1,721,102 research outputs found
Edgar Morin, Anne Brigitte Kern : Terre-Patrie, 1993
No full textDhoukar Hédi. Edgar Morin, Anne Brigitte Kern : Terre-Patrie, 1993. In: Hommes et Migrations, n°1168, septembre 1993. Belleville. pp. 60-61
Edgar Morin, Anne Brigitte Kern : Terre-Patrie, 1993
No full textDhoukar Hédi. Edgar Morin, Anne Brigitte Kern : Terre-Patrie, 1993. In: Hommes et Migrations, n°1168, septembre 1993. Belleville. pp. 60-61
Présentation du décret du 4 mars 1988: la saisine simplifiée et l'injonction de faire, deux nouvelles procédures du tribunal d'instance
No full textMorin Anne. Présentation du décret du 4 mars 1988: la saisine simplifiée et l'injonction de faire, deux nouvelles procédures du tribunal d'instance . In: Revue juridique de l'Ouest, N° Spécial 1990. L'accès individuel et collectif des consommateurs à la justice. pp. 20-26
Edgar Morin, Anne-Brigitte Kern, Terre-Patrie, Paris, Éd. du Seuil, 1993
No full textJacob André. Edgar Morin, Anne-Brigitte Kern, Terre-Patrie, Paris, Éd. du Seuil, 1993. In: L'Homme et la société, N. 111-112, 1994. Générations et mémoires. pp. 196-197
Edgar Morin, Anne-Brigitte Kern, Terre-Patrie, Paris, Éd. du Seuil, 1993
No full textJacob André. Edgar Morin, Anne-Brigitte Kern, Terre-Patrie, Paris, Éd. du Seuil, 1993. In: L'Homme et la société, N. 111-112, 1994. Générations et mémoires. pp. 196-197
Optimizing the educational subject between testing and inclusion in an era of neoliberalism:Musings on a research agenda and its future perspectives
Full text linkIn 1960, Philip H. Coombs (1915-2006), who was programme director for education at the Ford Foundation and head of the US delegation to the Organisation for European Economic Cooperation (OEEC), wrote: ‘[There is] a potential conflict between education’s obligation to promote the growth and freedom of the individual for its own sake and the necessity to serve the growth and security of society as a whole’. The quote stems from an OEEC publication on how to redesign education to better accommodate economic growth, improve education planning in light of the Cold War, and improve national educational data for the purpose of comparing Western education systems (OEEC, 1960). The quote eloquently sums up a fundamental schism regarding the very purpose of education that is not the least reflected in a political and professional tug of war over what education is and should be: Should education be a production factor in the achievement of economic prosperity – an economistic and highly utilitarian perspective – or should education serve personal development values, Bildung, and making students capable of leading rich and fulfilling lives? To what extent should education have a life of its own based on notions about its intrinsic values and to what extent should external political goals be taken into consideration? And what if these political goals are conflicting or even incompatible? These questions have been recurring themes throughout this volume, and they clearly intertwine with the tensions between testing and inclusion documented in the chapters
Optimizing the educational subject between testing and inclusion in an era of neoliberalism:Musings on a research agenda and its future perspectives
Full text linkThis chapter describes that the development of standardized quantitative tests is a necessary – but not sufficient – condition for today's close political monitoring of education, the rise of the global testing culture and the use of education as an economic production factor. Few developments are often associated with neoliberalism. The chapter discusses how education can be seen as following dispositives of either the logic of discipline or of security. It examines the subject of inclusion as a similar subject on the path from an excluded position in reflexive and optimizing self-work on the way to an included position. The chapter shows how testing can be a very powerful technology, with strong implications in terms of standards, as well as in terms of what education is or should be. Researchers, politicians, and professionals in schools should keep in mind the need to discuss education critically in its own right, with its own logics and notions
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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