Oeuvres choisies de Le Sage /

t. 1. Vie de Le Sage. Le diable boiteux. Entretiens sérieux et comiques des Cheminées de Madrid. Les Béquilles du Diable boiteux. Une journée des Parques.--t. 2-3. Histoires de Gil Blas de Santillane.--t. 4. Aventures du Chevalier de Beauchêne.--t. 5-6. Histoires de Guzman d'Alfarache.--t. 7. Le bachelier de Salamanque.--t. 8-9. Roland l'amoureaux.--t. 10. Histoire d'Estevanille Gonzalez.--t. 11. La valise troivée.--t. 12. Théâtre françois: Le point d'honneur. Don César Ursin. Crispin rival de son maitre. Turcaret. Critique de Turcaret. La Tontine.--t. 13-16. Théâtre de la Foire.

Les Ecoles Episcopales et Monastiques de l'Occident : depuis Charlemagne jusqu'a Philippe-Auguste (768-1180) : étude historique dur la filiation del Ecoles, la condition des maitres et des élèves et le programme des études avant la création des Universités /

Mode of access: Internet.

Romance literature pamphlets.

A collection of miscellaneous pamphlets.

Les Papes et la Papauté : de 1143 à la fin au monde, d'après la prophétie attribuée à Saint Malachie, étude historique /

Includes bibliographical references.

Sketches and reviews,

Rare Book Room copy 1: Bookplate: Henry Eastman Lower.

Dialogues in French and English.

Adapted from "Le livre des mestiers: dialogues français-flamands composés au XIVe siècle par un maitre d'école de la ville de Bruges," of which an edition was published by Michelant in 1875. cf. Pref., p. vi.

Oeuvres complètes.

Translated from the Dutch.

The cost of a minimum essential food basket in the Republic of Ireland: Study for six household types.

