Scientific Publications of the University of Toulouse II Le Mirail
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Reconcile tourism and agricultural agility : on-farm activities and agritourists
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Évaluation et éducation musicale
No full textInternational audienceMindestens vier Begriffe haben denselben Wortstamm val: evaluation, value, valuation, valence. Während alle vier im Bereich der Bildung und der Kunst verwendet werden, sind es die Begriffe Bewertung und Werte, die sich in den Bildungssystemen als allgegenwärtig erweisen. Der Grund dafür liegt wohl in der Etymologie des Wortes Evaluation, an die Mottier Lopez erinnert: „evaluieren ... bedeutet, den Wert aus zu extrahieren“ (Cnesco, 2023, S. 13). Diese beiden intrinsisch miteinander verbundenen Vokabeln werden auch in der Forschung im/über den Bildungsbereich häufig verwendet. In diesem Eintrag soll insbesondere die Bewertung hinterfragt werden, und zwar nicht die Bewertung der Kunst als eine von mehreren Bildungsmodalitäten, sondern die Bewertung in der Praxis des Lehrens und Lernens von Musik durch Musik, die im Rahmen der schulischen Musikerziehung in der ersten Stufe der Sekundarstufe, dem Collège, in Frankreich vermittelt wird. Was empfehlen die Lehrpläne? Wie greift das Forschungsumfeld der Musikerziehung Fragen der Bewertung auf, was sind die Forschungsgegenstände?At least four concepts have the same radical val: evaluation, value, valuation, valence. While all four are used in the fields of education and art, it is the terms evaluation and values that are omnipresent in educational systems. The reason for this undoubtedly lies in the etymology of the word evaluation, which Mottier Lopez recalls: “to evaluate...is to extract value from” (Cnesco, 2023, p. 13). These two intrinsically linked terms are also widely used in educational research. In the present entry, we propose to examine evaluation, not of art as just another educational modality, but of the teaching-learning practices of music, through music, provided in the context of school music education, in the first level of secondary education, the collège, in France. What do curricula recommend? How is the music education research community tackling evaluation issues, and what are the research topics?Au moins quatre concepts ont pour même radical val : évaluation, valeur, valuation, valence. Si les quatre sont utilisés dans le domaine de l’éducation et de l’art, ce sont les termes évaluation et valeurs qui s’avèrent omniprésents dans les systèmes éducatifs. La raison à cela réside sans doute dans l’étymologie du mot évaluation, que Mottier Lopez rappelle : « évaluer…c’est extraire la valeur de » (Cnesco, 2023, p. 13). Ces deux vocables intrinsèquement reliés sont également très utilisés dans la recherche en/sur l’éducation. La présente entrée propose plus particulièrement de questionner l’évaluation, non pas de l’art en tant que modalité d’éducation parmi d’autres, mais l’évaluation dans les pratiques d’enseignement – apprentissage de la musique, par la musique, dispensées dans le cadre de l’éducation musicale scolaire, dans le premier degré de l’enseignement secondaire, le collège, en France. Que préconisent les curricula ? Comment le milieu de la recherche sur l’éducation musicale s’empare-t-il des questions d’évaluation, quels sont les objets de recherche
Feminism and Television Drama. Theory in Practice in British and US TV Series Since the 1990s
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Symmetric SAGE and SONC forms, exactness and quantitative gaps
No full textInternational audienceThe classes of sums of arithmetic-geometric exponentials (SAGE) and of sums of nonnegative circuit polynomials (SONC) provide nonnegativity certificates which are based on the inequality of the arithmetic and geometric means. We study the cones of symmetric SAGE and SONC forms and their relations to the underlying symmetric nonnegative cone. As main results, we provide several symmetric cases where the SAGE or SONC property coincides with nonnegativity and we present quantitative results on the differences in various situations. The results rely on characterizations of the zeroes and the minimizers for symmetric SAGE and SONC forms, which we develop. Finally, we also study symmetric monomial mean inequalities and apply SONC certificates to establish a generalized version of Muirhead's inequality
Science and the Shaping of Modernity: Essays in Honor of Stephen Gaukroger
