Le poète errant à Port-au-Prince : Une lecture de _Parias_ de Magloire Saint-Aude

Cet article offre une analyse de la figure du flâneur dans Parias: documentaire de l’écrivain haïtien Magloire-Saint-Aude (1912-1971). Étudiant la façon dont il se réapproprie de ce trope surréaliste dans un cadre port-au-princien, le but est de montrer que l’auteur essaie de repenser le sujet haïtien. L’article démontre que Magloire-Saint-Aude se sert d’un chronotope urbain double, d’abord les rues pauvres où les personnages déambulent sans but fixe et ensuite les salons bourgeois où naît le désir. Son flâneur haïtien subit un processus complexe de subjectivation qui s’articule dans la tension de ces deux chronotopes urbains. Même si le héros saint-audien essaye de se libérer par le biais de l’amour pour une Française il est à jamais attaché à l’espace exigu de Port-au-Prince. Cela vient rompre avec une tradition d’affirmation héroïque du sujet (masculin) haïtien. ”Exilé de l’intérieur,” Malgoire-Saint-Aude explore un sujet insaisissable qui garde ouverte sa part à l’altérité.

Student and teacher response system : development of an interactive anonymous real-timeformative feedback system

This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.

Development of a Real-time Formative Feedback Student Response System

This paper is focusing IT-supported real-time formative feedback in a classroom context. The development of a Student and Teacher Response System (STRS) is described. Since there are a number of obstacles for effective interaction in large classes, IT can be used to support the teachers aim to find out if students understand the lecture and accordingly adjust the content and design of the lecture. The system can be used for formative assessment before, during, and after a lecture. It is also possible for students to initiate interaction during lectures by posing questions anonymously. The main contributions of the paper are a) the description of the interactive real-time system and b) the development process behind it.