A Minimum Essential Standard of Living (MESL) is derived from a negotiated consensus on what people believe is a minimum standard. It is a standard of living that meets an individual’s or a household’s physical, psychological and social needs. This is calculated by identifying the goods and services required by different household types in order to meet their needs. While an MESL is based on needs, not wants, it is a standard of living below which nobody should be expected to live. This report focuses on food, one of the 16 elements of the Minimum Essential Standard of Living (MESL) data. It is based on a methodology called Consensual Budget Standards (CBS). The report is presented in the context of increasing concerns about the issue of food poverty in the Republic of Ireland (ROI) and an increase in the number of people reporting that they do not have enough money to buy food. Recent data from The Organisation for Economic Co-operation and Development (OECD) have shown that the number of people believing they cannot afford food doubled from 4.2% in 2008 to 9% in 2014. Data from Eurostat show that in 2013, food and non-alcoholic beverage prices in Ireland were 17% higher than the EU average. Moreover, research by Carney and Maitre, using data from the Survey on Income and Living Conditions (SILC), found that one in ten people are living in food poverty in Ireland. Food poverty is defined as the inability to have an adequate and nutritious diet due to issues of affordability and access to food. This has related effects on health, culture and social participation. The 2013 data from the Survey on Income and Living Conditions (SILC) show that 1.4 million people, almost 31% of the population, suffer from deprivation. This means that they are unable to afford two items from a list of 11 very basic items (of which one is not being able to eat a meal with meat, chicken, fish or a vegetarian equivalent every second day). The highest levels of deprivation are experienced by lone parents (63%), unemployed people (55%) and people not at work because of illness or disability (53%). The experience of the Vincentian Partnership for Social Justice (VPSJ) is that expenditure on food tends to be one of the least important considerations when households are dealing with competing demands on an inadequate income. A Minimum Essential Standard of Living (MESL) is derived from a negotiated consensus on what people believe is a minimum standard. It is a standard of living that meets an individual’s or a household’s physical, psychological and social needs. This is calculated by identifying the goods and services required by different household types in order to meet their needs. While an MESL is based on needs, not wants, it is a standard of living below which nobody should be expected to live. This report focuses on food, one of the 16 elements of the Minimum Essential Standard of Living (MESL) data. It is based on a methodology called Consensual Budget Standards (CBS). The report is presented in the context of increasing concerns about the issue of food poverty in the Republic of Ireland (ROI) and an increase in the number of people reporting that they do not have enough money to buy food. Recent data from The Organisation for Economic Co-operation and Development (OECD) have shown that the number of people believing they cannot afford food doubled from 4.2% in 2008 to 9% in 2014. Data from Eurostat show that in 2013, food and non-alcoholic beverage prices in Ireland were 17% higher than the EU average. Moreover, research by Carney and Maitre, using data from the Survey on Income and Living Conditions (SILC), found that one in ten people are living in food poverty in Ireland. Food poverty is defined as the inability to have an adequate and nutritious diet due to issues of affordability and access to food. This has related effects on health, culture and social participation. The 2013 data from the Survey on Income and Living Conditions (SILC) show that 1.4 million people, almost 31% of the population, suffer from deprivation. This means that they are unable to afford two items from a list of 11 very basic items (of which one is not being able to eat a meal with meat, chicken, fish or a vegetarian equivalent every second day). The highest levels of deprivation are experienced by lone parents (63%), unemployed people (55%) and people not at work because of illness or disability (53%). The experience of the Vincentian Partnership for Social Justice (VPSJ) is that expenditure on food tends to be one of the least important considerations when households are dealing with competing demands on an inadequate income. - See more at: http://www.safefood.eu/Publications/Research-reports/The-cost-of-a-healthy-food-basket.aspx#sthash.RiBpj5no.dpuf A Minimum Essential Standard of Living (MESL) is derived from a negotiated consensus on what people believe is a minimum standard. It is a standard of living that meets an individual’s or a household’s physical, psychological and social needs. This is calculated by identifying the goods and services required by different household types in order to meet their needs. While an MESL is based on needs, not wants, it is a standard of living below which nobody should be expected to live. This report focuses on food, one of the 16 elements of the Minimum Essential Standard of Living (MESL) data. It is based on a methodology called Consensual Budget Standards (CBS). The report is presented in the context of increasing concerns about the issue of food poverty in the Republic of Ireland (ROI) and an increase in the number of people reporting that they do not have enough money to buy food. Recent data from The Organisation for Economic Co-operation and Development (OECD) have shown that the number of people believing they cannot afford food doubled from 4.2% in 2008 to 9% in 2014. Data from Eurostat show that in 2013, food and non-alcoholic beverage prices in Ireland were 17% higher than the EU average. Moreover, research by Carney and Maitre, using data from the Survey on Income and Living Conditions (SILC), found that one in ten people are living in food poverty in Ireland. Food poverty is defined as the inability to have an adequate and nutritious diet due to issues of affordability and access to food. This has related effects on health, culture and social participation. The 2013 data from the Survey on Income and Living Conditions (SILC) show that 1.4 million people, almost 31% of the population, suffer from deprivation. This means that they are unable to afford two items from a list of 11 very basic items (of which one is not being able to eat a meal with meat, chicken, fish or a vegetarian equivalent every second day). The highest levels of deprivation are experienced by lone parents (63%), unemployed people (55%) and people not at work because of illness or disability (53%). The experience of the Vincentian Partnership for Social Justice (VPSJ) is that expenditure on food tends to be one of the least important considerations when households are dealing with competing demands on an inadequate income. - See more at: http://www.safefood.eu/Publications/Research-reports/The-cost-of-a-healthy-food-basket.aspx#sthash.RiBpj5no.dpuf A Minimum Essential Standard of Living (MESL) is derived from a negotiated consensus on what people believe is a minimum standard. It is a standard of living that meets an individual’s or a household’s physical, psychological and social needs. This is calculated by identifying the goods and services required by different household types in order to meet their needs. While an MESL is based on needs, not wants, it is a standard of living below which nobody should be expected to live. This report focuses on food, one of the 16 elements of the Minimum Essential Standard of Living (MESL) data. It is based on a methodology called Consensual Budget Standards (CBS). The report is presented in the context of increasing concerns about the issue of food poverty in the Republic of Ireland (ROI) and an increase in the number of people reporting that they do not have enough money to buy food. Recent data from The Organisation for Economic Co-operation and Development (OECD) have shown that the number of people believing they cannot afford food doubled from 4.2% in 2008 to 9% in 2014. Data from Eurostat show that in 2013, food and non-alcoholic beverage prices in Ireland were 17% higher than the EU average. Moreover, research by Carney and Maitre, using data from the Survey on Income and Living Conditions (SILC), found that one in ten people are living in food poverty in Ireland. Food poverty is defined as the inability to have an adequate and nutritious diet due to issues of affordability and access to food. This has related effects on health, culture and social participation. The 2013 data from the Survey on Income and Living Conditions (SILC) show that 1.4 million people, almost 31% of the population, suffer from deprivation. This means that they are unable to afford two items from a list of 11 very basic items (of which one is not being able to eat a meal with meat, chicken, fish or a vegetarian equivalent every second day). The highest levels of deprivation are experienced by lone parents (63%), unemployed people (55%) and people not at work because of illness or disability (53%). The experience of the Vincentian Partnership for Social Justice (VPSJ) is that expenditure on food tends to be one of the least important considerations when households are dealing with competing demands on an inadequate income. - See more at: http://www.safefood.eu/Publications/Research-reports/The-cost-of-a-healthy-food-basket.aspx#sthash.RiBpj5no.dpuf