No full textInternational audienceThis book collects a variety of short essays on Stephen Gaukroger’s thought, by leading scholars, both senior and junior. Stephen Gaukroger (1950–2023) was one of the preeminent specialists of early modern science and philosophy, particularly their interrelations including under the heading ‘natural philosophy’, on the international scene, since the 1980s, starting with his prominent Cartesian scholarship (and biography) and moving towards the formidable 4-volume series on science and the shaping of modernity (from Emergence of a Scientific Culture to Civilization and the Culture of Science), dealing not just with early modernity but with the Enlightenment, German Romanticism and 20th-century society. This volume covers the thought of this highly-recognized scholar and engages with his works covering early modern philosophy, enlightenment, and contemporary periods, making it a must-read for any philosopher and historian of science
Sensory room: Naturalistic assessment of auditory and visual perception in developing children
No full textInternational audienceIntroduction: Hearing is essential for language acquisition and understanding the environment. Understanding how children react to auditory and visual information is essential for appropriate management in case of hearing loss. Objective and subjective assessments can diagnose hearing loss, but do not measure natural perception in children. We developed a "sensory room" for complementary assessment of children's perceptions so as to assess behavioral responses to meaningful natural sounds and visual stimuli in an ecologic environment suited to children.Material and methods: Sixteen normal-hearing children and 10 with congenital hearing loss before cochlear implantation, aged 13 to 32months, were included in this feasibility study. They perceived 18 environmental sounds and 9 visual stimuli, and their behavioral responses were coded accordingly as: stopping, looking, moving, pointing, language or emotional reactions.Result: All children completed the task, demonstrating its feasibility in children. Percentage responses to auditory versus visual stimuli did not differ in normal-hearing children; those with congenital hearing loss responded like normal-hearing children to visual stimuli, but did not react to auditory stimuli. Progression in normal-hearing children's behavioral responses corresponded to cognitive and linguistic development according to age.Conclusion: The "sensory room" quantified children's responses to various auditory and visual stimuli, providing clinicians with measurable insight into the children's sensory perception and processing
Sensory room: Naturalistic assessment of auditory and visual perception in developing children
No full textInternational audienceIntroduction: Hearing is essential for language acquisition and understanding the environment. Understanding how children react to auditory and visual information is essential for appropriate management in case of hearing loss. Objective and subjective assessments can diagnose hearing loss, but do not measure natural perception in children. We developed a "sensory room" for complementary assessment of children's perceptions so as to assess behavioral responses to meaningful natural sounds and visual stimuli in an ecologic environment suited to children.Material and methods: Sixteen normal-hearing children and 10 with congenital hearing loss before cochlear implantation, aged 13 to 32months, were included in this feasibility study. They perceived 18 environmental sounds and 9 visual stimuli, and their behavioral responses were coded accordingly as: stopping, looking, moving, pointing, language or emotional reactions.Result: All children completed the task, demonstrating its feasibility in children. Percentage responses to auditory versus visual stimuli did not differ in normal-hearing children; those with congenital hearing loss responded like normal-hearing children to visual stimuli, but did not react to auditory stimuli. Progression in normal-hearing children's behavioral responses corresponded to cognitive and linguistic development according to age.Conclusion: The "sensory room" quantified children's responses to various auditory and visual stimuli, providing clinicians with measurable insight into the children's sensory perception and processing
Invertibility of functionals of the Poisson process and applications
No full textInternational audienceFollowing previous investigations by Üstünel [22] about the invertibility of some transformations on the Wiener space, we find some entropic conditions under which a random change of time is invertible on the Poisson space. As a consequence, we provide a new construction of Hawkes processes. We also establish a new variational representation of the entropy
