists in agency-building self-transformation, there is ample evidence that Confucius was committed to reconstructing moral agency and civil society in a way that would be characteristically Confucian. Junzi (君子) is the case in point.     

(N)MET常考点:带to与不带to的不定式

不定式是动词的非谓语形式之一,是每年(N)MET的必考点,同时又是教材的难点和同学们的易错题,本文就其带to与不带to的情况小结如下。一、不定式不带to的情况 1.情态动词后必须接不带to的不定式,     

Teachers’ professional development: a solitary or collegial (ad)venture?

There exists nowadays consensus on the importance of teachers’ professional development. Also, most authors agree that the school's workplace conditions can exert great influence on this development. In this paper the impact of two workplace conditions, autonomy and collegiality, on elementary school teachers’ professional development is analysed. The qualitative research reported makes clear that this influence should be thought of in a balanced way. Certain forms of autonomy and collegiality — and more specifically certain combinations of both workplace conditions — have a far more positive influence on teachers’ professional development than others.