La poésie à l’école secondaire québécoise (1963-2016) - Une histoire à travers les textes

Afin de comprendre et d’expliquer le malaise actuel vis-à-vis de l’enseignement de la poésie au secondaire, la thèse remonte à la publication du Rapport Parent (1963-1966), document fondateur de l’école québécoise moderne, et à la création du ministère de l’Éducation du Québec (1964) pour suivre, à travers les documents, l’histoire de l’enseignement de la poésie au secondaire au cours des 50 dernières années. Cette période se divise en trois grandes étapes : une révolution en éducation marquée par la publication du Rapport Parent et de deux programmes; le retour aux sources amorcé par L’école québécoise qui verra deux programmes et deux séries de manuels scolaires; la réforme articulée autour de L’école, tout un programme dont les programmes et les manuels sont actuellement en vigueur. C’est à travers ces trois types de documents (documents d’orientation, programmes d’enseignement et manuels scolaires) que je retracerai le parcours de l’enseignement de la poésie à l’école secondaire avec comme toile de fond les grands courants qui ont marqué l’éducation et l’enseignement du français au Québec depuis les années 1960. L’enseignement de la poésie ne peut se détacher du contexte dans lequel il se fait. Ce contexte comprend diverses facettes qui lui sont internes et d’autres qui lui sont externes. Les facettes externes dans ce travail sont la vision de la culture et de l’enseignement ainsi que la place faite à la littérature et à la poésie. L’idée de culture a beaucoup évolué depuis 50 ans. Le Rapport Parent abandonne la vision traditionnelle de la culture au profit d’une vision plus large qui englobe l’ensemble des activités humaines. Nuancée et actualisée, cette vision large de la culture restera la référence. La littérature qui détenait une place importante dans la culture traditionnelle perd ainsi de l’influence. Sa place et son importance, malgré les discours qui la valorisent, vont diminuer jusqu’à ne devenir qu’un adjuvant à l’enseignement de la technique de la langue et des types de textes. L’évolution de l’enseignement transformera la classe traditionnelle bien ordonnée sous l’autorité du maitre en lieu qui doit permettre à l’élève de construire ses connaissances. Les éléments reliés directement à l’enseignement de la poésie comprennent les programmes, les manuels, l’enseignement de la lecture et de l’écriture et le travail du professeur et de l’élève. Les programmes subiront d’importantes modifications. Le programme-cadre de 1969 marque la fin des programmes à visées littéraires. Le seul vrai but des programmes depuis, c’est de parfaire l’apprentissage technique de la langue. Le programme de 1980 marque l’abandon des genres littéraires comme base de l’enseignement des textes au profit de la notion de discours. Comme le discours poétique n’y apparait pas, la poésie peine à se trouver une place. Les programmes de 1995 et de la réforme optent pour les types de textes plutôt que les discours, mais la poésie n’entre pas dans cette typologie. La place de la poésie en lecture et en écriture est variable selon les époques. Sur un même pied que les autres types de textes dans le programme-cadre, elle apparait seulement en lecture dans le programme de 1980. Les programmes subséquents lui redonneront une place en écriture. Depuis 1980, elle reste un genre marginal qui souvent ne sert qu’à illustrer des notions utiles aux discours ou types de textes utilisés par le programme. La relation professeur/élève s’est considérablement modifiée au cours de cette période. De maitre, le professeur est devenu guide et médiateur. L’élève évolue en sens inverse : de passif récepteur de la connaissance, il devient responsable de construire ses connaissances. Le professeur, compte tenu du peu de place qu’occupe la poésie dans les programmes et du fait qu’elle ne fait pas partie de la typologie des textes adoptée par ceux-ci, ne peut compter que sur ses connaissances pour en assurer un enseignement valable. Les manuels accompagnent les programmes sauf pour le programme-cadre. Depuis 1980, les manuels de français ont une visée autoéducative parce qu’ils s’adressent directement à l’étudiant. Ils se présentent comme des préparations de cours que l’élève n’a qu’à suivre pour acquérir les connaissances au programme. La place de la poésie en lecture et en écriture y est variable selon les époques et les manuels.

