Mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme source primaire pour développer la compétence 2 : interpréter la réalité sociale à l’aide de la méthode historique

Ce mémoire a pour objet la mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme sources primaires pour développer la compétence 2– interpréter la réalité sociale à l’aide de la méthode historique. Le ministère de l’Éducation du Québec et les écrits scientifiques (Côté, 2008; LENOIR et SAUVÉ, 2010; Turner-Bisset, 2001) s’attendent à ce que l’élève terminant ses études secondaires raisonne à partir de faits tirés des sources qui lui sont accessibles, notamment des sources primaires. Or, on constate trois lacunes dans la pratique enseignante : le petit nombre de sources travaillées, l’inégalité de leurs interprétations et la faiblesse de leurs critiques (Byrom, 2005; Pickles, 2010; Watson, 1998). Aussi, peu de cas utilisent la chanson comme source primaire. La séquence d’apprentissages sur la Deuxième Guerre mondiale que l’enseignante française Sylvaine Moreau (2012) a rendue disponible sur Internet a donc servi de point de départ à cette mise à l’essai afin de comprendre ce qu’il en est. Comme il y a un aller-retour régulier prévu entre l’adaptation du matériel pédagogique au contexte scolaire québécois et les observations en classe c’est la recherche-développement qui semble l’approche la plus efficace (Artigue, 1989; Harvey et Loiselle, 2009). Quatre enseignants montréalais ont accepté une entrevue avec l’auteure de cette recherche. Ils ont adapté le matériel au contexte scolaire, ils ont été observés en classe et les réponses écrites des élèves ont été analysées grâce, notamment, au programme N’Vivo. En explorant les données qualitatives recueillies, on constate le petit nombre de sources travaillées puisque les réponses ne reprennent que ce qui a été vu en classe, priorisant même certains types de sources. La faiblesse des critiques est criante puisque des étapes jugées « inutiles » par certains élèves sont laissées incomplètes. Finalement, l’auteure remarque l’inégalité des interprétations liée à une barrière de niveau de langue. Les métaphores et le vocabulaire de certaines chansons semblent un défi.

De Gaulle and Europe: Historical Revision and Social Science Theory. CES Germany & Europe Working Papers, No. 08.5, 1998

The thousands of books and articles on Charles de Gaulle's policy toward European integration, whether written by historians, political scientists, or commentators, universally accord primary explanatory importance to the General's distinctive geopolitical ideology. In explaining his motivations, only secondary significance, if any at all, is attached to commercial considerations. This paper seeks to reverse this historiographical consensus by the four major decisions toward European integration taken under de Gaulle's Presidency: the decisions to remain in the Common Market in 1958, to propose the Fouchet Plan in the early 1960s, to veto British accession to the EC, and to provoke the "empty chair" crisis in 1965-1966, resulting in Luxembourg Compromise. In each case, the overwhelming bulk of the primary evidence speeches, memoirs, or government documents suggests that de Gaulle's primary motivation was economic, not geopolitical or ideological. Like his predecessors and successors, de Gaulle sought to promote French industry and agriculture by establishing protected markets for their export products. This empirical finding has three broader implications: (1) For those interested in the European Union, it suggests that regional integration has been driven primarily by economic, not geopolitical considerations even in the least likely case. (2) For those interested in the role of ideas in foreign policy, it suggests that strong interest groups in a democracy limit the impact of a leaders geopolitical ideology even where the executive has very broad institutional autonomy. De Gaulle was a democratic statesman first and an ideological visionary second. (3) For those who employ qualitative case-study methods, it suggests that even a broad, representative sample of secondary sources does not create a firm basis for causal inference. For political scientists, as for historians, there is in many cases no reliable alternative to primary source research.

Mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme source primaire pour développer la compétence 2 : interpréter la réalité sociale à l’aide de la méthode historique

Ce mémoire a pour objet la mise à l’essai d’une séquence d’apprentissage intégrant des chansons comme sources primaires pour développer la compétence 2– interpréter la réalité sociale à l’aide de la méthode historique. Le ministère de l’Éducation du Québec et les écrits scientifiques (Côté, 2008; LENOIR et SAUVÉ, 2010; Turner-Bisset, 2001) s’attendent à ce que l’élève terminant ses études secondaires raisonne à partir de faits tirés des sources qui lui sont accessibles, notamment des sources primaires. Or, on constate trois lacunes dans la pratique enseignante : le petit nombre de sources travaillées, l’inégalité de leurs interprétations et la faiblesse de leurs critiques (Byrom, 2005; Pickles, 2010; Watson, 1998). Aussi, peu de cas utilisent la chanson comme source primaire. La séquence d’apprentissages sur la Deuxième Guerre mondiale que l’enseignante française Sylvaine Moreau (2012) a rendue disponible sur Internet a donc servi de point de départ à cette mise à l’essai afin de comprendre ce qu’il en est. Comme il y a un aller-retour régulier prévu entre l’adaptation du matériel pédagogique au contexte scolaire québécois et les observations en classe c’est la recherche-développement qui semble l’approche la plus efficace (Artigue, 1989; Harvey et Loiselle, 2009). Quatre enseignants montréalais ont accepté une entrevue avec l’auteure de cette recherche. Ils ont adapté le matériel au contexte scolaire, ils ont été observés en classe et les réponses écrites des élèves ont été analysées grâce, notamment, au programme N’Vivo. En explorant les données qualitatives recueillies, on constate le petit nombre de sources travaillées puisque les réponses ne reprennent que ce qui a été vu en classe, priorisant même certains types de sources. La faiblesse des critiques est criante puisque des étapes jugées « inutiles » par certains élèves sont laissées incomplètes. Finalement, l’auteure remarque l’inégalité des interprétations liée à une barrière de niveau de langue. Les métaphores et le vocabulaire de certaines chansons semblent un défi.

Collections of the Minnesota Historical Society.

(cont) The source of the Mississippi / by N.H. Winchell -- Prehistoric man at the headwaters of the Mississippi River / by J.V. Brower -- Charter members of the Minnesota Historical Society and its work in 1896 / by Alex. Ramsey -- History of agriculture in Minnesota / by James J. Hill -- History of mining and quarrying in Minnesota / by Warren Upham -- History of the discovery of the Mississippi River and the advent of commerce in Minnesota / Russell Blakeley -- Reminiscences of persons and events in the early days of the Minnesota Historical Society / by William H. Kelley -- Fort Snelling from its foundation to the present time / by Richard W. Johnson -- Sully's expedition against the Sioux, in 1864 / by David L. Kingsbury -- State-building in the West / by Charles E. Flandrau -- Obituaries.

A call to arms at the end of history: a discourse-historical analysis of George W. Bush's declaration of war on terror

In this article we take a discourse-historical approach to illustrate the significance of George W Bush's (2001) declaration of a 'war on terror'. We present four exemplary 'call to arms' speeches by Pope Urban 11 (1095), Queen Elizabeth I (1588), Adolf Hitler (1938) and George W Bush (2001) to exemplify the structure, function, and historical significance of such texts in western societies over the last millennium. We identify four generic features that have endured in such texts throughout this period: (i) an appeal to a legitimate power source that is external to the orator, and which is presented as inherently good; (ii) an appeal to the historical importance of the culture in which the discourse is situated; (iii) the construction of a thoroughly evil Other; and (iv) an appeal for unification behind the legitimating external power source. We argue further that such texts typically appear in historical contexts characterized by deep crises in political legitimacy.

Metabolic Effects Associated with ICS in Patients with COPD and Comorbid Type 2 Diabetes : A Historical Matched Cohort Study

Funding: The analyses were funded by Boehringer Ingelheim. Access to data from the Optimum Patient Care Research Database was co-funded by Research in Real Life Ltd. The funder, Boehringer Ingelheim, had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Rafael Mares is employed by Research in Real Life Ltd., which provided support in the form of salary for author RM but did not have any additional role in the study design, decision to publish, or preparation of the manuscript. The specific role of this author is articulated in the ‘author contributions’ section.