Enseignantes et enseignants experts en histoire : Comment se développe leur expertise?

L’objet de cette recherche concerne le développement de l’expertise enseignante chez les enseignantes et les enseignants d’histoire au secondaire. Une recension des écrits nous a permis d’identifier des aspects qui contribuent au développement professionnel comme les réseaux professionnels, la formation continue ou congrès, le mentorat, des lectures d’ouvrages spécialisés, des collègues de travail et l’expérience. L’objectif de recherche était d’identifier, auprès d’enseignantes et d’enseignants d’histoire au secondaire, quels sont les aspects et les expériences professionnelles qui ont contribué au développement de leur expertise professionnelle. Cette recherche, dite qualitative/interprétative de type exploratoire, repose sur la stratégie du récit de vie. Les participants sont quatre enseignants d’histoire au secondaire considérés comme experts. L’entrevue semi-dirigée a permis de colliger des données qualitatives quant aux aspects et aux expériences professionnelles ayant contribué au développement de leur expertise enseignante. Les résultats de recherche indiquent que les aspects ciblés au départ ont influencé à divers degrés le cheminement des experts participants. D’autres aspects ont émergé comme étant marquants dans le développement professionnel comme la passion ou l’intérêt pour l’enseignement de l’histoire, la qualité des relations tant avec les élèves qu’avec les collègues et la capacité de réfléchir sur sa pratique. Toutefois, trois aspects favorisent plus particulièrement le développement de l’expertise soit l’expérience, les compétences professionnelles en enseignement qui regroupent la préparation de cours, la réflexion sur sa pratique et la relation maitre/élève puis les collègues de travail. Cette recherche est utile parce qu’elle apporte un éclairage sur les aspects contribuant au développement de l’expertise enseignante et peut ouvrir la voie vers une autre étude qui mettrait en évidence les différences entre les voies empruntées pour développer cette dernière.