Of Marx and Makers: an Historical Perspective on Generative Justice

In Marxist frameworks “distributive justice” depends on extracting value through a centralized state. Many new social movements—peer to peer economy, maker activism, community agriculture, queer ecology, etc.—take the opposite approach, keeping value in its unalienated form and allowing it to freely circulate from the bottom up. Unlike Marxism, there is no general theory for bottom-up, unalienated value circulation. This paper examines the concept of “generative justice” through an historical contrast between Marx’s writings and the indigenous cultures that he drew upon. Marx erroneously concluded that while indigenous cultures had unalienated forms of production, only centralized value extraction could allow the productivity needed for a high quality of life. To the contrary, indigenous cultures now provide a robust model for the “gift economy” that underpins open source technological production, agroecology, and restorative approaches to civil rights. Expanding Marx’s concept of unalienated labor value to include unalienated ecological (nonhuman) value, as well as the domain of freedom in speech, sexual orientation, spirituality and other forms of “expressive” value, we arrive at an historically informed perspective for generative justice. 

Critics of Human Rights from a Historical Perspective

Implementation of human rights is often criticized because it is perceived as being imposed on the rest of the world. In this case, human rights start to be seen as a sole abstraction, an empty word. What are the theoretical arguments of these critics and can we determine any historical grounds for them? In this paper, I will try to point at similar critics after the French Revolution – like that of the Historical School and Hegel – and try to show if some of these critics are still relevant. And I will compare these critics with contemporary arguments of cultural relativists. There are different streams and categorizations of human rights theories in today’s world. What differentiates them is basically the source of the human rights. After the French Revolution, the historical school had criticized the individuation and Hegel had criticized the formal freedom which was, according to him, a consequence of the Revolution. In this context Hegel drew a distinction between real freedom and formal freedom. Besides the theory of sources, the theories of implementation such as human rights as a model of learning, human rights as a result of an historical process are worth attention. The crucial point is about integrating human rights as an inner process and not to use them as a tool for intervention in other countries, which we observe in today’s world. And this is the exact point why I find the discussion of the sources more important. This discussion can help us to show how the inner evaluation of a society makes the realization of human rights possible and how we can avoid the above mentioned abstraction and misuse.

Contrasting effects of historical contingency on phenotypic and genomic trajectories during a two-step evolution experiment with bacteria

Background The impact of historical contingency, i.e. the past evolutionary history of a population, on further adaptation is mostly unknown at both the phenotypic and genomic levels. We addressed this question using a two-step evolution experiment. First, replicate populations of Escherichia coli were propagated in four different environmental conditions for 1000 generations. Then, all replicate populations were transferred and propagated for further 1000 generations to a single new environment. Results Using this two-step experimental evolution strategy, we investigated, at both the phenotypic and genomic levels, whether and how adaptation in the initial historical environments impacted evolutionary trajectories in a new environment. We showed that both the growth rate and fitness of the evolved populations obtained after the second step of evolution were contingent upon past evolutionary history. In contrast however, the genes that were modified during the second step of evolution were independent from the previous history of the populations. Conclusions Our work suggests that historical contingency affects phenotypic adaptation to a new environment. This was however not reflected at the genomic level implying complex relationships between environmental factors and the genotype-to-phenotype map.

Mackey topology on locally convex spaces and on locally quasi-convex groups. Similarities and historical remarks

A counterpart of the Mackey–Arens Theorem for the class of locally quasi-convex topological Abelian groups (LQC-groups) was initiated in Chasco et al. (Stud Math 132(3):257–284, 1999). Several authors have been interested in the problems posed there and have done clarifying contributions, although the main question of that source remains open. Some differences between the Mackey Theory for locally convex spaces and for locally quasi-convex groups, stem from the following fact: The supremum of all compatible locally quasi-convex topologies for a topological abelian group G may not coincide with the topology of uniform convergence on the weak quasi-convex compact subsets of the dual groupG∧. Thus, a substantial part of the classical Mackey–Arens Theorem cannot be generalized to LQC-groups. Furthermore, the mentioned fact gives rise to a grading in the property of “being a Mackey group”, as defined and thoroughly studied in Díaz Nieto and Martín-Peinador (Proceedings in Mathematics and Statistics 80:119–144, 2014). At present it is not known—and this is the main open question—if the supremum of all the compatible locally quasi-convex topologies on a topological group is in fact a compatible topology. In the present paper we do a sort of historical review on the Mackey Theory, and we compare it in the two settings of locally convex spaces and of locally quasi-convex groups. We point out some general questions which are still open, under the name of Problems.